03 Apr 1MA Program: Tourism & SustainabilitySchool of Business and Econo
1MA Program: Tourism & SustainabilitySchool of Business and Economics Department of Organisation & Entrepreneurship Tourism Studies LINNAEUS UNIVERSITYAutumn semester, 2017 (October 9)COURSE DESCRIPTIONTourism Studies IV4TR505 Tourism and Sustainability in the Anthropocene (15 credits)(1) Intended learning outcomesAfter completing the course you are expected to be able to: account for different perspectives on sustainability critically process tourism as a social phenomenon in perspective of sustainability summarize current tourism research with focus on sustainability discern implications and consequences of tourism in relation to globalsustainability, planetary boundaries and the Anthropocene consider societal and ethical aspects of tourism sustainabilityThe learning outcomes provide the framework in which you are supposed to develop your ownappropriate learning strategies. The assignments in this course are both individual and in group, and they are also overlapping in time. This demands coordination, planning, and time-budgetingof your studies (the total student workload for 15 credits is approx. 420 hours). In this course youare expected to demonstrate your ability, and willingness, to carry out tasks independently and tocontribute to class collective learning environment. (2) AssessmentThe assessment of your achievement of the learning outcomes for this course consists of thefollowing three assignments: (a) reading seminar participation; (b) collaborative group project; (c)individual project. (a) Seminar participation & reaction paper (3 credits)In this course the reading seminars are student led, which means that you will be assigned to takeresponsibility for organizing and conducting them. This also includes the task of selecting one of thereadings upon agreement with the examiner (for details, see under “required readings”). The goal of the reading seminars is to encourage critical discussion and reflection on tourism andsustainability that are driven by the scholarly work you read. Participation in the reading seminar will be assessed based on your ability to reflect upon theassigned and selected readings. In critically reviewing research article you seek to discuss the following (not all the items arerelevant to all the papers you read): What is this article about; research question/ statement of purpose/ goal of the article? Why is this topic important according to the author? What kind of study is it? How is the research problem explored, presented, discussed. Is the study qualitative or quantitative in nature? How did the author achieve the goal of the paper?2 What are the key results/points and what are the implications of the findings/thoughts(both theoretical and practical – as it is stated in the) Your critical reflection about the article regarding the goal, the approach, methods used, discussed implicationsGuidelines for writing reaction papersThe purpose of a reaction paper is to synthesize and critically discuss and compare literature. Youneed to select and critically discuss 4 articles for each week (even thought the total number of thearticles may be greater). You can begin a reaction paper by stating the main ideas and evidence presented by the author(s), and continue then with your own responses to those ideas — drawing on your own evidence andthinking. Reaction paper for the specific WEEK must be submitted via Moodle no later than 23:55 onTuesday, the day before Reading Seminar is scheduled. For instance, Reaction paper for WEEK 1must be submitted no later than 23:55 Tuesday Oct 10th, 2017. Late submissions are not accepted. You can miss one out of the total number of the reaction papers without any consequence for yourgrade. Each of the reaction papers will be graded. GradingYour performance in the seminars and quality of the reaction papers will be assessed by theinstructor in relation to the intended learning outcomes (scale E- pass or F- fail). The criteria for grading include the understanding of the assigned readings as it is demonstrated inthe reaction paper, quality of the argument, depth of analysis of the readings and finally your abilityto create ‘dialogue’ between different readings. (b)Collaborative group project (5 CREDITS)In this assignment you and the other group members will design, carry out, and present acollaborative group project focused on “tourism and sustainability”. The project needs to beconducted in accordance with the following criteria: before beginning working on the actual project, a project proposal needs to be approved bythe examiner. It should be aligned with the learning outcomes and include a time-budget(approx. 112 hours per student), the project needs to be set up to provide comparison of aspects of sustainability in twotravel destinations, as part of the project you will need to actively use and problematize at least 10 of thefollowing concepts: sustainability, sustainable development, climate change, resilience, society, nature, capitalism, planetary boundaries, the Anthropocene, ethics, environment, politics, anthropogenic forcing, ecological footprint, scale, local, global, mobility, production, consumption, networks. The group must work independently:1) design the project, 2) select project material, 3) generateits own angles and takes, and 4) decide upon how to present the group’s work in a creative way. While doing so you should stay creative and think out of the box. There are also many possibleforms of presentation that can be used in the project in your project (maps, pictures, audio, video, drawings, texts, play). On the schedule you will find allocated time slots for the collaborative group project. Note thatthese are obligatory to attend. Your group will also present your project to the rest of the class onMonday, November 20, 2017. Each group will have 30 minutes for the presentation plus 10minutes for questions and discussion.3GradingIn this assignment all group members will receive the same grade according to the scale A(excellent) or F (fail). The examiner may exceptionally determine the grade fx, to all members ofthe group or to individual members (if the assignment is graded F for the group or an individualmember, but considered near the border to E). Fx means that supplementary work, specified bythe examiner, will need to be submitted. Further information about grading criteria will follow. (c) Individual project report (7 CREDITS)This assignment means that you will do an individual project on the given topic: “Tourism andsustainability”. Because the topic is broad you will have to define your own focus and outlinehow you will carry out your project. When designing your project, and while working on it, youwill pay close attention to the learning outcomes for the course and ensure that they are covered inyour project. As material for your project you will use the course literature and current tourismresearch articles in the area relevant for your project (approx. 300 pp.) that can be enriched bysecondary data or primary data collection. You will engage with variety of sources that you finduseful and beneficial for your own project. As part of the assignment you will submit two page long project proposal by Friday October20which needs to be approved by the examiner. Your individual project report will be 3000 words long. The project report will be typed withcorrect and consistent citation and referencing (e.g. APA). The style of writing should beacademic, but you are allowed to be creative and engage with your own reactions, ideas andperspectives. There are no further instructions in terms of how you should structure or outlineyour report except that you must design your report in a creative way. GradingYour performance in the seminars and quality of the reaction papers will be assessed by theinstructor in relation to the intended learning outcomes (scale A- excellent or F- fail). Weighing up of grades for the whole courseThe overall grade for the course requires that all three assignments have received the minimumgrade of E. The overall grade for the course will be determined based on your overallperformance and specifically focus on the 3 types of assignments (i.e. seminars and reactionpapers, group project and the individual project). (3) TeachingThe course can be divided into three parts and teaching is designed to support these. In the firstpart we aim to introduce and get a grip on tourism in the context of sustainability. In the secondpart of the course we move on to current issues, debates, and challenges around sustainability andtourism, often signified by climate change and global sustainability. These two parts are supportedby lectures, including two by Stefan Gössling, and an intensive week of lectures by Michael Hall. This is followed by a week where we engage with the concept of the Anthropocene and make useof video-lectures by some of the scholars to be found in that field. In both of these first two partsof the course we will have student-led reading seminars. Note: There are no lectures or reading seminars during the final two weeks (the third part of the4course). The period is devoted to the collaborative group work leading up to presentations onNovember 20th, 2017, and to the writing up of the individual project to be handed in on MondayNovember 29th, 2017. General assessment criteria for written assignments throughout the course:A Your piece provokes readers to reflect on the topic’s subtleties andcomplexities. Throughout the paper, arguments remain clear, essential, and sound There are virtually no grammatical, mechanical, or formatting errors. Sources are appropriately attributed, documented, and cited. Your piece engages a variety of credible perspectives, demonstratinga sophisticated use of support: other views have been carefullyconsidered, sources have been appropriately synthesized, and theanalysis offers readers fresh ways to view the source material. You reveal a sophisticated awareness of form; locally, paragraphscohere, and the essay flows without unintended interruptions The writing has virtually no grammatical, mechanical, or formattingerrors. Sources are appropriately attributed, documented, and cited. At this level, the presentation reveals professionalism and attention todetail. B You make interesting and relevant arguments but does not fullydeliver on its promise. Supporting arguments progress with very fewlapses in clarity, soundness, or relevance. The piece uses substantive support: arguments consistently followfrom evidence. The writer effectively illustrates the conversation onthe topic. The analysis almost always offers some insights. Organization reveals a logical, rhetorically effective progression ofthe argument. On a local level, transitions between paragraphs andsentences create continuity and coherence. The writing has virtually no grammatical, mechanical, or formattingerrors. Sources are appropriately attributed, documented, and cited. C AYtouthmisalkeveeslo,mthee vparelusaebnlteataiorgnurmeveenatslsapltrhoofeusgshiotnhaeliasrmguamnednatstteanretionrather straightforward. The main argument may be too broad to leadto a focused essay. Argumentation in general seems lackluster orobvious; some arguments might be weak due to lapses in logic orinsufficient (perhaps irrelevant) evidence. Your work uses substantive support: arguments consistently followfrom evidence. The writer effectively illustrates the conversation onthe topic. The analysis almost always offers some insights. The organizational strategies of your piece demonstrate basiccohesion and continuity. On a local level, transitions betweenparagraphs and sentences usually create continuity and coherence, with some exceptions. The writing has few grammatical, mechanical, or formatting errors, and they do not distract the reader from the content. Sources areappropriately attributed and cited with very few errors.5D You make some valuable arguments although the arguments arerather straightforward. The main argument may be too broad to leadto a focused essay. Argumentation in general seems lackluster orobvious; some arguments might be weak due to lapses in logic orinsufficient (perhaps irrelevant) evidence. The argument is supported but would benefit from more—or betteruse of—evidence; the essay demonstrates analysis, albeitoccasionally superficially. The analysis offers a few insights. The organizational strategies of your piece demonstrate basiccohesion and continuity. Transitions between paragraphs andsentences usually create continuity and coherence, with someexceptions. The writing has several grammatical, mechanical, or formattingE Aerrgrourms,eanntadtisoonmgeenererroarlslydsisutfrfaecrtstfhreomreatadnegrefnrotimaltlhaepsceosnatenndt/.oSrolougrciceaslfallacies. However evidence is sufficient. The essay’s argument is supported but would benefit from more—orbetter use of—evidence; the essay demonstrates analysis, albeitoccasionally superficially. The analysis offers a few insights. Poor organization results in an essay that confounds the reader. Paragraphs stumble from one to the next and often lack focus andcoherence. The writing’s lack of precision often confuses the reader throughunclear word choice or problematic sentence structures. The writing has several grammatical, mechanical, or formattingerrors, and some errors distract the reader from the content. Sourcesfx More work is required (insufficient relative the criteria of E). F The unsatisfactory arguments suffer from logical incoherency orfacile aims. Argumentation generally suffers from tangential lapsesand/or logical fallacies. Evidence is markedly insufficient orirrelevant. The supporting arguments often suffer from inadequate evidence thatis insufficient, irrelevant, or incorrect. Sources may not beappropriate for the assignment. The essay may misinterpret ormisrepresent its source material. The writing has substantial grammatical, mechanical, or formattingerrors that distract the reader from the content. Many sources areincorrectly documented and cited. The writing prevents readers from engaging with the piece on anylevel: the sentences resist coherency, word choices resist clarity, andFor passing the written essay you need to fulfil the formal requirements and receive minimum E. The examiner may exceptionally determine the grade Fx, if one or more assessment criteria aregraded F but considered near the border to E. Fx means that supplementary work on the essay isrequired in order to receive the grade E. This will be specified by the examiner and need to besubmitted (no later than 5 business days after the essay has been graded and returned to thestudent). (4) Required reading & additional materialA. Literature for the reading seminars as specified below.6WEEK 1: Tourism and SustainabilityArticlesStafford-Smith, M., D. Griggs, O. Gaffney, F. Ullah, B. Reyers, N. Kanie, B. Stigson, P. Shrivastava, M. Leach, D. O’Connell. 2017. Integration: The key to implementing theSustainable Development Goals. Sustainability Science doi:10.1007/s11625-016-0383-3. Buckley, R. (2012). Sustainable tourism: Research and reality. Annals of Tourism Research, 39(2):528-546. Clarke, J. (1997): A framework of approaches to sustainable tourism. Journal of SustainableTourism 5, pp. 224-233. Schianetz, K., Kavanagh, L., and Lockington, D. (2007): Concepts and tools for comprehensivesustainability assessments for tourism destinations: A comparative review. Journal ofSustainable Tourism, 15(4), pp. 369-389. Rockström, J. et al (2009) A safe operating space for humanity, Nature 461, 472-475. Book ChaptersCarruthers D. (2005) From Opposing to Orthodoxy: The Remaking of sustainable Development(285-302), In Dryzek J.S. & Schlossberg, D. Debating the Earth: the Environmental PoliticsReader. Oxford. WEEK 2: Tourism and AnthropoceneArticlesHamilton, C. (2015). Getting the Anthropocene so wrong. Anthropocene Review, 2(2), pp. 102- 107. Latour, B. (2014). The Climate to come depends on the present time. http://www.brunolatour.fr/sites/default/files/downloads/14-11-ANTHROPO-transl-GB.pdfLatour, B. (2016). Why Gaia is not a God of totality. Theory, Culture & Society. 0(0), pp.1-21. Schmidt, J. Brown, P. G. & Orr, C. J. (2016). Ethics in the Anthropocene: A research agenda. TheAnthropocene Review, 1-18. Steffen, W., Broadgate, W., Deutsch, L., Gaffney, O., & Ludwig, C. (2015): The Trajectory of theAnthropocene: The Great Acceleration. The Anthropocene Review, (2)1, 1-18. Book ChaptersEijgelaar, E., Amelung, B. & Peeters, P. (2016). Keeping tourism´s future within a climaticallysafe operating space. In M. Gren & E. Huijbens [eds] Tourism & the Anthropocene, pp. 171- 188. Routledge. Gren, M. (2016): Mapping the Anthropocene & tourism. In M. Gren & E. Huijbens [eds] Tourism& the Anthropocene, pp. 171-188. Routledge. WEEK 3: Tourism and Sustainability of Natural ResourcesFennell, D., & Weaver, D. (2005). The Ecotourism Concept and Tourism-Conservation Symbiosis. Journal of Sustainable Tourism, 13(4), 373–390. Lew, A. A. (2014): Scale, change and resilience in community tourism planning. TourismGeographies, 16(1), 14-22. Strickland-Munro, J.K., Allison, H.E. & Moore, S.A. (2010) Using resilience concepts toinvestigate the impacts of protected area tourism on communities. Annals of Tourism Research, 37 (2), 499-519. Muhar A., Raymond Ch., et al. (2017). A model integrating social-cultural concepts of nature intoframeworks of interaction between social and natural systems, Journal of EnvironmentalPlanning and Management, DOI: 10.1080/09640568.2017.1327424Book ChaptersHales R. & Jamal, T. (2015). Environmental Justice and Tourism (pp.151-164). In Hall, M.7Gössling, S. and Scott, D. The Routledge Handbook of Tourism and Sustainability. RoutledgeHall, C.M., Malinen, S., Vosslamber R. & Wordsworth, R. (2016). Introduction: The business, organisational and destination impacts of natural disasters – The Christchurch Earthquakes2010-2011’, pp. 3-20 in Hall, C.M., Malinen, S., Vosslamber R. & Wordsworth, R. (eds.), Business and Post-Disaster Management: Business, Organisational and Consumer Resilienceand the Christchurch Earthquakes. Abingdon: Routledge. WEEK 4: Tourism and Environmental ChangeSteffen et al. (2015). Planetary Boundaries: Guiding human development on a changing planet. Science, 347 (6223);http://science.sciencemag.org/content/early/2015/01/14/science.1259855/tab-pdfHall, C.M. (2011). Policy learning and policy failure in sustainable tourism governance: fromfirst-and second-order to third-order change? Journal of Sustainable Tourism, 19(4-5), pp. 649-671. Lew, A. A., Hall, M. C., & Williams, A. M. [eds] (2014). The Wiley Blackwell Companion toTourism. Chichester: Wiley Blackwell. Part 7: Tourism and the environment: change, impacts, and response, pp. 445-534. Hall, C.M., Gössling, S. & Scott, D. (2015). The evolution of sustainable development andsustainable tourism. pp. 15-35 in The Routledge Handbook of Tourism and Sustainability, eds. C.M. Hall, S. Gössling & D. Scott, Routledge, Abingdon. WEEK 5: Tourism and Environmental Change continuesHall, C.M. (2013). Framing behavioural approaches to understanding and governing sustainabletourism consumption: Beyond neoliberalism, ‘nudging’ and ‘green growth’? Journal ofSustainable Tourism, 21(7), 1091-1109. Scott, D., Gössling, S., Hall, C. M. & Peeters, P. (2016). Can tourism be part of the decarbonizedglobal economy? The costs and risks of alternate carbon reduction policy pathways. Journalof Sustainable Tourism, 24:1, pp. 52-72. Scott, D., Hall, C. M. & Gössling, S. (2016). A review of the IPCC Fifth Assessment andimplications for tourism sector climate resilience and decarbonization. Journal of SustainableTourism, 24(1), 8-30. Scott, D., Hall, C. M. & Gössling, S. (2016). A report on the Paris Climate Change Agreementand its implications for tourism: why we will always have Paris. Journal of SustainableTourism, 24(7), 933-948. Gössling, S. & Peeters, P. (2015): Assessing tourism’s global environmental impact 1900-2050. Journal of Sustainable Tourism 23(5), 639-659. D. Tourism research articles on sustainability – individual project (approx. 300 pages)These will be selected on the basis of the topic of the individual project (by the student uponagreement with the examiner). E. Additional material for the collaborative group projectMaterial for the collaborative group project will be selected by the group upon agreement withexaminer, but the following is obligatory:United Nations (2015): Transforming our world: the 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/post2015/transformingourworld(5) Course scheduleWEEK 1: Tourism, Sustainability8Day Date Time Room Activity TeacherMon 9 Oct 9-11 216 Lecture: Course introduction / Tourism, sustainability & the AnthropoceneMariannaTue 10 Oct 8-10 214 Reading Seminar: Tourism and Sustainability Marianna10-12 214 Reading Seminar: Tourism and Sustainability MariannaWed 11 Oct 13-15 216 Guest Lecture: Planetary Boundaries Stina AlrikkssonWEEK 2: Tourism and AnthropoceneDay Date Time Room Activity TeacherMon 16 Oct 9-11 216 Lecture: Tourism and Anthropocene MariannaTue 17 Oct 10-1213-15214 Workshop: Tourism, climate change &sustainability: the case of GreenlandCarina RenWed 18 Oct 8-10 214 Reading seminar: Tourism and Anthropocene Marianna10-12 214 Reading seminar: Tourism and Anthropocene MariannaFri 20 Oct 9-9:309:30-1010-10:3010:30-1111-11:3011:3-1213:13:3013:30-1414:30-1515:15-30214 Individual project proposal – separate bookingfor each time slotMariannaWEEK 3: Tourism and Sustainability of Natural ResourcesDay Date Time Room Activity TeacherMon 23 Oct 9-11 216 Lecture: Tourism , Community and Nature(s) MariannaTue 24 Oct 10-12 216 Guest Lecture: Historical dimensions ofsustainability and attitudes towards theenvironmentProf. Michael HallUniversity ofCanterburyWed 25 Oct 10-12 214 Reading Seminar: Tourism and Sustainabilityof Natural ResourcesMichael13-15 214 Reading Seminar: Tourism and Sustainabilityof Natural ResourcesMichaelThu 26 Sept 10-15 214 Research Workshop MichaelWEEK 4: Tourism and Environmental ChangeDay Date Time Room Activity TeacherMon 30 Oct 9-11 216 Guest Lecture: Sustainable tourismdevelopment & environmental changeChrister FoghagenTue 31 Oct 10-12 216 Guest Lecture: Tourism and climate change Prof. Michael HallUniversity ofCanterburyWed 1 Nov 8-10 214 Reading Seminar: Environmental Change Marianna10-12 214 Reading Seminar: Environmental Change MariannaWEEK 5: Tourism and Environmental Change continuesDay Date Time Room Activity TeacherMon 6 Nov 9-11:00 216 Tourism and global environmental change:approaching the limits?Stefan GösslingTue 7 Nov 9-11:00 216 Tourism, neoliberalism & consumption Stefan GösslingWe 8 Nov 8-10 214 Reading Seminar: Environmental Change Marianna910-12 214 Reading Seminar: Environmental Change MariannaWEEK 6: Group and Individual ProjectsDay Date Time Room Activity TeacherMon 13 9-9:309:30-1010-10:3010:30-1111-11:3011:3-1213:13:3013:30-1414:30-1515:15-30214 Individual project proposal – separate bookingfor each time slotMariannaWednesday 15 Nov 9-12:0013-16:00214 Group Project Presentations MariannaWEEK 7: Group and Individual ProjectsDay Date Time Room Activity TeacherMon-Fr 20-24 214 Individual project – Working timeWEEK 8: Group and Individual ProjectsDay Date Time Room Activity TeacherThursday 29 Nov 23:59 214 Individual Project Submission via Moodle Marianna
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