1006THS Tourism Systems EoL# 2: Workbook

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1006THS Tourism Systems

EoL# 2: Workbook -

Log of Learning Activities

Type: Individual, written
Presentation Format: 12-point Arial or Times New Roman, 1.5 line spacing, with page numbers inserted bottom right; includes headings/sub-headings and table of content.
Length: 2,000 words (INCLUDING headings, table of content, reference list, diagrams) (+/- 10%).
Submission Deadline: Friday 8th September, 9am (AEST) via Turnitin (Week 9) 
Learning Objectives Assessed: 1, 2.
Total Weight: 40%.
Marked out of: 40 – mandatory pass required.

Introduction:

A key role of destination managers is to understand why systems behave the way they do by understanding how each element interact and influence other elements. The purposes of this assessment are to introduce students to the complex nature of tourism systems problems and how their interactions form feedback loops which reinforce (accelerate) or balance (counteract) change within a tourism destination.

Task Description:

To complete this assessment, students are required to select:

a) any one tourism destination

b) a tourism business within the selected destination (the tourism business can be situated anywhere you would like to build your future career)

c) one key tourism systems problem related to its operation within the broader tourism industry. Please choose from one of the four following tourism systems problems:

· A lack of tourists post-COVID

· An environmental or socio-cultural sustainability problem e.g. pollution issue related to tourists

· A shortage of tourism workers post COVID

OR

· A problem of your choice - please discuss with your teacher 

Based on your weekly learning and the systems problem you have selected, complete the workbook activities over weeks 1-9.

Additional Information:

· EoL#3 will build on the work you do in this assignment.

· Include a correctly formatted table of contents (with section, subsection headings) and reference list.  

· Insert all diagrams, tables, pictures, and other graphics in the body of the assignment and make sure they are properly formatted, titled and layout is neat on the page (no large gaps).

· Include a word count on the title page, and a graphic appropriate to the selected business case.

· A 10% penalty will be applied for assignments exceeding or below the recommended word limit.

· Remove any workbook instructions before submitting your workbook for grading.

Citation and Referencing:

You should have minimum EIGHT (8) different in-text citations. The majority of the citations should be from academic sources. Citations could include (1) academic journal, (2) academic book, (3) industry or trade journal/magazine, (4) newspaper, (5) general travel or hospitality source, (6) web pages.

All citations and references must adhere to APA 7 referencing style (https://www.griffith.edu.au/library/study/referencing).

Assignment Submission:

This assignment must be submitted electronically using TurnItIn submission point under your Evidence of Learning tile for EoL#2. Based on the text-match report, revise your work as needed.

Return of Marked Assignment and Release of Marks:

· The assignment will be marked according to the marking criteria listed in the Marking Rubric.

· The marked assignment and feedback will be available via TurnItIn submission point TWO weeks after submission of the assessment.

· Marks for all assessment items will be recorded in the Marks Centre and made available to students through My Marks.

· To pass this course, students need to submit ALL assessments for the course AND must achieve a minimum of 20 out of 40 for this assessment.

<Insert table of contents here>.  

You can use your own headings and sub-headings for each of the section given below (e.g. 1.1 Rename as the name of the tourism destination you have selected e.g. 1.1 Beijing, China). Please delete all instructions in your submitted assignment.

1.0 TOURISM DESTINATION AND TOURISM BUSINESS

1.1 Name and describe the selected tourism destination under analysis.

This can be located anywhere in the world. The description can include destination characteristics such as location, key tourism selling points, international visitor numbers, destination life cycle stage, etc. A maximum of one photograph can be used in this section to support the text. 

1.2     Name and describe the tourism business selected for analysis.

This must be a real business directly related to tourism, such as an attraction, travel agency, tour operator, accommodation, etc. The description should include basic characteristics such as what kind of business they conduct, ownership, number of years in operation, employee numbers, customer numbers, annual revenue, web URL, etc. Maximum two photographs can be used in this section to support the text.

For ease of defining a system boundary and for system mapping, restricting to one single business rather than a wide industry operation would be helpful (e.g., Emirates Airlines, United Arab Emirates instead of airlines industry or Mandarin Oriental, Doha instead of hotel industry Doha). 

2.0 TOURISM SYSTEMS PROBLEM AND SYSTEMS BOUNDARY

2.1   Define one key tourism systems problem related to the selected business which influence its operation in the broader tourism industry.

The systems problem should be a current, real-life issue facing the selected tourism business. Examples of problems of interest could be and not limited to managing visitor behaviour, development control of land or other resource use, waste management, water related issues, energy management, tourism economic wealth distributions, tourism seasonality impacts, sustaining tourist satisfaction, impact of tourism on local communities, local satisfaction with tourism, etc.

2.2   Define the boundary for the tourism systems problem you are investigating.

Systems problem boundary can be defined as either macro, meso, micro level. For example, the depletion of wildlife in a national park at a national level (e.g., Australia = macro level), reduced tourism arrival numbers at a regional level (e.g., Bundaberg, QLD = meso level), or a poor booking system in place frustrating potential customers at a local level (e.g., Mon Repos, Bundaberg, QLD = micro level).

3.0 SYSTEM ELEMENTS AND FUNCTIONS

3.1   Describe three elements related to the selected systems problem. 

Revisit how you tackled this in EoL#1. 

3.2   Discuss two functions performed by each of the selected elements.

Revisit how you tackled this in EoL#1.

3.3    Using a behaviour-over-time graph, explain the reference mode of the selected systems problem.  

Insert a BOTG and then explain the reference mode and explain how you expect the system behaviour to change with interventions (for this show the status quo and desired trend). 

4.0 AUXILIARY VARIABLES

4.1 List and explain four auxiliary variables related to the systems problem.

4.2   Categorise these auxiliary variables as stocks or flows, concrete or less concrete stocks or accumulations. 

Revisit how you tackled this in EoL#1.

Present a table with list of the variables. E.g.

Auxiliary Variables

Stock / Flow

Concrete / Less Concrete

 

 

 

 

 

 

 

 

 

 

 

 

5.0 SYSTEM DYNAMICS

5.1 Analyse two systems dynamics which are of a local scope that emerge from interactions of the tourism systems problem and elements influencing its operation at a local level.

5.2.1 Analyse two systems dynamics which are of an international scope that emerge from interactions of the tourism systems problem and elements influencing its operation at a global level.

6.0 CONNECTIONS AND FLOWS

6.1 Draw EITHER a stock-and-flow diagram OR causal loop diagram of the selected problem.

At a minimum, three loops with key elements, auxiliary variables, and dynamics must be presented. Remember to include feedback loop numbers and names in your diagram. Indicate +/- polarity on the loops if drawing a CLD. Please use a different colouring scheme for each stakeholder/sector. Do not include any new elements or variables in the diagram. Your diagram should only present context you have written in the above sections. 

Present a table with list including the loop name (balancing/reinforcing) and number. E.g.

Loop Name

Feedback Type (R/B)

Feedback Loop Number

Variables Involved

e.g. Customer Satisfaction

R

R1

e.g. Tourist arrivals, hotel jobs, staff shortage, customer service, customer satisfaction

 

 

 

 

 

 

 

 


EoL#2 Workbook (40%) Marking Rubric

Criteria

Excellent

Very Good

Good

Satisfactory

Unsatisfactory

Mark

1: Ability to define a systems problem within a business context and connect to theory

Excellent introduction providing a very clear purpose; ensures all relevant information related to the business is very clearly outlined.

Shows exceptionally deep reflection in defining the T&H systems problem with complex links made from theory to the case with longer term issues considered.

Very good introduction. Addresses key points with clear detail; ensures most information related to the business is clearly outlined.

Demonstrates a high-level ability to reflect on 'what' and ‘why’ in defining the T&H systems problem.

Good introduction providing a mostly clear purpose; ensures most information related to the business is outlined.

Demonstrates ability to reflect on 'what' and ‘why’ in defining the T&H systems problem.

Fair introduction. Outlines limited areas relevant to the topic.

 

Attempts to make a link between theory and practice but does not fully achieve this.

Very poor or non-existent introduction. Includes few if any areas relevant to the topic are identified.

No demonstrated reflection of theory presented no appropriate application to case.

 / 6

2: Ability to describe elements and define a system boundary for the elements

 

Shows exceptionally deep rationale in describing elements of a T&H systems problem, providing a deep understanding in defining systems boundary of the selected problem.

Demonstrates a high-level ability to describe the elements of a T&H systems problem providing a high-level understanding in defining a systems boundary for a given problem.

 

Demonstrates ability to describe the elements of a systems problem providing some ability to define systems boundary of a given problem.

Attempts to describe a describe elements of a systems problem. Attempts to set boundaries for the problem identified.

Inability to clearly identify elements of a system. Limited to no ability to define a systems boundary.

 / 6

3: Ability to communicate functions of an element

Demonstrates exceptionally high-level ability to communicate the 'what', ‘why’ and ‘how’ of element function with very clear connection to the reference mode of the selected problem.

Demonstrates a high-level ability to communicate the 'what', ‘why’ and ‘how’ of element function with very clear connection to the reference mode of the selected problem.

Demonstrates a good ability to communicate the 'what', and ‘why’ of element function but unable to discuss ‘how’ this connects to the reference mode of the selected problem.

Demonstrates a satisfactory ability to communicate the 'what', and ‘why’ of element function but unable to discuss ‘how’ this connects to the reference mode of the selected problem.

Very poor ability to communicate element function and unable to communicate how this connects to the reference mode of the selected problem.

 / 6

4: Ability to explain and categorise variables influencing stated problem

Shows exceptionally deep rationale in explaining variables related to the problem with excellent categorisation of these variables.

Demonstrates a high-level ability to explain the variables related to the problem with very good categorisation of these variables.

Demonstrates ability to explain variables related to the problem with good categorisation of these variables.

Attempts to explain variables related to the problem with some understanding of how to categorise these variables.

Inability to explain variables related to the problem with limited ability to categorise these.

 / 6

5. Ability to analyse systems dynamics

Excellent analytical skills with the ability to apply complex theoretical concepts.  

Very good analytical skills with the ability to apply complex theoretical concepts.  

Good analytical skills with the ability to apply complex theoretical concepts.  

Limited analytical skills with some ability to apply complex theoretical concepts.  

No apparent analytical skills with limited ability to apply complex theoretical concepts.  

 / 6

6. Ability to visualise a concept map of the selected T&H problem

Identifies and clearly and concisely communicates in visual format all the relevant current and potential issues/problem within the selected business context.

Identifies and clearly communicates in visual format most of the relevant current and potential issues/problem are identified clearly communicated within the selected business context.

Identifies and communicates in visual format some of the relevant current and/or potential issues/problem are identified within the selected business context.

Identifies and communicates in visual format a few of the relevant current and/or potential issues/problem are identified within the selected business context.

None of the relevant current and/or potential issues within the context are identified or communicated in visual format

 / 6

Presentation /mechanic.

 

Sources/evidence

Utilises correct writing conventions throughout the report, with the report being of the highest quality.

Evidence of extremely wide reading of relevant literature from an impressive range of sources. Excellent in-text citation and reference list.

Utilises mostly correct writing conventions with the report being of a good quality

 

Evidence of wide reading of relevant literature from a variety of sources for ideas/factual statements. Very good attempt at in-text citation and reference list.

Utilises some correct writing conventions with the report being of an acceptable quality

 

Evidence of reading relevant literature, with a good number of sources for ideas/factual statements. Good attempt at in-text citation and reference list.

Utilises few correct writing conventions with the report being of a low quality

Some evidence of reading relevant literature, but only a limited number of sources for ideas/factual statements. Basic in-text citation and reference list.

Utilises little correct writing conventions with the report being of a poor quality

No evidence of reading relevant literature, with no sources for ideas/factual statement. Poor attempt at in-text citation and reference list.

/ 4

TOTAL

 / 40

 


2023-09-01