Summer University courses: economic impact, economic perspectives

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The whole point of this study is to assess the economic impact of these activities
organized by a Spanish middle-sized university such as the Universitat de Lleida (UdL).
We will focus on the summer courses organized by this university because most of them
are concentrated in a specific place, far from the headquarters of the university and that,
therefore, requires participants to move to this place.

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  • Only 150 km from Barcelona City without sea Between Barcelona and Saragossa
  • En total els 2 anys
  • No sabem quina rendibilitat donen altres projectes
  • Summer University courses: economic impact, economic perspectives

    1. 1. <ul><li>Summer University courses: economic impact, economic perspectives </li></ul><ul><li>Global Events Congress IV </li></ul><ul><li>Leeds, July 2010 </li></ul><ul><li>Eva Martín </li></ul><ul><li>Jordi Sardà </li></ul>
    2. 2. Outline <ul><li>Introduction </li></ul><ul><li>Business tourism and economic cycle </li></ul><ul><li>Events organized by UdL </li></ul><ul><li>Methodology </li></ul><ul><li>Economic impact </li></ul><ul><li>Conclusions </li></ul>
    3. 3. Economic impact by event organization Extensive literature on impact achieved by event organization Literature on economic impact generated by ordinary activity at universities No studies focussing on the big significance of events organized by universities
    4. 4. <ul><li>Year 2008 </li></ul><ul><li>18,790 meetings </li></ul><ul><li>770.942 attendants in 1995 </li></ul><ul><li>3.356.432 attendants in 2008 </li></ul><ul><li>— Spain Convention Bureau </li></ul>Event and economic cycle
    5. 5. <ul><li>Direct economic impact </li></ul><ul><li>4,560 billion euro </li></ul><ul><li>0.42% Spain’s GDP </li></ul><ul><li>— Spain Convention Bureau </li></ul>Event and economic cycle
    6. 6. Number of meetings and participants and GDP real (1999 = 100) Event and economic cycle
    7. 7. Number of meetings and participants and GDP real. Variation rates. Event and economic cycle
    8. 8. <ul><li>Attendance at events is independent of the economic cycle </li></ul><ul><li>Tourism business events a priori is not affected by crises </li></ul>Event and economic cycle
    9. 9. Number of meetings Quarterly distribution
    10. 10. Main period <ul><li>Autum and Spring </li></ul><ul><li>Key role in helping to the deseasonalisation of tourism </li></ul>
    11. 11. <ul><li>The average expenditure of a business tourist is 3.2 times higher than a traditional tourist </li></ul><ul><li>— IET </li></ul>Event and economic cycle
    12. 12. Number of meetings Sectoral distribution
    13. 13. University of Lleida (UdL) <ul><li>Medium-small size university </li></ul><ul><li>About 8,000 students in seven faculties </li></ul><ul><li>Located in northeastern Spain </li></ul>
    14. 14. Lleida
    15. 15. University of Lleida (UdL) Founded year 1300 Created on 12th Desember 1991 7 faculties in 4 campus More than 50 grades and master
    16. 16. <ul><li>Since 1993 </li></ul><ul><li>Opened to university students and to the society </li></ul><ul><li>Far from the headquarters of the University </li></ul><ul><li>During 2009, 39 courses </li></ul><ul><li>16 courses held in la Seu d’Urgell during 2 weeks </li></ul><ul><li>385 attendats and 63 teachers </li></ul>Summer University
    17. 17. <ul><li>33% students of the own University </li></ul><ul><li>7% from other spanish universities </li></ul><ul><li>60% from professional field </li></ul><ul><li>71% province of Lleida </li></ul><ul><li>12% Catalonia </li></ul><ul><li>Other points of Spain and Europe </li></ul>Summer University
    18. 18. Research process Teachers and students answered a questionnaire on the distribution and amount of their expenses during their stay in the summer courses
    19. 19. Sample 385 students, 344 (the 89.35%) answered the survey 108 came from the area, were not taken into account as generators of economic impact
    20. 20. Sample 63 teachers, 38 (the 60.3%) answered the survey About 32% of these teaching staff brought their families and their expenses were also included
    21. 21. Expenditure distribution 114,018.82 € 68,720.72 € 45,298.10 € Total 2,598.14 € 1,660.94 € 937.20 € Entrepreneurial Services 2,815.20 € 0.00 € 2,815.20 € Transports 95,087.19 € 57,091.49 € 37,995.70 € Hospitality 13,518.29 € 9,968.29 € 3,550.00 € Commerce Total Students Organization and Professors  
    22. 22. Input Output Methodology Measure the capacity of generating benefits by the organization of an event Economic Impact
    23. 23. Input Output Methodology X = (I – A) -1 * Y Total = Total * Final Output Requirements Demand X is the production vector of the economy, I is the identity matrix, A is the matrix of technical coefficients, Y is the total final demand vector of the economy and (I – A) -1 is the Leontief inverse matrix ΔX = (I – A) -1 * ΔY
    24. 24. Sectors receiving investment Investment Direct Effect Inputs Demand Target sectors Of inputs demand Indirect Effect Total Effect Employment Consumption Sectors production Induced effect
    25. 25. Economic Impact Sectoral distribution
    26. 26. Economic Impact 2.67 304,155.7 Total Effect 1.23 140,056.4 Induced Effect 0.44 50,080.5 Indirect Effect 1.00 114,018.8 Direct Effect Multiplier effects Production  
    27. 27. Conclusions Revitalization the tourism with visitors for academic and professional purposes They generate revenues in the city with its consumption
    28. 28. Global impact in production is 2.67 times larger than the initial demand generated by UdL summer courses 3.4% of GDP at 2006 prices of the city during these fifteen days Conclusions
    29. 29. Conclusions S ocial benefits: promotion of the city through the media that covers the visit of personalities or bringing studies to a city where there is no university. Positive economic impact because it helps to increase tourism revenues .
    30. 30. Conclusions Universities can use summer courses to advertise themselves through the news in the press Summer courses can be used as test laboratories when planning new future actions
    31. 31. Conclusions Finally, this paper may serve as a decision tool for city councils in order to try to host summer courses in their city organized by any University
    32. 32. <ul><li>Summer University courses: economic impact, economic perspectives </li></ul><ul><li>Global Events Congress IV </li></ul><ul><li>Leeds, July 2010 </li></ul><ul><li>Eva Martín </li></ul><ul><li>Thank you very much Jordi Sardà </li></ul>

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