The document outlines the assignment requirements for a group project in the Economics for Hospitality and Tourism course (BBAB4006), focusing on the economic evaluation of a tourism project or event. Students are expected to analyze the economic impacts of selected events on destinations, backed by research and academic sources, resulting in a report and a PowerPoint presentation. The assignment includes specific tasks divided among group members, with a total grading weight of 50% for the project.

1. PROJECT OUTLINE - ASSIGNMENT SHEET
This document is issued at an appropriate time to clarify the
requirements of major assessments.
Course Number BBAH4006 Course Title:
Economics for Hospitality and the Tourism Industry
Program BBA Hospitality Lecturer
Assignment
Type
Semester
Project Assignment
Name
4 Hand-out date:
Economic evaluation of a
tourism project or event impact
Course Week 1
Campus / Learning Level

2. Bulle / 5 Hand-in date:
Course Week 7 (as per assessment map)
Overall Grade
Weighting %
50% Grade
Distribution
%
Hand-in
Place:
80% Group
20% Individual
TII (electronic copy) through
Academic Office (hard copy)
Assignment overview:
Students analyse and evaluate the economic impact of an event
(or of a project) on a destination. The students’ research must
be based on published sources. In-class oral presentation of the
findings will be supported by use of Powerpoint.
Overall aim:

3. To complement the theory provided in class with an opportunity
for practical application
Learning Outcomes and Transferable Skills
LO1 Apply basic economic models and theories used in the
context of hospitality and tourism
LO2 Examine elements of tourist expenditure, tourism demand
and their relationship to the structure and operation of the
tourism system
LO3 Differentiate the economic impacts of tourism on
destinations by taking into account social, environmental
and political dimensions.
LO4 Interpret the role of governmental and other organisations
in the management of tourism and its impacts
Resources Available:
Bladen, C., Kennell, J., Abson, E., & Wilde, N. (2012) Events
management. Oxon, England: Routledge
(see Ch 14)
Bollo, A. (2013). Measuring museum impacts. Retrieved from
the Emilia-Romagna website: http://online.ibc.regione.emilia-
romagna.it/I/libri/pdf/LEM3rd-report-measuring-museum-
impacts.pdf
Bowdin, G., Allen, J., O’Toole, W., Harris, R., & McDonnell, I.
(2011). Events management (3rd ed.).
Oxford, England: Butterworth-Heinemann.
Vanhove, N., (2018). The economics of tourism destinations
(3rd ed.). Oxford, England: Routledge

4. Tasks, Organization and Grading:
This is a group project, which requires students to undertake
research in order to develop their knowledge, cognitive and
professional competencies related to economic impacts and
destinations. The students will work in teams of 2; “Student A”
will take responsibility for task 1; the same student will be in
charge of uploading the project to Moodle and to submit the
hard copy to the Academic Office. “Student B” will accountable
for tasks 2, 3 and 4 (to be written on the “assignment front
sheet”). The transferable skills (information literacy and
communication) will be graded individually. The project will
account for 50% of their final grade.
Word length of the report: 1800 words, plus the appendix, plus
the powerpoint.
Structure or Task:
Learning Descriptor
Title Page
– 10-12 words
The names of the group members and next to each name,
the word count of the tasks realized
by each group member

5. name (ROEHAMPTON)
1. Introduction
In no more than 50 words, the event, the destination and the
context of the event / project must be introduced
Understanding
Task 1 Students analyse the economic impact of an event / a
project on a destination; they focus their research on the direct
and indirect impacts. Impacts can be generated by visitors,
capital expenditure, promoters, sponsors, etc; they can benefit
hotels and other stakeholders. The economic issues related to
events or new projects should also be considered, as part of
contemporary debates.
At least one of the theories presented in Vanhove (2018) pp.
277-
306, in particular p.293-294, must be considered in this section;
“Cost-benefit” (p.332-333) and “multiplier” (275-276) are the 2
most frequently used approaches to assess events.
The selected event can be a cultural, a sport, a special event or
a business event. Mega events do not qualify for this project
due to their complexity. Mega events are defined as exceeding 1
million visits and “their capital cost should be at least $500
million” (Marris as cited in Bowdin et al, 2011, p.21).
The selected project must be related to the attraction sector as
defined in Vanhove (2018) p.11. or pp. 99-100; possible
projects include new museums, leisure park openings, new
natural parks, etc. but exclude accommodation projects.

6. The purpose of this section is not to calculate economic impacts
but to identify and analyse the impacts (positive or negative) of
events or of new projects on destinations; events and projects
increase visitation to destinations and generate economic
consequences.
Data can be found in the reports published by organizations
such as universities, journals, consultancy firms, cities or
“Destination management organizations”. At least one academic
article must be used in this section of the report; this article
does not have to be related to the selected event and can be used
as a point of
comparison
Understanding
sional
Competencies
Transferable Skills (Information literacy, Communication)
Task 2 Students analyse the characteristics of one specific
demand that the event / project attracts. The type of demand can
be determined by demographic (spending power), or
motivational, or geographic or even psychographic criteria. The
spending power of the selected demand must be interpreted
Understanding
Competencies
(Information literacy, Communication)

7. Task 3 Students evaluate the role of governmental organizations
(Destination management organizations) or other local
organizations (stakeholders like a hotel association) in the
realization of the event / project
wledge and
Understanding
Competencies
(Information literacy, Communication)
Task 4 Students take into account one non-economic dimension
of the impacts generated by the event / project and propose
ideas to minimize negative and optimize positive impacts based
on the comparison with similar events / projects. At least one
academic article must be used in this section of the report
Understanding
ional
Competencies
Skills(Information literacy, Communication)
Learning Descriptor Task
Weight

8. Knowledge and Understanding
Task All
30%
Cognitive Skills
Task all
25%
Professional Competencies
Task all
25%
Transferable Skills (see below)
Task All
20%
FINAL GRADE
100%
Transferable skills; Information literacy. (e.g. research related
Skills).
Written presentation: A structured report with references in
APA style
is expected. A reference list including books, reports and
articles (i.e. the references) must be included. The report should
not merely paraphrase the selected sources. Two academic
references (minimum) from peer reviewed articles or books, is
requested. Additional sources (minimum 8) should be included
in the reference list to demonstrate the extent of research.
Transferable skills; Communication. (e.g. written, graphical and

9. oral, body language skills) . It is expected that during the oral
presentation
(4’per person), both students will present a synthesis of his / her
findings
to the class. Speakers should speak accurately (diction,
vocabulary, and grammar); they are not allowed to read their
presentation. The use of communication material (PowerPoint)
is required (instructions given in class). In case of unjustified
absence on the assigned day for the presentation, 10% of the
grade of the project will be deducted.
ROEHAMPTON LEVEL 5 Grading Guidelines – (Semester 3 to
4).
Grade Learning Descriptor
80– 100% Excellent
70 – 79% Very Good

10. a) Knowledge: A clear and exact demonstration of
knowledge and the critical understanding of the principles,
concepts and techniques: all arguments carefully developed
and clearly shown. Considered and effective use of
literature beyond that supplied in the classroom.
b) Cognitive: Knowledge applied to show understanding.
Apply knowledge and
understanding accurately to a range of issues, questions and
problems. Apply establish techniques to critically evaluate
and interpret the subject. Clear evidence of thinking and
links to originality.
c) Professional Competencies: compare and use different
approaches to
issues and problems. Shows engagement of ethical issues.
d) Transferable Skills: communicate information,
arguments, and ideas effectively, use recognized literature,
ICT, and planning; excellent report structure with APA
presentation of figures, tables, references (in-text and list)
where appropriate. Evidence of originality and novelty present.
a) Knowledge: A sound grasp of the subject material,
with some critical understanding and logical arguments shown.
Reasonable evidence of wider study beyond the classroom.
b) Cognitive: Knowledge applied and used to interpret data.
Some evidence of critical thinking.
c) Professional Competencies: some key skills developed and
shown to help
address issues and problems. Although the range of approaches
limited.
d) Transferable Skills: considered use of communication
tools, literature, ICT,
and planning; well organized report; appropriate choice and
APA presentation of figures and tables; clearly presented
throughout.
50 – 69% a) Knowledge: Reasonable understanding of
subject matter with some critical review, but some flaws and
errors evident. Only limited evidence of wider

11. Pass study and use of literature information.
b) Cognitive: Knowledge used to interpret data with
some knowledge application evident. But problems found
in overall logic and argument.
Limited critical review.
c) Professional Competencies: Little evidence of key skill
development in line with practical and/or professional problem
solving.
d) Transferable Skills: considered use of communication
tools, literature, ICT,
and planning; a generally clear report with acceptable format
but some errors in APA style and/or omissions in presentation.
40 – 49% Fail
20-39% Fail
0 – 19% Fail
a) Knowledge: Limited understanding of the topic with
a minimal critical application; considerable factual errors
evident. Virtually no inclusion of literature information
beyond lecture materials.
b) Cognitive: Knowledge used to describe, a limited
application knowledge
shown. Limited evidence of argument and logical thinking.
c) Professional Competencies: Limited evidence of skills

12. development in line
with practical or professional development or problem solving.
d) Transferable Skills: use of communication tools, ICT,
and some planning; little attention given to the report
structure; a very limited use of illustrative tables and
figures. APA problems evident and serious flaws in
presentation
shown.
a) Knowledge: Minimal understanding of the subject;
serious factual errors evident.
b) Cognitive: Very limited argument or logic shown. Poor
evidence of thought.
c) Professional Competencies: Poor evidence of skills
development.
d) Transferable Skills: poor use of communication tools,
literature, ICT, and planning; poorly structured report;
disorganized, missing sections, minimal
presentation of supporting data.
a) Knowledge: Very poor coverage of material with
little relevant information evident. Virtually no evidence
of understanding. A few lines of relevant material or no
material at all.
b) Cognitive: No argument or logic shown.
c) Professional Competencies: None shown
d) Transferable Skills: minimal attempt to provide a
structured answer. Poor.
The qualitative criteria includes (based upon learning outcomes)
consideration of
The quality of the report/essay – use of sections,
diagrams, figures, citation of references, neatness etc.
answer. Or ability to answer or
complete the task.
tation of
standard taught materials

13. Shows level 4 competencies together with critical
understanding, problem solving, application, and analysis.
integrated projects, case
studies, case study based examinations.
Special Instructions:
The “word count” for each group member must be included on
the standard ROEHAMPTON cover page; word count does not
include the title, references and references / bibliography
sections.
The hard copy must be completed by an annotated appendix of 4
pages max. One of the 4 pages must be taken from an academic
source. The appendix must also include the print of the ppt
slides.
The soft copy of the report must be submitted to turnitin with
the reference list but without the appendix.
The ppt must be uploaded via moodle by clicking on the
appropriate icon.
STATEMENT OF AUTHORSHIP
To ensure proper academic research and report writing
techniques), each individual or group written project work
should include the following statement, signed by all students
involved in the project.

14. English version:
“I confirm that this work is my own. Additionally, I confirm
that no part of this coursework, except where clearly quoted
and referenced, has been copied from material belonging
to any other person e.g. from a book, handout, another
student. I am aware that it is a breach of ROEHAMPTON
regulations to copy the work of another without clear
acknowledgement and that attempting to do so renders me liable
to disciplinary procedures. To this effect, I have uploaded my
work onto Turnitin and have ensured that I have made any
relevant corrections to my work prior to submission. ”
DRAFT DOCUMENTS: (if you are authorized to use the
drafting function)
You are allowed to upload as many drafts as you feel necessary
before the final due date, as long as you leave a 24 hour gap
between each upload to allow Turnitin to review the report.
It is your responsibility to check your own Originality
Report and to ensure that you have removed any possible
elements of plagiarism or bad practice (please refer to your
APA pocket guide on how to reference correctly).
FINAL DOCUMENTS:
You are required to formally submit projects
electronically through Moodle and your project checked for
similarities through Turnitin, otherwise the work will not be
accepted and you will receive a zero. This is deemed to be the
ROEHAMPTON’s recognized submission process and
requirement for grading.
You may be required to submit a hard copy of your work to
the Academic Office (or other designated location stated on the

15. Project Outline) also by the stated deadline.
7
The final piece of work must be uploaded in enough time
for the system to accept it on the due date. The system
sometimes takes longer than normal to accept reports (from
30 min up to few hours). Please note that larger reports will
upload more quickly if they are saved as a pdf file.
online submission via Moodle.
only checks similarities.
Should you have difficulty using the system, you must
contact your lecturer immediately (leaving this until the last
minute is unacceptable). It is YOUR responsibility to upload
your own work and last minute IT issues will not be considered
as mitigation.
You must not upload your work onto another person’s
account. If this happens, your submission will not be
assessed, leading to a zero.
You are required to agree to the Turnitin usage
policies when you first access the Turnitin website. Full
information regarding the Turnitin service, including
privacy, copyright and fair usage can be found
on the Turnitin website at
http://www.turnitin.com/static/footnote/usagepolicy.html .

16. 10

18. Approval date: February 2018
Project outline template Effective date: February
2018
Template owner: Barbara Miller; Martin Senior Latest Revision:
January 2018
Revision date:
Page 11 of 11
This online version is a controlled document. Any printed
versions are considered uncontrolled versions of the document.