This is a solution of Unit 5 Destination Management and Planning Assignment Help that describes about Developing business
Unit 5 Destination Management and Planning Assignment Help
Section 5. Subject Calendar
| Topic | Readings | Related Assessment | Weeks |
| Introduction - Introductionto the Subject - Introduction to Tourism Policy and Planning - Tourism Impacts on Community Well-being - Barriers to sustainable tourism development | Dredge & Jenkins Chapter 1 Moscardo 2012 Reading Moscardo 2011a reading | Workbook | Week 1 |
| Policy and Planning for Sustainable Tourism Development - Policy instruments - Capacity building for tourism planning and management - Partnerships and networks for tourism development | Dredge & Jenkins chapter 5 Moscardo 2008 Reading Textbook Chapter 6 | Workbook | Week 1 |
| Approaches and Issues in Destination Planning - Public participation in tourism planning and management - Approaches to and levels of tourism planning - Current approaches to destination planning | Marzuki & Hay Reading WATC Guide Excerpts Moscardo 2011b reading Textbook Chapter 2 | Workbook | Week 2 |
| Destination Management Organisations (DMO’s) and Destination Competitiveness - Introductionto the Destination Management - Destination Competitiveness Models - Roles and of Destination Management Organisations - Destination marketing planning processes | Textbook Chapters 1 & 3 Crouch and Ritchie reading Dwyer and Kim Reading | assignment | Week 3 |
| Destination Governance Leadership and Strategy - Definitions and Dimensions of destination governance - DMO funding - Destination Marketing planning | Textbook Chapters 7 & 8 | assignment | Week 4 |
| Destination Positioning and Branding - Destination Image - Destination branding business strategy | Textbook Chapter 9 | assignment | Week 5 |
| Study Break and Make Up Classes Week | |||
| Destination Choice and Target Markets - Destination choice models - Market segmentation | Textbook Chapter 12 | Assignment | Week 6 |
| Destination IMC Strategies - Advertising and Digital Marketing | Textbook Chapters 10 and 11 | Presentations | Week 6 |
| Destination IMC Strategies - Publicity, Sales Promotion and Distribution | Textbook Chapters 10 and 11 | Presentations | Week 7 |
| Destination Crisis Management Strategies - Definitions and classifications of crises - Crisis preparedness and resilience | Resilience Kit for RTO’s | Week 8 | |
| IMC presentations - Student group presentations | Week 9 | ||
| Destination Performance Metrics and Future Challenges/Issues - the challenge of quantifying a DMO’s contribution to destination competitiveness - measures of DMO effectiveness - the measurement of consumer-based brand equity - current and future issues in Destination Management and Marketing | Pike reading Ch 16 | Week 10 | |
| Summary and Review | Week 10 | ||
The sequence of some topics may change due to availability of staff, resources or due to unforeseen circumstances
Section 6. Assessment Criteria Sheets (Rubric)
Rubric Grading Criteria for Problem Based Workbook (30% of BX3194)
| Criteria | Unsatisfactory 0-49% | Pass 50% + | |||
| Completion of all 5 activities | Fewer than 5 activities adequately completed | ||||
| Assessed Activity 1 | |||||
| Criteria | Unsatisfactory 0-49% | Pass 50 – 64% | Credit 65 – 74% | Distinction 75 – 84% | High distinction 85 – 100% |
| Presentation & Style Convey information clearly and fluently, in high quality written form appropriate for target audiences CLO S3 | Presented work that demonstrates a lack of literacy and rudimentary writing skills. Does not convey specific meaning | Uses a basic understanding of language that conveys ideas with a number of discrepancies pertaining to grammar and/or referencing | Incorporates appropriate language that generally conveys meaning to readers. Writing may include some errors in grammar and/or referencing | Employs appropriate language and accepted principles of English and APA citation. Communicates clearly and concisely with minimal errors | Presented work is expressed coherently and concisely with zero English and/or referencing errors |
| Critical analysis and evaluation Analysis of the issue or problem & identification of required information Synthesize underlying principles & concepts in tourism policy and planning SLO 1 | Limited and or logically flawed consideration of the problem, identifies the limited or irrelevant information | Demonstrates a sound consideration of the problem, identifies some of the most important sets of information | Demonstrates a sound consideration of the problem, identifies some of the most important sets of information system necessary and establishes a clear logical connection between relevant information | Demonstrates a sound consideration of the problem, identifies the most important sets of information necessary and establishes a logical connection to clearly described relevant information | Demonstrates a thorough consideration of the problem, clearly identifies the most important set of information necessary and establishes a detailed and logical connections to clearly described relevant information |
| Level of detail and relevance to the topic of agri-tourism in the Mekong Delta SLO 3 | Limited detail, no clear links between answers and specific aspects of the assessment topic | Sufficient detail, some links between answers and specific aspects of the assessment topic | Links are described in some detail, clear links between answers and specific aspects of the assessment topic | Links are described in detail, clear links between answers and a range of aspects of the assessment topic selected/organised by importance | Links are described in extensive detail, clear links between answers and the most critical aspects of the assessment topic |
| Appropriate use and application of concepts, processes or methods from lectures/readings/learning activities SLO 3 | No, limited or inappropriate use of concepts, processes or methods covered in any aspect of lectures, readings or learning activities | Some limited use of relevant concepts, processes or methods but sufficient to demonstrate a basic understanding of them | Use of several relevant concepts, processes and methods in sufficient detail to demonstrate a sound understanding of them | Use of all relevant concepts, processes and methods in sufficient detail to demonstrate a good understanding of them | Use of all relevant concepts, processes and methods in sufficient detail and in innovative ways to demonstrate a detailed understanding of them |
| Grade | |||||
| Assessed Activity 2 | |||||
| Criteria | Unsatisfactory 0-49% | Pass 50 – 64% | Credit 65 – 74% | Distinction 75 – 84% | High distinction 85 – 100% |
| Presentation & Style Convey information clearly and fluently, in high quality written form appropriate for target audiences CLO S3 | Presented work that demonstrates a lack of literacy and rudimentary writing skills. Does not convey specific meaning | Uses a basic understanding of language that conveys ideas with a number of discrepancies pertaining to grammar and/or referencing | Incorporates appropriate language that generally conveys meaning to readers. Writing may include some errors in grammar and/or referencing | Employs appropriate language and accepted principles of English and APA citation. Communicates clearly and concisely with minimal errors | Presented work is expressed coherently and concisely with zero English and/or referencing errors |
| Critical analysis and evaluation Analysis of the issue or problem & identification of required information Synthesize underlying principles & concepts in tourism policy and planning SLO 1 | Limited and or logically flawed consideration of the problem, identifies the limited or irrelevant information | Demonstrates a sound consideration of the problem, identifies some of the most important sets of information | Demonstrates a sound consideration of the problem, identifies some of the most important sets of information necessary and establishes a clear logical connection between relevant information | Demonstrates a sound consideration of the problem, identifies the most important sets of information necessary and establishes a logical connection to clearly described relevant information | Demonstrates a thorough consideration of the problem, clearly identifies the most important set of information necessary and establishes a detailed and logical connections to clearly described relevant information |
| Level of detail and relevance to the topic of agri-tourism in the Mekong Delta SLO 3 | Limited detail, no clear links between answers and specific aspects of the assessment topic | Sufficient detail, some links between answers and specific aspects of the assessment topic | Links are described in some detail, clear links between answers and specific aspects of the assessment topic | Links are described in detail, clear links between answers and a range of aspects of the assessment topic selected/organised by importance | Links are described in extensive detail, clear links between answers and the most critical aspects of the assessment topic |
| Appropriate use and application of concepts, processes or methods from lectures/readings/learning activities SLO 3 | No, limited or inappropriate use of concepts, processes or methods covered in any aspect of lectures, readings or learning activities | Some limited use of relevant concepts, processes or methods but sufficient to demonstrate a basic understanding of them | Use of several relevant concepts, processes and methods in sufficient detail to demonstrate a sound understanding of them | Use of all relevant concepts, processes and methods in sufficient detail to demonstrate a good understanding of them | Use of all relevant concepts, processes and methods in sufficient detail and in innovative ways to demonstrate a detailed understanding of them |
| Grade | |||||
| Assessed Activity 3 | |||||
| Criteria | Unsatisfactory 0-49% | Pass 50 – 64% | Credit 65 – 74% | Distinction 75 – 84% | High distinction 85 – 100% |
| Presentation & Style Convey information clearly and fluently, in high quality written form appropriate for target audiences CLO S3 | Presented work that demonstrates a lack of literacy and rudimentary writing skills. Does not convey specific meaning | Uses a basic understanding of language that conveys ideas with a number of discrepancies pertaining to grammar and/or referencing | Incorporates appropriate language that generally conveys meaning to readers. Writing may include some errors in grammar and/or referencing | Employs appropriate language and accepted principles of English and APA citation. Communicates clearly and concisely with minimal errors | Presented work is expressed coherently and concisely with zero English and/or referencing errors |
| Critical analysis and evaluation Analysis of the issue or problem & identification of required information Synthesize underlying principles & concepts in tourism policy and planning SLO 1 | Limited and or logically flawed consideration of the problem, identifies the limited or irrelevant information | Demonstrates a sound consideration of the problem, identifies some of the most important sets of information | Demonstrates a sound consideration of the problem, identifies some of the most important sets of information necessary and establishes a clear logical connection between relevant information | Demonstrates a sound consideration of the problem, identifies the most important sets of information necessary and establishes a logical connection to clearly described relevant information | Demonstrates a thorough consideration of the problem, clearly identifies the most important set of information necessary and establishes a detailed and logical connections to clearly described relevant information |
| Level of detail and relevance to the topic of agri-tourism in the Mekong Delta SLO 3 | Limited detail, no clear links between answers and specific aspects of the assessment topic | Sufficient detail, some links between answers and specific aspects of the assessment topic | Links are described in some detail, clear links between answers and specific aspects of the assessment topic | Links are described in detail, clear links between answers and a range of aspects of the assessment topic selected/organised by importance | Links are described in extensive detail, clear links between answers and the most critical aspects of the assessment topic |
| Appropriate use and application of concepts, processes or methods from lectures/readings/learning activities SLO 3 | No, limited or inappropriate use of concepts, processes or methods covered in any aspect of lectures, readings or learning activities | Some limited use of relevant concepts, processes or methods but sufficient to demonstrate a basic understanding of them | Use of several relevant concepts, processes and methods in sufficient detail to demonstrate a sound understanding of them | Use of all relevant concepts, processes and methods in sufficient detail to demonstrate a good understanding of them | Use of all relevant concepts, processes and methods in sufficient detail and in innovative ways to demonstrate a detailed understanding of them |
| Grade | |||||
| Overall Grade | |||||
Rubric Grading Criteria for Product Development Report (40% of BX3194 assessment)
| Criteria | Unsatisfactory 0-49% | Pass 50 – 64% | Credit 65 – 74% | Distinction 75 – 84% | High distinction 85 – 100% | Grade |
| Use of appropriate sources of evidence and information SLO 1/ CLO S3 Weight: 5% | No appropriate sources of evidence and information utilised | Minimum utilisation of additional sources of evidence and information | Acceptable use of additional sources of evidence and information | More than acceptable use of additional sources of evidence and information | Sufficient and appropriate additional sources of evidence and information are utilised in addition to those provided by lecturer | |
| Introduction SLO 2/CLO S3 Weight: 5% | The introduction does not present a clear purpose and background | Introduction provides basic information on purpose with some relevant background information included | Introduction provides adequate information on purpose and background | Introduction clearly articulates the main purpose and relevant background information | An inviting introduction draws the reader in and clearly articulates the main purpose and relevant background information | |
| Audit of existing products from at least 5 relevant destination websites SLO 1; CLO S3 Weight: 20% | Inadequate audit | Minimal summary of audit information | Summary includes most of the relevant audit details but could be presented in more depth | Concise summary of key audit information | In depth and concise summary of key audit information | |
| Awareness of relevant barriers and challenges to be overcome in product development CLO S3 Weight: 10% | In sufficient and/or inappropriate description of relevant barriers and challenges | Some evidence of awareness of relevant barriers and challenges but errors and omissions are present | Adequate but basic presentation of relevant barriers and challenges | Acceptable presentation of relevant barriers and challenges | Excellent presentation of relevant barriers and challenges | |
| SWOT analysis that flows logically from the evidence and information presented in earlier sections (includes assessment of Destination Community Wellbeing issues) SLO2/CLO S3 Weight: 15% | SWOT analysis is superficial and does not flow logically from relevant evidence | SWOT has some detail but gaps in logic are apparent | SWOT has logical links to evidence but lacks detail in some cases | SWOT has logical links to data and adequate detail | SWOT analysis is detailed and flows clearly and logically from data presented in the report | |
| Justifiable and Realistic Product Development opportunities SLO2/CLO S3 Weight: 20% | Identification of product development opportunities is not based soundly on the evidence and SWOT analysis and is superficial | Product development opportunities lack detail and/or are not soundly based on evidence and SWOT | Product development opportunities presented in some detail but gaps in logic are apparent | Product has adequate detail and evidence of being based on SWOT and evidence | Identification of product development opportunities is create and based on the evidence and SWOT analysis | |
| Organisation and Structure of Report CLO S2; S3 Weight: 10% | There is no identifiable report structure or sequence. Headings and titles and labelling of figures and tables does not reflect content and do not follow appropriate number conventions. | Report has apparent issues with respect to flow and/or labelling and numbering | Adequate organisation and numbering and labelling conventions followed in most cases | Report is well organised and numbering and labelling conventions followed in most cases | Structure and sequence of report is logical and clear. Headings and titles and labelling of figures and tables is accurate and follow numbering conventions | |
| Presentation & Style CLO S3 Weight: 15% | Many errors in spelling, punctuation, capitalization, and grammar are distracting and make the text difficult to read. Sentences and paragraphs are choppy, incomplete, rambling or awkward. | Some errors in spelling, punctuation, capitalization, and grammar make the text difficult to read. Some sentences and paragraphs are choppy, incomplete, rambling or awkward. | Minor errors in spelling, punctuation, capitalization, and grammar. Occasionally sentences and paragraphs are choppy, incomplete, rambling or awkward. | Acceptable of standard writing conventions (i.e. spelling, punctuation, grammar). Sentences and paragraphs are well constructed | The report demonstrates a good grasp of standard writing conventions (i.e. spelling, punctuation, grammar). Sentences and paragraphs are well constructed, with natural flow/rhythm, and expressive, varied structure. | |
| Total | /100 |
Rubric Grading Criteria for IMC Strategy Presentation (30% of BX3194 assessment) See more : Unit 1 Destination Management and Planning Assignment Help
| Criteria | Unsatisfactory 0-49% | Pass 50 – 64% | Credit 65 – 74% | Distinction 75 – 84% | High distinction 85 – 100% | Grade |
| Summary of relevant target market characteristics SLO 2/CLO S4 Weight: 10% (group mark) | The key characteristics of the target market are not clearly and thoroughly presented | Some key characteristics of the target market are and presented | Most key characteristics of the target market are presented | The key characteristics of the target market are clearly and presented | The key characteristics of the target market are clearly and succinctly presented | |
| Product Evaluation Strengths of the destination are highlighted and product development opportunities identified SLO 1, 2 ; CLO S4 Weight: 10% (group mark) | A SWOT Analysis is not clearly and thoroughly presented | A SWOT Analysis of the destination presented | A SWOT Analysis of the destination is clearly presented | A SWOT Analysis of the destination is clearly and presented in adequate detail | A SWOT Analysis of the destination is clearly and thoroughly presented | |
| IMC Campaign Objectives Identification of SMART objectives for the campaign SLO 1, 2 ; CLO S4 Weight: 5% (group mark) | IMC Campaign objectives are not specific, measurable achievable realistic and time specific clear and appropriate | IMC Campaign objectives lacking in 3 of the following areas: specific, measurable achievable realistic and time specific clear and appropriate | IMC Campaign objectives lacking in 2 of the following areas: specific, measurable achievable realistic and time specific clear and appropriate | IMC Campaign objectives lacking in 1 of the following areas: specific, measurable achievable realistic and time specific clear and appropriate | IMC Campaign objectives are specific, measurable achievable realistic and time specific clear and appropriate | |
| USP The unique selling proposition for the target market SLO 1, 2 ; CLO S4Weight: 10% (group mark) | USP is not appropriate and defensible | A defensible USP is identified for this target market | An appropriate and defensible USP is identified for this target market | An creative and defensible and USP is identified for this target market | An appropriate and defensible and creative USP is identified for this target market | |
| Creative Strategy Campaign theme, copy platform and creative format SLO 1, 2 ; CLO S4 Weight: 15% (group mark) | Creative strategy lacks detail and is not appropriate | Creative strategy has some detail and is appropriate | The creative strategy is detailed and appropriate in most aspects | The creative strategy is detailed and appropriate | The creative strategy is detailed and appropriate and innovative | |
| IMC program Details on implementation of campaign using advertising, direct marketing PR digital communications and personal selling SLO 1, 2 ; CLO S4 Weight: 15% (group mark) | The IMC program elements lack detail and are not appropriately used | The IMC program elements are not appropriately used or some elements are lacking in detail | The IMC program elements are creatively and appropriately used in most cases | The IMC program elements are creatively and appropriately used | The IMC program elements are creatively, innovatively and appropriately used | |
| Visual Aids CLO S4 Weight 15% (group mark) | Unclear and poorly designed Not well used to illustrate key strategy points and elements No handout to class | poorly designed Not well used to illustrate key strategy points and elements Handout to class lacks in some detail and/or presentation | Clear Well used to illustrate key strategy points and elements Key points summarised in handout to class | Clear and well designed Well used to illustrate key strategy points and elements Key points summarised in handout to class | Clear and well designed and show innovation and creativity Well used to illustrate key strategy points and elements Key points creatively summarised in handout to class | |
| Presentation Skills CLO S4 Weight: 20% (individual mark) | Presentation too slow or quick Not easy to understand No eye contact or interaction with the audience Presentation style lacked confidence Inappropriate personal appearance | Some issues with pace Able to be understood but limited contact and interaction with audience Presentation style lacked confidence Appearance meets minimum standards | Presentation generally well-paced and clearly spoken. Limited attempts made to engage with audience Confidence and appearance acceptable | Presentation generally well-paced and clearly spoken. Attempts made to engage with audience Confidence and appearance acceptable | Presentation well-paced Clearly spoken Made good eye contact and interaction with the audience Confident presentation style Appropriate personal appearance |
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