Event, Leisure and Tourism Enterprise Development (Hainan) 活动、休闲和旅游企业发展(海南)
Solas Eco Garden Centre, Portarlington 索拉斯生态花园中心,Portarlington
TFMG3012
Dr. Emma O’Brien emma.obrien@tudublin.ie Dr. Emma奥布莱恩emma. tudublin.ie
Introduction 介绍
Welcome to Events, Leisure and Tourism Enterprise Development 欢迎来到活动,休闲和旅游企业发展
The tourism, leisure and event sectors are dominated by small and medium enterprises. In this module we will examine the nature and business planning, operation and marketing of small firms’ enterprises, and particularly in the context of present conditions, the module will consider the external environment and its impact on such firms. The aim of this module is to analyse the importance of small firms in the tourism, sport, leisure and event industries and for students as part of a group, to gain experience of developing a business plan underpinned by both theoretical and practical consideration. This module will be delivered online and in person during this semester . Much of theassessment in this module will require you to work as a team so your team should plan an hour in the week that all are free to work on these activities. At the end of this module, students will also present their business ideas to the class focusing on their innovative ideas and feasibility. 旅游、休闲和活动部门以中小型企业为主。在本单元中,我们将研究小公司企业的性质和业务规划,运营和营销,特别是在当前条件下,本单元将考虑外部环境及其对这些公司的影响。 该模块的目的是分析小公司在旅游,体育,休闲和活动行业的重要性,并为学生作为一个群体的一部分,获得制定商业计划的经验,由理论和实践考虑支持。该模块将在本学期在线和亲自交付。本模块中的大部分评估都要求您作为一个团队进行工作,因此您的团队应在一周内计划一个小时,以便所有人都可以自由地进行这些活动。在本模块结束时,学生还将向课堂展示他们的商业想法,重点是他们的创新想法和可行性。
I look forward to working with you on this module and discovering your entrepreneurial potential! 我期待着与您一起学习这个模块,并发现您的创业潜力!
As per timetable and online Q & A sessions 根据时间表和在线问答环节
Learning Outcomes 学习成果
Learning Outcomes (LO): 学习成果(LO):
On Completion of this module, the learner will be able to 完成本模块后,学员将能够
1
Demonstrate and understand the relevant business, entrepreneurship and marketing theories and their application to tourism, leisure and event SME's thus developing disciplinary knowledge 展示和理解相关的商业,创业和营销理论及其在旅游,休闲和活动中小企业中的应用,从而发展学科知识
2
Analyse the key issues involved in developing a tourism, leisure and event enterprise 分析发展旅游、休闲和活动企业所涉及的关键问题
3
Write a business plan 写商业计划
4
Develop a conceptual understanding of the SME and its role in the tourism, events and leisure industries 从概念上理解中小企业及其在旅游、活动和休闲行业中的作用
5
Engage as a collaborative worker and be an active team player 作为一名协作者参与进来,并成为一名积极的团队成员
6
Develop and evaluate a business idea and plan and so operate as an innovator 发展和评估一个商业想法和计划,因此作为一个创新者运作
Group Business Plan Assessment (Three Parts) 集团业务计划评估(三部分)
Overall 70% 整体70%
Assessment 1: 评估1:
Individual Reflection 个别反射
Overall 30% 总体30%
Reflective Diary – Personal Learning Journal 反思日记-个人学习日记
Each individual student should develop a personal reflective learning journal during the enterprise module. Each reflective journal should contain 2 separate submissions entries (Oct,Dec) to mark the beginningand end of the journey. Each journal submission should be no more than 800-1000 words (2,000 max across both submissions). Each journal should clearly state which model of reflection selectedand follow the pathway accordingly (see notes week 2). 每个学生都应该在企业模块中开发个人反思性学习日志。每个反思日志应包含2个单独的提交条目(10月,12月),以标记旅程的开始和结束。每份期刊投稿不应超过800- 1000字(两次投稿最多2000字)。每个日志都应该清楚地说明选择了哪种反思模式,并相应地遵循路径(见第二周的笔记)。
The journal should outline: 期刊应概述:
- The reflective model chosen (e.g., Rolfes model) - 所选择的反射模型(例如,Rolfes模型)
- What? – A description of the topic - - 你说什么?- 对主题的描述
- So what? – Evidence of theory and knowledge - 那又怎样?- 理论和知识的证据
- Now what? – Leading to action orientated reflection - 现在怎么办?- 引导以行动为导向的反思
Reflective Diary Marking Guidelines 反思日记标记指南
In all assessments in this module, marks are allocated for the standard and the presentation of the work as well as the content (including evidence of literature / research / reflection etc.). The breakdown of marks for this component is outlined in the following table. 在本单元的所有评估中,分数分配给标准和工作的介绍以及内容(包括文献/研究/反思等的证据)。下表概述了这一部分的分数细目。
Name of Student: 学生姓名:
Criterion 标准
/ Level /级别
Unacceptable 不可接受
Reflective 反射
Novice 新手
Aware Practitioner 有意识的从业者
Reflective Practitioner 反思实践者
Mark Range 马克山脉
0-39
40-54
55-65
65+
Clarity 清楚
Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. 整个过程中语言不清晰,令人困惑。概念要么没有讨论,要么提出得不准确。
There are frequent lapses in clarity and accuracy 在清晰度和准确性方面经常出现失误
Minor, infrequent lapses in clarity and accuracy. 清晰度和准确性方面的轻微、罕见失误。
The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader. 语言清晰,富有表现力。读者可以对所描述的情况在脑海中形成一幅画面。抽象概念被准确地解释。概念的解释对无知的读者来说是有意义的。
Relevance 相关性
Most of the reflection is irrelevant to student and/or course learning goals. 大部分的反思与学生和/或课程学习目标无关。
Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. 学生试图证明相关性,但读者不清楚相关性。
The learning experience being reflected upon is relevant and meaningful to student and course learning goals. 反思的学习经验对学生和课程的学习目标是相关的和有意义的。
The learning experience being reflected upon is relevant and meaningful to student and course learning goals. 反思的学习经验对学生和课程的学习目标是相关的和有意义的。
Analysis 分析
Reflection does not move beyond description of the learning experience(s). 反思并没有超越对学习经历的描述。
Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis. 学生尝试将学习经验应用于理解自我、他人和/或课程概念,但未能展示分析的深度。
The reflection demonstrates student attempts to analyse the experience, but analysis lacks depth. 反思表明学生试图分析经验,但分析缺乏深度。
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. 反思超越了简单的描述经验的经验,如何有助于学生理解自我,他人和/或课程概念的分析。
Inter-connections 互联互通
No attempt to demonstrate connections to previous learning or experience. 没有试图证明与以前的学习或经验的联系。
There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences. 几乎没有试图证明学习经验和以前的其他个人和/或学习经验之间的联系。
The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. 反思展示了经验和其他课程的材料之间的联系;过去的经验;和/或个人目标。
The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. 反思展示了经验和其他课程的材料之间的联系;过去的经验;和/或个人目标。
Self-criticism 自我批评
Not attempt at self-criticism. 不要试图自我批评。
There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal biases, etc. 有一些自我批评的尝试,但自我反思未能表现出对个人偏见的新认识。
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. 反思展示了学生质疑自己的偏见,刻板印象,先入为主的能力。
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result. 反思展示了学生质疑自己的偏见,刻板印象,先入之见和/或假设的能力,并因此定义了新的思维模式。
Assessment 2a – Initial Team idea due Nov 1st(worth 5%) 评估2a-11月1日截止的初始团队想法(价值5%)
Each team should upload to Brightspace a completed Business Model Canvas (see notes) in which they synopsise their initial business idea by 1st November. All sections should be completed and show that the team is engaging with the assessment and is developing their idea. This Sim Venture document will form the basis of the individual team meetings with Emma later in November. 每个团队应在11月1日之前将完成的商业模式画布(见注释)上传到网络空间,其中应简要介绍其最初的商业想法。所有部分均应完成,并显示团队正在参与评估并正在开发其想法。这份Sim Venture文件将成为11月晚些时候与Emma举行的个人团队会议的基础。
Assessment 2b (team assessment) – An Enterprise Business Plan (via SimVenture) (Event/Leisure/Tourism) due on 19thDecember in Brightspace (worth 65%) 评估2B(团队评估)-企业商业计划(通过SimVenture)(活动/休闲/旅游),于12月1日至9日提交(价值65%)
This assessment should be conducted in teams comprising of four members. The members of the team need to be identified by week two of the module. 这项评估应在由四名成员组成的小组中进行。小组成员需要在模块的第二周确定。
The business should be based in Dublin and surrounding area 业务应设在都柏林和周边地区
This year we will pilot the Sim Venture Validate Software. The business plan will be generated in Validate and should be 6,000 words and should be typed in 1.5 space. It should be divided into clear sections as shown below. The relevant team member name should be written beside the section. 今年,我们将试用Sim Venture ®软件。商业计划书将在24小时内生成,应该是6,000字,并应在1.5空间内输入。它应该被划分为如下所示的清晰的部分。相关团队成员的姓名应写在该部分旁边。
As this is a group project all members of the group must carry a fair load of work. Each plan must be accompanied with a signed peer review moderation sheet (see below). 由于这是一个小组项目,小组的所有成员都必须承担相当的工作量。每个计划都必须附有一份签名的同行评审审核表(见下文)。
As detailed below some of the marks for this assessment are team based and others are individual. It is vital that the team works together to develop the idea and discuss strategies but then individuals then focus on one section of the plan on behalf of the team. 如下所述,本评估的一些分数是基于团队的,其他分数是个人的。至关重要的是,团队一起工作,以发展的想法和讨论的战略,但然后个人集中在一个部分的计划,代表团队。
Team marks for the business plan will be equally distributed among the team members but, if necessary, marks may be peer moderated 商业计划书的团队分数将在团队成员中平均分配,但如有必要,分数可由同行审核
A short 2-minute max video of your business ideamust be submitted on Dec 19th. . You are free to use any video creation software that you wish once if can be viewed from downloading when submitted via Brightspace (student responsibility). Video Detail: 一个简短的2分钟的最大视频您的商业想法必须提交12月19日。 . 你可以自由使用任何视频创作软件,你想一次,如果可以从下载时,通过网络空间(学生责任)提交查看。视频详情:
Introduce yourself 自我介绍
Clearly defines the business proposition/business idea 明确定义业务主张/业务理念
Explains the problem it solves and how it works 解释它解决的问题以及它的工作原理
Highlights how the idea is innovative 强调了这个想法是如何创新的
Identifies the target customer and explains why they would buy it 询问目标客户,并解释他们购买的原因
Highlights the idea’s export potential (if any) 强调创意的出口潜力(如果有的话)
Details what SDG it is addressing (if any) 详细说明它正在解决的SDG(如果有的话)
In the video you should pitch your idea and provide a convincing argument as to the feasibility and originality of the enterprise idea. 在视频中,你应该推销你的想法,并提供一个令人信服的论点,以企业的想法的可行性和独创性。
A copy of each plan should be uploaded on assessments on Brightspace. Late submissions will incur a penalty as detailed in the school assessment policy unless there are personal circumstances, and a PC form is submitted. 每个计划的副本应上传到网络空间上的评估。逾期提交将招致罚款,详细的学校评估政策,除非有个人情况,并提交PC表格。
Business Plan Marking Guidelines 商业计划书评分指引
Business plan 业务计划
Marks 标志
Executive summary (summarizes the business plan) (1 page) 执行摘要(概述业务计划)(1页)
5
Team mark 队徽
Presentation and layout (including spelling, clarity and flow of work, formatting etc.) 演示文稿和布局(包括拼写、清晰度和工作流程、格式等)
5
Team mark 队徽
Feasibility and originality of the idea 想法的可行性和独创性
10
Team mark 队徽
Presentation of idea in video 在视频中展示创意
10
Team mark 队徽
Depth and breadth of desk and other survey/ research 案头调查和其他调查/研究的深度和广度
5
Team Mark 团队标记
Analysis and profile of market demand(customers) and situational analysis 市场需求(客户)分析和概况以及形势分析
65
Team member 1 组成员1
Analysis of competitors 竞争对手的分析
65
Team member 2 组成员2
Clear presentation of operations strategies and plans 明确提出业务战略和计划
65
Team member 3 组成员3
Detailed presentation of marketing and pricing strategies and tactics 详细介绍营销和定价策略和战术
65
Team member 4 团队成员4
100 marks per team member 每名队员100分
Group Moderation Form for Assessment 2 (to be handed in with Assessment 2) 评估2的小组审核表(与评估2一起提交)
Event, Leisure and Tourism Enterprise Development 活动、休闲和旅游企业发展
Enterprise Name: 企业名称:
Date: 日期:年月日
Names 名字
Best Mark 最好成绩
Student Moderated Mark 学生评分
Signatures 签名
100
100
100
100
Total = 总计=
Total 总
Include all the group member names in the above table. 包括上表中的所有组成员名称。
Assume each group member could receive full marks (100) for their work. 假设每个小组成员的工作都能得到满分(100分)。
Assign a mark to each student, if all students apply equal effort each gets 100. If a number of students in the group put in substantial effort, they may deserve e.g., 125 marks. Most importantly the 2 total figures must agree (columns 2 & 3). The total fig. Cannot > the no. of students i.e., 4 students cannot split 500 marks! 给每个学生一个分数,如果所有学生都付出了同样的努力,每个人都得到100分。如果小组中的一些学生付出了巨大的努力,他们可能应该得到,例如,一百二十五马克。最重要的是,两个总数必须一致(第2和第3栏&)。总数不能等于学生人数,即,四个学生分不了500分!
A signature must accompany every group member in column 4. 第4栏中的每个小组成员都必须签名。
Overview of Module Tasks and Deadlines 模块任务和截止日期概述
Task 任务
Marks Available 可用标记
Submission Date 提交日期
Individual Assessment 个别评估
Reflective Diary 1 反思日记1
15% 15%
30% 30%
18thOctober 10月18日
Reflective Diary 2 反思日记2
15% 15%
22ndDecember 12月22日
Group Business Plan Assessment 集团业务计划评估
Business Idea via Business Model Canvas (Sim Venture Validate) 通过商业模式画布的商业理念(SIM风险投资)
5
70% 70%
1st November 11月1日
Group Business Plan (Sim Venture Validate & Video Pitch 集团业务计划(模拟创业)&
65
19thDecember 12月19日
Some Suggested Readings 推荐阅读
The following are a select list of readings. Please note contemporary literature will be referred to/allocated on a regular basis and provided through Bright Space 以下是精选的阅读材料列表。请注意,当代文学将定期参考/分配,并通过明亮的空间提供
Barrow, C. (2011) Enterprise development: the challenges of starting, growing and managing a business Andover: Cengage Learning. 巴罗角(2011)企业发展:创业,成长和管理业务的挑战 Andover:圣智学习。
Bridge, S and O’Neill K (2018) Understanding Enterprise: Entrepreneurs and Small Business, London: Palgrave Bridge,S和奥尼尔K(2018)理解企业:企业家和小企业,伦敦:Palgrave
Butler, D (2014) Business planning for new ventures: a guide for start-ups and Butler,D(2014)新企业的业务规划:初创企业指南 new innovations, New York, NY: Routledge
Feld, B. (2012). Startup communities: building an entrepreneurial ecosystem in your city. London: John Wiley & Sons. 费尔德,B。(2012年)。nbsp;创业社区:在您的城市建立创业生态系统。伦敦:约翰·威利父子。
Hil, S., Ionescu-Somers, A., Coduras, A., Guerrero, M., Menipaz, E., Boutaleb, F., Zbierowski, P., Sahasranamam, S., & Shay, J. (2024). GEM 2023/2024 Global Report – 25 years and growing, The Global Entrepreneurship Research Association, London Business School. Hil,S.,Ionescu-Somers,A.,Coduras,A.,格雷罗,M.,Menipaz,E.,Boutaleb,F.,Zbierowski,P.,Sahasranamam,S.,&Shay,J.(2024)。《创业板2023/2024全球报告-- 25年及成长》,全球创业研究协会,伦敦商学院。
Kotler, P., Kartajaya, H., & Setiawan, I. (2017). Marketing 4.0—Moving from Traditional to Digital. Hoboken, NJ: John Wiley and Sons. 科特勒,P.,Kartajaya,H.,&塞蒂亚万岛和nbsp;(2017).& nbsp;营销4.0-从传统到数字化。 Hoboken,NJ:John Wiley and Sons.
Lee-Ross D. (2008) Entrepreneurship and Small Business Management Butterworth-Heinemann 李-罗斯(2008)创业与小企业管理Butterworth-Heinemann