Core Module Information
Module title: Planning & Public Policy for Festival and Events (Singapore)

SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: TSM09702
Module leader: David Jarman
School The Business School
Subject area group: Tourism and Languages
Prerequisites

The student should have been actively involved and passed the assessments for a module at level 8 which introduces the student to the relation between leisure pursuits and the wider social environment.

Description of module content:

Introduction to political strategies and festival and event provision; Festival and event strategies; Festival and event policy areas (economic, cultural, social and environmental); Festival and Event policy initiatives in the UK; Festival and Event stakeholders; The European Union and competencies; International market and trends and policy.

Learning Outcomes for module:

LO1: Evaluate the relationship between festival and events development and government policy in the UK and Singapore
LO2: Examine the changing role of global, national, regional and local agencies as a consequence of changing political environments
LO3: Interpret the impact government policy has for festival, events and cultural activities in other countries
LO4: Identify and evaluate the impact of international organisations on festival and event policy in host countries
LO5: Based on the best evidence construct policy responses to real and theoretical festival and event scenarios

Full Details of Teaching and Assessment
2022/3, Trimester 1, Face-to-Face,
VIEW FULL DETAILS
Occurrence: 002
Primary mode of delivery: Face-to-Face
Location of delivery: SINGAPORE
Partner:
Member of staff responsible for delivering module: David Jarman
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The module’s primary mode of teaching is face to face delivery of lectures, with associated seminars. These classes systematically build knowledge of linkages between festivals and events on the one hand, and government and public policy on the other.

Lectures are designed to introduce the different themes, following the structure and progress of the module’s key themes through learning outcomes 1, 2 and 3. Lectures are informed by the growing body of academic literature that places festivals and events in their political contexts. Text books provide well-structured and accessible interpretations of such topics, while journal articles focus on case studies from domestic and international perspectives. Over time the literature is developing a more critical perspective on event policy, and this is brought into the lectures.

Seminars are student focused, encouraging discussion and application of the module’s themes and topics. In-class research, debates, presentations and other task based activities facilitate the examination of key topics from a variety of perspectives. The interconnected nature of these topics is highlighted and reinforced where appropriate, particularly towards the end of the module’s delivery.

Online resources are used in association with the taught elements of the module. These include advance posting of learning and teaching materials, industry and academic sources, and further resources (such as podcasts) where appropriate.

Delivery of the module in Singapore, through PSB, is in line with the standard model employed by Edinburgh Napier. As such a visiting lecturer will deliver the lecture sessions in a front-loaded block of classes. Seminar classes are then delivered by a local tutor. Efforts are taken by both visiting and local tutors to add local contextualisation to the materials, while recognising the international nature of some of the module’s key themes.



Formative Assessment:
Throughout the module students are expected to critically reflect on the subject area. Formative assessment therefore has an ongoing nature, as exemplified through the weekly seminar activities. These provide students with a structured, task based framework with which they are encouraged to engage and consider their own progress. Feedback from the tutor is an integral part of most seminar activities, provided as part of the class activities. Some offer the potential for students to offer comment and feedback on the work of their peers, primarily through discussion.

The module features two credit-bearing assessments, the first of which is designed to offer written feedback that has a formative dimension. (Further details of the assessment itself are outlined below in 15.c.) Formative feedback on the first credit-bearing assessment will inform the more substantial summative assessment, by highlighting each student’s success in addressing fundamental concepts underpinning the module. Having been presented with a case study scenario in this first assessment, the later summative work requires them to apply the same skills and abilities in a devised scenario of their own construction.

There is scope within the module’s seminars to carry out tasks related to the first credit-bearing assessment, providing both preparation and verbal formative feedback for the students. Looking beyond this module, the assessment has an explicit literature based dimension that is intended to inform similar work in other modules, such as the honours dissertation.


Summative Assessment:
The module contains two credit-bearing, summative assessments.

Assessment 1 (25%; L.O. 1 and 2): a 750- to 1,000-word essay, focusing on relevant academic literature as applied to an appropriate case study (such as a publicly funded event, or a public sector organisation). Students are required to critically examine relevant academic literature, with a sample of potential sources provided by way of suitable initial materials. Different perspectives on the relationships between policy, festivals and events are therefore examined, some advocating a relatively instrumental focus while others take a more critical perspective. Applying these themes to a chosen case study (from a selection prepared by the module team) has the potential to make the assessment more accessible to students who may require such a focus, while also providing a challenge for all students to link their conceptual literature review to a clearly defined industry scenario.

Assessment 2 (75%; L.O. 1, 2, 3 and 4): a 3,000- to 3,500-word report, proposing a policy-based development to a festival or event of the student’s choosing. Students are required to bring together material from across the module and deliver a development proposal for an existing or potential festival or event. The proposal is to be presented as a response to public sector policy objectives, demonstrating the potential for festivals and events to be supported in pursuit of relatively instrumental goals. This assessment builds on the previous summative work by requiring reference to similar themes and sources, which are then applied in a scenario of the student’s own construction. As such there are opportunities for students to bring creativity and innovation to their development proposals, making use of work carried out in previous modules.



Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 12
Face To Face Seminar 12
Online Guided independent study 12
Independent Learning Guided independent study 164
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 25 1-2 7 HOURS= 0, WORDS= 750
Report 75 1-4 14 HOURS= 0, WORDS= 3000
Component 1 subtotal: 25
Component 2 subtotal: 75
Module subtotal: 100
2022/3, Trimester 2, BLENDED,
VIEW FULL DETAILS
Occurrence: 001
Primary mode of delivery: BLENDED
Location of delivery: SINGAPORE
Partner:
Member of staff responsible for delivering module: David Jarman
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The module’s primary mode of teaching is face to face delivery of lectures, with associated seminars. These classes systematically build knowledge of linkages between festivals and events on the one hand, and government and public policy on the other.

Lectures are designed to introduce the different themes, following the structure and progress of the module’s key themes through learning outcomes 1, 2 and 3. Lectures are informed by the growing body of academic literature that places festivals and events in their political contexts. Text books provide well-structured and accessible interpretations of such topics, while journal articles focus on case studies from domestic and international perspectives. Over time the literature is developing a more critical perspective on event policy, and this is brought into the lectures.

Seminars are student focused, encouraging discussion and application of the module’s themes and topics. In-class research, debates, presentations and other task based activities facilitate the examination of key topics from a variety of perspectives. The interconnected nature of these topics is highlighted and reinforced where appropriate, particularly towards the end of the module’s delivery.

Online resources are used in association with the taught elements of the module. These include advance posting of learning and teaching materials, industry and academic sources, and further resources (such as podcasts) where appropriate.

Delivery of the module in Singapore, through PSB, is in line with the standard model employed by Edinburgh Napier. As such a visiting lecturer will deliver the lecture sessions in a front-loaded block of classes. Seminar classes are then delivered by a local tutor. Efforts are taken by both visiting and local tutors to add local contextualisation to the materials, while recognising the international nature of some of the module’s key themes.


Formative Assessment:
Throughout the module students are expected to critically reflect on the subject area. Formative assessment therefore has an ongoing nature, as exemplified through the weekly seminar activities. These provide students with a structured, task based framework with which they are encouraged to engage and consider their own progress. Feedback from the tutor is an integral part of most seminar activities, provided as part of the class activities. Some offer the potential for students to offer comment and feedback on the work of their peers, primarily through discussion.

The module features two credit-bearing assessments, the first of which is designed to offer written feedback that has a formative dimension. (Further details of the assessment itself are outlined below in 15.c.) Formative feedback on the first credit-bearing assessment will inform the more substantial summative assessment, by highlighting each student’s success in addressing fundamental concepts underpinning the module. Having been presented with a case study scenario in this first assessment, the later summative work requires them to apply the same skills and abilities in a devised scenario of their own construction.

There is scope within the module’s seminars to carry out tasks related to the first credit-bearing assessment, providing both preparation and verbal formative feedback for the students. Looking beyond this module, the assessment has an explicit literature based dimension that is intended to inform similar work in other modules, such as the honours dissertation.



Summative Assessment:
The module contains two credit-bearing, summative assessments.

Assessment 1 (25%; L.O. 1 and 2): a 750- to 1,000-word essay, focusing on relevant academic literature as applied to an appropriate case study (such as a publicly funded event, or a public sector organisation). Students are required to critically examine relevant academic literature, with a sample of potential sources provided by way of suitable initial materials. Different perspectives on the relationships between policy, festivals and events are therefore examined, some advocating a relatively instrumental focus while others take a more critical perspective. Applying these themes to a chosen case study (from a selection prepared by the module team) has the potential to make the assessment more accessible to students who may require such a focus, while also providing a challenge for all students to link their conceptual literature review to a clearly defined industry scenario.

Assessment 2 (75%; L.O. 1, 2, 3 and 4): a 3,000- to 3,500-word report, proposing a policy-based development to a festival or event of the student’s choosing. Students are required to bring together material from across the module and deliver a development proposal for an existing or potential festival or event. The proposal is to be presented as a response to public sector policy objectives, demonstrating the potential for festivals and events to be supported in pursuit of relatively instrumental goals. This assessment builds on the previous summative work by requiring reference to similar themes and sources, which are then applied in a scenario of the student’s own construction. As such there are opportunities for students to bring creativity and innovation to their development proposals, making use of work carried out in previous modules.


Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 12
Face To Face Tutorial 12
Online Guided independent study 12
Independent Learning Guided independent study 164
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 25 1-2 7 HOURS= 0, WORDS= 750
Report 75 1-4 14 HOURS= 0, WORDS= 3000
Component 1 subtotal: 25
Component 2 subtotal: 75
Module subtotal: 100
2022/3, Trimester 3, FACE-TO-FACE,
VIEW FULL DETAILS
Occurrence: 001
Primary mode of delivery: FACE-TO-FACE
Location of delivery: SINGAPORE
Partner:
Member of staff responsible for delivering module: David Jarman
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The module’s primary mode of teaching is face to face delivery of lectures, with associated seminars. These classes systematically build knowledge of linkages between festivals and events on the one hand, and government and public policy on the other.

Lectures are designed to introduce the different themes, following the structure and progress of the module’s key themes through learning outcomes 1, 2 and 3. Lectures are informed by the growing body of academic literature that places festivals and events in their political contexts. Text books provide well-structured and accessible interpretations of such topics, while journal articles focus on case studies from domestic and international perspectives. Over time the literature is developing a more critical perspective on event policy, and this is brought into the lectures.

Seminars are student focused, encouraging discussion and application of the module’s themes and topics. In-class research, debates, presentations and other task based activities facilitate the examination of key topics from a variety of perspectives. The interconnected nature of these topics is highlighted and reinforced where appropriate, particularly towards the end of the module’s delivery.

Online resources are used in association with the taught elements of the module. These include advance posting of learning and teaching materials, industry and academic sources, and further resources (such as podcasts) where appropriate.

Delivery of the module in Singapore, through PSB, is in line with the standard model employed by Edinburgh Napier. As such a visiting lecturer will deliver the lecture sessions in a front-loaded block of classes. Seminar classes are then delivered by a local tutor. Efforts are taken by both visiting and local tutors to add local contextualisation to the materials, while recognising the international nature of some of the module’s key themes.


Formative Assessment:
The module features two credit-bearing assessments, the first of which is designed to offer written feedback that has a formative dimension. (Further details of the assessment itself are outlined below in 15.c.) Formative feedback on the first credit-bearing assessment will inform the more substantial summative assessment, by highlighting each student’s success in addressing fundamental concepts underpinning the module. Having been presented with a case study scenario in this first assessment, the later summative work requires them to apply the same skills and abilities in a devised scenario of their own construction.

There is scope within the module’s seminars to carry out tasks related to the first credit-bearing assessment, providing both preparation and verbal formative feedback for the students. Looking beyond this module, the assessment has an explicit literature based dimension that is intended to inform similar work in other modules, such as the honours dissertation.


Summative Assessment:
Assessment 1 (25%; L.O. 1 and 2): a 750- to 1,000-word essay, focusing on relevant academic literature as applied to an appropriate case study (such as a publicly funded event, or a public sector organisation). Students are required to critically examine relevant academic literature, with a sample of potential sources provided by way of suitable initial materials. Different perspectives on the relationships between policy, festivals and events are therefore examined, some advocating a relatively instrumental focus while others take a more critical perspective. Applying these themes to a chosen case study (from a selection prepared by the module team) has the potential to make the assessment more accessible to students who may require such a focus, while also providing a challenge for all students to link their conceptual literature review to a clearly defined industry scenario.

Assessment 2 (75%; L.O. 1, 2, 3 and 4): a 3,000- to 3,500-word report, proposing a policy-based development to a festival or event of the student’s choosing. Students are required to bring together material from across the module and deliver a development proposal for an existing or potential festival or event. The proposal is to be presented as a response to public sector policy objectives, demonstrating the potential for festivals and events to be supported in pursuit of relatively instrumental goals. This assessment builds on the previous summative work by requiring reference to similar themes and sources, which are then applied in a scenario of the student’s own construction. As such there are opportunities for students to bring creativity and innovation to their development proposals, making use of work carried out in previous modules.


Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 12
Face To Face Seminar 12
Online Guided independent study 12
Independent Learning Guided independent study 164
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 25 1-2 7 HOURS= 0, WORDS= 750
Report 75 1-4 14 HOURS= 0, WORDS= 3000
Component 1 subtotal: 25
Component 2 subtotal: 75
Module subtotal: 100

Indicative References and Reading List - URL:
Planning & Public Policy for Festival and Events