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Public and Media Relations for Tourism,

Hospitality & Events (HLT6)

Level 6.

COURSE OUTLINE AND ASSESSMENT BRIEF

Module: Public Relations and Sponsorship for Tourism, Hospitality & Events

Tutor:

Assessment type: Individual report WRIT1 (100% weighting)

Aims: The aim of this module is to allow students to research and critically assess the significance,

opportunities and threats presented by public relations and sponsorship to the tourism,

hospitality and events industries.

Learning outcomes: On successful completion of this module students should be able to:

1. Evaluate the importance of public relations to the tourism, hospitality and events industries, with particular
consideration to the concept of “Reputations”.

2. Critically assess the opportunities and threats that the Internet and social media present to the effective management
of public relations for the tourism hospitality and events industries.

3. Research and evaluate a range of issues affecting public relations and sponsorship most relevant to the THE
industries, including technological, business, political, geographical, cultural, social and ethical.

4. Research and evaluate cases that reflect good practice and effective strategies in public relations and sponsorship
management in the THE industries.

Indicative content

• Definitions of Public Relations and Sponsorship in the broader marketing context.

• Understandings of the concept of “Reputations” in tourism, hospitality and events.

• The impact of social media and web 2.0 on traditional public relations and sponsorship practices.

• Best practice models in public relations and sponsorship.

• Technological, business, political, geographical, cultural, social and ethical issues of public relations and
sponsorship management

Required reading:

Cornwell, T.B. (2015). Sponsorship in Marketing: Effective Communication through Sports, Arts and Events.

Abingdon: Routledge. (available as an e-book)

Morgan, N., Pritchard, A. and Pride, R. (eds.) (2011) Destination Brands. Managing Place Reputation. 3rd Ed. Oxford:

Butterworth-Heinemann.

Tench, R. and Yeomans, L. (2013) Exploring Public Relations. 3rd Ed. London: Pearson Education. (available as an e-

book)

Recommended reading:

Deuschl, D. (2005) Travel and Tourism Public Relations – An Introductory Guide for Hospitality Managers. Oxford:

Butterworth Heinemann. (available as an e-book)
McDonnel, I. and Moir, M. (2013). Event Sponsorship. Abingdon: Routledge.

Pizam, A. Ed, (2008) Handbook of Hospitality Marketing Management. Oxford: Butterworth Heineman. (available as

an e-book)

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Samm, S. and Wymer, W.W. (Eds). (2003). Nonprofit and Business Sector Collaboration: Social Enterprises, Cause-

related Marketing, Sponsorships and other Corporate Nonprofit Dealings. Abingdon: Routledge.

Shriramesh, K. and Vercic, D. Eds. (2009) The Global Public Relations Handbook – Theory, Research and Practice.

2nd Ed. Abingdon: Routledge.

Solis, B. and Breakenridge, D. (2009) Putting the Public Back in Public Relations: How Social Media is Re-inventing

the Ageing Business of PR. London: Pearson Education.

The following journals contain papers relevant to this module:

Public Relations Review

Journal of Hospitality and Tourism Management

Tourism, Culture and Communication

Event Management: an International Journal

International Journal of Contemporary Hospitality Management

Journal of Hospitality & Tourism Research: the professional journal of the Council on Hotel, Restaurant and Institutional

Education.
Place Branding and Public Diplomacy

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Lectures Program

Lecture1 Module introduction

Public Relations and Reputation Management

Assessment overview and key deadlines

Lecture 2 What are Public Relations?

Sponsorship and Celebrity Endorsements

Assessment brief

Lecture 3 What is Reputation Management? (Focus on reputations in tourism, hospitality

and events)

PR and Crisis Communication (When all else fails – Managing PR in a crisis

situation)

PR Crisis communication staff briefing note

Consultation Assignment consultation

Draft assignment discussion

Lecture 4 PR Tools & Techniques 1 – (Types of PR activities in tourism, hospitality and

events)

Preparing press releases

Lecture 5 PR and Earned Media (Focus on new Media)

Writing a social media staff training manual

Consultation Assignment consultation

Final assignment discussion

Lecture 6 Planning a media event checklist and a familiarization visit toolkit

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Assessment – Individual report WRIT1 (100%) 2000 words

Draft submission: 03 June 2022, by 1800hrs (Singapore time) in Turnitin via Moodle

Final submission 01 July 2022, by 1800hrs (Singapore time) in Turnitin via Moodle

Assignment/Coursework Brief

As most of the world starts to step into the post-Covid stage, INTERNATIONAL HOTEL and RESORTS GROUP

which had upgraded several of their event assets such as conference and event halls since the start of the pandemic,

intends to maximize the utility of these assets in the coming quarter.

As such, a special project task force had been set up and the VP of Marketing had engaged you as a PR consultant to

produce a series of recommendations with regards to the Public Relations and Sponsorship activities to ramp up the

booking of available event assets.

Additional guidelines

Section 1 – to be submitted as a draft for formative feedback

Write an introductory statement that provides a critical analysis of importance of public relations and overall

reputation. Include references to the academic theory to support your arguments.

Include a recommendation evaluating the types of PR and/or sponsorship activities that are most appropriate to the

organisation’s current situation. This will include a rationale of your choice of tools from the ones listed below.

Word count: Approximately 500 words (+/- 10%).

Sections 2, 3 and 4

Select 3 out of the 5 options below and write the following documents for your client:

• A press release

• A social media staff training manual

• A PR crisis communication staff briefing note

• A media event checklist

• A familiarisation visit toolkit

Word count: Approximately 500 words (+/- 10%) for each section.

A minimum of 5 factual/news sources AND 5 academic sources (textbooks and academic journals) are required

in support of the portfolio in order to pass this assessment. References must be listed in a separate section

within the portfolio.

Additional Submission Guidelines

Students must follow submission guidelines as indicated in the Student Submission Guidelines document uploaded in

Moodle.

This highlighted part need to submit on 3rd June 2022 for draft

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Assessment 1 – Individual Portfolio marking scheme and feedback sheet

Student name:
Criteria Feedback and areas for improvement Marks

Section 1

• Evidence of research into the organization.

• Objective and clear assessment of situation.

• Evidence of links to relevant theory.

• Effective rationale for choice of tools

• Complementarity of chosen tools

/30

Section 2

• Relevance of choice of tool

• Effective writing style and presentation

• Effective application of best practice theory

/20

Section 3

• Relevance of choice of tool

• Effective writing style and presentation

• Effective application of best practice theory

/20

Section 4

• Relevance of choice of tool

• Effective writing style and presentation

• Effective application of best practice theory

/20

Research and Academic refencing

• Evidence of research from a wide range of

sources (meeting minimum requirements in

the brief).

• Accurate referencing style using the Harvard

system.

/10

Overall marks

/100

Overall comments:

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Marking Criteria

90-100% A quite exceptional and outstanding answer, providing insights which would not be available

publicly, and would, with some editing, be publishable. In addition to the features of the next section, this

range is distinguished by superior organisation, economic use of language and totally comprehensive, given

the conditions of the exercise.

80-89% An answer which demonstrates an excellent understanding of the question and of the complexity of

the issues involved. There is a sound basis of relevant factual knowledge and/or the theoretical issues

involved. Most of the important issues are dealt with in a detailed, specific and systematic way. There is

either some measure of original thinking in the answer or an accurate and comprehensive account is given in a

way which demonstrates understanding, for example by structuring the material such that it could not have

been based just on reproduction of lecture notes and programme material. Evidence of creativity, critical

approach, and wide reading beyond the core subject matter.

70-79% As above but a slightly less consistently excellent level. Alternatively, this range of mark may be

given for an answer which, while not having original insights, gives comprehensive and accurate coverage of

the issues at a high level throughout the answer, without significant omissions or errors.

60-69% An answer which demonstrates a clear understanding of the question and grasp of the complexity of

the issues involved. There is a sound basis of relevant factual knowledge and/or of theoretical issues

involved, with few significant errors. The issues involved are dealt with in a systematic way. Some of the

issues may be limited in critical approach but organised to display a comprehensive understanding and factual

information essentially complete.

50-59% An answer which demonstrates an understanding of the major or basic issues in the question. There

is a basis of factual knowledge and/or of relevant theoretical issues. Although some errors may be present, the

overall framework of the answer is sensible and accurate. Most of all the issues may be dealt with at the level

of obviously available programme material given to the student. The answer shows planning in its

construction, with a clear train of thought or development of argument present. Average competent

performance, well presented, demonstrating understanding of most of the essential issues.

40-49% An answer which demonstrates a limited understanding of the major or basic issues in the question.

There is some relevant factual knowledge and/or awareness of theoretical issues, but it is patchy. A few

significant errors may be present. The answer is not well planned, with little development of argument, and

often much irrelevant material is present. Lacks clarity of expression. The lower range (40-45) would include

an answer where relevant factual knowledge and/or awareness of theoretical issues is poor and confused, but

not absent. Many significant errors may be present. The answer is poorly planned, with little clear train of

thought or development of argument, and much of the answer may be irrelevant.

38-39% An answer which fails to demonstrate any appreciable understanding of the major issues or basic

issues of the question. Relevant factual knowledge and/or awareness of theoretical issues, if present at all, is

very poor and confused and very limited. Many significant errors may be present. Much or all of the answer

may be irrelevant. Poorly organised and very limited in scope.

30-37% Attempts an answer, but relevant factual knowledge and/or awareness of theoretical issues is very

poor and confused, and very limited with many significant errors.

10-29% Not clear that an answer is properly attempted. Only a few minor points made at all relevant to the

answer and these may be superficial. Most material is irrelevant or incorrect.

1-9% An answer that is so short or irrelevant that only a few marks are justified. For example, one or two

points may be made which show some peripheral awareness of certain possibly relevant issues.

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Graduate Attributes

It is School policy that Graduate Skills should be embedded into module delivery and assessment. The

interactive nature of the seminars fulfil most of the requirements by encouraging discussion, organisation and

communication, and group discussion. By examining the assessment criteria, you will note that Graduate Skills

are also contained within them. More specifically, the following Skills are included in the module overall:

• Problem Solving and Analytical Ability

• Inter-Personal Skills and Networking

• Global Citizenship (Diversity and Sustainability)

• Flexibility and Adaptability (Life-Long learning)

• Effective Communication

• Creativity and Innovation




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