Gaining knowledge and understanding of the working and dynamics of tourism markets Gaining knowledge and understanding of the managerial techniques for the tourism sector and applying these techniques to realworld problems Mastering the foundations of the appropriate scientific methodologies and applying them to business management Taking decisions and solving problems
1. Introduction 2. Tourism products 2.1. Private and public characteristics 2.2. Perishability and capacitiy restrictions 2.3. Managerial implications 3. Supply and demand 3.1. Consumer behavior and demand 3.2. Firms' costs 3.3. Market structure 3.4. Vertical relationships: tour operators and travel agents 4. Pricing tourism products 4.1. Costs and pricing 4.2. Market segmentation 4.3. Basic pricing techniques 4.4. Product bundling and tying 4.5. Multi-part tariffs 4.6. Yield management 4.7. Capacity allocation 4.8. Network management 4.9. Overbooking 5. Sectoral studies 5.1. Airlines and other travel modes 5.2. Hospitality 5.3. Cruise lines 5.4. Destinations, events and attractions 5.5. Tourism intermediaries: travel agents, tour operators and others 5.6. Gaming and casinos
Tipus d’activitat Hores amb professor Hores sense professor Total Aprenentatge basat en problemes (PBL) 30,00 100,00 130,00 Prova d'avaluació 15,00 5,00 20,00 Total 45,00 105,00 150
Reece, William (2010). The economics of tourism. Prentice Hall. Shy, Oz (2008). How to price: a guide to pricing techniques and yield management. Cambridge University Press. Tribe, John (2005). The economics of recreation, leisure and tourism. Elsevier. Rigall-I-Torrent, Ricard and Fluvià, Modest (2008). Sustainable development in tourism municipalities. the role of public goods. Tourism Management, 29(5), 883-897. Recuperat , a http://dx.doi.org/10.1016/j.tourman.2007.10.004 Rigall-I-Torrent, Ricard and Fluvià, Modest (2007). Public goods in tourism municipalities: formal analysis, empirical evidence and . Tourism Economics, 13(3), 361-378. Recuperat , a http://www.ingentaconnect.com/content/ip/tec/2007/00000013/00000003/art00002 Rigall-I-Torrent, Ricard and Fluvià, Modest (2010). Managing tourism products and destinations embedding public good components: A h. Tourism Management,, . Recuperat , a http://dx.doi.org/10.1016/j.tourman.2009.12.009 Goeldner, Charles and Ritchie, Brent (2006). Tourism: principles, practices and philosophies. John Wiley & Sons. Kreps, David (2004). Microeconomics for managers. W.W. Norton. Nagle, Thomas and Hogan, John (2006). The strategy and tactics of pricing: a guide to profitable decision making. Prentice Hall. Phillips, Robert (2005). Pricing and revenue optimization. Stanford University Press. Pindyck, Robert and Rubinfeld, Daniel (2009). Microeconomics. Pearson/Prentice-Hall. Weaver, David and Lawton, Laura (2006). Tourism Management. John Wiley & Sons.
Activitats d'avaluació: Descripció de l'activitat Avaluació de l'activitat % Solving 10 different problems/case studies For each problem, the student will obtain a mark ranging from 0 to 10 for each of the following items: 1. Responsibility 2. Learning abilities 3. Comunication abilities 4. Interpersonal relationships 50 Exams After each problem-solving activity, the student will have to sit a closed-book exam (10 in total) which will be graded on a 0-10 scale according to the clarity and correctness of the answers. 50
Students will receive a grade ranging from 0 to 10 according to the criteria established in the section "Criteris d'avaluació". Not atending a problem-solving activity/sitting an exam implies a 0 (zero) mark in that activity. The final overall qualification for the course will result from computing the average (arithmetic mean) of the qualifications obtained in each problem-solving activity/exam. Criteris específics de la nota «No Presentat»:Students who do not attend both problem-solving and exam activities will receive a qualification of "No presentat" (exam not sat).
The course will be thaught using the problem-based learning method (PBL). In PBL students learn content, strategies, and self-directed learning skills by collaborating to solve problems, reflecting on their experiences and engaging in self-directed inquiry. The instructors’ role is to provide both guidance to facilitate student learning and content knowledge on a just-in-time basis. Each lecture is structured as follows (students work in groups of 3): 1. Discussion of the problem analysed in the previous session. 2. Exam based on the learning objectives of the previous session. 3. Reading and discussing the new problem proposed. 4. Each group writes a report of the learning activities which are needed to solve the problem. 5. The class reaches an agreement regarding the learning activities (study plan) which must be undertaken by students in order to solve the problem. 6. Students learn independently. Students should plan their calendar now so that they do not miss the problem-solving activities/exams due to scheduling conflicts. If illness or an emergency should force a student to miss a problem-solving activity or an exam, please contact me before the activity/exam.