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Syllabus 2024-25 - 11612018 - Tourist Marketing 2 (Marketing turístico II)
- Level 1: Tutorial support sessions, materials and exams in this language
- Level 2: Tutorial support sessions, materials, exams and seminars in this language
- Level 3: Tutorial support sessions, materials, exams, seminars and regular lectures in this language
| DEGREE: | Grado en Turismo |
| FACULTY: | FACULTY OF LAW AND SOCIAL SCIENCES |
| ACADEMIC YEAR: | 2024-25 |
| COURSE: | Tourist Marketing 2 |
| NAME: Tourist Marketing 2 | |||||
| CODE: 11612018 | ACADEMIC YEAR: 2024-25 | ||||
| LANGUAGE: English | LEVEL: 0 | ||||
| ECTS CREDITS: 6.0 | YEAR: 3 | SEMESTER: PC | |||
| NAME: AMEZCUA OGAYAR, JUAN MANUEL | ||
| DEPARTMENT: U136 - ORG. DE EMPRESAS, MÁRKETING Y SOCIOLOGÍA | ||
| FIELD OF STUDY: 650 - ORGANIZACIÓN DE EMPRESAS | ||
| OFFICE NO.: D3 - 159 | E-MAIL: jamezcua@ujaen.es | P: 953211936 |
| WEBSITE: - | ||
| ORCID: https://orcid.org/0000-0002-3381-1825 | ||
| LANGUAGE: - | LEVEL: 3 | |
| NAME: CARRILLO LABELLA, ROCÍO | ||
| DEPARTMENT: U136 - ORG. DE EMPRESAS, MÁRKETING Y SOCIOLOGÍA | ||
| FIELD OF STUDY: 095 - COMERCIALIZACIÓN E INVESTIGACIÓN DE MERCADOS | ||
| OFFICE NO.: D3 - D-3 176 | E-MAIL: rlabella@ujaen.es | P: 953212040 |
| WEBSITE: rlabella@ujaen.es | ||
| ORCID: https://orcid.org/0000-0003-0563-1656 | ||
| LANGUAGE: - | LEVEL: 3 | |
These contents focus on part of the Strategic Marketing decisions of tourism companies, such as segmentation and positioning, and on the management of Tactical or Operational Marketing. Decisions that tourism companies must take regarding the product or service they provide, price management decisions, distribution selection, and communication decisions. All of this is included in a Marketing Plan as a management tool.
Theme 1. Target-market selection and positioning in the Tourism Sector
1.1 The concept of market segmentation and its usefulness.
1.2 Requirements for an Effective Segmentation
1.3 Segmentation criteria
1.4 Segmentation Strategies
1.5 Positioning Strategies
Theme 2. The Tourism Product/Service in the Tourism Sector
2.1 Concept of the Tourism Product
2.2 Branding Decisions
2.3 Characteristics and Components of the Tourism Product
2.4 The Product Life Cycle
2.5 Development and launching of new products.
Theme 3. Price Management in the Tourism Sector
3.1 Price concept and objectives
3.2 Factors influencing price setting
3.3 Pricing methods
3.4 Yield Management
Theme 4. Distribution in the Tourism Sector
4.1 Concept and role of distribution
4.2 Distribution Channel Decisions
4.3 Factors influencing channel selection
4.4 New forms of tourism distribution
Theme 5. Communication in the Tourism Sector
5.1 Concept and aims of communication. The promotional mix
5.2 Advertising
5.3 Public Relations
5.4 Sales promotion
5.5 Salesforce
5.6 Tourism publications
5.7 Tourism fairs
5.8 Other communication techniques
Theme 6. Marketing Plan
6.1 The Marketing Plan and Strategic Decisions
6.2 Elaboration of the Marketing Plan
6.3 Specific features of the Marketing Plan of a tourist destination
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Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support
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The student's final grade will be the result of the addition of the notes obtained in a written test with theoretical/practical contents and in a series of activities programmed during the course. The student should carry out scheduled activities during the academic year: presentation of individual / group tasks, self-assessment tests. These activities will have a maximum valuation of 30% of the final grade. The written test of theoretical and practical contents will represent 70% of the final grade, being necessary to obtain a minimum score of 50% on the written test to pass the exam. Once this score has been reached you can add the notes related to the other scoring activities that make up the final grade. |
- Marketing turístico. Edition: 2ª ed.. Author: Serra Cantallops, Antoni. Publisher: Madrid : Pirámide, 2011 (Library)
| Producción y consumo responsables |
| Acción por el clima |
ODS 12: RESPONSIBLE PRODUCTION AND CONSUMPTION
COGNITIVE LEARNING OBJECTIVES OF THE
STUDENT BODY
1. The learner understands how
individual lifestyle choices influence social, economic and
environmental development.
2. The learner understands
production and consumption patterns and value chains, and the
interrelationship between production and consumption (supply and
demand, toxic substances, CO2 emissions, waste generation, health,
labour conditions, poverty, etc.), with a focus on the tourism
sector.
3. The learner is aware of the
roles, rights and duties of the different actors in production and
consumption (media and advertising, companies, municipalities,
legislation, consumers, etc.).
4. The learner knows about
strategies and practices for sustainable production and
consumption.
5. The learner understands the
dilemmas/ trade-offs and systemic changes necessary to achieve
sustainable consumption and production.
SOCIO-EMOTIONAL LEARNING
OBJECTIVES
1. The learner is able to talk about
the need for sustainable practices in production and
consumption.
2. The learner is able to motivate
others to adopt sustainable practices in consumption and
production.
3. The learner is able to
differentiate between needs and wants and to reflect on his/her own
individual consumption behaviour in the light of the needs of the
natural world, of other people, cultures and countries, and of
future generations.
4. The learner is able to visualise
sustainable lifestyles.
5. The learner is able to feel
responsible for the environmental and social impacts of his/her own
individual behaviour as a producer or consumer.
BEHAVIOURAL LEARNING
OBJECTIVES
1. The learner is able to plan,
implement and evaluate consumption-related activities using current
sustainability criteria.
2. The learner is able to evaluate,
participate in and influence decision-making on procurement
processes in the public sector.
3. The learner is able to promote
sustainable production patterns.
4. The learner is able to critically
assume his/her role as an active stakeholder in the market.
5. The learner is able to challenge
cultural and social orientations on consumption and
production.
SDG 13: CLIMATE ACTION
COGNITIVE LEARNING OBJECTIVES FOR
STUDENTS
1. The learner conceives of the
greenhouse effect as a natural phenomenon caused by an insulating
layer of greenhouse gases, with a focus on the tourism
sector.
2. The learner conceives of current
climate change as an anthropogenic phenomenon caused by the
increase in greenhouse gas emissions.
3. The learner knows which human
activities at global, national, local and individual levels
contribute most to climate change.
4. The learner knows the main
ecological, social, cultural and economic consequences of climate
change at local, national and global levels, and understands how
these can become catalysts and drivers of climate change.
5. The learner knows about
prevention, mitigation and adaptation strategies at different
levels (from global to individual) and for different contexts, and
their links to disaster response and disaster risk
reduction.
SOCIAL-EMOTIONAL LEARNING
OBJECTIVES
1. The learner is able to explain
ecosystem dynamics and the environmental, social, economic and
ethical impact of climate change.
2. The learner is able to motivate
others to protect the climate.
3. The learner is able to
collaborate with others to devise common strategies to address
climate change.
4. The learner is able to understand
his/her personal impact on the global climate, from a local to a
global perspective.
5. The learner is able to recognise
that protecting the global climate is an essential task for all of
us, and that we need to re-evaluate our worldview and our daily
behaviours in light of this.
BEHAVIOURAL LEARNING
OBJECTIVES
1. The learner is able to assess
whether or not his/her private and professional activities are
climate-friendly and, if not, to review them.
2. The learner is able to act in
favour of people who are threatened by climate change.
3. The learner is able to
anticipate, estimate and evaluate the impact of personal, local and
national decisions or activities on other people and regions of the
world.
4. The learner is able to promote
public policies for climate protection.
5. The learner is able to support
climate-friendly economic activities.
Tourism Marketing II - Multimodal or mixed scenario
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Teaching methodology and training activities |
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Training activities |
Format (in-person/online) |
Teaching methodology |
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M-02 Theory exhibition and general examples |
Presence at 25-50% |
Development of 45 participatory master class sessions, one hour each, held in the classroom and broadcasting by videoconference to the rest of the group. Periodic rotation of students. |
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M-05 Practical activities |
Presence at 25-50% |
Development of 15 practical sessions, one hour each, held in the classroom and broadcasting by videoconference to the rest of the group. Periodic rotation of students. |
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Evaluation system
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Evaluation test |
Format (synchronous/online synchronous or asynchronous) |
Description |
Percentage |
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Written, theoretical and practical examination |
Synchronous presence 100% |
Mastery of the theoretical and practical concepts of matter. |
50% |
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Work, cases and practical exercises |
Asynchronous online 100% |
Correct resolution of case studies, exercises and discussion of results. |
50% |
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Resources
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Tourism Marketing II - Non-face-to-face scenario
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Teaching methodology and training activities
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Training activities |
Format (in-person/online) |
Teaching methodology |
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M-02 Theory exhibition and general examples |
Non-in-person |
Replacing the 45 participatory master class sessions with videoconferencing (synchronous) sessions and explanatory (asynchronous) videos. |
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M-05 Practical activities |
Non-in-person |
Replacing the 15 practical sessions with asynchronous online training activities. |
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Evaluation system
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Evaluation test |
Format (synchronous/online synchronous or asynchronous) |
Description |
Percentage |
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Written, theoretical and practical examination |
Synchronous presence 100% |
Mastery of the theoretical and practical concepts of matter. |
50% |
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Work, cases and practical exercises |
Asynchronous online 100% |
Correct resolution of case studies, exercises and discussion of results. |
50% |
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Resources
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