200988 The Service Enterprise Worksheet - Assessment 1 Student name: Tim Hall Student Number: 1234 5678 Experience Number : 1 Category of Experience: Food Question Name and location of Experience Description & Analysis Runam Café Hanoi Vietnam Website http://caferunam.com/he-thong Description of the experience The RuNam Café is a coffee shop which serves a range of coffees in different styles. The venue has a modern vibe which is shown through its décor. Modern Vietnamese coffee Is there a theme? If yes, how would you describe it? Which of the five senses were engaged? Sight – visually the café was very appealing with an eclectic collection of art. The venue appeared very clean Sound –background music set at a level which allowed conversations - modern jazz Taste – I ordered a hot chocolate and a cookie Smell – There was no dominate smell in the venue. Touch – There was nothing specific to touch that you would not expect in any other restaurant Did the experience provide any memorabilia? What were the positive cues? Yes, You could purchase coffee beans, decorative coffee cups and phin filters. Guests could also purchase gift sets, mobile phone covers and coasters Staff were dressed in a smart looking black shirt with RuNam logo and wore trendy hats. Staff provided table service Phin filter lamps, music, decor Where there any negative cues? Lots of noise from outside near doors Describe the ‘personas’ of other customers There was a mix of customers in the venue, two-main persona identified were as follows; the first was people in there mid 20s who were well dressed and appeared to be socialising as a group of friends. The second group which was not as prominent business people meeting over a coffee. There was some noise from conversations but nothing that was unacceptable Between entertainment and esthetic What role did staff play? What impact did other customers have on your experience? Which realm of experience does this experience fall into? How was social media incorporated into the experience? Two aspects of the experience that impressed you? Two aspects of the experience that could be improved? I did check online reviews prior to going and added a review through Trip Advisor Overall service from staff and the interior design Why was the experience memorable? Yes it was because the service was very attentive, it was restaurant service but in a café. The venue itself was very engaging because there were so many different areas which you could choose to sit. There can be a lot of noise from the open preparation area and need more education about coffee options Other comments Please note the cells are expandable. Evidence of actual personal participation should be attached (tickets, photos, etc). 200988 The Service Enterprise Worksheet - Assessment 1 Student name: Student Number: Experience Number : Category of Experience: Question Name and location of Experience Description & Analysis Website Description of the experience Is there a theme? If yes, how would you describe it? Which of the five senses were engaged? Did the experience provide any memorabilia? What role did staff play? What were the positive cues? Where there any negative cues? Describe the ‘personas’ of other customers What impact did other customers have on your experience? Which realm of experience does this experience fall into? How was social media incorporated into the experience? Two aspects of the experience that impressed you? Two aspects of the experience that could be improved? Why was the experience memorable? Other comments Please note the cells are expandable. Evidence of actual personal participation should be attached (tickets, photos, etc). School of Business 200988 The Business of Hospitality Sydney City Session 1 2019 Unit Details Unit Code: 200988 Unit Name: The Business of Hospitality Credit Points: 10 Unit Level: 1 Assumed Knowledge: Not Applicable Note: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can. Unit Coordinator Name: Dr Tim Hall Unit Convenor (SCC) Name: Richard Poi Email: R.Poi@city.westernsydney.edu.au Consultation Arrangement: Please liaise directly with the academic teaching this unit regarding appropriate consultation times. Dedicated consultation times are posted on vUWS, However, it is usually best to make contact with these staff via email. Program Convenor (SCC) Name: Daniel Townsend Phone: 9964 6204 Email: d.townsend@city.westernsydney.edu.au Consultation Arrangement: Please liaise directly with the academic teaching this unit regarding appropriate consultation times. Dedicated consultation times are posted on vUWS, However, it is usually best to make contact with these staff via email. Director of Academic Program Name: Email: Dr John McGuire (SCC Academic Director) j.mcguire@city.westernsydney.edu.au Administrative Support Name: Phone: Email: SCC Administration team 8236 8037 admin@city.westernsydney.edu.au Edition: Sydney City Session 1 2019 Copyright c 2019 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968. Liaison Librarian Name: Phone: Email: Danielle Joffe (Sydney City Librarian) - Dylan Cheung (Sydney City Library Technician) 9964 6352 Danielle.Joffe@navitas.com (Danielle) - D.Cheung@city.westernsydney.edu.au (Dylan) Contents 1 About The Business of Hospitality 1.1 An Introduction to this Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Changes to Unit as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . . 2 Assessment Information 2.1 Unit Learning Outcomes . . . . . 2.2 Approach to Learning . . . . . . . 2.3 Assessment Summary . . . . . . . 2.4 Assessment Details . . . . . . . . 2.4.1 Report . . . . . . . . . . . 2.4.2 Case Study . . . . . . . . 2.4.3 Final Exam . . . . . . . . 2.5 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Teaching and Learning Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2 2 2 3 3 3 4 5 5 9 11 12 14 4 Learning Resources 16 4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Note: The relevant Learning Guide Companion supplements this document 1 1 About The Business of Hospitality 1.1 An Introduction to this Unit The Business of Hospitality employs a case study approach to examine successful hospitality operations and develop an understanding of what is required to plan, design, deliver and manage engaging hospitality experience as the foundation of prosperous hospitality operation. In considering the broader context of the hospitality industry, students will be given the opportunity to explore where they may fit within a hospitality context. 1.2 What is Expected of You Study Load A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals. Attendance It is strongly recommended that students attend all scheduled learning activities to support their learning. Online Learning Requirements Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/). You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team. Special Requirements Essential Equipment: Not Applicable Legislative Pre-Requisites: Not Applicable 1.3 Changes to Unit as a Result of Past Student Feedback The University values student feedback in order to improve the quality of its educational programs. The feedback provided helps us improve teaching methods and units of study. The survey results inform unit content and design, learning guides, teaching methods, assessment processes and teaching materials. You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff. As a result of student feedback, the following changes and improvements to this unit have recently been made: – There has been some improvements to the online content and greater clarification of the assessment requirements 2 2 2.1 Assessment Information Unit Learning Outcomes The table below outlines the unit learning outcomes (ULOs) for this unit. Upon completion for this unit, students will be able to: Outcome 1 Distinguish between the various sectors of the hospitality industry and state the operational differences between these sectors. 2 Explain the difference in providing a customer experience as opposed to providing customer service. 3 Describe the relationship of hospitality to a broader societal context. 4 Define the issues and trends that face the hospitality industry today. 2.2 Approach to Learning The Business of Hospitality provides students with an insight into different areas of hospitality in order to start you thinking about where you might like to fit into the hospitality industry. Each module explores theoretical and practical aspects of the hospitality industry aimed to get you thinking differently about hospitality venues. To get you started, each week you will need to visit vUWS and complete a number of tasks which will range from watching videos, completing activities and even heading out and having a look at some venues. It is really important that these activities are completed prior to your weekly workshop as the activities planned for many of the workshop will assume prior work has been completed. Make sure you bring heaps of questions to class and engage with the weekly content so we can create some great dialogue in class and have some fun as we move through the modules and keep an eye on vUWS and if you are not sure of anything just ask. 3 2.3 Assessment Summary The assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or compulsory is essential to receive a passing grade. To pass this unit you must: - complete all assessment items - achieve an overall mark of at least 50 per cent Item Weight Due Date ULOs Assessed Threshold Report 30% Week 7 - Wednesday 24th April, 9:00am 1, 2 No Case Study 30% Week 11 - Wednesday 22nd May, 9:00am 1, 3 No Final Exam 40% During the formal examination period 1, 2, 3, 4 No Feedback on Assessment Feedback is an important part of the learning process that can improve your progress towards achieving the learning outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to seek out and act on feedback that is provided to you as a resource to further your learning. The assessment policy provides that assessment feedback is available to students in a timely way. Your lecturer/ tutor will normally provide you with your mark and written feedback within two or three weeks of the submission date, given that your assessment is submitted on the due date. 4 2.4 2.4.1 Assessment Details Report Weight: 30% Type of Collaboration: Individual Due: Week 7 - Wednesday 24th April, 9:00am Submission: Should be submitted via Turnitin as a single submission. A link to the Turnitin submission will be available via vUWS under Assessments. Students may need to seek advice from the library on submitting large documents via Turnitin. Format: Length: 1,500 words Curriculum Mode: Report Overview The concept that has driven the design of this assessment is for you to have some fun learning and thinking about ’experiences’ in an industry setting. The aim is for you to personally engage in some different types of experience and to build, in a systematic way, personal ’experience capital’. In doing this you will need to think about the concepts put forward by Pine & Gilmore (2011) and also the framework offered by Bitner (1992). To do this, students are required to engage in a ’Learning Excursion’, which is a planned (this implies background research is required) field visit to three actual commercial ’experiences’ - essentially you are being a mystery shopper. For each of the three ’experiences’ a field worksheet needs to be completed. The worksheets are available from the unit vUWS site and are based upon Pine & Gilmore’s own ’Field Guide’, a tool developed to help their clients think and learn about experiences in a structured manner. These worksheets will form the background (and the appendices of the assignment) from which the assessment task can be completed. All of the experiences must be undertaken during the course of this unit and you must supply evidence that you have actually participated in the experience - for example, photos, tickets, etc. From your three experiences you are to pick the one which best embodies the experience economy. For the selected experience you are then required to assume the role of an ”experience blogger’ who is reporting to online followers about the selected venue. Your blog post should communicate your engagement with the experience and the lessons learnt, highlighting areas of achievement and areas for improvement. Note: This assessment has two components: 1. The first includes the completion of the three experiences worksheets. These are required to be attached as appendices and are essential for undertaking the background for your assessment. While all worksheets must be completed, only the worksheet for the experience discussed in the blog will be marked. This will account for 300 words of your word count, however you will be allocated marks for the completion of all worksheets. 2. The second component is the blog which should not exceed 1,200 words. It is also recommended that you incorporate visuals within your blog. Step 1. Read all of the suggested steps, the field worksheet and the marking guide. Step 2 You need to select three different types of commerical ’experiences’. – Experience 1 must be a retail shopping experience. – Experience 2 must be a food/beverage experience. – Experience 3 can be an experience of your own choosing. 5 To aid in selection, consider the following list of operational areas of the experience economy: – – – – – – – – – – – – – Attraction (not natural area) Built environment Education Event Gastronomic Hospitality - Accommodation Natural area Leisure Online Museum Sport Tourist experience Other Note: This list is only given as a guide. Areas do overlap and it is not meant to be a definitive list.To gain some inspiration, watch the Jack Daniels distillery video and see how this venue is reviewed, also notice how the narrator uses some of the terms from the experience economy. Tip - Be sure to only select ’good’ examples of experiences that clearly illustrate the elements that Pine & Gilmore identify (this is where pre-planning helps and will make your assessment much easier in the end). It is also suggested you use specific venues rather than large areas such as food courts or shopping centres. For areas which contain ’places within a place’, it is recommended not to use the entire venue. Step 3 Research your proposed ’experiences’ and plan your ’Learning Excursion’. Think about what you will need to produce for your blog post. Tip - take for more photos than you think you will need to illustrate your blog post. Step 4 Engage in your chosen three ’experiences’. Be aware of the cost of these ’experiences’ and stay within your budget. Pick experiences that you’re interested in. Have some fun. Step 5. Complete the worksheet for each experience. Your answers, while brief, should aim to provide enough information for yourself to later complete your blog post. You will need to not simply describe the experience component but also analyse to demonstrate that you have thought deeply about experiences and understand the theory.  Step 6. Select the ”experience that you think is the best example of an experience economy experience and write your blog post, remembering that you are writing for an informed audience that understands the theory (you do not need to define terms). The post should be informative, engaging, reflective and demonstrate that you have engaged with the spirit of a ’Learning Excursion’. The blog post is not a simple description of the experience but a discussion of the planned ’learning excursion’ demonstrating an ability to critique a venue using the experience economy principles as a basis for your judgements. Step 7 Checklist: Does the assessment include: – – – – – – The completed worksheets (as an appendix to the blog post)? Evidence of actual participation in each experience (as an appendix or included if appropriate in the blog post)? The blog post (words and visuals)? Demonstrated knowledge of the experience economy, particularly the work of Pine & Gilmore? Appropriately presented content and visual material. Be creative! Strive to delight your audience? A reference list (in the appendix) using the Harvard UWS referencing system that demonstrates that you researched and planned your ’Learning Excursion’? Step 8. Use the marking guide to critically self-assess your assessment. Once you have finalised your assessment include a mark based on your self-assessment. Tip - This is a good method of understanding how to improve assessments in general. Marking Criteria: Experience Worksheets (15%) The following tables illustrate the elements of each component and a set of descriptions for different standards of 6 work that will be used in marking. Students should use the form to critically self-assess their assessment before submission. Blog Post - content (75%) Blog - as a piece of communication (10%) CRITERIA UNSATISFACTORY NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS Addresses each component of worksheet Failure to describe the relevant aspects of the experience. Detail missing. Difficult to comprehend the experience. Basic description. Basic level of detail. Competent description. Clearly explains the relevant aspects of the experience. A sophisticated ability to describe the relevant aspects of the experience. Explains element of the experience in detail. Demonstrated understanding of Pine & Gilmore’s theory. Failure to use the experience economy theory to answer worksheet questions. A limited ability to use the experience economy to answer worksheet questions. A competent use of the experience economy to answer worksheet questions. A sophisticated ability to use the experience economy to answer worksheet questions. Evidence-photos, etc. This links to planning the blog post. No evidence. Basic evidence, one photo or piece of memorabilia Good evidence adds to the understanding of the experience. Several photos/videos and/or memorabilia. Good evidence adds to the understanding of the experience. Several photos/videos and/or memorabilia that tells a sequential story. CRITERIA UNSATISFACTORY NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS Describing the ’learning excursion’ Fails to describe either the ’learning excursion’ nor the experiences Basic description of the ’learning excursions’. Basic level of detail. Or Just describes the experiences. Competent description. Clearly explains the relevant aspects of the ’learning excursions’ and the experiences A sophisticated ability to describe the ’learning excursions’ and relevant aspects of the experiences. Explains the ’learning excursions’ element of the experience in detail Discussions of areas of achievement and those requiring improvement. Fails to explain why elements of the experience were achievements or needed improvement. A limited ability to explain why elements of the experience were achievements or needed improvement Positive and negative elements of the experience identified button identifying the implications of these aspects. Thorough understanding of the areas of achievement and improvement. The implications of these points is well articulated and discussed. Application of Pine & Gilmore experience economy theory Failure to apply the theory of Pine & Gilmore in the critical analysis of the chosen experiences. A limited ability to apply the theory of Pine & Gilmore in the critical analysis of the chosen experiences. A competent ability to apply the theory of Pine & Gilmore in the critical analysis of the chosen experiences. A sophisticated ability to apply the theory of Pine & Gilmore in the critical analysis of the chosen experiences. Application of other experience economy theory writers Failure to apply the theory of any other writers in the critical analysis of the chosen experiences. A limited ability to apply the theory of other writers in the critical analysis of the chosen experiences. A competent ability to apply the theory of other writers in the critical analysis of the chosen experiences. A sophisticated ability to apply the theory of other writers in the critical analysis of the chosen experiences. CRITERIA UNSATISFACTORY NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS Structure Disjointed -does not tell a story Basic - has structure but fails to engage the reader A competent use of narrative engages the reader A sophisticated narrative that engages the reader at a deeper level Visual components photos, etc. No visuals or unattractive ’selfie’ Basic visuals. One photo or two photos or poor quality photos Good visuals. Adds to the narrative aids understanding of the experiences. Several photos and/or videos. Good visuals, adds significantly to the narrative and understanding of the experience. Several photos and or video that tells a sequential story. 7 CRITERIA UNSATISFACTORY NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS Grammar, spelling and proof reading errors Significant grammar, spelling and proof reading errors. Some problems with grammar, spelling or proof reading Only a few problems with grammar, spelling and proof reading No problems with grammar, spelling and proof reading Sources of information Limited and uncritical use of a restricted range of sources. Lecture/ unit material only A limited use of a range of appropriate sources, but without critical evaluation, or missing some significant items A competent use of a wide range of appropriate sources with some critical awareness of their status and relevance. A sophisticated use of a range of appropriate sources, and with full critical awareness of their status and relevance. Referencing in the Harvard style Ideas from information sources have not been acknowledged and/or the student presents authors own words as their own. Demonstrates a basic understanding of the Harvard system All ideas from sources have been acknowledged. Demonstrates a good understanding of the Harvard style. Well practised and versed in the use of the Harvard system. 8 2.4.2 Case Study Weight: 30% Type of Collaboration: Group Due: Week 11 - Wednesday 22nd May, 9:00am Submission: Should be submitted via Turnitin as a single submission. A link to the Turnitin submission will be available via vUWS under Assessments. Students may need to seek advice from the library on submitting large documents via Turnitin. Format: Length: 3,000 words Curriculum Mode: Case Study Overview The City of Parramatta has recently considered the role of the ’night time economy’ in Parramatta (see documents vUWS). Hospitality features as an important part of the night time economy, as evidenced by many cities around the world, and will be central to the considerations of decision makers. Details The council has already commissioned some qualitative and quantitative research into night time economy in relation to Parramatta. Assume they would like to add to this research and have engaged the services of your group to investigate the advantages and disadvantages of existing and past examples of night time economies from Australia and around the world. You are to undertake research of existing night time economies and document to positive and negative aspects of night time economies and highlight specific examples (it is important to acknowledge the good and bad aspects of this form of economy). Using the information you have gathered you then need apply these ideas to the idea of Parramatta having a night time economy (remember this may be across broader Parramatta or just in the Parramatta CBD). Essentially you are looking to use these examples as the basis of an argument in which your group will outline their position on a night time economy in Parramatta. Your report should be written as if you are presenting to Parramatta Council, with your groups recommendation advising if you support or oppose the concept of a night time economy in the City of Parramatta. Marking Criteria: CRITERIA UNSATISFACTORY NEEDS IMPROVEMENT MEETS EXPECTATIONS Overview of hospitality in Parramatta (15%) No or limited discussion addressing hospitality in Parramatta. A basic outline of hospitality in Parramatta. Research and discussion of negative impacts of night time economy (20%) Provides an uninformed list of negative impacts of the night time economy with very brief discussion. Outlines the basic arguments against night time economies, descriptive without any analysis. Research and discussion of positive impacts of night time economy (20%) Provides an uninformed list of positive impacts of the night time economy with very brief discussion Outlines the basic arguments in support of a night time economies, descriptive without any analysis Recommendations and justifications in relation to the night time economy in Parramatta(35%) Simply overviews suggestions for Parramatta and is not supported or justified by research. Offers some sound recommendations without applying them with sufficient thought to Parramatta. A good understanding of hospitality in Parramatta underpinned by good research. Identified relevant negative impacts of the night time economy and provides a well researched and considered description with some analysis. Identified relevant positive impacts of the night time economy and provides a well researched and considered description with some analysis. Offers justified recommendations which are relevant to Parramatta and are reflective of findings from research. Descriptive in parts with scope for more analysis. 9 EXCEEDS EXPECTATIONS A well researched overview of the various areas of hospitality offerings in Parramatta. Excellent description of negative impacts of night time economy with an expanded description and analysis. Excellent description of positive impacts of night time economy with an expanded description and analysis. Recommendations show logical discussion of recommendations from previous discussion and are applied to the Parramatta region in a well researched and justified manner. CRITERIA UNSATISFACTORY NEEDS IMPROVEMENT MEETS EXPECTATIONS Presentation, Referencing in the Harvard style, spelling and grammar (10%) Poor presentation Ideas from information sources have not been acknowledged and/or student presents authors own words as their own. No spell check undertaken Reasonable presentation Demonstrates a basic understanding of the Harvard system. Some problems with grammar, spelling and proof reading Good presentation All ideas from sources have been acknowledged. Demonstrates a good understanding of the Harvard system. Only a few problems with grammar, spelling and proof reading 10 EXCEEDS EXPECTATIONS Outstanding presentation Well practised and versed in the use of the Harvard system. No problems with grammar, spelling and proof reading 2.4.3 Final Exam Weight: 40% Type of Collaboration: Individual Due: During the formal examination period Submission: The examination will take place during the formal examination period. Format: Length: 2 hours Curriculum Mode: Final Exam Overview The final examination is a two-hour, open-book examination held during the formal examination period. Examination questions will be drawn from material covered during the teaching period. Some questions will draw on case studies used in the tutorial program. Details The final examination is a two-hour, open-book examination held during the formal examination period. Examination questions will be drawn from material covered during the teaching period. As part of the open book examination, students will be allowed to take electronic devices into the exam. During the semester we will discuss the exam in detail and give you advice on how to answer questions - so don’t panic! :) Marking Criteria: PASS 50-64% Competent descriptive discussion, some grasp of the topic, coherent style and composition, essentially a superficial discussion. CREDIT 65-74% Analytical and explanatory discussion, some theoretical insights, good use of sources and example, focused argument that could be improved. DISTINCTION 75-84% Comprehensively analyses the question, understands and compares approaches systematically, critical comments on literature, excellent examples and illuminating insights. HIGH DISTINCTION 85-100% An analytical answer that offers originality in synthesis or analysis and utilises a multitude of relevant sources to justify arguments and produce a critical and intelligent piece of work. 11 2.5 General Submission Requirements Submission – All assignments must be submitted by the specified due date and time. – Complete your assignment and follow the individual assessment item instructions on how to submit. You must keep a copy of all assignments submitted for marking. Turnitin – The Turnitin plagiarism prevention system may be used within this unit. Turnitin is accessed via logging into vUWS for the unit. If Turnitin is being used with this unit, this means that your assignments have to be submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software that identifies and reports on similarities between documents. It is also widely utilised as a tool to improve academic writing skills. Turnitin compares electronically submitted papers against the following: – Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages – Student papers: including Western Sydney University student submissions since 2007 – Scholarly literature: Turnitin has partnered with leading content publishers, including library databases, text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Proquest, Emerald and Sage) – Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is an important tool to assist students with their academic writing by promoting awareness of plagiarism.By submitting your assignment to Turnitin you will be certifying that: – I hold a copy of this assignment if the original is lost or damaged – No part of this assignment has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment – No part of the assignment has been written for me by any other person/s – I have complied with the specified word length for this assignment – I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking). Self-Plagiarising – You are to ensure that no part of any submitted assignment for this unit or product has been submitted by yourself in another (previous or current) assessment from any unit, except where appropriately referenced, and with prior permission form the Lecturer/Tutor/Unit Co-ordinator of this unit. Late Submission – If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight will be deducted from the mark awarded. – For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late day. – Saturday and Sunday are counted as one calendar day each. – Assessments will not be accepted after the marked assessment task has been returned to students. – This is consistent with Clause 51 of the Western Sydney University’s Assessment Policy - Criteria and StandardsBased Assessment. Extension of Due Date for Submission Extensions are only granted in exceptional circumstances. To apply for an extension of time, locate an application form via the Western Sydney University homepage or copy the following link: https://www.westernsydney.edu.au/currentstudents/current students/forms Application forms must be submitted to the Unit Coordinator/Convenor. Requests for extension should be made as early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted with the application. An application for an extension does not automatically mean that an extension will be granted. Assessments will not be accepted after the marked assessment task has been returned to students. Resubmission Resubmission of assessment items will not normally be granted if requested. 12 Application for Special Consideration It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance at class or your completion and submission of assessment tasks, you may need to apply for Special Consideration via the Western Sydney University website. http://www.westernsydney.edu.au/currentstudents/current students/services and facilities/special consideration2 or the Student Centre/Sydney City Campus Reception. Special Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you more information on how this must be done. 13 3 Teaching and Learning Activities Weeks Topic Preparation Activities Week 1 11-03-2019 Module #1 Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities Assessments Due You in hospitality Week 2 18-03-2019 Module #2 Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities Planning for success Week 3 25-03-2019 Module #3 Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities Understanding Servicescapes Week 4 01-04-2019 Module #4 (Part A) Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities 14 The Guest Experience: Welcome to the experience economy Week 5 08-04-2019 Module #4 (Part B) Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities The Guest Experience: Designing superior customer experiences Week 6 15-04-2019 Module #4 (Part C) Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities The Guest Experience: Delivering superior customer experiences Week 7 22-04-2019 Module #5 (Part A) Refer to vUWS for expanded description Refer to vUWS for expanded description - Report of student preparation of weekly workshop activities Hospitality offerings: The Restaurant Week 8 29-04-2019 Module #5 (Part B) Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities Hospitality offerings: Hotel Accommodation Week 9 06-05-2019 Module #6 Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities Weeks Topic Preparation Activities Assessments Due The importance of staff in hospitality Week 10 13-05-2019 Module #7 Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities Getting it right all the time; service recovery Week 11 20-05-2019 Module #8 Refer to vUWS for expanded description Refer to vUWS for expanded description - Case Study of student preparation of weekly workshop activities Telling the world about your business Week 12 27-05-2019 Module #9 Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities Social Good through hospitality Week 13 03-06-2019 Module #10 Refer to vUWS for expanded description Refer to vUWS for expanded description of student preparation of weekly workshop activities You in hospitality; Where will you be? 15 Week 14 10-06-2019 - Final Exam The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the unit’s vUWS site. 4 Learning Resources 4.1 Recommended Readings Essential Reading – Reader to be compiled by unit coordinator Additional Reading – Bitner MJ 1992, ’Servicescapes: The impact of physical surroundings on customers and employees’.   – Hemminton N (2007) From Service to Experience: Understanding and defining the hospitality business , The Service Industries Journal. – Lashley, C. and Morrison A. (2013), In search of hospitality: theoretical perspectives and debates – Melissen, F. (2013) Sustainable hospitality: a meaningful notion? Journal of Sustainable Tourism Volume 21, 2013 - Issue 6 – Osman, H., Johns, N. and Lugosi, P (2014) Commercial hospitality in destination experiences: McDonald’s and tourists’ consumption of space. Tourism Management Volume 42, June 2014, Pages 238-247 – Pine, BJ & Gilmore, JH 1999, The experience economy: work is theatre and every business a stage, Harvard Business School Press, Boston. – Pine, JP & Gilmore, JH 2011, The experience economy, updated edition, Harvard Business Press, Boston. – Rosenbaum & Massiah (2011): An expanded servicescape perspective 16
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