|| RD20820 |
|| VISITOR MANAGEMENT |
|| 2004/2005 |
|| Mr Ian P Keirle |
|| Semester 2 |
| Course delivery
|| Lecture || 32 Hours 32 x 1 hour lectures |
|| Other || 12 Hours 4 x 3 hour visits |
|| Seminars / Tutorials || 8 Hours 4x 2 hour workshops |
|Assessment Type||Assessment Length/Details||Proportion|
|Semester Exam||2 Hours Outcomes assessed: 4, 5, 6 ||50%|
|Semester Assessment|| Assignment: Recreation plan Outcomes assessed: 1, 2, 3 ||50%|
|Supplementary Assessment|| Candidates will be required to re-take the element(s) that resulted in failure.|| |
Learning outcomesOn successful completion of this module students should be able to:
Outcome 1: Describe and utilise the marketing process in relation to countryside recreation management.
a. An understanding of the marketing mix is demonstrated
b. An understanding of target audiences and market segmentation is demonstrated.
c. An understanding of sites as products is demonstrated.
Marketing mix: Product, price, promotion, distribution
Target audience: Market segmentation, target audiences
Product: Views, intrinsic appeal, activities, conservation interest, safety.
Outcome 2: Evaluate the issues concerned with the management of a countryside recreation site and to plan the management of a site accordingly
a. The ability to plan for recreation is demonstrated.
b. The provision of infrastructure on a given site is planned in relation to visitor and site needs.
c. An understanding of how to improve access at recreation sites is demonstrated.
Recreational planning: Aims and objectives, visitor needs, site needs.
Infrastructure and access: Signposts, paths and their management, gates, stiles, furniture fences, car parks, disabled access, information and interpretation.
Outcome 3: Assess the use made of countryside recreation sites through the use of recreational survey techniques.
a. A method of assessing the condition of a recreation site is demonstrated.
b. An appreciation is shown of the direct methods available to survey site usage.
c. An appreciation is shown of the indirect methods available to survey site usage.
Site condition: infrastructure or welcome audit. Direct Methods: Questionnaires, observation, counts.
Indirect Methods: Stile counters, road traffic counters, pressure pads.
Outcome 4: Describe the role and function of interpretation and apply best practice to its planning and development.
a. An understanding of the purposes of interpretation and information provision is demonstrated.
b. An understanding of the media available for interpretation and information provision is demonstrated.
c. An ability to write interpretive text is demonstrated.
d. An ability to design an interpretive item is demonstrated.;
Purposes: Education, understanding, behaviour, attitudes.
Media: One selected from: first person, third person, audio visual, static displays, interactive, leaflets.
Text: Topics, themes, stories, level, English.
Design: Typeface, graphic design, paper, style.
Outcome 5: Discuss and interpret legislation concerned with access to the countryside.
a. An understanding of the legal history of countryside access is demonstrated.
b. The relevance of case law is described and appreciated.
c. Key relevant laws and sections are identified and explained.
d. Different types of accessible land are recognised and understood.
e. The powers available to optimise access and to monitor and enforce infringements are understood.
Access land; open country; common land; enclosure; NT/FE land; country parks; trespass and habitats; public order offences; bulls, dogs and guns; footpaths; bridleways; BOATS; restricted byways; row improvement plans; obstructions; public path and traffic orders; monitoring and enforcement; legal procedures and processes.
Outcome 6: Discuss the role, methods of delivery and issues associated with environmental education and plan the implementation of a safe environmental education programme.
a.The aims of environmental education are appreciated.
b. The status of environmental education within the school system is understood
c. The process of planning and running an environmental education activity is understood
d. Knowledge of the pros and cons of the variety of environmental education resources and methods of delivery is demonstrated.
Aims: Development of environmental ethic
Status of environmental education in schools - Key stages, programmes of study, attainment targets, statements of attainment, core subjects, cross-curricular themes. Educational visit planning - logistical planning, school requirements, information to parents, pre-visit preparatory work, production of resources, follow-up work, assessment.
Delivery: Earth Education, outdoor pursuits, infusion
Health and Safety - legal requirements and obligations, equipment, insurance.
This module is composed of two main elements, the management of visitors in the countryside and interpretation and environmental education. Overall it looks at the methods available to manage recreation in the countryside in such a way as to maximise the benefits and minimise potential conflicts. A marketing approach is used as the underpinning theme of the module with recreation sites considered as products and visitors as customers. The module considers the role played by management techniques such as signposting, site infrastructure, information, use of the media transport, erosion control and disabled access in the management of recreational sites. Interpretation is an important management tool and the module assesses the role of interpretation in the countryside and considers the best practice in its development. The role and issues associated with environmental education are also investigated and assessments made of the differing methodologies that are taken in delivering it.
? Develop an appreciation of marketing and its value as an approach to the management of countryside recreation
? Develop an understanding of the methods available for the management of recreational visitors to the countryside
? Develop an understanding of the function of interpretation
? Develop an understanding of the process involved in the development of interpretation and the techniques that can be used.
? Develop an appreciation of the role of environmental education and how it is delivered in the UK context
? Develop an understanding of the planning and resource requirements needed to deliver safe and effective environmental education.
.1 Independent project work
This will occur within the assignment.
.2 IT and information handling
This may occur within the assignment.
.4 Writing in an academic context
This will occur within the examination.
.5 Oral discussion and presentation
The module contains several workshops which involve group discussion.
.6 Careers need awareness
The issues covered within this module are directly related to employment within the countryside
Students are required to manage their own time in carrying out continuous assessment.
Riddall, F and Trevelyan, J (1992) Rights of way: a guide to law and practice
Sports Council (1995) Good practice in planning and management of sport and active recreation in the countryside
Tilden F (1977) Interpreting our heritage
3rd. University of North Carolina Press
Van Matre S (1990) Earth education - a new beginning
Institute for Environment Education
Veal, A J (1992) Research methods for leisure and tourism
Veverka J. (1994) Interpretive master planning
Bell, S (1997) Design for outdoor recreation
E and F N Spon
Cooper, G (1998) Outdoors with young people: a leaders' guide to outdoor activities, the environment and sustainability
Russel House Publishing
Curry, N R (1994) Countryside Recreation, Access and Land Use Planning
E and F N Spon
Hammitt, W E (1987) Wildlife recrecreation, ecology and management
Ham, S (1992) Environmental interpretation
North American Press
Keirle, I (2002) Countryside recreation site management: a marketing approach
Jobber, D (1998) Principles and practice of marketing
Palmer J and Neal P (1994) The handbook of environmental education
This module is at CQFW Level 5