II. Proposed Minor Tourism Management. III. Related Major _Tourism, Conventions and Event Management. IV. Projected Date of Implementation Summer 2014

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1 I. School PETM Department Tourism, Conventions and Event Management II. Proposed Minor Tourism Management III. Related Major _Tourism, Conventions and Event Management IV. Projected Date of Implementation Summer 2014 V. List the major objectives of the proposed minor and describe its chief features briefly. The Tourism Management minor offered in the Department of Tourism, Conventions and Event Management (TCEM) attracts students pursuing careers in corporate, non-profit/fundraising, social/special, cultural or sports tourism. The content of this program is based on the existing TCEM standards for tourism majors and reflects the competencies expected of tourism industry. The proposed minor requires 15 credits where the goals are to: provide an understanding of the principles of tourism management apply best practices, management strategies, and mechanics of tourism planning strategically assess and evaluate a variety of tourism destinations, organizations, trends and niches. Students complete a foundational set of 12 credits of required courses and then add an additional area of focus through 3 hours of electives. Select all of the following required Courses (12 hrs) TCEM Course Credit Hours Introduction to the Tourism Industry TCEM G100 3 Tourism Planning and Development TCEM T107 3 Tourism Policy and Sustainability (Pre-Req: TCEM T107) TCEM T207 3 Global Tourism Geography TCEM T208 3 Select one of the following as an elective (3 hrs) TCEM Course Credit Hours Cultural and Heritage Tourism TCEM T234 3 Tourism Marketing and Sales (Pre-Req: BUS M300) TCEM T307 3 Cruise Line Management (Pre-Req: TCEM T107) TCEM G309 3 Sports Tourism Development TCEM T319 3 Travel Trends and Destinations TCEM T382 3 Ecotourism TCEM T483 3 Completion of the courses identified above with a passing grade and a cumulative GPA of 2.0 will qualify an IUPUI degree-seeking student to be awarded a Tourism Management Minor from the Department of Tourism, Conventions, and Event Management. All courses are available to any IUPUI student subject to course availability and completion of any necessary prerequisites. 1

2 VI. Why is the minor needed? (Rationale) Over the decades, tourism has experienced continued growth and has become one of the fastest growing economic sectors in the world. According to the United Nations World Tourism Organization, tourism is directly responsible for 5% of the world s Gross Domestic Product and employs one out of every 12 people in advanced and emerging economies (WTO, 2012). Similarly, tourism presents opportunities for Indiana host communities, people or residents within proximity of the tourism activity, to create both economic and social-cultural value. Hence, since the 1980s, Indianapolis has strategically expanded tourism development via a mix of conventions and meetings, and sport and culture related initiatives. Indiana tourism generated 4.7% of the gross state product and supported 257,785 jobs (Global Insight, 2006). Many universities in the United States and around the world offer tourism, travel, and hospitality related undergraduate and graduate degrees. At IUPUI, PETM has been offering BS degree in Tourism, Conventions and Event Management since 1999 and began offering MS degree in Event Tourism in Non-tourism majors at IUPUI who may be interested in some aspects of tourism management, as opposed to the more comprehensive tourism major curriculum, can benefit for this proposed minor offering. Educators have also experienced an explosion of interest from potential students who are keen to gain skills to enter the tourism profession. There has been a corresponding expansion of tourism courses as well as the development of a community of scholars who define themselves wholly or partly in relation to their teaching and/or research in tourism management. Letters of support from the Kelley School of Business and from the Department of Technology Leadership and Communication of the School of Engineering and Technology appear below. VII. Describe the student population to be served and market to be targeted. This minor will target all students interested in tourism regardless of their academic major. The TCEM Department has received interest and inquiry in this minor from other schools and departments, such as the Kelley School of Business, the Department of Technology, Leadership and Communication of the School of Engineering and Technology, the School of Journalism, the School of Philanthropy, and the School of Liberal Arts. Additionally, students from the Department of Kinesiology in Sport Management or Fitness Studies within the School of Physical Education and Tourism Management will be able to add this minor. Students pursuing the B.S. in Tourism, Conventions, and Event Management will not be eligible for this minor. According to recent data from the World Travel and Tourism Council the outlook for the tourism and travel industry is robust: The total contribution from Travel & Tourism to the world GDP grew by 3.0% in This was faster than growth of the world economy as whole (2.3%), and also faster than growth of a number of broad industries including manufacturing, financial & business services and retail. 2

3 Tourism s direct contribution to GDP in 2012 was US$2.1 trillion and the industry directly supported 101 million jobs. Taking account of its direct, indirect and induced impacts, Travel & Tourism s total contribution in 2012 was US$6.6 trillion in GDP, 260 million jobs, US$760 billion in investment and US$1.2 trillion in exports. This contribution represented 9.3% of global GDP, 1 in 11 jobs, 5% of investment and 5% of exports. Global Travel & Tourism contribution to direct GDP in 2013 is forecast to grow by 3.1% and is again forecast to outpace growth of the total global economy (2.4%) in Longer-term prospects are even more positive with annual growth forecast to be 4.4% per year over the ten years to As travel, trade and globalization increases and businesses continue to recognize the value of the tourism sector, the demand for tourism management professionals is expected to grow just as well. Adding this minor to a Bachelor s degree in another field will expand students career options. VIII. How does this minor complement the departmental and campus missions? Address how it conforms with IUPUI s Principles of Undergraduate Learning. The IU School of Physical Education and Tourism Management capitalizes on its rich history and unique location in downtown Indianapolis to prepare future leaders in kinesiology and tourism by translating theory into practice. In addition, the Department of TCEM s mission is to be Indiana s leading research and academic center specializing in tourism. Through research, teaching and civic engagement, the mission of the TCEM department is to advance intellectual growth and economic development on a local, national and international level. This parallels IUPUI s mission. This minor will complement the department, school, and campus missions by offering non-tcem major students the opportunity to acquire the competencies that will encourage them to master the knowledge and skills necessary for tourism management and promote the best practices of the profession. All students receiving a Minor in Tourism Management will be expected to acquire the following skills and/or knowledge on the following IUPUI Principles of Undergraduate Learning: PUL1 Core Communication and Quantitative Skills: 1A: Express ideas effectively in variety of formats, written, oral and visual. 1C: communicate effectively in a range of settings. 1E: Make use of information resources and technology as related to tourism management. PUL 2 Critical Thinking: Solve problems, make decisions, identify risks and demonstrate professional competence as related to tourism management Use and analyze data as related to tourism management assessment and strategy. 3

4 PUL 3 Integration and Application of Knowledge: Use information and knowledge from tourism planning, geography and place, marketing, economics and accounting, marketing, and operations to develop appropriate programs. Participation in project based learning PUL 4 Intellectual Depth, Breadth, and Adaptiveness Demonstrate substantial knowledge and understanding in the area of tourism management. Demonstrate the ability to compare and contrast different tourism management practices and policies. Demonstrate the ability to modify tourism management related practices and policies based on the contexts and requirements of a particular destination or organization. PUL 5 Understanding Society and Culture Compare and contrast the role of diversity and culture as related to tourism management. PUL 6 Values and Ethics Understand how values and ethics play a role in tourism management. Make informed decisions based using sound ethical considerations. For more on the PULs, see below. RISE to the IUPUI Challenge The tourism management minor supports the IUPUI RISE initiative by incorporating experimental learning in many of the courses offered for the minor. For more on RISE see below. IX. List and indicate the sources (including reallocation) of any resources (personnel, financial, learning, library holdings, equipment, etc.) required to implement the proposed program. No new resources are needed since all the courses are currently in the catalog and are regularly offered. We don t foresee the need to purchase any additional material to support this minor. The library already has sufficient resources related to tourism management. X. Describe any innovative features of the program (e.g., involvement with local or regional agencies, offices, etc., cooperative efforts with other institutions, etc.) This minor will provide the students with the opportunity to explore the tourism management career through local and state organizations and gain invaluable insight from our community/industry partners. Students will also be able to explore internship opportunities through a variety of non-profit and for-profit tourism organizations throughout Central Indiana. 4

5 XI. List the major student outcomes (or set of performance-based standards) for the proposed minor. That is, what learning will the program produce in a comprehensive sense? (See Attachment following XII for a model that incorporates illustrations of the outcomes and assessment mechanisms specified in Items XI and XII.). Course selections in the tourism management minor cover a combination of general and TCEM specific domains of expertise as identified under the existing TCEM major competency areas: 1. General Operational and Professional Principles a. Management Principles b. Marketing Principles c. Accounting and Finance d. Human Resources e. Research, Feedback and Evaluation f. Legal Ethical Issues 2. Specific TCEM and Career Principles a. Principles of Tourism and Event Management b. Social interaction and life skills c. Career Management XII. Explain how each of the student learning outcomes identified in XI above will be assessed using, for example, course-embedded assessments, graduate follow-up, employer surveys, standardized tests, etc. Assessment Mechanism 1. Student in this minor will be assessed through the coursework. The coursework in the minor will cover the expertise domains listed above. 2. Student enrollment numbers will be carefully tracked through our recorder office and by the program director to monitor the growth of the minor. 3. In addition, the program director will monitor assessment data on an annual basis to ensure continuous improvement of the minor. The overall effectiveness of the tourism management minor will be assessed on a regular basis for the purpose of continuous improvement. The following mechanisms will be used to garner data related to overall effectiveness: Focus groups will be conducted on an annual basis with students schedule to complete the minor. Through these sessions, qualitative data will be provided that will provide student perceptions of the effectiveness, connectedness, and usability of the minor. Every three years, an alumni survey will be conducted to determine how the minor has impacted the career direction of students. From a demand perspective, minor enrollment numbers will be examined and tracked. This will also ensure sufficient course availability. The minor will be examined as a component of the regular program review process. The table below describes how the three desired learning outcomes for the tourism management minor will be assessed: 5

6 Student Outcome: Where will students learn this knowledge or skill? PUL Covered How will student achievement of the outcome be assessed? In what setting will the assessment take place? 1. Provide an understanding of the principles of tourism management TCEM G100: Introduction to the Tourism Industry 1A, 1E Lecture by instructor, class discussion, presentations by industry experts, student writing assignments, and case studies. In classroom: Quiz, exams, papers, and service critique TCEM T107: Tourism Planning and Development 1A, 1E Lecture by instructor, class discussion, presentations by industry experts, student writing assignments, and case studies In classroom: Quiz, exams, presentations and project. 2. Apply best practices, management strategies, and mechanics of tourism planning TCEM T207: Tourism Policy and Sustainability TCEM T208: Global Tourism Geography TCEM T234: Cultural Heritage Tourism TCEM T307: Tourism Marketing and Sales 2, 1C Lecture by instructor, class discussion, student writing assignments, case studies and student presentations. 3 Lecture by instructor, class discussion, student writing assignments, and video cases studies. 5, 6 Lecture by instructor, class discussion, student writing assignments, site visits, service learning reflection. 3 Lecture by instructor, class discussion, student writing assignments, case studies, and project. In classroom: Quiz, exams, and presentations. In classroom: Quiz, exams, exercises, online forums, and travel brochure project. In classroom: Quiz, exams, and term project. In classroom: Quiz, exams, and group project. 6

7 3. Strategically assess and evaluate a variety of tourism destinations, organizations, trends and niches. TCEM G309: Cruise Line Management 1A, 5 Lecture by instructor, class discussion, presentations by industry experts, student writing assignments, case studies, and field experience. The assessment takes place in the course and in the field TCEM T319: Sports Tourism Development 3, 2 Lecture by instructor, class discussion, presentations by industry experts, student writing assignments, and field experience. The assessment takes place in the course and in the field TCEM T382: Travel Trends and Destinations 5, 3 Lecture by instructor, class discussion, presentations by industry experts, student writing assignments, case studies and project The assessment takes place in the course. TCEM T483: Ecotourism Lecture by instructor, class discussion, student writing assignments, case studies, and project. The assessment takes place in the course. 7

8 List of Courses Descriptions for the Tourism Management Minor All courses are 3 credits and are currently taught. TCEM G100: Introduction to the Tourism Industry Introduces the various components of the tourism, events, and hospitality industry. Emphasis is placed on exploring such areas as service, food and beverage operations, lodging, hospitality, events and attractions. Students are exposed to different career opportunities available within the diverse scope of the industry. TCEM T107: Tourism Planning and Development Introduces students to tourism attractions and destination management organizations (DMOs). Focus will include management, marketing, and product development of DMOs including convention and visitors bureaus (CVBs) and state tourism offices. TCEM T207: Tourism Policy and Sustainability Examines the relationships among tourism, sustainability and development. Focuses on the development of tourism policy at local, state, national and international levels. Discusses theories of development as economic, environmental and socio-cultural concepts. TCEM T208: Global Tourism Geography Explores principal geographic features, population centers and attractions including travel destinations across the world. TCEM T234: Cultural Heritage Tourism Analyzes the integration of visitor interests/needs and the protection of cultural and heritage resources. Elements examined include the various cultural and heritage assets operable as tourism attractions in addition to the link between quality cultural heritage tourism and community development. Emphasis is placed on Indiana cultural and heritage tourism. TCEM T307: Tourism Marketing and Sales Expands on the process of developing marketing and sales strategies for the tourism industry. Focus includes integrated marketing and the sales process. TCEM G309: Cruise Line Management Introduces the cruise line industry and investigates the skills needed to begin a productive career in the specialized travel segment. TCEM T319: Sports Tourism Development Examines the relationship between sport and tourism phenomena with regard to community and business growth. Paradigms of experience, historical development, globalization, mobility, sustainability, culture, identity, current practices in sport tourism marketing and operations are core components of this course. 8

9 TCEM T382: Travel Trends and Destinations Develops an understanding of the patterns, principles and management of international travel to popular tourist destinations. TCEM T483: Ecotourism Introduces students to the history, principles, marketing, planning, and management of ecotourism activities and development which promotes environmental awareness and adds economic benefits Course Fall* Spring* Summer* Number TCEM G100 TCEM T107 TCEM T207 TCEM T208 TCEM T234 TCEM T307 TCEM G309 TCEM T319 TCEM T382 TCEM T483 * Course offerings are subject to change. Check the registrar s course listing for updated course offerings and information. 9

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12 IUPUI Principles of Undergraduate Learning (PULs) The Principles of Undergraduate Learning are the essential ingredients of the undergraduate educational experience at Indiana University Purdue University Indianapolis. These principles form a conceptual framework for all students' general education but necessarily permeate the curriculum in the major field of study as well. More specific expectations for IUPUI's graduates are determined by the faculty in a student's major field of study. Together, these expectations speak to what graduates of IUPUI will know and what they will be able to do upon completion of their degree. I. Core Communication and Quantitative Skills [Definition:] The ability of students to express and interpret information, perform quantitative analysis, and use information resources and technology--the foundational skills necessary for all IUPUI students to succeed. [Outcomes:] Core communication and quantitative skills are demonstrated by the student s ability to a. express ideas and facts to others effectively in a variety of formats, particularly written, oral, and visual formats; b. comprehend, interpret, and analyze ideas and facts; c. communicate effectively in a range of settings; d. identify and propose solutions for problems using quantitative tools and reasoning; e. make effective use of information resources and technology. II. Critical Thinking [Definition:] The ability of students to engage in a process of disciplined thinking that informs beliefs and actions. A student who demonstrates critical thinking applies the process of disciplined thinking by remaining open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking, beliefs and actions based on new information. [Outcomes:] The process of critical thinking begins with the ability of students to remember and understand, but it is truly realized when the student demonstrates the ability to a. apply, b. analyze, c. evaluate, and d. create knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explore new questions, solve challenging and complex problems, and make informed decisions. III. Integration and Application of Knowledge [Definition:] The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives. [Outcomes:] Integration and application of knowledge are demonstrated by the student s ability to a. enhance their personal lives; b. meet professional standards and competencies; c. further the goals of society; and 12

13 d. work across traditional course and disciplinary boundaries. IV. Intellectual Depth, Breadth, and Adaptiveness [Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems. [Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the student s ability to a. show substantial knowledge and understanding of at least one field of study; b. compare and contrast approaches to knowledge in different disciplines; c. modify one's approach to an issue or problem based on the contexts and requirements of particular situations. V. Understanding Society and Culture [Definition:] The ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. [Outcomes:] Understanding society and culture is demonstrated by the student s ability to a. compare and contrast the range of diversity and universality in human history, societies, and ways of life; b. analyze and understand the interconnectedness of global and local communities; and c. operate with civility in a complex world. VI. Values and Ethics [Definition:] The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics. [Outcomes:] A sense of values and ethics is demonstrated by the student s ability to a. make informed and principled choices and to foresee consequences of these choices; b. explore, understand, and cultivate an appreciation for beauty and art; c. understand ethical principles within diverse cultural, social, environmental and personal settings. 13

14 RISE to the IUPUI Challenge Initiative The RISE to the IUPUI Challenge initiative engages students more deeply in their learning and contributes to their intellectual and professional development in unique ways. Each undergraduate student is challenged to include at least two of the four RISE experiences - research, international, service learning, and experiential learning - into their degree programs. The RISE to the IUPUI Challenge initiative enhances the teaching and learning process that occurs during formal classroom coursework. The initiative builds on IUPUI's long tradition and commitment to experiential learning. Each RISE category incorporates qualified experiences, integration of knowledge, reflection, and assessment, and will be documented on students' transcripts. The IUPUI undergraduate educational experience is distinctive because it intentionally uses experiential learning to prepare students for graduate school, careers, and citizenship. It provides skills, knowledge, and experiences that are highly prized by employers and establishes the foundation for future leaders. RISE to the Challenge is focused on increasing undergraduate student participation in research, international, service and experiential learning programs. The RISE initiative will offer students special opportunities to engage in concrete experiences associated with research, global learning, community service, and careers. With guidance and mentorship, students will go on to relate these experiences to classroom learning in structured, educationally meaningful ways. RISE will engage students more deeply in their learning and contribute to their intellectual and professional development in unique ways. The initiative s goal is for IUPUI graduates to have exposure to at least two RISE categories. Research conducted under the mentorship of a faculty member. Undergraduate research experiences include any scholarly or artistic activities that lead to the production of new knowledge; to increased problem solving capabilities, including design and analysis; to original critical or historical theory and interpretation; or to the production of art or artistic performance. The research requirement will not be met by courses that teach about research; rather, it is a credit-bearing educational experience that involves the student in conducting research under the mentorship of a faculty member. International experience, such as study-abroad courses or independent study. International engagement will include credit-bearing coursework or independent study in which students directly and intensively engage with a national community outside their own, reflect on this engagement in an informed and thoughtful way, and enhance their skills of international understanding and interaction. Study abroad (outside the 50 states and District of Columbia) is the preferred mode for fulfilling this goal, but exceptionally interactive and immersive experiences with immigrant groups, organizations concerned with global issues, or campus-based courses employing interactive distance technologies may sometimes also count. Students who are not U.S. citizens or permanent residents may apply to develop faculty-guided, credit-bearing formats for reflecting on their experiences in the U.S. Service-Learning Courses. A course-based, credit bearing educational experience in which a student participates in an organized service activity that meets identified community needs and reflects on the service 14

15 activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility. Experiential Learning Courses. Coursework specifically designed with increased requirements outside of the classroom can qualify as experiential learning (integration of knowledge, activity, reflection and assessment to translate learning into action). This requirement may be met with specially designated credit-bearing classes or by one of the following instruction formats: 1. Clinical Education 2. Cooperative Education 3. Field Work 4. Internship Practicum 5. Student Teaching 6. Mentoring Practice 7. Other categories Consistent with the other components of the RISE challenge, experiential learning courses will incorporate knowledge, activity, reflection, and assessment and carry academic credit discernible on the students transcript. For more on RISE, visit 15