Tourism and sustainability

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MA Program: Tourism & Sustainability School of Business and Economics Department of Organisation & Entrepreneurship Tourism Studies LINNAEUS UNIVERSITY

Autumn semester, 2017 (October 9)

COURSE DESCRIPTION

Tourism Studies IV 4TR505 Tourism and Sustainability in the Anthropocene (15 credits) Course leader & examiner: Dr. Marianna Strzelecka Email: [email protected]

(1) Intended learning outcomes After completing the course you are expected to be able to:  account for different perspectives on sustainability  critically process tourism as a social phenomenon in perspective of sustainability  summarize current tourism research with focus on sustainability  discern implications and consequences of tourism in relation to global sustainability,

planetary boundaries and the Anthropocene  consider societal and ethical aspects of tourism sustainability

The learning outcomes provide the framework in which you are supposed to develop your own appropriate learning strategies. The assignments in this course are both individual and in group, and they are also overlapping in time. This demands coordination, planning, and time-budgeting of your studies (the total student workload for 15 credits is approx. 420 hours). In this course you are expected to demonstrate your ability, and willingness, to carry out tasks independently and to contribute to class collective learning environment.

(2) Assessment

The assessment of your achievement of the learning outcomes for this course consists of the following three assignments: (a) reading seminar participation; (b) collaborative group project; (c) individual project.

(a) Seminar participation & reaction paper (3 credits) In this course the reading seminars are student led, which means that you will be assigned to take responsibility for organizing and conducting them. This also includes the task of selecting one of the readings upon agreement with the examiner (for details, see under “required readings”). The goal of the reading seminars is to encourage critical discussion and reflection on tourism and sustainability that are driven by the scholarly work you read. Participation in the reading seminar will be assessed based on your ability to reflect upon the assigned and selected readings. In critically reviewing research article you seek to discuss the following (not all the items are relevant to all the papers you read):

 What is this article about; research question/ statement of purpose/ goal of the article?  Why is this topic important according to the author?  What kind of study is it? How is the research problem explored, presented, discussed.  Is the study qualitative or quantitative in nature?  How did the author achieve the goal of the paper?

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 What are the key results/points and what are the implications of the findings/thoughts (both theoretical and practical – as it is stated in the)

 Your critical reflection about the article regarding the goal, the approach, methods used, discussed implications

Guidelines for writing reaction papers The purpose of a reaction paper is to synthesize and critically discuss and compare literature. You need to select and critically discuss 4 articles for each week (even thought the total number of the articles may be greater). You can begin a reaction paper by stating the main ideas and evidence presented by the author(s), and continue then with your own responses to those ideas -- drawing on your own evidence and thinking. Reaction paper for the specific WEEK must be submitted via Moodle no later than 23:55 on Tuesday, the day before Reading Seminar is scheduled. For instance, Reaction paper for WEEK 1 must be submitted no later than 23:55 Tuesday Oct 10th, 2017. Late submissions are not accepted. You can miss one out of the total number of the reaction papers without any consequence for your grade. Each of the reaction papers will be graded.

Grading Your performance in the seminars and quality of the reaction papers will be assessed by the instructor in relation to the intended learning outcomes (scale E- pass or F- fail). The criteria for grading include the understanding of the assigned readings as it is demonstrated in the reaction paper, quality of the argument, depth of analysis of the readings and finally your ability to create ‘dialogue’ between different readings.

(b)Collaborative group project (5CREDITS)

In this assignment you and the other group members will design, carry out, and present a collaborative group project focused on “tourism and sustainability”. The project needs to be conducted in accordance with the following criteria:

 before beginning working on the actual project, a project proposal needs to be approved by the examiner. It should be aligned with the learning outcomes and include a time-budget (approx. 112 hours per student),

 the project needs to be set up to provide comparison of aspects of sustainability in two travel destinations,

 as part of the project you will need to actively use and problematize at least 10 of the following concepts: sustainability, sustainable development, climate change, resilience, society, nature, capitalism, planetary boundaries, the Anthropocene, ethics, environment, politics, anthropogenic forcing, ecological footprint, scale, local, global, mobility, production, consumption, networks.

The group must work independently:1) design the project, 2) select project material, 3) generate its own angles and takes, and 4) decide upon how to present the group’s work in a creative way. While doing so you should stay creative and think out of the box. There are also many possible forms of presentation that can be used in the project in your project (maps, pictures, audio, video, drawings, texts, play).

On the schedule you will find allocated time slots for the collaborative group project. Note that these are obligatory to attend. Your group will also present your project to the rest of the class on Monday, November 20, 2017. Each group will have 30 minutes for the presentation plus 10 minutes for questions and discussion.

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Grading In this assignment all group members will receive the same grade according to the scale A (excellent) or F (fail). The examiner may exceptionally determine the grade fx, to all members of the group or to individual members (if the assignment is graded F for the group or an individual member, but considered near the border to E). Fx means that supplementary work, specified by the examiner, will need to be submitted. Further information about grading criteria will follow.

(c) Individual project report (7CREDITS) This assignment means that you will do an individual project on the given topic: “Tourism and sustainability”. Because the topic is broad you will have to define your own focus and outline how you will carry out your project. When designing your project, and while working on it, you will pay close attention to the learning outcomes for the course and ensure that they are covered in your project. As material for your project you will use the course literature and current tourism research articles in the area relevant for your project (approx. 300 pp.) that can be enriched by secondary data or primary data collection. You will engage with variety of sources that you find useful and beneficial for your own project.

As part of the assignment you will submit two page long project proposal by Friday October 20which needs to be approved by the examiner.

Your individual project report will be 3000 words long. The project report will be typed with correct and consistent citation and referencing (e.g. APA). The style of writing should be academic, but you are allowed to be creative and engage with your own reactions, ideas and perspectives. There are no further instructions in terms of how you should structure or outline your report except that you must design your report in a creative way.

Grading Your performance in the seminars and quality of the reaction papers will be assessed by the instructor in relation to the intended learning outcomes (scale A- excellent or F- fail).

Weighing up of grades for the whole course The overall grade for the course requires that all three assignments have received the minimum grade of E. The overall grade for the course will be determined based on your overall performance and specifically focus on the 3 types of assignments (i.e. seminars and reaction papers, group project and the individual project).

(3) Teaching The course can be divided into three parts and teaching is designed to support these. In the first part we aim to introduce and get a grip on tourism in the context of sustainability. In the second part of the course we move on to current issues, debates, and challenges around sustainability and tourism, often signified by climate change and global sustainability. These two parts are supported by lectures, including two by Stefan Gössling, and an intensive week of lectures by Michael Hall. This is followed by a week where we engage with the concept of the Anthropocene and make use of video-lectures by some of the scholars to be found in that field. In both of these first two parts of the course we will have student-led reading seminars.

Note: There are no lectures or reading seminars during the final two weeks (the third part of the

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course). The period is devoted to the collaborative group work leading up to presentations on November 20th, 2017, and to the writing up of the individual project to be handed in on Monday November 29th, 2017.

General assessment criteria for written assignments throughout the course:

A  Your piece provokes readers to reflect on the topic’s subtleties and complexities. Throughout the paper, arguments remain clear, essential, and sound

 There are virtually no grammatical, mechanical, or formatting errors. Sources are appropriately attributed, documented, and cited.

 Your piece engages a variety of credible perspectives, demonstrating a sophisticated use of support: other views have been carefully considered, sources have been appropriately synthesized, and the analysis offers readers fresh ways to view the source material.

 You reveal a sophisticated awareness of form; locally, paragraphs cohere, and the essay flows without unintended interruptions

 The writing has virtually no grammatical, mechanical, or formatting errors. Sources are appropriately attributed, documented, and cited. At this level, the presentation reveals professionalism and attention to detail.

B  You make interesting and relevant arguments but does not fully deliver on its promise. Supporting arguments progress with very few lapses in clarity, soundness, or relevance.

 The piece uses substantive support: arguments consistently follow from evidence. The writer effectively illustrates the conversation on the topic. The analysis almost always offers some insights.

 Organization reveals a logical, rhetorically effective progression of the argument. On a local level, transitions between paragraphs and sentences create continuity and coherence.

 The writing has virtually no grammatical, mechanical, or formatting errors. Sources are appropriately attributed, documented, and cited. At this level, the presentation reveals professionalism and attentionC  You make some valuable arguments although the arguments are rather straightforward. The main argument may be too broad to lead to a focused essay. Argumentation in general seems lackluster or obvious; some arguments might be weak due to lapses in logic or insufficient (perhaps irrelevant) evidence.

 Your work uses substantive support: arguments consistently follow from evidence. The writer effectively illustrates the conversation on the topic. The analysis almost always offers some insights.

 The organizational strategies of your piece demonstrate basic cohesion and continuity. On a local level, transitions between paragraphs and sentences usually create continuity and coherence, with some exceptions.

 The writing has few grammatical, mechanical, or formatting errors, and they do not distract the reader from the content. Sources are appropriately attributed and cited with very few errors.

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D  You make some valuable arguments although the arguments are rather straightforward. The main argument may be too broad to lead to a focused essay. Argumentation in general seems lackluster or obvious; some arguments might be weak due to lapses in logic or insufficient (perhaps irrelevant) evidence.

 The argument is supported but would benefit from more—or better use of—evidence; the essay demonstrates analysis, albeit occasionally superficially. The analysis offers a few insights.

 The organizational strategies of your piece demonstrate basic cohesion and continuity. Transitions between paragraphs and sentences usually create continuity and coherence, with some exceptions.

 The writing has several grammatical, mechanical, or formatting errors, and some errors distract the reader from the content. SourcesE  Argumentation generally suffers from tangential lapses and/or logical fallacies. However evidence is sufficient.

 The essay’s argument is supported but would benefit from more—or better use of—evidence; the essay demonstrates analysis, albeit occasionally superficially. The analysis offers a few insights.

 Poor organization results in an essay that confounds the reader. Paragraphs stumble from one to the next and often lack focus and coherence.

 The writing’s lack of precision often confuses the reader through unclear word choice or problematic sentence structures.

 The writing has several grammatical, mechanical, or formatting errors, and some errors distract the reader from the content. Sources

fx More work is required (insufficient relative the criteria of E). F  The unsatisfactory arguments suffer from logical incoherency or

facile aims. Argumentation generally suffers from tangential lapses and/or logical fallacies. Evidence is markedly insufficient or irrelevant.

 The supporting arguments often suffer from inadequate evidence that is insufficient, irrelevant, or incorrect. Sources may not be appropriate for the assignment. The essay may misinterpret or misrepresent its source material.

 The writing has substantial grammatical, mechanical, or formatting errors that distract the reader from the content. Many sources are incorrectly documented and cited.

 The writing prevents readers from engaging with the piece on any level: the sentences resist coherency, word choices resist clarity, and

For passing the written essay you need to fulfil the formal requirements and receive minimum E. The examiner may exceptionally determine the grade Fx, if one or more assessment criteria are graded F but considered near the border to E. Fx means that supplementary work on the essay is required in order to receive the grade E. This will be specified by the examiner and need to be submitted (no later than 5 business days after the essay has been graded and returned to the student).

(4) Required reading & additional material

A. Literature for the reading seminars as specified below.

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WEEK 1: Tourism and Sustainability Articles Stafford-Smith, M., D. Griggs, O. Gaffney, F. Ullah, B. Reyers, N. Kanie, B. Stigson, P.

Shrivastava, M. Leach, D. O’Connell. 2017. Integration: The key to implementing the Sustainable Development Goals. Sustainability Science doi:10.1007/s11625-016-0383-3.

Buckley, R. (2012). Sustainable tourism: Research and reality. Annals of Tourism Research, 39(2): 528-546.

Clarke, J. (1997): A framework of approaches to sustainable tourism. Journal of Sustainable Tourism 5, pp. 224-233.

Schianetz, K., Kavanagh, L., and Lockington, D. (2007): Concepts and tools for comprehensive sustainability assessments for tourism destinations: A comparative review. Journal of Sustainable Tourism, 15(4), pp. 369-389.

Rockström,J. et al (2009) A safe operating space for humanity, Nature 461, 472-475.

Book Chapters Carruthers D. (2005) From Opposing to Orthodoxy: The Remaking of sustainable Development

(285-302), In Dryzek J.S. & Schlossberg, D. Debating the Earth: the Environmental Politics Reader. Oxford.

WEEK 2: Tourism and Anthropocene Articles Hamilton, C. (2015). Getting the Anthropocene so wrong. Anthropocene Review, 2(2), pp. 102-

107. Latour, B. (2014). The Climate to come depends on the present time. http://www.bruno-

latour.fr/sites/default/files/downloads/14-11-ANTHROPO-transl-GB.pdf Latour, B. (2016). Why Gaia is not a God of totality. Theory, Culture & Society. 0(0), pp.1-21. Schmidt, J. Brown, P. G. & Orr, C. J. (2016). Ethics in the Anthropocene: A research agenda. The

Anthropocene Review, 1-18. Steffen, W., Broadgate, W., Deutsch, L., Gaffney, O., & Ludwig, C. (2015): The Trajectory of the

Anthropocene: The Great Acceleration. The Anthropocene Review, (2)1, 1-18.

Book Chapters Eijgelaar, E., Amelung, B. & Peeters, P. (2016). Keeping tourism´s future within a climatically

safe operating space. In M. Gren & E. Huijbens [eds] Tourism & the Anthropocene, pp. 171- 188. Routledge.

Gren, M. (2016): Mapping the Anthropocene & tourism. In M. Gren & E. Huijbens [eds] Tourism & the Anthropocene, pp. 171-188. Routledge.

WEEK 3: Tourism and Sustainability of Natural Resources Fennell, D., & Weaver, D. (2005). The Ecotourism Concept and Tourism-Conservation Symbiosis.

Journal of Sustainable Tourism, 13(4), 373–390. Lew, A. A. (2014): Scale, change and resilience in community tourism planning. Tourism

Geographies, 16(1), 14-22. Strickland-Munro, J.K., Allison, H.E. & Moore, S.A. (2010) Using resilience concepts to

investigate the impacts of protected area tourism on communities. Annals of Tourism Research, 37 (2), 499-519.

Muhar A., Raymond Ch., et al. (2017). A model integrating social-cultural concepts of nature into frameworks of interaction between social and natural systems, Journal of Environmental Planning and Management, DOI: 10.1080/09640568.2017.1327424

Book Chapters Hales R. & Jamal, T. (2015). Environmental Justice and Tourism (pp.151-164). In Hall, M.

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Gössling, S. and Scott, D. The Routledge Handbook of Tourism and Sustainability. Routledge

Hall, C.M., Malinen, S., Vosslamber R. & Wordsworth, R. (2016). Introduction: The business, organisational and destination impacts of natural disasters – The Christchurch Earthquakes 2010-2011’, pp. 3-20 in Hall, C.M., Malinen, S., Vosslamber R. & Wordsworth, R. (eds.), Business and Post-Disaster Management: Business, Organisational and Consumer Resilience and the Christchurch Earthquakes. Abingdon: Routledge.

WEEK 4: Tourism and Environmental Change Steffen et al. (2015). Planetary Boundaries: Guiding human development on a changing planet.

Science, 347 (6223); http://science.sciencemag.org/content/early/2015/01/14/science.1259855/tab-pdf

Hall, C.M. (2011). Policy learning and policy failure in sustainable tourism governance: from first-and second-order to third-order change? Journal of Sustainable Tourism, 19(4-5), pp. 649-671.

Lew, A. A., Hall, M. C., & Williams, A. M. [eds] (2014). The Wiley Blackwell Companion to Tourism. Chichester: Wiley Blackwell. Part 7: Tourism and the environment: change, impacts, and response, pp. 445-534.

Hall, C.M., Gössling, S. & Scott, D. (2015). The evolution of sustainable development and sustainable tourism. pp. 15-35 in The Routledge Handbook of Tourism and Sustainability, eds. C.M. Hall, S. Gössling & D. Scott, Routledge, Abingdon.

WEEK 5: Tourism and Environmental Change continues Hall, C.M. (2013). Framing behavioural approaches to understanding and governing sustainable

tourism consumption: Beyond neoliberalism, ‘nudging’ and ‘green growth’? Journal of Sustainable Tourism, 21(7), 1091-1109.

Scott, D., Gössling, S., Hall, C. M. & Peeters, P. (2016). Can tourism be part of the decarbonized global economy? The costs and risks of alternate carbon reduction policy pathways. Journal of Sustainable Tourism, 24:1, pp. 52-72.

Scott, D., Hall, C. M. & Gössling, S. (2016). A review of the IPCC Fifth Assessment and implications for tourism sector climate resilience and decarbonization. Journal of Sustainable Tourism, 24(1), 8-30.

Scott, D., Hall, C. M. & Gössling, S. (2016). A report on the Paris Climate Change Agreement and its implications for tourism: why we will always have Paris. Journal of Sustainable Tourism, 24(7), 933-948.

Gössling, S. & Peeters, P. (2015): Assessing tourism’s global environmental impact 1900-2050. Journal of Sustainable Tourism 23(5), 639-659.

D. Tourism research articles on sustainability – individual project (approx. 300 pages) These will be selected on the basis of the topic of the individual project (by the student upon agreement with the examiner).

E. Additional material for the collaborative group project Material for the collaborative group project will be selected by the group upon agreement with examiner, but the following is obligatory: United Nations (2015): Transforming our world: the 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/post2015/transformingourworld

(5) Course schedule

WEEK 1: Tourism, Sustainability

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Day Date Time Room Activity Teacher Mon 9 Oct 9-11 216 Lecture: Course introduction / Tourism,

sustainability & the Anthropocene Marianna

Tue 10 Oct 8-10 214 Reading Seminar: Tourism and Sustainability Marianna 10-12 214 Reading Seminar: Tourism and Sustainability Marianna

Wed 11 Oct 13-15 216 Guest Lecture: Planetary Boundaries Stina Alrikksson

WEEK 2: Tourism and Anthropocene Day Date Time Room Activity Teacher Mon 16 Oct 9-11 216 Lecture: Tourism and Anthropocene Marianna

Tue 17 Oct 10-12 13-15

214 Workshop: Tourism, climate change & sustainability: the case of Greenland

Carina Ren

Wed 18 Oct 8-10 214 Reading seminar: Tourism and Anthropocene Marianna 10-12 214 Reading seminar: Tourism and Anthropocene Marianna

Fri 20 Oct 9-9:30 9:30-10 10-10:30 10:30-11 11-11:30 11:3-12 13:13:30 13:30-14 14:30-15 15:15-30

214 Individual project proposal – separate booking for each time slot

Marianna

WEEK 3: Tourism and Sustainability of Natural Resources Day Date Time Room Activity Teacher Mon 23 Oct 9-11 216 Lecture: Tourism , Community and Nature(s) Marianna

Tue 24 Oct 10-12 216 Guest Lecture: Historical dimensions of sustainability and attitudes towards the environment

Prof. Michael Hall University of Canterbury

Wed 25 Oct 10-12 214 Reading Seminar: Tourism and Sustainability of Natural Resources

Michael

13-15 214 Reading Seminar: Tourism and Sustainability of Natural Resources

Michael

Thu 26 Sept 10-15 214 Research Workshop Michael

WEEK 4: Tourism and Environmental Change Day Date Time Room Activity Teacher Mon 30 Oct 9-11 216 Guest Lecture: Sustainable tourism

development & environmental change Christer Foghagen

Tue 31 Oct 10-12 216 Guest Lecture: Tourism and climate change Prof. Michael Hall University of Canterbury

Wed 1 Nov 8-10 214 Reading Seminar: Environmental Change Marianna 10-12 214 Reading Seminar: Environmental Change Marianna

WEEK 5: Tourism and Environmental Change continues Day Date Time Room Activity Teacher Mon 6 Nov 9-11:00 216 Tourism and global environmental change:

approaching the limits? Stefan Gössling

Tue 7 Nov 9-11:00 216 Tourism, neoliberalism & consumption Stefan Gössling We 8 Nov 8-10 214 Reading Seminar: Environmental Change Marianna

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10-12 214 Reading Seminar: Environmental Change Marianna

WEEK 6: Group and Individual Projects Day Date Time Room Activity Teacher Mon 13 9-9:30

9:30-10 10-10:30 10:30-11 11-11:30 11:3-12 13:13:30 13:30-14 14:30-15 15:15-30

214 Individual project proposal – separate booking for each time slot

Marianna

Wednesday 15 Nov 9-12:00 13-16:00

214 Group Project Presentations Marianna

WEEK 7: Group and Individual Projects Day Date Time Room Activity Teacher Mon-Fr 20-24 214 Individual project - Working time

WEEK 8: Group and Individual Projects Day Date Time Room Activity Teacher Thursday 29 Nov 23:59 214 Individual Project Submission via Moodle Marianna