Module Title:	Urban Tourism
Module Level:	6
Module Reference Number:	UEL 6 URT
Credit Value:	20
Student Study Hours:	200
Contact Hours:	36
Private Study Hours:	164
Pre-requisite Learning (If applicable):
Co-requisite Modules (If applicable):
Course(s):	BA (Hons) THM, EEM, HG
Year and Semester	Yr 3 semester 2
Module Coordinator:	Dr. Kevin Milburn
MC Contact Details (Tel, Email, Room)	Kevin Milburn [email protected] Rm B160
Subject Area:	Tourism, Hospitality and Leisure; Human Geography
Summary of Assessment Method:	100% coursework
External Examiner appointed for module:	Maria Gebbels, Greenwich University

Short Description

The module explores the growth of Tourism and Hospitality (T&H) and Events and Entertainment (E&E) as a dynamic driver of post-industrial economies, analysing models from around the world. It also seeks to understand how different urban environments such as city centres, historic cities, cope with the pressure of high levels of use and why some areas such as northern European seaside resorts, face intractable problems in developing their leisure economies. The unit also consider models to measure economic and social impact.

Aims of the Module

Tourism and hospitality and events and entertainment have become major topics of investigation due to the dynamics of urban economies in post-industrial cities. This has had many effects on cities and towns in terms of land use, economic profile, contested and commodified space, and economic diversification.

This module aims to:

• analyse the dynamics of cities in the late 20th century and 21st century that have led to the increase in the profile of tourism and hospitality

• apply analytical frameworks historic, seaside, post-industrial and capital cities in order to foster a deeper understanding of the drivers of change and their outputs

• gain a critical understanding of the implications of the frameworks through case study analysis

• understand the nature and efficacy of the leisure and tourism economy to the sustainable development of communities – including understanding key models such as STEAM and CAMBIDGE

Learning Outcomes

Subject Knowledge and Understanding:

A1: Analyse and evaluate the structures, concepts and characteristics of the tourism, events and hospitality industries from a multi-disciplinary perspective including the fields of politics, social science and management studies.

A2: Analyse and evaluate the interaction between tourism/events/hospitality markets, suppliers, clients, resources and other stakeholders in the global economy.

Intellectual and Research Skills:

B1: To become critical and reflective learners drawing on their academic and employability experiences and using these to develop their career pathways.

B6: Identify and respond appropriately to diverse and conflicting interests within the tourism, events and hospitality sector applying the principles of sustainability, ethics and good business practice.

Transferable Skills and Personal Attributes:

C1: Communicate effectively in written, graphic, oral and multi-media forms in ways which are appropriate to the relevant audience and which respect intellectual property and copyright.

C2: Access, select and synthesise data from library and internet sources to achieve a given purpose.

Assessment of the Module

100% course work: Coursework 1 = 50% and Coursework 2 = 50%

This module is assessed by two pieces of coursework.

Coursework 1 is to be presented in a report format (e.g. including an executive summary, formal headings and sub-headings as appropriate, explanatory graphics including photos, conclusions and recommendations).

Coursework 1 is a 2,000 word REPORT, due by 4pm on Friday, 17th March 2023.

For Coursework 1, you have a choice of three subjects to choose one from. Your report needs solely to answer ONE of the following three briefs:

Critically analyse the nature of British seaside towns’ decline. As you do so, examine the issues arising from decline for the seaside towns’ residents and for those towns’ tourists and/or potential tourists. Based on your analysis, make recommendations to make British seaside towns more sustainable. You need to make reference to specific places when putting forward your arguments and suggestions.

Or:

Critically analyse the role of tourism in historic towns and/or in historic districts in cities, paying particular attention to the causes and consequences of overtourism, a phenomenon that often blights such places. Based on your analysis, make recommendations for how tourism in historic towns and/or in historic districts in cities can be made more sustainable. You need to make reference to specific places when putting forward your arguments and suggestions.

Or:

Critically analyse the nature, scale and role of the night-time economy in ONE city of your choice and make recommendations that would help it to become more sustainable.

The same marking criteria and advice applies to CW1 and 2. Your work will be marked on:

Research

Subject Knowledge

Critical Analysis

Communication and Presentation

Academic Integrity

These will be explained to you in class and interpreted for you in relation to each coursework. However, you should note that the research you do is vital; if you do only a little research then you will have little to analyse and draw conclusions from. Research includes research of your given case study/ies for each piece of coursework AND research of related academic theory.

Coursework 2 is a 2,000 word ESSAY, due by 4pm on Tuesday, 16th May 2023.

In this essay for CW2 you are to critically analyse the role of tourism and hospitality in the regeneration of your chosen city or major town (you are strongly advised to check your choice with me). This city or major town could be in the UK, or in any other country, but you have to ensure there is ample information freely available on not only what changes have occurred but also the processes that stakeholders – such as national and local government, the private sector, residents’ groups etc. – used to help bring about the changes. You need to compare these to good practice from elsewhere, and to academic models and concepts.

The city or major town you choose should have gone through a process of economic decline and rebirth. You should explore the reasons for this rebirth, or attempted rebirth, and then explain how and why it was regenerated in the way that it was. You should draw conclusions, based on theory, to assess whether or not the results of the city’s/town’s regeneration can be considered to be sustainable and socially just.

Some key words to type into LSBU Library’s journal article and book search could include:

urban tourism, regeneration, city marketing, industrial urban decline

You need to be able to find some academic writing on the city’s regeneration efforts. You can also obtain information from official city websites and by looking at writing dealing with economic development, planning and tourism policy. Your references should not include sites such as TripAdvisor, although you may use the websites of quality newspapers, such as The Guardian and The Independent, along with international city tourism policy sites, such as eurocities.eu. We expect to see more academic references than websites, particularly given that this is a final year, second semester piece of work.

You should start off your essay with a brief description of the city before its decline (nature
of its economy, culture etc.) and then briefly analyse the reasons for the decline and demonstrate – through economic and social statistics – the scale of that decline. This should take up no more than 10 per cent of your word count (approx. 200 words).

Your main section will describe the nature of the regeneration that took place, analysing
it in relation to one or more of the key models or frameworks of urban tourism (e.g. Bilbao
or Barcelona models) and/or one of the frameworks, such as Law (2002) or Tyler (2002). You must relate these frameworks to the dynamics of your city’s regeneration and compare the reality to the theory and explain any similarities and differences. In this way you will critically analyse the regeneration, and tourism and leisure’s role in it. You should be able to comment knowledgeably on who has benefited and lost from the regeneration, how the city has physically and socially changed, and what new tourism markets have been opened up and how this was achieved (look at and use official tourism statistics).

The final, concluding section (approx. 200 words), should draw from the evidence supplied in the previous sections to conclude whether the regeneration achieved its aims, and what the role of tourism in this was. It should also identify whether this has been economically and socially sustainable.

By following such a pattern of writing you will have critically analysed your case-study and gathered theoretical and empirical (factual) evidence and drawn supported conclusions, which are the graduate skills you should by now have developed and be able to demonstrate, this being one of the final pieces of coursework that you will be submitting at university.

You must present your work neatly and clearly. Poorly presented work will be marked down. Therefore, you must spell check and edit all work to a high standard. In an essay on a topic such as this you are expected to use graphics and photographs to illustrate your discussion.

Referencing

Your report (CW1) and your essay (CW2) should be fully referenced, via in-text referencing and a full Reference List at the end of your work, using the Harvard Referencing system style. A Quick Guide to Harvard Referencing is included in the ‘Module Resources’ section of Moodle, and more detailed assistance can be found here: https://libguides.lsbu.ac.uk/harvardreferencing

We would expect a minimum of 10 references to books or academic papers to be included for both assignments. Any websites you use should be from recognised academic institutions, academic publishers, government departments or agencies, trade and lobby groups, or, as mentioned above, quality newspapers, such as The Guardian and The Independent. Marks will be deducted for poor referencing since this is a skill that you should have mastered by your final semester at university.

Assessment Marking Criteria – Please see Appendix 1 at the end of this Module Guide for the Undergraduate Marking Criteria Level of Achievement Indicators

As a guide, the percentage / grade equivalence is as follows:

70% + = First Class

60 – 69 = 2:1

50 – 59 = 2:2

45 – 49 = 3^rd

40 – 44 = pass

<40 = fail

Late Work and Extensions

Students must use MyAccount to submit Late Submission or ECs requests.

It is important you meet all deadlines, but if you are having difficulties in doing so it is also important to let us know as soon as possible so we can provide the best support and guidance.

The Late Submission and Extenuating Circumstances Notification form in MyAccount allows you to:

Request the opportunity to submit your work up to 5 working days late for an uncapped mark if this is included as part of your DDS support arrangements;

Notify us of an unexpected issue which is outside of your control that is impacting an assessment (an ‘Extenuating Circumstance’), which may allow an uncapped late submission or the opportunity to attempt the assessment at another time;

Request additional time to submit an upcoming piece of coursework, without having a valid extenuating circumstance (but this will incur a marking penalty of 5% for each working day past the deadline, up to 5 working days).

If you submit an assessment late (up to a maximum of 5 working days), and do not notify us in advance via the Late Submission and Extenuating Circumstances Notification form, then your mark will be capped at a pass.

If you do not attempt your assessment within 5 working days of the main deadline, then you will usually be able to attempt the assessment again during the resit period, but your mark will be capped at a pass (unless you are able to provide evidence of a valid extenuating circumstance, in addition to giving a reason why you were unable to submit this evidence before the deadline had passed).

Full details of our Late Submission and Extenuating Circumstances Notification Procedure
can be found here. A short video explaining the procedure can be found here.

Handing In Work

Coursework must be handed in, online, via Turnitin. Often when using graphics and photographs the formatting of Word can go wrong when the marker opens the work via Turnitin. Therefore, it is good practice to save and submit your work as a .pdf. document (which means you choose PDF in the ‘save as’ box in Word). To hand in your work first put it into turn-it-in to check the plagiarism count and help edit your work. Then you must resubmit your work, having made any necessary amendments.

What is Turnitin? Turnitin is software that checks the text of your assignment against a database of books, journals and web pages, and gives a report on matches it finds in your work against this database. When marking, the module leader checks your Turnitin Match Overview to assess the sources that you have used and to check whether there is any copying (plagiarism) of other people’s work.

How to submit via Turnitin? The submission link for your assignment contains a link for you to submit a draft of your work via Turnitin. Turnitin generates a Match Overview highlighting non-original/similar text and it generates a similarity percentage.

Having received your Turnitin report you should then REVIEW your work again, taking into account the full Turnitin Match Overview and the detailed highlighting of text that it provides. There is no ‘correct’ similarity percentage, however, it should not be more than about 15%. It may legitimately be higher, depending on the assignment. If you have lots of small percentages from a variety of papers then this could be acceptable but you should try to reduce it by putting the highlighted phrases in your own words if possible. (Please note that it takes 24 hours for Turnitin to update sometimes so you cannot upload and check your index multiple times in one day.)

After you are happy with your work then you must submit your work for marking by clicking ‘Hand in my submission’. You will be asked to confirm that the work is your own and then to click ‘Continue’ to finally submit. Please note that you MUST go through this final stage in order to submit for marking. Submitting via Turnitin only does not do this. For more information on how to use the submission process please see: https://vle.lsbu.ac.uk/pluginfile.php/1675073/mod_resource/content/3/Moodle%20Turnitin%20submit%20user%20guide.docx

Please note that coursework cannot be submitted by email to individual tutors.

Notes on plagiarism. Good scholarship requires that you should draw on textbooks, journals and the ideas of others but you should not directly copy their work. This is called plagiarism – the act of presenting the work or ideas of another as your own. Intentional plagiarism is a form of dishonesty, cheating and theft.

Plagiarism can also be unintentional and to avoid this you should, when quoting directly, use double speech marks or indent larger quotations, putting the source in brackets (including the page number) in the Harvard style. When paraphrasing someone (putting a quote or phrase into your own words) you must also give the source.

LSBU has produced a clear guide on plagiarism and the techniques you can employ to avoid unintentional plagiarism. You can access it via the library website or this link https://my.lsbu.ac.uk/my/wcm/connect/a805e016-2d8c-40c2-a7ee-703fa8eba1f8/h2g-library-4a.pdf?MOD=AJPERES

Feedback

Feedback will be provided on Turnitin. You will be emailed notification of this via the Moodle site. Students can normally expect to receive written feedback 15 working days after the deadline submission date. All marks given are provisional and are subject to change. These provisional marks need to go through a moderation process and the marks need to be approved by the exam board. Once this has taken place you will be able to see the final mark through the MY LSBU link.

Introduction to Studying the Module

Overview of the Main Content

Explore the meaning of economic development and its relationship with sustainability; analyse urban tourism frameworks: city marketing; the dynamics of cities moving from production to consumption; economic diversification, managing the night-time economy; seaside resort dynamics and regeneration; managing tourism in historic towns and cities; leisure and sport.

The module will include the analysis of London’s night-time economy and will, therefore, require students to visit the centre of London and analyse the impact of the events and entertainments industry on the management of the city, its public space and analyse the target markets.

You are expected to attend all lessons

Overview of Types of Classes

Teaching time is divided between a formal lecture and a case study led discussion or video.
The first considers the principles and concepts behind that element of urban or rural leisure and tourism being investigated that week. The subsequent time comprises a case study or video that exemplifies the principles covered in the lecture and to elicit debate on the issues raised. The cases are from around the world.

The module works best if you bring to it your own experience of the cities and towns that you are familiar with.

Occasionally, I will ask you to do a piece of reading or watch a video in preparation for the week ahead. Please make sure you do this as the learning experience will be helped if we are all suitably well informed.

Importance of Student Self-Managed Learning Time

This module requires students to undertake a minimum of 164 hours of self-managed study (about 13 hours per week). This is vitally important. The lecturers can only introduce subjects to you and give basic outlines of theory and models and cases. Seminars point you in the direction of work you need to do in order to complete the module.

The minimum you should do is to undertake the weekly recommended reading and then spend time applying it to your assignments and developing your broader knowledge of the subject in preparation for the exam.

As with all self-managed academic study it is most effective if you understand how to read an academic book or article, to identify the important principles and ideas, and how to apply these to the issues at hand. You may wish to seek help from the Student Centre or the Library

Employability

Understanding the role of leisure tourism in urban and rural areas, and how it is managed and developed, is a key knowledge set in managing the post-industrial economy and central to the work of economic development and planning depts. and local authorities. If you wish to develop a career in destination management then managing the sustainable economic development generated by tourism will be central to your role.

The Programme of Teaching and Learning

Week	Topic
1	Introduction to the module and assessment. What is economic development? What is Local Economic Development? Where does sustainability fit in? What is tourism and leisure’s role in the modern economy? Measuring tourism’s economic development: volume and value studies – the STEAM and CAMBRIDGE models.
2	Tourism and British Seaside Towns – Problem Analysis + Potential Strategies and Solutions. Some key points to consider: i) Identifying the problem in these towns – i.e. social exclusion, poverty and powerlessness. ii) Is long term regeneration possible? iii) Is gentrification the only answer?
3	Heritage Tourism
4	Overtourism in Historic Towns and Historic City Districts: Conservation or Exploitation? Tourism pressure and protest; Has the pandemic highlighted a possible more sustainable future for such such places, post-Covid?
5	Night-time Economy + CW1 (report) guidance
6	Tourism Leisure and Regeneration: The Bilbao and Barcelona Models: can the world keep copying them and what are the drawbacks? Video: Jonathon Meades – a dark view of urban regeneration in the UK
7	Site Visit: St. Pancras, King’s Cross and The Coal Drops Yard
8	Cultural Quarters and Creative Cities – the effect of urban size and structure on the use of creativity as an economic development tool
9	Capitals of Culture and Arts Tourism
10	Sport’s Role in Tourism and Urban Renewal
EASTER BREAK
11	Module Summary + CW2 Advice/Essay Surgery
12	May Bank Holiday

Readings and videos will be provided in the different week sections on the Moodle site.

Learning Resources

KEY READINGS

Fanstein, S.S. and Judd, D.R. (1999) The Tourist City. New Haven, CT: Yale University Press.

Hannigan, J (1998) The Fantasy City; Pleasure and profit in the post-modern Metropolis. London: Routledge.

Heeley, J. (2011) Inside City Tourism: A European Perspective. Bristol, Channel View

Publications.

Roberts, M and Eldridge, A. (2009) Planning the Night-time Economy. London: Routledge.

Smith, A (2012) Events and Urban Regeneration: The Strategic use of Events to Revitalise Cities. London: Routledge.

Spirou, C. (2011) Urban Tourism and Urban Change: Cities in the Global Economy.
London: Routledge.

ADDITIONAL READINGS

Anon (2009) Creative Cities and Cultural Spaces: New Perspectives for City Tourism.
Emerald Group Publishing.

Ashworth, G. and Tunbridge, J.E. (2000) The Tourist Historic City: Retrospect and Prospect
of Managing the Heritage City. Oxford: Pergamon.

Ashworth, G., and Voogd, H. (1990) Selling the City. London: Belhaven.

Beatty, C. (2010) The seaside tourism economy in England and Wales.

Beatty C. and Fothergill, S. (2003) The Seaside Economy: The Final Report of the Seaside Towns Research Project. Sheffield: Sheffield Hallam University Press.

Clark, T. N. et al (eds) (2004) The city as an entertainment machine. Amsterdam: Elsevier/JAI.

Hallyar, B., Griffin, T. and Edwards, D. (2008) City Spaces, Tourists Places: urban tourism precincts. Oxford: Butterworth Heinemann.

Hannigan, J. (1999) The Fantasy City; Pleasure And Profit In The Post-Modern Metropolis. London: Routledge.

Hoffman, L., Fainstein, D., and Judd, S. (2003) Cities and Visitors: regulating people, markets
and city space. Malden, MA: Blackwell.

Judd, D.R. (ed.) (2003) The Infrastructure of Play: building the tourist city.
Armonk, N.Y. and London: M.E. Sharpe.

Law, C. (2002) Urban Tourism: The Visitor Economy and the Growth of Large Cities.
London: Continuum.

Oatley, N. (1998) Cities, Economic Competition and Urban Policy.
London: Paul Chapman Publishing.

OECD (2005) Culture and Local Development.
Paris: Organisation for Economic Cooperation and Development.

Richards, G. and Palmer, R. (2010) Eventful Cities, Cultural Management and Urban Revitalisation. Oxford: Butterworth-Heinemann.

Roberts M. and Eldridge A. Planning the Night-time City. London and New York: Routledge.

Shaw, G A. (2007). Managing Coastal Tourism Resorts.
Clevedon and Buffalo, NY: Channel View Publications.

Smith, M. (2007) (ed.) Tourism, Culture and Regeneration. Wallingford. CABI Publications.

Stebbins, R. (2001) Leisure and Consumption Common Ground / Separate Worlds.
Basingstoke: Palgrave MacMillan.

Tyler, D., Guerrier, Y. and Robertson, M. (1998) Managing Tourism in Cities; Policy, Process
and Practice. Chichester: J. Wiley and Sons.

Williams, S. (2009) (2^nd ed) Tourism Geography A New Synthesis. Abingdon: Routledge.

Other Materials

Websites:

www.culture.gov.uk UK Govt. site for tourism, culture events and entertainment policies

www4.shu.ac.uk/research/cresr good for reports on seaside towns

https://www.gov.uk/government/policies/economic-development-in-coastal-and-seaside-areas information on regenerating seaside towns

www.ons.gov.uk for all official statistics including measure of deprivation in different locations

www.centreforsocialjustice.org.uk includes report on social justice in seaside towns

https://www.jrf.org.uk includes report com paring three European Cities regeneration
with three UK cities, including north Southwark (which includes the LSBU campus)

http://www.rudi.net/ a network for sharing knowledge between practitioners and academics
in regeneration, including many pertinent reports

www.centreforcities.org a think tank for all things urban

London South Bank University, Undergraduate Marking Criteria Level of Achievement Indicators Level 4-6 The weightings for each element within the table may vary between pieces of work. The final mark represents the balance of these elements.
Criteria	Feedforward comments
Criteria	100-80%	79-70%	69-60%	59-50%	49-40%	39-30%	29-0%
1. Research Systematic identification and use of academic and relevant resources	Extensive independent relevant research evidenced by quality and quantity used. Ability to draw on own research and that of others.	Extensive independent relevant research evidenced by quality and quantity used. Some autonomous research.	Wide range of relevant sources identified and used. Very little guidance needed.	A range of sources identified and used. Limited guidance needed.	Limited research identified and used. Some guidance needed to complete research tasks.	Some evidence of research but insufficient amount. Needs support to develop research skills.	Little or no research presented. Needs significant support to develop research skills.
2. Subject Knowledge Understanding and application of subject knowledge. Contribution to subject debate.	Shows sustained breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Awareness of ambiguities and limitations of knowledge.	Shows breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Some awareness of ambiguities and limitations of knowledge.	Accurate and extensive understanding of key aspects of subject. Evidence of coherent knowledge.	Accurate understanding of key aspects of subject. Evidence of coherent knowledge.	Understanding of key aspects of subject. Some evidence of coherent knowledge.	Some evidence of superficial understanding of subject. Inaccuracies.	Little or no evidence of understanding of subject. Inaccuracies.
3. Critical Analysis Analysis and interpretation of sources, literature and/or results. Structuring of issues/debates.	Very high-quality analysis developed independently. Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications.	Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications.	Evaluation and synthesis of resources. Use of evidencebased arguments. Identifies trends, inconsistency, congruence, and states the implications.	Evaluation and synthesis of resources. Use of evidence-based arguments.	Some attempt at evaluation and synthesis of resources. Some use of evidencebased arguments.	Limited evaluation of resources. Limited use of evidencebased arguments	Little or no evaluation of resources. Very little use of evidence-based arguments.
4. Testing and ProblemSolving Skills Design, implementation, testing and analysis of product/process/system/i dea/solution(s) to practical or theoretical questions or problems	Autonomous creation and novel implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals.	Almost entirely autonomous creation and implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals.	Mainly autonomous creation and implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals.	Some autonomy to create and implement. Some adaption made to unforeseen practical and theoretical challenges to achieve identified goals.	Exploration of possible solution(s). Use of established approaches to resolve practical and theoretical problems.	Limited exploration of possible solution(s) using established approaches to resolve practical and theoretical problems.	Little or no exploration of solution(s). Question or problem unresolved.
5. Experimentation Problem-solving and exploration of the assessment including risk taking and testing of ideas.	Evidence of rich, in-depth exploration and highly innovative problem-solving. Responds to assessment in a way that pushes boundaries and/or makes exciting new connections possible within discipline. Finds a balance between experimentation and resolution to create a highly coherent and innovative piece of work.	Evidence of in-depth exploration and innovative problem-solving. Responds to assessment in a way that pushes boundaries and/or makes new connections possible within discipline. Finds a balance between experimentation and resolution to create a coherent and innovative piece of work.	Clear evidence of exploration and experimentation. The work may not find the balance between experimentation and the attempt to create a coherent piece of work.	There is some problem-solving evident but lacks creative exploration and experimentation.	Some evidence of limited problem-solving. Appropriate response to assessment but there is little development and exploration evident.	Some evidence of engagement with assessment but it is insufficiently developed. Unable to engage with the challenges of assessment.	Little or no evidence of engagement with the assessment, it shows little development.
6. Practical Competence Skills to apply theory to practice or to test theory	Consistently applies comprehensive practical and/or technical skills which reflect the correct application of theory to context.	Applies comprehensive practical and/or technical skills which reflect the correct application of theory to context.	Applies practical and/or technical skills very well and with careful application of theory to context.	Applies practical and/or technical skills correctly and with some application of theory to context with only minimal errors.	Applies a sufficient level of practical and/or technical skills but with some errors. Limited application of theory to context.	Applies some aspects of the practical and/or technical skills but these are incomplete or contain important errors. Very limited application of theory to context.	Limited application of some aspects of the practical and/or technical skills. No application of theory to context.
7. Communication and Presentation Clear intention in communication. Audience needs are predicted and met. Presentation format is used skilfully. Work is well structured.	Communication is entirely clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience.	Communication is clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience.	Communication is clear, mostly persuasive and compelling with skilful use of the presentation format. Presentation addresses the needs of the audience.	Communication is clear, with skilful use of the presentation format. Presentation takes into account the needs of the audience.	Communication is mostly clear and presentation format is adequate. Presentation may sometimes not take into account the needs of the audience.	Communication is unclear because presentation format is not used adequately and/or the needs of the audience are not taken into account.	Communication is very unclear because presentation format is not used adequately, and the needs of the audience are not taken into account.
8. Academic Integrity¹ Acknowledges and gives credit to the work of others follows the conventions and practices of the discipline including appropriate use of referencing standards for discipline.	Consistent, error free application of relevant referencing conventions with great attention to detail.	Consistent, error free application of relevant referencing conventions.	Consistent application of relevant referencing conventions with few errors.	Application of relevant referencing conventions, with some errors and / or inconsistencies.	Generally correct application of relevant referencing conventions, with some errors and / or inconsistencies.	Limited application of referencing conventions and / or errors.	Very limited or no application of referencing conventions, and/or multiple errors.
9. Collaborative and/or Independent Working Demonstration of behaviour appropriate to discipline, including individual contribution to team or working with others in teams	Integrates a highly developed sense of own identity productively into real or simulated disciplinary situations. Meets the standards required for relevant discipline. Can work very effectively in a team or alone.	Integrates a sense of own identity productively into real or simulated disciplinary situations. Meets the standards required for relevant discipline. Can work very effectively in a team or alone.	Aware of and able to meet most standards required for relevant discipline in simulated or real disciplinary situations. Can work effectively in a team or alone.	Aware of and able to meet the main standards required of relevant discipline in simulated or real disciplinary situations. Able to work in a team or alone	Aware of main standards required of relevant discipline. Able to work in a team or alone	Some evidence of knowledge of relevant disciplinary standards; collaborates reluctantly or struggles to work alone.	Little or no evidence of knowledge of relevant disciplinary standards. No evidence of collaboration with others; unproductive working alone
10. Personal and Professional Development Management of learning through self-direction, planning and reflection	Takes full responsibility for own learning and development through continuous cycles of well articulated purposeful analysis and planning, supported by extensive evidence	Takes full responsibility for own learning and development through continuous cycles of well-articulated purposeful analysis and planning, supported by evidence.	Reflection and planning are self-directed, continuous, habitual and evidenced clearly. Strengths have been built on; weaknesses have been mitigated.	Evidence that a cycle of reflection and planning has been continuous and productive. Actively works to develop strengths and mitigate weaknesses.	Evidence that reflection and planning have led to increased disciplinary engagement and commitment. Developing an awareness of strengths and weaknesses.	Weak evidence of reflection and planning for learning but not followed through consistently. Incomplete awareness of personal strengths and weaknesses.	Insufficient evidence of reflection or planning for learning and no evidence of awareness of personal strengths and weaknesses.
11. Performance Quality Demonstration of embodied practice including affecting and being affected.	An exceptional level of embodied awareness revealed in a highly sensitive and detailed performance.	Highly developed embodied awareness; consistent detailed and accurate responsiveness; clear and dynamic intentionality / connectivity	Well-developed embodied awareness; for the most part, a detailed and accurate responsiveness; a dynamic intentionality / connectivity	Some moments of embodied awareness; responsiveness is more generalised; intentions / connections are evident, but not dynamic	Little evidence of embodied awareness; responsiveness is slow and inorganic; intentions are selfconscious or guarded and lack connection	Blocked embodied awareness: attempts are frustrated by lack of engagement or resistance to make connections.	Responsiveness is consciously withheld; there is no attempt to make connections or embody intentionality
12. Data literacy Competence in working ethically with data including data access, data extraction, interpretation and representation.	An exceptional level of competence in the ethical use and presentation of data.	Highly developed competence in the ethical use and presentation of data.	Well-developed competence in the ethical use and presentation of data.	Evidence of competence in the ethical use and presentation of data.	Limited evidence of competence in the ethical use and presentation of data, with some minor errors.	Evidence of limited competence in the ethical use and presentation of data, with some major errors.	Little or no evidence of competence in the ethical use and presentation of data.

1 The application of this criterion is independent of the process outlined in the Student Academic Misconduct Procedure