Tourism marketing assignment

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BAT311 Tourism Marketing Task brief & rubrics

Task 2 Final

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This in an individual task.

The task consists of an essay about a luxury hotel selected by the student. Please, read carefully all the questions and answer them in your own words, quoting

relevant authors and providing examples.

The questions you have the answer are:

1- PART ONE: Pick one existent hotel and explain:

a. Briefly describe the company. How is their workflow? What do they offer? Which is their brand personality? Who are their customers? What

about their pricing strategy?

b. Analyze its digital resources: website, app, social media profile…

c. Explain its marketing environment (macroenvironment and microenvironment)

2- PART TWO: Think about an original marketing strategy for the company selected in the question 1 and answer:

a. Which objective do you have?

b. Which target have you selected? Why? Explain the segmentation

c. Which channels would you use? Why?

d. Which content would you create?

e. How would you evaluate the campaign?

To submit your essay, you must upload it to Turn it in a single PDF document.

Formalities:

• Wordcount: 2.000 words

• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.

• Font: Arial 12,5 pts.

• Text alignment: Justified.

• The in-text References and the Bibliography have to be in Harvard’s citation style.

Submission: Week 12 – Sunday 8th of January at 23:59h (Barcelona’s time) Via Moodle (Turnitin).

Weight: This task is a 60% of your total grade for this subject.

It assesses the following learning outcomes:

• The student will practice her/his critical thinking

• The student will practice her/his creative thinking

• The student will apply the knowledge and the concepts seen at class

• The student will learn how to develop a proper strategy in the tourism industry

• The student will reflect about the existent strategies in the tourism industry

Rubrics

Learning Descriptors Fail Below 60% Marginal Fail 60-69% Fair 70-79 % Good 80-89% Exceptional 90-100%

Purpose &
Understanding

KNOWLEDGE &
UNDERSTANDING
15%

Very poor coverage of central

purpose, goals, research

questions or arguments with

little relevant information

evident. Virtually no evidence of

understanding or focus.

Minimal understanding of

purpose of the study; factual

errors evident. Gaps in

knowledge and superficial

understanding. A few lines of

relevant material.

Reasonable understanding and

clearly identifies the purpose,

goals, research questions or

argument.
Reflect partial achievement of

learning outcomes.

A sound grasp of, and clearly

identifies, the purpose, goals,

research questions or argument.

Some wider study beyond the

classroom content shown.

Effectively describes and explains

the central purpose, arguments,

research questions, or goals of

the project; explanation is

focused, detailed and

compelling. Recognition of

alternative forms of evidence

beyond that supplied in the

classroom.

Content

KNOWLEDGE &
UNDERSTANDING

15%

Content is unclear, inaccurate

and/or incomplete. Brief and

irrelevant. Descriptive. Only

personal views offered.

Unsubstantiated and does

not support the purpose,

argument or goals of the

project. Reader gains no

insight through the content

of the project.

Limited content that does not

really support the purpose of

the report. Very poor

coverage.

Displays only rudimentary

knowledge of the content

area. Reader gains few if any

insights

Presents some information

that adequately supports

the central purpose,

arguments, goals, or

research questions of the

project. Although parts

missing, it demonstrates a

level of partially proficient

knowledge of the content

area. Reader gains some

insights.

Presents clear and

appropriate information

that adequately supports

the central purpose,

arguments, goals or research

questions of the project.

Demonstrates satisfactory

knowledge of the content

area. Reader gains proficient

insights.

Presents balanced, significant

and valid information that

clearly and convincingly

supports the central purpose,

arguments, research

questions or goals of the

project. Demonstrates in-

depth and specialised

knowledge of the content

area. The reader gains

important insights

Organization

COMMUNICATION

5%

Information/content is not

logically organized or

presented.

Topics/paragraphs are

frequently disjointed and fail

to make sense together.

Reader cannot identify a line

of reasoning and loses

interest.

Information/content is not, at

times, logically organized or

presented. Topics/paragraphs

are frequently disjointed

which makes the content

hard to follow. The reader

finds it hard to understand

the flow of the report.

Information/content is

presented in a reasonable

sequence.

Topic/paragraph transition is

unclear in places with

linkages for the most part.

Reader can generally

understand and follow the

line of reasoning, although

work needed to be

proficiently organized.

Information/content is

presented in a clear and

understandable sequence.

Topic/paragraph transition is

good with clear linkages

between sections and

arguments. Reader can

understand and follow the

line of reasoning.

Information/content is

presented in a logical,

interesting and effective

sequence. Topics and

arguments flow smoothly

and coherently from one to

another and are clearly

linked.

Reader can easily follow

the line of reasoning and

enjoyed reading the

report.

Style & Tone

COMMUNICATION

10%

Writing is poor, unclear and

unengaging, and the reader

finds it difficult to read and

maintain interest. Tone is

not professional or suitable

for an academic research

Writing is unengaging and

reader finds it difficult to

maintain interest. Tone is not

consistently professional or

suitable for an academic

research project. Work

Writing is usually engaging

and keeps the reader’s

attention. Tone is generally

appropriate for an academic

research project, although a

clearer and more

Writing style and tone is

generally good and sustains

interest throughout. Tone is

professional and appropriate

for an academic research

project.

Writing is compelling and

sustains interest throughout.

Tone is consistently

professional and appropriate

for an academic research

project.

project. A reorganization

and rewrite is needed.

needed on academic writing

style.

professional style and tone is

needed.

Use of References

COMMUNICATION

10%

Little or no evidence of

reference sources in the

report. Content not

supported and based on

unsubstantiated views.

Most references are from

sources that are not peer-

reviewed or professional,

and have uncertain

reliability. Few if any

appropriate citations are

provided. Reader doubts the

validity of much of the

material.

Professionally legitimate

references are generally

used. Fair citations are

presented in most cases.

Some of the

information/content/evidence

comes from sources that are

reliable, but more academic

sources needed to be

convincing.

Professionally and

academically legitimate

references are used. Clear

and accurate citations are

presented in most cases. The

majority of the

information/content/evidenc

e comes from sources that

are reliable.

Presents compelling evidence

from professionally and

academically legitimate

sources. Attribution is clear

and accurate. References are

75% from primarily peer-

reviewed professional

journals or other approved

sources.

Formatting and visuals

COMMUNICATION

5%

Research project exhibits

no formatting, or

frequent and significant

errors in Harvard

formatting.

There are too many errors in

the Harvard formatting to be

acceptable as a partially

proficient piece.

Harvard formatting is

employed in the research

project with minor errors. A

review and rework of format

and style of referencing in

text and in the bibliography

is needed.

Harvard formatting is used

accurately and consistently

throughout the research

project, although some

issues are apparent as the

reader is unable to find

sources.

Harvard formatting is used

accurately and consistently

throughout the research

project. Accurate hyperlinks

are included where required,

making it easy for readers to

review sources.

Written Communication
Skills

COMMUNICATION

5%

The written project exhibits

multiple errors in grammar,

sentence structure and/or

spelling. Inadequate writing

skills (e.g., weaknesses in

language facility and

mechanics) hinder

readability and contribute to

an ineffective research

project.

The written project exhibits

errors in grammar,

punctuation and spelling.

The written project comes

across as untidy and not

properly checked for

mistakes. Errors present in

written communication

make readability frustrating.

Written research project

displays good word choice,

language conventions and

mechanics with a few minor

errors in spelling, grammar,

sentence structure and/or

punctuation. Errors do not

represent a major distraction

or obscure meaning.

Readability of the project is

good due to the clarity of

language used. Grammar,

spelling and punctuation is

without error.

Spelling and grammar

thoroughly checked.

Readability of the project is

enhanced by facility in

language use/word choice.

Excellent mechanics and

syntactic variety. Uses

language conventions

effectively (e.g., spelling,

punctuation, sentence

structure, paragraphing,

grammar, etc.).

Analytical / Critical
Thinking Skills

CRITICAL THINKING

25%

Research problem, concept or

idea is not clearly articulated,

or its component elements

are not identified or

described. Research

information is poorly

organized, categorized

and/or not examined;

research information is often

inaccurate or incomplete.

Presents little if any analysis

or interpretation;

Research problem, concept

or idea is not clearly

articulated at times and

confusing. Research

information is badly

organized, categorized,

and/or only superficially

examined; research

information is often

incomplete. Presents limited

analysis or interpretation;

inaccurately and/or

Adequately identifies and

describes (or sketches out)

the research problem,

concept or idea and its

components. Gathers and

examines information

relating to the research

problem, concept or idea;

presents and appraises

research information with

some minor inconsistencies,

irrelevancies or omissions.

Formulates a clear

description of the research

problem, concept or idea,

and specifies major elements

to be examined. Selects

information appropriate to

addressing the research

problem, concept or idea;

accurately and appropriately

analyses and interprets

relevant research

information. Effectively

Effectively formulates a clear

description of the research

problem, concept or idea,

and specifies major elements

to be examined. Selects and

prioritizes information

appropriate to addressing

the research problem,

concept, or idea; accurately

and appropriately analyzes

and interprets relevant

research information.

inaccurately and/or

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents few

solutions or conclusions;

solutions or conclusions are

often not well supported, are

inaccurate and/or

inconsistent, and are

presented in a vague or

rudimentary manner.

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents

some solutions or

conclusions but they are

often not well supported, or

logical.

Generally applies

appropriate research

methods, techniques,

models, frameworks and/or

theories although with

inaccuracies. Outlines

solutions or conclusions that

are somewhat logical and

consistent with the analysis

and evidence; identifies

and/or lists solutions or

conclusions although not

always clearly.

applies appropriate research

methods, techniques,

models, frameworks and/or

theories in developing and

justifying multiple solutions

or conclusions; solutions or

conclusions are coherent,

well supported and

complete.

Precisely and effectively

applies appropriate research

methods, employs advanced

skills to conduct research.

Uses techniques, models,

frameworks and/or theories

in developing and justifying

multiple solutions or

conclusions; solutions or

conclusions are insightful,

coherent, well supported,

logically consistent and

complete. Displays a mastery

of complex and specialized

areas.

Integration Skills

APPLICATION &
EVALUATION

10%

Shows little ability to employ

theory and practice across

the functional areas of

business in the assessment

of issues relating to the

research problem, concept,

or idea. Does not recognize

or correctly identify cross-

functional organizational

issues relevant to the

research problem, concept

or idea. Does not

adequately evaluate the

research problem, concept

or idea in light of relevant

principles, theories and

practices across the

business functional areas.

Few if any solutions,

recommendations for action,

or conclusions are

presented, and/or they are

not appropriately justified

or supported.

Shows some ability to employ

theory and practice across the

functional areas of business in

the assessment of issues

relating to the research

problem, concept or idea.

Recognizes organizational

issues relevant to the research

problem, concept or idea but

does not show

understanding. Does not

adequately evaluate the

research problem, concept or

idea in light of relevant

principles, theories and

practices across the business

functional areas. Some

solutions offered but difficult

to understand.

Recommendations for action,

or conclusions are presented,

but they are often not well

supported, or logical.

Exhibits application of

principles, theories and

practices across the

functional areas of business

to the analysis of the

research problem, concept

or idea. With some

exceptions, outlines and

describes (or sketches out)

some cross- functional

organizational issues that

are relevant to the research

problem, concept or idea.

Adequately identifies and

describes (or summarizes)

solutions, recommendations

for action, or conclusions

that are, for the most part,

appropriate, but which need

to be more aligned with

principles and concepts in

the functional areas of

business.

Demonstrates an ability to

integrate and apply

principles, theories and

practices across the

functional areas of business

to the analysis of the

research problem, concept

or idea.

Identifies, examines and

critically evaluates important

cross- functional

organizational issues

associated with the research

problem, concept or idea.

Clearly justifies solutions,

recommendations for action,

or conclusions based on

analytics and an insightful

synthesis of cross-

disciplinary principles and

concepts in the functional

areas of business.

Demonstrates well-

developed ability to

integrate and apply

principles, theories and

practices across the

functional areas of business

to the analysis of the

research problem, concept

or idea. Effectively identifies,

examines and critically

evaluates important cross-

functional organizational

issues associated with the

research problem, concept,

or idea. Clearly and

effectively justifies solutions,

recommendations for

action, or conclusions based

on strong analytics and an

insightful synthesis of cross-

disciplinary principles and

concepts in the functional

areas of business. Can link

thinking across disciplines

and contexts.

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