This course critically examines the wider environment in which event organisers must plan and manage their event.
This course presents participants with an opportunity to critically examine the impact of events and discuss the external factors that event organisers must contend with. It encourages students to look beyond the operational aspects of event management and appreciate the wider environment in which event organisers must plan their event. Through this critical lens, participants will develop a more balanced understanding of 'event planning' and recognise what is good and bad practice. This in turn will allow them to make better informed decisions as event managers.
This course can be taken individually or combined over a period of time towards a Postgraduate Certificate of Professional Development.
In this section
Events are of local, national and international importance. Their economic contribution is well documented, but they are also important signifiers of personal, community, national and globalised identity. Whilst it is important for a student to be able to organise an event efficiently and effectively, they must understand that events do not operate in a vacuum. To justify their actions and decision to key stakeholders, event managers must be aware of the external environment and be able to predict and critically evaluate the impact of their event. As such, a student must develop the skills to look beyond the operational aspects of an event and analyse the role that events can and do play in contemporary society.
Theme 1 (Day 1) The Event Policy Arena
Event Policy
This topic will discuss how and why events have moved up the political agenda in both developed and developing countries.
Funding
This topic will examine sources of funding and the increasing importance of accountability and ROI.
Event Bidding
This topic will discuss the bid process and why it has become so competitive.
Theme 2 (Day 2) Niche Markets
Event tourism
This topic will discuss why and how tourism and event strategies are often inextricably linked.
Green issues
This topic will discuss the issue of climate change and why and how event professionals must adopt a sustainable approach.
Culture and creativity
This topic will explore the growth and changing role of culture and creativity in festivals and events.
Theme 3 (Day 3) Challenges and Opportunities
Terrorism
This topic will discuss the range of security issues that event managers must consider to counter the threat of terrorism.
Social inclusion and cultural diversity
This topic will explore how some events promote inclusion and build social capital whilst other are exclude sections of the community and are divisive.
Technology
This topic will look at how technology can be a double edge sword for event organisers and examine the latest developments such as the growth of e-events.
100% Coursework
(1) Essay (50%)
Participants will present a 2000 word essay on a current issue.
(2) Presentation (50%)
This will consist of a 15 minute individual presentation in which the participant will be expected to analyse the impact of an event in a specific destination.
The course requires on-campus attendance, at our Belfast campus, on three individual dates from 9.15am - 5:00pm on 1, 2 and 3 February 2023 plus Learning Set from 10:00am - 1:00pm on 8, 15 or 22 February 2023 (one date only).
On-campus attendance at Belfast campus.
Attendance is usually only required for one morning of the Learning Set dates.
Any undergraduate degree.
Applicants whose first language is not English must meet the minimum English entrance requirements of the University and will need to provide recent evidence of this (certified within the last two years).
Most of our courses require a minimum English level of IELTS 6.0 or equivalent, with no band score under 5.5. Trinity ISE: Pass at level III also meets this requirement.
International applicants will also require a short-term study visa. Further information is available at https://www.ulster.ac.uk/international/visa-immigration
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
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If your study continues into future academic years your fees are subject to an annual increase. Please take this into consideration when you estimate your total fees for a degree.
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