Event Development (11322.3)
Please note these are the 2025 details for this unit
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus Online Online self-paced |
Bruce, Canberra St Leonards, NSW |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Business, Government & Law |
| Discipline | Study level | HECS Bands |
| Canberra Business School | Level 2 - Undergraduate Intermediate Unit | Band 4 2021 (Commenced After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905) Band 5 2021 (Commenced Before 1 Jan 2021) |
This unit introduces students to the events industry and its impacts. It covers the scope of events, including sporting events, cultural events, festivals, business events, and natural events. It will cover financing sources and event conceptualisation.
1. Identify the roles of events in communities and tourism destinations;
2. Analyse the strategic positioning of events within tourism systems;
3. Apply problem solving tools and techniques to develop and evaluate an event¿s feasibility; and
4. Communicate the event¿s feasibility in the form of persuasive communication.
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
Learning outcomes
After successful completion of this unit, students will be able to:1. Identify the roles of events in communities and tourism destinations;
2. Analyse the strategic positioning of events within tourism systems;
3. Apply problem solving tools and techniques to develop and evaluate an event¿s feasibility; and
4. Communicate the event¿s feasibility in the form of persuasive communication.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
Prerequisites
11321 Introduction to Events and Tourism.Corequisites
None.Incompatible units
None.Equivalent units
7924 Event Development.Assumed knowledge
None.
Availability for enrolment in 2025 is subject to change and may not be confirmed until closer to the teaching start date.
| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-campus | Dr Mark Teoh |
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | Online | Dr Mark Teoh |
| 2024 | St Leonards, NSW | Semester 2 | 29 July 2024 | On-campus | Dr Mark Teoh |
| 2025 | St Leonards, NSW | Semester 2 | 28 July 2025 | On-campus | Dr Mark Teoh |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | On-campus | Dr Mark Teoh |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | Online self-paced | Dr Mark Teoh |
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit
timetable.
Required texts
The links to these required readings are available via Canvas (UC Learn) and through the library. The following list is ordered based on their relevance to the module.
- Ramdeo, S., Balwant, P., & Fraser, S. H. (2022). Not another team assignment! Student perceptions towards teamwork at university management programs. Higher Education, Skills and Work-based Learning, 12(6), 1122–1137.
- https://doi.org/10.1108/heswbl-01-2022-0015
- Belbin, R. M., & Brown, V. (2022). Emergence of a team role language. In Team roles at work (3rd ed.). Routledge.
- Getz, D. (2008). Event tourism: Definition, evolution, and research. Tourism Management, 29(3), 403-428. https://doi.org/10.1016/j.tourman.2007.07.017
- Getz, D. (2009). Policy for sustainable and responsible festivals and events: institutionalization of a new paradigm. Journal of Policy Research in Tourism, Leisure and Events, 1(1), 61–78. https://doi.org/10.1080/19407960802703524
- Getz, D., Andersson, T., & Larson, M. (2007). Festival stakeholder roles: Concepts and case studies. Event Management, 10(2), 103–122. https://doi.org/10.3727/152599507780676689
- Todd, L., Leask, A., & Ensor, J. (2017). Understanding primary stakeholders' multiple roles in hallmark event tourism management. Tourism Management, 59, 494–509. https://doi.org/10.1016/j.tourman.2016.09.010
- Pullman, M. E., & Gross, M. A. (2004). Ability of experience design elements to elicit emotions and loyalty behaviors. Decision Sciences, 35(3), 551–578. https://doi.org/10.1111/j.0011-7315.2004.02611.x
- Teoh, M. W., Wang, Y., & Kwek, A. (2021). Conceptualising co-created transformative tourism experiences: A systematic narrative review. Journal of Hospitality and Tourism Management, 47, 176–189. https://doi.org/10.1016/j.jhtm.2021.03.013
- Weaver, D., McLennan, C., Moyle, B., & Casali, G. L. (2022). Early community recommendations for sustainable mega-events: evidence from the 2032 Brisbane Olympic Games. Journal of Sustainable Tourism, 32(2), 364–384. https://doi.org/10.1080/09669582.2022.2149760
- Joo, R., Sánchez-Tapia, A., Mortara, S., Saibene, Y. B., Turner, H., Peter, D. H., Morandeira, N. S., Bannert, M., Almazrouq, B., Hare, E., Ación, L., Narváez-Gómez, J. P., Córdoba, M. A., Marini, F., Giordano, R., Canelón, S., Ebou, A., Upadhya, A. R., Chávez, J., & Ravi, J. (2022). Ten simple rules to host an inclusive conference. PLoS Computational Biology, 18(7), e1010164. https://doi.org/10.1371/journal.pcbi.1010164
- Wang, Q., Fuchs, S., & Bodet, G. (2024). Elite versus grassroots sports events sponsorship in China: an exploration of sponsors' motives and objectives. International Journal of Sports Marketing & Sponsorship. https://doi.org/10.1108/ijsms-04-2023-0065
- Altschwager, T., Conduit, J., Karpen, I. O., & Goodman, S. (2022). Event engagement: Using event experiences to build brands. Australasian Marketing Journal, 144135822211273. https://doi.org/10.1177/14413582221127317
- Bryce, C., & Dowling, M. (2024). The road to olympic failure is paved in poor risk management. Safety Science, 169, 106331. https://doi.org/10.1016/j.ssci.2023.106331
- AlWaer, H., Rintoul, S., & Cooper, I. (2021). An investigation into decision-making and delivery activities following design-led events in collaborative planning. ArchNet-IJAR: International Journal of Architectural Research, 15(3), 752–773. https://doi.org/10.1108/arch-10-2020-0246
A textbook is available for your supplementary learning, but not compulsory.
- Getz, D., & Page, S. (2024). Event studies: Theory and management for planned events (5th ed.). Routledge.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
Active engagement in all online modules enhances your learning and is strongly advised. Unless specifically stated in the unit outline, there is no mandatory attendance requirement. However, you may elect to attend timetabled activities, as they allow you to ask 'real time' questions to develop your understanding for the relevant assessment tasks.
Required IT skills
None
In-unit costs
None
Work placement, internships or practicums
None
