1.1 Introduction, aims and summary of content
Managing the Events Venue is an optional level 6 module on programmes relating to Events
Management. The module combines theoretical and applied approaches to consider the practical
requirements of managing event venues. As a level 6 module, it builds on knowledge and skills
developed during the course, applying these in a venue specific context. The module will focus on
common management concepts that are employed to run venues effectively and professionally.
This module aims to provide students with the knowledge of key management concepts used in
venues, enabling them to apply these concepts in a professional environment. It will also equip
students with the skills to analyse and evaluate developments in venue management research,
communicating these to a professional audience.
The module is informed by nationally agreed standards, which includes the expectation that students
are able to perform in the following context:
“Operate in complex and unpredictable contexts, requiring selection and application from a
range of largely standard techniques and information sources, and;
“Act with minimal supervision or direction, within agreed guidelines taking responsibility for
accessing support and accept accountability for determining and achieving personal and/or
group outcomes.”
(SEEC, 2010)
Topics Include:
• Defining the sector and venue types
• Tendering, specification and performance management
• Venue design and technical resources
• Quality management and security
• Legislation, health and safety
1.2 Learning outcomes to be assessed
LO1: Design a professional document that is informed by relevant theoretical concepts and research
LO2: Examine various management approaches and operating systems used by venues and select
appropriate techniques for a given market segment
LO3: Analyse the role of operations management concepts such as tendering, contract and
performance management within a venue management context
LO4: Evaluate trends and developments in venue management research and recommend how these
can inform professional best practice
LO5: Organise ideas into a coherent and persuasive argument appropriate for a professional audience
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1.3 Scheduled contact hours
Teaching Contact Hours 56 hours
Independent Study Hours 144 hours
Total Learning Hours 200 hours
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2 Assessment and feedback
2.1 Summative assessment grid
2.2 Assessment brief including criteria mapped to learning
outcomes
For submissions online via Turnitin. You will find a link to the Turnitin Assignment from the ‘My
assessments’ area of the Blackboard course menu.
You will need to ensure that your assessment is uploaded as a single document, and in the correct
format (e.g. a Word document or PDF – the acceptable file formats are displayed on screen when you
come to submit via Turnitin).
Turnitin generates an Originality Report, and you are encouraged to make use of this facility as a
support tool to help you ensure the source material in your assignment is correctly referenced before
final submission. You will be able to submit revised drafts of your work up until the assignment due
date. Only the final version will be marked by your tutor.
At the due date and time, no further submissions or changes are possible. Whatever is in the Turnitin
inbox at this time will be regarded as your final submission. If you have an agreed extension, but have
also submitted a draft assignment, then please contact your tutor to reset your submission for you.
For guidance on online submission of assignments, including how to submit and how to access online
feedback, please refer to the UWL Blackboard student-help pages at:
http://www.uwl.ac.uk/blackboardhelp
2.2.1 Assessment A1: Venue Information Pack (Group)
The London Geller College of Hospitality and Tourism have identified a number of areas in their control
that they could make better use of during the summer months. They have therefore decided to become
a corporate venue for hire during the summer recess period. They have asked you to produce a Venue
Information Pack that will go on their website for prospective clients to download. This pack should
contain a venue specification, service level agreement, and (optionally*) a hire contract template.
Type of Assessment Word Count
or equivalent Weighting Pass
Mark
Group Written
Coursework (CWK)
1,500 words
per person 40% 40%
Individual Written
Coursework (CWK) 2,000 words 60% 40%
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The areas that should be covered by the pack are: WK.02.013, WK.01.010, WK.01.008, WK.01.004
and Pillars Restaurant.
To achieve this, you will need to undertake the following:
• Visit the facilities to gather information for your pack. Please note that you do not need to meet
with staff as part of this task – please do not interfere with their normal operations.
• Research the requirements of a pack of this kind, applying relevant academic sources.
• Produce a professional, well designed document that could be used on the website.
• Record the sources that you have used and explain how you have used them.
You document must be submitted with an annotated bibliography, which lists the sources you have
used to inform your research, with a short outline of how you have used each source. This does not
have to form a part of the designed pack but must be submitted within the same document. Sources
should be formatting according to the Harvard style of referencing. You are not required to cite these
sources within the pack.
*not optional for groups of three.
Your work will be assessed against the following criteria:
• Knowledge and understanding – 30%
The extent to which the document shows a strong understanding of the relevant concepts and
reader requirements.
• Application of source material – 10%
Extent to which the bibliographic material has been applied within the work.
• Research and enquiry – 30%
The quality of the sources used, and their appropriateness to the task or topic.
• Visual design – 15%
The quality of the visual design element of the document.
• Written communication skills – 15%
Demonstration of effective professional writing and word processing skills.
In addition to the summative mark for this assessment, you will also receive the rubric grade descriptor
which you can use to position your work and identify areas that could have been improved. For this
assessment, formative feedback will also be provided in the form of free text comments which you can
access via the submission point.
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Level 6 Individual Consultant Report
Exceptional Excellent Very good Good Adequate Poor Very poor
Knowledge and
understanding
30%
A thorough and
comprehensive document,
that demonstrates a
systematic understanding
of relevant best practice
within the areas covered.
Meets all of
the
requirements
of the lower
descriptor and
shows
elements
and/or partial
evidence of
the higher
descriptor.
A comprehensive
document that
demonstrates a broad
understanding of
relevant best practice
within the areas covered.
Meets all of
the
requirements
of the lower
descriptor and
shows
elements
and/or partial
evidence of
the higher
descriptor.
A rudimentary document
that shows awareness of
relevant practice but
does not demonstrate a
consistent understanding
of those covered.
Meets all of
the
requirements
of the lower
descriptor and
shows
elements
and/or partial
evidence of
the higher
descriptor.
A superficial document
that demonstrates a lack
of understanding of
relevant best practice
within the areas covered.
Application of
source material
10%
Bibliographic material has
been rigorously and
methodically applied to the
content areas.
Bibliographic material
has been consistently
applied to the content
areas.
Bibliographic material is
applied to some of the
content areas.
Bibliographic material has
not been applied to the
content areas.
Research and
enquiry
30%
Identifies, selects and uses
a range of high quality
sources, most of which are
academic in nature.
Demonstrates critical
evaluation of the source
material.
Identifies, selects and
uses a range of
appropriate sources,
which includes academic
material. Demonstrates
variable evaluation of the
source material.
Identifies, selects and
uses a range of sources,
most of which are not
academic. Demonstrates
limited evaluation of the
source material.
Sources are not identified
or used. No
demonstration of critical
evaluation of the source
material.
Communication
skills – visual
design
15%
The design of material is
appropriate to the context
and shows innovation in its
presentation. Visual
content enhances the
message being
communicated.
The design of material is
appropriate to the
context but may lack
innovation in its
presentation. Visual
content is clearly
relevant to the message
being communicated.
The design of material is
simplistic, or not
consistently appropriate
to the context. Visual
content is not relevant
to, but does not distract
from, the message being
communicated.
The design of material is
not appropriate to the
context and may be
ordinary or uninspiring.
Materials distract from
the message being
communicated.
Communication
skills – writing
15%
Consistently high standard
of complex syntactic
structures that is
appropriate to the
audience. Skilfully manages
paragraphing.
High standard of
standard syntactic
structures that is
appropriate to the
audience. Effective use of
paragraphs.
High standard of basic
syntax, but noticeable
errors in more complex
forms. Errors do not
distract from the
meaning. Structure
navigable, but does not
show high levels of
competence.
Low standard of basic
syntax, with noticeable
errors that distract from
the meaning of the text.
The structure makes
navigating the document
difficult.
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2.2.2 Assessment A2: Key Note Speech (Individual)
You have been asked to deliver a keynote speech at Confex 2020. The session will be part of the
‘Professionals of the Future’ pavilion aimed at students in their final year of an Event Management
degree, as well as new and aspiring professionals. As a recent graduate, they have asked you because
they feel you can pitch the speech at the right level and engage the target audience.
The title of the speech is to be ‘Venue Management – The next 5 years’. You have been instructed to
interpret this in a way that you feel with best engage the audience and should draw on trends and
lessons learnt from the industry, discussing the implications of these and how the industry should best
respond.
The speech is to last 15 minutes, which would equate to approximately 2,000 words. It should be
written in an appropriate form and language for a speech, with a clear idea of the audience. Being a
speech, you are not expected to reference sources in-text using the Harvard format. However, you are
expected to write a speech that is informed by high quality source material. You are required to submit
an annotated bibliography along with your speech which lists the sources you have used to inform your
research, with a short outline of how you have used each source. These should be listed using the
Harvard format for end referencing.
Your work will be assessed against the following criteria:
• Knowledge and understanding – 30%
The extent to which the speech demonstrates a clear understanding of the relevant academic
concepts and theories.
• Analysis and evaluation – 20%
How well the information gathered is interpreted, as well as the extent to which the judgements
follow on from the analysis.
• Research and enquiry – 20%
The quality of the sources used, and their appropriateness to the task or topic.
• Structure and flow – 15%
The quality of the structure of the speech, and how well the points flow.
• Writing and tone – 15%
The quality of the writing and tone, and appropriateness to the audience.
As the final summative assessment, feedback for this assignment will be more limited than for A1. As
well as the summative mark, you will receive the rubric grade descriptor, which will help you position
your work and identify areas that could have been improved.
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Level 6 Group Presentation
Exceptional Excellent Very good Good Adequate Poor Very poor
Knowledge and
understanding
30%
Shows a systematic
understanding of relevant
academic concepts and can
apply these to the situational
context. Reflects multiple
perspectives, understanding
where the knowledge base is
most/least secure.
Meets all of the
requirements of
the lower
descriptor and
shows elements
and/or partial
evidence of the
higher
descriptor.
Shows a detailed knowledge
of relevant academic
concepts, however may not
be able to consistently apply
these to the situational
context. Some awareness of
different ideas, contexts and
frameworks.
Meets all of the
requirements of
the lower
descriptor and
shows elements
and/or partial
evidence of the
higher
descriptor.
Shows a broad knowledge of
relevant academic concepts,
however they may not be
applied to the situational
context.
Information provided
suggests a fixed knowledge
base or absolute truth.
Meets all of the
requirements of
the lower
descriptor and
shows elements
and/or partial
evidence of the
higher
descriptor.
Shows no awareness of
relevant academic concepts.
No demonstration of
situational awareness.
Presents incorrect information
as truth.
Analysis and
evaluation
20%
Analyses information using
reasoned arguments, supporting
by appropriate evidence.
Generates logical conclusions
that follow-on from the evidence
and arguments.
Analyses information using
arguments, supported by
evidence. Generates logical
conclusions that are relevant
to the situational context.
Analyses information but may
not be supported by
evidence. Generates
conclusions with limited
relevance and/or are not
supported by the analysis.
Describes information, with
no analysis. Generates
summative conclusions only.
Research and
enquiry
20%
Uses a range of high quality
sources, which are exclusively
academic. Demonstrates critical
evaluation of the source
material. Cited correctly using
the Harvard style.
Uses a range of sources, most
of which are high quality.
Some evidence of source
evaluation. Cited correctly
using the Harvard style.
Uses sources of variable
quality. Limited evidence of
source evaluation.
Consistently cited, but not
necessarily using the Harvard
style.
Limited or no references,
none of which could be
considered academic.
Unrecognisable style of
referencing used.
Communication
skills – Structure
and flow
15%
The speech develops the topic in
a manner, which is well
structured and highly logical in
its flow. Key facts, concepts and
ideas are excellently developed
and cohesive. Highly engaging
and stimulating for the
audience.
The speech develops the topic
in a very good manner, which
is well structured and logical
in its flow, with some minor
exceptions. Key facts,
concepts and ideas are well
developed and cohesive.
Engaging and stimulating for
the audience.
The speech develops the topic
in a manner, which has
limited structure and logic to
its flow. Key facts, concepts
and ideas are weakly
developed and not cohesive.
Limited in its engagement and
stimulation for the audience.
Unstructured document with
arguments which do not
relate or follow on from each
other. Purely descriptive
account of ideas, with no
development. Would not be
stimulating for an audience.
Communication
skills – writing and
tone
15%
The knowledge level of the
audience is excellently
considered in the content and
pitched at precisely the right
level. An outstanding style and
tone used which is consistent
with a keynote speech. The
work uses language and
vocabulary to an excellent
standard.
The knowledge level of the
audience is very well
considered in the content and
pitched at an appropriate
level, with some exceptions. A
very good style and tone used
which is consistent with a
keynote speech. The work
uses language and vocabulary
to a good standard.
The knowledge level of the
audience is considered in a
limited manner in the content
and pitched at a level that
would not always be
appropriate. The style and
tone used has limited
consistencies with a keynote
speech. The work uses
language and vocabulary to a
limited standard.
No consideration of the level
of knowledge of the audience.
Pitched at a level that would
be inappropriate. The style
and tone are not speech like
at all. Significant basic errors
in writing.
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2.3 Learning materials
The reading list for this module is available on Blackboard in the module area or by
searching https://uwl.rl.talis.com/index.html. This shows real-time availability of books in the library and
provides direct links to online resources, recommended by your lecturer.
Remember to log into Blackboard daily to receive all the latest news and support available at
your module sites!
Subject guides (https://www.uwl.ac.uk/library/finding-and-using-information/subject-guides-libguides)
are also available to help you find relevant information for assignments, with contact details of the
Academic Support Librarian for your School.
2.3.1 Academic Journals
In addition to the books on the reading list, the most important resources you will need to access for
your studies are academic journal papers. This are primarily found by using the online journal
databases, via the Library web pages. Some of the most useful ones for this module are:
Event Management. Database: Ingenta Connect
Facilities. Database: ABI/INFORM Collection
International Journal of Event and Festival Management. Database: Emerald Insight
International Journal of Event Management Research. Database: Freely Accessible Journals
Journal of Convention and Event Tourism. Database: Taylor & Francis Online
Operations Management Research. Database: ABI/INFORM Collection
The Service Industries Journal. Database: Hospitality & Tourism Complete
2.3.2 Specialist Software
The design requirements of the first assessment mean that you may like to use specialist design
software, such as Adobe InDesign or Microsoft Publisher. You can access these programmes by using
the computers on the University campus. Other free-to-use programmes are available online. If you are
unfamiliar with these programmes, and would like to learn, then you can access free online tutorials via
Lynda.com – whichever programme you choose must have the ability to export your final document as
a PDF for submission.
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3 Things you need to know
3.1 Attendance
Attendance is crucial for your success as a student. Over the years, it has become clear that there is a
very clear link between students’ attendance levels and their module marks, so please make sure you
give yourself the best possible chances for success through attending your classes, seminars and
tutorials. You are expected to attend all forms of learning activity associated with your course of study
regularly, and to engage in your course as required by the University’s Attendance and Engagement
Monitoring Policy. Attendance is monitored using student card swipe data so please always remember
to ‘touch-in’ with your ID card for each class you attend. This may also affect your scholarships, so
don’t forget to tap in!
International students on a Tier-4 visa have additional requirements in relation to attendance, which are
detailed in the Attendance and Engagement Monitoring Policy.
All students should refer to the published Attendance and Engagement Monitoring Policy –
https://www.uwl.ac.uk/students/current-students/policies-procedures-and-regulations
3.2 If things don’t go to plan
The University recognises that there are times when you may encounter difficulties during your course
of study and provisions are made to help you. In all cases, you should speak to your Personal
Tutor/Module Leader and seek advice as soon as possible.
If you think you need a little more time past the original deadline, you can approach your Module
Leader for a 10-day extension initially.
If an extension is not sufficient and your circumstances have prevented you from submitting on time
then you may for instance be able to apply for mitigation. You are encouraged to seek advice from the
Students’ Union Advice Service who can support you. Click the link and go to the ‘advice’ section:
https://www.uwlsu.com/
Please refer to the University Academic Regulations for further guidance on extensions and mitigation:
https://www.uwl.ac.uk/students/current-students/extensions-and-mitigating-circumstances
If you fall below the pass mark or fail to submit to all elements or part of a module’s assessments, you
will be required to do a resit, normally at the next opportunity. Resits do not involve re-enrolment and
attendance at classes.
Failure of a resit means you are required to retake the module. Retakes involve re-enrolment,
attendance, payment of tuition fee and completion of all elements of the module, and the submission of
all assessments. If your course is accredited by a Professional, Statutory and Regulatory Body
(PSRB) certain rules may apply to you; please check this with your Course/Module Leader.
Please refer to the University’s Academic Regulations for further guidance; see
https://www.uwl.ac.uk/students/current-students/policies-procedures-and-regulations
You are reminded that the University applies penalties to students who commit an academic offence, in
which case the Academic Offences Regulations will be used to deal with any cases of academic
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misconduct including examination offences, plagiarism and other means of cheating to obtain an
advantage.
If you have an issue or complaint about the module, you should speak to your Module Leader, Tutor or
Course Leader informally in the first instance. Your Course Representative can also raise your
concerns at Course Committees, which take place each semester. If you are unable to resolve it
informally, you should refer to the Complaints Procedure which is outlined in the Student Handbook
(https://www.uwl.ac.uk/students/current-students/student-handbook) and consult the Students’ Union
about it. The University aims to ensure that issues are resolved informally as quickly as possible to
have minimum impact on your studies.
3.3 Getting support for your studies
Throughout your course of study, you will have access to a wide variety of sources of support
depending on your individual circumstances and needs. Your first point of call for getting general
academic support is your Personal Tutor. As well as approaching your Module Leader with any
questions specifically related to your module and your Course Leader with questions on your Course,
do contact your Personal Tutor for academic advice in relation your studies and your academic
development.
Apart from the University-wide support framework, which encompasses the Module Leaders, Course
Leader, the Subject Librarian and your Course Administrator, you will also have at your disposal the
UWL Engagement Team. The Engagement Team offers Academic Skills Workshops throughout the
year, helping you to develop skills relevant to your degree. Workshops include for instance Essay
Planning and Writing; Critical Thinking; Reflective Writing; Group Work and Presentation Skills.
Contact the Engagement Team at: Academic.Workshops@uwl.ac.uk
Maths Support, English Language support and One-to-one academic support opportunities are also
available. For information about all these services go to the Engagement Team’s website –
https://www.uwl.ac.uk/students/support-services-for-students/engagement-team
3.4 Student support
In addition to the support listed in the previous section, there is also more help offered by UWL Student
Support Services. These are located in The Street at St. Mary’s Road, Ealing campus, but offer drop-in
sessions at all UWL sites. They offer a wide range of support and advice services consisting of Student
Advice, and Funding & Immigration advice; Careers; Counselling; Disability/Mental Health; Inter-faith
Advisor; Placement & Employment; Volunteering; Student Welfare; and Scholarships and Bursaries.
Contact Student Services (general) for more information at:
Email: studentservices@uwl.ac.uk
Tel. 0208 231 2345.
3.5 Module evaluation – have your say!
Towards the end of the module you will be invited to provide some anonymous feedback to the Module
Leader through an online survey. This is your opportunity to give some direct feedback about the
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module through a series of questions and free text. Your constructive feedback will help the Module
Leader and teaching team to understand the module experience from your perspective and helps
inform the development of the module. At the end of the survey period, a response to the survey will
be available on Blackboard so that you can see exactly how your voice has been heard.
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