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Talk to an Expert| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | University of Sunderland | Module Title | MGMT1001 Global Destinations |
| Word Count | 3,000 Words |
|---|---|
| Academic Year | 2026 |
By the end of this module, successful students will be able to do the following:
Assessment Method: Individual Report 100 % assessing learning outcomes 1, 2, 3, and
MAXIMUM WORD COUNT: 3,000 words
Scenario
You need to answer the following questions about your country of choice (you are given an indicative word count for each section):
A. When and how did the country’s current tourism industry develop (800 words (+/- 10%))?
B. What core advantages and assets does the country have to attract tourists (800 words (+/- 10%))?
C. What core challenges does the country face in attracting tourists, and how are they addressing key issues internationally concerning strategies for the development and the planning and management of tourism in the country (800 words (+/- 10%))?
You must also provide an overall introduction and an overall conclusion of 300 words each (+/- 10%)
For each of the sections A, B and C, you have to use reputable and reliable sources to inform your work, such as textbooks, government documents, journal articles and articles from popular media publications with a strong editorial policy.
It’s critical to note that the writing of 800 words for each section must provide your own fundamental findings and critical analysis (structured around a few main ideas).
Other things to include in the assignment include literature sources
You should include a range of figures, such as images, tables, maps and diagrams, etc., to illustrate your work. Make sure that all figures are labelled and discussed in the text (list them as fig.1, fig.2, fig.3, etc., and make sure your label details briefly what they show).
To reiterate, you must use the Harvard referencing system to record where in the text you have used references and also to create a reference list listing all references used at the end of your text.
You can use direct quotes, but not too many, as these are relatively short pieces of work. In this context, indirect quotes have two advantages over direct quotes: they show you have understood what you have read and that you can incorporate its meaning into your essay. In some situations, direct quotes are preferable; for example, where the actual words used are difficult or impossible to paraphrase or where you think the words say something very meaningful. In all cases, sources should be used to provide support for your argument. You should never just use sources for the sake of it.
Note: Include figures, tables, statistics, graphs, academic journals, as well as magazines, internet and newspaper current information, from reliable sources to support your justification.
You must use Times New Roman point 12- and double-line space. It is important to adhere to the prescribed word count limit to avoid any penalties. Your word count excludes the table of contents, table of title page, any appendices and reference list/bibliography. The word count must be stated at the bottom of your title page. Please note that falsifying the word count is classed as academic misconduct.
For further information regarding Assessment Regulations, extenuating circumstances or extensions and academic integrity, please refer to your Programme Handbook on the University of Sunderland in London information page on Canvas.
It’s important to adhere to the prescribed word count limit to avoid penalties. Your word count excludes the table of title page, table of titles, table of contents, any appendices and reference list/ bibliography.
Please note that falsifying the word count is classed as academic misconduct.
WORD COUNT PENALTIES Exceeds no penalty – tolerance band (see limit by up to 10%)
|
Exceeds limit by 10 1-20% |
5 percentage points |
|
Exceeds limit by 20 1-30% |
10 percentage points |
|
Exceeds limit by 30 1-40% |
15 percentage points |
|
Exceeds limit by 40 1-50% |
20 percentage points |
|
Exceeds limit by more than 50% |
Mark of zero |
Link to Guidance for Students on the penalty for exceeding the limit for assessed work: Guidance for Students on the Penalty for Exceeding the Limit for Assessed Work
There are currently two steps that you need to follow to ensure that you successfully submit your work for marking. Your submission links will become available approximately 3 weeks before your submission deadline, along with detailed instructions on how to submit your assignment, but in the meantime, please feel free to also watch this Assignment Submission Instructions video. Assignment Submission Instructions video.
You will be marked in accordance with the University of Sunderland assessment criteria attached below. The assessment criteria cover: Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, and Reference to Literature.
Marking guide Assessment (Rubrics):
| Section | Details | Marks |
|---|---|---|
| A: Introduction |
|
20 |
| Main Body | ||
| B: Use a variety of relevant academic sources, provide specific examples from the chosen destination/country, and discuss: |
|
30 |
| C: What core challenges does the country face in attracting tourists, and how are they addressing key issues internationally concerning strategies for the development, planning, and management of tourism in the country |
|
30 |
| Conclusion and Recommendations | Provide an appropriate conclusion and recommendations for further improvement. | 5 |
| References | Present your citations and reference list using the Harvard referencing style. Include academic journals as well as magazines, the internet and newspapers for current information from reliable sources | 10 |
| Overall format and presentation of your work |
Please present your paper following the recommended structure and ensure you use:
|
5 |
| TOTAL | 100 marks |
These should be interpreted according to the level at which you are working
| Categories | Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature |
|---|---|---|---|---|---|---|---|---|
| 86 – 100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | |||||||
| 76-85% | The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level, it is expected that the work will be excellent in the majority of the categories cited above, or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse, and there may be some evidence of originality | |||||||
| 70 – 75% | The work examined is of a high standard, and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. | |||||||
| 60 – 69% | Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Good analysis, clear and orderly | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up to date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources | |
| 50 – 59% | Some attempt to address the requirements of the assessment: may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance | Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose | Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms | Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic | Competently written, with only minor lapses from standard grammar, with acceptable format | Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material. | |
| 40 – 49% | Some correlation with the requirements of the assessment but there are instances of irrelevance | Basic understanding of the subject but addressing a limited range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence | Some evidence of a view starting to be formed but mainly derivative. | A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader | Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. | |
| 35 – 9 %require | Relevance to the extent of the understan ay be a contribution ay be reduced com to its vaguest and cl A limited ding of a on escription, rarely an expression, and may be a paraphrase, writer's parity (if at all), only least Heavy dependence on the argument: lacks development, | very intermittent, may achieve tutor. Challenging by using Little evidence of coherent development, the writer’s efficiency is a material paraphrase, repetitive, simplistic or almost wholly derivative in literature. Over-reliance or thin goes beyond simple. Numerous assessments may be narrow in presentation; the Barely adequate use of a wide range of and/or on and aterial provided by the and |
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