TLH314 International Hospitality Management
TLH314 International Hospitality Management Sunderland
Upon successful completion of this module students will be able to:
1. The impact of globalization on strategic hospitality management.
2. Traditional and contemporary approaches to management in the hospitality industries Skills
3. Critically evaluate contemporary issues in hospitality management.
4. Communicate their ideas in written form.
International Hospitality Management will cover many aspects of the hospitality industries. The focus will be on contemporary issues and as such the exact content will vary from year to year. However, topics to be included are, the impacts of globalization, strategic hospitality management, change management in the hospitality industries, international marketing and branding, global trend analysis, the impact of IT, food and the hospitality industries. Canvas & JIRA Deadline: Tuesday 15th June 2021 at 14:00
Assessment TITLE: INTERNATIONAL HOSPITALITY MANAGEMENT
This assesses learning outcomes 1, 2, 3 and 4
Maximum of 3500 words The Task:
IHG is one of the world’s leading hotel companies and their principal purpose is to provide real hospitality for everyone by recognising and respecting people and creating great guest experiences. IHG offers hotel brands that are aimed at the wider audience and are loved by millions of guests worldwide. Through their global reach IHG ensures that their services delivery also extends to their people, the environment and local communities all around the world. In the current increasingly competitive market, IHG is well placed to accelerate the growth of their core business, as well as maximise returns on new initiatives such as the addition of new brands to the portfolio, maintaining the expansion programme of Crowne Plaza Hotels in China and new locations within developing economies to include Kuala Lumpur, Bali, Chendu and the EMEAA region.
A: Using the InterContinental Hotels Group conduct a SWOT analysis of the
hospitality group (maximum 2 pages)
B: Select one of the emerging markets, which you feel is right for the InterContinental Hotels Group to seek an entry into that market and ultimately to seek medium and long term market growth. Conduct a (maximum 2 pages) PESTEL analysis of the emerging market you have
selected. All the PESTEL factors you have chosen, must have a direct or indirect relevance to the hospitality industry both on a national and international level and the InterContinental Hotels Group in A above.
C: Using Porters Generic Strategies: Ansoffs matrix and Nykiel’s fourteen hotel strategic growth options, Examine the strategic growth options that the InterContinental Hotels Group would be best to pursue within your selected emerging market, and justify how those strategies/strategy are going to help the hotel maintain market growth and long term market
□ Background on Hospitality Industry (and tourism)
□ Background to IHG
□ SWOT analysis of IHG
□ Background to Emerging markets
□ PESTEL of selected emerging market
□ Hotel strategy to be adopt and to be implemented (using strategic model
and frameworks) within the entering market
□ Justification of strategy
□ Practical application of strategy – 5 and 10 years ahead.
Notes: Add the PESTEL analysis framework and SWOT analysis framework and any company/ emerging background information as an appendix – putting the analysis of all in the main body of the report
Appendices do not count in the final word count.
All sources must be cited using Harvard referencesystem.
********************FOR WRITTENASSIGNMENTS ONLY please include below
You can find referencing information (Harvard Referencing Guide & Cite Them Right) in the Help and
Support for Students folder on Canvas. You can access ‘Cite them Right’ at the following URL: nb. You
must be logged with your User ID in to access this document.
The following document also useful for further referencing support
Wordcount: 3500 words
Please note falsifying the word count is classed as an academic misconduct.
|Exceeds limit by up to 10%||No penalty – tolerance band (see below)|
|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|
|For further information see AQH-F14 Policy on Penalties for Exceeding the Prescribed|
Word Limit for an assignment https://goo.gl/ckLmDZ.
Your reading list can be accessed directly through the module’s “My Module
Resources” site, either directly through Canvas or the library “My Module
My module resources link
Porter, M.E. (1986). What is strategy? Harvard Business Review, November-December;
Porter, M.E. (1980). Competitive Strategy. New York: Free Press, New York.
It is important to adhere to the prescribed word count limit to avoid any penalties. Your word
count excludes table of title page, table of content, any appendices and reference list/bibliography.
The word count must be stated at the bottom of your title page.
Porter,M.E.(1990).The Competitive Advantage of Nations, The MacMillan Press Ltd,
London, UK – ISBN 0-333-51804-7.
Please access your reading list from the library website. To access it, please go to
https://moduleresources.sunderland.ac.uk/and search for your module.
You will be marked in accordance to the University of Sunderland assessment criteria attached below.
The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical
Evaluation, Presentation, Reference to Literature.
10 | P a g e
Generic Assessment Criteria – Undergraduate Bachelor’s degree
Theseshould be interpreted according to the level atwhich you are working
|Grade||Relevance||Knowledge||Analysis||Argument and Structure||Critical Evaluation||Presentation||Reference to Literature|
|86 –||Thework examined isexemplary and providesclear evidenceof a complete grasp of the knowledge, understanding and skillsappropriateto the Level|
|qualification. There is also unequivocalevidence showing that all the learning outcomesandresponsibilities appropriateto that Levelare 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|
|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 thatlevel 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
eleganceof argument, interpretationor discourse andthere maybe someevidence of originality
|70 –||The workexamined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the|
|qualification. Thereis also clearly articulatedevidence demonstratingthat all the learningoutcomes andresponsibilities appropriatetothat level are|
|75%||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|
|60 –||Directly relevant||A substantial||Good|
|Generallycoherent and||Maycontain some||Well written,with||Critical appraisal of up|
|to the||Knowledge of||clear and||logically structured,||Distinctive or||Standard spelling||to date and/or|
|69%||requirements of||relevant material,||orderly||usingan appropriate||Independent||and grammar, in a||appropriate literature.|
|The assessment||showing a clear||mode of argument||thinking; may begin||readablestyle||Recognition of|
|graspof themes,||and/or theoretical||to formulatean||With acceptable||different perspectives.|
|Questions and||mode(s)||independent||format||Very good use of|
|issuestherein||position in relation||source material. Uses|
|to theory and/or||a range ofsources|
11 | P a g e
from this in less
knowledge of a
fair range of
evidence of an
appreciation of its
may be prone
argument, but may
suffer loss of focusand
at stake stated only
|Sound work which|
only in broad terms
and in uncritical
conformity to one
of the topic
written, with only
minor lapses from
|Uses a variety of|
some recent texts
literature, though not
beyond library texts.
Competent use of
of the subject
limited range of
|A basic argument is|
and there may be a
lack of clarity and
|Some evidence o fa|
view starting to be
formed but mainly
|A simple basic|
literature used. Goes
beyond the material
tutor has provided.
Limited use of sources
to support a point.
|35 –||Relevance to the||Alimited||Heavy||Little evidence of||Almost wholly||Numerous||Barely adequate use|
|39%||requirements of||Understanding of||dependence on||coherent argument:||derivative: the||deficienciesin||of literature. Over|
|The assessment||a narrow range of||description,||lacksdevelopment and||writer’s||Expression and||Reliance on|
|may be very||material||and/or on||may be||contribution rarely||presentation; the||material provided by the|
|intermittent, and||paraphrase, is||repetitive or thin||Goes beyond||Writer may||tutor.|
|may be reduced||common||simplifying||achieve|
|to itsvaguest||paraphrase||clarity (if atall)|
|challenging terms||by using a|
|The evidence provided shows that the majorityof the learning outcomes and responsibilities appropriateto that Levelare satisfied– for|
12 | P a g e
|The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The|
evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in
|15-29%||The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the|
qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be
weak in several of the indicators.
|0-14%||The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the|
qualification. The evidence fails to show that any of the learning outcomes and responsibilitiesappropriate to that Level are satisfied. The work will
be weak in the majority or all of the indicators.