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TLH314 International Hospitality Management

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TLH314 International Hospitality Management Sunderland

Question 2020/1
Learning outcomes.
Upon successful completion of this module students will be able to:
Knowledge
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.
Content Synopsis
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
CODE: TLH314
CREDITS: 20
ASSESSMENTMETHODS: Report100%
This assesses learning outcomes 1, 2, 3 and 4
Maximum of 3500 words The Task:
Background information
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
share.

Suggested Structure:
□ Introduction
□ 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.
□ Conclusion
□ References
□ Appendices
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.
https://my.sunderland.ac.uk/mod/uos_learning/graphics/documents/cite.swf
The following document also useful for further referencing support
https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-
3087/AQH-K1+Bibliographic+References.pdf
Wordcount: 3500 words
Please note falsifying the word count is classed as an academic misconduct.
WORD COUNTPENALTIES

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.

ReadingList
Your reading list can be accessed directly through the module’s “My Module
Resources” site, either directly through Canvas or the library “My Module
Resources” link.
My module resources link
https://moduleresources.sunderland.ac.uk/#/list/14294
SupportReading:
https://moduleresources.sunderland.ac.uk/#/list/14294
Porter, M.E. (1986). What is strategy? Harvard Business Review, November-December;
61- 78.
Porter, M.E. (1980). Competitive Strategy. New York: Free Press, New York.
Porter,M.E.(1985).CompetitiveAdvantage:CreatingandSustainingSuperiorPerformance.
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.
ReadingList
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.
Grading
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.
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Generic Assessment Criteria – Undergraduate Bachelor’s degree
Theseshould be interpreted according to the level atwhich you are working

Categories
GradeRelevanceKnowledgeAnalysisArgument and StructureCritical EvaluationPresentationReference to Literature
86 –Thework examined isexemplary and providesclear evidenceof a complete grasp of the knowledge, understanding and skillsappropriateto the Level
100%ofthe
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
evaluation,originality,andeleganceofargument,interpretation ordiscourse.
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
particularlycompellingevaluationand eleganceofargument,interpretationordiscourse.
60 –Directly relevantA substantialGood
analy
sis,
Generallycoherent andMaycontain someWell written,withCritical appraisal of up
to theKnowledge ofclear andlogically structured,Distinctive orStandard spellingto date and/or
69%requirements ofrelevant material,orderlyusingan appropriateIndependentand grammar, in aappropriate literature.
The assessmentshowing a clearmode of argumentthinking; may beginreadablestyleRecognition of
graspof themes,and/or theoreticalto formulateanWith acceptabledifferent perspectives.
Questions andmode(s)independentformatVery good use of
issuesthereinposition in relationsource material. Uses
to theory and/ora range ofsources
practice.

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50 –
59%
Some attemptto
addressthe
requirements of
the assessment:
may driftaway
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 attemptto
constructa coherent
argument, but may
suffer loss of focusand
consistency,with issues
at stake stated only
vaguely,or theoretical
mode(s)couched in
simplistic terms
Sound work which
expressesa
coherent position
only in broad terms
and in uncritical
conformity to one
more standard
views
of the topic
Competently
written, with only
minor lapses from
standard
grammar,with
acceptable format
Uses a variety of
literaturewhich
some recent texts
and/or appropriate
literature, though not
necessarilyincluding
substantive amount
beyond library texts.
Competent use of
source material.
40 –
49%
Some
correlation with
the
requirements of
the assessment
but thereare
instancesof
irrelevance
Basic
understanding
of the subject
but addressinga
limited range of
material
Largely
descriptive or
narrative,
with little
evidence of
analysis
A basic argument is
evident,but mainly
supportedby assertion
and there may be a
lack of clarity and
coherence
Some evidence o fa
view starting to be
formed but mainly
derivative.
A simple basic
style butwith
significant
deficienciesin
expression or
format thatmay
pose obstaclesfor
thereader
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 –Relevance to theAlimitedHeavyLittle evidence ofAlmost whollyNumerousBarely adequate use
39%requirements ofUnderstanding ofdependence oncoherent argument:derivative: thedeficienciesinof literature. Over
The assessmenta narrow range ofdescription,lacksdevelopment andwriter’sExpression andReliance on
may be verymaterialand/or onmay becontribution rarelypresentation; thematerial provided by the
intermittent, andparaphrase, isrepetitive or thinGoes beyondWriter maytutor.
may be reducedcommonsimplifyingachieve
to itsvaguestparaphraseclarity (if atall)
andleastonly
challenging termsby using a
simplisticor
Repetitious style
The evidence provided shows that the majorityof the learning outcomes and responsibilities appropriateto that Levelare satisfied– for
compensation consideration.

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30 –
34%
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
someoftheindicators.
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.

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