SPORT AND INTERNATIONAL DEVELOPMENT

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N325602
Module Leader n/a
School Glasgow School for Business and Society
Subject Tourism, Events and Sport
Trimester
  • B (January start)

Summary of Content

This module is a critical appreciation of international development and sport. Key concepts such as volunteer tourism, sustainable development and ethical practices will be explored through the lens of sport for development. UN Sustainable Goals and PRME principles will form part of the module - students will explore sport and international development critically in relation to these. Students will be encouraged to look critically at assumptions made by those in more "developed" countries and to appraise the impact of development on those being "voluntoured" or "helped" in the programmes. Host cities and nation states will form case studies for understanding the impact of major sport events and international development. Guest speakers will be used to bring the topics to life. Students will be asked to present case studies to the rest of the group as part of the seminar series which will then c ontribute to part of the portfolio assessment.

Syllabus

Volunteer tourism Sustainability Empowerment Events and International Development Health and International Development Sport for development and peace Sport and nation building Post-colonialism Legacy of major events and International Development Host cities and International Development Ethical issues in sport and International Development

Learning Outcomes

On successful completion of the module, the student should be able to:1) Critically appraise the impacts of volunteer tourism and hosting major events on international development2) Critically evaluate the imbalance of power in international development and apply it to various contexts and case studies3) Analyse international development through sport in relation to UN Sustainable Goals4) Evaluate ethical practices in International Development including the application of PRME principles

Teaching / Learning Strategy

The module will be delivered through a series of lectures including guest speakers. This will be supported by 2 hour seminars where case studies will be presented by students and analysed by the students using concepts and principles they have gained from the lectures. These case studies and the applications relating to them will form the basis of the portfolio submission. Additionally each student will be able to choose one aspect of sport and international development to focus on in-depth for coursework 2 (essay). GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCU Learn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within three working weeks of submission. Internationalisation Strategy of the Curriculum: Throughout this module, students will be exposed to various international examples and case studies relating to international development in order to contextualise the theoretical underpinning of these module. This module will utilise guest speakers who have been involved in sport for international development projects.

Indicative Reading

Books and articles: International Inspiration (2010). International inspiration: Transforming lives through sport . London: British Council, UNICEF, UK Sport. Jarvie, G. (2012). Sport, Culture and Society: An Introduction . London: Routledge. Kidd, B. (2011). 'Cautions, questions and opportunities in sport for development and peace', Third World Quarterly, Vol. 32, No. 3: pp. 60 3-609. Larkin, J., Razack, S., and Moola, F. (2007). Gender, sport and development. [Internet] International Working Group on Sport for Development and Peace <http://www.righttoplay.com/International/news-and-media/Documents/Policy%20Reports%20docs/Literature%20Reviews%20SDP.pdf> [Accessed 13 December 2012]. Levermore, R. and Beacom, A. (2008). 'International policy and sport-in-development', in Girginov, V. (ed) Management of Sports Development . London: Elsevier, pp. 109-126. Levermore, R. & Beacom, A. (2009). Sport and International Development. Basingstoke; Palgrave Macmillan.? Lindsey, I. and Banda, D. (2011). 'Sport and the fight against HIV/AIDS in Zambia: A 'partnership approach'?', International Review for the Sociology of Sport , Vol. 46, No. 1: pp. 90-107. Lindsey, I. and Grattan, A. (2012). 'An 'international movement'? Decentring sport-for-development within Zambian communities', International Journal of Sport Policy and Politics Vol. 4, No. 1: pp. 91-110. McGehee, N. and Andereck, K. (2009). 'Volunteer tourism and the voluntoured : The case of Tijuana, Mexico', Journal of Sustainable Tourism , Vol. 17, No. 1: pp. 39-51. Palmer, C. (2013). Global Sport Policy . London: SAGE Reid, F. & Tattersall, J. (2017). International sport volunteering and social legacy: impact, development and health improvement in Lusaka, Zambia in Wise, N. & Benson, A. (Eds.) International Sports Volunteering . Abingdon: Routledge. Wearing, S. & McGehee, N. (2013). Volunteer tourism: A review. Tourism Management , Vol. 38, pp. 120-130. Journals: Sport In Society European Sport Management Quarterly Leisure Studies Managing Leisure Sport Education & Society Tourism Management International Review for the Sociology of Sport

Transferrable Skills

By the end of this module students will have gained competence in the following key areas: -360 Communication and presentation skills Interactive and group skills Critical thinking Independent learning Critical writing skills Self-Confidence Desire to go on learning Time management Ability to work in teams Independent learning

Module Structure

Activity Total Hours
Seminars (FT) 12.00
Independent Learning (FT) 114.00
Assessment (FT) 50.00
Lectures (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 30.00 35% Portfolio of case studies and reflections 1200 words (week 12)
Course Work 02 n/a 70.00 35% Individual essay 2800 words (week 14)