a) Learning with contact teaching including assignments, project work, independent study.
b) Learning by using the work-based learning method “Work&Study” according to a plan that shows how the learning goals of the course can be obtained through the student’s work or hobby. More information from responsible teachers or academic advisors.
c) Demonstration (of earlier skills and knowledge in the course content). More information from responsible teachers or academic advisors.
Ali-Knight, Jane et al. 2009: International Perspectives of festivals and events, ch 16
Beech, Kaiser, Kaspar ed. 2014: The business of event management
de Groot, Eric and Van der Vijver, Mike 2013: Into the heart of meetings. Basic Principles of Meeting Design
Ferdinand, Nicole and Kitchin Paul J. 2012: Events Management an international approach, ch. 10, 13 and 14
Getz, Donald 2012: Event studies. Theory, research and policy for events. Ch 6 and 11.
Jackson, Nigel 2013: Promoting and Marketing Events. Theory and practice. Routledge
Reic, Ivna 2017: Events Marketing Management. A consumer perspective.
Sharples, Crowther, May, Orefice 2014: Strategic Event Creation
Yeoman et al 2015: The Future of Events and Festivals. Routledge
Selected blogs, event related sites and LinkedIn groups
Starting level and linkage with other courses
Student has completed the basic and professional studies in event planning and management or equivalent courses.
Assessment criteria - grade 1
The student can identity, list and apply the main theoretical concepts within the area of event marketing, experience design and brand activation on a basic level. With great difficulty and under strict supervision, the student partly applies problem identification, analysis and problem solving to meeting management and meeting design issues. The student creates a basic event concept to support and activate the selected brand.
Assessment criteria - grade 3
The student can describe the relevant concepts within the area of event marketing and brand activation and apply them to new contexts. The student can link the key theoretical concepts to the practical task. The student applies problem identification, analysis and problem solving to meeting management and meeting design issues. The students creates an event concept to support and activate the selected brand.
Assessment criteria - grade 5
The student uses and combines different theories to present own models within the area of event marketing, experience design and brand activation. Student is aware of other views of the knowledge and his/her use of theory and specific terminology is very accurate. S/he uses findings to compare different theories and viewpoints. The student can work very professionally with a case study. S/he can fully apply problem identification, analysis and solving to events cases. The student creates a well-founded event concept to support and activate the selected brand at a professional level.