Bachelor of Arts (BA)
BA Education, Leadership and Culture
This course combines theory and practice, preparing you for innovative leadership roles across diverse cultural settings.
- Typical A-level offer: ABB
- Typical contextual A-level offer: BBC
- Refugee/care-experienced offer: BBC
- Typical International Baccalaureate offer: 34 points overall with 6,5,5 at HL
Course unit details:
Edutainment and Leisure
Unit code | EDUC31691 |
---|---|
Credit rating | 20 |
Unit level | Level 6 |
Teaching period(s) | Semester 1 |
Available as a free choice unit? | Yes |
Overview
We discuss the origins of the term ‘Edutainment’ in order to critique how education and entertainment can be strategically planned within the leisure experience. For the assessment students on this unit will complete a quantitative study to analyse consumer opinions on Edutainment in a Leisure context/organisation. The quantitative data will be provided to students on the unit. Through analysis of consumer opinions students on this unit will present recommendations on effective edutainment for leisure organisation managers.
Aims
1. Critically analyse Edutainment in Leisure contexts in order to explore current practices, policy and social activities.
2. Examine how edutainment is consumed in leisure contexts through seeking consumer perspectives.
3. Analyse consumer perspectives on edutainment in leisure in order to offer recommendations on effective edutainment for leisure.
Teaching and learning methods
Students will be taught on campus and these classes will be supported with online learning materials.
Knowledge and understanding
Demonstrate knowledge and understanding of edutainment located in the leisure industries.
Demonstrate knowledge and understanding of consumer opinions on edutainment in leisure contexts.
Intellectual skills
Application of existing theoretical frameworks on edutainment to leisure contexts.
Analysis of primary data results in order to synthesise recommendations for industry managers.
Practical skills
Gather secondary qualitative and quantitative sources to support the design of a quantitative research instrument.
Analyse, and present results of quantitative analysis.
Transferable skills and personal qualities
Ability to gather secondary data and apply to analysis of primary quantitative data.
Ability to present information to leisure managers from a quantitative study
Ability to discuss and reflect on edutainment from a small scale study.
Assessment methods
Assessment task | Length | How and when feedback is provided | Weighting within unit (if relevant) | ||||||
LinkedIn post to attract leisure business/organisation owners questions on Edutainment | 200 words | Via Online Professional Forum | Formative | ||||||
Presentation
OR
Essay | 30 minutes
Via Turnitin Addis, M. (2005), "New technologies and cultural consumption – edutainment is born!", European Journal of Marketing, Vol. 39 No. 7/8, pp. 729-736. https://doi.org/10.1108/03090560510601734 Hertzman, E., Anderson, D. and Rowley, S. (2008). Edutainment heritage tourist attractions: a portrait of visitors’ experiences at Storyeum. Museum management and curatorship (1990), 23(2), pp.155–175. Huey, L. and Broll, R. (2017). Punishment as Sublime Edutainment: ‘Horrid Spectacles’ at the Prison Museum. In The Palgrave Handbook of Prison Tourism. London: Palgrave Macmillan UK, pp. 517–539. Lepouras, G. and Vassilakis, C. (2005). Virtual museums for all: Employing game technology for edutainment. Virtual reality : the journal of the Virtual Reality Society, 8(2), pp.96–106. Rossetti, G., Wyatt, B., Ali-Knight, J., (2022/23) Festivals and Edutainment, Routledge Critical Event Studies Research Series, Seraphin, H. and Yallop, A. (2020). An analysis of children’s play in resort mini-clubs: potential strategic implications for the hospitality and tourism industry. World leisure journal, 62(2), pp.114–131. Stebbins, R.A. (1999). Educating for serious leisure: leisure education in theory and practice. World leisure & recreation, 41(4), pp.14–19. |