Pages: 7

The case is designed to support discussions on the use of events for achieving strategic goals, particularly for place activation and creating positive long-term impacts. This practical case is applicable to students at various levels of education, from vocational training to bachelor’s and master’s levels. Participants, however, will get the most benefit from executing the case when they are able to apply knowledge of the role of events for placemaking to the case. This case is designed to be an in-class activity for group work, but it can be used as a topic for an assessment of an event design course for individual work.

Pages: 8

Placemaking is something that cities and destinations are putting more emphasis on as they seek active ways to enhance places and get people to socialise in different spaces. Cities and destinations seek to upgrade spaces or offer events to attract visitors. Students should have some background in basic tourism, event, or urban planning principles and the impact of event developments on local host communities. Having this prior knowledge will help students critically engage in placemaking principles and how planners think about the benefits of such planning for different stakeholder groups. Because the principles of placemaking are grouped into four main categorisations –that is, sociability, uses and activities, comfort and image, or access and linkages – it is ideal for the students in the class to work in groups of four as they focus on a case, and then the entire class will split into four groups.

Pages: 6

Students should list and communicate the role of both internal and external festival stakeholders regarding environmental sustainability. Answers could include the importance and role of internal stakeholders, for example, Body & Soul staff and crew (including the event manager, event production, lighting and sound etc), the sustainability team, medical and welfare, volunteers and attendees. Additionally, there are the external stakeholders, such as the role of sponsors, concessions, suppliers, artists and performers, media and the local community. Students could give further examples of initiatives adopted from other music festivals at the local or the international level, of different size and scale, to compare and contrast initiatives from the case study with their own examples. Event and festival sustainability is a central theme in event studies and a practical challenge for the events industry.

Pages: 14

Beyond traditional case-discussion methods, this case study could be explored innovatively through role-play simulations, inviting students to assume the roles of the Klein Karoo National Arts Festival’s management team during different phases of its development. Brainstorming sessions can encourage creativity in solution generation, examining diverse ways to improve festival offerings and increase patronage. In-class model designs could serve to visually represent the influence of various stakeholders and the impact of endorsements. Students should be urged to adopt a multifaceted, multimedia approach for designing their projects and presenting their findings. Furthermore, students could prepare handouts summarising key points, facilitating a tangible takeaway that reinforces learning and promotes further discussion. This eclectic blend of teaching methods can provide students with a comprehensive, immersive, and practical learning experience.

Pages: 8

This case study aims to help participants discern the impact of stakeholders on the organisation of events. It focuses on LGBTQ+ Pride events (Mardi Gras festivals) across a rural and metropolitan context. This has been done because Pride events are still generally contentious and face differing levels of prejudice between rural and metropolitan contexts and have access to different resources between each. In contrast to metropolitan areas, rural places also have smaller LGBTQ+ communities, and LGBTQ+ people experience greater prejudice based on conservative and heteronormative world views. These challenges force many LGBTQ+ people to hide their sexual orientation and/or gender identity and disassociate from other LGBTQ+ people.

Pages: 9

This case covers key topics of managing fair impact distribution and increasing support through community engagement. It could be undertaken after a lecture on event impacts. The case is mainly suited to master’s students studying event/tourism management who have an in-depth understanding of event impacts, community support and negotiation skills. Undergraduate students in their final years could also undertake the case. The case can be completed at vocational training and professional development classes. The instructor needs to introduce the case and the task. Students should be divided into four groups: residents, local businesses, event organisers and council representatives. The council representative team should assign the roles of moderator and minute taker among themselves. The moderator should be given a whiteboard and a marker, and the minute taker should be given a notebook and a pen. The case instructions and the organisation should take about 5 minutes.

Pages: 6

This case is designed for in-class implementation with brainstorming/discussion sessions. Therefore, there is no need for specific equipment other than providing participants with papers and pens to take notes. Flip charts, whiteboards, or computer presentations can be used to summarise discussion findings and share overall results with the class. The case is applicable to students at both the undergraduate and the graduate level studying tourism and event related programmes. The case is designed for group work. After the students have responded to the case study’s opening questions, the instructor goes over each group’s responses one at a time. The instructor then organizes notes under topics and thematises the discussion’s results in light of its subject matter.

Pages: 5

This case is designed for advanced-level and postgraduate students of event studies. It delves into the debates pertaining to the role of diaspora festivals in the society. The case is suitable as a class activity or can bemodified into a project requiring students to complement this with written assessment. It is not intended for junior students with little knowledge of events and their impacts in the wider environment. Students should be provided with flip charts and/or smart/whiteboards in order to facilitate group discussion and presentation of ideas. Handheld smart devices can be used and students should also be encouraged to use their own devices to enrich their findings during the exercise. For instance, festivals are known to bring communities together and thought to create a sense of belonging.

Pages: 10

This case emphasises the principles, process and success criteria when designing, planning, staging and evaluating a non-ticketed event to activate place in a limited timeline. It is applicable to all types of tourism, hospitality and event management programmes, especially to those where the focus is on creatively equipping students with managerial skills. Acknowledging the fundamental rationale for undertaking cases is intended for participants to learn from the process and ensuing decisions, lecturers are recommended to discuss the key issues and criteria of successful events following the execution of the case. Role-play works well for this case where each team simulates an event committee taking on a different role, for example, event coordinator, marketing officer, finance officer, operations manager, risk manager and research officer, to develop their own team’s concept and plan.

Pages: 5

This case is designed for students of any event planning course based on a project management perspective, particularly those requiring students to host live course events. The teams should ideally sit in a circle to promote discussion and equality without any hint or suggestion of superiority. Just like in real-world brainstorming sessions, students should have a pen and paper. If not, a smart device is much more preferred to enable internet browsing and the sharing of digital information. Students can be provided with flip charts and/or smart/whiteboards in order to facilitate group discussion and brainstorming of ideas. The case is suitable for different class sizes which should be commensurate to the scale and scope of the course event required.

Pages: 11

This case study is designed to be delivered over the duration of a semester (approximately 12–13 weeks). There are six steps for this case study, and students will be expected to complete one task fortnightly, to fulfil each step. The intervening week should be spent exploring the underlying entrepreneurship and innovation concepts, and background reading. Students are encouraged to move beyond the event and leisure literature and investigate studies and sources from business and management disciplines. It will take approximately 90 minutes to complete each ‘step’, and in addition students should spend approximately 90 minutes reading in between each phase of implementation. The diagnostic framework tool, which forms the central part of this case, can be completed on either an individual basis, or as a part of group work. If completed as group work, the timeline for completion can be adjusted, and it is recommended that students are then allocated ‘steps’ to complete within their group.

Pages: 8

This case is designed for senior undergraduate students. Students should already have a foundation in event management, recreation management, or tourism management with exposure to basic programme planning and implementation. This case is designed to be completed in both small and large groups. At the conclusion of the case, the groups are encouraged to gather together to share knowledge gained. The case requires students to undertake online research, complete assessments, engage in role-play, and analyse a scenario. Group and class discussions will ensure that student learning is shared. The case is based on completion of a threat assessment, emergency management scenario creation, tabletop exercise development, and emergency planning goals and objectives.

Pages: 9

This case can be conducted with undergraduate and graduate students. As undergraduate classes may be more crowded, class-specific changes must be made in the application method. The case study may be repeated, or the six thinking hats method must be applied within the frame of different samples and cases in order for all participants in the classroom to be able to perform an application. Another option is that the instructor will wear a blue hat and have all the participants in the classroom take part in the process for the rest of the hats. The decision must be made based on the class size and the benefit of all or of the majority of the participants.

Pages: 9

Upon completing the case, participants will be able to: appreciate that festival experiences vary depending on a variety of factors including party composition; understand that festival experiences are dynamic and vary by time and space during a festival; understand more about the nature of the solo festival attendee experience and how it differs from attendees who experience festivals as part of couples/groups; and devise recommendations to improve the experience of solo attendees.

Pages: 10

This case aims to increase understanding of inappropriate behaviour at live music events and the consequences to those facing such behaviour. The participants should be aware of general principles of equality. It is noted that legislation, rules and regulations are not the same everywhere in the world. In some societies, the principles that are described here are not in force, and this exercise might not be suitable for such societies, since execution of the case study might endanger students’ safety if talking or writing about minority rights is a punishable action. It should be noted that discussions might involve personal experiences of inappropriate behaviour, and one should take care to respect everyone’s experiences, and their feelings and emotions should not be questioned.

Pages: 7

This case is most suitable for group work, and as it does not require prior extensive knowledge of any particular aspects of event management, is suitable for those studying at any level (undergraduate or postgraduate). It is designed to be flexible so that it can be completed regardless of which new technologies are current or predicted – although the case relates to artificial intelligence, no specific details are provided on what software or hardware is being used. No specific equipment is required for this case except access to the internet. The case involves group work and therefore for in-person classes, access to whiteboards or similar collaborative tools is required.

Pages: 6

Upon completion of the case, participants will be able to: establish criteria for creating a hybrid music festival which foregrounds the importance of accessibility, inclusion and equity; evaluate digital hosting platforms available for use; decide which is the best platform to use for a hybrid event; consider the pros and cons of different digital platforms in respect of how they can promote or hinder access, inclusion and equity goals, and; develop criteria for choosing a platform for a hybrid music festival that foregrounds accessibility, inclusion and equity in its presentation of both visual and textual content.

Pages: 10

For larger classes, more than one HOTEL team can be created so that the bidding proposals of the teams can be compared. If teams can be created, the HOTEL team is expected to present its bidding proposal to the FED team; hence, a class equipped with a computer and a projector is recommended. The task of the HOTEL team is, therefore, to prepare a bidding proposal containing all the information required in hosting the championship. While the HOTEL team works on how best to present the establishment as the next host, the FED team works on what criteria the hotel should be assessed as a potential host. Such factors may also be considered by the teams in their bidding proposals. This phase starts with the HOTEL team presenting their bid proposal.

Pages: 5

This case uses a problem-based learning approach through a video case study of a real-world scenario of an event venue responding to an RFP as part of the corporate sales process. Students will role-play as the venue’s sales staff to work in identifying and assessing the venue’s resources and capability to meet the needs of the potential client. In doing so, the students will have to craft a proposal to host the event, which will then be presented to the class. The case is designed to be implemented in small groups during an in-person or virtual class. However, the case could be assigned as a project or a take-home assessment as well. The case involves watching a series of videos, reading the case, researching the case and reviewing the included RFP document.

Pages: 13

Upon completion of this case, students will be able to: The duration is approximately 90 to 120 minutes depending on the number of student teams created. Following this optional introduction, the class should be divided into teams and the first part of the case should be handed out. After team presentations, the teams are provided with the second part of the case. This second part actually offers some answers to the questions raised in the first step, such as the clauses of a stand contract, alternative stand types and the sections created for different purposes on the festival site. Similarly, daily excursions were organised from nearby cities, and various gastronomy clubs and schools across the country booked hotels for their members and students, who stayed in the town throughout the festival duration.

Pages: 7

This case requires background knowledge in event marketing, management and sponsorship, but does not require background knowledge of ethics. As the case is highly reflective and requires students to consider what can seem to be difficult questions of right and wrong, this case is most suitable to final-year undergraduate students, or master’s students who are studying event management or a related subject. The case is designed for group work. No specific equipment is required for this case except access to the internet. The case involves group work and therefore for in-person classes, access to whiteboards or similar collaborative tools is required. It is important for teachers to prepare students in advance by presenting the background information on ethical intensity and ethical decision-making principles.

Pages: 7

This case requires general knowledge about cultural and event provision, organisation and management as well as participation. It is more suitable to students at bachelor’s or higher level of education. It includes lecturing, discussion in class and group work. Execution of the case requires a computer or a phone with an internet connection that is needed for data search as part of group assignments. The class can be organised in-person or online. The case is analysed, and the assignment is carried out in small groups during the class. The participants’ virtual or in-person class attendance is essential. Festivals are short-term, recurring and time- and place-bound phenomena and a project-based way to organise varied artistic and cultural contents for manifold audiences. Festival organisers must be skilled both in building a supportive network and in managing their stakeholder relationships.

Pages: 10

This case presents participants with the real-life problem of securing the financial future of the Terras sem Sombra Festival in Alentejo, Portugal. Through a genuine case study, rather than a hypothetical event, the problem is brought to life and made tangible through greater depth of insight into the characteristics and complexities that must be considered in addressing the problem. The learning objectives are intended to prompt creative and innovative thinking to ultimately develop and present a credible plan for securing the Festival´s financial future. The exercise can be conducted as a formative or a summative task according to two learning pathways. The case is intended as a formative or summative two-session discursive group class activity supported by self-directed learning. A classroom with sufficient space for groups to spread out and work on their ideas is an ideal working environment.

Pages: 9

This case study should be undertaken after a lecture session on event impacts. It focuses on evaluating the impact of a cultural art event. A cultural art event is defined as a special event that often displays multiple cultural expressions, including literature, visual arts, and performing arts. The main aim of this event is to promote cultural diversity. The event is often organized by the government and supported by the local community, individual artists, or cultural organizations—several examples of cultural art events include performances, workshops, exhibitions, and festivals. Participants from postgraduate students in tourism or event management are targeted to answer the case study. However, undergraduate students in their final year could also be participants.

Pages: 9

This case is designed for 20–25 students at second- or third-year undergraduate level, but could equally be given to postgraduate students. It requires them to be divided into five groups. For larger groups, several teams can do the same well-being activity, then compare and discuss their experiences. The optional assessment task can be used as either a group or an individual assessment. Ideally, this case should be taught on a busy and stressful day for students, for example, if they have already had two or three other lectures and seminars on the same day, have an assignment due, or as part of an all-day class or workshop. The case uses well-being activities, reflexive class discussion and group work as teaching methods.

Pages: 7

This chapter provides cases of four learning objectives to support students in gaining new knowledge, skills and competencies. This case delivers teaching and learning activities which are designed to provide background knowledge on requisite subjects and concepts. It is targeted at undergraduate students of ‘Events Management’, ‘Music’ or related subjects and is designed to facilitate group discussion amongst a cohort of up to 24 students. To prepare for the session instructors will need to set up a forum on the course’s virtual learning environment to facilitate individual student responses and text-based discussion. Instructors will also need to prepare three ‘micro lecture’ presentations. The reader will also be invited to complete a Likert scale measuring perceptions of liveness for ICT-enhanced performances at, or emanating from, music festivals, which has been devised by the author during a series of research projects.

Pages: 12

DogFest is promoted as a celebration of dogs. Within a wider programme aimed at having fun, DogFest delivers opportunities for dog owners, dog trainers and the wider community to learn about wildlife aversion dog training. The case aims to introduce wildlife aversion, a behaviour that dogs can perform to protect and avoid wildlife. Some dog owners attending the event signed up for training programmes that embedded wildlife aversion as one behaviour within a wider 4-week dog training programme. There are a variety of resources available such as dog obedience training schools, books, television shows and webinars from experts that are designed to enable current or potential dog owners to learn about and gain the skills to manage their dog’s behaviour. One module provides dog owners with wildlife aversion training techniques, while other modules take dog owners through the steps needed to walk nicely on a lead, come when called, and to keep dogs safe.