Education

1
Education the Experience Informing Management
of Events through Informed Higher Education

• Mark Ewen and Joel Shahar,
• University of Hertfordshire
• UK

2
Outline

• Rationale
• Overall Context
• UK Academia
• UK Industry
• Key Issues
• Conclusion

3
Rationale for the Study

• Study of Events and Event Management at
  critical juncture
• Event Studies as field of study, Event Management
  as a discipline?
• To inform own practice
• To explore links between industry and academia

4
The UK Academic Context(1)

• Rapid expansion of Event Management Education in
  the UK
• 412 undergraduate courses offered for September
  2009 start with event in the title (UCAS
  2008)
• 133 postgraduate courses
• (Prospects, 2008)

5
The UK Academic Context(2)

• Regional market predominantly a domestic and
  undergraduate market at present
• Maturing of the market in some institutions
  competition has seen the creation of more
  specialist programmes and degrees
• Academic study of events at risk of becoming
  tribal (Tribe, 2004, Getz 2007)

6
UK Subject Benchmarks (1)(QAA 2008)

• Analyse and evaluate the concepts and defining
  characteristics of events as an area of academic
  and applied study
• Demonstrate a range of professional event
  planning and management knowledge and skills

7
UK Subject Benchmarks (2)(QAA, 2008)

• Recognise and value the centrality of the
  attendee and/or client and meet and respond to
  their needs and expectations
• Utilise and understand the impact of rationales,
  sources and assumptions based in policy, planning
  and delivery mechanisms in an events context

8
The UK Industry Context

• Rapid growth and importance of industry
• Increasing professionalisation of industry
• Unknown impacts of global recession

9
University context.

• USP What is the programmes?
• Internationalisation
• Innovation - vs university QA inspired
  conservatism
• Business facing and relevance

10
University context.

• Too much to put in what to leave out?
• Creative industry input
• Event Specialist sessions as opposed to generic
  modules
• Lack of suitably qualified staff

11
Conclusion Key future issues

• Definitions and professionalisation
• Critical elements will be key
• Links with industry
• Subject areas generic or specific
• Incorporation of social sciences