Clearing offers from 48 UCAS tariff points.
Brayford Pool
3-4 Years
N832
Are you ready to shape the future of one of the world's largest and most rapidly developing industries? The global tourism sector is a dynamic powerhouse, offering an array of exciting career opportunities across diverse fields - whether as a travel consultant, tour operator, destination manager, event coordinator, hospitality manager, or sustainability officer.
Our BA (Hons) International Tourism Management is designed to give you the expertise and confidence to thrive in this fast-paced, ever-changing industry. You can explore vital issues and strategies in international tourism planning and management, with the flexibility to tailor your learning to your personal interests and career ambitions. From managing global travel operations to promoting unique destinations or driving sustainable practices, this degree prepares you to take the lead in a thriving industry with limitless potential.
Are you ready to shape the future of one of the world's largest and most rapidly developing industries? The global tourism sector is a dynamic powerhouse, offering an array of exciting career opportunities across diverse fields - whether as a travel consultant, tour operator, destination manager, event coordinator, hospitality manager, or sustainability officer.
Our BA (Hons) International Tourism Management is designed to give you the expertise and confidence to thrive in this fast-paced, ever-changing industry. You can explore vital issues and strategies in international tourism planning and management, with the flexibility to tailor your learning to your personal interests and career ambitions. From managing global travel operations to promoting unique destinations or driving sustainable practices, this degree prepares you to take the lead in a thriving industry with limitless potential.
Tourism, Transport and Travel is ranked in top 10 in the UK for teaching*
Study abroad during the second year
Hands-on experience during a professional practice year
Optional study visits to various locations
Graduates working at Sonesta Resort Hilton and The Bear Grylls Adventure
*National Student Survey 2024 (out of 60 ranking institutions)
In the first year, the programme provides you with a solid foundation in tourism management, exploring the key principles that shape the tourism experience. Essential business modules are also included to help develop a strong understanding of business and management concepts. In the second year, the focus shifts to more advanced topics, including tourism planning, development, and the global impact of tourism. Students will examine the influence of tourism on society and the environment, as well as strategies for promoting sustainability in the industry. The programme also covers the importance of accessibility in tourism, ensuring that services are inclusive for all visitors. In the final year, students apply their skills in real-world tourism contexts, gaining insights into contemporary industry challenges, global tourism trends, and business strategy, while completing a final project that allows them to specialise in an area of their interest.
You are taught through a mix of lectures, seminars, workshops, and field visits. On average, each module has a one hour lecture and a one hour seminar/workshop per week, for 10 to 12 weeks. Delivery and all module information are confirmed prior to the start of each module in the module handbook. Assessment dates are included in the handbooks together with the task and any other key assessment information. All modules are supported by Blackboard e-learning and all slides are uploaded on the bespoke module Blackboard site.
In the first year, the programme provides you with a solid foundation in tourism management, exploring the key principles that shape the tourism experience. Essential business modules are also included to help develop a strong understanding of business and management concepts. In the second year, the focus shifts to more advanced topics, including tourism planning, development, and the global impact of tourism. Students will examine the influence of tourism on society and the environment, as well as strategies for promoting sustainability in the industry. The programme also covers the importance of accessibility in tourism, ensuring that services are inclusive for all visitors. In the final year, students apply their skills in real-world tourism contexts, gaining insights into contemporary industry challenges, global tourism trends, and business strategy, while completing a final project that allows them to specialise in an area of their interest.
You are taught through a mix of lectures, seminars, workshops, and field visits. On average, each module has a one hour lecture and a one hour seminar/workshop per week, for 10 to 12 weeks. Delivery and all module information are confirmed prior to the start of each module in the module handbook. Assessment dates are included in the handbooks together with the task and any other key assessment information. All modules are supported by Blackboard e-learning and all slides are uploaded on the bespoke module Blackboard site.
Amelia's Journey
Hear from Amelia, an International Tourism Management student at Lincoln International Business School, who shares her journey about studying at the University of Lincoln.
The course is recognised by the Tourism Management Institute (TMI), which is a professional organisation for anyone working in tourism destination management. TMI’s recognition scheme provides an assurance that a course meets a set of criteria, benchmarks, and standards aligned to the needs of the broadly-defined tourism sector. This enhances the relevance of courses and the future employment prospects of graduates.
The aim of this foundation module is to provide students with a systematic introduction to the business environment within which enterprises of all types must operate. It can be seen as a stand alone module or one of three explaining the micro, macro and international perspectives that can be applied. The aim of this set is to systematically explore a range of specific issues that presents business with a set of ever-changing complex challenges.
This module is designed to provide an introduction to basic business finance for non-specialist students. The module explores the essential elements of business finance, which are required for a career in business, in any discipline.
Sporting mega events like the Olympics and Paralympics are dynamic and multifaceted occasions embracing a range of fundamental management practices. Focusing on several of these key management concerns including events management, sports management, tourism management, marketing, and advertising, this module will provide students with an opportunity to critically examine the ways in which each subject is considered across the Olympic and Paralympic event lifecycle.
This module is designed to introduce students to the principles and theories underpinning the discipline of organisational behaviour. The module draws on multiple levels of analysis to explain how individual differences, group dynamics and processes, culture, leadership, and organisation design affect behaviour. The module aims to develop students’ abilities to engage in critical analysis, evaluation, and argumentation through practical application of classic and contemporary research to a variety of work contexts.
This semester-long module introduces the basics of marketing theory and practice, aimed at students with little or no prior marketing knowledge. It covers key marketing principles, providing a foundation for more advanced modules. Students will learn essential marketing concepts, both in business and within a broader social context. Seminars focus on communication and collaboration, using specific marketing examples and case studies. The course starts with guided learning, such as required readings and tutor-led discussions, and gradually shifts towards independent work, where students select their own readings and actively participate in seminars. The coursework requires students to create marketing media assets and collaborate with peers. The hands-on activities will also prepare students for future business modules, with skills in digital marketing that are valuable for career development.
This module explores both supply and demand perspectives to explore students to the interrelationships between different sectors in the industry and the complexity of tourist motivations, decision making, and needs. Students can also use case studies to examine the impacts of tourism, showing both the positives and negatives of the industry. This module aims to raise students’ awareness on global issues in tourism, enabling them to use responsible and effective practice in their careers.
The aim of this module is to enable students to be culturally agile and be able to move between different linguistic and cultural contexts and to establish strong foundations in the English language. Students’ current knowledge will be consolidated by providing a thorough grounding in the fundamental aspects of grammar, together with a communicative approach for understanding and using the language. An emphasis on a growing degree of independent study will be fostered.
The aim of this module is to enable students to be culturally agile and be able to move between different linguistic and cultural contexts. This module will boost the students’ creative thinking skills and improve their ability to make decisions through enhanced concentration, multitasking capabilities, and greater listening skills which will enhance their future employment opportunities.
In a highly competitive and globalised tourism, events, and sports business industry, businesses active in these fields are constantly struggling to attract local national and international visitors, attendees, fans, or funding. These are truly global industries, constantly struggling for resources. Crucial to their development and success is being able to research the needs of their customers and other stakeholders, the impacts they have on the industry, markets, and destinations, as well as their available resources. Research is an integral part of the tourism industry and tourism management. Upon completion of this module, students should be able to evaluate the significance and use of published data and original research within tourism, events and sports business management; develop and implement research strategies appropriate to the study of these interconnected industries and their stakeholders; and collect, analyse, interpret, and present data that supports local and global tourism, events and sports businesses in their decision-making process. This knowledge will be of relevance and will enhance the academic work produced during their second and final year of study across the three programmes.
The module will discuss a range of highly popular global case-studies with the areas of tourism, events, and sports business management such as the Olympics, Eurovision, or the MICE industry (meetings, incentive travel, conferences, exhibitions). It is vital to introduce key concepts to the successful running of such case-studies such as experience management (the visitor experience or the tourist experience for tourism management; the venue experience or the event attendee experience for events management; the fan or the club experience for sports business management) before proceeding to more complex issue in the 2nd and final year of study. The module achieves that with the help of a range of theoretical and practical case-studies. The module complements the year 1 core tourism, events, and sports business modules very well because it focuses on the practical application of these key concepts, and it allows their observation in practice with the help of fieldtrips and fieldwork.
Students will engage with practical activities related to these three themes and in addition they will push their knowledge and skills further by investigating the themes through fieldwork and data collection. This module provides students with an opportunity to develop a range of research skills, both quantitative and qualitative. It enables students to understand the nature of evidence in research as well as undertake their own independent research. In doing so, it aims to prepare students for their final year dissertation (or consultancy project) by giving them the chance to develop skills, ideas, and confidence to undertake a major piece of primary research. The module also encourages students to evaluate research using the key concepts of reliability and validity.
This module is designed to enable students to identify potential career paths, understand power, emotional intelligence, and responsibility in a professional context. Moreover, the module can enhance the students' understanding of the graduate job market and the skills they need for meeting employer requirements and securing a job. Assessments enable the students to map their skills and competences based on the analysis of job descriptions and practise interview and presentation skills. In addition to lectures and seminars, the students can learn from industry guest speakers who will share their personal career journeys and provide detailed advice on specific graduate job opportunities.
The tourism industry has seen unprecedented disruption during the recent pandemic. A high number of disruptive events are reshaping it such as health crisis, war, resource management issues, an energy crisis, climate change, disruption to global distribution chains, disruption in international travel and tourism, and other critical issues are impacting the tourism industry. Decades of continuous growth were replaced by sharp decline in tourist numbers and sharp profit losses across its various segments. The domestic and international tourism markets and stakeholders were impacted equally. This reminded the world that the tourism industry is highly globalised and highly vulnerable to health risks, political and social instability, climate change and resource depletion. The negative impacts of the industry on the world became the subject of intense critique as well. A call to action and a need to “Rethink and remake tourism” is now dominating tourism discourses and students are encouraged to take part in the debates. The module addresses these issues with the help of relevant theories, industry guest speakers and fieldwork.
The module complements the introductory year 1 module and sets the scene for more specialised discussions taking place in later modules in the final year of study around change and innovation management. With the help of theoretical frameworks and case-studies from across the wider tourism landscape, the module discusses resilience, recovery, rejuvenation, and reinvention within the tourism industry post-pandemic and during challenging periods.
This module builds on the principles of the United Nations Global Compact and the ‘purpose’ of the Principles of Responsible Management Education, as well as the ‘essence’ of the World Business Council for Sustainable Development, Vision 2050, to develop the knowledge, skills, and capabilities of students to be future creators of sustainable value for business, and to work towards an increasingly inclusive society and a more sustainable global economy.
This involves rethinking and reengineering business strategies and activities, to understand organisational constructs and influences, as well as that of their ’own agency’, to be the change that produces and secures economic, social, and environmental value for current and future generations. This means systematically examining contemporary business, economic development, and the historic relationships with a ‘Eurocentric’ social-cultural construct within global commerce and management, to discover a fairer and increasingly viable future.
As a consequence, this module will ask students to explore and reflect on responsible management, sustainability, and ethical practice, as well as the resultant effects on global society, and the environmental costs created by human interaction as they analyse and evaluate contrasting strategies and approaches. This will not only provide a better understanding of the challenges of responsibly managing sustainability and ethical practice but will also identify and emphasise the questions to be addressed in respect of their future management endeavours.
By examining stakeholders, supply chain management, project management tools and techniques, and financial and legal issues, students on this module are encouraged to think more deeply about the concept of project management. Students on this module can also explore areas of digitalisation and regeneration which are key to project management in tourism, sports, or live events.
This module is only for students whose first language is not English. The aim of the module is to enable students to communicate successfully in the international business world. The module focuses on a range of business skills that can be applied in a global context, as well as the skills and themes associated with working in a foreign country or dealing with international businesses. The module places an emphasis on independent study.
The module aims to strengthen and consolidate existing communicative competence and introduce new skills. Students can learn persuading, influencing, negotiating and problem solving skills. There is the opportunity to develop a broad critical understanding of cultural issues and their impact on businesses.
This module is only for students whose first language is not English. The aim of the module is to enable students to communicate successfully in the international business world. The module focuses on a range of business skills that can be applied in a global context, as well as the skills and themes associated with working in a foreign country or dealing with international businesses. The module places an emphasis on independent study.
The module aims to strengthen and consolidate existing communicative competence and introduce new skills. Students can learn persuading, influencing, negotiating, and problem solving skills. There is the opportunity to develop a broad critical understanding of cultural issues and their impact on businesses.
The basis of this module is that students work in groups to undertake a ‘live’ project, with a particular critical focus, for a tourism/events/sports local employer as client. Students are encouraged to think of themselves as graduate trainees, who under the direction of their tutor as a consultancy project director, undertake research, evaluate and synthesise the information acquired, and present it to their client with recommendations. This process will enable students to gain insights into the internal and external environments in which organisations operate, and put into practice some of the frameworks acquired in the degree programme to date as a response to a client brief.
Cultural heritage sites range from theme parks to ancient monuments, and from museums to performances. They constitute by far the greatest majority of visitor attractions across the world. This module examines the nature of cultural heritage sites and their role in creating a sense of place, as well as meaningful visitor experiences. We also examine the many challenges facing managers of cultural heritage sites, from recovering from the Covid pandemic and coping with the climate emergency to enhancing visitor experiences through creating inclusive spaces, employing digital tools and dealing with contested heritage. With a rich history stretching back millennia, Lincoln is a fantastic laboratory for examining cultural heritage and we use many local examples. However, we take a dynamic global perspective too, and draw on examples from around the world. Decolonisation is addressed through the concepts of sense of place, authenticity and contested heritage. Authors we study are actively engaging with these issues in the Global North and we draw on authors from the Global South too. Students will be introduced to live examples of decolonisation in Lincoln, such as the Black History Trail of the city. The idea of inclusivity is addressed through a) attention to the needs of different visitor segments (including the concept of ‘hard to reach’ audiences); b) the concept of universal design; and c) the ways in which interpretation can be employed to engage visitors. Students will be introduced to the idea of museum activism as a means of promoting a culture of change. This is especially relevant at a juncture when cultural heritage sites are responding to a growing demand for a more sensitive representation of the past. The skills that students will be encouraged to develop: critical analysis; developing strategies for dealing with sensitive/difficult cultural heritage; developing solutions for inclusive visitor management. The assessment will be designed to address the LOs as well as these skills.
The purpose of this module is to critically examine the meaning of visitor experiences within the context of tourism, events, and sports business management to allow graduates of the undergraduate suite of degrees to be able to design and deliver positive and impactful experiences. The module focuses on how meaning is anticipated, created, and remembered in a variety of contexts and how experiences, and meaning, can be enhanced through the development and delivery of inclusive and immersive practices in a range of contexts. To that end the module engages students with multi-faceted, interdisciplinary, debates around several key themes:
- The concept of ‘experience’. - The innate human need to have tangible and intangible experiences and the role of tourism, events, and sports business management in meeting those needs. - Intersectionality and inclusive experiences. - Multi-sensory approaches to creating accessible, inclusive, and memorable experiences. - Emotion in visitor experiences and its impact on the acts of engagement and remembering. - The role of experiences in the creation and communication of narratives around identity/ies through souvenirs and social media. - The importance and impact of Decolonisation in creating multivocal and representative cultural experiences.
The themes will be critically examined through three-hour workshops that cover the theoretical concepts underpinning them, case studies of how these themes are represented in practice, and the application of theory and practice to solve a real-life problem relating to the theme. It is intended that this will not only develop students’ theoretical and practical knowledge, but will build time management, research, communication, critical analysis, team working, and problem-solving skills. We will embed case studies and application exercises covering each cohort’s subject, and whilst students will focus on their area they will share their findings with the whole group in the sessions and via Black Board to help build their knowledge of the theme in other contexts.
The purpose of this module is to explore how digitalisation and automatization are impacting the fields of tourism, events, and sports business management. The emergence of digital cultures because of this aggressive digital expansion is fascinating within the three fields. Known for their need for a high number of employees and people management, the three industries are being automated and digitalised at an unprecedented speed. AI and chat bots are replacing customer service; service and social robots are efficiently replacing the human workforce across these three sectors. The remaining human workforce is required to adapt and embrace technological advances at an unprecedented speed. This leads to changes in thought patters, work patterns, organisational structures and cultures across the board.
The emergence of a digital economy has significantly influenced the nature of tourism, events and sport business management and marketing. Cultural and technological shifts seem to have not only led to a further proliferation of events for example but altered expectations as people place higher value on innovation and creativity. Moreover, the way destinations, attractions, and other tourism related activities and aspects, or events are developed, promoted, and experienced, or sports clubs and fan engagement is designed, continue to change as cultures and technologies interact.
Participatory cultures mean that audiences and delegates interact in physical space and cyberspace in different ways; the experience can no longer be scripted and controlled. The way people consume experiences shifts, as they engage in social media, in an environment which is both diverse and rich in content and networks; events are multi-media, mixing traditional ‘face to face’ interaction, with animated, visual, augmented and audio channels. Attendees expect to be able to communicate, connect, learn, and work whenever and wherever they want including while engaging with tourism, events, or sports, whilst travelling or at leisure. industry narratives are being constructed in cyberspace, shifting the way destinations, events, attractions, and service providers are understood and imagined. This module explores the interaction of contemporary cultural shifts (including networked and participatory cultures) and technological change.
This module explains the gains to be made from economic integration and the globalisation process. It examines the main patterns of trade and exchange and shows how free trade can be influenced by the government and the future risks of protectionism. Trade is also supported by international capital markets and exchange rate determination as well as international policy coordination and these factors need to be well understood.
Lincoln International Business School (LIBS) believes that an option to study overseas is a valuable educational opportunity for our students.
The optional year is intended to:
- enable students to benefit from studying similar subjects within a cross cultural environment, by exposing students to a wider academic and cultural experience;
- facilitate reflexivity in learning and personal and professional development;
- enhance their future employment opportunities by increasing their cultural and professional mobility.
This module is optional for all taught on campus undergraduate students within Lincoln International Business School. Study Abroad is a year long module which enables students to spend time studying abroad at one of the University’s approved partner institutions.
During the year spent abroad, students share classes with local students and study on a suite of locally-delivered taught modules which have been approved in advance by the University. As many partner institutions support internships it is anticipated that some students will elect to combine study (minimum one semester equivalent) with work and or a period of volunteering.
Eligible students must have completed their second year of study to a satisfactory standard (normally with an average of a 2.1 or above, dependent upon partner requirements) standard and successfully completed the application process.
Upon completion of the study period abroad, each student will be required to submit a portfolio including a reflection on the experience of living and studying in a different cultural environment and the skills acquired.
This module is aimed at those students who have decided to take a year out of formal studies to gain accredited work experience and are registered on a degree programme with an accredited professional practice element. The Professional Practice Year aims to give students a continuous experience of full-time work within an organisation.
It should be a three way co-operative activity between employer, student and University from which all parties benefit. Students can choose to pursue a variety of options including a placement year, a consultancy project or a work-based dissertation. Potential costs relating to this module are outlined in the Features tab.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
The purpose of the module is to expose students to relevant industry insights, perspectives, opinions, and experiences and facilitate a critical understanding of working in the tourism, events, and sports business industries. Life-long learning and value creation are necessary elements in the successful development and progression of a tourism, events, and sports business professional. The module aims to empower students and guide their development into reflexive, ethical, and responsible tourism practitioners by exposing them to industry practitioners, their practices, and experiences. As a result, students will be able to demonstrate that they have life-long learnings skills to sustain effectiveness and value creation in a global-local business environment within the tourism, events, and sports business industries and beyond.
Throughout the module, students will be able to apply graduate knowledge and a local and global mindset in a manner which is consistent with sustainable development goals. The module content, theories and guest speakers will facilitate a critical discussion on the nature of the tourism, events and sports business working environment and will support their job hunting and career mapping after graduation. Exposure to concepts such as cultural capital and emotional capital, as well as coaching in the workplace will help develop student employability, resilience, and emotional intelligence.
The module will discuss practical applications of change management, industry resilience, innovation, and creativity management for the three sister industries, as well as in relation to professional development and the student as future industry professional. It is vital to reflect on how change management, creativity management and innovation management theory can help the industry as well as the tourism, events, and sports business professional. Understanding of industry application of these key theories enhances the resilience and adaptability of those working in them. Students will be able to utilise evidence and critical thinking as the basis for creative problem solving and to inform responsible decision-making within the tourism, events, and sports business industries. Exposure to industry professionals and networking opportunities will support students to be effective communicators within diverse stakeholder contexts within the tourism, events and sports business industries and the wider economy. After completion of this module students should be able to contribute to the development of inclusive, responsible, and resilient tourism, events, and sport business industries.
This module aims to introduce the concepts, theories, and techniques of strategic management, enabling learners to develop a well informed and critical understanding of the business environment. Students can also develop the tools and frameworks to analyse and evaluate complex, changing, and emerging issues facing 21st century organisations, help them to know and conceive how organisation can create and sustain competitive advantage over rivals in the marketplace.
This module is inscribed within the principles of social justice, critical tourism studies and responsible management, and underpinned by a range of concepts drawn from sociology. In particular, it relates to the following sustainable development goals: SDG8 Decent work and economic growth and SDG10 Reduced inequalities.
This module focuses on developing critical, reflexive and ethical future leaders and industry professionals. It actively engages students in critical reflection, research and dialogue, identifying critical issues in the contemporary tourism industry as well as seeking solutions to overcome marginalisation and inequalities, and make tourism workplaces and experiences more inclusive.
Through the module, students explore critical issues related to tourism participation (taking into consideration gender, race, age, disability), tourism employment and workplace experiences. Students are introduced to and actively engage with research on tourism (in)equalities from both the tourist and worker perspectives.
The module examines the social factors and global political trends and how these shape both access to, and work within, tourism. It focuses on the way in which key socio-political variables, such as class, race, gender, age and nationality shape such access to tourism and workplace experiences.
The module aims to examine how access to tourism is shaped by the myriad social and political relationships that are a part of every person’s lived experience. The module also looks at conditions of work within the tourism sector, addressing a range of issues and concepts related to tourism workplaces and affecting tourism workers.
It is expected that by the end of the module students will have had the opportunity to develop a deeper critical appreciation of how issues such as inequalities in race, class, gender and access to technology, shape holiday-taking patterns as well as how they impact on working in tourism.
As they transition to the world of employment and graduate job market, the goal is to equip students with knowledge and understanding of these critical issues, and in this way shape them as leaders of the future, able to transform the industry for the better and make it more equitable and inclusive.
The Final Independent Research Project, allows students to undertake a substantive piece of research in the context of both their chosen degree specialism and Lincoln International Business School's commitment to principles of responsible management. Research areas will be framed by areas of research expertise existing with relevant departments. Students will progress through guided research and workshops to supervised independent study.
This module addresses the implications of interruption to business and the issues and problems that may arise in connection with measures designed to counteract the effect of such interruption. Students are introduced to the underlying rationale for crisis management and business continuity initiatives both from a theoretical and professional perspective. The module examines the positioning of crisis management within an organisation’s overall strategic plan by reference to examples of good practice from organisations at home and abroad.
Students can examine the role and function of effective crisis communication during times of crisis. Approaches to crisis management are evaluated and applied to a range of organisational case studies. The module also explores the relationship between crisis management and risk management which is seen as an inherent part of all businesses and which is further compounded by the uncertainties with the nature of product and consumer.
This module examines the various scenaria that arise during the management of natural disasters. It enables students to examine different ‘disaster’ situations and competing approaches to disaster management intervention measures.
The module aims to expose students to the anatomy of disaster and to reflect upon the best strategic practices for the management and control of disasters and emergencies. The module uses real case studies to demonstrate the importance of preparedness for disaster, and the need for effective recovery and rehabilitation measures. Students are introduced to the levels of command and the systems in place for any situation requiring major emergency or disaster management.
The module also examines the position of relief workers and victims caught up in disaster. As such, this module analyses a range of strategic options in terms of theory and practice. The development of strategic thinking is relevant to both those interested in uniformed and non-uniformed public sector management.
The module aims to increase students’ awareness of the nature and management of disasters, drawing on an interdisciplinary approach. It is designed to enable graduates to engage with and relate to disaster professionals with confidence and commitment.
The purpose of the module is to expose students to various theoretical and practical aspects of entrepreneurship and new business venture creation in tourism, events, and sports business management. The role of entrepreneurship within the fields of tourism, events, and sports business management is vital. The current global economic and business climate requires graduates within these fields to be entrepreneurial and proactive. The module introduces students to key concepts related to entrepreneurship and new business venture creation, but also considers intrapreneurship and the application of entrepreneurial mindsets within the workplace, as well as dynamic careers where full time employment is complemented by a small entrepreneurial venture. The module aims to equip students with confidence and a desire to take their exploration of entrepreneurship further.
The module will be delivered using a range of teaching and learning approaches. This strategy includes contemporary case studies designed to develop an understanding on theory application into practice. Where relevant, entrepreneurial academics, business start-up graduates, intrapreneurs, entrepreneurs, and industry professionals will be invited to share their knowledge and experience. Through the formative and summative assessment strategy, students will be encouraged to develop their own approaches to entrepreneurship, business start-up, intrapreneurship and consider entrepreneurial careers. The module considers entrepreneurship in different country contexts, the social and cultural dimensions of entrepreneurship, case studies from a wide range of tourism, events and sports business sectors, and industry perspectives and examples are included.
This module is only for students whose first language is not English. The module aims to enable students to gain high-level communication skills appropriate for leaders in the international business world. The main aims are to strengthen and consolidate existing communicative competence and introduce new skills as appropriate, to apply communication skills to selected professional contexts, and to provide increasing opportunities for initiative, autonomy, and group work.
The module aims to enable students to be able to communicate information effectively within international businesses to a diverse range of audiences, presenting an organisation and its services or products in the clearest possible way to consumers, clients and colleagues. Students can develop the skills to work successfully in a team and in a professional manner appropriate for leadership.
This module is only for students whose first language is not English. The module aims to enable students to gain high-level communication skills appropriate for leaders in the international business world. The main aims are to strengthen and consolidate existing communicative competence and introduce new skills as appropriate, to apply communication skills to selected professional contexts, and to provide increasing opportunities for initiative, autonomy, and group work.
The module aims to enable students to be able to communicate information effectively within international businesses to a diverse range of audiences, presenting an organisation and its services or products in the clearest possible way to consumers, clients and colleagues. Students can develop the skills to work successfully in a team and in a professional manner appropriate for leadership.
Futurology or futures studies, futures research, or futurism is the systematic, interdisciplinary, and holistic study of social and technological advancement, and other environmental trends, often for the purpose of exploring how people will live and work in the future. In a changing world and industry, highly vulnerable to outbreaks, climate change, political and social unrest, and other highly damaging disruptors, studying the potential futures of tourism, events and sports business management is important. The purpose of the module is to introduce students to tools and approaches related to the study of tourism, events, and sports futures such as scenario planning.
The skills developed throughout the module will support students navigate their post-graduation and job-hunting period, in their workplace, as well as in their long-term professional development. The methods studied here can be applied in a wide variety of contexts, from professional to self-development.
Students can elect to undertake their final project as an enterprise project, culminating the development of a business plan for a new enterprise. Planned ventures will be framed by Lincoln International Business Schools commitment to Principles of Responsible Management and as such prospective start-ups will need to evaluate their proposed venture in the context of sustainable development. Student will be provided with appropriate academic support and business advice.
The Negotiated Client Based Project is an elective which develops the skills and understanding of what makes a successful consultant, whilst reviewing industry sustainability issues and what is needed to support a company through change. The Negotiated Client Based Project (NCBP) sits alongside other forms of independent study at Level 6 including (but not exclusively) Independent Research Project, or Independent Responsible Enterprise Project. Students are encouraged to learn and understand the challenges, opportunities and skills required by organisations to make effective decisions on behalf of a client in a “live business” environment. This module enables students to consider success and failure aspects of business and marketing within the context of LIBS commitment to Principles of Responsible Management and sustainable development.
The purpose of the Live Events Management module is to support the development of students as event managers. Students will build upon the knowledge acquired in the first and second year of their degree and put theory into practice to establish themselves as event organisers. Throughout the module students will acquire both theoretical knowledge and practical skills in planning and executing a live event. The module will cover key areas in event management such as event design, sustainability in event practice, or event evaluation and legacy. Both highly successful event examples, complex event failures and a wide range of event management case-studies will be used to help students understand the events industry and events from a practical angle.
Students will be able to organise a live event and reflect on their development as event mangers. Within each workshop group, students will be split into one of four sub-groups, namely a project management team, a marketing & PR team, an operations team, and a finance team. Each workshop group will work within these teams to organise an event for their chosen charity or university society. Students will then be able to reflect on and write about their experience organising a face-to-face, online or a hybrid event.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
This module explores a range of economic concepts and basic analytical techniques. The focus of the module is the Financial Times (FT). The FT covers issues relating to operations management, accounting, HRM, economics, and finance, all of which are relevant to a business degree. Students are encouraged to keep abreast of current events in the commercial environment, which can help when competing for placements and employment opportunities in the commercial world.
This module develops some quantitative techniques that underpin research and business analysis. It promotes a critical awareness and understanding of some of the processes, techniques, and technology by which numerical information can be collected and analysed. In addition to helping students become competent in relevant numerical techniques, it anticipates the requirements of later modules, such as independent study, that entail analysis of numerical information using statistical tests.
This module is designed to provide an introduction to basic business finance for non-specialist students. The module explores the essential elements of business finance, which are required for a career in business, in any discipline.
This module is intended for students who are interested in understanding the way people work, as individuals and as group members in firms. The module explores essential topics in a clear, concise and informative manner, aiming to introduce students to the interpersonal perceptual processes in a work environment; the key behavioural factors determining effective and ineffective groups; the usefulness of theories on leadership/management styles; and the difficulties in implementing change in organisations.
This semester-long module introduces the basics of marketing theory and practice, aimed at students with little or no prior marketing knowledge. It covers key marketing principles, providing a foundation for more advanced modules. Students will learn essential marketing concepts, both in business and within a broader social context. Seminars focus on communication and collaboration, using specific marketing examples and case studies. The course starts with guided learning, such as required readings and tutor-led discussions, and gradually shifts towards independent work, where students select their own readings and actively participate in seminars. The coursework requires students to create marketing media assets and collaborate with peers. The hands-on activities will also prepare students for future business modules, with skills in digital marketing that are valuable for career development.
This module explores both supply and demand perspectives to explore students to the interrelationships between different sectors in the industry and the complexity of tourist motivations, decision making, and needs. Students can also use case studies to examine the impacts of tourism, showing both the positives and negatives of the industry. This module aims to raise students’ awareness on global issues in tourism, enabling them to use responsible and effective practice in their careers.
This module designed for students whose first language is not English. The aim of this module is to empower students to be culturally agile and be able to move between different linguistic and cultural contexts and to establish strong foundations in the English language.
This module is designed for students whose first language is not English. The aim of this module is to enable students to be culturally agile and be able to move between different linguistic and cultural contexts.
Students will be encouraged to develop their creative thinking skills and improve their ability to make decisions through enhanced concentration, multitasking capabilities, and greater listening skills which can enhance their future employment opportunities.
This module builds on the work undertaken in English Business and Culture 1.
In a highly competitive and globalised tourism, events, and sports business industry, businesses active in these fields are constantly struggling to attract local national and international visitors, attendees, fans, or funding. These are truly global industries, constantly struggling for resources. Crucial to their development and success is being able to research the needs of their customers and other stakeholders, the impacts they have on the industry, markets, and destinations, as well as their available resources. Research is an integral part of the tourism industry and tourism management. Upon completion of this module, students should be able to evaluate the significance and use of published data and original research within tourism, events and sports business management; develop and implement research strategies appropriate to the study of these interconnected industries and their stakeholders; and collect, analyse, interpret, and present data that supports local and global tourism, events and sports businesses in their decision-making process. This knowledge will be of relevance and will enhance the academic work produced during their second and final year of study across the three programmes.
The module will discuss a range of highly popular global case-studies with the areas of tourism, events, and sports business management such as the Olympics, Eurovision, or the MICE industry (meetings, incentive travel, conferences, exhibitions). It is vital to introduce key concepts to the successful running of such case-studies such as experience management (the visitor experience or the tourist experience for tourism management; the venue experience or the event attendee experience for events management; the fan or the club experience for sports business management) before proceeding to more complex issue in the 2nd and final year of study. The module achieves that with the help of a range of theoretical and practical case-studies. The module complements the year 1 core tourism, events, and sports business modules very well because it focuses on the practical application of these key concepts, and it allows their observation in practice with the help of fieldtrips and fieldwork.
Students will engage with practical activities related to these three themes and in addition they will push their knowledge and skills further by investigating the themes through fieldwork and data collection. This module provides students with an opportunity to develop a range of research skills, both quantitative and qualitative. It enables students to understand the nature of evidence in research as well as undertake their own independent research. In doing so, it aims to prepare students for their final year dissertation (or consultancy project) by giving them the chance to develop skills, ideas, and confidence to undertake a major piece of primary research. The module also encourages students to evaluate research using the key concepts of reliability and validity.
This module is designed to enable students to identify potential career paths, understand power, emotional intelligence, and responsibility in a professional context. Moreover, the module can enhance the students' understanding of the graduate job market and the skills they need for meeting employer requirements and securing a job. Assessments enable the students to map their skills and competences based on the analysis of job descriptions and practise interview and presentation skills. In addition to lectures and seminars, the students can learn from industry guest speakers who will share their personal career journeys and provide detailed advice on specific graduate job opportunities.
The tourism industry has seen unprecedented disruption during the recent pandemic. A high number of disruptive events are reshaping it such as health crisis, war, resource management issues, an energy crisis, climate change, disruption to global distribution chains, disruption in international travel and tourism, and other critical issues are impacting the tourism industry. Decades of continuous growth were replaced by sharp decline in tourist numbers and sharp profit losses across its various segments. The domestic and international tourism markets and stakeholders were impacted equally. This reminded the world that the tourism industry is highly globalised and highly vulnerable to health risks, political and social instability, climate change and resource depletion. The negative impacts of the industry on the world became the subject of intense critique as well. A call to action and a need to “Rethink and remake tourism” is now dominating tourism discourses and students are encouraged to take part in the debates. The module addresses these issues with the help of relevant theories, industry guest speakers and fieldwork.
The module complements the introductory year 1 module and sets the scene for more specialised discussions taking place in later modules in the final year of study around change and innovation management. With the help of theoretical frameworks and case-studies from across the wider tourism landscape, the module discusses resilience, recovery, rejuvenation, and reinvention within the tourism industry post-pandemic and during challenging periods.
This module builds on the principles of the United Nations Global Compact and the ‘purpose’ of the Principles of Responsible Management Education, as well as the ‘essence’ of the World Business Council for Sustainable Development, Vision 2050, to develop the knowledge, skills, and capabilities of students to be future creators of sustainable value for business, and to work towards an increasingly inclusive society and a more sustainable global economy.
This involves rethinking and reengineering business strategies and activities, to understand organisational constructs and influences, as well as that of their ’own agency’, to be the change that produces and secures economic, social, and environmental value for current and future generations. This means systematically examining contemporary business, economic development, and the historic relationships with a ‘Eurocentric’ social-cultural construct within global commerce and management, to discover a fairer and increasingly viable future.
As a consequence, this module will ask students to explore and reflect on responsible management, sustainability, and ethical practice, as well as the resultant effects on global society, and the environmental costs created by human interaction as they analyse and evaluate contrasting strategies and approaches. This will not only provide a better understanding of the challenges of responsibly managing sustainability and ethical practice but will also identify and emphasise the questions to be addressed in respect of their future management endeavours.
By examining stakeholders, supply chain management, project management tools and techniques, and financial and legal issues, students on this module are encouraged to think more deeply about the concept of project management. Students on this module can also explore areas of digitalisation and regeneration which are key to project management in tourism, sports, or live events.
This module is only for students whose first language is not English. The aim of the module is to enable students to communicate successfully in the international business world. The module focuses on a range of business skills that can be applied in a global context, as well as the skills and themes associated with working in a foreign country or dealing with international businesses. The module places an emphasis on independent study.
The module aims to strengthen and consolidate existing communicative competence and introduce new skills. Students can learn persuading, influencing, negotiating and problem solving skills. There is the opportunity to develop a broad critical understanding of cultural issues and their impact on businesses.
This module is only for students whose first language is not English. The aim of the module is to enable students to communicate successfully in the international business world. The module focuses on a range of business skills that can be applied in a global context, as well as the skills and themes associated with working in a foreign country or dealing with international businesses. The module places an emphasis on independent study.
The module aims to strengthen and consolidate existing communicative competence and introduce new skills. Students can learn persuading, influencing, negotiating, and problem solving skills. There is the opportunity to develop a broad critical understanding of cultural issues and their impact on businesses.
The basis of this module is that students work in groups to undertake a ‘live’ project, with a particular critical focus, for a tourism/events/sports local employer as client. Students are encouraged to think of themselves as graduate trainees, who under the direction of their tutor as a consultancy project director, undertake research, evaluate and synthesise the information acquired, and present it to their client with recommendations. This process will enable students to gain insights into the internal and external environments in which organisations operate, and put into practice some of the frameworks acquired in the degree programme to date as a response to a client brief.
Cultural heritage sites range from theme parks to ancient monuments, and from museums to performances. They constitute by far the greatest majority of visitor attractions across the world. This module examines the nature of cultural heritage sites and their role in creating a sense of place, as well as meaningful visitor experiences. We also examine the many challenges facing managers of cultural heritage sites, from recovering from the Covid pandemic and coping with the climate emergency to enhancing visitor experiences through creating inclusive spaces, employing digital tools and dealing with contested heritage. With a rich history stretching back millennia, Lincoln is a fantastic laboratory for examining cultural heritage and we use many local examples. However, we take a dynamic global perspective too, and draw on examples from around the world. Decolonisation is addressed through the concepts of sense of place, authenticity and contested heritage. Authors we study are actively engaging with these issues in the Global North and we draw on authors from the Global South too. Students will be introduced to live examples of decolonisation in Lincoln, such as the Black History Trail of the city. The idea of inclusivity is addressed through a) attention to the needs of different visitor segments (including the concept of ‘hard to reach’ audiences); b) the concept of universal design; and c) the ways in which interpretation can be employed to engage visitors. Students will be introduced to the idea of museum activism as a means of promoting a culture of change. This is especially relevant at a juncture when cultural heritage sites are responding to a growing demand for a more sensitive representation of the past. The skills that students will be encouraged to develop: critical analysis; developing strategies for dealing with sensitive/difficult cultural heritage; developing solutions for inclusive visitor management. The assessment will be designed to address the LOs as well as these skills.
The purpose of this module is to critically examine the meaning of visitor experiences within the context of tourism, events, and sports business management to allow graduates of the undergraduate suite of degrees to be able to design and deliver positive and impactful experiences. The module focuses on how meaning is anticipated, created, and remembered in a variety of contexts and how experiences, and meaning, can be enhanced through the development and delivery of inclusive and immersive practices in a range of contexts. To that end the module engages students with multi-faceted, interdisciplinary, debates around several key themes:
- The concept of ‘experience’. - The innate human need to have tangible and intangible experiences and the role of tourism, events, and sports business management in meeting those needs. - Intersectionality and inclusive experiences. - Multi-sensory approaches to creating accessible, inclusive, and memorable experiences. - Emotion in visitor experiences and its impact on the acts of engagement and remembering. - The role of experiences in the creation and communication of narratives around identity/ies through souvenirs and social media. - The importance and impact of Decolonisation in creating multivocal and representative cultural experiences.
The themes will be critically examined through three-hour workshops that cover the theoretical concepts underpinning them, case studies of how these themes are represented in practice, and the application of theory and practice to solve a real-life problem relating to the theme. It is intended that this will not only develop students’ theoretical and practical knowledge, but will build time management, research, communication, critical analysis, team working, and problem-solving skills. We will embed case studies and application exercises covering each cohort’s subject, and whilst students will focus on their area they will share their findings with the whole group in the sessions and via Black Board to help build their knowledge of the theme in other contexts.
The purpose of this module is to explore how digitalisation and automatization are impacting the fields of tourism, events, and sports business management. The emergence of digital cultures because of this aggressive digital expansion is fascinating within the three fields. Known for their need for a high number of employees and people management, the three industries are being automated and digitalised at an unprecedented speed. AI and chat bots are replacing customer service; service and social robots are efficiently replacing the human workforce across these three sectors. The remaining human workforce is required to adapt and embrace technological advances at an unprecedented speed. This leads to changes in thought patters, work patterns, organisational structures and cultures across the board.
The emergence of a digital economy has significantly influenced the nature of tourism, events and sport business management and marketing. Cultural and technological shifts seem to have not only led to a further proliferation of events for example but altered expectations as people place higher value on innovation and creativity. Moreover, the way destinations, attractions, and other tourism related activities and aspects, or events are developed, promoted, and experienced, or sports clubs and fan engagement is designed, continue to change as cultures and technologies interact.
Participatory cultures mean that audiences and delegates interact in physical space and cyberspace in different ways; the experience can no longer be scripted and controlled. The way people consume experiences shifts, as they engage in social media, in an environment which is both diverse and rich in content and networks; events are multi-media, mixing traditional ‘face to face’ interaction, with animated, visual, augmented and audio channels. Attendees expect to be able to communicate, connect, learn, and work whenever and wherever they want including while engaging with tourism, events, or sports, whilst travelling or at leisure. industry narratives are being constructed in cyberspace, shifting the way destinations, events, attractions, and service providers are understood and imagined. This module explores the interaction of contemporary cultural shifts (including networked and participatory cultures) and technological change.
This module explains the gains to be made from economic integration and the globalisation process. It examines the main patterns of trade and exchange and shows how free trade can be influenced by the government and the future risks of protectionism. Trade is also supported by international capital markets and exchange rate determination as well as international policy coordination and these factors need to be well understood.
Lincoln International Business School (LIBS) believes that an option to study overseas is a valuable educational opportunity for our students.
The optional year is intended to:
- enable students to benefit from studying similar subjects within a cross cultural environment, by exposing students to a wider academic and cultural experience;
- facilitate reflexivity in learning and personal and professional development;
- enhance their future employment opportunities by increasing their cultural and professional mobility.
This module is optional for all taught on campus undergraduate students within Lincoln International Business School. Study Abroad is a year long module which enables students to spend time studying abroad at one of the University’s approved partner institutions.
During the year spent abroad, students share classes with local students and study on a suite of locally-delivered taught modules which have been approved in advance by the University. As many partner institutions support internships it is anticipated that some students will elect to combine study (minimum one semester equivalent) with work and or a period of volunteering.
Eligible students must have completed their second year of study to a satisfactory standard (normally with an average of a 2.1 or above, dependent upon partner requirements) standard and successfully completed the application process.
Upon completion of the study period abroad, each student will be required to submit a portfolio including a reflection on the experience of living and studying in a different cultural environment and the skills acquired.
This module is aimed at those students who have decided to take a year out of formal studies to gain accredited work experience and are registered on a degree programme with an accredited professional practice element. The Professional Practice Year aims to give students a continuous experience of full-time work within an organisation.
It should be a three way co-operative activity between employer, student and University from which all parties benefit. Students can choose to pursue a variety of options including a placement year, a consultancy project or a work-based dissertation. Potential costs relating to this module are outlined in the Features tab.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
Students can elect to study up to 60 credits abroad at one of our partner universities , usually in the second semester. Usually students will elect to study for a semester and take 60 credits of study.
The purpose of the module is to expose students to relevant industry insights, perspectives, opinions, and experiences and facilitate a critical understanding of working in the tourism, events, and sports business industries. Life-long learning and value creation are necessary elements in the successful development and progression of a tourism, events, and sports business professional. The module aims to empower students and guide their development into reflexive, ethical, and responsible tourism practitioners by exposing them to industry practitioners, their practices, and experiences. As a result, students will be able to demonstrate that they have life-long learnings skills to sustain effectiveness and value creation in a global-local business environment within the tourism, events, and sports business industries and beyond.
Throughout the module, students will be able to apply graduate knowledge and a local and global mindset in a manner which is consistent with sustainable development goals. The module content, theories and guest speakers will facilitate a critical discussion on the nature of the tourism, events and sports business working environment and will support their job hunting and career mapping after graduation. Exposure to concepts such as cultural capital and emotional capital, as well as coaching in the workplace will help develop student employability, resilience, and emotional intelligence.
The module will discuss practical applications of change management, industry resilience, innovation, and creativity management for the three sister industries, as well as in relation to professional development and the student as future industry professional. It is vital to reflect on how change management, creativity management and innovation management theory can help the industry as well as the tourism, events, and sports business professional. Understanding of industry application of these key theories enhances the resilience and adaptability of those working in them. Students will be able to utilise evidence and critical thinking as the basis for creative problem solving and to inform responsible decision-making within the tourism, events, and sports business industries. Exposure to industry professionals and networking opportunities will support students to be effective communicators within diverse stakeholder contexts within the tourism, events and sports business industries and the wider economy. After completion of this module students should be able to contribute to the development of inclusive, responsible, and resilient tourism, events, and sport business industries.
This module aims to introduce the concepts, theories, and techniques of strategic management, enabling learners to develop a well informed and critical understanding of the business environment. Students can also develop the tools and frameworks to analyse and evaluate complex, changing, and emerging issues facing 21st century organisations, help them to know and conceive how organisation can create and sustain competitive advantage over rivals in the marketplace.
This module is inscribed within the principles of social justice, critical tourism studies and responsible management, and underpinned by a range of concepts drawn from sociology. In particular, it relates to the following sustainable development goals: SDG8 Decent work and economic growth and SDG10 Reduced inequalities.
This module focuses on developing critical, reflexive and ethical future leaders and industry professionals. It actively engages students in critical reflection, research and dialogue, identifying critical issues in the contemporary tourism industry as well as seeking solutions to overcome marginalisation and inequalities, and make tourism workplaces and experiences more inclusive.
Through the module, students explore critical issues related to tourism participation (taking into consideration gender, race, age, disability), tourism employment and workplace experiences. Students are introduced to and actively engage with research on tourism (in)equalities from both the tourist and worker perspectives.
The module examines the social factors and global political trends and how these shape both access to, and work within, tourism. It focuses on the way in which key socio-political variables, such as class, race, gender, age and nationality shape such access to tourism and workplace experiences.
The module aims to examine how access to tourism is shaped by the myriad social and political relationships that are a part of every person’s lived experience. The module also looks at conditions of work within the tourism sector, addressing a range of issues and concepts related to tourism workplaces and affecting tourism workers.
It is expected that by the end of the module students will have had the opportunity to develop a deeper critical appreciation of how issues such as inequalities in race, class, gender and access to technology, shape holiday-taking patterns as well as how they impact on working in tourism.
As they transition to the world of employment and graduate job market, the goal is to equip students with knowledge and understanding of these critical issues, and in this way shape them as leaders of the future, able to transform the industry for the better and make it more equitable and inclusive.
The Final Independent Research Project, allows students to undertake a substantive piece of research in the context of both their chosen degree specialism and Lincoln International Business School's commitment to principles of responsible management. Research areas will be framed by areas of research expertise existing with relevant departments. Students will progress through guided research and workshops to supervised independent study.
This module addresses the implications of interruption to business and the issues and problems that may arise in connection with measures designed to counteract the effect of such interruption. Students are introduced to the underlying rationale for crisis management and business continuity initiatives both from a theoretical and professional perspective. The module examines the positioning of crisis management within an organisation’s overall strategic plan by reference to examples of good practice from organisations at home and abroad.
Students can examine the role and function of effective crisis communication during times of crisis. Approaches to crisis management are evaluated and applied to a range of organisational case studies. The module also explores the relationship between crisis management and risk management which is seen as an inherent part of all businesses and which is further compounded by the uncertainties with the nature of product and consumer.
This module examines the various scenaria that arise during the management of natural disasters. It enables students to examine different ‘disaster’ situations and competing approaches to disaster management intervention measures.
The module aims to expose students to the anatomy of disaster and to reflect upon the best strategic practices for the management and control of disasters and emergencies. The module uses real case studies to demonstrate the importance of preparedness for disaster, and the need for effective recovery and rehabilitation measures. Students are introduced to the levels of command and the systems in place for any situation requiring major emergency or disaster management.
The module also examines the position of relief workers and victims caught up in disaster. As such, this module analyses a range of strategic options in terms of theory and practice. The development of strategic thinking is relevant to both those interested in uniformed and non-uniformed public sector management.
The module aims to increase students’ awareness of the nature and management of disasters, drawing on an interdisciplinary approach. It is designed to enable graduates to engage with and relate to disaster professionals with confidence and commitment.
The purpose of the module is to expose students to various theoretical and practical aspects of entrepreneurship and new business venture creation in tourism, events, and sports business management. The role of entrepreneurship within the fields of tourism, events, and sports business management is vital. The current global economic and business climate requires graduates within these fields to be entrepreneurial and proactive. The module introduces students to key concepts related to entrepreneurship and new business venture creation, but also considers intrapreneurship and the application of entrepreneurial mindsets within the workplace, as well as dynamic careers where full time employment is complemented by a small entrepreneurial venture. The module aims to equip students with confidence and a desire to take their exploration of entrepreneurship further.
The module will be delivered using a range of teaching and learning approaches. This strategy includes contemporary case studies designed to develop an understanding on theory application into practice. Where relevant, entrepreneurial academics, business start-up graduates, intrapreneurs, entrepreneurs, and industry professionals will be invited to share their knowledge and experience. Through the formative and summative assessment strategy, students will be encouraged to develop their own approaches to entrepreneurship, business start-up, intrapreneurship and consider entrepreneurial careers. The module considers entrepreneurship in different country contexts, the social and cultural dimensions of entrepreneurship, case studies from a wide range of tourism, events and sports business sectors, and industry perspectives and examples are included.
This module is only for students whose first language is not English. The module aims to enable students to gain high-level communication skills appropriate for leaders in the international business world. The main aims are to strengthen and consolidate existing communicative competence and introduce new skills as appropriate, to apply communication skills to selected professional contexts, and to provide increasing opportunities for initiative, autonomy, and group work.
The module aims to enable students to be able to communicate information effectively within international businesses to a diverse range of audiences, presenting an organisation and its services or products in the clearest possible way to consumers, clients and colleagues. Students can develop the skills to work successfully in a team and in a professional manner appropriate for leadership.
This module is only for students whose first language is not English. The module aims to enable students to gain high-level communication skills appropriate for leaders in the international business world. The main aims are to strengthen and consolidate existing communicative competence and introduce new skills as appropriate, to apply communication skills to selected professional contexts, and to provide increasing opportunities for initiative, autonomy, and group work.
The module aims to enable students to be able to communicate information effectively within international businesses to a diverse range of audiences, presenting an organisation and its services or products in the clearest possible way to consumers, clients and colleagues. Students can develop the skills to work successfully in a team and in a professional manner appropriate for leadership.
Futurology or futures studies, futures research, or futurism is the systematic, interdisciplinary, and holistic study of social and technological advancement, and other environmental trends, often for the purpose of exploring how people will live and work in the future. In a changing world and industry, highly vulnerable to outbreaks, climate change, political and social unrest, and other highly damaging disruptors, studying the potential futures of tourism, events and sports business management is important. The purpose of the module is to introduce students to tools and approaches related to the study of tourism, events, and sports futures such as scenario planning.
The skills developed throughout the module will support students navigate their post-graduation and job-hunting period, in their workplace, as well as in their long-term professional development. The methods studied here can be applied in a wide variety of contexts, from professional to self-development.
Students can elect to undertake their final project as an enterprise project, culminating the development of a business plan for a new enterprise. Planned ventures will be framed by Lincoln International Business Schools commitment to Principles of Responsible Management and as such prospective start-ups will need to evaluate their proposed venture in the context of sustainable development. Student will be provided with appropriate academic support and business advice.
The Negotiated Client Based Project is an elective which develops the skills and understanding of what makes a successful consultant, whilst reviewing industry sustainability issues and what is needed to support a company through change. The Negotiated Client Based Project (NCBP) sits alongside other forms of independent study at Level 6 including (but not exclusively) Independent Research Project, or Independent Responsible Enterprise Project. Students are encouraged to learn and understand the challenges, opportunities and skills required by organisations to make effective decisions on behalf of a client in a “live business” environment. This module enables students to consider success and failure aspects of business and marketing within the context of LIBS commitment to Principles of Responsible Management and sustainable development.
The purpose of the Live Events Management module is to support the development of students as event managers. Students will build upon the knowledge acquired in the first and second year of their degree and put theory into practice to establish themselves as event organisers. Throughout the module students will acquire both theoretical knowledge and practical skills in planning and executing a live event. The module will cover key areas in event management such as event design, sustainability in event practice, or event evaluation and legacy. Both highly successful event examples, complex event failures and a wide range of event management case-studies will be used to help students understand the events industry and events from a practical angle.
Students will be able to organise a live event and reflect on their development as event mangers. Within each workshop group, students will be split into one of four sub-groups, namely a project management team, a marketing & PR team, an operations team, and a finance team. Each workshop group will work within these teams to organise an event for their chosen charity or university society. Students will then be able to reflect on and write about their experience organising a face-to-face, online or a hybrid event.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
The different assessment methods used are designed to ensure that a student has a variety of opportunities to demonstrate their abilities. Assignments can enable students to manage their own time, develop their research and analytical skills, and provide an opportunity to explore subjects in greater depth.
Assessment types may include written examinations, oral assessments (presentations by individuals or small groups of students), visual poster presentations, written reports, essays, portfolios or collections of practical work produced by individuals or groups, projects, and demonstrations such as during live events.
The different assessment methods used are designed to ensure that a student has a variety of opportunities to demonstrate their abilities. Assignments can enable students to manage their own time, develop their research and analytical skills, and provide an opportunity to explore subjects in greater depth.
Assessment types may include written examinations, oral assessments (presentations by individuals or small groups of students), visual poster presentations, written reports, essays, portfolios or collections of practical work produced by individuals or groups, projects, and demonstrations such as during live events.
Students may have the opportunity to support events which can bring them face-to-face with industry professionals. Recently, students in the School have assisted at the Tourism Management Conference which was hosted at the University.
The Association for Tourism and Leisure Education and Research (ATLAS) membership recognises institutions that are committed to teaching excellence and outstanding research in tourism and events management. Membership is open to institutions and professional bodies with educational, research, or professional interests in tourism, leisure, and related areas. ATLAS members include 1,400 researchers and teachers at 148 universities and research institutes, across 45 countries.
Full-time students have the option of a year-long professional practice placement after the second year, providing real-world experience. A Placement Year Fee is payable to the University of Lincoln during this year for students joining in 2025/26 and beyond. Students are expected to cover their own travel, accommodation, and living costs. Completion leads to a BA (Hons) International Tourism Management (with Professional Practice); without the placement, it's a BA (Hons) International Tourism Management.
An optional year abroad is available for full-time students between the second and third years. Successful completion results in a BA (Hons) International Tourism Management (International Study Year). A Study Abroad Tuition Fee is payable to the University of Lincoln during this year for students joining in 2025/26 and beyond. No extra tuition fee is payable to the host university, but students are expected to cover their own travel, accommodation, and living costs. Travel grants and an overseas rate maintenance loan may be available for eligible students from Student Finance. The University’s Global Opportunities Team can provide further support and guidance.
You have the chance to spend around four months learning at an overseas university as part of our exchange programme during their second year. Current destinations include Mexico, China, Malaysia, the USA, France, Spain, Germany, Switzerland, Malta, Sweden, and Finland. Please note that you will have to pay for your own travel, accommodation, and living expenses during the study abroad trips.
Throughout this course, you can take part in optional field trips and study visits. On field trips, you may visit cultural landmarks, engage with partner universities, and experience events within each country. Previous destinations have included Dublin, Prague, Budapest, and Sri Lanka. You can also take part in optional study visits to events and exhibitions. Supported by members of the teaching team, the trips and study visits can help to enrich course content and provide an added set of experiences. Costs vary and you may be asked to contribute to these costs as a percentage or in full.
During my degree, I spent six months in China and participated in field trips to Sri Lanka and India, giving me in-depth knowledge about business practices, disaster management, and cultural differences, which will benefit me in my future career.
Rebecca Cardell
BA (Hons) International Tourism Management
We subscribe to the Good Student Employer Charter. This initiative is aimed at businesses within leisure, tourism, hospitality, and retail, which are looking to improve their knowledge of how best to support tourism students in the workplace, and was developed in collaboration with Destination Lincolnshire and the Institute of Hospitality. It is championed by our Associate Professor, Dr. Agnieszka Rydzik.
Graduates of the BA (Hons) International Tourism Management programme are well-equipped for a wide range of careers, not only within the tourism industry but also in sectors outside of it. The degree can prepare you for roles in destination management and marketing, hotel management, theme park management, cruise ship operations, travel consultancy, project management, social media and marketing, policy and planning, tourist experience management, and event planning.
With millions of tourists travelling every year, the global tourism industry offers abundant opportunities for those skilled in creating exceptional experiences. Our graduates have secured positions in various sectors, including culture and heritage management, local tourism development, and roles with airlines and independent tour operators. Notable employers include Sonesta Resort Hilton, Xerox, The Bear Grylls Adventure, BCD Meetings & Events, Warwick Castle, Ocado, AELP, RNN Group, Samsung, Worcester Bosch, Liz Hobbs Groups, Hilton, The White Hart Hotel Lincoln, and Printworks London.
Lincoln International Business School works with students and organisations to enhance the contribution of business to society. For students, that means developing their business skills and knowledge to improve their career readiness.The University of Lincoln is a member of AACSB, a global nonprofit association connecting educators, students, and businesses to achieve a common goal: to create the next generation of great leaders.
We work with a number of organisations as either a member or partner to create opportunities for our students and help us deliver the best course we can.
ABTA is a trade association for UK travel agents, tour operators and the wider travel industry. Two students are ABTA student ambassadors and enjoy industry mentoring each year.
We are a proud full member of ATHE, the UK higher education institution that is involved in the teaching of and/or research into Tourism.”
We are a proud Institute of Hospitality member. As a professional body for those working in, and studying in, hospitality, leisure, and tourism, students can attend networking events and mentoring.
104 UCAS Tariff points from a minimum of 2 A Levels or equivalent level 3 qualifications.
BTEC Extended Diploma: Distinction, Merit, Merit.
T Level: Merit
Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 104 UCAS Tariff points.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, EPQ etc.
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page:
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
The University of Lincoln's International College also offers university preparation courses for international students who do not meet the direct entry requirements. Upon successful completion, students can progress to Bachelor's study at the University of Lincoln. Please visit https://www.lincoln.ac.uk/internationalcollege/ for more information.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
104 UCAS Tariff points from a minimum of 2 A Levels or equivalent level 3 qualifications.
BTEC Extended Diploma: Distinction, Merit, Merit.
T Level: Merit
Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 104 UCAS Tariff points.
International Baccalaureate: 28 points overall.
GCSE's: Minimum of three at grade 4 or above, which must include English and Maths. Equivalent Level 2 qualifications may also be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, EPQ etc.
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page:
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
The University of Lincoln's International College also offers university preparation courses for international students who do not meet the direct entry requirements. Upon successful completion, students can progress to Bachelor's study at the University of Lincoln. Please visit https://www.lincoln.ac.uk/internationalcollege/ for more information.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
Students have the chance to spend around four months learning at an overseas university as part of our exchange programme during their second year. The study abroad scheme requires students to pay for their own travel, accommodation, and living expenses.
Full-time students have the option of a year-long professional practice placement after the second year, providing real-world experience. A Placement Year Fee is payable to the University of Lincoln during this year for students joining in 2025/26 and beyond. Students are expected to cover their own travel, accommodation, and living costs.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
Students have the chance to spend around four months learning at an overseas university as part of our exchange programme during their second year. The study abroad scheme requires students to pay for their own travel, accommodation, and living expenses.
Full-time students have the option of a year-long professional practice placement after the second year, providing real-world experience. A Placement Year Fee is payable to the University of Lincoln during this year for students joining in 2025/26 and beyond. Students are expected to cover their own travel, accommodation, and living costs.
The best way to find out what it is really like to live and learn at Lincoln is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
