All aspects of different types (cause-related, e-events, festivals, conventions, exhibitions and social) of events will be explained. Event marketing will be discussed. Future trends will be highlighted.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| Understand the importance of Food Events Communication as a marketing tool. | 12,14 | 1,2,3 | A,B,C |
| Learn how to conceive, plan and manage a Food Event, in line with the defined objectives. | 12,14 | 1,2,3 | A,B,C |
| Identify and classify the different items and tools they can use in the planning and management of an event. | 12,14 | 1,2,3 | A,B,C |
| Understand the importance of Food Events Communication as a marketing tool. | 12,14 | 1,2,3 | A,B,C |
| Learn how to conceive, plan and manage a Food Event, in line with the defined objectives. | 12,14 | 1,2,3 | A,B,C |
| Identify and classify the different items and tools they can use in the planning and management of an event. | 12,14 | 1,2,3 | A,B,C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 |
The scope of event management
What is event? Classification of event (cultural, sports, corporate, social) |
1) The Business of Event Management; Chapter 1 & 2 2) Event Planning and Management; Chapter 1 |
| 2 |
The business of sports and cultural events
Common features of sports and cultural events The business models: similarities and differences (management style, stakeholder, organization type) |
The Business of Event Management; Chapter 4 |
| 3 |
The business of corporate events
Types of corporate events The business of social events |
The Business of Event Management; Chapter 5 |
| 4 |
Event Planning Model
Phase 1: Preparation Defining concept Developing the Budget: What to Include Types of Budgets Budget Approval Process |
1) Event Planning and Management Chapter 2 & 9
2) Planning and Management of Meetings, Expositions, Events, and Conventions. Chapter 6 |
| 5 |
Event Planning Model
Phase 1: Preparation Strategic Planning and Objectives Identifying your Stakeholders (internal & external) |
1) Event Planning and Management Chapter 2
2) Planning and Management of Meetings, Expositions, Events, and Conventions. Chapter 2&5 |
| 6 |
Event Planning Model
Phase 1: Preparation Analysis of the situation and feasibility study |
1) Event Planning and Management; Chapter 2
2) Planning and Management of Meetings, Expositions, Events, and Conventions; Chapter 2 |
| 7 | Midterm and Submission of 1st Draft of Project | |
| 8 |
Event Planning Model
Phase 2: Detailed Planning Location, Site Planning and Management Logistic |
1) Event Planning and Management Chapter 3,4 & 5
2) Planning and Management of Meetings, Expositions, Events, and Conventions. Chapter 2&5
|
| 9 |
Event Planning Model
Phase 2: Detailed Planning Event program planning & Human Resources: Event Program, Labor and Labor Laws, Staffing |
1) Event Planning and Management; Chapter 7 & 9
2) Planning and Management of Meetings, Expositions, Events, and Conventions; Chapter 10
|
| 10 |
Event Planning Model
Phase 2: Detailed Planning Food and Beverage Planning: Menu Planning, Food Cost Determining, F&B Quantities, Styles of Table, Service Room Setup |
1) Event Planning and Management; Chapter 7 & 9
2) Planning and Management of Meetings, Expositions, Events, and Conventions; Chapter 10
|
| 11 |
Event Planning Model
Phase 2: Detailed Planning Risk Management
Case study: Dozens Sickened (foodborne illness) - Fenich, G. (2015). Planning and Management of Meetings, Expositions, Events, and Conventions, Pearson Education Limited, pg:58 |
1) Event Planning and Management; Chapter 6
2) Planning and Management of Meetings, Expositions, Events, and Conventions; Chapter 4
|
| 12 |
Event Planning Model
Phase 2: Detailed Planning Marketing, promotions and communication
Case Study: Getz D. & Robinson R. S. (2014). "Foodies and Food Events", Foodies and Food Events, Scandinavian Journal of Hospitality and Tourism, 14:3, 315-330 |
1) Event Planning and Management; Chapter 8 & 9
2) Planning and Management of Meetings, Expositions, Events, and Conventions; Chapter 11 & 12
|
| 13 |
Event Planning Model
Phase 2: Detailed Planning Financial planning
|
1) Event Planning and Management; Chapter 8 & 9
2) Planning and Management of Meetings, Expositions, Events, and Conventions; Chapter 11 & 12
|
| 14 |
Trends and Sustainable Event Management
Submission of Poster Project |
The Business of Event Management; Chapter 10 & 21 |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Beech, Kaiser & Kaspar (2014) The Business of Event Management
Fenich, G. (2015). Planning and ManageMent of Meetings, Expositions, Events, and Conventions, Pearson Education Limited Dowson and Basset (2018), Event Planning and Management |
| Additional Resources | Case Study, Instructor Notes |
Material Sharing
| MATERIAL SHARING | |
| Documents | |
| Assignments |
POSTER PROJECT:
This is a group project. As Gastronomy and Culinary Arts Students, you will create a real event project for Fine Arts Faculty. You should focus on preparation and detailed planning phases of Dowson and Basset's Event Planning Model. Each steps should be clarified dependent and students should work as a group. Finally, each student will prepare a handout document (will be evaluated via Turnitin) individually for their class instructor and create a poster about their topics to present the jury. Your work will be graded jury. Your handout document should comprise a cover page that includes the code & name of the course, name of the group members & instructor and submission date, Table of contents, executive summary, all 2 phases of your topic, appendix and references. Students should upload the first draft of their projects to the Turnitin system (phase 1) by Midterm week (week 7). Last draft should be uploaded by week 14. Poster projects should be presented to the jury during final exam week. |
| Exams |
80% attendance to the classes is mandatory. Students will not be allowed to enter finals if they miss more than 9 class hours and will receive FA.
Attendance will be taken every hour, and students who are late more than 10 min to class without excuse will be excluded in the attendance sheet.
Students will be asked to read case studies prior to and in class. Case studies will be distributed in class. Not all material discussed or distributed in class will be available online. If a student misses class, it is his/her responsibility to get course material and come prepared to next class. Students are required to prepare for class by reading lecture notes, case studies and the book chapters. Students are expected come to class fully prepared to discuss in class questions and case studies. Active participation is mandatory. Midterm: 20% Team Project: 40% Final/Poster: 40% Students leaving the exams at any point for any reason cannot return and resume answering questions. Last 2 students left during exams need to leave the exam together. Under no circumstances extra credit/points will be given to any student at the end of the course. Students not entering finals will automatically receive FF |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-Term | 1 | 20 |
| Term Project | 1 | 40 |
| Total | 60 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students study food in the context of food history, geography, culture and nutritional sciences. | |||||
| 2 | Students approach food and cooking as an art process and they are competent in the topics of design and visual presentation of food. | |||||
| 3 | Students have comprehensive information about food related concepts, techniques, and new product information. They have the ability to conduct research and develop ideas on these issues. | |||||
| 4 | Students have knowledge about the basic principles of nutrition and food science, and they apply their knowledge in the field of gastronomy. | |||||
| 5 | Students know and apply the international standards of food hygiene and safety. | |||||
| 6 | Students know all the processes related to the production of food and beverage, from the production stage to the stage of presentation. They can understand food production systems and the new approaches in this field. They have an in-depth understanding of the subject and they can identify and solve problems that may arise at this stage. They can design the physical environment, and has an understanding of the materials and technologies related to the field of gastronomy. They can take part in development of innovations in this context. | |||||
| 7 | Students gain knowledge about national and international cuisines. In this context, they know basic cooking techniques, they implement and develop them. | |||||
| 8 | They know the historical, geographical and cultural background of alcoholic and non-alcoholic beverages and they know the stages of production. They can use these information in menu planning, food production, etc. | |||||
| 9 | Students can develop a new food product, standardize it and execute the registration process in a scientific context. | |||||
| 10 | Students know the national and international regulations, professional standards and professional ethics around food and they apply them. | |||||
| 11 | Students know the basic concepts, theories and principles about business, economics and marketing, and they apply them. Accordance with the principles of menu planning, they can make food and beverage cost analysis, controlling and pricing, and develops a variety of menus. They can effectively manage the operations of food related businesses by applying management theories, and staff recruitment and evaluation processes. | |||||
| 12 | They can engage in independent studies and team work. They can communicate effectively through verbal and in written communication, and they develop good presentation skills. | X | ||||
| 13 | Students understand the effects of food on human health and society, and in this context they follow the press and media organizations and contribute to them. | |||||
| 14 | Students understand and manage food-related events. | X | ||||
| 15 | They know world food trade, globalization, patterns of production and consumption. They know the importance of the food policies for the country's economy. | |||||
| 16 | Students know how to bake and prepare cakes and other pastries, breads, sponge and dough pastry bases, creamy sauces, fruit sauces, jellies, hot and cold desserts, ice creams and sorbets, sugar works, decorations, decoration and presentation. They are competent in making chocolate. | |||||
| 17 | Students have theoretical and practical knowledge about the production techniques of vegetables and fresh herbs used in kitchen practices and food production. | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 14x Total course hours) | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 6 | 84 |
| Mid-terms | 1 | 3 | 3 |
| Assignments | 14 | 3 | 6 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 174 | ||
| Total Work Load / 30 (hours) | 5,8 | ||
| ECTS Credit of the Course | 6 | ||