| |
| |
| Acknowledgements | |
| |
| |
| Preface | |
| |
| |
| |
| Traditional and niche sport, recreation and tourism events | |
| |
| |
| |
| Traditional events | |
| |
| |
| Niche events | |
| |
| |
| The rise of contemporary niche events | |
| |
| |
| A need for skilled traditional and niche event managers | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| The concept of knowledge in event management | |
| |
| |
| |
| A knowledge transfer race | |
| |
| |
| Defining knowledge | |
| |
| |
| Common knowledge | |
| |
| |
| Advancement knowledge | |
| |
| |
| A definition of knowledge for the context of event management | |
| |
| |
| A knowledge transfer race strategy | |
| |
| |
| Networks support the knowledge transfer strategy | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| The event planning model: The event development phase, Part I | |
| |
| |
| The event manager as a facilitator | |
| |
| |
| |
| What is facilitation? | |
| |
| |
| Role of an event facilitator | |
| |
| |
| Facilitating the communication requirements | |
| |
| |
| Facilitating group communication requirements: The case of group rhythm and facilitation | |
| |
| |
| Facilitating knowledge transfer | |
| |
| |
| Facilitating event structures for governance | |
| |
| |
| |
| Event structures | |
| |
| |
| Theoretical dimensions of event structures | |
| |
| |
| Principles in event structures | |
| |
| |
| Application of theory and principles in event structures | |
| |
| |
| Facilitating event management using the network perspective | |
| |
| |
| |
| Building blocks: The concepts used to understand business networks | |
| |
| |
| Social capital: The intangible resource of networks | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| The event planning model: The event development phase, Part II | |
| |
| |
| Facilitating volunteer management practices | |
| |
| |
| |
| The contribution of volunteers to major sport events | |
| |
| |
| Event volunteers | |
| |
| |
| Planning a volunteer program | |
| |
| |
| Facilitating event policy development | |
| |
| |
| |
| Complementary concepts in policy development | |
| |
| |
| Application: Policy becomes praxis | |
| |
| |
| Facilitating corporate social responsibility | |
| |
| |
| |
| Chapter questions | |
| |
| |
| |
| The event planning model: The event operational planning phase | |
| |
| |
| |
| |
| The cultivation of the operational planning network | |
| |
| |
| |
| The creation of written operational plans | |
| |
| |
| The written event operational plan: establishing a design format | |
| |
| |
| Logical operational planning | |
| |
| |
| Sequential operational planning | |
| |
| |
| Detailed operational planning | |
| |
| |
| Integrated operational planning | |
| |
| |
| |
| The inclusion of contingency plans | |
| |
| |
| |
| The activation of a plan refining process | |
| |
| |
| Contemporary issues in the event operational phase | |
| |
| |
| Practice operational planning scenarios | |
| |
| |
| Practice scenario 1 | |
| |
| |
| Practice scenario 2 | |
| |
| |
| Practice scenario 3 | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| The event planning model: The event implementation, monitoring, and management phase | |
| |
| |
| |
| Implementation: Executing the plan | |
| |
| |
| Disseminating implementation requirements and production meetings | |
| |
| |
| Monitoring the dynamic and fluid operational environment | |
| |
| |
| Managing operational plan implementation | |
| |
| |
| Overcome foreseeable failure when managing deviations from the plan | |
| |
| |
| Predetermine the decision-making team and process | |
| |
| |
| Preprogrammed and not preprogrammed decisions | |
| |
| |
| Inherent implementation, monitoring, and management issues in operational network practice | |
| |
| |
| Issue: Operational plan detail and implementation performance | |
| |
| |
| Issue: Implementation knowledge and performance | |
| |
| |
| Issue: Deviations from the plan | |
| |
| |
| Issue: Implementation conflict | |
| |
| |
| Issue: Implementation communication | |
| |
| |
| Additional implementation, monitoring, and management issues | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| The event planning model: The event evaluation and renewal phase, Part I | |
| |
| |
| |
| Background knowledge for the event manager | |
| |
| |
| What is evaluation? | |
| |
| |
| Why is evaluation necessary? | |
| |
| |
| Differentiating between evaluation, research, and assessment | |
| |
| |
| Key evaluation questions | |
| |
| |
| Facilitating the process of evaluating the event | |
| |
| |
| What type of event is it, and where is the event in terms of the program life cycle? | |
| |
| |
| Who are the key stakeholders of the evaluation? | |
| |
| |
| What are the questions or issues driving the evaluation? That is, what is the goal or purpose of the evaluation? | |
| |
| |
| What resources are available to evaluate the event? | |
| |
| |
| Have any evaluations been conducted in prior years? | |
| |
| |
| What kind of environment does the event operate in? | |
| |
| |
| Which research design strategies are suitable? | |
| |
| |
| What sources of evidence (data) are available that are appropriate given the evaluation issues, the event structure, and the environment in which the event operates? | |
| |
| |
| Which evaluation approach seems appropriate? | |
| |
| |
| Should the evaluation be conducted? | |
| |
| |
| General steps in evaluating the event | |
| |
| |
| Decisions required by the event manager before evaluating | |
| |
| |
| Role of theory in evaluating events | |
| |
| |
| Informal versus formal evaluations | |
| |
| |
| Formative versus summative evaluations | |
| |
| |
| What to evaluate? | |
| |
| |
| Quantitative evaluation versus qualitative evaluation | |
| |
| |
| Approaches to event evaluation | |
| |
| |
| Political, ethical, and moral decisions in event evaluation | |
| |
| |
| Summary | |
| |
| |
| Chapter questions | |
| |
| |
| |
| The event planning model: The event evaluation and renewal phase, Part II | |
| |
| |
| |
| Developing questionnaires | |
| |
| |
| Developing the survey questions, structure and format | |
| |
| |
| Determining sampling size and sampling administration strategies | |
| |
| |
| Sample size | |
| |
| |
| Sampling approaches | |
| |
| |
| Survey administration strategies | |
| |
| |
| Importance/performance analysis | |
| |
| |
| Service-quality analysis | |
| |
| |
| Evaluating the value of volunteers | |
| |
| |
| Using event evaluation to inform the event renewal | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| Event bidding | |
| |
| |
| |
| What is a feasibility study, candidature document, bid questionnaire, and bid dossier? | |
| |
| |
| What is a bid tour? | |
| |
| |
| What are the critical factors in a successful bid? | |
| |
| |
| What is the one critical factor for bid success? | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| Facilitating quality in event management | |
| |
| |
| |
| What is quality? | |
| |
| |
| Quality is conformance to specifications | |
| |
| |
| Quality is excellence | |
| |
| |
| Quality is value | |
| |
| |
| Quality is meeting and/or exceeding customers' expectations | |
| |
| |
| Current definitions of quality and the lack of guidance for event managers | |
| |
| |
| Issues in defining quality in event management | |
| |
| |
| Conflicting stakeholder expectations influence quality perceptions | |
| |
| |
| Limited control over inputs influences quality | |
| |
| |
| Financial constraints influence quality | |
| |
| |
| Contingency plans influence quality | |
| |
| |
| Creating a quality statement to guide event managers | |
| |
| |
| A sample quality statement | |
| |
| |
| Quality statement for rally in the valley | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| An integral approach to experiential learning: A foundation for event management and personal development | |
| |
| |
| |
| Integral approach to experiential learning | |
| |
| |
| Defining experiential learning | |
| |
| |
| Wilber's integral approach | |
| |
| |
| Applying the integral approach to event management | |
| |
| |
| Individual | |
| |
| |
| Collective | |
| |
| |
| Maximizing personal development in experiential event management settings | |
| |
| |
| Activities for reflection | |
| |
| |
| Application of four quadrants to personal development | |
| |
| |
| Conclusion | |
| |
| |
| Chapter questions | |
| |
| |
| |
| Conclusions | |
| |
| |
| |
| |
| Example of an operational plan for the National Collegiate Athletic Association (NCAA) Men's Basketball Championship, Round 2, San Jose, California: The hospitality component | |
| |
| |
| |
| |
| Facilitation issues and suggestions for the implementation, monitoring, and management phase of the planning model | |
| |
| |
| |
| References | |
| |
| |
| Index | |