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Module Study Guide
Academic Year 2022–2023
TH60097E – Revenue Management
Level: 6
Credits: 20
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Copyright © 2022 University of West London
Permission granted to reproduce solely for the purpose of teaching and learning at the University
of West London and its approved academic partners.
You are provided with study materials for your personal use only. You must not share these with
others or upload them to websites. Any student who is found to have shared materials, particularly
for personal gain, will be subject to disciplinary action if appropriate.
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Table of contents
Key team contact details 4
1 Module overview 5
Introduction………………………………………………………………………………………………………… 5
Module summary content and aims ……………………………………………………………………….. 5
Learning outcomes to be assessed………………………………………………………………………… 5
Indicative Contact Hours ……………………………………………………………………………………….6
2 Assessment and feedback 7
Summative assessment grid …………………………………………………………………………………. 7
Assessment brief – formative assessments and learning outcomes……………………………..7
Learning materials …………………………………………………………………………………………….. 14
3 Things you need to know 15
Our Expectations ………………………………………………………………………………………………. 15
Getting Support…………………………………………………………………………………………………. 15
3.2.1 Personal Tutors, Module Leaders, Subject Librarians, and Course Leaders…………………15
3.2.2 Study Support Team………………………………………………………………………………………………16
3.2.3 Student Services……………………………………………………………………………………………………16
3.2.4 Meeting Deadlines …………………………………………………………………………………………………17
Making an Impact………………………………………………………………………………………………. 17
3.3.1 When there’s an issue ……………………………………………………………………………………………17
3.3.2 Module Evaluation Surveys …………………………………………………………………………………….18
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Key team contact details
| Module Leader and tutor | Ariane Lengyel |
| Subject Area & School/College | Hospitality, London Geller College of Hospitality and Tourism |
| [email protected] | |
| Phone | 0208 231 2688 |
| Location | WK.02.002 |
| Module Tutor | As above |
| Phone | |
| Location |
| Module/Course Administrator | Paula Marquez-Pastides |
| [email protected] | |
| Phone | 0208 231 2302 |
| Location | Room CA.02.001, Cavendish House |
| Subject Librarian | James Concannon |
| [email protected] | |
| Phone | 0208 231 2251 |
| Location | SMR Library |
The Course Leader overseeing this module is Ariane Lengyel, and can be contacted at
[email protected].
The Head of Subject overseeing this module is Louise Gill and can be contacted at
[email protected].
The Dean of the College responsible for this module is James Edmunds, and can be contacted at
[email protected].
The External Examiner responsible for this module is Adesola Osinaike of Canterbury
Christchurch University.
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1 Module overview
Introduction
This module addresses the unique opportunities and challenges that the hospitality industry faces
when maximising revenue and profits.
This module will be delivered using the UWLFlex model which has been designed to complement faceto-face learning and build on our reputation for excellence in teaching, learning and student support.
We will be able to deliver a University experience that is more collaborative, active, and relevant for an
increasingly digital world thus enabling us to provide you with an improved student experience.
UWLFlex will provide you with an enhanced range of online tools, to help facilitate your learning.
Module summary content and aims
Welcome to the exciting world of Revenue Management.
This module aims to provide students with a systematic understanding in the theory and practice of
revenue management and its impact on hospitality and hotel businesses as well as their customers. It
seeks to provide the students with knowledge and skills to enable them to critically analyse and
evaluate market condition, pricing strategies, inventory control tactics and customer value assessment
in order to make appropriate management decisions that enable the hospitality organisations to
achieve sustainable financial success.
This module will cover the following:
• Revenue management and its application in the hospitality industry
• Revenue management decision-making process (supply and demand analysis; forecasting;
capacity management; pricing management and displacement analysis);
• Information instruments for a RM system in the hospitality industry;
• Revenue management and its implication on hotel operations;
• Revenue management impacts on marketing and customer relationships;
Revenue management application in other hospitality and tourism sectors
Learning outcomes to be assessed
LO1 Critically evaluate the application of revenue management in hospitality businesses to maximise
profit
LO2 Identify and appraise relevant management issues that affect hospitality organisations
LO3 Evaluate the importance of pricing and distribution within the revenue management applications
LO4 Apply tools and techniques to make revenue management decisions
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Indicative Contact Hours
| Teaching Contact Hours | 42 hours |
| Independent Study Hours | 158 hours |
| Total Learning Hours | 200 hours |
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2 Assessment and feedback
Summative assessment grid
| Type of Assessment |
Word Count or equivalent |
Threshold (if Professional Body-PSRB applies) |
Weighting | Pass Mark | Submission Indicative week |
Method of Submission & Date of Feedback (refer to BB) |
| Group Presentation |
20 minutes | n/a | 40% | 40% | Week 9 | Slides on Turn it in Presentations in class according to your schedule. Feedback within 15 working days |
| Individual Report |
2000 | n/a | 60% | 40% | Week 14 | Turn it in Feedback within 15 working days |
Assessment brief – formative assessments and learning
outcomes
Assignment 1 – group presentation
Assessment task: Group presentation – groups of 4 – business attire
Weighting: 40%
Date/time/method of submission: Presentations will take place in week 9– slides to be submitted on
Turn-it-in by Monday 17 April 2023 at 23.59. Submit one set of slides per group.
Presentations on Thursday 20 April 2023 in class according to the timetable.
Word count or equivalent: 15 minutes + Q and A
Assesses LO 1-4
LO1 Critically evaluate the application of revenue management in hospitality businesses to maximise
profit
LO2 Identify and appraise relevant management issues that affect hospitality organisations
LO3 Evaluate the importance of pricing and distribution within the revenue management applications
LO4 Apply tools and techniques to make revenue management decisions
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Details of assessment:
Assignment 1 is a group presentation. Your presentation will be to an audience comprising of the
general manager and the owners of the hotel who are not familiar with the ins and outs of revenue
management and are very interested to learn more.
The presentation should cover the following: (pre-Covid scenario)
– What is revenue management and why is it important in today’s business world. Ensure you
cover aspects of pricing, forecasting, and segmentation
– What are the current trends in revenue management
– An assessment of the current practices of the hotel in terms of distribution and pricing
– What are the advantages of implementing revenue management practices in the hotel, with a
particular focus on the financial aspects including the potential opportunities to maximise
revenue and profit
– Offer four recommendations in terms of formal revenue management activities the hotel should
engage with and why. This should include distribution and pricing recommendations.
As this is an academic exercise, please reference your slides and provide a full reference list in the
Harvard Convention.
Marking criteria Assignment 1:
• Knowledge and understanding – 30% The extent to which the presentation demonstrates strong
knowledge and understanding of relevant concepts of revenue management: maximising profit,
issues and challenges facing organisation in implementing revenue management practices,
pricing and distribution and tool and techniques.
• Analysis and evaluation – 40% The extent to which the presentation demonstrates analytical
skills, and the quality of the conclusions and recommendations generated.
• Research and enquiry – 15% The quality and evaluation of the sources used and ability to
reference using the Harvard style
• Presentation – 15% Demonstration of effective presentation skills/time keeping/group teamwork
– 10% of this mark will be an individual mark that will assess the individual performance of the
group members (participation, group cohesion and ability to answer questions)
Case Study
You are a consultant that has been tasked by a 4 star central London independent hotel with 250
rooms to recommend the implementation of new revenue management practices. The hotel has the
following room types and rack rates:
180 standard rooms – rates range from £99 to £180
34 superior rooms – rates range from £130 to £199
30 executive rooms – rates range from £150 to £299
5 junior suites – rates range from £200 to £399
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1 executive suite – rates range from £299 to £499
The hotel also has an Italian themed restaurant that seats 100 covers and serves breakfast, lunch and
dinner, a New York style bar that seats 45 guests that has jazz evenings on weekends, 5 meeting
rooms and a small gym. The hotel has mainly corporate customers Monday to Thursday and leisure
customers on weekends. It currently uses Booking.com as an online travel agent with the remainder of
the bookings coming directly on the hotel website or via business travel agents for corporate
customers. The hotel uses Opera property management system.
To date, there has not been any formal revenue management team with this task being carried out by
the reservation manager and the sales manager. The revenue management activities have been
limited to mainly opening and closing rates on Booking.com.
| Generic Grade Descriptors – Undergraduate | |
| % | Descriptor |
| 86 – 100 | The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard. |
| 76 – 85 | The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an outstanding standard. |
| 70 – 75 | The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an excellent standard. |
| 65 – 69 | The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a very good standard |
| 60 – 64 | The standard achieved is good and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a good standard |
| 55 – 59 | The standard achieved is satisfactory and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a satisfactory standard |
| 50 – 54 | The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard |
| 45 – 49 | The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though quite a few are only achieved at a basic standard |
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| Generic Grade Descriptors – Undergraduate | |
| % | Descriptor |
| 40 – 44 Marginal pass |
The standard achieved is basic and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard |
| 35 – 39 Marginal fail |
The standard achieved is weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved |
| 30 – 34 | The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence that many of the learning outcomes may be almost achieved. |
| 20 – 29 | The standard achieved is unacceptable and the work provides little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that few, if any, of the learning outcomes appropriate to that level are achieved. |
| 10 – 19 | The standard achieved is unacceptable and the work provides very little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that very few, if any, of the learning outcomes appropriate to that level are achieved. |
| 0-9 | The standard achieved is unacceptable and the work provides negligible or no evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence fails to show that any of the learning outcomes appropriate to that level are achieved. |
Assignment 2 – Individual Report
Assessment task: Individual Report
Weighting: 60%
Date/time/method of submission: Week 14 – Monday 22 May 2023 at 23.59 – Turn it in
Word count or equivalent: 2000 words
Assesses LO1, 3 and 4
LO1 Critically evaluate the application of revenue management in hospitality businesses to maximise
profit
LO3 Evaluate the importance of pricing and distribution within the revenue management applications
LO4 Apply tools and techniques to make revenue management decisions
Details of the assessment:
Building on your work with your group on RevSim, you are required to write a report where you
critically evaluate the success of the management team’s decisions during the operation of your
hotel. Using appropriate theories and literature you will identify strengths and weaknesses of the
strategies adopted for the success of your operation. You need to evaluate the impact of your
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decisions made during the trading period on the hotel.
Using the group work and reports generated by RevSim, your report must cover the following
sections:
• An overview of the decisions made by the group in terms of pricing, marketing strategy,
segmentation and channels of distribution
• Using the Scorecard report – comment on the four aspects of the performance of your property
(market, financial, guest satisfaction and associate engagement)
• Using the Competition report – comment on the performance of your hotel compared to the
other properties in terms of occupancy, ADR, RevPar and GOPPAR.
• Using the Departmental Income report – comment on the hotel’s financial performance over
the trading period
• Provide three proposed remedial actions for the following trading year in the
recommendations (report recommendations)
Provide a full reference list and in text citations in the Harvard Convention
Appendices must include:
• A SWOT analysis of the hotel (must be individual)
• Reports from RevSim (that should be referred to in the main report)
Marking criteria:
See below
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| Marking criteria Assignment 2: |
100-80 | 79-70 | 69-60 | 59-50 | 49-40 | 39-20 | 19-0 |
| KNOWLEDGE AND UNDERSTANDING 40% Has a comprehensive/ detailed knowledge of major disciplines with areas of specialisation in depth and an awareness of the provisional nature of the state of knowledge. |
|||||||
| Meets all theoretical learning outcomes comprehensively |
Meets all of the theoretical learning outcomes comprehensively |
Meets all of the learning outcomes well |
Meets most of the learning outcomes well |
Meets most of the learning outcomes competently |
Does not meet some of the learning outcomes |
Does not meet most of the learning outcomes |
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| ANALYSIS – 30% Can analyse new and/or abstract data and situations without guidance using a wide range of techniques appropriate to the subject. |
Well integrated study with in depth critical analysis |
Well integrated study with critical analysis |
Largely integrated study with a good level of critical analysis |
Largely integrated study with some critical analysis |
Shows an acceptable level of analysis |
Mainly descriptive, some level of analysis. |
Wholly descriptive |
| COMMUNICATION AND PRESENTATION – 15% Can engage effectively in debate in a professional manner and produce detailed and coherent project reports. |
Always communicates effectively and excellently in an appropriate format/language in a clear and concise manner. |
Always communicates effectively in an appropriate format/language in a clear and concise manner. |
Usually communicates effectively in an appropriate format/language. Usually presents information in a clear and concise manner |
Usually communicates in an appropriate format/language. Usually presents information in a clear and mostly concise manner. |
Meaning is clear and format conforms to basic requirements. May either lack detail or include a considerable amount of irrelevant material. |
Meaning is largely clear but use of language and format is inappropriate. |
Does not communicate effectively. Unclear and rambling. Does not use appropriate format/language. |
| Articulate, fluent, excellently structured, grammar and spelling accurate. |
Articulate, good structure and flow, grammar and spelling accurate. |
Articulate, good structure and flow, grammar and spelling accurate. |
Lacks coherence in places but is well structured. Grammar and spelling accurate. |
Largely correct grammar and spelling, lacks a coherent structure/flow. |
Poor structure/flow and with grammatical/spelling errors that impede clarity. |
Unstructured, now fluidity, considerable spelling and grammatical errors. |
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| RESEARCH AND HARVARD REFERENCING – 15% |
All sources cited, consistent and thorough use of Harvard referencing system. Extensive breadth, depth and complexity of relevant material |
All sources cited, accurate use of Harvard referencing system and reference list. Clearly defined range and depth of relevant material in all areas |
All sources cited, largely accurate use of Harvard referencing system and reference list. Clearly defined range and depth of relevant material in most areas |
All sources cited, largely accurate use of Harvard referencing system and reference list. Comprehensive and relevant detail but lacking depth in some areas |
Most sources cited, some minor inaccuracies in referencing and reference list. Has good working knowledge and relevant detail but lacking depth in |
Most sources cited, some minor inaccuracies in referencing and some minor missing information in reference list. Moderate range with some relevant |
Most sources cited, some major inaccuracies in referencing and some major missing information in reference list. Inadequate breadth and depth of |
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| research | most areas. | material, little depth | research |
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For guidance on online submission of assignments, including how to submit and how to access
online feedback, please refer to the UWL Blackboard student-help pages at: uwl.ac.uk/currentstudents/online-learning-tools
Learning materials
The reading list for this module is available on Blackboard in the module area and online by
searching uwl.rl.talis.com. This shows real-time availability of books in the library and provides
direct links to digital items, recommended by your lecturer.
Remember to log into Blackboard daily to receive all the latest news and support available
at your module sites!
Subject guides (subject-guides-libguides) are also available to help you find relevant information
for assignments, with contact details of the Subject Librarian for your School.
Remember, all your work must have Academic Integrity; it must be an honest and fair submission,
complying with all the requirements of the assessment, that properly references and credits any
other people’s work you have used. Failure to meet these standards of behaviour and practice is
academic misconduct, which can result in penalties being applied under the Academic Offences
Regulations.
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3 Things you need to know
Our Expectations
You are expected to behave in accordance with the Student Code of Conduct, and treat others
with kindness and respect whether at university or online. It’s important to consider your safety
and the safety of others around you, especially how to stay safe online and ensure your
communications are secure and appropriate, visit uwl.ac.uk/current-students/studying-campus for
information and advice.
Teaching at UWL during the academic year 2022–23 will be conducted using our blended learning
framework, “UWL Flex”. This is a tried and tested model that helps you maximise your learning by
providing you with materials to:
1) engage with before class (“Investigate”) so you can maximise your hands-on learning
during your taught session
2) Help you demonstrate and check your understanding by applying your prior learning during
class (“Apply”)
3) Help you enhance your knowledge and skills by reflecting on or consolidating your learning
after class (“Consolidate”)
Whether you are engaging with teaching and learning activities onsite or via the UWL Virtual
Learning Environment (VLE), Blackboard, we expect the same level of commitment and
engagement from you. If you are unable to attend scheduled onsite or online activities, or
complete activities in the time frames set out, you should let your tutors know.
You should aim to meet assessment deadlines; if you are concerned that you will not be able to
complete your assessments on time, you should talk to your tutors. Your engagement, whether
online or onsite, will be tracked and if we see that you are not engaging, we will get in contact with
you.
Please remember that your course team is here to support you so if you are having problems, let
us know so we can work with you to find solutions and get you back on track as soon as possible.
Give yourself the best possible chance to succeed by engaging with the full range of learning and
teaching activities available to you.
All students should refer to the Attendance and Engagement Monitoring Policy particularly if you
are on a course leading to professional registration, or you are on a student visa.
Getting Support
Graduating from UWL will open up a world of opportunities for you, but we understand that the
journey to get there is not always easy – especially when you are combining studying with work,
caring for others, or dealing with illness. That is why we offer lots of support to help you meet your
full potential.
3.2.1 Personal Tutors, Module Leaders, Subject Librarians, and Course Leaders
Your Personal Tutor can help if you’re worried about your studies, need academic advice, or want
to find the best way for you to succeed.
Your Module Leader can help if you’re struggling with work, don’t think you can meet a deadline,
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or there was something you didn’t understand or want to know more about.
Your Subject Librarian can help you with finding, evaluating, reading, and referencing sources.
They offer drop-ins and workshops throughout the year.
Your Course Leader can help with any questions about the course you’re studying, such as any
course-specific requirements or options.
3.2.2 Study Support Team
The Study Support Team helps you enhance your academic writing and study skills through oneto-one support opportunities and workshops throughout the academic year. This support consists
of:
• Study Skills Support
• English Language Support
• Maths and Statistics Support
• Peer Mentoring Scheme
• Online Resources
To book a one-to-one appointment or a workshop, you can
visit uwlacademicsupport.targetconnect.net. For more information or to register for weekly updates
email [email protected] or you can visit the website to find out more about the support
offered by the Study Support Team at uwl.ac.uk/studysupport
3.2.3 Student Services
In addition to the study support listed above, you can get support from Student Services with:
• Student Advice, including:
o Funding your Studies, Financial Hardship, Scholarships and Bursaries
o Housing rights and Accommodation
o Immigration
• Student Welfare (guidance for personal or emotional problems)
• Counselling
• Disability and Mental Health (support on your course and around the University)
• Faith
• Careers, Employability, and Placements
• Volunteering
Book your 1-2-1 appointment with any of these areas at studenthub.uwl.ac.uk. Not sure which
service you need? Contact Student Services for more information at [email protected] or
call 020 8231 2345.You can find Student Services at:
• Ealing – The Street at St Mary’s Road
• Brentford – 2nd Floor at Paragon House
• Reading – Drop-in sessions are available at Fountain House
• Oxford – An advice point is available at Ruskin College
We also offer online resources to help you make the best of your time at University or tell us about
anything that’s not right:
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• Togetherall (togetherall.com) is a safe, online community where people support each other
anonymously to improve mental health and wellbeing.
• Report + Support (reportandsupport.uwl.ac.uk) is an online platform to report or seek
support with instances of bullying, harassment, discrimination, assault etc. Any reports can
be made anonymously.
3.2.4 Meeting Deadlines
You should always try your best to submit your work on time. If you submit coursework late, within
10 calendar days of the deadline, then the maximum mark you will be able to get for that work will
be the pass mark. Anything submitted after this would be counted as a non-submission.
We understand that there may be times when you experience circumstances outside of your
control that mean you are not able to submit on time. It’s a good idea to talk your Module Leader if
you’re not going to be able to submit on time so that they can support you and make you aware of
any services that can help.
Where exceptional circumstances mean you’ll be submitting your coursework late, you can
request an extension before your deadline. An extension means that the penalty for submitting up
to 10 calendar days late will not apply.
If your circumstances are so serious that you are not able to submit at all or are unable to attend
an in-person assessment like an exam or in-class test, then you can request mitigation for the
assessment. Mitigation means that you can submit work at the next available attempt instead.
If you request an extension or mitigation before the deadline you can choose to self-certify,
meaning that you do not have to provide evidence, so long as you provide a valid reason for the
request. You can only self-certify three assessments per academic year. If you have used all your
self-certification opportunities, or requested mitigation after the deadline, you will need to provide
evidence of your exceptional circumstances for your request to be granted.
If you need help making an extension or mitigation request, you can get in touch with the Students’
Union Advice Team who will be able to support you through the process.
Making an Impact
3.3.1 When there’s an issue
If something’s negatively impacting your experience at university, you should raise this informally
with your Module Leader or Course Leader.
If the issue is affecting several students, you could talk to your Course Rep about it, and they can
either raise your concerns with your Module Leader or Course Leader on the group’s behalf, or at
the Course Committees which take place each semester.
If the course team are unable to address your concerns to your satisfaction, the Students’ Union
Advice Team can help you to raise a complaint, following the process outlined in the Student
Handbook.
The University aims to ensure that any issues are resolved informally as quickly as possible to
have minimum impact on your studies.
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3.3.2 Module Evaluation Surveys
Towards the end of the module, you will be invited to provide some anonymous feedback to the
Module Leader through an online survey. This is your opportunity to give direct feedback about the
module through a series of questions and free text.
Your constructive feedback will help the Module Leader and teaching team to understand the
module experience from your perspective and helps inform the development of the module. At the
end of the survey period, a response to the survey will be available so that you can see the impact
your voice has had.