Business trip to Brussels - Sample Essay

We first had a meeting about what destination we should look into going, as a part of this unit we all decided to keep the destination within Europe because the transportation costs will be lower, which will therefore reduce the total cost of the trip. We all then came up with a list of cities which we felt would be most appropriate to use, these were Holland, Greece, Italy, Spain and Czech Republic. As groups we all had to make a presentation on why it would be beneficial to host a trip in such a city, I selected Prague; my presentation can be found in the projects appendix.

I recommended Prague because it hosted a whole range of events such as visiting the Skoda factory, as well as several beer factories and a crystal factory. The prices that I researched were very cheap, considering other destinations. I found the total price of flights to come to i?? 69. 50 and the price of the hotel room came to i?? 60. 28, altogether this came to i?? 129. 78. Although this price did not include the cost of the trips or the travel arrangements going to the airport and coming back from the airport. My research can be found in the appendix at the back of this project.

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Although this was the country I was researching for my group, I gathered some information about some of the other group’s information about their destinations, this is shown below;  Amsterdam Amsterdam is the capital of the Netherlands; this is situated in Western Europe. Amsterdam is approximately 212 sq. km’s. They spoken language in Amsterdam is Dutch and the currency used is the Euro. The main interests are the beautiful rivers, also the architecture found in number of its buildings. Although Amsterdam is well known for it’s night-life.

GreeceGreece is a country in southeastern Europe, situated on the southern end of the Balkan Peninsula. The shores of Greece’s Aegean Sea saw the emergence of the first advanced civilizations in Europe that impact is inseparable from today’s western institutions. Greece is 131,940 sq. km’s large. Its spoken language is Greek.  Italy Italy is located in Europe. Their main spoken language is Italian, and there main currency is the Euro. There are several places to visit, such as The Hadrian’s Mausoleum and Hadrian’s Villa. Italy is well known for it’s food specialty, such as Pasta, Spaghetti, Lasagna and Pizza.

The Choice of Event (Continued)  Spain Spain is located in south-western Europe; the total size of Spain is 499,542 sq. km’s. Their currency is the Euro. Their mainly known for their culture in bullfighting, flamenco (dancing), tomato fighting and festivals. Their main food specialty is Tapas.  Prague Prague is considered to be the heart of Europe, it is also the capital of Czech Republic. The total population of Prague is approximately 1,186,900. Prague is well known for its mediaeval culture, ranging from museums all the way to historic buildings like castles.

Prague is also well known for its business culture, such as the breweries and car manufactures (e. g. Skoda). After each group showed their presentation, we casted votes with the students and one of our teachers. As a result, the majority of the class chose the destination Prague, Amsterdam was the second most selected choice. After this decision was made, I’ve made a questionnaire to give to other potential students who would be going on the trip; this helped us to decide what sort of prices students would be willing to spend as well as what activities they wanted to attend during the trip.

The questionnaire can be found at the back of this unit, in the appendix. Analysis of Results The analysis of results is based on the 30 respondents that took part in this questionnaire. A detailed analysis will be written about each set of results collected; this will allow us to further our planning into the trip. The majority of students will be under 18, therefore we must consider activities that can be appropriately done by anyone ages 16 and above, activities such as drinking alcohol would not be suitable as the drinking age in Prague is 18.

Teachers and parents should therefore create certain guidelines on what the students are allowed and not allowed to do during the trip. Analysis of Results (Continued) This suggests that we must make aware to those that are going on the trip where Prague is situated. This should be made aware to students during class; this can be done by making the students aware of the location and getting them to spread the information around by ‘word of mouth’. Apart from the above form of communication, we could use the scroll screens around the school, and letters to inform students.

The results suggest that the majority of the students want to visit local businesses and local sites. Therefore we must look into arranging trips to local businesses that are based in Prague, such as the Skoda car factory. When booking a trip it may be best to do some research about the local area to see what sites the group can visit, this must be done quickly and efficiently so that bookings can be made prior to the actual trip taking place. Students do not want to pay more than i?? 299.

This can be negotiated with companies we use to book the trip with, this price range may be able to be met, although under circumstances of health and safety, additional costs may have to be made on top of the booking as well as the number of people going on the trip could affect the price per person, therefore no assumptions can be made on the prices which each person would be paying. The majority of students want to go to clubs and tours, therefore we will have to look into arranging a trip going to a club, although non-alcoholic beverages would have to be consumed, therefore certain rules would have to apply to students.

Overall this question has allowed us to gather information on what the students want, we have discovered that a large percentage of students may be under the age of 18 when traveling to Prague, therefore certain guidelines must be made, a small percentage of students are unaware of where Prague is situated, therefore this must be made aware to more students. We have also gathered information on where students want to go during the trip, such as to visit local businesses; as well as what type of price students are willing to pay. This information will allow us to prepare for the trip more effectively and efficiently.

At this point of time, the class felt that it would be useful for us to gather quotes from some tour operators, we decided to use NST Travel Group who specialise in educational trips. After two hours, the school received a call from Julia Sizer, a sales consultant from NST. She quotes an original price of i?? 300, this price included the flights, accommodation, coach fees in Prague, trips and morning breakfast. Although this price was based on a minimum of 30 students going. The price quoted was over the cost that the majority of the students wanted to pay (as quoted from the questionnaire).

Extra costs are also involved, such as the coach taking us to the airport and picking us up from the airport, and spending money. Therefore this trip was being portrayed as expensive. It was also important to gather quotes for the transportation going to and from the airport. We again called many coach companies, and asked for quotes (based on 32 passengers), these are all shown below; Which adds an extra cost to the overall price per person. Before we booked the trip we asked the majority of the students would they prefer transportation going to and from the airport by coach or by personal travel, the large majority chose coach, although the teachers suggested that a coach journey would be the most appropriate, because it would keep all the students together.

As a result we decided to go ahead and book the coaches with Lewis coaches, as this was the cheapest and the school recommended using them, as the school has used them several times before. The cost per student would be as follows . Secondary Research A more cost-effective way of conducting research into an event is secondary research. Secondary research is information that is gathered from both internal and external source that has already been published.

This type of information tends to be less expensive than primary research as gathering the information is not a cost, although this research is less reliable, this is because of the age of the information and the source. In most cases this type of information was gathered for another purpose and may not be the exact information we require. Although it will still be quite useful to gather. Internal Information Information that is already held within the business, this information is usually information from previous events and periods of time, such as an Annual Report.

External Information This type of information is usually published materials, collected from another business or individual. It can provide a relatively easy and cheap way to collect information in comparison to primary research. Another way of collecting useful information is by finding it through the media. Although the information may be biased it presents stories about past events and organisations. Media sources include the following;

For my secondary research I will look at three sources, I will first look at last year’s trip; I will look at previous student’s evaluations as well as the teacher’s opinions of the trip. This will be useful because I also went on last year’s trip. I will then look into reports shown on BBC’s website regarding previous events held by schools. Finally I will conduct research into government instructions to school events, this will provide recommendations and appropriate information for us the students and the teachers to use when continuing to plan the trip.

He felt that the ‘experience’ he received gave him an ‘inner-taste’ of international business. He also felt that the senior team (teachers) and the students interacted very well with one another and realised that a trip can be successfully arranged using both parties. Further looking into Jamie Porritt’s evaluation he made a questionnaire and handed this out to the students after the trip took place, this allowed him to test the successfulness of the trip, and the analysis of results can be found below. 1. What are your reasons for going on the trip?



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