- Details
- Category: Discipline
- BEKIN, S.F. Endomarketing: como praticá-lo com sucesso. São Paulo: Editora Prentiel. Hall, 2004. BLACKWELL, R.D.; MINIARD, P.W., ENGEL, J.F. Comportamento do consumidor. São Paulo: Cengage Learning, 2013. BRUM, A.M. Endomarketing como estratégia de gestão: encante seu cliente interno. Porto Alegre: Editora L&PM, 1998. KOTLER, P.; KELLER, K.L. Administração de marketing . 12.ed. SÃO PAULO: Pearson Prentice Hall, 2013. MALHOTRA, N. Pesquisa de Marketing : uma orientação aplicada. 3 ed. Porto Alegre: Bookman, 2001. 720 p
- Hotel and Restaurant Management
- 3572
- 2581
- Marketing
- IPLUSO3572-2581
- 1
- 4
- 0
- 4
- Não
- Português
- The discipline of Marketing will use innovative teaching methodologies, namely: TM1. Theoretical exposition of the main programmatic contents; TM2. Analysis and discussion of cases in the classroom; TM3. Work presentation seminars; TM4. Learning is based on developing endomarketing strategic planning projects in which students can apply concepts and theories learned in the classroom to solve real problems organisations face. TM5. Use of artificial intelligence to streamline and enrich the teaching-learning process in marketinG.
- Mandatory
- LG1 - Contextualize trends in the business and marketing environment LG2 - Master the fundamentals, essential concepts and elements that compose marketing. LG3 - Understand consumer behaviour and their purchasing decision process. LG4 - Know information systems and marketing research tools. LG5 - Understand what endomarketing is and its relationship with human resources management. LG6 - Recognise the importance and advantages of endomarketing for the organisation and its stakeholders. LG7 - Develop a strategic internal marketing planning. LG8 - Understand the state of the art of marketing science and practice.
- S1. Business and marketing environment S2. Fundamentals, essential concepts and elements that compose marketing S3. Consumer behaviour and the buying decision process S4. Marketing information systems and marketing research S5. Endomarketing (internal marketing) S6. Contemporary marketing: the state of the art
Descrição Data limite Ponderação Trabalho de grupo A definir 30% Participação e trabalho contínou A definir 30% Teste Final A definir 40% - Semestral
- The discipline of Marketing aims to introduce students to one of the main pillars of organisational management, providing a comprehensive view of the concepts that guide marketing and endomarketing. It demonstrates how these areas holistically integrate into the different functional areas of the company, including human resources management. Furthermore, it provides a theoretical and practical basis for students to understand and debate current marketing and endomarketing topics, highlighting the importance of people management in internal marketing. The subject also stimulates students' critical sense concerning marketing interfaces with the economy, strategy, technology, culture, ethics and socio-environmental responsibility when developing strategic marketing planning.
- Details
- Category: Discipline
- Bueso, Isabel (2013) Prisma, Comienza (A1) – Continúa (A2); Edinumen; Madrid. Álvarez Martínez, Mª Ángeles (2005): Vuela 1, 2, 3 y 4; Anaya; Madrid. Moreno, Concha (2009), Temas de gramática – Nivel superior, 7ª Edición, SGEL S.A, Madrid. Gramática Essencial de Espanhol, SCHMITT-BOHRINGER, ASTRID E TE (Autor), Teresira Rodriguez (Autor), Astrid Schmitt-bohringer
- Hotel and Restaurant Management
- 3572
- 8802
- Spanish Language II
- IPLUSO3572-8802
- 1
- 4
- 0
- 4
- Não
- Português
- Books and grammar, both physical and online.
- Mandatory
- In the end, it is intended that the student has acquired communication skills that allow him to deepen the development of the four communicative skills (oral and written comprehension and oral and written expression); understand and produce coherent statements of a different nature appropriate to their level; describe and narrate past experiences and events; talk about future plans and events as well as start the student in the metalinguistic reflection of Spanish as a second or foreign language.
- 1. CONT. GRAMMAR. 1.1 Indicative: Pret. more-than-perfect, Imperfect future and Simple Conditional 1.2 Imperfect preterito 1.3 Indefinite Preterite. 1.4 Prepositions and conjunctions 1.5 Verbal perifrasis: aspectuais, obligatoriety, incoactive 1.6 Accent 1.7 Be/be/have 2. CONT. LEXICON 2.1 Time expressions of usual actions in the past 2.2 Courtesy expressions 2.3 Means of transport, accommodation, travel; 2.4 Physical states, diseases and remedies; 2.5 The hotel. 2.6 Adverbial locutions of space and time. 3.CONT. FUNTIONAL 3.1 Talk about present, past, future and probable actions; 3.2 Express preferences; 3.3 Express agreement and disagreement; 3.4 No restaurant 3.5 Speak and describe the Hotel. 3.6 Food vocabulary and restaurant dialogues. 4. CONT. PHONETIC 4.1 Intonation of affirmative and negative imperative prayers; 4.2 Diphthongs, tritongos and hiatus; 5. CONT. CULTURAL 5.1 Geographical division of Spain, stereotypes; 5.2 Spanish and Hispanic-American cultural diversity
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
dd-mm-yyyy
30%
Portfolio
dd-mm-yyyy
40%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- Castilian language or Spanish language is the name given to a Romance language originating in Spain and which today is the most spoken language of the Americas. The Castilian language is named after castile. Along with English is the Western language that has the most speakers. Although Castilian is a mainly American language, it is spoken on the five "continents", although in some in an almost residual way. It is the official language of: Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Ecuador, El Salvador, Spain, Guatemala, Equatorial Guinea, Honduras, Mexico, Nicaragua, New Mexico (USA), Panama, Paraguay, Peru, Puerto Rico (USA), Dominican Republic, Uruguay and Venezuela
- Details
- Category: Discipline
- Burns, P. M. (2004). Tourism planning: A third way? Annals of Tourism Research, 31(1), 24-43. Fennell, D. (2015). Ecotourism: An Introduction. Routledge, New York. Jamal , T. & Tanase, A. (2005) Impacts and Conflicts Surrounding Dracula Park, Romania: The Role of Sustainable Tourism Principles, Journal of Sustainable Tourism, 13:5, 440-455 Kontogeorgopoulos, N. (2004) Conventional Tourism and Ecotourism in Phuket, Thailand: Conflicting Paradigms or Symbiotic Partners?, Journal of Ecotourism, 3:2, 87-108, DOI: 10.1080/14724040408668152 Sharpley, R. (2010). The myth of sustainable tourism. CSD Center for Sustainable Development. Swarbrooke, J.(1999). Sustainable tourism management. CABI Publishing: Oxon, UK.
- Hotel and Restaurant Management
- 3572
- 13753
- Sustainable Tourism
- IPLUSO3572-13753
- 1
- 3
- 0
- 4
- Não
- Português
- Digital pedagogy tools like Padlet and Menti and Escape rooms will be used and project-bsed learning methods will be applied to evaluated activities. Student reflection and discussion will be stimulated using various techniques such as team-based learning.
- Mandatory
- Students who successfully complete the course will be able to: Examine and critique principles of sustainable development and their implications for tourism Identify, critique and discuss the role of government and other stakeholders involved in ecotourism/sustainable nature tourism provision Understand the development of the ecotourism sector and its specific nature within the wider tourism industry Identify issues associated with sustainable tourism visitor operations and other relevant settings (eg indigenous or community development) Get an understanding of ecotourism as a valuable tool for sustainable tourism development and learn about ecocertification. Critique sustainable tourism operations and management alongside a variety of international case studies of sustainable tourism businesses or community development
- Lecture content: Introduction and history of sustainable tourism & SDG1 SDG 2 and Sustainability Indicators SDG3 and SDG4 and relation to tourism SDGs 5 & 10 relation to tourism SDGs 10, 6, 7 and relation to tourism SDGs 8, 9, 11 and relation to tourism SDG 12 relation to tourism Ecotourism and Eco-certification SDG 13 relation to tourism
Data
Evento
% do avaliação
Todo o semestre
Avaliação continua (inclui participação, assiduidade e atitude)
20%
Weekly
Apresentação e defesa individual
50%
A meio do semestre
Teste
30%
- Semestral
- This course will explore the historical context, development and structure of sustainably managed nature tourism and ecotourism. Core elements include a discussion on tourism impacts (economic, social and environmental), issues of sustainability, performance measurement & monitoring, 'eco-tourism' and other 'alternative forms' of tourism. Definitions, principles, concepts and issues. Business and tourism management implications for ecotourism operations; community development reliant on the sustainable use of natural resources. This course is structured according to the SDGs and how they relate to tourism.
- Details
- Category: Discipline
- Cialdini, R. B. (2021). Influence, new and expanded: The psychology of persuasion. Harper Business. Blount, J. (2021). Sales EQ: How ultra high performers leverage sales-specific emotional intelligence to close the complex deal. Wiley. Thompson, L. L. (2021). The truth about negotiations (3rd ed.). Pearson Education. Voss, C., & Raz, T. (2021). Never Split the Difference: Negotiating as if your life depended on it. Harper Business
- Commercial and Sales Management
- 6148
- 15491
- Negotiation and Sales Techniques
- IPLUSO6148-15491
- 2
- 5
- 0
- 4
- Não
- Português
- The students will be working on projects related to real-life negotiation and sales situations, offering them a deeper and contextualised learning experience. Group work involves simulation/role-playing: allowing students to experience real negotiation scenarios, and helping them understand the dynamics and strategies involved. Peer-to-peer learning: fostering discussions and tasks where students can learn from each other, sharing experiences and different perspectives. Reflection sessions: After simulations and role-playing activities, there are moments of reflection where students can discuss what worked, what didn't, and how they can improve. Problem-based learning: challenging students with real-world sales negotiation issues, encouraging them to propose solutions using theories and techniques taught in the curriculum unit.
- Mandatory
- Introduce and outline communication techniques. Characterise the negotiation process. Present team leadership techniques. Identify the needs and motivations of the customer. Describe the communication process in sales. Apply negotiation techniques. Identify the stages of a sale's life cycle.
- Communication The communication process Communication techniques Web communication supports Negotiation The negotiation process Team leadership Negotiation and organizational culture Negotiation styles and attitudes to adopt towards them Sales Techniques Identifying motivations and needs Analysis and evaluation of possible solutions Demonstrating the solution Finalisation Post-sale communication and support Conflict Management Case Studies
Descrição
Data limite
Ponderação
Teste de avaliação individual
17-11-2025
40%
Relatório trabalho de grupo
(role-playing) + apresentação oralEntrega relatório: 15-12-2025
Apresentações orais:
05-01-2026 e 12-01-2026Relatório trabalho de grupo 30% + 30% apresentação individual
Presença e participação nas aulas
-
Avaliação qualitativa
- Semestral
- The curriculum unit on negotiation and sales techniques falls within the Commercial Management and Sales course. It aims to equip students with knowledge of how negotiation and sales are pivotal factors in managing businesses and commercial operations. This curriculum unit also addresses concepts and techniques of negotiation essential in the commercial field. Alongside these principles of negotiation and sales, the team also seeks to stimulate reflective capacity and critical thinking in this domain.
- Details
- Category: Discipline
- FAO & WHO. 2023. General principles of food hygiene. Codex Alimentarius Code of Practice, No. CXC 1-1969. Codex Alimentarius Commission. Rome. UE (2021). Regulamento (UE) 2021/382 do Parlamento Europeu e do Conselho, de 3 de março de 2021. https://eur-lex.europa.eu/eli/reg/2021/382/oj Gomes, V. (2023). Restauração: Técnicas e Práticas. Lisboa: Lidel. Gomes, V. (2025). Gestão Prática de Alimentação e Bebidas. Lisboa: Lidel. Neves. R, & Pinto, J. (2010). HACCP - Análise de Riscos no Processamento Alimentar (2ª ed.). Porto: Publindústria.
- Hotel and Restaurant Management
- 3572
- 18895
- Hygiene and Safety in Hotels and Restaurants
- IPLUSO3572-18895
- 2
- 4
- 0
- 4
- Não
- Português
- Teaching Methodologies: • Expository and dialogic theoretical-practical classes. • Challenge-Based Learning: Solving real-world practical cases from the sector. • Analysis and discussion of normative documents (AHRESP Code, legislation, etc.). • Simulations and practical exercises (e.g., flowchart creation, sanitation plans, hazard analysis). • Study visits (if applicable). Artificial intelligence resources may be used provided they have proven to be beneficial to students..
- Mandatory
- By the end of this course, students should be able to: identify pathogenic microorganisms and their growth factors; apply hygiene prerequisites (personnel, facilities, cold chain); implement the 7 HACCP principles and the CHAC methodology; comply with Regulation (EC) No 852/2004, including traceability and allergen management; prepare mandatory documentation (records, plans); and promote a proactive food safety culture as a team.
- Module 1: Fundamentals of Food Hygiene and Safety Legal Framework: Regulation (EC) No 852/2004 and the "Hygiene Package". Concepts of food safety, hazard, risk and control. Module 2: Prerequisites - The Basis of Safety AHRESP Code of Good Hygiene and Food Safety Practices for Foods and Beverages Small enterprises. Module 3: HACCP System and CHAC Methodology Origin, objectives and the 7 principles of HACCP. CHAC Methodology (4Cs): A practical application of HACCP for SMEs. Module 4: Operational Management and Documentation Preparation of hygiene and pest control plans. Procedures for controlling frying oils (visual methods and rapid tests). Traceability: Registration of suppliers and raw materials. Consumer information: Allergen management. Internal audits and self-monitoring.
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
24-11-2025
40%
Trabalho individual
15-12-2025
50%
Participação efetiva em aula
10%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- Safe food production is a fundamental pillar of hotel and restaurant operations, directly linked to public health, the establishment's reputation, and the customer experience. This discipline provides future managers with the essential tools to understand, implement, and supervise food hygiene and safety systems, focusing on practical and legally required methodologies, such as the HACCP (Hazard Analysis and Critical Control Points) system and its simplified application for micro and small businesses, the CHAC (Cross-Contamination, Cleaning, Cooking and Chiling) methodology, widely adopted in Portugal and recognized by ASAE. The scope of this course ranges from microbiological fundamentals to the operational management of food safety, preparing students to identify hazards, implement self-control plans, and ensure compliance with national and European legislation (Regulation (EC) No 852/2004).
