Search results

Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam.

The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection.

The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not prioritise the internationalisation dimensions and the faculty members are not facilitated to be internationally active in their roles. Overall, internationalisation is still fragmented and ad hoc in these institutions even though the private institutions in this research appear to be more responsive to the trend of internationalisation in education than their public counterparts.

The paper provides recommendations on how to effectively embed internationalisation components into local tourism training programs in Vietnam.

The research bridges the gap in the literature on internationalisation of the local tourism programme in non-English-speaking countries.

Previous work has conceptually explored the value of the humanities for tourism education and has considered the pressures that likely serve as barriers to its greater inclusion in curricula. This chapter moves the debate from the conceptual level to the ground, reporting the results of a survey of tourism educators with regard to the role of the humanities in the programs in which they teach. The study explores the prevalence of the humanities as primary and supporting course content at the undergraduate and graduate levels, sheds light on barriers faculty members identify for incorporating more humanities content into their curricula, and offers examples of creative ways some educators are currently engaging with such content.

This study aims to examine the influence of neoliberalism and managerialism on the recruitment of tourism academics in the UK. The study analyses how sustainable the recruitment and retention of talents are in the tourism industry. Importantly, this study provides particular focus on sustainable tourism roles, as well as the impacts of COVID-19.

Qualitative content analysis focuses on academic jobs in tourism advertised on Jobs.ac.uk between June 2020 and July 2021.

Study findings reveal how, in the case of the UK, current educational ideologies, including neoliberalism and managerialism, significantly influence curriculum and recruitment. Such an approach facilitates the hidden curriculum of undisciplined tourism programmes and significantly constrains the prominence of sustainability principles. The development of curriculum, student life course and recruitment of academics are influenced by several variables (personal, environmental, behavioural), which must be identified to enable decision-makers to engage in efficient planning.

This study provides a unique focus on the recruitment of tourism academics encompassing crucial factors like sustainable tourism and COVID-19. The proposed framework creates the foundation for the investigation and discussion of academics’ recruitment in different contexts. This study also offers several new avenues for future research.

In an effort to understand the base differences between tourism and hospitality academic programmes, it is important to understand their philosophical relationships. Different types of philosophies will give rise to different orientations. The differential orientations often lead to conflicts. These conflicts are not usually understood in terms of basic philosophical differences, but are seen as a perceptual distinction. This translates to the real world in that many tourism and hospitality professionals have strong feelings about each other that lead to professional misunderstandings. These differences in philosophy also have important ramifications for curricula, course structure, or the instructional philosophies. The purpose of this article is to examine the philosophical relationships between tourism and hospitality academic programmes and their implications, especially for curricular design. This type of philosophical modelling will help obtain a better perspective on the design of courses that have a general thematic structure to improve the preparations programmes in tourism and hospitality.

This study aims to explore the viability of the curricula offered by a university specialising in hospitality and tourism education in Kuching, Sarawak. The study also aims to explore the relevance and application of the hospitality and tourism education curricula to the needs of the Sarawak hospitality and tourism industry.

Grounded in human capital theory, the article highlights the importance of education in facilitating competently skilled human capital. Using a qualitative research approach, the outcomes indicate that the curricula offered by the hospitality and tourism education sector does meet the basic industry needs in Sarawak.

The outcomes suggest that the education sector should adopt a work-based learning model as this is shown to be an effective approach to enhancing practical relevance and competency.

There is insufficient empirical evidence on the exact set of skills and knowledge needed by an individual to be competently skilled in response to the needs of the hospitality and tourism industry in Sarawak.

The purpose of this paper is to establish a conceptual framework on how hospitality and tourism educators could incorporate new technology and big data analytics into program curriculum.

The research developed a logic model to visualize the benefits/impact of hospitality and tourism data analyst via a literature review approach.

The incorporation of statistics, research and the knowledge of data exploration, analysis and insight into hospitality programs would enhance students’ data analysis competencies.

This is a literature review paper, based on philosophical perspectives from literature review. It would be nice to conduct an empirical study with regard to data analytics in the hospitality and tourism industry.

The hospitality and tourism program coordinators and/or directors are urged to inspire more students who are interested in adding statistics and accounting studies to the hospitality and tourism field. Also, the hospitality and tourism data analyst would secure attractive job offers as well as enhance the average salary of hospitality and tourism graduates.

Hospitality and tourism data analytics would secure attractive job offers as well as enhance the average salary of hospitality and tourism graduates.

The paper explored the impact of big data analytics in the hospitality and tourism industry and made recommendations for hospitality and tourism data analytics curricula.

酒店/旅游课程设置是否做好了迎接大数据时代的准备？

本论文旨在建立一个概念模型, 以指导酒店旅游教育者们如何引进新科技和大数据分析到现有的课程设置里.

本论文通过文献综述的方式, 提出一个logic模型以描画酒店旅游数据分析的好处/影响。

酒店课程里加入统计、研究方法和数据勘探的内容对于帮助学生提高数据分析能力有帮助。

本论文采用概述的形式, 以文献综述的角度, 建立理论模型。如果可以加入实际模型测试, 比如针对酒店旅游业做实际的数据分析, 那么结果将更加丰富。

酒店旅游项目协调员和/或负责人应该鼓励更多对统计和会计有兴趣的学生从事酒店旅游业。此外, 酒店旅游数据分析员将获得令人羡慕的工作机会和优越的薪资以提高酒店旅游毕业生的平均薪资水平。

本论文探索了大数据分析在酒店旅游业中的影响, 以及对酒店旅游数据分析课程设置做出建议。

大数据分析, 酒店旅游数据分析员, 数据科学家, 统计学和研究能力, 酒店旅游教育家, 运动学分析

文献评论

The most recent global and regional developments bring about a change in vocational needs required from new recruits in the tourism industry and ask for revised training programmes to be introduced by future decision‐makers (Hofstetter 2004). Several studies have been conducted in terms of job requirements in tourism‐related fields, and a number of qualifications have been identified (Weiermair 1999): communicative skills, empathy, motivation, decision‐making abilities, planning abilities and improvisation abilities. The purpose of any education programme in tourism must be to explain the true nature of the tourism phenomenon through seminars, trainings, workshops, and academic curricula. It must be directed to public and private sectors of the tourism industry, as well as external agencies. The paper reports a study carried out in August 2005 on the training programme offered in South Tyrol for employees of tourism organizations. A standardized online questionnaire was sent to employees of tourism organizations to reveal the importance and satisfaction with the training offer as well as the value of IT in teaching and training. The results provide implications for future tourism curricula, particularly for employees of tourism organizations.

This chapter outlines an augmented reality project developed as part of a master’s course on eTourism within a curriculum. It discusses opportunities to foster community engagement with local tourism actors and experiential learning for international students. It also contributes to the literature on experiential education in this field. Moreover, the chapter discusses cross-cultural learning implications as international students were asked to study a local destination. Results show how the introduction of a practical project into the tourism curriculum proved to provide better learning of the application of eTourism, and a powerful pedagogical approach to raise global citizenship awareness.

Purpose: The COVID-19 pandemic has resulted in vital implications for tourism education and curricula, and the education effectiveness in times of crisis ought to be resilient in the light of its preparedness, response and recovery policies and research. Purpose of the study is to analyse the academic practices in tourism education with a specific focus for incorporating the resilient adaptation strategies.

Design/Methodology/Approach: The study is conducted using content analysis of published data along with interviews with heads of the tourism educational institutions.

Findings: Very few universities are offering courses on resilience and disaster management as part of the curriculum in the tourism study programmes.

Originality/Value: The chapter provides strategies on the effective integration of resilient tourism policy and practices as mitigation measures into the tourism education system with a special emphasis on disaster prevention, mitigation and vulnerability reduction at the destinations in the post-COVID-19 scenario.

Inquiry learning points is based on questions and requires students to work independently to solve problems. Instructors are facilitators of learning, not people who give right answers and instructions to learners. Haaga-Helia University of Applied Sciences Porvoo campus in Finland is a new concept for learning. The lecturers have changed from traditional ones to coaches aiming at new competences with new tools to enhance learning. Their own implementation of inquiry learning has been assessed by themselves with an ongoing self-assessment process as a part of the normal tasks of instructional teams. Self-assessment is a part of action research that aims to develop an organization and the work in it.