Abstract
The paper reports on the quantitative data resulting from the questionnaires designed by the authors (language for specific purposes instructors) addressing both graduate students’ range of abilities, skills and competences and tourism employers’ expectations. Language proficiency and communicative competence (understood as specific purpose language ability) are discussed as indicative of graduate students’ rate of employment in their field of studies. The authors choose tourism graduate students as the focus group in their investigation of the possible factors impacting market employability and influencing the degree of socio-professional integration in Cluj county.
Highlights
Situated at the convergence of different fields of expertise and d omains, th e area of languages for specific purposes (LSP) is subject to rapid ch an ges an d claims on the part of the many stakeholders involved in the decision-making process regarding language policy documents that would impact both the public sector and the private sector
The authors of this paper acknowledge their privileged position in identifying the various perspectives brought together here and mediating between the parts involved; the syllabus of LSP subjects best reflects the needs of thegraduate students, part of the core skills expected from the employer market and the generic academic/study skills standard ised by th e higher education institutions in question
A selection of the most important conclusions formulated in the 2019 UNWTO Report on “The Future of Work and Skills Development in Tou rism” will set the background for our extended analysis: the key competences triggered by the shifting pace of job development are “customer focus, creativity and innovation”; the public sector has an undeniably important role in supporting employment in tourism; policy makers should foster lifelong learning, “from basic to the most complex skills, such as technical and soft skills” (UNWTO Report, 2019, p. 8)
Summary
Situated at the convergence of different fields of expertise and d omains, th e area of languages for specific purposes (LSP) is subject to rapid ch an ges an d claims on the part of the many stakeholders involved in the decision-making process regarding language policy documents that would impact both the public sector (state-budgeted higher education institutions seen as generators of workforce) and the private sector (the employer market recruiting workforce). The authors of this paper acknowledge their privileged position in identifying the various perspectives brought together here and mediating between the parts involved; the syllabus of LSP subjects best reflects the needs of the (under)graduate students, part of the core skills expected from the employer market (especially those related to professional communication) and the generic academic/study skills standard ised by th e higher education institutions in question.
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