Scholarly Activities in Hospitality and Tourism Higher Education among Private Higher Institutions in Australia

Edmund Goh

doi:10.18870/hlrc.v3i2.108

Abstract

The purpose of this paper is to explore the notion of scholarship and develop research and scholarship strategies among Private Higher Institutions delivering Tourism and Hospitality degree programs in Australia. In doing so, this paper confronts the traditional view of research publications as the only form of scholarship by traditional universities. This paper argues that the purpose of scholarship should be focused towards improving a teacher’s teaching and learning process. These new knowledge need not be limited through peer reviewed journals only, but can be achieved through less formal means of communication such as fieldtrips to industry and attending conferences. This paper utilizes the six Scholarship key points as defined on P. 19 of the National Protocols for Higher Education Approval Processes in Australia by MCEETYA to investigate methods to capture scholarship beyond traditional research publications. <br />

Highlights

The Australian Higher Education Industry is divided into two main categories (Self Accrediting Institutions vs. Non Self Accrediting Institutions)
The purpose of this paper is to explore the notion of scholarship and develop research and scholarship strategies among Private Higher Institutions delivering Tourism and Hospitality degree programs in Australia
The role of scholarship of teaching and learning in higher education is a relatively new idea (Prosser, 2008) and has received limited attention with stiff resistance from most institutions (Schroeder, 2007), this paper has demonstrated that it is possible for academics to achieve true scholarship through careful planning and objectivity

Summary

Introduction

The Australian Higher Education Industry is divided into two main categories (Self Accrediting Institutions vs. Non Self Accrediting Institutions). Activities in hospitality and tourism higher education among private higher institutions in Australia. Non Self Accrediting Institutions (NSAI), the focus of this paper, provides education to about 10% of all higher education students in Australia (Heaney et al, 2010). NSAIs provide higher degree courses but are under legal restrictions to use the title ‘university’, and abide by the National Protocols for Higher Education Approval Processes under the regulatory framework of The Ministerial Council of Education, Employment, Training, and Youth Affairs (MCEETYA) (2007). Research is characterised by originality and includes creative activity and performance It has investigation as a primary objective, the outcome of which is new knowledge, with or without a specific practical application, or new or improved materials, products, devices, processes or services. It has investigation as a primary objective, the outcome of which is new knowledge, with or without a specific practical application, or new or improved materials, products, devices, processes or services. (2007, p. 18)

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Conclusion