Tourism Education System Research Articles

Conclusion: what should be the role of tourism education social structures to create and support collaborative learning environments and the tourism sector?

PurposeThis theme issue sought to find answers to the question: What should be the role of tourism education social structures to create and support collaborative learning environments and the tourism sector?Design/methodology/approachA thematic analysis of the articles in this collection draws together the key outcomes related to the strategic question, with particular reference to the contribution to knowledge, important to generate ideas and conceptual researches that will support institutions teaching tourism and hospitality. Archive research results and recommendations to encourage the collaboration of different stakeholders involved in sustainable tourism development. Most importantly to raise awareness of the question of what educators are doing in tourism education for social, organizational structures in learning environments and the actual tourism sector.FindingsTwo key players, the educator and sector has been challenged to consider their roles in education as well as depicting the role of social and organizational structures that support the students, institutions and the tourism sector. The main findings have proven the important role education plays for a truly sustainable tourism model, suggesting that it is not possible to create awareness of the sustainable development goals without incorporating them in the tourism education system with the support of information computer technology.Originality/valueThis paper reflects on the strategic question discussed in this theme issue, and it contains valid reviews, research studies by practitioners who are experienced in the field of tourism education with an opportunity to research, reflect and develop new possibilities in learning, mitigate negative points and increase positive tourism education roles for sustainable tourism development, in the destination and industry.

Prioritization the problems of the comprehensive system of tourism education in Iran from the perspective of entrepreneurship

Prioritization the problems of the comprehensive system of tourism education in Iran from the perspective of entrepreneurship

National Education Policy 2020: A View point on the Implementing Challenges in The Hospitality and Tourism Education System of India

National Education Policy 2020: A View point on the Implementing Challenges in The Hospitality and Tourism Education System of India

INFORMATION AND COMMUNICATION TECHNOLOGIES INFLUENCE ON THE TOURISM SPECIALIST’S PROFESSIONAL COMPETENCE FORMATION

Objective. The article is devoted to the study of the influence of information and communication technologies on the formation of professional competence of specialists in the field of tourism. The author studies the conditions under which the tourism market’s need for specialists who possess a high level of professional competence, professional mobility, and the ability to adapt to the conditions of professional activity through the use of information and communication technologies (ICT) will be solved. The need for a systematic approach to the problem is substantiated through the development of a structural-functional model of the process of formation of professional competence of specialists in the field of tourism by means of information and communication technologies. Methods. The main research methods of the process of formation of professional competence by means of information and communication technologies are: the abstract-logical method for determining the main problematic issues of the formation of professional competence; modeling method for developing a structural-functional model of the process of formation of professional competence of tourism specialists by means of information and communication technologies. Results. In the context of the research, the essense of the process of formation of the professional competence of the individual is defined and clarified. The concept of “professional competence of tourism specialists” is clarified as an integrative quality, which comprises the level of masterying professional knowledge, abilities, skills and is considered as a process of the subject’s conscious management of his activities and behaviour in accordance with universal value orientations. It is emphasized that the development of information and communication technologies contributes to the modernization of the modern system of tourism education. It goes about distance education as a system of knowledge transfer with the help of various means and technologies and the formation of the students’ skills to use the necessary information in practical professional activities. The author’s definition of the concept of “professional competence of tourism specialists” is presented, which consists in that in the conditions of a computer-oriented information and communication environment. Structural components of the process of formation of professional competence, its content, components are defined. The author has developed a structural and functional model of the process of formation of professional competence of tourism specialists. The structural components of the model and their content are defined.

Examining teachers’ satisfaction with the new normal in a disruptive online hospitality, travel, and tourism education system

PurposeThe purpose of this study is to analyze the impact of teachers’ performance expectancy, teachers’ effort expectancy, teachers’ performance anxiety, teachers’ engagement, perceived student engagement, teachers’ digital competence, teachers’ normalization ease and perceived organizational support as predictors of teachers’ satisfaction with online teaching-learning, especially during a pandemic in the context of hospitality, tourism and travel education.Design/methodology/approachConceptually, this study is grounded in the normalization process theory and examines teachers’ satisfaction by applying the unified theory of acceptance and use of technology model. To test the proposed model, 374 complete survey forms were received for data analysis from teachers engaged with higher education institutes offering courses in the field of hospitality, travel and tourism. Minor modifications were made to the survey instrument based on inputs received after a pilot study.FindingsThe model was tested using confirmatory factor analysis and structural equation modeling. Of the eight constructs predicting teachers’ satisfaction in the online teaching-learning environment, two constructs, that is, teachers’ effort expectancy and teachers’ digital competence, were found to have an insignificant relationship. This finding hints at the emergence of a “new normal.”Practical implicationsThis study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This study further extends the unified theory of acceptance and integrates it with the normalization process theory to test and validate the model in the unique context of hospitality education which is considered to be highly practice oriented.Originality/valueThe COVID-19 pandemic compelled educational institutions to shift to online learning modes. This is unprecedented for students and teachers of hospitality, travel and tourism, especially in a developing country like India, and it has brought with it a new set of challenges and opportunities. With the extension of the pandemic-induced lockdown in educational institutions, teachers – and other stakeholders – must adapt to this new normal of reliance on remote education.

ПІДГОТОВКА ФАХІВЦІВ ТУРИЗМУ: ВИКЛИКИ СЬОГОДЕННЯ

Goal of research: determination of key guidelines in the educational, methodological, scientific and organizational work of a university teacher. Research methods. Taking into consideration that the training of tourism specialists is a complex dynamic deterministic regulated system, the research was performed on the basis of a system principle within a structural-functional approach using methods of analysis and synthesis, forecasting, analogy, deduction, systematization and generalization. The results of the research: it is determined that the requirements for the training of specialists in the field of tourism are determined by the situation on the world tourist market, the state of the domestic system of vocational education and the principles of functioning of the professional space. The current situation in tourism, education and in the tourism professional space requires a radical restructuring of the education system. In accordance with the basic principles of didactics, the main questions that need to be answered in the formation of updated educational programs: "Why teach?" (learning purpose, expected result), "Why teach?" (learning content), "How to teach?" (methods, tools, rules and organizational forms of learning), "Where to teach?" (venue), "When to teach?" (determination of time regime and duration), "Who to teach?" and "Who teaches" (system of requirements for students and teachers). It is proved that upon completion of the automation of tourism activities will change the requirements for professional competence of the future specialist in the direction of strengthening emotional intelligence, it involves changing the content of education, the transition from information-rich learning to reflective and transformative. As a result of informatization, the role of the teacher in the educational process changes, which requires the use of other techniques and methods. A pandemic dictates new requirements for the location of classes, etc. A detailed analysis of the situation allowed to establish a list of key elements of the tourism education system that are subject to reform, to determine the essence of these transformations.. Scientific novelty: for the first time the current situation with the training of tourism specialists has been studied on the basis of a systematic approach, and recommendations for its reorganization are developed in accordance with today's challenges. Practical significance: key elements of the tourism education system to be reformed have been identified; the list of questions which need to be answered at the organization of future specialist preparation is offered; guidelines have been set according to which tourism education will develop further. The submitted proposals can be taken into account in the development of educational programs for the training of specialists in other sectors of the economy.

FORMATION OF CULTUROLOGICAL COMPETENCE OF BACHELORS IN TOURISM BY MEANS OF FINE ARTS

Objective. The position that the culturological approach in the system of tourism education allows the whole tourism industry to reach a higher level of self-awareness and adequately reflect a deeper understanding of tourism not just as a set of travel and entertainment, but as a powerful factor of integration and spirituality is substantiated. To achieve this goal, a set of theoretical and empirical methods are applied, which identify a number of problems that slow down the process of training bachelors in tourism to the challenges of the modern market of tourist services. Methods. The main research methods in studying the possibilities of the influence of fine arts on the formation of culturological competence of the representative of a tourism specialist are: the method of scientific induction and deduction — to develop scientific approaches to defining the main components of the concept of «culturological competence» and «culturological competence of bachelors in tourism», logical — in determining the main problems of creating a cultural environment, the method of modeling — in the development of the conceptual principles of implementation visual arts and their impact on self-identity in the world of cultural values and creating a tourism product as a cultural and artistic synthesis. Results. In the process of the research the features of cultural conformity of tourist education are studied, aspects and mechanisms of creation of culturally corresponding environment are analyzed, structural components of culturological competence of bachelors in tourism as integral, integrative, multilevel personal formation of applicants of higher tourist education are characterized. The author has developed a structural and functional model of formation of culturological competence of bachelors in tourism by means of fine arts, which consists of structural components of the process, cultural practices of tourism, which contribute to the formation of culturological competence of bachelors in tourism. The means of fine arts determined by the author as an effective factor in the formation of culturological competence presuppose the formation of skills to interpret and evaluate works of art; to apply the ways and technologies of cultural interaction, which will be aimed at creating the image of tourist travel and its tourist attractiveness by means of fine arts in professional activity.

IDEOLOGICALLY-EDUCATIONAL AND CULTURAL ASPECTS OF TOURISM SPECIALISTS’ TRAINING IN THE PROCESS OF TEACHING THE COURSE OF «PHILOSOPHY»

The article deals with the social functions of philosophical factors in the formation of a modern model of tourism specialist. This model is formed and considered in accordance with the basic normative educational document - the Standard of higher education in the specialty 242 "Tourism" of the field of knowledge 24 "Sphere of service" by educational and professional program (OPP). The author makes a sample of some of the general competences provided by the educational-professional program of preparation of bachelors in the specialty "Tourism" and monitors the provision of appropriate substantiation of the nature of their provision in teaching the course "Philosophy". It is also substantiated that the philosophical and cultural approach in the system of tourism education allows the whole tourism industry to reach a higher level of self-awareness and adequately reflect a deeper understanding of tourism not just as a combination of travel and entertainment, but as a powerful factor in integrating and generating human spirituality. The author monitors these positions on the example of philosophical and cultural provision of relevant competencies of tourism specialists.

General principles of vocational education and training in the tourism education system of the German speaking countries in Western Europe

The article deals with the analysis of tourism education systems of the leading countries of Western Europe, namely Germany, Austria, Switzerland and Luxembourg united in the crosslinguistic category of "German-speaking countries". The peculiarities of institutional and disciplinary components of vocational education in tourism are revealed, the educational-qualification levels of the structural model of tourism education are determined and characterized, the main functions of the vocational schools of tourism are defined, and the peculiarities of vocational training of future skilled workers in the specified countries are outlined. It is defined, that the structural model of tourism education in the German-speaking countries includes the pathway of obtaining professional qualifications, different types of educational establishments, a variety of vocational study programs and degree levels. It is appointed, that the predominant advantage of basic tourism education in the German-speaking countries is the dual system of vocational education and training that enables students getting qualifications in the form of apprenticeship working together with enterprise training providers. A distinctive feature of higher tourism education is the binary structure in which the traditional university sector exists concurrently with the non-university higher education sector. It is defined, that the common feature of tourism education systems in German-speaking countries is the flexibility of educational process and the coherence of educational-qualification levels within vocational schools and higher institutions. It is determined, that the compliance with the principles of consistency and continuity, the focus on providing future skilled workers with the opportunity to obtain appropriate vocational training program in compliance with their needs and abilities are the basic principles of lifelong learning in tourism education. It is proved that the intense competition between organizers of tourism education in German-speaking countries contributes to their desire of following strictly the existing international education standards. The constant modernization of the content of vocational education and training, as well as cooperation with the European and non-European educational partners in the higher tourism education sphere intensifies student mobility and academic activity

The Exploratory Study on the Teaching Profession in Tourism Department of a 4-year-course Colleges

The purpose of this study was to investigate the teaching profession in tourism department of a 4-year-course college. In order to investigate the teaching profession courses and subjects, this study compared the tourism logic & essay courses, the research of tourism textbook courses and tourism teaching methodology, and the theory of tourism education of 6 each 4-year universities. Indeed, this study implemented in-depth interview of focus group, they got the nod from in this fields. Therefore, it will provide some suggestions and implications as the interview results. The teaching training courses has assumed importance for fostering the young generation in tourism department, and it has needed to invigorate the tourism education system. This study intended to investigate the differences in the related education classrooms and to provide some improvement plan. The results of in-depth interviews from focused group, it shows that each course for tourism department needs to set up objectives again, and needs to present the plan of education contents clearly. The interviewees highly emphasized that tourism education courses need to have course identity, the students who prepared for tourism teaching profession can decide clearly what they need to do. The teaching position in the tourism high school has expected high quality of knowledge and skills specially, thus tourism education courses of a 4-year-course college needs to provide for both of them.

Tourism Education in Turkey and Implications for Human Resources

ABSTRACT This study presents a critical review of the tourism education system and its structure in Turkey. After reviewing the actual and potential problems of tourism education, and their causes, the study then considers the implications for the management of human resources in the Turkish tourism industry. The study underlines the importance of tourism education in delivering the quality of service that is necessary for Turkey to compete with other destinations in the Mediterranean region where similar touristic attractions are provided. The study suggests that without appropriate human resource management strategies, the desired economic and social benefits of tourism will not be realized. The study concludes with policy recommendations for improving the quality of human resource management in tourism in Turkey.

Public Tourism Education and Training in Greece

The authors examine the Greek public tourism education and training system and its structure in order to identify whether there is a need for restructuring and development. To this end, they assess the relationship between the knowledge and skills provided and the requirements of the labour market and the needs of tourism enterprises with regard to specialized personnel. First, they outline the current situation in the Greek public tourism education and training system. They then describe a primary research project carried out (a) among graduates of tourism studies from all educational levels and (b) among tourism executives (directors and personnel managers). The data analysis suggests that the present level of tourism education in Greece is considered satisfactory. However, there is a perceived need for more practice-oriented elements in the curriculum and it is suggested that tourism education departments should restructure their curricula with a view to introducing more practical work, more educational visits to firms and industrial placements of longer duration. The tourism education system in general also needs to be better articulated, preferably with just one overseeing authority. Finally, collaboration between educational institutions and tourism-related bodies, both state-owned and private-sector, is to be encouraged as it will bring benefits to curriculum content and the matching of tourism qualifications with current industry needs.

Analysis of training and education needs of mainland Chinese tourism academics in the twenty‐first century

China’s tourism and hotel education at tertiary level started in the late 1970s. A lack of qualified tourism educators and employees is a common concern for all levels of Chinese tourism education. Further education and training for the faculty in institutions has become an urgent need for the Chinese government and the institutions themselves. The purposes of this study are to examine the education needs of tourism academics in terms of their perception of the value of upgrading their qualifications, the likelihood of further studies, levels of attainment, preference of study places and possible barriers; to understand the degree of importance of upgrading their qualifications; and to identify the main tourism training and education issues facing China in the twenty‐first century. The results suggest that the Chinese academics perceive upgrading their qualifications and getting more exposure to the outside world as important to them. The training and education issues facing China in the twenty‐first century are improvement of the tourism education system and its structure, improvement in the design of the syllabuses with more language training and the balance of theory and practice, change from a traditional teaching mode to a more modernized innovative and interactive teaching mode, and greater responsiveness of education to the needs of the industry.

Education — As a quality factor of tourism

This article analyses the current tourism education system in Hungary as a key factor of quality improvement. The case of the Veszprem University is present. It is proposed to build up a competitive education system in tourism for this important tourism country.

"II Congresso Panamericano de Escolas de Hotelaria e Turismo" sob a ótica de um participante

Apresentacao dos principais topicos e discussoes do II Congresso Panamericano de Escolas de Hotelaria e Turismo, realizado em Buenos Aires, de 24 a 28 de Setembro de 1992. Ressalta o sistema de educacao em turismo nos Estados Unidos, apresentado pela representante da George Washington University, alem de sintese de outras apresentacoes e discussoes. Sob o ponto de vista de um participante. reflete sobre a educacao em turismo e hotelaria no Brasil e nos outros paises da America Latina.

Careers in tourism

The educational and training options available in the UK to those wishing to embark on a career in tourism are described by Dr P. Lavery, Head of Tourism at the Dorset Institute, UK, using information from a study carried out for the English Tourist Board in 1985, and supplemented by more recent information on, courses and course developments. 1 The British tourism education system is compared to that of other members of the European Community - not always favourably - and the management implications for new course providers are discussed.

Tourism education in PR China

The dramatic growth of the tourism industry in PR China has not been accompanied by an adequate response from the education system. The numbers and standard of qualified tourism staff remain far below the required levels. Zhang Guangrui of the Chinese Academy of Social Sciences describes how the tourism education system could be expanded and made more relevant to the Chinese tourism industry.