Pub Date : 2022-02-16DOI: 10.1080/15313220.2022.2038342
D. Kala, D. Chaubey
ABSTRACT This study investigates the relationship between student technology acceptance, student engagement, and perceived learning on tourism-related massive open online courses (MOOCs). The respondents include 389 Indian university students who took tourism-related MOOCs. The results of PLS-SEM indicate the weak relationship between MOOC technology acceptance and the perceived learning of students. Technology acceptance has an impact on student engagement, but the impact is not highly significant. The findings show the strong relationship between student engagement and perceived learning in the context of tourism-MOOCs. The study suggested several ways to ensure student engagement and perceived learning to develop a positive attitude toward MOOC platforms and institutions that deliver MOOCs. Several implications are drawn from the findings, and future research directions are suggested.
{"title":"Examination of relationships among technology acceptance, student engagement, and perceived learning on tourism-related MOOCs","authors":"D. Kala, D. Chaubey","doi":"10.1080/15313220.2022.2038342","DOIUrl":"https://doi.org/10.1080/15313220.2022.2038342","url":null,"abstract":"ABSTRACT This study investigates the relationship between student technology acceptance, student engagement, and perceived learning on tourism-related massive open online courses (MOOCs). The respondents include 389 Indian university students who took tourism-related MOOCs. The results of PLS-SEM indicate the weak relationship between MOOC technology acceptance and the perceived learning of students. Technology acceptance has an impact on student engagement, but the impact is not highly significant. The findings show the strong relationship between student engagement and perceived learning in the context of tourism-MOOCs. The study suggested several ways to ensure student engagement and perceived learning to develop a positive attitude toward MOOC platforms and institutions that deliver MOOCs. Several implications are drawn from the findings, and future research directions are suggested.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15313220.2022.2030851
K. Boluk, Carrie Herzog, Kajsa G. Åberg, D. Freund
TEFI 11 was hosted in June 2020 inviting delegates to reflect on the theme Repurposing tourism: Engaging our radical in tourism education. With seven decades of growth in international tourist arrivals leading up to COVID-19, scholars and practitioners have been tasked with confronting the inimical and urgent concerns regarding the economic, social, cultural, and environmental impacts generated by the industry (Boluk et al., 2019; Higgins-Desbiolles, 2018). Specifically, the issues of overtourism, the climate crisis, the availability and quality of tourism work, the capacity of communities to accommodate tourism, and the ability of the natural environment to regenerate have mutually attracted media, public attention, and the scholarly literature (e.g., Carnicelli & Boluk, 2022, 2020; Lundmark et al., 2021). Such discussions highlight the unsustainable nature of the current industrial models of tourism necessitating reflection and action (Dredge, 2017; Sheldon et al., 2017). In addition to sustainability concerns, political activism in support of Black Lives Matter and the wider racialized voices matter movements, precipitating the death of George Floyd, necessitates we urgently challenge the operation of tourism which has been a vehicle for oppression towards minority and marginalized groups (Carnicelli & Boluk, 2020; Higgins-Desbiolles et al., 2019), supporting systemic racism. We must determine how we can change this. While the mainstream and scholarly literature has proposed the onset of COVID19 and subsequent halt in tourism presents us with the opportunity to revision and repurpose tourism (e.g., Everingham & Chassagne, 2020), re-envisioning a sector requires identifying our purpose and being radical in the way we teach and practice tourism. With this in mind and in support of the Tourism Education Futures Initiative’s (TEFI) ambition to move beyond business as usual and using value-oriented teaching as our vehicle (see Edelheim et al., forthcoming), our call for papers sought to radically challenge and debate the purpose of tourism and tourism education. This Special Issue is inspired by the TEFI11 virtual conference on the same theme, hosted by York St John University in June 2020. Given the
第十一届TEFI于2020年6月举办，邀请代表们就“重新利用旅游:让我们的激进分子参与旅游教育”这一主题进行反思。在2019冠状病毒病爆发之前，国际游客人数已经增长了70年，学者和从业者的任务是应对该行业所产生的经济、社会、文化和环境影响方面的不利和紧迫问题(Boluk等人，2019;Higgins-Desbiolles, 2018)。具体而言，过度旅游、气候危机、旅游工作的可用性和质量、社区容纳旅游的能力以及自然环境的再生能力等问题相互吸引了媒体、公众的关注和学术文献(例如，Carnicelli & Boluk, 2022, 2020;Lundmark et al.， 2021)。这样的讨论强调了当前旅游业产业模式的不可持续性，需要反思和行动(Dredge, 2017;Sheldon et al.， 2017)。除了可持续性问题之外，支持“黑人的命也重要”的政治活动和更广泛的种族化声音也很重要的运动，促成了乔治·弗洛伊德的死亡，我们迫切需要挑战旅游业的运作，因为旅游业一直是压迫少数民族和边缘群体的工具(Carnicelli & Boluk, 2020;Higgins-Desbiolles等人，2019)，支持系统性种族主义。我们必须决定如何改变这种状况。虽然主流学术文献提出，2019冠状病毒病的爆发和随后的旅游业停滞为我们提供了修订和重新定位旅游业的机会(例如，Everingham和Chassagne, 2020年)，但重新设想一个部门需要确定我们的目标，并在我们教授和实践旅游的方式上采取激进的方式。考虑到这一点，并支持旅游教育未来倡议(TEFI)的雄心壮志，即超越常规业务，使用以价值为导向的教学作为我们的工具(见Edelheim等人，即将出版)，我们的论文呼吁寻求从根本上挑战和辩论旅游和旅游教育的目的。本期特刊的灵感来自于由约克圣约翰大学于2020年6月主办的同一主题的TEFI11虚拟会议。考虑到
{"title":"Re-purposing tourism: engaging our radical in tourism education","authors":"K. Boluk, Carrie Herzog, Kajsa G. Åberg, D. Freund","doi":"10.1080/15313220.2022.2030851","DOIUrl":"https://doi.org/10.1080/15313220.2022.2030851","url":null,"abstract":"TEFI 11 was hosted in June 2020 inviting delegates to reflect on the theme Repurposing tourism: Engaging our radical in tourism education. With seven decades of growth in international tourist arrivals leading up to COVID-19, scholars and practitioners have been tasked with confronting the inimical and urgent concerns regarding the economic, social, cultural, and environmental impacts generated by the industry (Boluk et al., 2019; Higgins-Desbiolles, 2018). Specifically, the issues of overtourism, the climate crisis, the availability and quality of tourism work, the capacity of communities to accommodate tourism, and the ability of the natural environment to regenerate have mutually attracted media, public attention, and the scholarly literature (e.g., Carnicelli & Boluk, 2022, 2020; Lundmark et al., 2021). Such discussions highlight the unsustainable nature of the current industrial models of tourism necessitating reflection and action (Dredge, 2017; Sheldon et al., 2017). In addition to sustainability concerns, political activism in support of Black Lives Matter and the wider racialized voices matter movements, precipitating the death of George Floyd, necessitates we urgently challenge the operation of tourism which has been a vehicle for oppression towards minority and marginalized groups (Carnicelli & Boluk, 2020; Higgins-Desbiolles et al., 2019), supporting systemic racism. We must determine how we can change this. While the mainstream and scholarly literature has proposed the onset of COVID19 and subsequent halt in tourism presents us with the opportunity to revision and repurpose tourism (e.g., Everingham & Chassagne, 2020), re-envisioning a sector requires identifying our purpose and being radical in the way we teach and practice tourism. With this in mind and in support of the Tourism Education Futures Initiative’s (TEFI) ambition to move beyond business as usual and using value-oriented teaching as our vehicle (see Edelheim et al., forthcoming), our call for papers sought to radically challenge and debate the purpose of tourism and tourism education. This Special Issue is inspired by the TEFI11 virtual conference on the same theme, hosted by York St John University in June 2020. Given the","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45108955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15313220.2022.2029669
K. Boluk, B. Paddison, Johan R. Edelheim
COVID-19 brought the world to a standstill, resulting in the most severe disruption to the global tourism sector in modern times. According to The United Nations World Tourism Organisation (UNWTO, 2021) Barometer, global international tourist arrivals fell by 44% between January and April 2020. The disruption caused by the pandemic resulted in a loss of US$195 billion in international tourism receipts. Prior to the pandemic, urgent concerns about the impact and sustainability of tourism were mounting (Boluk et al., 2019). Overtourism and the anti-tourism sentiment, the climate crisis, the availability and quality of tourism work, oppression towards minority and marginalized groups, and concerns regarding the capacity of communities to absorb tourism, continue to attract both media and scholarly attention. As global travel restrictions begin to ease and the world looks towards a “new normal”, the immediate priority is to protect jobs and businesses. However, if the unsustainable nature of tourism is to be addressed, the unlocking of the sector is an opportunity to think radically about the purpose of tourism for a more sustainable future. Accordingly, the return to tourism should occur by recentring our purpose. This will require a radical, racial, ethnic, intersectional, ability lens, and set the standard for other sectors and disciplines to follow. It was within this context, and in support of the Tourism Education Futures Initiative’s (TEFI) ambition to move beyond business as usual, that the 11 TEFI conference invited contributions from educators and practitioners to radically challenge and debate the purpose of tourism. Purposeful tourism is about creating sustainable places to live, work and visit, based on creating value that is more than the pursuit of profit. Purpose is intentional and requires a commitment to iterative learning and reflexivity about one’s decisions, behaviours, and choices. A purposeful tourist must be honest and demonstrate restraint regarding the amount and types of travel one chooses to embark on. A forpurpose business strives to deliver more than just profit, often delivering social, cultural, economic, and environmental benefits because it’s the right thing to do. The goal of TEFI11 was to reflect on the transformative role of tourism to peoples, places and the
新冠肺炎使世界陷入停滞，对全球旅游业造成了现代最严重的破坏。根据联合国世界旅游组织（UNWTO，2021）的晴雨表，2020年1月至4月，全球国际游客人数下降了44%。疫情造成的混乱导致国际旅游收入损失1950亿美元。在疫情之前，人们对旅游业的影响和可持续性越来越担忧（Boluk et al.，2019）。过度旅游和反旅游情绪、气候危机、旅游工作的可用性和质量、对少数群体和边缘化群体的压迫，以及对社区吸收旅游业能力的担忧，继续引起媒体和学术界的关注。随着全球旅行限制开始放松，世界走向“新常态”，当务之急是保护就业和企业。然而，如果要解决旅游业的不可持续性质，该行业的开放是一个从根本上思考旅游业目的的机会，以实现更可持续的未来。因此，旅游业的回归应该通过重新确定我们的目的来实现。这将需要一个激进的、种族的、民族的、交叉的、能力的视角，并为其他部门和学科制定标准。正是在这种背景下，为了支持旅游教育未来倡议（TEFI）超越一切照旧的雄心，11届TEFI会议邀请了教育工作者和从业者的贡献，从根本上挑战和辩论旅游业的目的。有目的的旅游是在创造价值的基础上创造可持续的生活、工作和旅游场所，而不是追求利润。目的是有意的，需要对一个人的决策、行为和选择进行迭代学习和反思。有目的的游客必须诚实，并对自己选择的旅行量和类型表现出克制。有目的的企业努力提供的不仅仅是利润，往往是社会、文化、经济和环境效益，因为这是正确的做法。TEFI11的目标是反思旅游业对人们的变革作用，地点和
{"title":"A collective memory work reflection on planning and pivoting to a virtual TEFI11 conference","authors":"K. Boluk, B. Paddison, Johan R. Edelheim","doi":"10.1080/15313220.2022.2029669","DOIUrl":"https://doi.org/10.1080/15313220.2022.2029669","url":null,"abstract":"COVID-19 brought the world to a standstill, resulting in the most severe disruption to the global tourism sector in modern times. According to The United Nations World Tourism Organisation (UNWTO, 2021) Barometer, global international tourist arrivals fell by 44% between January and April 2020. The disruption caused by the pandemic resulted in a loss of US$195 billion in international tourism receipts. Prior to the pandemic, urgent concerns about the impact and sustainability of tourism were mounting (Boluk et al., 2019). Overtourism and the anti-tourism sentiment, the climate crisis, the availability and quality of tourism work, oppression towards minority and marginalized groups, and concerns regarding the capacity of communities to absorb tourism, continue to attract both media and scholarly attention. As global travel restrictions begin to ease and the world looks towards a “new normal”, the immediate priority is to protect jobs and businesses. However, if the unsustainable nature of tourism is to be addressed, the unlocking of the sector is an opportunity to think radically about the purpose of tourism for a more sustainable future. Accordingly, the return to tourism should occur by recentring our purpose. This will require a radical, racial, ethnic, intersectional, ability lens, and set the standard for other sectors and disciplines to follow. It was within this context, and in support of the Tourism Education Futures Initiative’s (TEFI) ambition to move beyond business as usual, that the 11 TEFI conference invited contributions from educators and practitioners to radically challenge and debate the purpose of tourism. Purposeful tourism is about creating sustainable places to live, work and visit, based on creating value that is more than the pursuit of profit. Purpose is intentional and requires a commitment to iterative learning and reflexivity about one’s decisions, behaviours, and choices. A purposeful tourist must be honest and demonstrate restraint regarding the amount and types of travel one chooses to embark on. A forpurpose business strives to deliver more than just profit, often delivering social, cultural, economic, and environmental benefits because it’s the right thing to do. The goal of TEFI11 was to reflect on the transformative role of tourism to peoples, places and the","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48480751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/15313220.2021.2015052
Cecilia de Bernardi
ABSTRACT Values are important in education and their role in university studies is central in tourism teaching as well. How values are communicated to students is an important aspect of our axiological approach. In order to promote a fruitful approach to values in the students, this conceptual paper discusses the role of theoretical knowledge in achieving empowerment for the students based on the tenets of critical realism and on Gramsci’s philosophy. As students acquire disciplinary theoretical knowledge, they also develop the tools to make ethical evaluations. Knowledge is meant as the best possible understanding that we have of the world at the moment and it is always possible to achieve a better explanation of a phenomenon. Through an approach based on theoretical knowledge integrated with other creative ways to teach, the students can develop an ethical sensitivity and a flexible set of skills for both the workplace and academia.
{"title":"Values, emancipation, and the role of knowledge in tourism education. A critical realist perspective","authors":"Cecilia de Bernardi","doi":"10.1080/15313220.2021.2015052","DOIUrl":"https://doi.org/10.1080/15313220.2021.2015052","url":null,"abstract":"ABSTRACT Values are important in education and their role in university studies is central in tourism teaching as well. How values are communicated to students is an important aspect of our axiological approach. In order to promote a fruitful approach to values in the students, this conceptual paper discusses the role of theoretical knowledge in achieving empowerment for the students based on the tenets of critical realism and on Gramsci’s philosophy. As students acquire disciplinary theoretical knowledge, they also develop the tools to make ethical evaluations. Knowledge is meant as the best possible understanding that we have of the world at the moment and it is always possible to achieve a better explanation of a phenomenon. Through an approach based on theoretical knowledge integrated with other creative ways to teach, the students can develop an ethical sensitivity and a flexible set of skills for both the workplace and academia.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.1080/15313220.2021.2016553
Jessica Aquino
ABSTRACT This article describes of an elective wildlife tourism management course at the University of Lapland. This teaching/learning course focused on blending theories used in place-based education to help students better grasp and explore their philosophical understanding of culture, nature, and wildlife and how these affect management actions. The research used arts-based methodologies as a tool to document and facilitate individual and group reflection. Experiential learning was used to explore how managers can help to create sustainable places to live, work, and visit through the co-creation of more ethical management practices that benefits local communities, incorporates a sense of place, and protects the ecosphere. The main outcomes of the course were to inspire further learning about environmental philosophy outside of the classroom and to help students push the boundaries of their own philosophical understanding of culture, nature, and wildlife.
{"title":"Teaching wildlife tourism management: reflections on culture, nature, and wildlife","authors":"Jessica Aquino","doi":"10.1080/15313220.2021.2016553","DOIUrl":"https://doi.org/10.1080/15313220.2021.2016553","url":null,"abstract":"ABSTRACT This article describes of an elective wildlife tourism management course at the University of Lapland. This teaching/learning course focused on blending theories used in place-based education to help students better grasp and explore their philosophical understanding of culture, nature, and wildlife and how these affect management actions. The research used arts-based methodologies as a tool to document and facilitate individual and group reflection. Experiential learning was used to explore how managers can help to create sustainable places to live, work, and visit through the co-creation of more ethical management practices that benefits local communities, incorporates a sense of place, and protects the ecosphere. The main outcomes of the course were to inspire further learning about environmental philosophy outside of the classroom and to help students push the boundaries of their own philosophical understanding of culture, nature, and wildlife.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41685963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-19DOI: 10.1080/15313220.2021.2015739
Maggie C. Miller, Helene Balslev Clausen, C. Cater
ABSTRACT Despite well-established links between travel, learning and education in tourism studies, there is scant discussion around the ways in which “trouble” emerges and unfolds in experience-based and field course-learning scenarios. This exploratory research aims to understand this neglected aspect of tourism education, drawing attention to its pedagogical value and to debate the purpose of trouble within the field. Specifically, we examine written and drawn memories of trouble encountered by tourism educators who lead and organise field courses. Analysis of findings reveal that unintended instances can become purposeful for both students and educators. We also highlight some of the strategies used by educators to capitalise on trouble, supporting reflection, adopting different personas, and in some cases intentionally creating “trouble”. This paper encourages educators to stay with, or more specifically to sway towards trouble, imparting insights around how to create purpose from trouble thereby inspiring educators to facilitate more critically oriented tourism field courses.
{"title":"Cultivating deep learning in field-based tourism courses: finding purpose in “trouble”","authors":"Maggie C. Miller, Helene Balslev Clausen, C. Cater","doi":"10.1080/15313220.2021.2015739","DOIUrl":"https://doi.org/10.1080/15313220.2021.2015739","url":null,"abstract":"ABSTRACT Despite well-established links between travel, learning and education in tourism studies, there is scant discussion around the ways in which “trouble” emerges and unfolds in experience-based and field course-learning scenarios. This exploratory research aims to understand this neglected aspect of tourism education, drawing attention to its pedagogical value and to debate the purpose of trouble within the field. Specifically, we examine written and drawn memories of trouble encountered by tourism educators who lead and organise field courses. Analysis of findings reveal that unintended instances can become purposeful for both students and educators. We also highlight some of the strategies used by educators to capitalise on trouble, supporting reflection, adopting different personas, and in some cases intentionally creating “trouble”. This paper encourages educators to stay with, or more specifically to sway towards trouble, imparting insights around how to create purpose from trouble thereby inspiring educators to facilitate more critically oriented tourism field courses.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49521411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1080/15313220.2021.2010165
R. Whitfield, Gert Noordzy, Li-Chun Lin
ABSTRACT The hospitality and tourism industry is growing worldwide with more new hotel buildings and extension projects. The process of developing a new hotel seems to be rarely considered in most hospitality and tourism curricula. Moreover, hospitality management students are rarely exposed to the important and well-defined discipline of project management, but clearly, developing a new hotel is a reasonably large and complex project. This case study explains why modular construction was the best way to build the extension to the Crowne Plaza Changi Airport in Singapore, instead of more traditional in-situ construction methods. Additionally, the case study introduces key principles and practices within the discipline of project management, especially as they relate to developing new hotels and/or extending existing hotels. This case study has been prepared after reviewing published materials about the project and extensively interviewing four senior members of the project team.
{"title":"Extending the Crowne Plaza Changi Airport: a modular hotel construction case study","authors":"R. Whitfield, Gert Noordzy, Li-Chun Lin","doi":"10.1080/15313220.2021.2010165","DOIUrl":"https://doi.org/10.1080/15313220.2021.2010165","url":null,"abstract":"ABSTRACT The hospitality and tourism industry is growing worldwide with more new hotel buildings and extension projects. The process of developing a new hotel seems to be rarely considered in most hospitality and tourism curricula. Moreover, hospitality management students are rarely exposed to the important and well-defined discipline of project management, but clearly, developing a new hotel is a reasonably large and complex project. This case study explains why modular construction was the best way to build the extension to the Crowne Plaza Changi Airport in Singapore, instead of more traditional in-situ construction methods. Additionally, the case study introduces key principles and practices within the discipline of project management, especially as they relate to developing new hotels and/or extending existing hotels. This case study has been prepared after reviewing published materials about the project and extensively interviewing four senior members of the project team.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42641656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-12DOI: 10.1080/15313220.2021.2010164
A. Gangotia, Ketan Bhatt, Saurbh Kumar
ABSTRACT The rapid growth of travel trade in India has propelled the demand for well-trained and qualified personnel. To foster the quality skills and knowledge among the potential workforce, the role of teachers/trainers has been indispensable. Therefore, it is essential to properly address the needs of educators. The present study aims to identify and analyze the challenges of vocational (tourism) trainers imparting skill-based training in the schools and colleges of Himachal Pradesh (India). The data collected from 91 vocational trainers of Himachal Pradesh through semi-structured interviews was analyzed qualitatively using content analysis supported by NVivo software. The study resulted into 34 perceived challenges which were grouped under 7 distinct categories: teaching-related challenges, student-related challenges, society-related challenges, challenges at the end of outsourcing companies, challenges at the end of Government, syllabus-related challenges, and school’s location. The findings imply the urgent need to improve the system of vocational education by timely addressing the varied challenges of vocational trainers.
{"title":"Vocational education in tourism at schools and colleges of Himachal Pradesh, India: a qualitative inquiry on challenges encountered by trainers","authors":"A. Gangotia, Ketan Bhatt, Saurbh Kumar","doi":"10.1080/15313220.2021.2010164","DOIUrl":"https://doi.org/10.1080/15313220.2021.2010164","url":null,"abstract":"ABSTRACT The rapid growth of travel trade in India has propelled the demand for well-trained and qualified personnel. To foster the quality skills and knowledge among the potential workforce, the role of teachers/trainers has been indispensable. Therefore, it is essential to properly address the needs of educators. The present study aims to identify and analyze the challenges of vocational (tourism) trainers imparting skill-based training in the schools and colleges of Himachal Pradesh (India). The data collected from 91 vocational trainers of Himachal Pradesh through semi-structured interviews was analyzed qualitatively using content analysis supported by NVivo software. The study resulted into 34 perceived challenges which were grouped under 7 distinct categories: teaching-related challenges, student-related challenges, society-related challenges, challenges at the end of outsourcing companies, challenges at the end of Government, syllabus-related challenges, and school’s location. The findings imply the urgent need to improve the system of vocational education by timely addressing the varied challenges of vocational trainers.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43737788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-06DOI: 10.1080/15313220.2021.2010632
D. Schoffstall, Eric A. Brown
ABSTRACT Students arrive on campus with diverse experiences and backgrounds, which can directly impact their performance and retention. By developing a better understanding of who students are as they enter hospitality programs, instructors will be better equipped to ensure the students have a positive collegiate experience and are better prepared to enter industry post-graduation. This research included surveys of students at three times throughout their first year with a purpose of understanding how their opinions of the collegiate experience, industry outlook, and perceptions change, while looking at both academic and non-academic factors. Results of the study showed student perceptions did change based on their initial exposure to hospitality related course material and industry stakeholders, though not all noted occurrences were improvements. Thus, this exploratory study suggests more work is needed to ensure student success and industry stability.
{"title":"Developing an understanding of the early collegiate student experiences in hospitality and tourism","authors":"D. Schoffstall, Eric A. Brown","doi":"10.1080/15313220.2021.2010632","DOIUrl":"https://doi.org/10.1080/15313220.2021.2010632","url":null,"abstract":"ABSTRACT Students arrive on campus with diverse experiences and backgrounds, which can directly impact their performance and retention. By developing a better understanding of who students are as they enter hospitality programs, instructors will be better equipped to ensure the students have a positive collegiate experience and are better prepared to enter industry post-graduation. This research included surveys of students at three times throughout their first year with a purpose of understanding how their opinions of the collegiate experience, industry outlook, and perceptions change, while looking at both academic and non-academic factors. Results of the study showed student perceptions did change based on their initial exposure to hospitality related course material and industry stakeholders, though not all noted occurrences were improvements. Thus, this exploratory study suggests more work is needed to ensure student success and industry stability.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49365061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-06DOI: 10.1080/15313220.2021.2004573
Samantha Bouwer, S. Geldenhuys, U. Hermann, T. Taylor
ABSTRACT Ecotourism is one of the fastest growing tourism niches in South Africa. Higher education institutions offering undergraduate ecotourism management programmes are tasked with producing graduates that can promote the sustainability of the sector and should therefore direct their efforts to the fostering of appropriate behaviours; values are the underlying determinants of behaviour. Employing an exploratory sequential mixed methods design, the purpose of the study was to develop a framework for a values-based undergraduate ecotourism management curriculum. Thematic analysis of the empirical materials elicited from semi-structured interviews with 12 ecotourism managers resulted in the identification of 51 values. The values were subsequently rated by managers from the wider ecotourism industry through the administration of an e-survey (n = 101). A principal components exploratory factor analysis further reduced the values into four factors – “self”, “outward”, “reciprocation” and “betterment”. This informed the framework which ultimately serves as a reference point for educational practitioners.
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