UNWTO.TedQual Magazine

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UNWTO.TedQual Magazine for Asia & The Pacific

Transcript of UNWTO.TedQual Magazine

[first�edition]

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EDITORIALIn� December� 2010� Professor� Douglas� Pearce� and� his�colleagues�at�Victoria�University,�Wellington,�New�Zealand,�hosted� a� meeting� of� those� Higher� Tourism� Education�Institutions� accredited� by� the� United� Nations� World�Tourism�Organization�(UNWTO)�under�its�UNWTO.TedQual�Programme.�This�meeting�was�specific�to�such�institutions�located� in� the� Asia-pacific� Region� and� thus� there� were�representatives�from�Australia,�India,�Indonesia,�P.R��China,�and�invited�guests�from�New�Zealand�tourism�related�and�governmental� bodies.� � At� that� meeting� Loreto� Ibanez,�UNWTO.TedQual�Programme�Manager,�asked�people�what�their�expectations�were�from�such�an�inaugural�meeting,�and� a� variety� of� suggestions� emanated� as� to� what� could�possibly�be�done.�This�exercise�could�be�summarised�as�one�of� generally� high� aspirations� but� tempered� by� senses� of�reality� in� terms� of� funding,� time� commitment� and� what�might�be�achievable�in�the�short�term.

During� and� after� this� meeting� it� was� determined� that� if�genuine� networks� are� to� be� established� among� those�interested� in� the� provision� of� tourism� education,� there�needs�to�be�a�formalised�albeit�perhaps�initially�a�minimal�means� of� communication� amongst� the� members� of�UNWTO� TedQual� Institutions� that� would� retain� a�consciousness�of�the�network�and�what�might�be�achieved.�The� theme� of� the� Victoria� University� Wellington�Conference� was� best� practice� in� teaching� and,� prior� to�departure,� those� present� committed� themselves� to�holding� a� second� conference� in� late� 2012,� with� the�delegates� from� Indonesia� wishing� to� host� such� a�conference.��The�question�was�how�communications�might�be�sustained�in�the�interim.

The�idea�of�a�news�magazine�devoted�to�the�dissemination�of�ideas�of�good�teaching�practice�resulted�from�this�wish,�and� the� present� editors� were� asked� by� Loreto� Ibanez� to�implement� this� idea.� The� concentration� on� teaching�practice�was�thought�important�because�(a)�it�permitted�a�distinction� and� complementarity� between� this� and� the�existing�newsletter�generated�on�behalf�of�UNWTO�by�our�colleagues�in�Korea,�(b)�it�continued�the�themes�laid�down�by� Professor� Pearce� and� his� colleagues� and� (c)� it� is�consistent� with� a� major� theme� of� the� UNWTO.TedQual�Programme.��Hence�this�first�edition!Naturally,� conditions� are� never� static,� and� as� a� UN�specialized�agency,�UNWTO�itself�is�undergoing�changes�as�it�increasingly�aligns�its�programmes�with�the�purposes�and�principles�of�United�Nations,�and�is�working�with�other�UN�Agencies� to� complement� their� work� in� areas� of� mutual�interest,� such� as� World� Heritage� Sites� with� UNESCO� and�making�tourism�more�sustainable�with�UNEP.

It�is�suspected�that�over�time�these�will�begin�to�challenge�our�role�as�educators,�and�indeed�some�of�those�concerns�will�come�to�be�reflected�in�the�newsletter.

����������������������������Chris�Ryan,�Lisa�Ruhanen,�and�Xu�Honggang

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[Xu�HonggangSun�Yat-Sen�University,�Guanzhou]

Tourism�higher�education�has�been�growing�very�rapidly�for�the�past�thirty�years�in�China.�Today�there�are�more�than�300� higher� education� institutions� which� offer� tourism�programmes,�ranging�from�the�technical�institutes�to�the�research� oriented� universities� such� as� Sen� yat-sen�University�and�Zhejiang�University.�There� are� advantages� and� challenges� of� placing� the�tourism�program�within�a�research-oriented�university.�The�major� advantages� lie� in� the� fact� that� the� students� have�developed� good� analytical� and� problem� solving� skills�through�solid�training.�The�great�challenges�lie�in�the�efforts�that� have� to� be� made� in� balancing� the� practical� and�theoretical�components�of�learning�in�the�course�structure.�The�conventional�way�of�using�the�industrial�placement�to�provide�the�practical�component�that�has�been�inherited�from�countries�like�the�USA�and�United�Kingdom�is�not�as�effective�in�China�because�the�interns�are�often�treated�as�employees�without�proper�guidance�from�the�industry�and�are�given�the�same�positions�as�vocational�school�interns�without�the�opportunity�to�demonstrate�their�own�learning�and�skills.�Thus�it�is�not�uncommon�that�satisfaction�with�the�industry�actually�declines�after�the�period�of�internship.�

After�studying�the�strengths�and�challenges�of�internship�programmes,�the�School�of�Tourism�Management,�Sun�Yat-Sen�University�decided�to�design�research�projects�for�the�undergraduate� students� to� bridge� the� link� between�industry� practice� and� theoretical� leaning� through� their�participation� in� these� projects� and� so� develop� further�student�enthusiasm�and�care�about�working�in�the�tourism�sector.�

For�the�past�3�years,�over�200�undergraduate�students�have�taken�this�approach�and�over�50�projects�have�been�offered�to�the�students.�These�projects�are�divided�into�two�types.�One�third�of�the�projects�are�organized�by�faculty�staff�who�have� research� or� consultancy� projects,� such� as� the�monitoring�of�sustainable�tourism,�a�survey�of�a�historical�village,�or�surveys�of�the�satisfaction�of�the�hotel�customers,�etc.�Since�the�teaching�staff�in�Sun�Yat-sen�University�are�under�pressure�to�apply�and�win�various�research�projects,�it� is� possible� for� them� to� incorporate� some� of� the�undergraduate� students� in� their� research� or� consulting�projects.�Two�thirds�of�such�projects�are�funded�by�national�or� provincial� education� committees� and� the� university,�such�as�the�border�heritage�in�the�Greater�Pearl�River�delta�and� the� heritage� conservation� of� Xiguan� house.� Having�been� trained� quite� extensively� in� research� methods,� the�students�gain�competitive�advantages�among�their�peers.�A�tutor�also�provides�assistance�in�the�projects.�Three�cases�are� presented� here� to� illustrate� the� organization� of� the�projects.

Lucun�heritage�village�study

Lucun�is�a�historical�village�close�to�the�world�heritage�of�Hungcun� and� Xidi� village,� each� of� which� attracts� 700�thousand� tourists� every� year.� Some� tourists� have� also�begun�to�explore�the�surrounding�villages.�Having�seen�the�tourism� impacts� in� Hungcun� and� Xidi, � the� local�government�wanted�to�formulate�conservation�strategies�before� large� scale� tourism� development� occurs.� A� team�from�Sun�Yat-sen�University�was�asked�to�help�to�identify�the�heritage�buildings�and�other�cultural�heritages�in�Lucun�for�the�preparation�of�the�conservation�plan.�So�a�team�was�organized�that�comprised�three�teachers�(one�from�tourism�and�two�from�architecture),�and�four�graduate�and�eight�undergraduate�students.�

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Many�more�than�8�students�applied�for�the�opportunity�to�participate.�They�were�selected�based�on�their�preparation�for�the�exercise�and�every�one�had�to�present�on�what�it�was�on�which�they�would�like�to�focus.�The�task�for�the�students�was�to�survey�every�household�and�interview�the�owners�about� their� housing� conditions� and� to� understand� the�factors�which�influence�the�maintenance�of�the�heritage.�The�team�stayed�in�the�village�for�a�week�and�documented�the�houses�and�the�layout�of�the�village�in�detail.�Maps�were�also� drawn� to� illustrate� the� conservation� needed� for� the�houses.

Yangshuo�sustainable�tourism�monitoring

From� 2005,� Sun� Yat-sen� University� has� established�collaboration� with� the� World� Tourism� Organization� in�setting�up�a�sustainable�tourism�monitoring�programme.�A�monitoring� station� was� established� in� Yangshuo� Yulong�scenic�area.�Every�year,� in�the�summer�time,�students�are�organized� and� trained� to� participate� in� the� monitoring�programme.� The� monitoring� project� usually� takes� one�week.�Students�were�asked�to�work�with�the�communities�and�other�stakeholders�to�review�the�social,�economic�and�environmental�changes�for�the�past�year�and�identify�the�emerging�major�issues.�Based�on�the�survey,�the�students�submitted� reports� on� the� social , � economic� and�environmental� status� of� Yangshuo� and� summarize� the�short� term� and� long� term� change.� These� reports� are�provided�and�local�community�for�publicity.

The�self-organized�research�project

A�study�of�brand�management�of�traditional�catering�and�outlets�in�Guangzhou�was�funded�in�2010�from�the�National�Educational�Committee.�Usually�these�projects�can�last�one�year.�The�research�team�was�required�to�survey�traditional�catering�in�the�historical�center�of�Guangzhou�and�conduct�the�research�on�the�brand�value�of�these�outlets�and�their�cuisine.� Seven� undergraduate� students� were� involved� in�the�projects.�They�interviewed�the�owners,�customers,�and�members� of� the� government� in� order� to� understand� the�potential�brand�value�of�these�traditional�cuisines.�Based�on�the�survey,�they�also�provided�suggestions�to�the�owners�and� to� the� government� on� how� to� better� promote� the�culture�of�traditional�catering�and�to�effectively�conserve�these� businesses.� Their� reports� were� delivered� to� the�government�and�the�catering�establishments� involved�in�the�project.Some�feedback�has�been�collected�to�review�the�results�of�these�research�projects.�The�motivations�for�the�students�to�participate� are:� 1)� to� gain� the� capacity� to� deal� with� the�practical�issues,�2)�to�broaden�their�vision�and�knowledge�of�the�tourism�industry,�and�3)�to�apply�the�theories�learned�in�the� classrooms� to� analyze� real� world� problems.� Students�pointed� out� that� they� had� indeed� improved� their�understanding�of�knowledge�gained�from�the�class.�They�also�developed�capacities�to�identify�real�world�problems�and� apply� appropriate� theories� to� solve� these� problems.�Another� important� gain� is� to� develop� capacities� to� work�with� the� research� team� and� various� stakeholders� in� this�process.��However,�they�also�pointed�out�some�issues�about�the�research�funded�projects.�For�example,�due�to�the�lack�of� requirements� of� a� strict� time� framework,� students� are�often�more�enthusiastic�at�the�beginning�of�the�project�but�find�it�difficult�to�sustain�their�enthusiasm�throughout�the�project�if�the�project�lasts�for�more�than�one�year.��

[Xu�HonggangSun�Yat-Sen�University,�Guanzhou]

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A�review�process�was�conducted�in�2011�to�evaluate�the�outcomes�of�the�undergraduate�student�research�projects.�It�was�found�that�a�proper�management�of�the�project�is�crucial�to�be�effective.�Good�guidance�from�the�faculty,�a�mixture�of�the�graduate�and�undergraduate�students�in�a�team� and� a� proper� time� framework� are� necessary� to�improve�the�outcomes.However� the� research� projects� have� increased� faculty's�workload�and�there�is�also�uncertainty�as�to�whether�there�are�enough�projects�contracted�to�the�school�to�meet�the�needs�of�all�students.�As�a�project,�major�efforts�have�been�made� between� the� School� and� tourism� destinations� to�develop�a�long�term�partnership.�Longitudinal�research�can�provide�better�service�to�the�local�stakeholders,�reduce�the�workload�for�the�faculty�to�find�and�organize�such�projects�and� increase�the�possibility� for�the�faculty�to�publish�the�research�outcomes�in�academic�journals.�

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[Xu�HonggangSun�Yat-Sen�University,�Guanzhou]

World Tourism Organization

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[�Students�conducting�interviews�in�Lucun�Heritage�Village]

[�Students�at�work�in�Yangshuo]

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II Tourism�Industry-Academe�Partnerships:�Opportunities�and�Challenges

[Dr�Lisa�Ruhanen,�Dr�Noreen�Breakey�&�Mr�Richard�RobinsonSchool�of�Tourism,�The�University�of�Queensland]

Amongst�tourism�and�hospitality�tertiary�degree�programs,�internships� are� a� reasonably� common� feature.� This� is�because� internships� provide� students� with� valuable�practical�work�experiences,�linking�theoretical�knowledge�through�practice,�and�improving�students'�ability�to�enter�the� workforce� 'industry� ready'.� For� the� industry� hosts,�educators� and� education� institutions,� internships� can�enhance� relationships� and� strengthen� strategic� and�collaborative� networks.� It� is� within� this� context� that� the�School�of�Tourism�at�The�University�of�Queensland�(UQSoT)�developed� the� Tourism� Regional� Immersion� Program�(TRIP).� This� 'destination� immersion� experience'� was�designed� to� provide� an� opportunity� for� students� to� live,�work� and� interact� with� the� broader� community� in� a�regional�tourism�destination.

Mindful� of� the� importance� of� internships� for� student�learning� and� the� opportunities� such� programmes�represent� for� industry� and� the� institution,� a� re-designed�professional � development� course� for � f inal � year�undergraduate� tourism,� hospitality� and� event� students�undertaking�UQSoT's�Bachelor�of� International�Hotel�and�Tourism�Management�(BIHTM)�was�first�introduced�in�2009.�TRIP�is�one�of�four�work-integrated�learning�(WIL)�options�in�the� professional� development� course� and� is� considered�innovative� in� terms� of� providing� an� alternative� to� a�traditional�internship�or�work�experience�program�where�students� are� placed� with� a� single� host� business� for� a�specified�period�of�time.�However,�the�TRIP�model�has�had�several�evolutions�in�its�short�history.�

For� TRIP� 2009,� sixteen� students� were� competitively�selected�and�placed�in�one�of�two�south-east�Queensland�host�destinations�over�the�mid-semester�break�for�10�days.�The� 2009� iteration� of� the� program� had� two� discrete�components.�Firstly,�students�were�placed�with�a�rotation�of� industry� operators� in� the� respective� destinations� and�during� this� time� participated� in� the� more� 'traditional'�internship�or�work�experience�common�in�many�tourism�and� hospitality� programs.� To� support� the� learning�outcomes�of�the�internship,�the�students�were�required�to�complete� a� journal-style� workbook,� providing� reflective�entries� on� their� experiences� in� the� region.� Secondly,� the�students�in�each�of�the�destinations�undertook�a�strategic�research�project�nominated�by�the�host�region�which�was�delivered� at� a� Knowledge� Exchange� Workshop� several�weeks�after�the�internship�period.�

In� 2010� however,� based� on� feedback� from� the� students,�industry� and� participating� School� of� Tourism� faculty,� the�TRIP� model� was� further� revised� and� instead� only�incorporated� the� research� project� component.� Other�elements� such� as� the� destination� immersion� (living� and�working� in� the� destination)� remained.� TRIP� 2010� was�delivered�in�partnership�with�five�regional�destinations�in�south-east�Queensland.�Another�notable�change�was�the�decision�to�reduce�the�time�in�region�to�5�days�and�to�make�a� mutually� beneficial� destination-driven� research� project�the�focal�point�of�TRIP.� It�was�also�decided�to�reduce�the�student� group� size� from� eight� to� no� more� than� five� per�destination�and�mandate�that�the�projects�be�completed�within�the�five�day� internship�period.�This�reconciled�the�interests� of� all� parties.� Lobbying� destination� hosts� to�participate�in�TRIP�focused�on�identifying�a�suitable�project,�and� the� capacity� and� willingness� of� the� host� to� provide�accommodation� and� transfers� for� the� students� and�resource�the�project�requirements.�

World Tourism Organization

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Across� the� five� TRIP� projects� for� 2010� there� was�considerable� diversity� which� reflects� that� of� the� tourism�industry.�As�such,�the�requirements�from�the�destination,�the�dates�the�students�completed�their�internships,�and�the�resources � required� var ied� tremendously. � S ince�expectations�from�all�parties�were�high,�UQSoT�decided�to�again� competitively� select� TRIP� student� candidates�through� a� combination� of� a� written� proposal� and�participation�in�an�interview.�Once�students�were�selected�and�groups�had�been�formed,�the�students�were�invited�to�scope�their�destination�projects,�collect�resources�and�do�preliminary� research� before� contacting� the� destination�hosts� to� organize� a� pre-internship� familiarization.� These�occurred�at�various�times�before�the�students�finally�went�in�region�during�their�September�mid-semester�break.�All�the� TRIP� placements� occurred� as� planned� during� the�September� mid-semester� break. � However, � some�unanticipated� events� transpired� which� suggest� the�program�is�leaving�a�legacy.�Two�destinations,�invited�their�TRIP�groups�back�to�present�their�project�findings�to�council�and�industry�stakeholders�within�their�region�and�UQSoT�sponsored� a� south-east� Queensland� tourism� industry�conference�with�the�express�purpose�of�showcasing�TRIP�and�its�destination�hosts.

The�TRIP�model�is�constantly�evolving�and�shifting,�as�the�TRIP�team�look�for�a�'sustainable'�model.�Obviously�there�is�considerable�commitment�from�the�School,�participating�faculty�members,�industry�hosts�and�of�course�the�students.�As�such,�as�noted�above,�changes�were�instigated�following�the�2009�iteration�to�make�the�program�more�manageable.�From�our�experience�in�2009�it�was�found�that�the�industry�valued�the�research�project�very�highly�and�this�aspect�was�the�focus�of� the�2010�TRIP�process�and�will�again�be�the�focus�of�the�2011�iteration�of�the�program.�

The� immersion-style� model� remains,� although� arguably�there� are� pressures� on� the� length� of� time� the� students�spend�on�TRIP�with�a�significant�reduction�between�2009�and� 2010;� this� has� some� practical� advantages� for� all�stakeholders� but� arguably� does� place� constraints� on� the�program.� Importantly� though,� the� immersion� approach�can� assist� in� the� development� of� relationships,� both�between�students�and�also�with�the�local�community�of�the�host�destination.�This�is�considered�an�important�aspect�if�the�knowledge�exchange�component�of�the�program�is�to�be� successful.� At� this� stage� the� TRIP� team� continue� to�evaluate�and�assess�the�most�appropriate�and�sustainable�TRIP�model.�

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

II Tourism�Industry-Academe�Partnerships:�Opportunities�and�Challenges

[Dr�Lisa�Ruhanen,�Dr�Noreen�Breakey�&�Mr�Richard�RobinsonSchool�of�Tourism,�The�University�of�Queensland]

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World Tourism Organization

[first�edition]

III The�Job-Search�and�Promotion-SeekingStategies�of�Tourism�Graduates�at�VictoriaUniversity�of�Wellington�in�New�Zealand.

[Adam�Weaver,Victoria�University�Wellington]

From�Anxiety�to�Action

When� speaking� with� university� students� about� their�studies,� one� becomes� acquainted� with� some� of� their�anxieties� �� the� same� anxieties� that� their� university�instructors� may� have� had� when� they� were� students.��Students� are� typically� concerned� about� courses� that�address� concepts� they� find� difficult� to� grasp,� assignment�deadlines� that� are� ominously� close,� and� the� way� end-of-term�examinations�come�ever�nearer.� �These�anxieties�are�often� accompanied� by� others� that� are� probably� more�central� to� students'� thoughts� once� classes� have� ended;�assignments� that� have� yet� to� be� submitted,� and�examinations�to�be�written:�and�after�that�issues�of�finding�jobs�after�graduation�and�forging�a�satisfying�career�path.��The�search�for�work�and�the�pursuit�of�promotions�by�recent�graduates�of�a�tourism�management�programme�are�the�subject�of�this�article�as�well�as�a�longer�contribution�to�an�academic�journal�(Weaver,�2011).

In�response�to�their�desire�for�(and�anxieties�about)�work�and�career�advancement,�some�recent�graduates�tried�to�take�certain�matters�into�their�own�hands.� �They�exercised�human�agency�and�sought�to�market�their�capabilities�to�t a r g e t e d � a u d i e n c e s � i n � e n t e r p r i s i n g � w a y s . � T h i s�entrepreneurialism� of� the� self� is� arguably� a� function� of�broader� socio-cultural� shifts� within� New� Zealand,� and�probably�in�many�Western�countries,�since�the�1970s�and�1980s.� Taking� initiative,� demonstrating� a� degree� of�boldness,� and� effectively� promoting� one's� own� personal�achievements� or� potential� are� seen� as� increasingly�prominent� features� of� successful� people.� � Graduates� of�Victoria� University� of� Wellington's� Bachelor� of� Tourism�Management� (BTM)� programme� seem� to� approach� their�nascent� careers� as� if� they� were� a� business� venture.� They�attempt�to�self-market�their�availability�and�suitability�for�jobs,� and� they� appear� to� deploy� strategy� �� in� particular,�when�seeking�more�advanced�positions�within�the�tourism�industry.�

Methods�and�Key�Findings

The� main� findings� of� this� study� emerged� as� the� author�interviewed� twenty-one� recent� graduates� of� the� degree,�Bachelor�of�Tourism�Management�(BTM).��These�graduates�had� full-time� jobs� within� the� tourism� industry� in� New�Zealand.� � Recent� graduates� were� considered� to� be�graduates�who�had�received�their�BTM�(their�only�university�degree)� within� five� years� of� the� research� interview.� � The�interviews�were�conducted�over�the�course�of�a�year,�from�April�2007�to�April�2008.��An�examination�of�job-search�and�promotion-seeking� strategies� of� BTM� graduates� had� not�been�the�original�focus�of�the�research.��The�main�purpose�of�the�interviews�was�to�explore�graduates'�perceptions�of�jobs� in� New� Zealand's� tourism� industry� (Weaver,� 2009).��However,� the� final� section� of� the� interview� schedule�addressed� the� topics� of� job� search� and� the� pursuit� of�promotions.� �Graduates,�often�without�much�prompting,�spoke�in�some�detail�about�the�techniques�they�used�and�ones� they� would� recommend� to� students� about� to�complete�the�BTM.��

A�key�finding�of�this�research�project�was�that�graduates�use�forms�of�emotional� labour�to�advance�their� interests.��Many� graduates� of� university� tourism� programmes� use�emotional�labour�when�they�work�in�the�tourism�industry.��They�project�certain�emotions�as�an�essential�part�of�their�jobs,� especially� when� interacting� with� customers�(Hochschild,� 1983).� � Emotional� labour,� however,� is� not�simply�performed�to�satisfy�one's�work�requirements.� �For�example,�graduates�use�and�recommend��sociable�labour��as�a�means�to�search�for�jobs.��

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World Tourism Organization

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They� seek� opportunities� to� interact� with� prospective�employers.� �Networking�was�a�crucial�dimension�of� their�efforts�to�find�jobs.��This�networking�may,�for�instance,�take�place�at�industry-related�functions.��Once�graduates�found�work,�they�were�eager�to�secure�promotions.� �Promotions�were� seen� as� a� reward� for� dedicated� service� and�exceptional�workplace�performance.� �In�order�to�improve�their� chances� of� promotion,� graduates� worked� in� a�demonstrative� fashion� (�demonstrative� labour�)� so� that�their� managers� would� notice� their� achievements.��Emotional�labour�is�required�of�many�graduates�who�work�in� the� tourism� industry,� but� it� is� also� apparent� that� they�deploy� types� of� emotional� labour� (sociable� and�demonstrative� labour)� for� their� own� purposes.� � Sociable�and�demonstrative�labour�are�consistent�with�the�notion�of�an� entrepreneurial� culture:� individuals� (the� graduates)�acting�as�if�they�are�one-person�firms�and�marketing�their�own�talents�to�customers�(in�this�case,�potential�employers�or�current�managers).�

Implications,�Caveats,�and�Concluding�Thoughts

The�study's�findings�have�potential�implications�for�tourism�programmes� at� tertiary� education� providers� such� as�universities.� � There� is� scope� for� faculty� members� and�current� students� to� reflect� upon� the� skills� emphasized�within� their� academic� programme.� � Both� sociable� and�demonstrative�labour�require�sound�communication�skills�and�confidence�in�one's�own�abilities.��It�would�perhaps�be�worthwhile� for� current� tourism� students� to� hear� from�recent�graduates�about�their�job-�and�promotion-seeking�experiences� �� both� positive� and� negative.� � Faculty�members� could� organize� seminars� or� functions� where�recent� graduates� share� their� trials� and� tribulations� with�students.�)�

As� well,� faculty� members� could� pay� a� visit� to� their�university's� student� employment� centre� to� discover� the�ways�in�which�their�institution�is�trying�to�prepare�students�for�the�world�of�work.����

The� findings� discussed� in� this� article� need� some�qualification.� � Only� the� views� of� recent� graduates� were�sought.� � The� perspectives� of� employers� would� be� worth�obtaining�as�they�are�the�intended�targets�of�the�sociable�and� demonstrative� labour� used� by� graduates.� � In� fact,�employers� may� see� certain� types� of� sociable� and�demonstrative�labour�as�bothersome.��Perhaps�these�forms�of�labour,�when�they�are�effective,�involve�subtleties�related�to� timing,� tact,� and� tone� that� employers� could� help� to�identify� and� describe.� An� underside� to� demonstrative�labour�was�noted�by�a�post-graduate�student�with�industry�experience�who�read�the�study's�findings:�working�in�a�way�that� gets� one� noticed� (working� demonstratively)� could�involve�sabotaging�one's�rivals�so�they�appear�incompetent�compared�to�oneself� in� the�eyes�of�managers.� �He�was�a�witness� to� such� sabotage.� � The� nature� of� demonstrative�labour� in� the� workplace� raises� certain� ethical� issues� that�could�be�the�subject�of�some�intellectually�rewarding,�and�relevant,�class�discussion.

References

Hochschild, A. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California.

Weaver, A. (2009). Perceptions of job quality in the tourism industry: The views of recent graduates of a university's tourism management programme. International Journal of Contemporary Hospitality Management, 21(5), 579-593.

Weaver, A. (2011). Pursing jobs and promotions: University graduates in tourism as enterprising self-marketers. Journal of Human Resources in Hospitality & Tourism, 10(1), 80-95.

�����

III The�Job-Search�and�Promotion-SeekingStategies�of�Tourism�Graduates�at�VictoriaUniversity�of�Wellington�in�New�Zealand.

[Adam�Weaver,Victoria�University�Wellington]

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IV Breaching�the�Research-Teaching�Divide.

[Anne�L.�Zahra,�University�of�Waikato,�New�Zealand]

From�my�personal�experience�and�from�observations�and�discussions� with� colleagues,� academic� staff� tend� to�compartmentalise� their� teaching� and� research� functions.�Universities� in� their� promotion� processes� tend� to� place�greater�weighting�to�the�quantity�and�quality�of�research�outputs�in�comparison�to�teaching�quality�and�innovation.�This� is� further� exacerbated� by� university� sector� research�performance� evaluation� exercises� in� which� some�developed� countries� have� engaged� over� the� last� twenty�years�(�Hall,�2010;�Tribe,�2003�)�.�Empirical�studies�support�the�claim�being�made�that�there�is�a�dichotomy�between�teaching� and� research� in� higher� education� institutions�(Clark,�1991;�Hattie�&�Marsh,�1996;�Ramsden�&�Moses,�1992).�There�has�long�been�a�call�to�breach�this�teaching-research�divide�(Marsh�&�Hattie,�2002;�Trowler�&�Wareham,�2007)���yet�the� challenge� still� remains� on� how� to� support� academic�staff�to�better�align�their�teaching�and�research�functions.�In�this�reflective�article�I�will�share�my�experience�of�how�I�have�tried�to�align�my�teaching�and�research�roles�as�a�way�of�resolving�this�polarisation.

There�are�a�number�of�dimensions�to�the�interconnection�of�teaching� and� research.� Figure� One� shows� a� two�dimensional�representation�that�I�will�use�to�structure�part�of�this�reflection.Generally� universities� compared� to� higher� technical�institutions�have�always�given�importance�to�research-led�teaching�(�Zamorski,�2002�)��whereby�the�teaching�content�of�undergraduate�and�postgraduate�courses�is�informed�by�the�personal�research�of�the�lecturer.�For�the�tourism�field�this�is�not�as�easy�as�it�seems,�as�our�research�can�be�in�a�very�specialised�subject�area,�yet�we�are�required�to�teach�broad�multidisciplinary�content�in�undergraduate�and�sometimes�even� in� postgraduate� courses� (� Kinchin� &� Hay,� 2007� )� �.� A�personal�example�is�that�one�of�my�research�subject�areas�over� the� last� few� years� has� been� volunteer� tourism� and� I�have�never�been�able�to�incorporate�this�research�in�any�of�the� courses� I� have� taught.� Yet,� despite� the� difficulties�sometimes� encountered� for� the� tourism� subject� area,�research-led�teaching�for�most�of�us�is�the�major�conduit�to�align�research�and�teaching.One�criterion�in�determining�the�quality�of�a�tourism�and�hospitality� degree� can� be� the� extent� to� which� research�informed�assessments�are�used�to�meet�degree�objectives,�such� as� analytical� skills,� problem� solving� and� critical�thinking.� Although� very� beneficial� to� students,� under-graduate�research�informed�assessments�rarely�contribute�to�furthering�the�research�agenda�of�academic�staff�unless�it�is�a�new�research�subject�area�for�the�lecturer.�At�the�post-graduate�level�specialised�topics�for�research�assessments�can�on�occasions�aid�the�lecturer�in�either�keeping�abreast�with�the�research�literature�or�lead�to�the�discovery�of�new�literature�and�insights.�However�it�is�my�experience�that�you�cannot� rely� on� this� as� it� dependent� on� the� few� high�achieving�students�you�have�and�it�only�happens�from�time�to�time.only�limited�experience�in�teaching�research�methodology�papers�and�therefore�I�cannot�share�any�experiences�in�this�regard.�

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IV Breaching�the�Research-Teaching�Divide.

[Anne�L.�Zahra,�University�of�Waikato,�New�Zealand]

Rresearch� orientated� teaching� is� introducing� students� to�the�knowledge�construction�process�of�research�or�what�is�commonly� known� as� the� research� process.� Students� are�taught�how�to�undertake�research.�This�is�commonly�taught�in� either� of� two� ways:� in� a� purely� theoretical� manner,�describing� the� research� process,� or� in� a� practical� way�whereby� students� undertake� small� or� large� practical�research� assessment� tasks� or� a� combination� of� both� the�theory�and�the�practice�of�research.�The�practice�of�research�generally�entails�some�form�of�data�collection,�data�analysis�and�reporting�of�the�findings.�The�practice�of�research�can�either�be�quantitative�or�qualitative�research.�The�practice�of� quantitative� research� at� the� postgraduate� level� can�sometimes� lead� to� a� research� publication� if� the� right�research� question� had� been� asked,� if� the� sample� size� is�adequate,�if�there�is�a�robust�research�methodology�and�if�the�publication�addresses�a�gap�in�the�literature.�It�is�very�difficult�for�a�research�methodology�paper�to�deliver�all�of�the� above,� but� an� experienced� researcher� can� attain� this�with� careful� planning� and� a� good� knowledge� of� the�literature.� I�am�not�an�experienced�researcher�and� I�have�The� fourth� and� final� quadrant� in� Figure� One� is� research-based� teaching� assessments.� This� is� where� students�themselves� undertake� enquiry-based� learning.� There� are�many� similarities� between� research-orientated� teaching�and�research-based�teaching.�However�the�chief�distinction�is�that�for�the�latter�the�students�are�the�main�drivers�of�the�research� project� and� in� many� instances� generate� the�research� topic.� Research� outputs� from� research-based�teaching�are�very�dependent�on�the�quality�of�the�student�(generally� post-graduate� students)� and� the� nature� of� the�topic. � From� my� experience� conference� research�publications� are� very� achievable� from� research� based�teaching� (� McArthur� &� Zahra,� 2009;� Song� &� Zahra,� 2009;�Zahra�&�McFarlane,�2009�).�

To� progress� conference� papers� to� journal� publications�usually�requires�time�and�work�on�behalf�of�the�academic�����(�Locke�&�Zahra,�2011)�but�this�time�and�effort�is�clearly�an�alignment� of� teaching� and� research.� The� question� often�arises�of�who�should�be�the�first�author�when�academics�publish� with� their� students?� In� post-graduate� research�'conversations'/seminars��I�have�attended�at�the�University�of�Waikato�it�seems�that�common�practice�is�that�the�first�author� should� be� the� person� who� came� up� with� the�research�topic�and�who�did�most�of�the�work,�which�in�my�case�for�the�conference�papers�was�the�student.� It� is�also�considered�good�research�protocol�and�a�contribution�to�the� research� environment� for� the� senior� researcher� to�encourage�and�foster�the�junior�researcher�to�take�the�lead�wherever� possible.� In� my� view� developing� future�researchers� is� also� a� teaching� function,� once� again� an�alignment� of� the� teaching� and� research� functions.

There� is� still� two� more� ways� of� aligning� research� and�teaching�that�are�not�represented�in�Figure�One�-�research�outputs�from�teaching�practice�(�Zahra,�2008,�2009,�2010�)��and�the�scholarship�of�teaching�and�learning�with�students�as�potential�co-enquirers�and�co-researchers�thought�the�learning� process.� However� it� is� beyond� the� scope� of� this�short�article�to�discuss�these�options.�They�can�be�dealt�with�in�future�issue�of�this�publication.

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IV Breaching�the�Research-Teaching�Divide.

[Anne�L.�Zahra,�University�of�Waikato,�New�Zealand]

lark,�B.�R.�(1991).�The�Fragmentation�of�research,�teaching�and�study:�An�

explorative�essay.�In�M.�A.�Trow�&�T.�Nybom�(Eds.), �University�and�

Society:�Essays�on�the�social�role�of�research�and�higher�education�(pp.�

101-111).�London: �Jessica�Kingsley�Publishers.�

Hall,�C.�M.�(2010).�Publish�or�perish?�Bibliometric �analysis, �journal�ranking�and�

the�assessment�of�research�quality�in�Tourism.�Tourism�Management,�

32(1),�16-27.��

Hattie,�J.,�&�Marsh,�H.�W.�(1996).�The�relationship�between�research�and�teaching:�

A�meta-analys is.�Review�of�Educational�Research,�66(4),�507 -542.��

Kinchin,�I.,�&�Hay, �D.�(2007).�The�myth�of�the�research-led�teacher.�T eachers�and�

teaching:�Theory�and�practice,�13(1),�43-61.��

Locke,�M.,�&�Zahra,�A.�L.�(2011).�Are�media�reports�represtentative�of�host�

community�support�for�mega�events?�The�case�of�Sydney�World�Youth�

Day�2008.�.�Event�Management, �15(3),�In�press.��

Marsh,�H.�W.,�&�Hattie,�J.�(2002).�The�Relation�Between�Research�Productivity�and�

Teaching�Effectiveness:�Complementary,�Antagonistic ,�or�

Independent�Constructs?�The�Journal�of�Higher�Education,�73(5 ),�603-

641.��

McArthur,�M.,�&�Zahra,�A.�(2009).�How�does �the�Hamilton�400�V8�Event�impact�on�

the�hospi tali ty�sector.�Paper�presented�at�the�International�

Hospital ity�Conference,�Tauranga,�New�Zealand.�15-17�November.�

Ramsden,�P.,�&�Moses ,�I.�(1992).�Associations�between�research�and�tea ching�in�

Australian�Higher�Education.�Higher�Education,�23 (3), �273-295.��

Song,�X., �&�Zahra, �A.�(2009).�International�Hospitality�Conference.�Paper�

presented�at�the�International�Hospitality�Conference,�Tauranga,�New�

Zealand.�15-17 �November��

Tribe,�J.�(2003).�The�RAE-ification�of�touri sm�research�in�the�UK.�International�

Journal �of�Tourism�Research,�5(5),�225-234.��

Trowler,�P.,�&�Wareham,�T.�(2007).�Re-conceptualis ing�the��teaching-research�

nexus�� �Retrieved�30/9/2010,�2010,�from�www.portal-l ive.solent.ac.uk�

Zahra,�A.�(2008).�Empi ri cal�evidence�of�learning�journal s�as�a�form�of�assessment.�

Paper�presented�at�the�18th�International�Research�Conference�of�the�Council�for�Austral ian�University�Tourism�and�Hospitality�Education,�

Gold�Coast,�Australia.�February�10-13 .��

Zahra,�A.�(2009).�Language�and�cultural�considerations�when�implementing�

innovative�approaches�to�assessments:�Reflective�learning�journals�

and�the�perception�of�non-English�speaking�students.�Journal�of�

Tourism�and�Hospitality�Education,�21(3),�54-59.��

Zahra,�A.�(2010).�Learning�journals�as�a�form�of�assessment�in�a�hospi tali ty�

context.�Paper�presented�at�the�CHME�19th�Annual�Resear ch�

Conference,�Surry,�UK.�May�5-6.��

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Guide�Programme�for�Asia-Pacific.[Chin-Ee�Ong,�Heritage�Studies�Centre,Institute�for�Tourism�Studies,�Macao,]

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Guide�Programme�for�Asia-Pacific.[Chin-Ee�Ong,�Heritage�Studies�Centre,Institute�for�Tourism�Studies,�Macao,]

Boasting�a�CV�that�includes�re-opening�the�UNESCO�Office�in�Cambodia�during�the�transitory�and�still�turbulent�times�in�the�early�1990s�and�directing�the�international�effort�to�safeguard� the� Angkor� Monuments,� Sir� Richard� (the� title�Commandeur� de� l'Ordre� Royal� du� Cambodge� was�bestowed�upon�Professor�Engelhardt�by�His�Majesty�King�Norodom�Sihanouk)�has�witnessed�much�on�the�a�frontline�of� heritage� conservation� from� countering� Khmer� Rouge�cultural� violence� to� combatting� 'tomb-raiding'� poachers�and� smugglers.� Today,� the� internationally-recognised�heritage� expert� is� wary� of� other� forms� of� 'violence'.� The�former� UNESCO� Regional� Advisor� for� Culture� explained,�'today,� we� see� so� much� commercialisation� happening� in�and� around� many� World� Heritage� sites� because� local�communities� and� businesses� do� not� understand� the�fundamental,� underlying� values� of� these� sites� and�mistakenly� believe� their� only� value� is� as� a� mass� market�consumer� products'.� The� result� is� the� overly-simplistic�deployment� of� World� Heritage� sites� as� mere� tourist�magnets�and�the�ringing�of�heritage�sites�with�shopping�malls� and� other� forms� of� commercial� and� recreational�aimed�at�the�mass�market.�[Figure�2:�Playful�postmodern�tourists�at�Angkor?�The�needto�create�more��mindful��visitation�at�World�Heritage�sites*Source:�Author,�2008*]

The� provision� of� economic� benefits� and� meaningful�employment� at� World� Heritage� sites,� the� programme�argues,� need� not� derive� from� the� selling� of� standardised�merchandises�in�shopping�malls.�Between�2005�and�2010,�Professor� Engelhardt's� team� from� UNESCO� Bangkok� and�The� Heritage� Studies� Centre� of� The� Institute� for� Tourism�Studies,�Macao,�with�the�help�of�Architectural�Conservation�Programme� at� The� University� of� Hong� Kong� and� an�international�board�of�advisors,�supported�by�seed�funding�from� the� Asian� Development� Bank,� conceptualised� and�conducted� catalytic� train-the-trainer� workshops� in�fourteen�locations�in�Asia.

Professionalising�and�improving�the�image�and�expertise�of�tour�guides�and�interpretation�is�seen�as�a�route�to�advance�economic� and� other� benefits� for� communities� at� World�Heritage�sites.�In�addition�to�prompting�better�salaries�for�specialised�and�better-trained�guides,�the�programme�also�hopes� to� create� Gianna� Moscardo's� 'mindful� visitors'� at�Asia's� World� Heritage� sites� through� better� quality�interpretation�that�both�engages�and�informs�visitors�of�the�heritage�values�of�the�sites�they�are�visiting.��[Figure�3:�Group�package�tourists�climbing�scared�andfragile�temples�of�Angkor.*Source:�Author,�2008*]

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Guide�Programme�for�Asia-Pacific.[Chin-Ee�Ong,�Heritage�Studies�Centre,Institute�for�Tourism�Studies,�Macao,]

Places,�not�mere�attractions

�Attractions� is� a� word� tourism� marketers� like� to� use� but�these� are� places� we� are� dealing� with.� People� live� in� and�around� heritage� sites� and� many� of� these� people� benefit�little� from� mass� tourism� but� have� to� cope� with� mass�tourism's� many� negative� impacts�,� explained� Dr� Sharif�Shams�Imon,�lead�author�and�trainer�of�the�programme�and�Director� of� The� Heritage� Studies� Centre,� Institute� for�Tourism� Studies,� Macao.� A� conservation� architect� by�training� and� a� consultant� to� International� Council� on�Monuments�and�Sites�(ICOMOS),�Dr�Imon�is�critical�of�the�ways�in�which�unguided�visitation�and�unchecked�rise�in�mass� tourism� is� benefiting� preservation� of� the� World�Heritage�places�and�the�livelihoods�of�their�communities.��More�tourists�do�not�always�mean�better�tourism.�We�have�to�look�at�how�tourists�experience�the�sites�and�how�their�visitations� create� better� employment� for� people� in� the�communities�.�

[Figure�4:�UNESCO�Cultural�Heritage�Specialist�Guidingin�Training�at�Champasak,�Laos.*Source:�Imon,�2007*]

Launched�by�UNESCO-ICCROM�Asian�Academy�of�Heritage�Management� (AAHM)� in � 2005� after � a � UNESCO-commissioned� study� conducted� by� Institute� for� Tourism�Studies,� Macao� in� 2004� revealed� poor� visitor� satisfaction�with�guiding�and�interpretation�in�World�Heritage�sites�in�Asia,� the� programme� is� also� a� response� to� concerns� of�potential�impacts�of�mass�tourism�at�World�Heritage�sites�in�Asia.� In� the� programme,� instructors� seek� to� steer� tour�guides'�gazes�towards�seeing�World�Heritage�sites�are�seen�as� lived-in�places�and�not� just�tourism�attractions.�Unlike�cultural� heritage� management� strategies� that� focus� on�carrying-capacity,� engineering� and� architectural� and�economic� aspects� of� visitation,� engaging� and� lively�interpretation�of�heritage�resources�based�on�their�heritage�values� is� seen� by� UNESCO� and� AAHM� as� an� important�strategy�in�protecting�heritage�places�and�enriching�visitor�experiences.� This� programme� seeks� to� improve� the�experience� of� visitors� and� protection� of� cultural� heritage�resources� and� communities� at� UNESCO� World� Heritage�sites�by�improving�and�professionalising�interpretation�and�guiding.�It�seeks�to�complement�existing�local�and�national�frameworks� for� tour� guide� certification� and� training� by�providing� expert� training� for� motivated� licensed� guides�wishing�to�specialise�in�World�Heritage�guiding.�

Capacity-building�from�Macao�to�IndiaUNESCO� Project� Officer� Ms� Montira� Horayangura� Unakul�stressed� the� catalytic� function� the� programme� seeks� to�achieve�through�its�numerous�strategically�placed�regional�train-the-trainer� workshops:� �Through� the� conduct� of�these� regional� train-the-trainer� workshops,� we� hope� to�create�lead�trainers�capable�of�conducting�training�in�their�own� countries� and� nurturing� their� own� sets� of� specialist�guides.� This� programme� also� aims� at� building� upon� and�complementing� existing� certification� and� licensing�systems�for�tour�guiding�within�the�respective�national�frameworks.�

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An�architect�by�professional�training,�Ms�Unakul�revealed�that�the�programme�seeks�to�ignite�capacities�for:��

1.� providing� accredited� guides� the� opportunity� to���strengthen� their� skills� in� interpreting� heritage� sites,��with�an�emphasis�on�World�Heritage�Sites�2.� enhancing� the� educational� experience� of� visitors��(both� local� and� international),� leading� to� longer���stays�and�repeat�visitation�3.� contributing� to� the� sustainable� safeguarding� of���UNESCO� World� Heritage� sites� by� educating� visitors��about� conservation� issues� and� advocating� codes� of��responsible�conduct�4.� benefiting� local�communities�by�promoting�their��role� as� hosts� and� active� participants� in� the� cultural��tourism5.� improving�career�prospects�for�accredited�guides.

This� training� and� certification� programme� is� being�implemented� through� active� partnerships� between�members�of�AAHM,�training�institutions�from�the�UNESCAP�Asia� Pacific� Education� and� Training� Institutes� in� Tourism�(APETIT)� network� and� National� Tourism� Organizations�(NTOs),�with�the�Institute�for�Tourism�Studies�(IFT)�serving�as� the� Knowledge� Management� Hub� and� UNESCO�providing�technical�advisory.�In�2007,�the�programme�was�commended� in� the� 31st� Session� of� the� World� Heritage�Committee� meeting� in� Christchurch:� �a� best-practice�example� of� an� initiative� aiming� at� integrating� the�conservation� of� World� Heritage� within� the� wider�sustainable�development�framework�for�the�benefit�of�local�communities�.�

[Figure�5:�Learning�about�heritage�conservation�in�Hoi�An�shophouses,�Vietnam.*Source:�Author,�2007*]

Faculty� members� in� IFT� helped� develop� the� training�manuals� for� the� programme� in� English.� Today,� the� main�manual� has� been� translated� into� at� least� six� other�languages� (simplified� and� traditional� Chinese,� Bahasa�Indonesia,�Khmer,�Lao,�Thai�and�Vietnamese)�and�used�in�training� workshops� in� Asia-Pacific.� A� complementary�manual�for�site�managers�was�also�written�in�2007�under�the�endorsement�of�United�Nations�Economic�and�Social�Commission� for� Asia� and� the� Pacific.� As� part� of� the�programme�and�as�the�regional�focal�point�of�AAHM,�IFT�faculty� members� have� so� far� conducted� train-the� trainer�workshops�in�Bhutan,�Cambodia,�Indonesia,�Laos,�Malaysia,�Thailand�and�Vietnam�and�trained�academics,�government�officials� and� professionals� from� fourteen� countries.� From�the� later� part� of� 2007,� the� UNESCO� New� Delhi� office�brought� the� programme� into� India� and� furthered� the�programme� by� introducing� sophisticated� thematic�modules� on� specialist� topics� such� as� Buddhism� and�Vijayanagara�Art,�Architecture�and�History.�

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World Tourism Organization

[first�edition]

[Kaye�Chon�and�Chris�Ryan]

VI

Historically�a�distinction�was�made�between�a�'polytechnic'�and� 'university'� -� the�former�being�more�oriented�toward�vocational� education� and� the� latter� concerned� with�intellectual� endeavour� for� the� sake� of� generating� new�concepts�and�understandings.�The�one�was�applied�and�the�second� theoretical.� � However,� starting� arguably� in� the�1960s,� governments� around� the� world� commenced�increasing� the� provision� of� university� places� in� the� belief�that�future�economic�success�would�be�dependent�on�the�existence�of�a�well�trained�university�core�of�young�people�able� to� meet� the� challenges� of� technological� and� other�challenges� becoming� apparent� as� the� world� moved� into�the� second� half� of� the� twentieth� century.� It� seems� now�almost� impossible� to� believe� that� in� a� country� like� the�United� Kingdom� that� the� number� of� university� students�was�little�more�than�60,000�in�the�1950s�-�today�that�would�be� the� equivalent� of� just� three� moderately� sized�universities.

By� the� 1980s� it� became� increasingly� apparent� that� the�models�of�30�years�earlier�were�inappropriate�in�many�ways.�Small� tutorial� groups� began� to� disappear� under� financial�pressures,�universities�were�expected�to�be�more�aware�of�employer�needs,�and�the�distinction�between�the�applied�and�the�theoretical�soon�buckled�under�the�realisation�that�good� practice� informs� theoretical� formation� and� equally�theory� informs� better� practice.� In� some� countries� former�polytechnics�became�universities�and�attained�the�title�of�university� even� as� the� nature� of� what� was� being� taught�changed� in� both� traditional� and� new� universities.� Some�universities�such�as�Virginia�Tech�proudly�proclaimed�the�applied� within� their� titles,� and� Hong� Kong� Polytechnic�University�is�another.

This� tension� between� the� applied� and� the� theoretical� is�obviously� applicable� to� the� hospitality� industry.� Hotel�groups� expect� graduates� to� emerge� with� strong�managerial� skills� within� the� context� of� operational� and�strategic� management.� Front� of� house� operations,�restaurant� management, � food� operations, � yield�management,� hotel� and� room� design� and� many� other�features�are�all�part�of� the�standard�curriculum�for�many�hotel�schools.�Yet�like�many�universities,�HK�PolyU�would�wish�its�teaching�to�be�research�led,�and�in�a�world�where�so�much� more� selling� is� done� via� the� internet,� where�environmental� management� systems� are� increasingly�all ied� to� knowledge� management� systems,� staff�participation� in� human� resource� management� systems� ��and� where� all� are� entwined� in� emergent� notions� of�corporate� socially� responsible� management� �� the� issues�are� not� simply� what� to� research,� but� the� context� within�which�they�are�taught�to�students.

The�context�also�refers�to�the�physical�space���and�many�universities�and�hotel�schools�operate�training�restaurants�and� have� students� spend� periods� of� time� in� hotel�internships�so�that�students�acquire�the�practical�context�within�which�to�make�sense�of�their�class�room�knowledge.�The�question�posed�to�Hong�Kong�PolyU�staff�was�whether�a� closer� symbiotic� relationship� between� classroom� and�practical� context� could� not� be� achieved.� The� answer� has�now� a� glass� and� steel� physical� presence� at� Hong� Kong�PolyU�called�Hotel�ICON���at�a�building�cost�US$170�million,�which� houses� not� only� the� staff� and� students� of� the�university�but�operates�daily�as�a�hotel.�

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World Tourism Organization

[first�edition]

[Kaye�Chon�and�Chris�Ryan]

VI

As� a� hotel,� Hotel� ICON� has� 262� deluxe� rooms� and� suites,�three� F&B� outlets,� a� 300-seat� �Silver� Box�� ballroom,� a�conference�centre,�a�swimming�pool�and�a�harbour-facing�fitness�centre.�The�hotel�also�features�a�spa�managed�by�the�noted�resort�and�spa�company,�Banyan�Tree.��In�accordance�with�the�concept�that�teaching�should�be�research�driven�and� practical� there� exist� three� dedicated� "prototype�guestrooms"� used� primarily� for� research� and� innovation�which�have�now�been�in�use�since�2010.�Each�of�these�three�prototype�guestrooms�have�been�developed�according�to�its� respective� theme,� namely� �design,"� "technology"� and�"well�being."�While�tailor�making�experiences�for�guests,�the�prototype�guestrooms�also�allows�further�research�into�and�the� appl icat ion� of � advanced� concepts � in � hotel�management� fashioned� to� make� possible� a� more�sustainable�future.� �This�opens�up�a�new�mode�of�teaching�(and� challenge)� for� teaching� staff.� It� is� permitting� the�development�of�ideas�by�students�and�staff�in�components�such�as�room�design,�the�use�of�sustainable�materials,�how�rooms� may� better� incorporate� sustainable� engineering�features,�and�the�use�of�integrated�IT�systems�to�better�meet�the� clients'� need� of� a� seamless� transition� between� a�television� entertainment� medium� that� also� uses� internet�facilities� for� business� purposes.� It� is� also� offering�opportunities� for� experimentation� in� price/facility�provision�alternatives���all�of�which�can�be�tested�on�actual�guests.

Modern�hotel�management�education�also�requires�hands�on�experience�with�new�managerial�and�analytical�software�that� aids� the� profitable� running� of� a� hotel.� Like� other�universities� (for� example� Beijing� International� Studies�University)� a� state� of� the� art� Samsung� Digital� Lab� for�Hospitality� Technology� supported� by� the� company� has�been�installed.�

In�addition�to�a�training�restaurant�Hong�Kong�PolyU�has�looked�at�best�practice�from�other�parts�of�the�university�system� in� Asia� such� as� National� Kaoshiung� University� of�Hotel� and� Tourism� Management's� wine� and� viticulture�testing� rooms,� and� has� installed� the� 'Vinoteca� Lab'� that�offers�students�opportunities�to�not�only�talk�about�but�to�actually�practice�and�learn�about�the�best�means�of�keeping�wines�and�of�course,�eventually�serving�them.�It�is�expected�this�will�be�a�popular�class!

As�noted,�all�of�this�has�meant�a�challenge�to�staff�to�revise�their� curriculum� and� teaching� methods.� � Professor� Chon�has� stated� that� 'As� Hotel� ICON� will� have� to� serve� the�teaching�needs�of�the�School,�we�have�already�undergone�the�strenuous�process�of�revising�the�course�syllabi�of�more�than�40�courses�so�as�to�facilitate�and�ensure�a�full�Hotel�and�School�integration'.�The�School�has�integrated�Hotel�ICON�into�a�number�of�cutting-edge�research�projects�including�Hotel� Customer� Behaviour� Studies� and� Environmental�Management� in� Hospitality� Industry� in� addition� to� the�active�internship�programme�for�students�and�ensuring�the�hotel's�facilities�are�subsumed�into�the�daily�teaching�and�experience�of�the�students.

Hotel� ICON� is� fully� owned� and� operated� by� PolyU's�subsidiary�"Hotel�ICON�Company�Limited".�About�300�full-time� employees� are� currently� working� in� the� Hotel�supported� by� some� 100� students� of� the� School� who� will�have� their� periods� of� internship� within� the� hotel.� The�General� Manager,� Richard� Hatter,� has� 25� years� of�international� experience� in� the� hospitality� industry�including�past�positions�as�General�Manager�and�Director�of�the� Shangri-La� Group's� Asia� region� covering� Hong� Kong,�Mainland�China,�Singapore�and�Indonesia.�

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World Tourism Organization

[first�edition]

[Kaye�Chon�and�Chris�Ryan]

VI

The� purpose� behind� the� development� is� to� ensure� that�students� will� have� the� best� possible� opportunity� to�combine� the� theoretical � and� practical � with� the�environment�of�a�working�hotel���a�hotel�with�professional�staff�and�guests���a�hotel�where�the�students'�decisions�may�well� influence� guest� experience!� Of� course,� students� will�not�be� immediately�exposed�to�the�risks�of�making�poor�decisions,�but�by�the�time�they�are�in�that�position�the�aim�is�that� they� will� be� assured� in� their� decision� making,�professional� in�their�dealings�with�guests,�and� laying�the�foundations�of�a�long�career�in�the�industry.

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VII Higher�Tourism�Education:Guiding�students�and�graduates�to�make�things�right�at�all�times.

[Loreto�Ibañez�Castillo,UNWTO.�TEDQUAL�Programme�Manager]

Ethics�is�never�forgotten�in�the�definition�and�development�of�any�higher�tourism�education�programme;�and�no�one�-�neither� management,� faculty,� students� nor� future�employers� -� disagrees� on� its� importance.� But� a� real�commitment� to� go� beyond� the� classic� approach� of�delivering�and�learning�the�concepts�to�focus�on�guiding�students�and�graduates�to�make�things�right�at�all�times,�is�perhaps�a�less�developed�issue.

How� many� students� might� have� finished� � their� studies�as� an� automaton,� knowing� that� this� is� not� what�they� really� want� to� do� with� their� lives?� And� how� many�Institutions/Programmes�have�not�invested�much�time�in�encouraging� their� students� to� pay� attention� to� whether�they� have� chosen� the� right� career,� in� order� not� to� lose�students?�Equally,� employers� are� now� increasingly� focusing� on�selecting�those�students�who�feel�a�passion�for�what�they�have� studied� and� are� ready� to� continue� learning,� so�students� who� have� solely� focused� on� obtaining� good�grades�might�not�obtain�the�expected�results�while�looking�for�a�job.

On�the�other�hand,�Institutions/Programmes�have�the�hard�task� to� recruit� students� every� year;� and� of� having� to�constantly�prove�to�the�industry,�the�potential�students,�the�market�and�the�competitors�that�their�reputation�and�the�employment�rate�of�graduate�students�are�justifiably�high.�

But�what�happens�when�students�are�not�happy�with�what�they� have� studied,� and� in� most� cases� with� their� work?�Would�it�have�been�better�to�encourage�students�to�stop�and� think� about� whether� they� should� discontinue� their�present�studies�if�it�is�not�what�they�are�looking�for�or�want�to�do�as�a�job�in�the�future?���

This�article�seeks�to�share�worldwide�experiences�on�this�matter,�by�analyzing�the�key�moments�within�the�definition�and� implementation� of� the� programme� that� could�contribute� to� guiding� students� towards� making� things�right�at�all�times.

The� development� of� the� programme� �� building�expectations.

The�development�of�a�programme's�vision,�mission�and�aim�and�its�subsequent�dissemination�to�potential�students�is�perhaps� the� first� moment� when� students'� expectations�about�their�professional�future�start�to�be�built;�however,�it�is� also� when,� for� the� first� time,� gaps� between� these�expectations�and�reality�start�to�appear.

But�why�is�this�happening?�Could�it�be�that�that�sometimes�information� seems� to� be� 'overwritten'� for� commercial�purposes�or�are�there�other�reasons�behind�it�all?

There� are� several� answers� to� this� question.� The�'commercial'�reasoning�seems�to�be�one�of�the�main�ones,�but�in�many�cases�the�gaps�are�due�to�other�deeper�reasons.�Often,� those� defining� the� three� key� elements� of� the�programme� -� vision,� mission� and� aim� -� are� not� directly�connected�to�the�tourism�sector�on�a�day-today�basis,�or�have� written� about� these� elements� in� a� generic� way� by�using�a��fixed�recipe��that�could�in�theory�be�applied�to�any�tourism�programme�but�which,�in�reality,�implies�the�loss�of�an� opportunity� to� integrate� the� views� of� management,�students,�faculty�and�the�future�employers�in�its�definition�and�implementation�right�from�the�very�beginning�of�the�conceptualization,� therefore� leading� � to� increasing� the�probabilities�that�the�programme�will�not�to�be�connected�to�reality,�and�consequently,�building�expectations�in�the�students�which�might�not�be�realistic.

World Tourism Organization

[first�edition]

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[Loreto�Ibañez�Castillo,UNWTO.�TEDQUAL�Programme�Manager]

Admission�and�induction�process

The�second� crucial�moment� that�contributes� to�students�making� the� right� decision� concerning� their� future� is� the�admission�and�induction�process,�at�which�point�students�expect� to� feel� identified� with� their� choice� of� study.��Nevertheless,� this� feeling� is� not� always� fulfilled.� The�admission� process� might� not� depend� directly� on� the�Institution�but�on�intermediaries�and�the�induction�process�is� sometimes� considered� more� of� a� second� marketing�opportunity�for�the�Institution,�rather�than�an�opportunity�to� share� both� success� and� non-success� stories� with� new�students�as�both�of�these�would�help�the�student�realize�and�decide�whether�the�choice�is�correct.

As� a� result,� students� usually� finish� building� their� initial�expectations�based�on�the�success�stories�they�hear�about�during� the� induction� process,� while� the� down� sides� are�often��forgotten��in�the�construction�of�the�path�they�are�willing�to�follow;�a�second�significant�gap�that�can�distort�the�main�aim�of�guiding�students�to�make�things�right�at�all�times.�

The�implementation�of�the�Programme�

Some�aspects/actions�regarding�the�implementation�of�the�programme,� are� crucial� when� guiding� students� towards�their�future:�1)� interaction� with� future� employers,� 2)� connection� with�day-to-day� reality,� and� 3)� communication� with� faculty�beyond�the�classrooms.�

In�most�programmes,�interaction�with�future�employers�is�available�either�through�internships�or�thanks�to�a�strategy�where�the�sector�directly�participates�in�the�programme�as�faculty� members.� However� a� closer� approach� that� could�generate� other� types� of� interaction� �� such� as� inviting�faculty,� students� and� employers� to� create� a� common�project� is�not� frequently� implemented,�although� it�could�work� towards� obtaining� the� employers'� commitment� to�safeguard� the� students'� future� as� well� as� encouraging�commitment�on�behalf�of�students�and�faculty�to�respond�and�consider�the�needs�of�these�future�employers�as�part�of�the�Programme.�

And�we�find�this�situation�again�in�the�connection�students�should�have�with�day-to-day�reality.� �This�connection���at�local,� national� and� international� levels� -� would� ensure�students'� minds� are� open� to� live� their� profession� with�understanding� about� cultural� differences,� sensitiveness�towards� the� positive� impact� any� tourism� activity� should�have�in�its�host�countries�and�communities,�and�respect�for�the� tourist� as� an� individual,� and� not� just� as� a� source� of�income.

All� the� above� aspects� link� directly� to� the� importance� of�encouraging� a� relation� between� faculty� and� students�beyond� the� classroom� while� the� programme� is�implemented.� An� example� would� be� the� organization� of�cooperation�for�development�activities�and�joint�students'�internship/faculty� placement� experiences� abroad� -� a�practice� that� has� started� to� be� implemented� in� fast�emerging� tourism� destinations� and� that� could� help�students� get� the� full� picture� concerning� the� work�environment�they�will�find�in�the�tourism�sector.

World Tourism Organization

VII Higher�Tourism�Education:Guiding�students�and�graduates�to�make�things�right�at�all�times.

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[Loreto�Ibañez�Castillo,UNWTO.�TEDQUAL�Programme�Manager]

The�post-graduate�follow-up�

Finally,�the�follow-up�given�to�graduating�students�could�be�considered�the� 'finishing�touch'� in� the�whole� 'making�sure�students�have�done�things�right�at�all�times'�process.�This� follow-up� should� include:� 1)� helping� students� select�companies/organizations� where� basic� ethical� principles�are� followed� when� applying� for� a� jobto;� 2)� encouraging�ethical�behaviour�on�the�job�and,�3)�encouraging�them�to�be�citizens�who,�through�work,�are�seeking�to�contribute�to�the�economic�and�social�development�of�the�country,�place�of�residence�and�family.�All�of�these�are�key�aspects�that�will�help� students� become� positive� leaders� in� the� tourism�sector� while� making� a� significant� contribution� to� the�accomplishment� of� the� UN� purposes� and� principles�reflected�in�the�Global�Code�of�Ethics�for�Tourism,�ILO�policy�papers�and�Millennium�Development�Goals.

References

This�paper�has�been�based�on�the�author's�experience�and�reports� of� the� UNWTO.TedQual� auditors'� visit� to� Higher�Tourism� Education� Institutions� worldwide,� after�interviewing� Employers� of� the� tourism� sector,� Faculty�Members,�Students�and�Management�team.

World Tourism Organization

[first�edition]

VII Higher�Tourism�Education:Guiding�students�and�graduates�to�make�things�right�at�all�times.

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Why�submit�yourself�to�the�UNWTO-TEDQUAL�Accreditation�Process?[Gu�Huimin,�Beijing�International�Studies�University.�Chris�Ryan,�University�of�Waikato.]

INTERVIEWThe� School� of� Hospitality� Management� at� Beijing�International�Studies�University�recently�went�through�the�process�of�accreditation�for�UNWTO.TedQual�accreditation.��Professor�Gu�Huimin,�Deputy�Dean�of�the�School�of�Tourism�Management�and�Director�of�the�China�Hospitality�Industry�Research� Centre� at� the� university,� was� asked� about� the�United�Nations�World�Tourism�Organisation's�accreditation�process.�Her�replies�to�the�questions�posed�by�Chris�Ryan�are�reproduced�below.

World Tourism Organization

[first�edition]

CR Why did you apply for UNWTO.TedQual?

GH We wanted to measure ourselves against international best practice, and the United Nations World Tourism Organization is also a very recognizable label by which others can judge us. We are highly regarded in China but it was important that we should obtain an internationally recognizable accreditation to complement our Chinese accreditations and recognitions. Indeed we found that there was a difference between what we were used to in China and what was required of us by the UNWTO moderator. In China the inspections are very much about 'supply' factors – that is how many computers do we have, how many classroom, what standards of accommodation do we offer for the students, how many staff do we have and what qualifications do the staff have? With the UNWTO we had to look more carefully at the processes we engage in.

CR So, just how many people did you have involved in writing the submission for the accreditation?

GH In total we have about 50 staff, and of these about 10 were engaged in the writing of the documentation with perhaps a smaller group being the core. We also involved two of our administrative staff. Throughout the process we had meetings with all the staff so they knew what was happening.

CR You referred to 'process' earlier – what did you learn from the process, and how did it differ from what you normally do?

GH Well, as I said, usually in China there is a lot of emphasis on the quality of provision, and of course that too was covered by who was our UNWTO.TedQual auditor. I have to say that the auditor did a very good job. Usually any inspection by the Chinese authorities is a team so we expected more than one person would come to look at us, but the auditor was very thorough. A key issue as I said was that of the process by which I mean the experience of the students. It was not only a question of what they lean but also how they learn, and how do we as teachers not only teach but establish learning environments for the students. So we were forced to look carefully at our curriculum and how not only did we as staff relate to the wider industry, but also how we could use those relationships to help establish a better understanding on the part of the students. So this could involve different things, from the periods of internship in industry, to the use of industry examples in our teaching so that it was relevant, to the use of case studies. In that way our research activities are also important because it is a means by which we as teachers keep up to date, are cognizant of governmental initiatives and industry movements and can pass this to our students. I know this is important in most countries – but it is especially important in China because things are changing so very rapidly here.

CR So, was the accreditation worthwhile?

GH To be honest, we are still waiting for the outcome as the auditor was here only about 6 weeks ago, and so we are still waiting for the final result. I am confident we will gain accreditation, but the question is for how long. However, to answer your question, apart from any 'prestige' that may be associated with the accreditation, and I won't pretend that is not important – because in gaining such recognition it places Beijing International Studies University's programme alongside those of well- known and internationally famous universities like Hong Kong and say your's too – but it was an important learning process. I found it interesting also seeing a

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Why�submit�yourself�to�the�UNWTO-TEDQUAL�Accreditation�Process?[Gu�Huimin,�Beijing�International�Studies�University.�Chris�Ryan,�University�of�Waikato.]

INTERVIEW

World Tourism Organization

[first�edition]

western perspective or approach to education. Perhaps in China as an university it is taken for granted that you know what you are doing – perhaps that is why we primarily look at resources, but in this process we had to say not only what processes we engage in but also support it with evidence – for example, details of meetings with industry, use of visiting speakers, examples of student work, evidence of discussion of curriculum, and that forced us to ask some pretty basic questions about what we do and why we do it. So apart from anything else that was a good experience for us and so I can frankly say, yes – the accreditation was worthwhile even though it took a lot of work on our part, especially as we had to change our mindset a little.

Note

Beijing International Studies University (formerly Beijing Foreign Language University) is one of the major providers of university level education in tourism and hospitality in China. It has been providing such courses for nearly 40 years and has been at the forefront of such education in China for much of this time. It courses are taught in English and its graduates have gone on to achieve significant positions in the growing Chinese tourism industry and they are much sought by the industry keen to recruit knowledgeable young people. Professor Gu has several roles apart from being a researcher of note in China, and one of these is the assessments of hotels for China's hotel star rating system.

In June 2011, The Bachelor in Tourism Management of the Beijing International Studies University had obtained – for the maximum number of years - The UNWTO.TedQual Certification.

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UNWTO.TEDQUAL

Chris� Ryan� lectures� at� the� University� of� Waikato� Management�School�in�the�Department�of�Tourism�and�Hospitality�Management.�His�research�interests�lie�in�tourist�motivations,�behaviours�and�the�consequences� of� those� behaviours� for� environments� and�communities,� and� how� these� might� be� managed� with� specific�reference�to�China,�Dubai�and�New�Zealand.�His�publications�are�in�journals� such� as� Tourism� Management,� Journal� of� Sustainable�Tourism,� Journal� of� Travel� Research,� Annals� of� Tourism� Research,�Journal� of� China� Tourism� Research,� Journal� of� International�Hospitality� Management,� and� Journal� of� Travel� and� Tourism�Marketing.�

Lisa� Ruhanen� lectures� at� the� School� of� Tourism,� University� of�Queensland,�Australia,�where�she�is�the�Post-Graduate�Coursework�Program� Co-ordinator.� � Her� research� interests� are� in� sustainable�tourism� destination� planning� and� management,� Indigenous�tourism�and�tourism�education.�In�this�last�interest�area�Lisa�has�long�worked� with� the� United� Nations� World� Tourism� Organization�(UNWTO)�and�is�a�Visiting�Scholar,�consultant�and�a�moderator�for�the� �UNWTO�Themis�program.�Her�publications�therefore� include�articles�in�the�Journal�of�Teaching�in�Travel�and�Tourism,�Journal�of�Travel� and� Tourism� Research,� Journal� of� Hospitality� and� Tourism�Management,�Tourism�and�Tourism�Review.

Xu�Honggang�obtained�her�BA�from�Beijing�University,�China,�and�MA�and�PhD�from�the�Asian�Institute�of�Technology,�Thailand.�She�is�now� a� Professor� and� Associate� Dean� at� the� School� of� Tourism�Management,�Sun�Yat-sen�University,�China.�Her�research�interests�are�the�tourism�system�and�tourism�geography.�She�offer�courses�on�tourism�landscape,�tourism�system�analysis�and�tourism�policy.�She�has� published� widely� in� both� the� Chinese� and� English� academic�journals� including� Tourism� Management,� Journal� of� Sustainable�Tourism,� Asia� Pacific� Journal� of� Tourism� Research� and� Journal� of�China�Tourism�Research.�Her�Chinese�publications�include�papers�in�Tourism�Tribune�and�Human�Geography.�She�has�also�been�involved�in�regional�tourism�planning�in�China,�including�the�UNESCO�World�Heritage�Sites�of�Xidi�and�Hongcun

World Tourism Organization

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