Download An International Handbook of Tourism Education (Advances in by David Airey, John Tribe PDF

By David Airey, John Tribe

As tourism matures as a tutorial topic and the variety of tourism better schooling companies maintains to extend world-wide, there's an expanding curiosity in its academic points. while the improvement of study into schooling matters with regards to tourism implies that there's now a constructing literature at the topic. This overseas instruction manual deals a well timed overview of the sate of the paintings of tourism greater schooling. The e-book brings jointly professional individuals from around the globe to give present pondering and perform approximately what's now a big component of schooling provision world-wide. it's established around 4 key themes:- Curriculum - overseas point of view - instructing, studying and evaluate - assets, development and qualityIts worldwide survey of tourism schooling bargains a complete foundation for comparative evaluation. as well as starting off the advance and present provision of tourism schooling it additionally addresses leading edge concerns such PhD schooling, non-formal schooling, cultural concerns in studying, study and educating, e-learning and e-assessment. It bargains functional suggestion for the layout, supply, review and resourcing of classes and concludes with a reflective schedule of matters for the longer term.

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Extra info for An International Handbook of Tourism Education (Advances in Tourism Research)

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Additionally in 1988, the International Conference for Tourism Educators, hosted at the University of Surrey attracted a broad range of research papers. The 1990s saw another large increase in 28 John Tribe outputs to at least 206. There can be little doubt that the formation of ATLAS  The (European) Association for Tourism and Leisure Education  has influenced this, particularly with its organisation of two major conferences Tourism and Leisure Education in Europe: Trends and Prospects in 1994 and Tourism in Central and Eastern Europe: Educating for Quality in 1995.

7). g. induction, tutorial support) rather than subject-specific issues. The 47 categories were subsequently rationalised to a total of 16 categories and subcategories. The literature was then sorted into these categories. Table 1 illustrates this categorisation and sorting. Overview of Research 27 Table 1: Categories of research in tourism education (to 2001). (1) Curriculum (a) Curriculum planning models (b) Critical reviews of the curriculum (c) Descriptive profile of provision (UK) (d) Comparative tourism education (e) Globalisation (f) Community/stakeholder input (g) Curriculum and knowledge (h) Industry issues and training needs (i) Qualifications issues (j) Specific subjects in the curriculum (2) (3) (4) (5) (6) Teaching, Learning and Assessment Student Progression and Achievement Learning Resources Quality Management and Enhancement Other Total % 261 86 8 22 3 9 1 Total % 16 49 12 69 8 3 14 37 5 48 5 16 4 23∗ 3 1 5 12 2 16 3 7 1 3 — nϭ304.

Tourism course provision remains strongly vocational and business oriented. Indeed it is from this that it garners much of its strength in terms of student recruitment and hence financial viability and beyond this in its ability to support a community of scholars. Yet if it is to become a truly distinct area of scholarship its knowledge base needs to progress beyond the extradisciplinary and even beyond the multidisciplinary into interdisciplinary work. In being able to draw on extradisciplinary, multidisciplinary as well as interdisciplinary knowledge tourism is in a position to offer much more than precise vocationalism.

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