Innovation

1. Innovation and Change in Tourism Higher Education With special focus on India Key paper presented @NITHM Conference, October 2013 Babu P George, PhD

2. Using Research to Shape Tourism Education Policy  The utilization of research based knowledge promises greater success in achieving objectives for a rich and prosperous society – Toffler.  A very recent phenomenon  In response to an increasing number of tourism educational programs failing one after another  “It is difficult to get decision-makers to listen to us”, says many educational researchers    Except when such research is carried out at the explicit direction of the decision makers who have vested interests in the outcome Also, there exists fragmentation at the policy making levels (who should make tourism educational policy? Ministry of HRD, Tourism, Culture, or Environment?). Educational policy tend to show governmental priorities for businesses (unfortunately?)  E.g.: Notions of competition, markets, and quality assurance, commonly associated with industry and commerce, are reflected in tourism higher education policy. Key paper presented @NITHM Conference, October 2013

3. A Brief History of Tourism Education  In many countries, tourism education evolved from trade schools and polytechnics   Historical focus on skills (knowledge utilization) than knowledge creation (research) or knowledge sharing (education). Historically, tourism education has taken a very slow start, followed by abrupt (unsustainable) expansion, …and then?  Lack of direction? Premature death? Absorption by other disciplines?  In the US, tourism education started in „home science‟ schools, later absorbed by b-schools.   Independent existence of tourism schools is rare unless there is significant local industry support. Early movers overcame „decline‟ by internationalization  Australian universities either  Went overseas (direct export or via partnerships)  Promoted home campuses overseas (via educational fairs, edu consultants, etc) Key paper presented @NITHM Conference, October 2013

4. Tourism Education as a „Product‟  Difference in the lifecycle stages of the “tourism education product” In terms of popularity In terms of „disciplination‟ Key paper presented @NITHM Conference, October 2013

5. History of Tourism Knowledge  Early studies featured mostly economic prospects of tourism, emphasizing its benefits.  Note: Sociologists had identified the leisure class‟ before this.  Gradually, this unilateral economic view gave way to a wave of studies focusing on the sociocultural aspects of tourism and brought the benefits of tourism under scrutiny.  Thirdly, research then focused on alternative forms of tourism development which were potentially sustainable, with minimal unwanted consequences (this marks the beginning of growing out of disciplinary boundaries). Source: Jafari, J. (1990). Research and scholarship: the basis of tourism education. Journal of Tourism Studies, 1(1), 33–41. Key paper presented @NITHM Conference, October 2013

6. The Drive Behind Mainstream Initiatives  Keep the industry abreast with the latest technology and trends.  Increase the availability of qualified replacement staff at all times.  Raise the image of careers in tourism.  Staff new and growing tourist industry(ies).  Respond to tightening employment regulation.  Reduce foreign labor. Source: Amoah, V. A., & Baum, T. (1997). Tourism education: policy versus practice. International Journal of Contemporary Hospitality Management, 9(1), 5–12. Key paper presented @NITHM Conference, October 2013

7. Confusion about target markets and nomenclature  Tourism graduates are often recruited by non-tourism employers  Likewise, tourism industry also recruits non-tourism graduates   Industry doesn‟t know the curriculum content or preparation Most common degree titles are Tourism Management and Tourism Studies.  Mostly prefixed with terms such as „international‟, „global‟, etc.  some amalgamate their titles with leisure, recreation, sports, and/or hospitality.  Variety in terms of BS / BA / MSc/ MA/MBA  Vocational Vs. Academic focus  Such variety confuses the students and the employers alike!  An unanswered question: should tourism degrees enable students to seek employment outside of the industry? Key paper presented @NITHM Conference, October 2013

8. Lack of Accreditors … or, Credible Accreditors  Until recently, tourism education suffered from domain-centered accreditors  In the US, AACSB, ACBSP, and IACBE accredited tourism programs   Hospitality programs has somewhat better known domain centered authenticators    TEDQUAL has not taken off CHRIE No agreement even about whether certain courses should be „core‟ of the tourism curriculum The lack of a centralized quality standards controller actually helped in nurturing the most needed diversity for tourism education Key paper presented @NITHM Conference, October 2013

9. Problems in Teaching Tourism  “The most wide-ranging industry in the world, in terms of disciplinary contributions required to understand it”  “The most culturally diverse industry in the world, in terms of guests and hosts involved”  “The most politically charged industry in the world, in terms of interstakeholder strains”  “The most neglected industry in the world, in terms of developmental priorities” Key paper presented @NITHM Conference, October 2013

10. Education for Tourism Policy Makers  Important because, among other things, they influence tourism educational policy for others  Almost no attention being paid to the training

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