An alternative vision and approach for tourism higher education Carlos Fernandes,
Polytechnic Institute of Viana do Castelo, Portugal,
[email protected]
Manuel Salgado,
Polytechnic Institute of Guarda, Portugal,
[email protected]
Ana Paula Figueira,
Polytechnic Institute of Beja, Portugal,
[email protected]
António Carles
Valencia Business School, Spain
[email protected]
Centre for International Research in Consumers Location and their Environments (CIRCLE) 9th International Conference for Marketing, Management, Finance, Consumer Behaviour, Tourism and Retailing Research Ibiza, 11th - 13th April 2012
Contents of this session 1. Methodology
2. General trends in demand for higher education (perspective of students, employers and educators)
3. Overview of the higher education system in Portugal
4. Current situation of tourism education 5. Employment in the future 6. Criteria for Accreditation/Validation
7. Findings
2
Methodology Literature Review
External examiners analysis of selfevaluation course report
External examiners visit to institutions of higher learning
General trends in demand for higher education
Profile of the students
“We are moving away from the values, attitudes and lifestyles of the once influential Baby Boomers (born 1943 to 1960) toward the values, attitudes and lifestyles of the younger generations”. (Hira, 2007)
Generation Y Characteristics Technically competent – Electronic devices are ‘extra limbs’ – The web is a 2-way communication tool – Multi-tasking (“pushed to the limit”)
Instant gratification – Shorter attention spans – Need constant feedback – Like a lot of options
Source: Adapted from Davidson, 2008 (Generation Y, born between 1977 and 1995)
Generation Y requires a new strategy for tourism education • • • •
Rapidly changing technology Change in work skills Intense pressures of (global) competition Outdated employment system
To meet the future employment challenges tourism education must provide a more effective support service
Source: Adapted from Davidson, 2008
Entrepreneurial and conventional education approaches
Conventional
Entrepreneurial
Focus on content
Focus on process
Led and dominate by trainer
Ownership by learning by participant
Training expert hands down knowledge
Trainer as fellow learner/facilitator
Emphasis upon 'know that'
Emphasis upon 'know how' and 'know who'
Participant passively receiving knowledge
Participant generating knowledge
Session heavily programmed
Session flexible and responsive to needs
Learning objectives imposed
Learning objectives negotiating
Mistake looked down upon
Mistake to be learn from
Emphasis upon theory
Emphasis upon practice
Subject functions focus
Problem/multi-disciplinary focus Source: Ateljevic, 2011
A deep transformation
“For those who do attend college, there should be more flexibility…..so they can do it without constantly being on the premises….[It is] expected an increase in “a la carte, hybrid, technology-based education, in which students take courses in person, online and at times of their own choosing. Consumers are demanding it”. Conrad de Aenlle in The Global Edition of The New York Times, September 14, 2010
Employers are broadening their views Tourism education is often criticised as lacking “real world” relevance. “A degree alone means very little to me today. What matters is that the applicant can prove to my satisfaction that he or she is, in fact, educated, responsible, and able to make my company more profitable, and my life easier” J. Smith in The New York Times, May 23, 2010
A paradigm change in tourism education and its application in Portugal Tourism education must provide the setting for ideation, creativity, dialogue and problem resolution. Students entering the uncertain world of the future and in particular, the vulnerable tourism sector, need different skills, aptitudes and knowledge to succeed. Educational systems need radical change to meet the challenge of the next few decades (Wallis and Steptoe, 2006). A fundamental re-tool and re-design is necessary; not incremental change but change in the nature of what is taught and how it is taught. Skills and knowledge sets must be redefined, structures and assumptions need to be questioned, and old ways of doing things must be transcended. (Tourism Education Futures Initiative, TEFI, 2009).
“Imagination is more important than knowledge.” -Albert Einstein
Dealing with future insecurity and uncertainty requires “thinking outside the box”, looking at existing domains and problems from a new angle and having the confidence in venturing off the beaten path. Promoting such a culture of creativity that acknowledges and seeks to learn from failure encourages students to move from hypothesis and conventional knowledge towards possibilities and originality. Source: Tourism Education Futures Initiative (TEFI, 2009).
Overview of the higher education system in Portugal In Portugal, the higher education system in composed of universities and polytechnics. There are approximately 15 universities and 15 polytechnics. Whereas, university education is comprised of a three cycle structure: Licenciatura (equivalent to Bachelor), Master and Doctorate degrees, polytechnic education is comprised of only two cycles: Licenciatura and Master degrees. In polytechnic education, particular emphasis is placed upon professional specialization. Currently, there are approximately 85 degrees in tourism and hospitality related areas, mostly following the classic model of education (oversupply??!!)
Model for tourism education at Polytechnics in Portugal
Master Degree
Professional Experience
Post-secondary / pre-higher education training (Specialisation course)
Secondary Education
Source: Fernandes, 2011
Post-graduate/ Specialisation
Professional Experience
Licenciatura in Tourism
(eq. to Bachelor´s degree)
Professional Experience
Tourism education in Portugal Number of places for entry to Bachelor level
4000 3500
Nº of places
3000 2500
Privado
2000
Público Total
1500 1000 500 0 11/12
10/11
09/10
08/09
07/08
06/07
05/06
04/05
03/04
Academic year
02/03
01/02
00/01
99/00
98/99
97/98
96/97
95/96
94/95
93/94
92/93
91/92
90/91
89/90
88/89
87/88
86/87
Source: Salgado et al, 2011
Tourism education in Portugal Distribution of courses by type establishment
Source: Salgado et al, 2011
Private
Public
31
48
Current situation of tourism education Let the market decide (law of supply and demand) –
Only courses with minimum of 20 students are financed by the state budget. Note:
Unemployment rate of population to 25 years of age is around 35%. Youth are discouraged from continuing on to higher education?
Source: Fernandes, 2011 16
Employment in the future
Public Sector
Private Sector
17
Criteria for Accreditation/Validation • • • • • • • • • •
Qualification of the Course leader Definition of objectives and skills to be acquired; Appropriate curriculum Qualifications of the Academic staff Support staff and resources Research and development Employability Appropriate distribution of ECTS Comparison of curriculum to other European institutions Internships (part/not part of curriculum)
Validation of tourism courses in polytechnics in Portugal: findings • Rules for validation outdated. Need to move along with the new strategy . • The scheme of the courses still very paternalistic. More room for student reflection, so that entrepeneurship could emerge. • Curriculum and syllabus based on case studies need constant update. Very demanding for faculty members (emphasis on R&D by staff) • Internships are key for students to gain an understanding of what they are going to be faced with in the labour market. Include them as part of the evaluation or extra-curricular?? (3 year BA!!)
Source: Carles, 2012
19
The paradigm shift ??(case of Portugal!) Move away form the social sciences strategy of the 1980´s-90´s --Probably most common approach!
Entrepreneurship, creativity and innovation strategy --private sector/own business orientation
Role of Information Technology (Photoshop, GIS, PPT, Reservations systems, SPSS, ….)
Projects and Problem-oriented education ("learning by doing" or "action learning".) Source: Adapted from Fernandes, 2011
20
Time for reflection Results of validation process suggest……..
– The game has changed and we should not be playing by the same rules (classic model of education). – A paradigm shift in tourism education needs to take place (curriculum more suitable for industry demand)
Your Thoughts?
Thank you very much for your kind attention! Carlos Fernandes
[email protected]
