Table 6 - uploaded by Pierre Benckendorff
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Issues Paper No. 4 summary of findings
This Issues Paper sought to analyse the Australian TH&E undergraduate curriculum based upon a desktop analysis of higher education providers. The methodology, explained in detail in Information Sheet No. 3, involved assessing the content of degree level TH&E programs and looking at this data from the perspect...
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Citations
... Across the globe, researchers have also endorsed content analysis as an effective technique to investigate sustainability-related content in TE curricula. This has taken on various forms including an examination of course prospectuses in the UK (Busby and Fiedel, 2001), mission statements of graduate programmes around the world (Padurean and Maggi, 2011), tourism curricula analysis in Australia (Day, et al., 2012) and the U.S. (Deale and Barber, 2012), and the table of contents in undergraduate tourism textbooks (Forristal, 2012). More recently, similar to this study, Chawla (2015) analysed information published on official websites of selected British universities. ...
Tourism projects have been promoted for several decades on a global scale as a tool for achieving socio-economic development and, more recently, the United Nations Sustainable Development Goals. The pivotal role of education for ensuring the long-term success of these projects has also been widely acknowledged. However, numerous studies indicate that academic programmes as well as research in sustainable tourism education have lagged behind. Several important research gaps were confirmed in the process of this study. In particular, there is scant research on achievements with regard to the integration of sustainability into tourism curricula. Likewise, little attention has been given to the development of conceptual frameworks designed specifically for sustainable tourism education. This study attempts to address these research gaps by examining the status of sustainable tourism education in the Sub Saharan Africa context. This region has recently become the focus of increased tourism development work due to its high poverty, unemployment and migration levels on the one side, and a robust tourism industry and growing workforce on the other. Adopting a mixed method approach, the study commences with a quantitative analysis of sustainability related content in online tourism curricula in all accredited tertiary institutions in the region. Next, a framework for sustainable education is developed that is informed by tourism stakeholder perspectives gained through surveys and interviews as well as an extensive review of the apposite scholarship. In a final step, the online curricula is analysed within the context of the proposed framework and recommendations are offered. The overall findings of this inquiry indicate, contrary to the recommendations of the tourism stakeholders and scholars consulted in this study, that sustainability concepts have yet to be fully integrated into tourism curricula in the region. Rather than addressing a broad range of sustainability related issues, tourism curricula remain mostly focussed on business interests. This study argues for a more balanced approach to tourism education in order to successfully contribute to the achievement of the Sustainable Development Goals.
... The past decade has seen increasing competition between graduates for jobs; indeed, universities are now frequently scrutinised and evaluated on their graduate employment success rates (Airey, Dredge, & Gross, 2014;Dredge et al., 2012;Whitelaw & Wrathall, 2015). Accordingly, most universities publish a list of graduate attributes that are to be fostered during the students' undergraduate careers and which are often aligned with the qualities and/or skills sought by employers ( Day et al., 2012). ...
The past decade has seen increasing competition between graduates for jobs, and universities are now frequently scrutinised and evaluated on their graduate employment success rates. This study reports on student perceptions of a revised event management course designed to enhance graduate employability through the use of experiential learning, based on the new Threshold Learning Outcomes for events higher education in Australia. Early thematic analysis of student reflections (the final assessment piece in the course) finds that students perceive that they have attained a number of skills from the experiential learning activities, and most are able to articulate these in relation to future career paths.
Growing public concern about environmental issues are contributing to the pressure on governments, businesses, groups and individuals to find solutions that move towards a more sustainable relationship with the planet. A key element in achieving the goals of sustainability is education. The decade 2005–2014 was declared the United Nations Decade of Education for Sustainable Development (UNDEFSD) in recognition of this close relationship between education and sustainability. Although this declaration focussed considerable attention on the concept of Education for Sustainability (EfS), discussions about the nature of the relationship between education and sustainability began before this declaration and are likely to continue long after 2014. Despite the close link between sustainability and tourism, there has been little systematic attention paid to education for sustainability in tourism. Two exceptions to this are the BEST Education Network and the Tourism Education Futures Initiative. This chapter introduces and provides an overview of EfS, links it to sustainability in tourism, reports on the outcomes of the BEST Education Network Think Tank in 2011, and provides a framework for understanding EfS in Tourism.
