Liu / Schänzel Tourism Education and Asia

1. Auflage 2018
ISBN: 978-981-13-2613-4
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 270 Seiten

Reihe: Perspectives on Asian Tourism

This book looks at various aspects of tourism education in Asian countries and the impacts of sustainable development in tourism education to the Asian student markets. It provides an insightful and authoritative account of the various issues that are shaping the higher educational world of tourism education in Asia and for its Asian students overseas, and it highlights the creative, inventive and innovative ways that educators are responding to these issues.
The book is composed of contributions from specialists in the field and is international in scope. It is divided into four parts: an introduction setting the scene of tourism education and Asia; case studies of tourism education in various Asian countries; case studies of tourism education of Asian students abroad and their trans-national student experiences; and broader perspectives on intra-Asian and transnational tourism education. The book provides a systematic guide to the current state of knowledge on tourism education and Asia and its future direction, and is essential reading for students, researchers, educational practitioners, and academics in Tourism Studies.

Claire Liu is the head of the Tourism and Event Management department and a senior lecturer in tourism management at the Auckland University of Technology, New Zealand. Claire serves on the editorial boards of the International Journal of Tourism Cities and the Journal of China Tourism Research. She has published chapters in edited books. Claire's research interests include the Chinese tourism market, tourism quality management, environmental management systems, tourism and hospitality education, quantitative and qualitative methodologies, tourism entrepreneurship, museum and tourism volunteers, and hospitality green marketing.
Heike Schänzel is an associate professor at the Auckland University of Technology in Auckland, New Zealand, and has extensive editorial experience with book publications (Family Tourism and Femininities in the Field: Researching Tourism with Channel View and Children, Families and Leisure with Routledge) and journal special issues (Annals of Leisure Research and Hospitality & Society). Her research interests include tourist behaviour and experiences; families, children and adolescents in tourism; sociality in tourism; innovative educational practices; femininities and paternal masculinities in tourism research; innovative and qualitative research methodologies; and critical theory development in tourism and hospitality.

Autoren/Hrsg.

Liu, Claire

Schänzel, Heike

Inhaltsverzeichnis

1;Foreword;6
2;Acknowledgements;8
3;Contents;9
4;Contributors;11
5;About the Editors;13
6;About the Authors;14
7;Part I: Introduction to the Book;21
7.1;Chapter 1: Introduction to Tourism Education and Asia;22
7.1.1;1.1 Introduction;23
7.1.2;1.2 Main Findings;24
7.1.2.1;1.2.1 Characteristics of Tourism Education in Asian Countries;25
7.1.2.2;1.2.2 Dynamics of Global Tourism Education and the International Asian Student Market;26
7.1.2.3;1.2.3 Accreditation in Tourism and Hospitality Education;27
7.1.2.4;1.2.4 The Challenges of Transnational Tourism Education;28
7.1.3;1.3 Conclusions and Future Directions;28
7.1.4;References;30
8;Part II: Tourism Education in Asia;31
8.1;Chapter 2: Differentiating Academic and Vocational Hospitality and Tourism Education: The Milieu of Indonesia;32
8.1.1;2.1 Introduction;32
8.1.2;2.2 Background Literature;34
8.1.2.1;2.2.1 Indonesia’s Hospitality and Tourism Education;34
8.1.2.2;2.2.2 The Curriculum Components;35
8.1.3;2.3 Study Details;37
8.1.3.1;2.3.1 Sampling Strategies and Data Collection;38
8.1.3.2;2.3.2 Data Analysis;40
8.1.3.3;2.3.3 Findings;40
8.1.4;2.4 Discussion;42
8.1.4.1;2.4.1 The State of the Hospitality and Tourism Industry and Higher Education in Indonesia;42
8.1.4.2;2.4.2 Components of the Komodo Curriculum Framework;43
8.1.4.3;2.4.3 The Integrated ‘Komodo Curriculum’ Framework;46
8.1.5;2.5 Conclusion;47
8.1.6;References;48
8.2;Chapter 3: Vocational Education and Training for Hospitality and Tourism Industry in India;51
8.2.1;3.1 Introduction;51
8.2.2;3.2 Evolution of Tourism and Hospitality Education in India;53
8.2.3;3.3 Vocational Education and Training (VET) System in India;56
8.2.4;3.4 Regulation of Vocational Education in India;57
8.2.5;3.5 Vocational Education and Training in the Tourism and Hospitality Sector in India;59
8.2.6;3.6 Challenges of Vocational Education and Training in India;61
8.2.7;3.7 Conclusions;62
8.2.8;References;63
8.3;Chapter 4: Situation Analysis of Tourism and Hospitality Management Education in Nepal;65
8.3.1;4.1 Introduction;66
8.3.1.1;4.1.1 Tourism Context in Nepal;68
8.3.1.2;4.1.2 Institutions for Higher Education and Training in Nepal;69
8.3.2;4.2 Method;69
8.3.3;4.3 Findings;70
8.3.3.1;4.3.1 Higher Education and Training in Tourism and Hospitality Management;70
8.3.3.2;4.3.2 Existing Curricula of Tourism Education and Training Programmes at the Global Level;73
8.3.4;4.4 Discussion;74
8.3.5;4.5 Conclusion;75
8.3.6;References;76
8.4;Chapter 5: Tourism Higher Education in Iran: Past, Present and Future Directions;79
8.4.1;5.1 Introduction;80
8.4.2;5.2 Tourism Development in Iran;81
8.4.3;5.3 History of Tourism Higher Education in Iran;83
8.4.4;5.4 The Current Status, Structure, Characteristics and Trends in Iranian Tourism Education;84
8.4.5;5.5 Prospects for Tourism Higher Education in Iran;86
8.4.6;5.6 Study Method;87
8.4.6.1;5.6.1 Lack of Cooperation Among Tourism Stakeholders;88
8.4.6.2;5.6.2 Location;88
8.4.6.3;5.6.3 Lack of Qualified Teaching Staff;89
8.4.6.4;5.6.4 Insufficient Facilities and Equipment;89
8.4.6.5;5.6.5 Curricula;89
8.4.6.6;5.6.6 Industrial Placements;90
8.4.6.7;5.6.7 Difficulty Keeping Graduates in the Industry;90
8.4.7;5.7 Conclusions and Implications;91
8.4.8;References;93
8.5;Chapter 6: Review and Assessment of Academic Tourism and Hospitality Programmes in China;96
8.5.1;6.1 Introduction;97
8.5.2;6.2 Literature Review;99
8.5.2.1;6.2.1 Sketch of Higher Education Studies;99
8.5.2.2;6.2.2 Curriculum Composition and its Assessment;100
8.5.3;6.3 Study Design and Methods;102
8.5.3.1;6.3.1 Curriculum Analysis;102
8.5.3.2;6.3.2 Focus Group Discussions;104
8.5.3.3;6.3.3 Online Survey Among Managers;104
8.5.4;6.4 Results and Discussion;106
8.5.4.1;6.4.1 Characteristics of Curricula;106
8.5.4.1.1;6.4.1.1 Types and Volume on Offer;106
8.5.4.2;6.4.2 Course Structure;108
8.5.4.3;6.4.3 Focus Group Interview Results;111
8.5.4.4;6.4.4 Managers’ Perspective on Curricula;111
8.5.5;6.5 Conclusion;114
8.5.6;6.6 Limitations;115
8.5.7;Appendix A: Hospitality and Tourism Undergraduate Programmes at Vocational Colleges and Universities in China in 2017;116
8.5.8;Appendix B: Curricula Components and Optional Characteristics for the Adaptive Conjoint Task;117
8.5.9;References;118
8.6;Chapter 7: Hotel and Tourism Management Education in Bhutan: The Creation of the Royal Institute of Tourism and Hospitality;121
8.6.1;7.1 Brief History of Education in Bhutan;122
8.6.2;7.2 Emerging Tourism and Hospitality Industry Since the 1970s;123
8.6.3;7.3 Tourism and Hospitality as a Contributor to Gross Domestic Product;124
8.6.4;7.4 Government Response to the Tourism and Hospitality Sector;126
8.6.5;7.5 Creation of the Royal Institute of Tourism and Hospitality;128
8.6.6;7.6 Current Programmes Offered at the Royal Institute for Tourism and Hospitality;129
8.6.7;7.7 Teaching Tourism and Hospitality in Bhutan: A Personal Reflection;131
8.6.8;7.8 Future Direction of Tourism and Hospitality Education in Bhutan;135
8.6.9;References;138
8.7;Chapter 8: Tourism Education in Vietnam;139
8.7.1;8.1 Introduction;139
8.7.2;8.2 Background on Vietnam;141
8.7.3;8.3 Tourism Employment in Vietnam;142
8.7.4;8.4 Historical Background of Tourism Education in Vietnam;144
8.7.5;8.5 Current Situation in Tourism Education;148
8.7.6;8.6 Issues in Tourism Education in Vietnam;148
8.7.7;8.7 Transnational Education in Vietnam;152
8.7.8;8.8 Future Developments;154
8.7.9;References;156
8.8;Chapter 9: The Institutional Context for Experiential Learning Investment in Hospitality Education: A Case Study from Thailand;157
8.8.1;9.1 Introduction;158
8.8.2;9.2 Understanding Industry Needs for Hospitality Education;159
8.8.3;9.3 Experiential Learning in Hospitality Education;161
8.8.4;9.4 Institutional Drivers of Experiential Learning;163
8.8.5;9.5 The Institutional Context of Higher Education;164
8.8.6;9.6 The Thai Institutional Context;167
8.8.7;9.7 Categories of Experiential Leadership;168
8.8.8;9.8 Conclusion;171
8.8.9;References;172
9;Part III: Tourism Education of Asian Students Abroad;175
9.1;Chapter 10: Outcomes and Challenges of a Cooperative and Intercultural Learning Project: A Critical Analysis;176
9.1.1;10.1 Introduction;177
9.1.2;10.2 Background Literature;177
9.1.2.1;10.2.1 Tourism and Intercultural Experience;177
9.1.2.2;10.2.2 Intercultural Experiential Learning;179
9.1.3;10.3 Case Study: Indian and Belgium Students in a Cooperative and Intercultural Learning Project;180
9.1.3.1;10.3.1 Study Method;181
9.1.3.1.1;10.3.1.1 Course Content and Assignments;181
9.1.3.2;10.3.2 Learning Outcomes of the Joint Course;183
9.1.3.2.1;10.3.2.1 Key Challenges;184
9.1.4;10.4 Conclusion;186
9.1.5;References;187
9.2;Chapter 11: Career Goals of Chinese International Tourism and Hospitality Students in Australia;190
9.2.1;11.1 Introduction;191
9.2.2;11.2 Purpose of the Study;192
9.2.3;11.3 Literature Review;192
9.2.3.1;11.3.1 Career Expectations of Generation Y;192
9.2.3.2;11.3.2 The Influence of Internships on Students’ Career Goals;193
9.2.4;11.4 Methodology;194
9.2.5;11.5 Findings;197
9.2.5.1;11.5.1 Change of Career Goals During Studies and the Reasons Behind These Changes;197
9.2.5.2;11.5.2 Career Change Within the Hospitality Industry;197
9.2.5.3;11.5.3 Students Gaining a Clear Idea of Their Career Goals;198
9.2.5.4;11.5.4 Career Change Outside the Hospitality Industry;199
9.2.6;11.6 Discussion;199
9.2.7;11.7 Conclusions;201
9.2.8;11.8 Limitations;202
9.2.9;References;202
9.3;Chapter 12: The Push-Pull Model of Motivation: An Analysis of Chinese Polytechnic Students’ Motivation to Pursue Degree Completion in Canada;205
9.3.1;12.1 Introduction;206
9.3.2;12.2 Understanding Motivation and Push-Pull Factors;207
9.3.3;12.3 Choosing an Education or Career;207
9.3.4;12.4 Globalisation and the Internationalisation of Higher Education;209
9.3.5;12.5 Transnational Higher Education and Student Preferences;209
9.3.6;12.6 Understanding Push-Pull Factors of Students at a Chinese Polytechnic;211
9.3.6.1;12.6.1 Methods;211
9.3.6.1.1;12.6.1.1 Research Questions;211
9.3.6.1.2;12.6.1.2 Survey Design;212
9.3.6.1.3;12.6.1.3 Data Collection;212
9.3.6.2;12.6.2 Findings;213
9.3.6.2.1;12.6.2.1 Push Factors;213
9.3.6.2.2;12.6.2.2 Pull Factors;214
9.3.6.2.3;12.6.2.3 Sources and Timing of Information;214
9.3.6.2.4;12.6.2.4 Motivation Towards Degree Completion;215
9.3.6.2.5;12.6.2.5 Demotivation Towards Degree Completion;216
9.3.6.2.6;12.6.2.6 Key Observations;216
9.3.6.2.7;12.6.2.7 Future Considerations;217
9.3.7;12.7 Conclusions;218
9.3.8;References;219
10;Part IV: Transnational Tourism Education in Asia;221
10.1;Chapter 13: Research Performance of Tourism Education Quality Accredited Programmes in Greater China;222
10.1.1;13.1 Introduction;222
10.1.2;13.2 Literature Review;223
10.1.2.1;13.2.1 The Research-Teaching Nexus;223
10.1.2.2;13.2.2 Different Schools of Thoughts on the Research-Teaching Relationship;225
10.1.2.3;13.2.3 Relevance to Hospitality and Tourism Education;226
10.1.2.4;13.2.4 Evaluating the Quality of Hospitality and Tourism Programmes;226
10.1.3;13.3 Study Context: The Distribution of TedQual-Certified Programmes;227
10.1.4;13.4 Research Methods;228
10.1.5;13.5 Results;231
10.1.6;13.6 Discussion;232
10.1.7;13.7 Conclusion;235
10.1.8;References;235
10.2;Chapter 14: Patterns of Tourism and Hospitality Education in India and Malaysia: A Critical Reflection;238
10.2.1;14.1 Introduction;238
10.2.2;14.2 Tourism and Hospitality Education in India;240
10.2.2.1;14.2.1 Background;240
10.2.2.2;14.2.2 Tourism and Hospitality Education Scenario in India;241
10.2.2.3;14.2.3 Issues and Challenges;241
10.2.2.4;14.2.4 Workforce;242
10.2.2.5;14.2.5 The Industry Perspectives of Tourism and Hospitality Education;243
10.2.3;14.3 Tourism and Hospitality Education in Malaysia;244
10.2.3.1;14.3.1 Background;244
10.2.3.2;14.3.2 Hospitality and Tourism Education Scenario in Malaysia;245
10.2.3.3;14.3.3 Issues and Challenges;246
10.2.3.3.1;14.3.3.1 Student Enrolment Issues;247
10.2.3.3.2;14.3.3.2 Culture and Ethnicity Issues;248
10.2.3.3.3;14.3.3.3 Pedagogical Models;248
10.2.3.4;14.3.4 Conclusion;249
10.2.4;References;251
10.3;Chapter 15: Hospitality, Tourism and Global Education in Asia: A Transnational Conundrum? Current Thoughts and Anecdotes;254
10.3.1;15.1 Introduction;254
10.3.2;15.2 Background Literature;257
10.3.2.1;15.2.1 Transnational Education Today;257
10.3.3;15.3 Current Challenges for Transnational Education;259
10.3.4;15.4 The Research Design and Approach;261
10.3.5;15.5 Key Findings: Current Issues and Challenges for Transnational Education Operations;262
10.3.5.1;15.5.1 The Positives;262
10.3.5.2;15.5.2 The Challenges;264
10.3.6;15.6 Conclusion;266
10.3.7;References;268
11;Glossary;270