Abstract
Can tourism education contribute to a better (tourism) world, in which business and societal needs are evenly prioritised? Global society faces myriad and unprecedented challenges, many of which, directly or not, are linked to tourism. Therefore, producing graduates who are able to work effectively in tourism whilst also taking responsibility for tourism’s socio-cultural and environmental impacts is increasingly considered to be important. Arguably, offering a curriculum that balances vocational education (that which may help equip students with technical skills and knowledge) and liberal education (that which may connect students to societal issues) may be one way to help produce such graduates. However, with the neoliberal higher education environment taking hold in various (inter)national contexts, institutions are increasingly encouraged to focus attention on the private interests of individual students. Along with this comes a perceived demand for vocational education linked to immediate employability. Consequently, students may be largely educated for ‘business as usual’, rather than being educated for a ‘public good’ and/or to promote change.
Against this backdrop, the aim of my research was to better understand the outlook of and for tourism education in contributing to a better (tourism) world. The context for my research was tourism taught Master’s (TTM) programmes, a particularly important context given that tourism’s future leaders, planners and decision-makers are being forged, in ever greater numbers, within these programmes. Conducted over two phases, and utilising a combination of qualitative content analysis and case study, my research investigated:
- The aims, objectives and content of TTM programmes being offered around the world, as stated in online prospectuses (Phase one; qualitative content analysis).
- Staff and students’ experiences of TTM education (Phase two; case study).
Phase one of my research demonstrated that most TTM programmes appear to prioritise vocational learning, focussing largely on equipping students with the necessary skills and knowledge to work efficiently within the tourism industry. In contrast, liberal learning – that which encourages critical reflection on the relationship between the individual and society, ergo the betterment of society – appears much less of a priority. Phase two of my research, however, suggested that a TTM programme that is able to balance vocational and liberal learning opportunities can play a powerful role in changing students’ thinking and behaviour. It does so primarily by helping students appreciate the practical relevance/importance of a liberal education. Further, some TTM graduates that have emerged from such a programme are actively involved in changing the (tourism) world for the better. Therefore, it seems, TTM programmes such as this, that dare to challenge ‘business as usual’ by going beyond narrow vocational parameters, do have the potential to contribute, in profound and lasting ways, to a better (tourism) world. Despite this, however, internal pressures linked to neoliberal externalities, including students’ perceived desire for more ‘practical’ learning, are prompting academic staff and curriculum planners to incorporate more vocational learning opportunities at the possible expense of liberal learning opportunities. The main recommendation from my research, therefore, is that finding additional ways to help students more readily appreciate the practical, or ‘use’, values(s) of their learning may offer some solution to ease the problematic tensions within TTM education.