40 years of tourism studies – a remarkable story

Abstract

The formal study of tourism as a distinct subject in the academy is about 40 years old, the same age as Tourism Recreation Research. Over these 40 years it has shown remarkable growth and development and in the process has changed and adapted. This article, drawing inter alia on the author's own 40 years in the tourism academy and on his writings over the period, plots the past, present and future of tourism studies. The article begins with the vocational origins and the rapid changes that brought tourism to a kind of maturity to take its place alongside other social sciences as a subject for research and teaching. It then explores the tensions and challenges that it has faced in more recent years as global competition has forced universities to focus more on their finances and reputations. In this environment, influenced by performance against various metrics, the position of tourism in the academy has been challenging. The article then turns to consider the current problems created by a metrics driven agenda and how there is an opportunity for tourism to meet the needs of a post-industrial world by focusing not on immediate metrics but on the characteristics that tourism offers as a complex area of study.

Authenticating the learning environment

“…Current changes in the labour market and the economy create a 'turning' point for curriculum development with longstanding debates between higher education institutions and the business community acknowledged in the literature (Airey, 2015;Alexander, Lynch & Murray, 2009;Duane, 2012;Grubb & Lazerson, 2005;Morrison & O'Mahony, 2003).…”

“…Therefore, authentic learning acts as a socially interactive and reflective process, as in the simulated learning process, that guides and promotes learners thinking (Airey, 2015;Belhassen & Caton, 2011;Coghlan, 2015;Nicaise, Gibney & Crane, 2000).…”

“…As Van Oers and Wardekker (1999) argued, communities of practice are not static, learning has the potential to be simultaneously related to the process of authenticating personal learning and the community of practice or discipline. Therefore, authentic learning means learning to participate from a personal sense within culturally bound, often pre-set, meaning structures (Leont'ev, 1978), much of which is heavily Western orientated (Airey, 2015). However, the community of practice can quickly become inauthentic as the real-world 'natural' experience is often artificial or staged within the institution (Stein, Isaacs & Andrews, 2004).…”

“…One academic stated that "students need to appreciate that in practice, applying a model or theory is not a neat, precise science, but very often a messy, negotiated, imprecise art" (management academic, industry experience). This quote illustrates the need for levels of application, reflection and thinking from both the student and the educators necessary to provide opportunities to activate skills developed in the programme (Airey, 2015;Blaxell & Moore, 2012;Tribe, 2002). As highlighted, discipline standards and an understanding of the community of practice act as quality assurance in maintaining a high quality authentic learning experience (Wang, Ayres & Huyton, 2009).…”

“…Attempts have been made to contextualise authentic learning into effective pedagogical models over the past 40 years (Airey, 2015;Borthwick et al, 2007;Tochnon, 2000) and this includes simulated learning and enminded processes. Brown, Collins and Duguid (1989) developed a pre-empted model based on simulated learning, aiming to bridge the gap between the theoretical learning and the real-life application of the knowledge in the work environment.…”