The philosophic practitioner

Authenticating the learning environment

“…In order to address the balance between vocational and professional skills and critical and analytical skills in Higher Education, Tribe (2002) advocates for the development of curricula that nurture the 'philosophic practitioner'. This would comprise vocational, professional and humanities knowledge and skills, including reflection and action, promoting a balance between satisfying the demands of business and those required to operate within the wider tourism world.…”

“…If this is not achieved, the learning environment can quickly become inauthentic and staged, rather than being dynamic. This suggests the importance of the role of the educator (Dredge et al, 2012;Tribe, 2002), and also that of institutional culture in the development, implementation and sustainability of the curriculum and its links with authentic learning opportunities.…”

“…In particular, the paper evaluates a business school's approach to authentic learning and its adequacy as an academic framework for teaching and assessment. It will be argued that a culture fostering the integration of both philosophic practitioners (Tribe, 2002) and academics as "academic practitioners" enables the pursuit of 'hopeful tourism' by engagement in real problems with real people (Pritchard, Morgan & Ateljevic, 2011, p.945;Sheldon, Fesenmaier & Tribe, 2011), while ensuring academic rigour (Busby & Huang, 2012;Fidgeon, 2010). The study aligns with Tribe's (2002, p.340) need to "promote a balance between satisfying the demands of business and those of the wider tourism society and world", through integrating knowledge from across different fields to encourage graduate competence.…”

Conceptual research in tourism

“…In contrast conceptual research can provide those imaginative, creative and innovative leaps that give research its life (Gray, Williamson and Karp, 2007). Tribe's (2002) Creative conceptual research develops new concepts and reinterprets existing ones (Kothari, 2008). It can add new insights to traditional problems, reveal new research tracks, or make conceptual bridges to neighbouring disciplines (Leuzinger-Bohleber and Fischmann, 2006).…”

“…The Philosophic Practitioner: In this paper Tribe (2002) initially deconstructs (theme seven) the term curriculum which:…”