The philosophic practitioner and the curriculum space

Dredge, Dianne; Benckendorff, Pierre; Day, Michele; Gross, Michael J.; Walo, Maree; Weeks, Paul M.; Whitelaw, Paul

doi:10.1016/j.annals.2012.07.017

Cited by 115 publications

(93 citation statements)

References 36 publications

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“…More recent studies show that the vocational still reigns in tourism programs in Australia (Dredge, et al, 2010). Vigorous debate has ensued around the idea of whether tourism education should follow a vocational or philosophical path (Ayikoru, Tribe, & Airey, 2009;Dredge, et al, 2012;Stergiou, Airey, & Riley, 2008;Tribe, 2002). Studies have also revealed that students themselves predominantly desire a tourism degree in the vocational mould (Busby, 2001), leaving scholars to argue over whether today's students are being adequately exposed to reflective, critical and philosophical perspectives (Tribe, 2002).…”

Section: Education For Sustainability In Business and Tourism Higher mentioning

confidence: 99%

Business as Usual? Barriers to Education for Sustainability in the Tourism Curriculum

Wilson

Heidt

2013

Journal of Teaching in Travel & Tourism

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There is little research on how 'sustainability' is embedded within tourism programs. This paper draws on findings from a study of Education for Sustainability (EfS) within the first year business/tourism curriculum at an Australian regional university. Using an interpretive methodology, interviews took place with 16 academics regarding the barriers in trying to incorporate sustainability. Three key themes were revealed: (1) a crowded curriculum; (2) staff and student resistance to sustainability, and (3) the realities of a complex, multi-campus institution. These impediments will be important to consider if we want to engender a more transformational approach to sustainability leadership in tourism education.

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Section: Education For Sustainability In Business and Tourism Higher mentioning

confidence: 99%

Business as Usual? Barriers to Education for Sustainability in the Tourism Curriculum

Wilson

Heidt

2013

Journal of Teaching in Travel & Tourism

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“…Against this, and building on the curriculum work of Tribe (2002), Dredge et al(2012), in their detailed study of the situation in Australia, point to the extent to which the curriculum space for tourism still remains highly dynamic, responding to both international and external pressures, including, but not confined to, those from the neoliberal environment. They also show that different institutions take somewhat different approaches, and that the curriculum needs to be responsive to different stages of learning.…”

Section: Where Are We Now?mentioning

confidence: 99%

“…It has a reasonably good track record for graduate employment but it also shows some very weak links with its related industrial sector (Cooper, 2006). The curriculum has broadly become established (Airey, 2008b) but the debates about the balance between capabilities and knowledge still remain (Dredge et al, 2012)". These uncertainties set the scene for the current state of tourism education and research in which, above all, a changed environment is increasingly exposing some of its weaknesses.…”

Section: The Story So Farmentioning

confidence: 99%

40 years of tourism studies – a remarkable story

Airey

2015

Tourism Recreation Research

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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.

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“…More recently the Australian Government has established the Tertiary Education Quality and Standards Agency which is tasked with evaluating the performance of higher education providers against a new Higher Education Standards Framework. Within this framework learning standards are being developed for most disciplines, including tourism (Dredge et al 2012).…”

Section: Quality In (Tourism) Higher Educationmentioning

confidence: 99%

The Managerial Gaze

Airey

Tribe

Benckendorff

et al. 2014

Journal of Travel Research

Self Cite

108

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Tourism has been studied and researched in higher education for more than 40 years and in many ways it has now established itself a significant part of the academy. However, at a time of change and rationalization in higher education, tourism, along with other areas of study, needs to be able to justify its position. Increasingly, academic managers are seeking such justifications, often using readily available metrics. The purpose of this paper is to examine the position of tourism using these same metrics, for teaching, research and impact and for three different countries, Australia, China and the UK. In doing so it highlights tourism's strengths and weaknesses from a managerial perspective but at the same time it exposes the relative narrowness of this managerial gaze. It points to the need for the tourism community to strengthen its provision and broaden the gaze of the decision makers.

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The philosophic practitioner and the curriculum space

Cited by 115 publications

References 36 publications

Business as Usual? Barriers to Education for Sustainability in the Tourism Curriculum

Business as Usual? Barriers to Education for Sustainability in the Tourism Curriculum

40 years of tourism studies – a remarkable story

The Managerial Gaze

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