Tourism Education: What about entrepreneurial skills?

Obstacles to Sustainable Entrepreneurship amongst Tourism Students: A Gender Comparison

“…The university should operate as an entrepreneur in terms of being flexible, adaptable, and business-oriented, and should focus on innovation [5,44]. Entrepreneurially oriented teaching methodologies, flexibility, and innovation in educational programmes enable students to obtain the skills needed to gain practical experience [45,46]. Entrepreneurially oriented educational programmes in universities have a positive impact on students' entrepreneurial intentions [32].…”

“…Endogenous barriers can be formal (related to perceived education and experience) and informal (related to internal motivations and interests). More specifically, formal internal factors are related to students' opinion regarding their perceived levels of education/knowledge and experience during the education [20,44,45,48]. They are also related to self-efficacy (i.e., an individual's belief in their ability to perform specific tasks and availability to them of the required skills to create a business) [14,18,45].…”

“…More specifically, formal internal factors are related to students' opinion regarding their perceived levels of education/knowledge and experience during the education [20,44,45,48]. They are also related to self-efficacy (i.e., an individual's belief in their ability to perform specific tasks and availability to them of the required skills to create a business) [14,18,45]. Haynie et al [49] argued that the system must provide young people with a better education, demonstrating a wide range of alternatives, helping them to learn how to identify and explore business opportunities.…”

Research on Cultivation and Development of Graduate Students' Innovation and Entrepreneurship Consciousness

“…Given that reform is now a constant feature of higher education, rethinking universities and higher education learning systems to promote the mindset and capabilities needed to trigger entrepreneurial initiatives has become paramount and at the same time, the tourism industry itself continues to change in ways which are difficult to predict (Dredge et al, 2019;Secundo & Moustaghfir, 2016); therefore entrepreneurship has become an important subject in many undergraduate and postgraduate programs in hospitality and tourism schools since it aims to prepare and train future entrepreneurs to venture into business (Ahmad, Bakar, & Ahmad, 2018). From the perspective of tourism students, the embeddedness of entrepreneurship education within their courses is not only considered to be very relevant to assess future employment prospects, but also to enhance students' non-cognitive skills which are most valued by the tourism industry (Daniel, Costa, Pita, & Costa, 2017). Ndou, Mele and Del Vecchio (2019) analysed the modules and content related to entrepreneurship in the tourism education programs of European universities though a web-based content analysis, and sought to analyse how the main components related to Entrepreneurship education are being structured in these tourism education programs as well as offered advice on what might constitute an effective tourism entrepreneurship education path.…”

Soft Skills for Sustainable Development in Tourism: The Bulgarian Experience

“…In their study Tourism Education, Daniel, Costa, Pita, & Costa (2017) raise the question: -What about entrepreneurial skills?‖ and ponder on the topic what skills should be trained in tourism education, allowing for the economic role of tourism that continues to count as one of the most important sectors on a world-wide scale (According to the UNWTO's long-term forecast report Tourism Towards 2030 will continue to grow annually and by 2030 its growth will amount to 1.8 billion, compared to the previous year (UNWTO, 2011).…”