Fidgeon, Paul (2011) Tourism education and curriculum design: a practitioner perspective. VISTAS: Education, Economy and Community, 1 (2). pp. 22-43. ISSN 2047-7449

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Abstract

Academic and practitioner courses in travel and tourism have developed substantially in the past thirty years. The force behind this change can be attributed to the growth of tourism as an activity and the organisations involved in meeting the needs of tourists expanding to cater for this demand. This growth,combined with the increasing professionalism of tourism suppliers, played its part in prompting educational institutions to meet the demands and opportunities created by tourism employers. It also contributed to the strong vocational orientation of many of these programmes. In the early years of the development of the subject, the curriculum was informed by extra disciplinary knowledge – knowledge from industry, government, think tanks, interest groups, research institutes and consultancies. Curriculum planners have also supplemented the curriculum with multidisciplinary knowledge, drawing various ideas, skills and methodologies from other subject disciplines. The subsequent maturity of the subject has come to be reflected in the creation of interdisciplinary knowledge whereby scholars have been able to draw upon more than one discipline to explain a solution to specific industry-related problems and issues.

Item Type:	Article
Additional Information:	© University of West London 2011
Keywords:	Tourism degrees; Higher National Diplomas; National Vocational Qualifications; Vocational relevance and work-based learning; Subject benchmarks.
Subjects:	Education Hospitality and tourism
Depositing User:	Paul Fidgeon
Date Deposited:	15 Feb 2017 09:06
Last Modified:	06 Feb 2024 15:51
URI:	https://repository.uwl.ac.uk/id/eprint/3150

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