Tourism Education and Asia (eBook)

Claire Liu is the head of the Tourism and Event Management department and a senior lecturer in tourism management at the Auckland University of Technology, New Zealand. Claire serves on the editorial boards of the International Journal of Tourism Cities and the Journal of China Tourism Research. She has published chapters in edited books. Claire’s research interests include the Chinese tourism market, tourism quality management, environmental management systems, tourism and hospitality education, quantitative and qualitative methodologies, tourism entrepreneurship, museum and tourism volunteers, and hospitality green marketing.Heike Schänzel is an associate professor at the Auckland University of Technology in Auckland, New Zealand, and has extensive editorial experience with book publications (Family Tourism and Femininities in the Field: Researching Tourism with Channel View and Children, Families and Leisure with Routledge) and journal special issues (Annals of Leisure Research and Hospitality & Society). Her research interests include tourist behaviour and experiences; families, children and adolescents in tourism; sociality in tourism; innovative educational practices; femininities and paternal masculinities in tourism research; innovative and qualitative research methodologies; and critical theory development in tourism and hospitality.

Foreword 6
Acknowledgements 8
Contents 9
Contributors 11
About the Editors 13
About the Authors 14
Part I: Introduction to the Book 21
Chapter 1: Introduction to Tourism Education and Asia 22
1.1 Introduction 23
1.2 Main Findings 24
1.2.1 Characteristics of Tourism Education in Asian Countries 25
1.2.2 Dynamics of Global Tourism Education and the International Asian Student Market 26
1.2.3 Accreditation in Tourism and Hospitality Education 27
1.2.4 The Challenges of Transnational Tourism Education 28
1.3 Conclusions and Future Directions 28
References 30
Part II: Tourism Education in Asia 31
Chapter 2: Differentiating Academic and Vocational Hospitality and Tourism Education: The Milieu of Indonesia 32
2.1 Introduction 32
2.2 Background Literature 34
2.2.1 Indonesia’s Hospitality and Tourism Education 34
2.2.2 The Curriculum Components 35
2.3 Study Details 37
2.3.1 Sampling Strategies and Data Collection 38
2.3.2 Data Analysis 40
2.3.3 Findings 40
2.4 Discussion 42
2.4.1 The State of the Hospitality and Tourism Industry and Higher Education in Indonesia 42
2.4.2 Components of the Komodo Curriculum Framework 43
2.4.3 The Integrated ‘Komodo Curriculum’ Framework 46
2.5 Conclusion 47
References 48
Chapter 3: Vocational Education and Training for Hospitality and Tourism Industry in India 51
3.1 Introduction 51
3.2 Evolution of Tourism and Hospitality Education in India 53
3.3 Vocational Education and Training (VET) System in India 56
3.4 Regulation of Vocational Education in India 57
3.5 Vocational Education and Training in the Tourism and Hospitality Sector in India 59
3.6 Challenges of Vocational Education and Training in India 61
3.7 Conclusions 62
References 63
Chapter 4: Situation Analysis of Tourism and Hospitality Management Education in Nepal 65
4.1 Introduction 66
4.1.1 Tourism Context in Nepal 68
4.1.2 Institutions for Higher Education and Training in Nepal 69
4.2 Method 69
4.3 Findings 70
4.3.1 Higher Education and Training in Tourism and Hospitality Management 70
4.3.2 Existing Curricula of Tourism Education and Training Programmes at the Global Level 73
4.4 Discussion 74
4.5 Conclusion 75
References 76
Chapter 5: Tourism Higher Education in Iran: Past, Present and Future Directions 79
5.1 Introduction 80
5.2 Tourism Development in Iran 81
5.3 History of Tourism Higher Education in Iran 83
5.4 The Current Status, Structure, Characteristics and Trends in Iranian Tourism Education 84
5.5 Prospects for Tourism Higher Education in Iran 86
5.6 Study Method 87
5.6.1 Lack of Cooperation Among Tourism Stakeholders 88
5.6.2 Location 88
5.6.3 Lack of Qualified Teaching Staff 89
5.6.4 Insufficient Facilities and Equipment 89
5.6.5 Curricula 89
5.6.6 Industrial Placements 90
5.6.7 Difficulty Keeping Graduates in the Industry 90
5.7 Conclusions and Implications 91
References 93
Chapter 6: Review and Assessment of Academic Tourism and Hospitality Programmes in China 96
6.1 Introduction 97
6.2 Literature Review 99
6.2.1 Sketch of Higher Education Studies 99
6.2.2 Curriculum Composition and its Assessment 100
6.3 Study Design and Methods 102
6.3.1 Curriculum Analysis 102
6.3.2 Focus Group Discussions 104
6.3.3 Online Survey Among Managers 104
6.4 Results and Discussion 106
6.4.1 Characteristics of Curricula 106
6.4.1.1 Types and Volume on Offer 106
6.4.2 Course Structure 108
6.4.3 Focus Group Interview Results 111
6.4.4 Managers’ Perspective on Curricula 111
6.5 Conclusion 114
6.6 Limitations 115
Appendix A: Hospitality and Tourism Undergraduate Programmes at Vocational Colleges and Universities in China in 2017 116
Appendix B: Curricula Components and Optional Characteristics for the Adaptive Conjoint Task 117
References 118
Chapter 7: Hotel and Tourism Management Education in Bhutan: The Creation of the Royal Institute of Tourism and Hospitality 121
7.1 Brief History of Education in Bhutan 122
7.2 Emerging Tourism and Hospitality Industry Since the 1970s 123
7.3 Tourism and Hospitality as a Contributor to Gross Domestic Product 124
7.4 Government Response to the Tourism and Hospitality Sector 126
7.5 Creation of the Royal Institute of Tourism and Hospitality 128
7.6 Current Programmes Offered at the Royal Institute for Tourism and Hospitality 129
7.7 Teaching Tourism and Hospitality in Bhutan: A Personal Reflection 131
7.8 Future Direction of Tourism and Hospitality Education in Bhutan 135
References 138
Chapter 8: Tourism Education in Vietnam 139
8.1 Introduction 139
8.2 Background on Vietnam 141
8.3 Tourism Employment in Vietnam 142
8.4 Historical Background of Tourism Education in Vietnam 144
8.5 Current Situation in Tourism Education 148
8.6 Issues in Tourism Education in Vietnam 148
8.7 Transnational Education in Vietnam 152
8.8 Future Developments 154
References 156
Chapter 9: The Institutional Context for Experiential Learning Investment in Hospitality Education: A Case Study from Thailand 157
9.1 Introduction 158
9.2 Understanding Industry Needs for Hospitality Education 159
9.3 Experiential Learning in Hospitality Education 161
9.4 Institutional Drivers of Experiential Learning 163
9.5 The Institutional Context of Higher Education 164
9.6 The Thai Institutional Context 167
9.7 Categories of Experiential Leadership 168
9.8 Conclusion 171
References 172
Part III: Tourism Education of Asian Students Abroad 175
Chapter 10: Outcomes and Challenges of a Cooperative and Intercultural Learning Project: A Critical Analysis 176
10.1 Introduction 177
10.2 Background Literature 177
10.2.1 Tourism and Intercultural Experience 177
10.2.2 Intercultural Experiential Learning 179
10.3 Case Study: Indian and Belgium Students in a Cooperative and Intercultural Learning Project 180
10.3.1 Study Method 181
10.3.1.1 Course Content and Assignments 181
10.3.2 Learning Outcomes of the Joint Course 183
10.3.2.1 Key Challenges 184
10.4 Conclusion 186
References 187
Chapter 11: Career Goals of Chinese International Tourism and Hospitality Students in Australia 190
11.1 Introduction 191
11.2 Purpose of the Study 192
11.3 Literature Review 192
11.3.1 Career Expectations of Generation Y 192
11.3.2 The Influence of Internships on Students’ Career Goals 193
11.4 Methodology 194
11.5 Findings 197
11.5.1 Change of Career Goals During Studies and the Reasons Behind These Changes 197
11.5.2 Career Change Within the Hospitality Industry 197
11.5.3 Students Gaining a Clear Idea of Their Career Goals 198
11.5.4 Career Change Outside the Hospitality Industry 199
11.6 Discussion 199
11.7 Conclusions 201
11.8 Limitations 202
References 202
Chapter 12: The Push-Pull Model of Motivation: An Analysis of Chinese Polytechnic Students’ Motivation to Pursue Degree Completion in Canada 205
12.1 Introduction 206
12.2 Understanding Motivation and Push-Pull Factors 207
12.3 Choosing an Education or Career 207
12.4 Globalisation and the Internationalisation of Higher Education 209
12.5 Transnational Higher Education and Student Preferences 209
12.6 Understanding Push-Pull Factors of Students at a Chinese Polytechnic 211
12.6.1 Methods 211
12.6.1.1 Research Questions 211
12.6.1.2 Survey Design 212
12.6.1.3 Data Collection 212
12.6.2 Findings 213
12.6.2.1 Push Factors 213
12.6.2.2 Pull Factors 214
12.6.2.3 Sources and Timing of Information 214
12.6.2.4 Motivation Towards Degree Completion 215
12.6.2.5 Demotivation Towards Degree Completion 216
12.6.2.6 Key Observations 216
12.6.2.7 Future Considerations 217
12.7 Conclusions 218
References 219
Part IV: Transnational Tourism Education in Asia 221
Chapter 13: Research Performance of Tourism Education Quality Accredited Programmes in Greater China 222
13.1 Introduction 222
13.2 Literature Review 223
13.2.1 The Research-Teaching Nexus 223
13.2.2 Different Schools of Thoughts on the Research-Teaching Relationship 225
13.2.3 Relevance to Hospitality and Tourism Education 226
13.2.4 Evaluating the Quality of Hospitality and Tourism Programmes 226
13.3 Study Context: The Distribution of TedQual-Certified Programmes 227
13.4 Research Methods 228
13.5 Results 231
13.6 Discussion 232
13.7 Conclusion 235
References 235
Chapter 14: Patterns of Tourism and Hospitality Education in India and Malaysia: A Critical Reflection 238
14.1 Introduction 238
14.2 Tourism and Hospitality Education in India 240
14.2.1 Background 240
14.2.2 Tourism and Hospitality Education Scenario in India 241
14.2.3 Issues and Challenges 241
14.2.4 Workforce 242
14.2.5 The Industry Perspectives of Tourism and Hospitality Education 243
14.3 Tourism and Hospitality Education in Malaysia 244
14.3.1 Background 244
14.3.2 Hospitality and Tourism Education Scenario in Malaysia 245
14.3.3 Issues and Challenges 246
14.3.3.1 Student Enrolment Issues 247
14.3.3.2 Culture and Ethnicity Issues 248
14.3.3.3 Pedagogical Models 248
14.3.4 Conclusion 249
References 251
Chapter 15: Hospitality, Tourism and Global Education in Asia: A Transnational Conundrum? Current Thoughts and Anecdotes 254
15.1 Introduction 254
15.2 Background Literature 257
15.2.1 Transnational Education Today 257
15.3 Current Challenges for Transnational Education 259
15.4 The Research Design and Approach 261
15.5 Key Findings: Current Issues and Challenges for Transnational Education Operations 262
15.5.1 The Positives 262
15.5.2 The Challenges 264
15.6 Conclusion 266
References 268
Glossary 270