challenge of tourism education

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UNIVERSITY OF CAPE COASTDEPARTMENT OF HOSPITALITY AND TOURISM

MANAGEMENT

CHALLENGES AND CONSTRAINTS OF TOURISM EDUCATION IN GHANA

A CASE FOR TERTIARY INSTITUTIONS IN GHANA.

M.Phil. ProposalPresentation

BY:

EBENEZER AFFUL JNR.

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Outline of the Presentation

Background Problem Statement Research Objectives Research Questions Research Hypotheses Significance of the Study Theoretical Framework Conceptual Framework Methodology Ethical Issues Work Plan

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Background

Ghana’s tourism industry has seen remarkable progresses in terms of international arrivals, receipts and tourism infrastructure of which much material has been researched and published (Akyeampong, 2008).

Year Arrivals Receipt ( US $)

1987 103,440 36.5

1997 325,438 265.6

2007 586,612 1,172

2009 802,779 1,615.2

2010 913,224 1,875.0

2013 (Target)

1,263,857 2,195.0Source: GTA, 2010 ; MoT, 2013

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BackgroundContd. Tourism is a competitive industry that requires a good mix

of attractions and support facilities to ensure a sustainable tourism industry. thus, with tourism infrastructure, According to GTA

No. of Hotels increased from 1,345 in 2005 to 1,800in 2011 No. of hotel rooms also grew from 18,752 to 26,047 in same period,

with No. of beds growing correspondingly.

Festivals in Ghana has also seen some new entrance or revivals, e.g. PANAFEST in 2004, Akwantu-tintin ect.

This growth have also ensured that employment generated domestically by the industry has also seen some increase from 172,823 to 291,202 in 2010 (GTA, 2010).

Expected employment levels by 2013 = 380,092 (MoT –PPB, 2013-2015)

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Background Contd.

There has been much discussion over the past three decades into the provision and content of tourism education (TE), and the realization that, tertiary education sector has much to contribute to the evolving science or craft of tourism.

Some have acknowledged, and raised concern, over the rapid growth in tourism degree courses (Evans, 1993).

Others have also advocated a core body of knowledge which should form the basis for all tourism degree education (Richards, 1998; Airey and Johnson, 1999).

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Background Contd.

King (1991); Black (2004) both acknowledged that, industry placements have long been a part of TE in UK and Thailand, with majority of tourism-related programmes requiring a period of practical experience,

Busby (2005) criticise that, where industry linkage strategies do exist, they are often centred on industrial placement or work experience models.

It has been suggested that tourism/industry linkage strategies in many education institutions are often haphazard and lack vision (Busby, 2005).

Cooper and Westlake (1998); Solnet (2004) also stated that the linkage lacks focus, commitment and resources.

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Problem Statement

Tourism is an increasingly complex and diverse industry that cannot be neglected by destinations and businesses if they wish to remain competitive (Gun, 1994)

The emergence of tourism studies as a legitimate area of academic investigation in the tertiary institutions is recent and ongoing development (Oppermann and Weaver, 2000; Akyeampong, 2008).

Some pundits have emphasised the need for a well educated and trained tourism manpower to manage the sector in Ghana.

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Problem Statement Contd.

Studies on TE usually centers on the three domains model, i.e. Generic tourism degrees, Functional tourism degrees , Market/product-based tourism degrees.

Others also look at the triangulational relationship between the unique characteristics of the three primary tourism stakeholders; the students, the educators and the tourism professionals

Quite recently that Dr. Oheneba proposed a Framework for TE in Ghana, but all these studies fail in some respect, to critically examine the challenges and constraints of TE and in Ghana particularly.

There is therefore the need to examine critically the challenges and constraints of TE in Ghana.

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Objectives of the Study

The Main Objective

The general objective of this research work is to identify and examine the various factors hindering the development of TE in Ghana and tertiary institutions in particular.

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Objectives of the Study Contd.

However, the specific objectives are to; discuss the growth of tourism as a tertiary based

field of study in Ghana.

identify and discuss the factors hindering the development of TE in Ghana.

examine the significance of a closer industry/academe relationship for tourism development.

appreciate the distinctive and mutually reinforcing role of tertiary institutions in the development of tourism.

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Research hypothesis

Ho: There is no significant relationship between socio-demographic characteristic (age, sex and nationality) and perceived factors hindering the development of TE.

Ho: There is no significant relationship between the supply and demand of tourism manpower in the industry.

Ho: There is no significance difference in industry/academe relationship for tourism development.

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Research Questions Is tourism a discipline or a vocational field of

study?

Does the current TE curriculum emphasis the supply of labour to meet the industry needs?

Does TE and training correspond to tourism carrier path in Ghana?

What kinds of educational institutions are associated to tourism- related programmes in Ghana?

Has enough attention and resources been allocated for TE in Ghana as that given to the more traditional disciplines?

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Significance of the study

This study will primarily benefit tourism academia and researchers whose work is to develop strong indigenous theories and methodologies to help grow the field in Ghana.

The findings will also provide an understanding as to the factors that have hindered the development of TE in Ghana to tourism students.

Furthermore, the policy makers, employers and human resource specialists in tourism and hospitality industry will better understand the factors that have hindered the development of TE in Ghana, and steps taken to correct or minimize this challenges and constraints. Add to existing literature on TE in Ghana.

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Theoretical Framework

Systems theory(Ludwig, 1940), It investigate both the principles common to all complex entities involved in the system.

Stakeholder theory (Freeman, 1984). Examining the overall “quality” of this relationship various stakeholders in TE education.

Relationship theory (Jain et al., 2003). relationships that exists between the providers of education (institutions), and the end-users of this process (students, industry). Applying relationship management approach to

gain understanding about ways in which such relationships can be enhanced.

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Conceptual Framework

The three domains model of tourism education

Crispin and Robinson, 2001.

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Conceptual Framework

The hospitality education-industry relationship: the five GAP model

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Conceptual Framework

Tribe (2002), Curriculum Space Quadrant

VocationalAction

ReflectiveLiberal

ReflectiveVocational

LiberalAction

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Conceptual Framework

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GAP 1

GAP 3

Student

TourismIndustry

and Operatio

ns

Contribution

Government

GAP 2

Adapted version (2013),

Vocational

Action

LiberalAction

Tourism Education-Industry relationship (systems approach)

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Methodology

Research Design Descriptive Research

Addresses the “WHAT" questions collect information that will demonstrate relationships and

describe the challenges of TE

Mixed Metho

d

Interpretive

Positivist

Research Philosophy

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Methodology Contd.

The Universities

Department

Teaching Staff

Population

Hotel/Attraction

Employees

Manager/Graduate employee

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Methodology Contd.

Sources of Data UCC KNUST

Data collection Methods Interviews Questionnaires

Sample Technique Judgmental or Purposive sampling

HODs – Semi- Structured Interview

Lectures – Questionnaires Hotel/Attraction Manager – Semi-

Structured Interview Graduate Employees –

Questionnaires

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Methodology Contd.

Data AnalysisSPSS v 17.

Descriptive Statistics Analysis Mean, Frequency tables, etc

Inferential Statistics ANOVA Factor Analysis

Interview transcribed and put in themes

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Ethical Issues

Informed Consent Educated decision of what participation involves

Confidentiality Principles of privacy and respect for autonomy

Anonymity Pseudonyms Grinyer (2002), Providing participants the opportunity

to decide on the use of their identity

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Work Plan

Pre-testing Nov. 2013

Data collection Dec.- Jan. 2014

Presentation of findings March 2014

Completion of first draftApril 2014

Submission of soft copyMay 2014

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THE END