dredge scu research seminar olt apr2013
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Dr. Dianne DredgeSchool of Tourism & Hospitality Management, Southern Cross University
April 2013
Project team: Pierre Benckendorff, Michele Day, Mike Gross, Maree Walo, Paul Weeks, Paul Whitelaw
“Building a Stronger Future: Balancing liberal and professional education
ideals in tourism, hospitality and events education”
Project Summary
External factors
Global restructuring, competition, harmonisation, quality assurance
Blurring of boundaries between universities and VocEd providers
Academic, student & institutional mobilities
Competition and the race to secure the pipeline
Market/student-driven system
Academic workforce ‘under the hammer’
Industry is ‘doing it tough’
Industry capacity to develop career profile for graduates hasn’t eventuated
Alignment between degrees and career paths are unclear
Internal factors
The industrialisation of teaching
Teaching & learning pedagogy and advances
Quality assurance and standardisation
Casualisation of staff with consequences for curriculum content, assessment, pedagogy, delivery, etc.
Tensions between a curriculum for industry or for societal goals
Academic/institutional identity is confused
The project:“Building a stronger future:
Balancing professional and liberal education ideals in undergraduate tourism and hospitality education”
Website:
www.tourismhospitalityeducation.info
Four challenges the project addresses:
Conceptualise the TH&E curriculum space
Understand its historical development and contemporary influences on the TH&E curriculum space
Understanding stakeholder perspectives on the curriculum space
Map the TH&E curriculum space
Conceptualising the curriculum space
Issues Paper No. 1: Key issues in tourism, hospitality and events curriculum design and development
We needed to better understand the curriculum space as a dynamic and flexible space where students, managers and educators co-create
the content, delivery and experience of learning
Curriculum
KnowingKnowing
BeingActing
GENERAL SCHEMACURRICULA IN ARTS &
HUMANITIES
Being
Acting
KnowingKnowing
Being
Acting
KnowingKnowing
CURRICULA IN SCIENCES & TECHNOLOGIES
Being
Acting
KnowingKnowing
CURRICULA IN PROFESSIONAL SUBJECTSSource: Barnett and Coate, 2005
Education as knowing, being and doing
The Philosophic Practitioner
[Knowing]
[Doing]
BeingActing
KnowingKnowing
KNOWLEDGE
DOING
Expert practice
Basic skills
Simple concepts Complex knowledge
Life-wide/long learning
See Dredge, D., Benckendorff, P., Day, M., Gross, M., Walo, M., Weeks, P. & Whitelaw, P. 2012. The Philosophic Practitioner and the Curricula Space, Annals of Tourism Research, 39 (2012), pp. 2154-2176.
Influences on the TH&E curriculum space
Issues Paper No. 2: Influences on Australian tourism, hospitality and events undergraduate education
We needed to better understand TH&E undergraduate programs in Australia, their historical development and future possibilities
Influences on the TH&E Curriculum Space
Hospitality, tourism and events programs have very different origins
62 separate TH&E degrees (84 if separate majors within degree are counted)
Dual sector universities offer certificate and diploma course that articulate into degrees – all dual sector universities currently offer TH&E programs
Key pressures include:
Linking of higher education policy to economic policy goals
Neoliberal (new public) management
Bologna, the European Qualifications Framework and harmonisation
Professional and accrediting bodies
11
STAKEHOLDER PERSPECTIVES ON THE TH&E curriculum space
Issues Paper No. 3: A stakeholder approach to curriculum development in TH&E education
We needed to better understand stakeholder perspectives on the TH&E undergraduate programs in Australia
12
Liberal vs vocational balance of stakeholders
13
Stakeholder attitudes of practical and theoretical aspects of the curriculum space
Student vs educator perceptions of the curriculum space by university cluster
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Stakeholder attitudes of practical and theoretical aspects of the curriculum space
Mapping the TH&E curriculum space
Issues Paper No. 4: Analysis of Australian TH&E undergraduate education programs
We needed to map TH&E undergraduate programs in Australia
15
Distribution of units of study by major theme across the whole curriculum space:
- 45% TH&E subjects- 40% Business/commerce subjects- 8% Research components- 6% work integrated learning- 1% other subjects
Cluster 1- sandstone universitiesCluster 2- New universities 1950-1976
Cluster 3- Post 1976 universitiesCluster 4- TAFE & private providers Distribution (no. of units)
Distribution of TH&E courses in the curriculum space
Observations on strategy
TH&E education in global higher education – quality, standards and standardization
Knowledge, skills and professional practice
Curriculum is shaped by global-local forces, managerial values, educational philosophies, context-specific factors
Homogeneity vs. differentiation
Internal barriers to post-disciplinarity
Accreditation and professional bodies
Observations on Content
Ethics and values
Sustainability
Internationalization & cultural competence
Work integrated learning, service learning, problem based learning, reflexive practice learning
Curriculum mapping subjects and programs
Assessment development and alignment
ICT environments and creative possibilities
Creativity, inspirational teaching practice
Project Evaluation The project is perhaps the most comprehensive study of education for
tourism and hospitality and events that has ever been undertaken at an international level. This, plus the overall quality and rigour of the work, and the fact that university systems in all parts of the developed world are facing similar issues and having to make similar decisions, means that the authors of this project will be called upon to talk about their work for a number of years to come (Prof David Airey, Evaluation Report, p.10)
The mapping of the curriculum space and the location on this space of programmes in different universities represents a significant contribution to an understanding of the nature of education for these subject areas. This will provide crucial background material for anyone seeking to make strategic decisions and to understand the provision of TH&E education (Prof David Airey, Evaluation Report, p.10)
Congratulations on this landmark project, which makes an unmatched (to my knowledge) contribution to this discipline area. I have enjoyed reading the final report, the excellent evaluation report and the issues papers very much. The documents give a clear and unblinking account of your discipline and of the project’s exemplary operation. I really liked the way you engaged such a huge group of institutions through the use of project champions (Siobhan Lennihan, OLT Director of Grants & Fellowships)
Selected Project Outputs Journal Articles
Dredge, D., Benckendorff, P., Day, M., Gross, M., Walo, M., Weeks, P. & Whitelaw, P. (2012). The philosophic practitioner and the curriculum space, Annals of Tourism Research, 39(4): 2154-2176.
Dredge, D., Benckendorff, P., Day, M., Gross, M., Walo, M., Weeks, P. & Whitelaw, P. (2013 in press). Drivers of change in tourism, hospitality and event education: an Australian perspective, Journal of Tourism & Hospitality Education, Scheduled for inclusion in issue 2, 2013.
Issues Papers: Issues Paper No. 1. Key issues in Australian tourism, hospitality and events curriculum design
and development Issues Paper No. 2. Influences on Australian tourism, hospitality and events undergraduate
education Issues Paper No. 3. A stakeholder approach to curriculum development in tourism, hospitality
and events education Issues Paper No 4. An analysis of the tourism, hospitality and events education undergraduate
programs Final Report. Building a stronger future: Balancing professional and liberal education ideals in
tourism and hospitality education Routledge Handbook of Tourism, Hospitality and Events Education 2014 (David Airey, Dianne
Dredge & Mike Gross) Website (www.tourismhospitalityeducation.info) Seven conference presentations More details on the website
Questions
Website: www.tourismhosptalityeducation.info
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