RE-ORIENTING CURRICULUM OF TOURISM EDUCATION IN THE CONTEXT OF COVID-19: AN EMPIRICAL STUDY

Year 2022, Volume: 3 Issue: 3, 251 - 274, 28.03.2022

Venkata Rao Yedla , E Joshu Ajoon

Abstract

The tourism academic programmes transform a student into a tourism professional with a curriculum designed with classroom lecturing, field visits, and internship. These three components helps a student tounderstand the practices and approachesin the tourism sector. But, as the COVID-19 pandemic has escalated its impact on tourism academia and caused the curriculum to shrunk into online platforms, the classroom lecturing has shifted to virtual platforms such as google meet, zoom, cisco Webex, google classroom. The internship and the field visits were either cancelled or conducted in virtual mode. The situation has a significant effect on the tourism postgraduate students of the batch 2019-2021 as first half (2019-2020) of their course was conducted in regular mode and the second half ( 2020-2021) in virtual mode due to the pandemic. It seems a study on this batch will be crucial to explore the impacts of sudden change in pedagogy and assess the need to re-orient the curriculum. This article explores the scenario using qualitative inquiry into the viewpoints of tourism postgraduate students of the batch 2019-2021. Questionnaire was used to collect data and are analysed qualitatively. The findings of this study assist in assessing the need to re-orient the curriculum and understanding the areas which require modification to fit to the online pedagogy. As the perspectives of students are vital to design an efficient learning environment, the study will certainly complement to shape future of tourism education.

Keywords

Tourism Education, Postgraduate Students, COVID-19, E-learning, Re-orienting Curriculum.

References

• Aggett, M., & Busby, G. (2011). Opting out of internship: Perceptions of hospitality, tourism and events management undergraduates at a British University. Journal of Hospitality, Leisure, Sport and Tourism Education, 10(1), 106–113. https://doi.org/10.3794/johlste.101.310
• Airey, D. (2015). 40 Years of Tourism Studies – a Remarkable Story. Tourism Recreation Research, 40(1), 6–15. https://doi.org/10.1080/02508281.2015.1007633
• Arcodia, C., & Dickson, C. (2013). Tourism field studies: Experiencing the carnival of Venice. Journal of Hospitality and Tourism Education, 25(3), 146–155. https://doi.org/10.1080/10963758.2013.826985
• Arcodia, C., Cavlek, N., & Abreu-Novais, M. (2014). Factors influencing motivations and expectations of field trip attendance. Current Issues in Tourism, 17(10https://doi.org/10.1177/105382590302600105), 856–861. https://doi.org/10.1080/13683500.2014.897309
• Assaf, A., & Scuderi, R. (2020). COVID-19 and the recovery of the tourism industry. Tourism Economics, 26(5), 731–733. https://doi.org/10.1177/1354816620933712
• Ayikoru, M., Tribe, J., & Airey, D. (2009). Reading Tourism Education. Neoliberalism Unveiled. Annals of Tourism Research, 36(2), 191–221. https://doi.org/10.1016/j.annals.2008.11.001
• Bailie, J. L. (2015). Oline Graduate Instruction: What Faculty consider Reasonable in Relation to What Students Expect. MERLOT Journal of Online Learning and Teaching, 11(1), 42–54. http://jolt.merlot.org/vol11no1/Bailie_0315.pdf
• Baker, S. R. (2004). Orientations : Their Role in University. Learning, 23(3), 189–202.
• Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937
• Becken, S. (2020). Regenerative Tourism – Opportunity for Tourism Recovery? Pure Advantage. https://pureadvantage.org/regenerative-tourism-opportunity-for-tourism-recovery/
• Bernard, H. R. (2011). Research Methods in Anthropology (5th ed.). AltaMira Press.
• Bethell, S., & Morgan, K. (2011). Problem-based and experiential learning: Engaging students in an undergraduate physical education module. Journal of Hospitality, Leisure, Sport and Tourism Education, 10(1), 128–134. https://doi.org/10.3794/johlste.101.365
• Busby, G. (2003). Tourism degree internships: A longitudinal study. Journal of Vocational Education and Training, 55(3), 319–334. https://doi.org/10.1080/13636820300200232
• Chiao, H. M., Chen, Y. L., & Huang, W. H. (2018). Examining the usability of an online virtual tour-guiding platform for cultural tourism education. Journal of Hospitality, Leisure, Sport and Tourism Education, 23(May), 29–38. https://doi.org/10.1016/j.jhlste.2018.05.002
• Chuang, N. K., & Dellmann-Jenkins, M. (2010). Career decision making and intention: A study of hospitality undergraduate students. Journal of Hospitality and Tourism Research, 34(4), 512–530. https://doi.org/10.1177/1096348010370867
• Collins-Kreiner, N., & Ram, Y. (2020). National tourism strategies during the Covid-19 pandemic. Annals of Tourism Research, xxxx, 103076. https://doi.org/10.1016/j.annals.2020.103076
• Crawford, J., Butler-henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7
• Darke, P. R., Brady, M. K., Benedicktus, R. L., & Wilson, A. E. (2016). Feeling Close From Afar: The Role of Psychological Distance in Offsetting Distrust in Unfamiliar Online Retailers. Journal of Retailing, 92(3), 287–299. https://doi.org/10.1016/j.jretai.2016.02.001
• Davis, N. L., Gough, M., & Taylor, L. L. (2019). Online teaching: advantages, obstacles and tools for getting it right. Journal of Teaching in Travel and Tourism, 19(3), 256–263. https://doi.org/10.1080/15313220.2019.1612313
• Dembovska, I., Silicka, I., & Ļubkina, V. (2016). Educational Tourism in the Training of Future Tourism Professionals. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 4, 245. https://doi.org/10.17770/sie2016vol4.1561
• Dredge, D., Airey, D., & Gross, M. J. (2015). The routledge handbook of tourism and hospitality education. In The Routledge Handbook of Tourism and Hospitality Education. Routledge. https://doi.org/10.4324/9780203763308
• Dredge, D., Benckendorff, P., Day, M., Gross, M. J., Walo, M., Weeks, P., & Whitelaw, P. (2012). The philosophic practitioner and the curriculum space. Annals of Tourism Research, 39(4), 2154–2176. https://doi.org/10.1016/j.annals.2012.07.017
• Fayos-Sola, E. (1997). An introduction to TEDQUAL: A Methodology for Quality in Tourism Education and Training. https://decibel.ni.com/content/docs/DOC-8983
• Goh, E., & Ritchie, B. (2011). Using the theory of planned behavior to understand student attitudes and constraints toward attending field trips. Journal of Teaching in Travel and Tourism, 11(2), 179–194. https://doi.org/10.1080/15313220.2011.575024
• Goh, E., & Sigala, M. (2020). Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel and Tourism, 20(2), 156–165. https://doi.org/10.1080/15313220.2020.1740636
• Goh, E., & Wen, J. (2020). Applying the technology acceptance model to understand hospitality management students’ intentions to use electronic discussion boards as a learning tool. Journal of Teaching in Travel and Tourism, 00(00), 1–13. https://doi.org/10.1080/15313220.2020.1768621
• Gretzel, U., Jamal, T., Stronza, A., & Nepal, S. K. (2008). Teaching international tourism: An interdisciplinary, field-based course. Journal of Teaching in Travel and Tourism, 8(2–3), 261–282. https://doi.org/10.1080/15313220802714562
• Gutiérrez-Carreón, G., Daradoumis, T., & Jorba, J. (2015). Integrating learning services in the cloud: An approach that benefits both systems and learning. Educational Technology and Society, 18(1), 145–157.
• Hall, C. M., Scott, D., & Gössling, S. (2020). Pandemics, transformations and tourism: be careful what you wish for. Tourism Geographies, 22(3), 577–598. https://doi.org/10.1080/14616688.2020.1759131
• Han, G., Ng, P., & Guo, Y. (2015). The state of tourism geography education in Taiwan: a content analysis. Tourism Geographies, 17(2), 279–299. https://doi.org/10.1080/14616688.2014.978813
• Hang, H., Aroean, L., & Chen, Z. (2020). Building emotional attaching during COVID-19. Annals of Tourism Research, 83(May), 103006. https://doi.org/10.1016/j.annals.2020.103006
• Hsu, C. H. C., & Li, M. (2017). Effectiveness and Usage Frequency of Learning Methods and Tools: Perceptions of Hospitality Students in Hong Kong. Journal of Hospitality and Tourism Education, 29(3), 101–115. https://doi.org/10.1080/10963758.2017.1336098
• Hughes, K., Mylonas, A., & Benckendorff, P. (2013). Students’ reflections on industry placement: Comparing four undergraduate work-integrated learning streams. Asia-Pacific Journal of Cooperative Education, 14(4), 265–279.
• Hwang, G. J., Chu, H. C., Shih, J. L., Huang, S. H., & Tsai, C. C. (2010). A decision-tree-oriented guidance mechanism for conducting nature science observation activities in a context-aware ubiquitous learning environment. Educational Technology and Society, 13(2), 53–64.
• Idris, F., Hassan, Z., Ya’acob, A., Gill, S. K., & Awal, N. A. M. (2012). The Role of Education in Shaping Youth’s National Identity. Procedia - Social and Behavioral Sciences, 59, 443–450. https://doi.org/10.1016/j.sbspro.2012.09.299
• Jakubowski, L. M. (2003). Beyond Book Learning: Cultivating the Pedagogy of Experience through Field Trips. Journal of Experiential Education, 26(1), 24–33. https://doi.org/10.1177/105382590302600105
• Jenkins, A. K. (2001). Making a career of it? Hospitality students’ future perspectives: An Anglo-Dutch study. International Journal of Contemporary Hospitality Management, 13(1), 13–20. https://doi.org/10.1108/09596110110365599
• Jung, H. S., Jung, Y. S., & Yoon, H. H. (2021). COVID-19: The effects of job insecurity on the job engagement and turnover intent of deluxe hotel employees and the moderating role of generational characteristics. International Journal of Hospitality Management, 92(October 2020), 102703. https://doi.org/10.1016/j.ijhm.2020.102703
• Karabulut, G., Bilgin, M. H., Demir, E., & Doker, A. C. (2020). How pandemics affect tourism: International evidence. Annals of Tourism Research, 84(36809). https://doi.org/10.1016/j.annals.2020.102991
• Karich, A. C., Burns, M. K., & Maki, K. E. (2014). Updated Meta-Analysis of Learner Control Within Educational Technology. Review of Educational Research, 84(3), 392–410. https://doi.org/10.3102/0034654314526064
• Kim, H. J., & Jeong, M. (2018). Research on hospitality and tourism education: Now and future. Tourism Management Perspectives, 25(October 2017), 119–122. https://doi.org/10.1016/j.tmp.2017.11.025
• Kock, F., Nørfelt, A., Josiassen, A., Assaf, A. G., & Tsionas, M. G. (2020). Understanding the COVID-19 tourist psyche: The Evolutionary Tourism. Annals of Tourism Research, 14(4)(January), 337–339.
• Lee, P. C., Sun, S., Law, R., & Lee, A. H. (2016). Educational technology in hospitality management programs: adoption and expectations. Journal of Teaching in Travel and Tourism, 16(2), 116–142. https://doi.org/10.1080/15313220.2015.1121795
• Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567–582. https://doi.org/10.1037/0022-0663.98.3.567
• Liburd, J. J., Mihalič, T., & Guia, J. (2018). Values in tourism higher education: The European master in tourism management. Journal of Hospitality, Leisure, Sport and Tourism Education, 22(May 2018), 100–104. https://doi.org/10.1016/j.jhlste.2017.09.003
• Liu, Q., Geertshuis, S., & Grainger, R. (2020). Understanding academics’ adoption of learning technologies: A systematic review. Computers and Education, 151(February), 103857. https://doi.org/10.1016/j.compedu.2020.103857
• Long, T., Cummins, J., & Waugh, M. (2018). Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model. British Journal of Educational Technology, 0(0), 1–12. https://doi.org/10.1111/bjet.12703
• Mak, B., Lau, C., & Wong, A. (2017). Effects of experiential learning on students: an ecotourism service-learning course. Journal of Teaching in Travel and Tourism, 17(2), 85–100. https://doi.org/10.1080/15313220.2017.1285265
• McKinsey & Company. (2021). Building workforce skills at scale to thrive during — and after — the COVID-19 crisis (Issue April).
• Mulenga, I. M. (2018). Conceptualization and Definition of a Curriculum. Journal of Lexicography and Terminology, 2(2), 1–23.
• Oyedotun, T. D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, 2(September), 100029. https://doi.org/10.1016/j.resglo.2020.100029
• Park, M., & Jones, T. (2021). Going Virtual: The Impact of COVID-19 on Internships in Tourism, Events, and Hospitality Education. Journal of Hospitality and Tourism Education. https://doi.org/10.1080/10963758.2021.1907198
• Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
• Patiar, A., Kensbock, S., Ma, E., & Cox, R. (2017). Information and Communication Technology–Enabled Innovation: Application of the Virtual Field Trip in Hospitality Education. Journal of Hospitality and Tourism Education, 29(3), 129–140. https://doi.org/10.1080/10963758.2017.1336096
• Perdomo, Y. (2016). Key issues for tourism development – the AM-UNWTO contribution. Worldwide Hospitality and Tourism Themes, 8(6), 625–632. https://doi.org/10.1108/WHATT-09-2016-0050
• Pforr, C., & Hosie, P. J. (2008). Crisis management in tourism: Preparing for recovery. Journal of Travel and Tourism Marketing, 23(2–4), 249–264. https://doi.org/10.1300/J073v23n02_19
• Pollock, A. (2019). Regenerative Tourism: The Natural Maturation of Sustainability. Activate The Future. https://medium.com/activate-the-future/regenerative-tourism-the-natural-maturation-of-sustainability-26e6507d0fcb
• Portegies, A., Platenkamp, V., & Haan, T. de. (2015). Embedded research: a pragmatic design for contextual learning – from fieldtrip to fieldwork to field research in Australasia. In D. Dredge, D. Airey, & M. J. Gross (Eds.), The Routledge Handbook of Tourism and Hospitality Education (pp. 348–357). Routledge.
• Qiu, R. T. R., Park, J., Li, S. N., & Song, H. (2020). Social costs of tourism during the COVID-19 pandemic. Annals of Tourism Research, 84(April), 102994. https://doi.org/10.1016/j.annals.2020.102994
• Ritter, T., & Pedersen, C. L. (2020). Assessing Coronavirus’s Impact on Your Business Model. Harvard Business Review, April 15, 2020. https://hbr.org/2020/04/assessing-coronaviruss-impact-on-your-business-model
• Robinson, R. N. S., Ruhanen, L., & Breakey, N. M. (2015). Tourism and hospitality internships: influences on student career aspirations. Current Issues in Tourism, 19(6), 513–527. https://doi.org/10.1080/13683500.2015.1020772
• Rodney, B. D. (2020). Understanding the paradigm shift in education in the twenty-first century: The role of technology and the Internet of Things. Worldwide Hospitality and Tourism Themes, 12(1), 35–47. https://doi.org/10.1108/WHATT-10-2019-0068
• Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.192
• Lee, S., & Dickson, D. (2010). Increasing student learning in the classroom through experiential learning programs outside the classroom. Journal of Hospitality and Tourism Education, 22(3), 27–34. https://doi.org/10.1080/10963758.2010.10696982
• Salman, S. Al, Alkathiri, M., & Bawaneh, A. (2021). School off , learning on : identification of preference and challenges among school students towards distance learning during COVID19 outbreak. International Journal of Lifelong Education, 00(00), 1–19. https://doi.org/10.1080/02601370.2021.1874554
• Schaffer, V. (2017). Enhancing learning to diverse cohorts via immersive visualization. Journal of Hospitality, Leisure, Sport and Tourism Education, 21(June), 46–54. https://doi.org/10.1016/j.jhlste.2017.07.001
• Schoffstall, D. G., & Arendt, S. W. (2014). Benefits and Challenges Encountered by Working Students. Journal of Hospitality & Tourism Education, 26(1), 10–20. https://doi.org/10.1080/10963758.2014.880614
• Schott, C. (2017). Virtual Fieldtrips and Climate Change Education for Tourism Students. The Journal of Hospitality Leisure Sport and Tourism, 21(A), 13–22. https://doi.org/10.1016/j.jhlste.2017.05.002
• Self, T. T., & Self, J. T. (2017). Reality in the Classroom: Teaching Critical Thinking with Scenarios. Journal of Hospitality and Tourism Education, 29(4), 187–193. https://doi.org/10.1080/10963758.2017.1382367
• Sharma, G. D., Thomas, A., & Paul, J. (2021). Reviving tourism industry post-COVID-19: A resilience-based framework. Tourism Management Perspectives, 37(October 2020), 100786. https://doi.org/10.1016/j.tmp.2020.100786
• Sigala, M. (2007). Integrating Web 2.0 in e-learning environments a socio-technical approach.pdf. International Journal of Knowledge and Learning, 3(6), 628–648.
• Sigala, M. (2013). Using and measuring the impacts of geovisualisation on tourism education: The case of teaching a service management course. Journal of Hospitality, Leisure, Sport and Tourism Education, 12(1), 85–98. https://doi.org/10.1016/j.jhlste.2012.11.005
• Sipe, L. J., & Testa, M. (2020). A Dynamic Model of Mentoring for Hospitality Leadership Development. Open Journal of Leadership, 09(01), 11–33. https://doi.org/10.4236/ojl.2020.91002
• Sotomayor, S. (2020). Long-term benefits of field trip participation: Young tourism management professionals share their stories. Journal of Hospitality, Leisure, Sport and Tourism Education, xxxx, 100285. https://doi.org/10.1016/j.jhlste.2020.100285
• Stansbie, P., & Nash, R. (2016). Customizing Internship Experiences by Emphasis Area: The Key to Increased Satisfaction and Motivation in Hospitality and Tourism Management Students. Journal of Hospitality and Tourism Education, 28(2), 71–https://doi.org/10.1080/10963758.2016.1163495
• Taylor, P. H., & Richards, C. (1985). An introduction to curriculum studies. Kiribati: NFER-Nelson. https://www.google.co.in/books/edition/_/s-h4QgAACAAJ?hl=en&sa=X&ved=2ahUKEwighdrUhM7wAhV16XMBHcORAyQQ8fIDMBR6BAgMEAo
• Terrier, L., Rech, A., Marfaing, B., & Fernandez, S. (2018). How to Deal with Amotivated Students? Using Commitment to Reduce Amotivation as Applied to Hospitality Training. Journal of Hospitality and Tourism Education, 30(1), 11–18https://doi.org/10.1080/10963758.2017.1413379
• Ting, D. H., & Cheng, C. F. C. (2017). Developing pro-environmental behaviour: Ecotourism fieldtrip and experiences. International Journal of Sustainability in Higher Education, 15(4), 450–472.
• Tribe, J. (2002). The philosophic practitioner. Annals of Tourism Research, 29(2), 338–357. https://doi.org/10.1016/S0160-7383(01)00038-X
• Tribe, J. (2005). Tourism, Knowledge and the Curriculum. In D. Airey & J. Tribe (Eds.), An International Handbook of Tourism Education (pp. 47–60). Elsevier.
• UNWTO. (2021). Barometer | UNWTO. United Nations World Tourism Organization. https://www.unwto.org/taxonomy/term/347
• Wong, A., & Wong, S. (2009). Useful practices for organizing a field trip that enhances learning. Journal of Teaching in Travel and Tourism, 8(2–3), 241–260. https://doi.org/10.1080/15313220802714539
• WTTC, & Harvard. (2021). The Sustainability Leadership Case Studies (The Travel Corporation: Using the sustainable development goals to drive strategy).
• WTTC. (2020). Travel & Tourism Economic Impact | World Travel & Tourism Council (WTTC). WTTC Insight Report. https://wttc.org/Research/Economic-Impact
• WTTC. (2021). Thecancun women’s initiative declaration supporting women in travel & tourism Global Declaration Platform: Women’s Equality and Leadership (Issue April).
• Xie, P. F. (2004). Tourism Field Trip: Students’ View of Experiential Learning. Tourism Review International, 8(2), 101–111. https://doi.org/10.3727/1544272042782219
• Xu, S., Van Hoof, H., & Martinez, L. R. (2018). The Use of Latent Growth Curve Modeling in Measuring Student Perceptions about Mandatory Work Experiences. Journal of Hospitality and Tourism Education, 30(4), 241–249. https://doi.org/10.1080/10963758.2018.1480379
• Ye, H., & Law, R. (2021). Impact of COVID-19 on hospitality and tourism education: a case study of Hong Kong. Journal of Teaching in Travel and Tourism, 00(00), 1–9. https://doi.org/10.1080/15313220.2021.1875967
• Yiu, M., & Law, R. (2012). A Review of Hospitality Internship: Different Perspectives of Students, Employers, and Educators. Journal of Teaching in Travel and Tourism, 12(4), 377–402. https://doi.org/10.1080/15313220.2012.729459
• Zhou, L., Li, F., Wu, S., & Zhou, M. (2013). “School’s Out, But Class’s On”, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control as An Example. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://doi.org/10.15354/bece.20.ar023.Keywords
• Zopiatis, A., & Theocharous, A. L. (2013). Revisiting hospitality internship practices: A holistic investigation. Journal of Hospitality, Leisure, Sport and Tourism Education, 13(1), 33–46. https://doi.org/10.1016/j.jhlste.2013.04.002.