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Dredge scu research seminar olt apr2013
- 1. “Building a Stronger Future: Balancing liberal and professional education ideals in tourism, hospitality and events education” Project Summary Dr. Dianne Dredge School of Tourism & Hospitality Management, Southern Cross University April 2013 Project team: Pierre Benckendorff, Michele Day, Mike Gross, Maree Walo, Paul Weeks, Paul Whitelaw
- 2. 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
- 3. 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
- 4. The project: “Building a stronger future: Balancing professional and liberal education ideals in undergraduate tourism and hospitality education” Website: www.tourismhospitalityeducation.info
- 5. 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
- 6. 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 Conceptualising the curriculum space Issues Paper No. 1: Key issues in tourism, hospitality and events curriculum design and development
- 7. Knowing Knowing Being Acting Curriculum Knowing Knowing Acting Being CURRICULA IN ARTS & GENERAL SCHEMA HUMANITIES Education as knowing, being and doing Being Acting Acting Being Knowing Knowing Knowing Knowing CURRICULA IN SCIENCES & CURRICULA IN PROFESSIONAL TECHNOLOGIES SUBJECTS Source: Barnett and Coate, 2005
- 8. The Philosophic Practitioner [Doing] [Knowing]
- 9. Life-wide/long Expert practice learning Acting Being DOING Knowing Knowing Basic skills Simple concepts KNOWLEDGE Complex knowledge 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.
- 10. We needed to better understand TH&E undergraduate programs in Australia, their historical development and future possibilities Influences on the TH&E curriculum space Issues Paper No. 2: Influences on Australian tourism, hospitality and events undergraduate education
- 11. 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
- 12. We needed to better understand stakeholder perspectives on the TH&E undergraduate programs in Australia STAKEHOLDER PERSPECTIVES ON THE TH&E curriculum space Issues Paper No. 3: A stakeholder approach to curriculum development in TH&E education 12
- 13. Liberal vs vocational balance of stakeholders Stakeholder attitudes of practical and theoretical aspects of the curriculum space 13
- 14. Student vs educator perceptions of the curriculum space by university cluster Stakeholder attitudes of practical and theoretical aspects of the curriculum space 14
- 15. We needed to map TH&E undergraduate programs in Australia Mapping the TH&E curriculum space Issues Paper No. 4: Analysis of Australian TH&E undergraduate education programs 15
- 16. 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 universities Cluster 2- New universities 1950-1976 Cluster 3- Post 1976 universities Cluster 4- TAFE & private providers Distribution (no. of units)
- 17. Distribution of TH&E courses in the curriculum space
- 18. 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
- 19. 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
- 20. 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)
- 21. 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
- 22. Questions Website: www.tourismhosptalityeducation.info Slideshare
Editor's Notes
- These internal and external factors together create a very fluid and uncertain environment in which curriculum planning and development takes place. Yet these discussions of the broader context are very rarely considered (and probably little understood) by those in the day-to-day administration and management of programmes. To this end, this project was borne out of a perceived need to make sense of the complicated environment, and to better understand where TH&E education is and could be heading in the higher education environment.
- The Project included 4 partner institutions (SCU/Hotel School, UQ, UniSA, VU) Reference Group included John Tribe, Pauline Sheldon, Perry Hobson, Adele Labine Roman, Bob McKercher, Janet taylor External Evaluator – Professor David Airey 19 Project Champions at 19 institutions across the country Data collection included: interviews with university managers, online survey of educators, students and industry Outcomes included 4 issues papers, one final report, 665 students, 128 educators, 71 industry representatives and 13 university administrators.
- Curriculum is the whole program of educational experiences that is packed as a degree program. Its constituent parts are a number of modules or courses, which in turn may be specified as a series of syllabi or course contents. A core curriculum represents a compulsory element. The curriculum space is the full suite of educational experiences that might be taught, including all the possible contents, teaching approaches and learning experiences (Botterill & Tribe, 2000; Tribe, 2002b). Curriculum hasn’t received much attention in literature. The term is used to denote a value embedded in the content of a program/course, e.g. an internationalised curricula, learner-centred curriculum, etc.
- It became clear that the TH&E curriculum in any given HE institution is socially-constructed and that, given the size and impact of the external factors previously identified, the TH&E curricula are likely to become more fragmented and vulnerable to shifts and swings of institutional responses to neoliberal environment. We went back to consider the professional studies literature and traced back philosophical discussions about curricula. Drawing from classical works of Aristotle, contemporary philosophical arguments about the value of knowledge in society, and the role of professional education for a “good life”, we came across Barnett and Coate’s conceptualisation of professional studies.
- In the context of tourism, John Tribe had developed the Philosophic Practitioner in 2002.
- Australia has 37 publicly funded universities, two private universities, one university of specialisation, two foreign universities and over 100 colleges of technical and further education. In all, over 185 institutions are registered to deliver higher education programs. Our analysis divided the universities into 4 clusters: Cluster (1) Ninteeth century universities; (2) New universities; (3) Post 1976 universities cluster (4) TAFE and private providers. The Australian universities identified as dual sector providers include Central Queensland University, Charles Darwin University, the University of Ballarat, RMIT, Swinburne University of Technology and Victoria University, although many more offer certificate and diploma courses designed to vertically integrate into higher education programs
- The semantic differential scales were designed to measure the attitudes of industry members, educators, students and administrators toward the balance of practical and theoretical aspects of the curriculum space. Responses were measured on a ten point scale anchored by two items, one at each end. Figure 3 shows the average ratings for all four stakeholder groups. administrators and educators generally perceive the curriculum space to have a more liberal education focus industry members perceive the space as more vocational and technical
- The semantic differential scales were designed to measure the attitudes of industry members, educators, students and administrators toward the balance of practical and theoretical aspects of the curriculum space. Responses were measured on a ten point scale anchored by two items, one at each end. Figure 3 shows the average ratings for all four stakeholder groups. This indicates a number of interesting observations: Firstly, when looking at educator responses (blue rows) it is clear that the sandstone universities are perceived to have a curriculum which is more theoretical, knowledge-based and liberal, while the TAFE and private providers have a clearer industry and vocational focus. The post-1976 institutions are perceived to be closer to TAFE and private providers while the new universities offer a balance. A noteworthy exception is the result for basic vs complex knowledge – with TAFE and private providers indicating that their curriculum has a stronger emphasis on complex concepts and critical knowledge. This is not reinforced by student perceptions.