M. Ed. / This study was undertaken to evaluate a writing skills intervention so as to establish whether students’ performance in the subject Tourism Development had improved between a pre- and post test. The researcher, as lecturer of a group of first year students in the subject Tourism Development noticed the lack of (and need for developing) effective writing skills on the part of most of these students. Writing is an integral part of university students’ studies in that it enables them to complete assignments and write tests and examinations. The researcher had, during previous years, noticed that insufficient writing skills affected first year students’ overall academic performance in the subject Tourism Development. This prompted an inquiry into an intervention where writing skills were infused into the teaching methodology of the subject Tourism Development. A mixed method qualitative and quantitative research approach was used to collect and analyse data. The quantitative pre-experimental design served as the dominant data collection and analysis process, which was followed by a separate qualitative descriptive data collection and analysis process. Quantitatively, the existing marks gained for the students’ pre-assignments and first- and second assessments (before and during participation in the writing skills intervention), as well as the marks achieved by the students for their post-assignments and finalassessments (written after receiving writing skills development), were collected for comparison. The mark changes between the pre- and post-assignment marks, as well as between their first-, second- and final assessments were calculated to determine whether any percentage mark changes occurred between the assignments and assessments. Qualitatively, the participant students’, participant tutors’ and lecturer’s experiences of the writing skills intervention were collected from student reflection essays, minutes of a meeting (containing the tutors’ feedback) and the lecturer’s journal, from which applicable themes were derived. The findings indicate a change in the pre- and post assignment scores as well as in the first-, second- and final-assessment scores. The improvement in academic performance in the subject Tourism Development was confirmed and triangulated by the qualitative data. The recommendation was that writing skills development presented within the specific domain, in other words infused within the subject Tourism Development, should become common practice.

O presente estudo tem como objeto o aproveitamento da prova do Enade para qualificação científica e pedagógica de cursos de graduação em Turismo. Em outras palavras, busca identificar e analisar processos de mudança nos projetos pedagógicos e nas respectivas práticas pedagógicas e avaliativas decorrentes do processo analítico-interpretativo da prova e do correspondente relatório, conduzido pelas coordenações de curso. Metodologicamente, a pesquisa, de natureza qualitativa e exploratória, utiliza como técnica para a coleta de informações a entrevista semiestruturada, a qual girou em torno de quatro eixos: organização do processo operacional de análise, concepções de turismo subjacentes às questões, avaliação das questões de cunho geral e concepções pedagógicas e metodológicas igualmente subjacentes às questões. Operacionalmente definiu-se como recorte temporal e espacial, respectivamente, a prova de 2012 (não havia sido disponibilizado o relatório de 2015 quando se desenvolveu a investigação) e cursos de graduação em Turismo do Rio Grande do Sul que haviam participado do exame em suas três edições e cuja coordenação se disponibilizou a participar. Face aos critérios estabelecidos, entrevistaram-se coordenadores de quatro instituições, sendo elas de caráter público estatal, público comunitário e confessional. Na voz dos sujeitos entrevistados, a explicação aos alunos da natureza e importância da prova é uma ação comum a todos os cursos. Outras, porém se destacam com variações de percepções e formas de condução. Tem-se como exemplos, entre outros: análise do tipo da incidência de erros e das correspondentes competências requeridas para saná-los, confrontados com o projeto pedagógico do curso; prevalência de ações relativas à atualização de conteúdos pontuais; inserção, em avaliações, de questões modelo Enade; realização de simulados; solicitação aos professores de abordagem mais reflexiva dos conteúdos. No que tange à percepção de teorias científicas sobre o turismo subjacentes às questões, tende haver menção a aspectos implícitos nas teorias, sem que estas sejam explicitadas, tais como potencial de consumo nos segmentos de mercado, competitividade, elementos de infraestrutura e superestrutura, planejamento de turismo sustentável. De modo igual, do ponto de vista pedagógico, são pontuados positivamente elementos como questões sobre situações contextualizadas, exigência de posicionamento crítico, sem explicitação e detalhamento das respectivas bases teóricas e práticas cotidianas decorrentes. Analisada a prova pela pesquisadora, identificou-se a potencialidade de sua contribuição como instrumento avaliativo complementar para identificação e compreensão e desenvolvimento de operações cognitivas e metacognitivas relevantes ao processo de formação do turismólogo. / Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq. / The present study tackles the issue of performance in the national exam ENADE with special regard to scientific and pedagogical evaluation of undergraduate Leisure and Tourism courses. In other words, this study aims to identify and analyse changing processes in the pedagogical project as well as in evaluating practices resulting from an analytical-interpretative process of the referred exam and its ensuing report, conducted by the course supervisors. Methodologically, this exploratory and qualitative research is based on a interview-oriented survey, which centres itself around four axes: organisation of the operational process of analysis, concepts of tourism liable to proof, evaluation of the questions and methodological and pedagogical concepts. In terms of guidance, as the 2015 report had not yet been made available at the time of this investigation, the 2012 edition of the exam was selected along with Rio Grande do Sul-based undergraduate Leisure and Tourism courses which had participated in three previous editions of the aforementioned exam. Taking into consideration the established criteria, four course coordinators from different institutions were interviewed. Considering the interviewees' words, an in-depth look into the exam is a regular practice in all analysed courses. However, some stand out as far as how they vary in terms of perception and management. Some instances which illustrate the discussion are: analyses of error/mistake frequency and competences needed to solve them, especially when the pedagogical project of the course is taken into account; prevalence of actions concerning the update of specific contents; the use of ENADE-like questions in regular exams; offer of mock tests; an urge to encourage professors to take up a more critical approach. As far as Tourism scientific theories are concerned, there are mentions of implicit aspects of theories even if they are not made explicit as in consumption potential in market segmentation, competitivity, infrastructure and superstructure elements, and sustainable tourim planning. Similarly, from a pedagogical standpoint, some positive elements are highlighted in a positive light such as questions which centre themselves around contextualised situations and incentive to ensure critical thinking, without having to resort to explicitation and detailment of theoretical bases and everyday practices. Once the data is analysed by the researcher, the potentiality of the contribution is highlighted as a tool not only for evaluative purposes, but also complementary to identification and comprehension of cognitive and metacognitive operations which are relevant in the development of a tourismologist.

Submitted in fulfillment of the requirements for the Masters Degree in Technology, (Tourism Management) in the Department of Hospitality and Tourism, Durban University of Technology, 2009. / There is a growing demand for professionally educated and trained staff in the tourism sector. However, current literature reveals a significant disparity between the tourism education provided by institutions and the skills required by the industry. A major challenge facing tourism education institutions is the identification of industry needs and requirements and the involvement of industry in curriculum design. The aim of this research is to examine the education, skills and training required of tourism employees and whether the provisions of higher education tourism courses are adequately meeting industry needs. Identifying this „gap‟ will assist in improving the development of tourism education programmes to meet the needs of industry. The research examines the relevance of the tourisms qualification from three stakeholders‟ perspectives, namely, managers from the tourism sector, tourism graduate employees, and tourism academics. Surveys, in the form of structured questionnaires, were used to obtain information from the three groups. The overall findings of the study revealed that gaps do exist in the tourism curriculum according to the perceptions of stakeholder groups that participated in this study. The recommendations are that closer collaboration is required between academics, managers from the industry when designing tourism curriculum and also to sustain the relevance of the curriculum to meet the needs of industry.

Submitted in fulfillment of the requirements for the Masters Degree in Technology, (Tourism Management) in the Department of Hospitality and Tourism, Durban University of Technology, 2009. / There is a growing demand for professionally educated and trained staff in the tourism sector. However, current literature reveals a significant disparity between the tourism education provided by institutions and the skills required by the industry. A major challenge facing tourism education institutions is the identification of industry needs and requirements and the involvement of industry in curriculum design. The aim of this research is to examine the education, skills and training required of tourism employees and whether the provisions of higher education tourism courses are adequately meeting industry needs. Identifying this „gap‟ will assist in improving the development of tourism education programmes to meet the needs of industry. The research examines the relevance of the tourisms qualification from three stakeholders‟ perspectives, namely, managers from the tourism sector, tourism graduate employees, and tourism academics. Surveys, in the form of structured questionnaires, were used to obtain information from the three groups. The overall findings of the study revealed that gaps do exist in the tourism curriculum according to the perceptions of stakeholder groups that participated in this study. The recommendations are that closer collaboration is required between academics, managers from the industry when designing tourism curriculum and also to sustain the relevance of the curriculum to meet the needs of industry.

Tourism is globally rated as the World's biggest industry by gross domestic product. In South Africa it is hoped that the tourism industry will show growth that will positively affect the economy of the country. In particular, as tourism is noted as a labour intensive industry, it is expected that growth in this sector will create many jobs. In order to support this growth this study examines the need for tourism tertiary education and in particular how the use of soft systems methodologies is able to guide the management team of a tertiary institution as it re-examines the responses of the institution to influences that surround tertiary tourism education. The problem of tertiary tourism education proves to be particularly complex and unstructured in that it requires the coordination of many traditional disciplines that are each able to contribute elements to the study of tourism. Stemming from conventional scientific method a tradition of isolationism has evolved whereby individual elements of the tourism system operate independently with little interaction with other elements. Systems thinking recognises the interdependence and interrelatedness of all the elements in a system not least human elements. Although traditionally excluded from study, the subjective values and beliefs of people are actively solicited by systems thinkers who propose that only by embracing these beliefs, in a value full inquiry, is it possible to establish a self learning and self modifying education system suited to the changing demands of a turbulent industry such as tourism. The primary purpose of this work is to use systems thinking to build and implement a framework for improvement by restructuring tourism education in a large tertiary institution. The research intends to plot the course of change and organisational learning as the tertiary institution endeavours to re-align itself to the ever changing requirements of its customers. The dissertation does not seek, nor does it find, a neat packaged solution to the messy problem of tertiary tourism education in KwaZulu-Natal. This is not in the nature of soft systems thinking, which is about inquiry and better ways of seeing, and not primarily about proving or disproving hypotheses. / Thesis (M.Com.)-University of Natal, Durban, 1999.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2014-07-11T16:22:48Z No. of bitstreams: 1 Tese_Final.pdf: 4034469 bytes, checksum: 008523e424528c6fe991ef1a8eed844e (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-07-11T16:56:17Z (GMT) No. of bitstreams: 1 Tese_Final.pdf: 4034469 bytes, checksum: 008523e424528c6fe991ef1a8eed844e (MD5) / Made available in DSpace on 2014-07-11T16:56:18Z (GMT). No. of bitstreams: 1 Tese_Final.pdf: 4034469 bytes, checksum: 008523e424528c6fe991ef1a8eed844e (MD5) / A presente tese tem como objeto de estudo o processo de mobilização e recontextualização dos saberes profissionais do Guia de Turismo em situação de trabalho. Busca compreender como os guias de turismo mobilizam seus saberes e os recontextualizam na prática profissional e quais significados associam a tais conhecimentos. A pesquisa realiza-se mediante uma abordagem qualitativa utilizando o método etnográfico que possibilita a análise e a compreensão dos acontecimentos, das práticas, das situações de imprevistos em passeios turísticos e em traslados no aeroporto. Os sujeitos da pesquisa são guias de turismo com classificação em Guia de Turismo Regional que atuam no Estado de Alagoas, devidamente cadastrados pelo Instituto Brasileiro de Turismo – EMBRATUR, nos termos da Lei no. 8623, de 28 de janeiro de 1993. Para a realização da pesquisa são utilizados os dispositivos entrevista aberta e observação participante. Para o desenvolvimento deste estudo utilizam-se as categorias teóricas sobre recontextualização do conhecimento, reflexividade e saber profissional através de diversos olhares. Os resultados obtidos evidenciam que em contexto de trabalho os guias de turismo mobilizam e recontextualizam três saberes fundamentais: Saber turístico; Saber comunicacional; Saber vender e negociar (comercializar). / ABSTRACT The object of this thesis is the process of mobilization and recontextualization of professional knowledge of Tourist Guides at a work situation. It aims to understand how tour guides mobilize their knowledge and recontextualizeitin professional practice and also aimed to understand which meanings a re associated with such knowledge.The research was developed through a qualitative approach using the ethnographic method that enables the analysis and understanding of events, practices, unexpected situations during tours and transfers from the airport. T he subjects of this research were tour guides with Regional Tourist Guide Classification, operating in the State of Alagoas, Brazil, fully registered by the Brazilian Institute of Tourism - EMBRATUR, under the Law no. 8623, created on January 28, 1993.In o rder to have the research developed, some techniques, such as open interviews and participant observation were used. To produce the results, several techniques were used, such as the theoretical categories of recontextualization of knowledge, reflexivity a nd professional knowledge through various views.The results showed that in their workplace, tour guides mobilize and recontextualize three fundamental types of knowledge: Tourist knowledge; Communication knowledge; Sell and Trade know - how (marketing).

Mobile technologies have been adopted into education more and more. New hardware, such as smart phones and tablets, has increased the popularity of mobile technology. There are also many applications created for the fields of education and tourism. This research chose a travel application from Taiwan to apply into a tourism geographic course at the Taiwan Hospitality and Tourism College (THTC). A quasi-experiment design was applied to this study. Two classes/groups participated in the study. One class was the treatment group which used the travel app through teaching scenarios. The other group was the contrast group which used a lecture format with handouts. Both groups were given a pre-test to determine knowledge of Danongdafu Forest Park (DFP), and Taiwan tourism geography. A post-test was administered after eight weeks of teaching activities. Post intervention scores were compared to pre-intervention scores between the two groups. The results of ANOVA showed that there was no statistically significant learning difference between the treatment group and the contrast group. A paired-sample t-test analysis revealed that after eight weeks of teaching DFP content, both groups gained significantly in knowledge. Furthermore, the learning attitudes and interviews of the treatment group students indicated positive responses utilizing m-learning in teaching scenarios. Students indicated a desire to receive m-learning opportunities for future courses.

The purpose of this study is to examine hospitality and tourism students' attitudinal process shaping their intentions to work in the sustainable industry. The cognitive-affective-conative-attitude framework is used to examine students' intentions to work in the sustainable industry. This study proposes that intentions to work in the sustainable industry is as a result of students' satisfaction of and affective engagement with programs teaching sustainability courses. Sustainability knowledge, program perceptions and perceived value on sustainability education are identified as the factors impacting satisfaction and affective engagement. Four hundred sixty responses were collected from 14 institutions in the U.S. and Asia. A total of 342 responses were used to test the hypotheses. Factor analysis is used to identify the independent variables of the study, and multiple regression analysis is used to test the hypotheses. The results reveal that students´ satisfaction of programs teaching sustainability courses is as a result of their perceptions the program. Affective engagement with the programs teaching sustainability courses is as a result of their perceptions of the program and perceived value on sustainability education. The findings also provide evidence that affective engagement and program satisfaction are directly associated with intentions to work in the sustainable industry. Finally, the findings provide important implications to ensure sustainability is increasingly integrated into the hospitality and tourism curricula.

Educational Studies / DED (DIDACTICS)

Educational Studies / DED (DIDACTICS)