Thesis (DEd)--University of Stellenbosch,1995. / Education (and training) for the tourism industry has been available at formal and nonformal educational institutions in South Africa for many years. Very little co-operation between the various institutions has taken place on establishing the educational needs of the industry, and, consequently, courses which range from a few days to three years, have been established with little cognisance of what is available from other sources. As a result of this insular approach to curriculum development, and an inherent sense of superiority by the institutions towards one another, almost no recognition is afforded to students wishing to continue with the studies at another institution, despite similarities in course content. Because of the (some say inspite of) past political policy of this country, only about 0,025 % of the world travelling public visit South Africa. Perhaps because of this isolation, the service offered to the travelling population has been criticised and, compared to world standards, found to be alarmingly poor. The reason for the poor service was perceived to be the fragmented and unco-ordinated education offered by more than 36 educational institutions. A comparative investigation was therefore conducted in five first world and developing countries, into criteria for tourism course development, and subsequent evaluation and accreditation. It was hoped to identify material and approaches which could be incorporated into local tourism courses, leading to an improvement in the service offered by tourism industry employees following international level instruction. A literature study into the importance of the tourism industry for South Africa, particularly the social, cultural, political and economic impacts, was also undertaken, as well as a factual survey on the state of tourism education in South Africa, to assess the relevance of these impacts on tourism.

Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994 / The majority of educational establishments in South Africa offering tourism courses concentrate on those subjects that are closely related to the operational side of the industry, for example: Travel Practice and Management, Business Management, Marketing, etc. whilst linle or no applied training for ecotourism is given. On the other hand the impact of tourism on the natural resources of a destination as well as on the host community is steadily increasing, particularly in developing countries. Once this phenomenon is analysed and placed in perspective, structured training and educational activities appear to be one way to ensure that both the conservation and retention of the natural beauty and resources in such destination is addressed. To be effective such educational and training activities should be specific and should take place within the context of ecotourism. The purpose of this study was, in the first place. to define 'ecorourism' and to describe its role within the broader tourism industry. It was further attempted to isolate the characteristics and to draw attention to the sensitive nature of ecosystems. The role of training in the survival of the systems mentioned, that is, the protection and conservation thereof, became patently clear. It further became apparent that the educational needs were not only applicable to the visitor, to the destination, but also to the functionary within the industry. In order to meet the objectives of the tourism trade it will be necessary for prospective employees to acquire the knowledge, skills and attitudes relative to environmental management. In order to contribute to sustainable tourism development future employees of this industry should also be motivated to participate in the management of the environment.

M. Tech. Tourism and Hospitality Management / The tourism industry has received a great deal of attention where economic development issues are discussed. South Africa is not an exception to this trend. The country places a high premium on tourism in terms of economic growth. As the attention paid to the tourism industry has increased, attempts to resource the tourism industry through tourism education have also increased. In spite of the increased provision of tourism education, it still faces criticism for its limited ability to meet the needs of the tourism industry. Tourism employers complain about skills mismatch resulting in the inability of tourism students to perform tourism jobs once they have qualified from a tourism programme. A host of studies have investigated the content and the relevance of tourism education. However, these studies are concentrated on first world countries, particularly the United Kingdom and Australia. Very little is yet known about the South African curriculum content for tourism higher education. The primary aim of this research is to determine whether students with a National Diploma: Tourism Management meet the Human Resource requirements of tourism employers using the Tshwane University of Technology (TUT) in Gauteng as a case study. TUT is a public higher education institution located in Gauteng, South Africa.

Thesis (MTech (Education))--Cape Technikon, 1992. / Tourism is a growing, dynamic, diverse and complex industry. Accordingly sophisticated knowledge and skill is required of its personnel. Clients' high expectations regarding personnel and facilities and the increasingly international character of markets are changing the focus of the task and role of the manager of tourism. His success will depend on his entrepreneurial and managerial skills, but much more is expected of him. A closer investigation of his task clearly reveals the need for responsible and accountable training.

Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2016. / Community engagement in universities of technology is evolving to become a game-changer in addressing the economic challenges of the country (Erasmus, 2005:4). Service learning (SL) as a form of community engagement is promoted in higher education, as a learning paradigm. Conway, Amel and Gerwien (2009:238) encourage enquiry into the benefits of this pedagogy and the partnerships involved, as faculties curriculate and adopt the service learning model into current programmes (Lazarus, Erasmus, Hendricks, Nduna & Slamat, 2008:60-61). The SL project of the Tourism Management Department at the Cape Peninsula University of Technology (CPUT) is distinctive in design from the generic social-change focussed projects within Universities of Technology (UoTs). Its outcomes are based on the development of business plans for small and medium enterprises for implementation. The assessment of this interactive learning process was essential to determine whether it yielded any positive change in the participants. Thus the aim of the study is to determine the success or otherwise of the service learning project, so as to ensure that the small, medium and micro enterprises (SMMEs) community and students benefit from the Tourism Management project. The study sample included nine small and medium tourism entrepreneurs (SMTEs) and 178 third year tourism management students. From the sample two SMTEs participated in one-on-one interviews and six students participated in a focus-group interview. Action research was undertaken for this study, and census sampling was adopted to collect quantitative and qualitative data from project participants. The ATLAS.ti 7 data analysis programme was employed to process the qualitative data, and SPSS 22.0 software was utilised to develop frequency tables from the quantitative data. All data was triangulated to obtain conclusions. Fifty-two percent (52%) of student participants learnt leadership skills, with 64% indicating essential benefits on business skills. Company visions were shared throughout the collaborative process, and 76% of SMTE responses, directed to the students’ solutions, being highly innovative for their businesses; and these were implemented to improve business processes. The findings of the study attested to the SL model improving reciprocal learning, and having positive benefits for all partners involved. In continuing the essential dialogue on implementation of SL in higher education, sustainable partnerships in SL projects are essential to ensure continued positive results. The majority of participants responded positively to a willingness to participate in a similar project, which is a positive indicator of the benefits of the project. Implications for future studies point towards a need for continued monitoring of growth performance in the participating small and medium enterprises.

Hospitality and tourism management (HTM) programmes are unique in that they usually emphasize the development of students’ industry and generic skills through means of practical and experiential learning elements. This research attempted to explore the learning experience of students in an HTM programme by comparing three different modes of curriculum delivery: 1) traditional lectures; 2) practical workshops; and 3) internship which are generally provided by local institutions. Students’ learning experiences were assessed through the examination of three indicators: 1) students’ perceptions of their learning environment (PLE); 2) learning approaches applied (LA); and 3) their perceived learning outcomes (PLO). The results showed that the existing instruments being adopted can be positively applied for assessing students’ learning in an HTM programme. Variations in students’ learning experiences were found in different modes of curriculum delivery. A significant relationship among PLE, LA and PLO was also observed which generally followed the Trigwell and Prosser’s 3P Model. The author, based on these findings, has suggested various ways to enhance the learning experience of students in HTM programmes and areas for further improvement if follow-up researches are conducted in the future. / published_or_final_version / Education / Doctoral / Doctor of Education

Bibliography: leaves 305-335. / xiii, 335 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure. / Thesis (Ph.D.)--University of Adelaide, Faculty of Economics and Commerce, 1999

Bibliography: leaves 305-335. / xiii, 335 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure. / Thesis (Ph.D.)--University of Adelaide, Faculty of Economics and Commerce, 1999

Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.

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. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-09-27T16:21:47Z No. of bitstreams: 1 Dissertacao Thays de Oliveira Marcelino.pdf: 2543317 bytes, checksum: a58777816e7cb020f7162c0e626f289f (MD5) / Made available in DSpace on 2017-09-27T16:21:47Z (GMT). No. of bitstreams: 1 Dissertacao Thays de Oliveira Marcelino.pdf: 2543317 bytes, checksum: a58777816e7cb020f7162c0e626f289f (MD5) Previous issue date: 2017-09-27 / 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.