The rapid growth in internationalisation of education has led to the point where Australia has become a world leader in transnational education. Simultaneously, the provision of hospitality and tourism management education has developed rapidly from its inception in 1974 with numbers of international students rising steadily. Although robust research into the international student experience has been conducted, the impact of these changes upon tertiary academics has received little attention from researchers. Within this context, this research project aims to develop a better understanding of academics’ experiences of teaching tourism and hospitality in transcultural settings. More specifically, the study seeks to discover the impacts of working in a multicultural, multinational and multilingual environment on the tourism and hospitality academic (Objective One), and to explore the concept of competence in multicultural and transnational teaching (Objective Two). This thesis is presented in five stages. The first stage considers the formative background to the research, and explores literature and concepts surrounding transcultural contexts of higher education. The current state of internationalisation of tourism and hospitality higher education in Australia is outlined, and gaps in the research field are highlighted. This section observes a need for transcultural competence in teaching. Stage Two addresses methodological considerations and explores the use of interpretive phenomenological methodology for gaining a greater understanding of the lived experiences of academics teaching in transcultural contexts. The practice and philosophies surrounding phenomenology, interviewing, and transcribing talk are critically examined. This stage also proposes the use of mind mapping as a tool for qualitative research analysis. Employing the interpretive methodologies outlined in the previous stage, Stage Three considers Objective One by addressing the research question ‘What are the concerns and constraints experienced by academics teaching in transnational and multicultural contexts?’ In keeping with a phenomenological approach which encourages testing initial intuitions by subjecting them to critical evaluation, this section incorporates a peer-reviewed paper written by the researcher. Findings showed that academics experienced concerns and constraints relating to their sense of self, the intercultural other (the students) and the temporal and education environment in which they are situated. Stage Three also addresses the second research question, ‘What influences the positive experiences of academics teaching in transnational and multicultural contexts?’ Findings showed that travel and journeying (both physical and metaphorical) were highly significant, beneficial, and contributed greatly to emotional well-being as they allowed the academics to experience joy in transcultural teaching. Stage Four addresses the second research objective and incorporates two research questions. The question ‘How are academics’ intercultural competences in multicultural education formed?’ involved the theoretical delineation of the specific research area through an in-depth systematic literature review in order to develop a holistic explanatory model. The model considers epistemology and ontology of teaching practice, and contains four quadrants: self-knowledge, values, knowledge and skills. The final research question, ‘How do successful international tourism and hospitality educators embody and integrate competence in their teaching within multicultural and transnational classrooms?’ entailed close phenomenological analysis of the narrated experiences of four academics who had not only derived much enjoyment from their transcultural teaching, but had been publicly recognised by peers and by their universities as being successful teachers. The narrated experiences, approaches and opinions of these academics are analysed and organised according to the model and are explored under the headings Epistemology – which includes ‘cultural knowledge’ and ‘skills’; and Ontology, which covers ‘values’ and ‘self’. Stage Five considers the implications and significance of this research for higher education. The thesis contributes not only to research into teaching and internationalisation of education, but also makes original contributions to qualitative research methodology.

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.

The rapid growth in internationalisation of education has led to the point where Australia has become a world leader in transnational education. Simultaneously, the provision of hospitality and tourism management education has developed rapidly from its inception in 1974 with numbers of international students rising steadily. Although robust research into the international student experience has been conducted, the impact of these changes upon tertiary academics has received little attention from researchers. Within this context, this research project aims to develop a better understanding of academics’ experiences of teaching tourism and hospitality in transcultural settings. More specifically, the study seeks to discover the impacts of working in a multicultural, multinational and multilingual environment on the tourism and hospitality academic (Objective One), and to explore the concept of competence in multicultural and transnational teaching (Objective Two). This thesis is presented in five stages. The first stage considers the formative background to the research, and explores literature and concepts surrounding transcultural contexts of higher education. The current state of internationalisation of tourism and hospitality higher education in Australia is outlined, and gaps in the research field are highlighted. This section observes a need for transcultural competence in teaching. Stage Two addresses methodological considerations and explores the use of interpretive phenomenological methodology for gaining a greater understanding of the lived experiences of academics teaching in transcultural contexts. The practice and philosophies surrounding phenomenology, interviewing, and transcribing talk are critically examined. This stage also proposes the use of mind mapping as a tool for qualitative research analysis. Employing the interpretive methodologies outlined in the previous stage, Stage Three considers Objective One by addressing the research question ‘What are the concerns and constraints experienced by academics teaching in transnational and multicultural contexts?’ In keeping with a phenomenological approach which encourages testing initial intuitions by subjecting them to critical evaluation, this section incorporates a peer-reviewed paper written by the researcher. Findings showed that academics experienced concerns and constraints relating to their sense of self, the intercultural other (the students) and the temporal and education environment in which they are situated. Stage Three also addresses the second research question, ‘What influences the positive experiences of academics teaching in transnational and multicultural contexts?’ Findings showed that travel and journeying (both physical and metaphorical) were highly significant, beneficial, and contributed greatly to emotional well-being as they allowed the academics to experience joy in transcultural teaching. Stage Four addresses the second research objective and incorporates two research questions. The question ‘How are academics’ intercultural competences in multicultural education formed?’ involved the theoretical delineation of the specific research area through an in-depth systematic literature review in order to develop a holistic explanatory model. The model considers epistemology and ontology of teaching practice, and contains four quadrants: self-knowledge, values, knowledge and skills. The final research question, ‘How do successful international tourism and hospitality educators embody and integrate competence in their teaching within multicultural and transnational classrooms?’ entailed close phenomenological analysis of the narrated experiences of four academics who had not only derived much enjoyment from their transcultural teaching, but had been publicly recognised by peers and by their universities as being successful teachers. The narrated experiences, approaches and opinions of these academics are analysed and organised according to the model and are explored under the headings Epistemology – which includes ‘cultural knowledge’ and ‘skills’; and Ontology, which covers ‘values’ and ‘self’. Stage Five considers the implications and significance of this research for higher education. The thesis contributes not only to research into teaching and internationalisation of education, but also makes original contributions to qualitative research methodology.

The rapid growth in internationalisation of education has led to the point where Australia has become a world leader in transnational education. Simultaneously, the provision of hospitality and tourism management education has developed rapidly from its inception in 1974 with numbers of international students rising steadily. Although robust research into the international student experience has been conducted, the impact of these changes upon tertiary academics has received little attention from researchers. Within this context, this research project aims to develop a better understanding of academics’ experiences of teaching tourism and hospitality in transcultural settings. More specifically, the study seeks to discover the impacts of working in a multicultural, multinational and multilingual environment on the tourism and hospitality academic (Objective One), and to explore the concept of competence in multicultural and transnational teaching (Objective Two). This thesis is presented in five stages. The first stage considers the formative background to the research, and explores literature and concepts surrounding transcultural contexts of higher education. The current state of internationalisation of tourism and hospitality higher education in Australia is outlined, and gaps in the research field are highlighted. This section observes a need for transcultural competence in teaching. Stage Two addresses methodological considerations and explores the use of interpretive phenomenological methodology for gaining a greater understanding of the lived experiences of academics teaching in transcultural contexts. The practice and philosophies surrounding phenomenology, interviewing, and transcribing talk are critically examined. This stage also proposes the use of mind mapping as a tool for qualitative research analysis. Employing the interpretive methodologies outlined in the previous stage, Stage Three considers Objective One by addressing the research question ‘What are the concerns and constraints experienced by academics teaching in transnational and multicultural contexts?’ In keeping with a phenomenological approach which encourages testing initial intuitions by subjecting them to critical evaluation, this section incorporates a peer-reviewed paper written by the researcher. Findings showed that academics experienced concerns and constraints relating to their sense of self, the intercultural other (the students) and the temporal and education environment in which they are situated. Stage Three also addresses the second research question, ‘What influences the positive experiences of academics teaching in transnational and multicultural contexts?’ Findings showed that travel and journeying (both physical and metaphorical) were highly significant, beneficial, and contributed greatly to emotional well-being as they allowed the academics to experience joy in transcultural teaching. Stage Four addresses the second research objective and incorporates two research questions. The question ‘How are academics’ intercultural competences in multicultural education formed?’ involved the theoretical delineation of the specific research area through an in-depth systematic literature review in order to develop a holistic explanatory model. The model considers epistemology and ontology of teaching practice, and contains four quadrants: self-knowledge, values, knowledge and skills. The final research question, ‘How do successful international tourism and hospitality educators embody and integrate competence in their teaching within multicultural and transnational classrooms?’ entailed close phenomenological analysis of the narrated experiences of four academics who had not only derived much enjoyment from their transcultural teaching, but had been publicly recognised by peers and by their universities as being successful teachers. The narrated experiences, approaches and opinions of these academics are analysed and organised according to the model and are explored under the headings Epistemology – which includes ‘cultural knowledge’ and ‘skills’; and Ontology, which covers ‘values’ and ‘self’. Stage Five considers the implications and significance of this research for higher education. The thesis contributes not only to research into teaching and internationalisation of education, but also makes original contributions to qualitative research methodology.

The purpose of this quantitative study was to compare self-directed learning readiness and online learning readiness between hospitality and tourism college students and industry professionals. The Self-Directed Learning Readiness Scale (SDLRS) was used for measuring self-directed learning readiness. After examining the reliability and validity indices of the modified Online Learning Readiness Scale (OLRS), it was used in the context of hospitality and tourism for the measurement of online learning and training readiness. Two different study populations, hospitality and tourism college students and hospitality and tourism industry professionals, were identified for the purpose of this study. Data were obtained via online anonymous links which included the demographic and descriptive questions and the two instruments (the SDLRS and the OLRS) through Qualtrics. A total of 550 usable responses (298 from hospitality and tourism college students and 252 from hospitality and tourism industry professionals) were collected for statistical analysis. Using confirmatory factor analysis, the modified OLRS was confirmed as a valid and reliable instrument. The mean score differences on the SDLRS and the dimensions of the OLRS between hospitality and tourism college students and industry professionals were investigated using independent samples t tests. Although there was a significant difference in the SDLRS scores, there were no significant differences in the mean scores of the dimensions of the OLRS among hospitality and tourism college students and industry professionals. Finally, the relationship between the SDLRS score and the dimensions of the OLRS among hospitality and tourism college students and industry professionals were tested and reported a significant and positive correlation among these variables. This study contributes to the knowledge of self-directed learning readiness and online learning readiness among hospitality and tourism college students and industry professionals. This study can stimulate more research on the impact of self-directed learning readiness and online learning readiness in the educational and industrial practices in the hospitality and tourism field.

Made available in DSpace on 2016-04-26T14:57:36Z (GMT). No. of bitstreams: 1 Marisa Csordas.pdf: 1643812 bytes, checksum: 4a55930fdf041f0dec793635bf7dd4d5 (MD5) Previous issue date: 2009-05-11 / This dissertation aims to identify potential working opportunities for the graduated professionals in Tourism who intend to accomplish activities related with Social Sciences. The human focus specially given to this paper is due to the misjudged view taken by the society and by the touristic market itself that the graduated professionals in Tourism are prepared only to work in supportive, administrative or financial positions. This study evaluates currently curriculum offered at the Tourism graduation courses to check if these curriculum confer the necessary applied and social human skills to the Tourism professionals. Discussions on the curriculum adequacy are based on classical postulates from Sociology and Tourism, like Human Behavior in Work. The field methodology comprehended a comparative analysis between the curriculum of Tourism graduation courses offered by two renown Universities with different cultural and goal approaches. Also an inquiry was called from laymen and Tourism professionals and students already working in activities related to Social Sciences in order to compare their impressions and opinions about the Tourism usual duties and assignments. Data collected from the methodology applied above is a powerful instrument to know the real possibilities and Limits for the tourism´s professional work in social application areas / A presente dissertação tem como objetivo analisar a formação do bacharel em turismo, para se entender e identificar as suas reais possibilidades e limites de atuação profissional, especificamente no campo social. Partiu-se da hipótese de que a sociedade e o próprio mercado turístico é induzido a ver o profissional de turismo prioritariamente relacionado somente a funções administrativas e econômicas, em virtude de um marketing direcionado para a sua formação e atuação. O estudo analisa a ocupação do profissional do turismo, identificando suas capacidades de atuação e avaliando suas competências nesse campo. Utilizou-se como base teórica autores do Turismo e da Sociologia do Trabalho. A abordagem metodológica escolhida se deu pela análise comparativa dos currículos e ementas que são oferecidos nos cursos superiores de turismo de duas instituições com culturas e intenções distintas. Através de questões aplicadas a alunos, aos profissionais que atuam no campo social do turismo e aos leigos que não estão inseridos no setor, procura-se conhecer suas percepções sobre os limites e possibilidades de atuação do turismólogo no campo social

HEIs have, over the recent decade, been involved in internationalisation of their academic programmes and in the delivery of their degrees in international locations. Internationalisation is associated with the incorporation of international facets into the composition of curriculum, faculty, and students through a combination of activities and policies. One such activity associated with internationalisation is transnational education, in which the degree students are located in a different country than where the institution delivering the education is based. Transnational education is often categorised in many forms: franchise, twinning, articulations, double degree programme, partnership, distance education, and international branch campus. Hospitality and tourism programmes have been identified as having been involved not only in internationalising their degree programmes, but also in delivering their degrees internationally in branch campus locations. However, even though the narrative has been on the start-up, operations, and management of these IBCs, less is known about the impacts the international branch campus has on the exporting hospitality and tourism programme. This research, based in management, tourism, and international education, and viewed through a post positivism and critical realist perspective, presents an understanding of the effects that exist between hospitality and tourism programmes in HEIs and their IBCs. This is achieved through developing a typology of the influences that overseas expansion has on the exporting hospitality and tourism programme. To address the objective of this research, a case strategy approach was used to support the exploratory and descriptive nature of this topic of study. The methodological design consisted of a mixed-methods approach, exploring three hospitality-tourism programmes in the United States delivering their degrees at international branches campuses. A conceptual framework based on elements associated with overseas expansion of both firms and HEIs and the theoretical foundations regarding internationalisation, guided data collection and analysis. The significance of this study is twofold. First, it contributes to greater understanding of IBCs from the perspective of the home campus. Much of the literature surrounding exporting education through IBCs broadly focuses on three themes: market entry, risks and benefits, and quality control issues. Understanding these influences back at the home campus programme contributes to an underdeveloped area in the transnational literature. Secondly, the research contributes to the topic of internationalisation specific to the academic field of hospitality and tourism management. Although there is much consensus that academic programmes should prepare students for an international industry and a global marketplace, it is unclear the role that exporting hospitality and tourism degrees on IBCs has in internationalising the exporting degree programme specific to students, faculty, and curriculum. Greater insight was gained regarding IBCs and internationalisation by assessing the influences of IBCs through the experiences of home campus faculty and staff. Additionally, findings may also prove useful to organisations, both academic and commercial, seeking to expand internationally. Findings of this research demonstrate that delivering a degree internationally is motivated by both internal and external factors, but home programme leadership combined with pull factors from the international location may be the catalyst in the decision to expand internationally. Additionally, the justification for international expansion and the outcome of this activity appears to be most associated with expanding the programme's brand and credibility in the area of international education. Impacts on faculty, students, and curriculum diverge somewhat when considering the mobility between both the home campus and international branch campus. Students at the home campus experience internationalising influences based on two factors. The first is their study abroad experiences at the branch campus, and the second is their interactions with foreign students who transfer to the home campus. Similarly, faculty who engage with the branch campus onsite in the international location are in some cases gaining international exposure that allows them to internationalise their perspective on the industry and their students. Faculty and staff at the home campus identify the challenges of supporting both the necessary resources of the international branch campus, and the requirements to serve the changes associated with the home campus environments.