Drivers of change in tourism, hospitality and event management Education: an Australian perspectives

In an increasingly pressured academic environment, too little time is given to understanding the factors that shape tourism, hospitality, and event management education curricula. In responding to this rapidly changing environment there is a risk that one can become reactive rather than strategic and forward thinking. This article identifies major political, philosophical, and managerial influences on the Australian curriculum space. The implications of these influences are discussed with reference to developments in other parts of the world. The conclusion highlights a number of changes and challenges that will need to be contemplated by tourism, hospitality, and event management education management educators but also identifies a clear role for cross-institutional planning and leadership

Understanding the philosophy of tourism education: A perspective study in Turkey

Although tourism is an industry-driven discipline, its philosophical roots are inseparable in education. The nature of tourism, expectations of each stakeholder - industry, tourists, academia, students, educators, society - and managerial attitudes of universities in general and tourism schools in particular, make it controversial to design a flawless education system for the interest of all parties. Based on educational philosophies, this study aims to reveal the perspectives of academics on ontological and epistemological dimensions by seeking answers to the objective, role, responsibility, and problems of tourism education. The study applies content analysis as a qualitative research method. Data were collected among 30 tourism academics with at least a PhD through an unstructured online form. Results demonstrate that tourism faculties in Turkey had a symbolic or superficial structural change in recent years. Tourism academics espoused an eclectic approach, prioritizing the role of educators as well as a vocational curriculum. Results also reveal that tourism education has encountered various problems arising from intellectual resources and physical resources, managerial policies, and institutional changes