UNWTO.TedQual Magazine

25
[firstedition] MAGAZINEINDEX ASIA&THEPACIFIC MAGAZINE UNWTO.TEDQUAL 1 2 5 7 9 12 16 19 22 World Tourism Organization I II III IV V VI VII

description

UNWTO.TedQual Magazine for Asia & The Pacific

Transcript of UNWTO.TedQual Magazine

Page 1: UNWTO.TedQual Magazine

[first�edition]

MAGAZINEINDEX

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

1

2

5

7

9

12

16

19

22

World Tourism Organization

I

II

III

IV

V

VI

VII

Page 2: UNWTO.TedQual Magazine

EDITORIALIn� December� 2010� Professor� Douglas� Pearce� and� his�colleagues�at�Victoria�University,�Wellington,�New�Zealand,�hosted� a� meeting� of� those� Higher� Tourism� Education�Institutions� accredited� by� the� United� Nations� World�Tourism�Organization�(UNWTO)�under�its�UNWTO.TedQual�Programme.�This�meeting�was�specific�to�such�institutions�located� in� the� Asia-pacific� Region� and� thus� there� were�representatives�from�Australia,�India,�Indonesia,�P.R��China,�and�invited�guests�from�New�Zealand�tourism�related�and�governmental� bodies.� � At� that� meeting� Loreto� Ibanez,�UNWTO.TedQual�Programme�Manager,�asked�people�what�their�expectations�were�from�such�an�inaugural�meeting,�and� a� variety� of� suggestions� emanated� as� to� what� could�possibly�be�done.�This�exercise�could�be�summarised�as�one�of� generally� high� aspirations� but� tempered� by� senses� of�reality� in� terms� of� funding,� time� commitment� and� what�might�be�achievable�in�the�short�term.

During� and� after� this� meeting� it� was� determined� that� if�genuine� networks� are� to� be� established� among� those�interested� in� the� provision� of� tourism� education,� there�needs�to�be�a�formalised�albeit�perhaps�initially�a�minimal�means� of� communication� amongst� the� members� of�UNWTO� TedQual� Institutions� that� would� retain� a�consciousness�of�the�network�and�what�might�be�achieved.�The� theme� of� the� Victoria� University� Wellington�Conference� was� best� practice� in� teaching� and,� prior� to�departure,� those� present� committed� themselves� to�holding� a� second� conference� in� late� 2012,� with� the�delegates� from� Indonesia� wishing� to� host� such� a�conference.��The�question�was�how�communications�might�be�sustained�in�the�interim.

The�idea�of�a�news�magazine�devoted�to�the�dissemination�of�ideas�of�good�teaching�practice�resulted�from�this�wish,�and� the� present� editors� were� asked� by� Loreto� Ibanez� to�implement� this� idea.� The� concentration� on� teaching�practice�was�thought�important�because�(a)�it�permitted�a�distinction� and� complementarity� between� this� and� the�existing�newsletter�generated�on�behalf�of�UNWTO�by�our�colleagues�in�Korea,�(b)�it�continued�the�themes�laid�down�by� Professor� Pearce� and� his� colleagues� and� (c)� it� is�consistent� with� a� major� theme� of� the� UNWTO.TedQual�Programme.��Hence�this�first�edition!Naturally,� conditions� are� never� static,� and� as� a� UN�specialized�agency,�UNWTO�itself�is�undergoing�changes�as�it�increasingly�aligns�its�programmes�with�the�purposes�and�principles�of�United�Nations,�and�is�working�with�other�UN�Agencies� to� complement� their� work� in� areas� of� mutual�interest,� such� as� World� Heritage� Sites� with� UNESCO� and�making�tourism�more�sustainable�with�UNEP.

It�is�suspected�that�over�time�these�will�begin�to�challenge�our�role�as�educators,�and�indeed�some�of�those�concerns�will�come�to�be�reflected�in�the�newsletter.

����������������������������Chris�Ryan,�Lisa�Ruhanen,�and�Xu�Honggang

[first�edition]

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

1

World Tourism Organization

Page 3: UNWTO.TedQual Magazine

2

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

[Xu�HonggangSun�Yat-Sen�University,�Guanzhou]

Tourism�higher�education�has�been�growing�very�rapidly�for�the�past�thirty�years�in�China.�Today�there�are�more�than�300� higher� education� institutions� which� offer� tourism�programmes,�ranging�from�the�technical�institutes�to�the�research� oriented� universities� such� as� Sen� yat-sen�University�and�Zhejiang�University.�There� are� advantages� and� challenges� of� placing� the�tourism�program�within�a�research-oriented�university.�The�major� advantages� lie� in� the� fact� that� the� students� have�developed� good� analytical� and� problem� solving� skills�through�solid�training.�The�great�challenges�lie�in�the�efforts�that� have� to� be� made� in� balancing� the� practical� and�theoretical�components�of�learning�in�the�course�structure.�The�conventional�way�of�using�the�industrial�placement�to�provide�the�practical�component�that�has�been�inherited�from�countries�like�the�USA�and�United�Kingdom�is�not�as�effective�in�China�because�the�interns�are�often�treated�as�employees�without�proper�guidance�from�the�industry�and�are�given�the�same�positions�as�vocational�school�interns�without�the�opportunity�to�demonstrate�their�own�learning�and�skills.�Thus�it�is�not�uncommon�that�satisfaction�with�the�industry�actually�declines�after�the�period�of�internship.�

After�studying�the�strengths�and�challenges�of�internship�programmes,�the�School�of�Tourism�Management,�Sun�Yat-Sen�University�decided�to�design�research�projects�for�the�undergraduate� students� to� bridge� the� link� between�industry� practice� and� theoretical� leaning� through� their�participation� in� these� projects� and� so� develop� further�student�enthusiasm�and�care�about�working�in�the�tourism�sector.�

For�the�past�3�years,�over�200�undergraduate�students�have�taken�this�approach�and�over�50�projects�have�been�offered�to�the�students.�These�projects�are�divided�into�two�types.�One�third�of�the�projects�are�organized�by�faculty�staff�who�have� research� or� consultancy� projects,� such� as� the�monitoring�of�sustainable�tourism,�a�survey�of�a�historical�village,�or�surveys�of�the�satisfaction�of�the�hotel�customers,�etc.�Since�the�teaching�staff�in�Sun�Yat-sen�University�are�under�pressure�to�apply�and�win�various�research�projects,�it� is� possible� for� them� to� incorporate� some� of� the�undergraduate� students� in� their� research� or� consulting�projects.�Two�thirds�of�such�projects�are�funded�by�national�or� provincial� education� committees� and� the� university,�such�as�the�border�heritage�in�the�Greater�Pearl�River�delta�and� the� heritage� conservation� of� Xiguan� house.� Having�been� trained� quite� extensively� in� research� methods,� the�students�gain�competitive�advantages�among�their�peers.�A�tutor�also�provides�assistance�in�the�projects.�Three�cases�are� presented� here� to� illustrate� the� organization� of� the�projects.

Lucun�heritage�village�study

Lucun�is�a�historical�village�close�to�the�world�heritage�of�Hungcun� and� Xidi� village,� each� of� which� attracts� 700�thousand� tourists� every� year.� Some� tourists� have� also�begun�to�explore�the�surrounding�villages.�Having�seen�the�tourism� impacts� in� Hungcun� and� Xidi, � the� local�government�wanted�to�formulate�conservation�strategies�before� large� scale� tourism� development� occurs.� A� team�from�Sun�Yat-sen�University�was�asked�to�help�to�identify�the�heritage�buildings�and�other�cultural�heritages�in�Lucun�for�the�preparation�of�the�conservation�plan.�So�a�team�was�organized�that�comprised�three�teachers�(one�from�tourism�and�two�from�architecture),�and�four�graduate�and�eight�undergraduate�students.�

World Tourism Organization

[first�edition]

Page 4: UNWTO.TedQual Magazine

3

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

Many�more�than�8�students�applied�for�the�opportunity�to�participate.�They�were�selected�based�on�their�preparation�for�the�exercise�and�every�one�had�to�present�on�what�it�was�on�which�they�would�like�to�focus.�The�task�for�the�students�was�to�survey�every�household�and�interview�the�owners�about� their� housing� conditions� and� to� understand� the�factors�which�influence�the�maintenance�of�the�heritage.�The�team�stayed�in�the�village�for�a�week�and�documented�the�houses�and�the�layout�of�the�village�in�detail.�Maps�were�also� drawn� to� illustrate� the� conservation� needed� for� the�houses.

Yangshuo�sustainable�tourism�monitoring

From� 2005,� Sun� Yat-sen� University� has� established�collaboration� with� the� World� Tourism� Organization� in�setting�up�a�sustainable�tourism�monitoring�programme.�A�monitoring� station� was� established� in� Yangshuo� Yulong�scenic�area.�Every�year,� in�the�summer�time,�students�are�organized� and� trained� to� participate� in� the� monitoring�programme.� The� monitoring� project� usually� takes� one�week.�Students�were�asked�to�work�with�the�communities�and�other�stakeholders�to�review�the�social,�economic�and�environmental�changes�for�the�past�year�and�identify�the�emerging�major�issues.�Based�on�the�survey,�the�students�submitted� reports� on� the� social , � economic� and�environmental� status� of� Yangshuo� and� summarize� the�short� term� and� long� term� change.� These� reports� are�provided�and�local�community�for�publicity.

The�self-organized�research�project

A�study�of�brand�management�of�traditional�catering�and�outlets�in�Guangzhou�was�funded�in�2010�from�the�National�Educational�Committee.�Usually�these�projects�can�last�one�year.�The�research�team�was�required�to�survey�traditional�catering�in�the�historical�center�of�Guangzhou�and�conduct�the�research�on�the�brand�value�of�these�outlets�and�their�cuisine.� Seven� undergraduate� students� were� involved� in�the�projects.�They�interviewed�the�owners,�customers,�and�members� of� the� government� in� order� to� understand� the�potential�brand�value�of�these�traditional�cuisines.�Based�on�the�survey,�they�also�provided�suggestions�to�the�owners�and� to� the� government� on� how� to� better� promote� the�culture�of�traditional�catering�and�to�effectively�conserve�these� businesses.� Their� reports� were� delivered� to� the�government�and�the�catering�establishments� involved�in�the�project.Some�feedback�has�been�collected�to�review�the�results�of�these�research�projects.�The�motivations�for�the�students�to�participate� are:� 1)� to� gain� the� capacity� to� deal� with� the�practical�issues,�2)�to�broaden�their�vision�and�knowledge�of�the�tourism�industry,�and�3)�to�apply�the�theories�learned�in�the� classrooms� to� analyze� real� world� problems.� Students�pointed� out� that� they� had� indeed� improved� their�understanding�of�knowledge�gained�from�the�class.�They�also�developed�capacities�to�identify�real�world�problems�and� apply� appropriate� theories� to� solve� these� problems.�Another� important� gain� is� to� develop� capacities� to� work�with� the� research� team� and� various� stakeholders� in� this�process.��However,�they�also�pointed�out�some�issues�about�the�research�funded�projects.�For�example,�due�to�the�lack�of� requirements� of� a� strict� time� framework,� students� are�often�more�enthusiastic�at�the�beginning�of�the�project�but�find�it�difficult�to�sustain�their�enthusiasm�throughout�the�project�if�the�project�lasts�for�more�than�one�year.��

[Xu�HonggangSun�Yat-Sen�University,�Guanzhou]

World Tourism Organization

[first�edition]

Page 5: UNWTO.TedQual Magazine

4

A�review�process�was�conducted�in�2011�to�evaluate�the�outcomes�of�the�undergraduate�student�research�projects.�It�was�found�that�a�proper�management�of�the�project�is�crucial�to�be�effective.�Good�guidance�from�the�faculty,�a�mixture�of�the�graduate�and�undergraduate�students�in�a�team� and� a� proper� time� framework� are� necessary� to�improve�the�outcomes.However� the� research� projects� have� increased� faculty's�workload�and�there�is�also�uncertainty�as�to�whether�there�are�enough�projects�contracted�to�the�school�to�meet�the�needs�of�all�students.�As�a�project,�major�efforts�have�been�made� between� the� School� and� tourism� destinations� to�develop�a�long�term�partnership.�Longitudinal�research�can�provide�better�service�to�the�local�stakeholders,�reduce�the�workload�for�the�faculty�to�find�and�organize�such�projects�and� increase�the�possibility� for�the�faculty�to�publish�the�research�outcomes�in�academic�journals.�

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

[Xu�HonggangSun�Yat-Sen�University,�Guanzhou]

World Tourism Organization

[first�edition]

[�Students�conducting�interviews�in�Lucun�Heritage�Village]

[�Students�at�work�in�Yangshuo]

Page 6: UNWTO.TedQual Magazine

5

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

II Tourism�Industry-Academe�Partnerships:�Opportunities�and�Challenges

[Dr�Lisa�Ruhanen,�Dr�Noreen�Breakey�&�Mr�Richard�RobinsonSchool�of�Tourism,�The�University�of�Queensland]

Amongst�tourism�and�hospitality�tertiary�degree�programs,�internships� are� a� reasonably� common� feature.� This� is�because� internships� provide� students� with� valuable�practical�work�experiences,�linking�theoretical�knowledge�through�practice,�and�improving�students'�ability�to�enter�the� workforce� 'industry� ready'.� For� the� industry� hosts,�educators� and� education� institutions,� internships� can�enhance� relationships� and� strengthen� strategic� and�collaborative� networks.� It� is� within� this� context� that� the�School�of�Tourism�at�The�University�of�Queensland�(UQSoT)�developed� the� Tourism� Regional� Immersion� Program�(TRIP).� This� 'destination� immersion� experience'� was�designed� to� provide� an� opportunity� for� students� to� live,�work� and� interact� with� the� broader� community� in� a�regional�tourism�destination.

Mindful� of� the� importance� of� internships� for� student�learning� and� the� opportunities� such� programmes�represent� for� industry� and� the� institution,� a� re-designed�professional � development� course� for � f inal � year�undergraduate� tourism,� hospitality� and� event� students�undertaking�UQSoT's�Bachelor�of� International�Hotel�and�Tourism�Management�(BIHTM)�was�first�introduced�in�2009.�TRIP�is�one�of�four�work-integrated�learning�(WIL)�options�in�the� professional� development� course� and� is� considered�innovative� in� terms� of� providing� an� alternative� to� a�traditional�internship�or�work�experience�program�where�students� are� placed� with� a� single� host� business� for� a�specified�period�of�time.�However,�the�TRIP�model�has�had�several�evolutions�in�its�short�history.�

For� TRIP� 2009,� sixteen� students� were� competitively�selected�and�placed�in�one�of�two�south-east�Queensland�host�destinations�over�the�mid-semester�break�for�10�days.�The� 2009� iteration� of� the� program� had� two� discrete�components.�Firstly,�students�were�placed�with�a�rotation�of� industry� operators� in� the� respective� destinations� and�during� this� time� participated� in� the� more� 'traditional'�internship�or�work�experience�common�in�many�tourism�and� hospitality� programs.� To� support� the� learning�outcomes�of�the�internship,�the�students�were�required�to�complete� a� journal-style� workbook,� providing� reflective�entries� on� their� experiences� in� the� region.� Secondly,� the�students�in�each�of�the�destinations�undertook�a�strategic�research�project�nominated�by�the�host�region�which�was�delivered� at� a� Knowledge� Exchange� Workshop� several�weeks�after�the�internship�period.�

In� 2010� however,� based� on� feedback� from� the� students,�industry� and� participating� School� of� Tourism� faculty,� the�TRIP� model� was� further� revised� and� instead� only�incorporated� the� research� project� component.� Other�elements� such� as� the� destination� immersion� (living� and�working� in� the� destination)� remained.� TRIP� 2010� was�delivered�in�partnership�with�five�regional�destinations�in�south-east�Queensland.�Another�notable�change�was�the�decision�to�reduce�the�time�in�region�to�5�days�and�to�make�a� mutually� beneficial� destination-driven� research� project�the�focal�point�of�TRIP.� It�was�also�decided�to�reduce�the�student� group� size� from� eight� to� no� more� than� five� per�destination�and�mandate�that�the�projects�be�completed�within�the�five�day� internship�period.�This�reconciled�the�interests� of� all� parties.� Lobbying� destination� hosts� to�participate�in�TRIP�focused�on�identifying�a�suitable�project,�and� the� capacity� and� willingness� of� the� host� to� provide�accommodation� and� transfers� for� the� students� and�resource�the�project�requirements.�

World Tourism Organization

[first�edition]

Page 7: UNWTO.TedQual Magazine

6

Across� the� five� TRIP� projects� for� 2010� there� was�considerable� diversity� which� reflects� that� of� the� tourism�industry.�As�such,�the�requirements�from�the�destination,�the�dates�the�students�completed�their�internships,�and�the�resources � required� var ied� tremendously. � S ince�expectations�from�all�parties�were�high,�UQSoT�decided�to�again� competitively� select� TRIP� student� candidates�through� a� combination� of� a� written� proposal� and�participation�in�an�interview.�Once�students�were�selected�and�groups�had�been�formed,�the�students�were�invited�to�scope�their�destination�projects,�collect�resources�and�do�preliminary� research� before� contacting� the� destination�hosts� to� organize� a� pre-internship� familiarization.� These�occurred�at�various�times�before�the�students�finally�went�in�region�during�their�September�mid-semester�break.�All�the� TRIP� placements� occurred� as� planned� during� the�September� mid-semester� break. � However, � some�unanticipated� events� transpired� which� suggest� the�program�is�leaving�a�legacy.�Two�destinations,�invited�their�TRIP�groups�back�to�present�their�project�findings�to�council�and�industry�stakeholders�within�their�region�and�UQSoT�sponsored� a� south-east� Queensland� tourism� industry�conference�with�the�express�purpose�of�showcasing�TRIP�and�its�destination�hosts.

The�TRIP�model�is�constantly�evolving�and�shifting,�as�the�TRIP�team�look�for�a�'sustainable'�model.�Obviously�there�is�considerable�commitment�from�the�School,�participating�faculty�members,�industry�hosts�and�of�course�the�students.�As�such,�as�noted�above,�changes�were�instigated�following�the�2009�iteration�to�make�the�program�more�manageable.�From�our�experience�in�2009�it�was�found�that�the�industry�valued�the�research�project�very�highly�and�this�aspect�was�the�focus�of� the�2010�TRIP�process�and�will�again�be�the�focus�of�the�2011�iteration�of�the�program.�

The� immersion-style� model� remains,� although� arguably�there� are� pressures� on� the� length� of� time� the� students�spend�on�TRIP�with�a�significant�reduction�between�2009�and� 2010;� this� has� some� practical� advantages� for� all�stakeholders� but� arguably� does� place� constraints� on� the�program.� Importantly� though,� the� immersion� approach�can� assist� in� the� development� of� relationships,� both�between�students�and�also�with�the�local�community�of�the�host�destination.�This�is�considered�an�important�aspect�if�the�knowledge�exchange�component�of�the�program�is�to�be� successful.� At� this� stage� the� TRIP� team� continue� to�evaluate�and�assess�the�most�appropriate�and�sustainable�TRIP�model.�

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

II Tourism�Industry-Academe�Partnerships:�Opportunities�and�Challenges

[Dr�Lisa�Ruhanen,�Dr�Noreen�Breakey�&�Mr�Richard�RobinsonSchool�of�Tourism,�The�University�of�Queensland]

Page 8: UNWTO.TedQual Magazine

7

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

III The�Job-Search�and�Promotion-SeekingStategies�of�Tourism�Graduates�at�VictoriaUniversity�of�Wellington�in�New�Zealand.

[Adam�Weaver,Victoria�University�Wellington]

From�Anxiety�to�Action

When� speaking� with� university� students� about� their�studies,� one� becomes� acquainted� with� some� of� their�anxieties� �� the� same� anxieties� that� their� university�instructors� may� have� had� when� they� were� students.��Students� are� typically� concerned� about� courses� that�address� concepts� they� find� difficult� to� grasp,� assignment�deadlines� that� are� ominously� close,� and� the� way� end-of-term�examinations�come�ever�nearer.� �These�anxieties�are�often� accompanied� by� others� that� are� probably� more�central� to� students'� thoughts� once� classes� have� ended;�assignments� that� have� yet� to� be� submitted,� and�examinations�to�be�written:�and�after�that�issues�of�finding�jobs�after�graduation�and�forging�a�satisfying�career�path.��The�search�for�work�and�the�pursuit�of�promotions�by�recent�graduates�of�a�tourism�management�programme�are�the�subject�of�this�article�as�well�as�a�longer�contribution�to�an�academic�journal�(Weaver,�2011).

In�response�to�their�desire�for�(and�anxieties�about)�work�and�career�advancement,�some�recent�graduates�tried�to�take�certain�matters�into�their�own�hands.� �They�exercised�human�agency�and�sought�to�market�their�capabilities�to�t a r g e t e d � a u d i e n c e s � i n � e n t e r p r i s i n g � w a y s . � T h i s�entrepreneurialism� of� the� self� is� arguably� a� function� of�broader� socio-cultural� shifts� within� New� Zealand,� and�probably�in�many�Western�countries,�since�the�1970s�and�1980s.� Taking� initiative,� demonstrating� a� degree� of�boldness,� and� effectively� promoting� one's� own� personal�achievements� or� potential� are� seen� as� increasingly�prominent� features� of� successful� people.� � Graduates� of�Victoria� University� of� Wellington's� Bachelor� of� Tourism�Management� (BTM)� programme� seem� to� approach� their�nascent� careers� as� if� they� were� a� business� venture.� They�attempt�to�self-market�their�availability�and�suitability�for�jobs,� and� they� appear� to� deploy� strategy� �� in� particular,�when�seeking�more�advanced�positions�within�the�tourism�industry.�

Methods�and�Key�Findings

The� main� findings� of� this� study� emerged� as� the� author�interviewed� twenty-one� recent� graduates� of� the� degree,�Bachelor�of�Tourism�Management�(BTM).��These�graduates�had� full-time� jobs� within� the� tourism� industry� in� New�Zealand.� � Recent� graduates� were� considered� to� be�graduates�who�had�received�their�BTM�(their�only�university�degree)� within� five� years� of� the� research� interview.� � The�interviews�were�conducted�over�the�course�of�a�year,�from�April�2007�to�April�2008.��An�examination�of�job-search�and�promotion-seeking� strategies� of� BTM� graduates� had� not�been�the�original�focus�of�the�research.��The�main�purpose�of�the�interviews�was�to�explore�graduates'�perceptions�of�jobs� in� New� Zealand's� tourism� industry� (Weaver,� 2009).��However,� the� final� section� of� the� interview� schedule�addressed� the� topics� of� job� search� and� the� pursuit� of�promotions.� �Graduates,�often�without�much�prompting,�spoke�in�some�detail�about�the�techniques�they�used�and�ones� they� would� recommend� to� students� about� to�complete�the�BTM.��

A�key�finding�of�this�research�project�was�that�graduates�use�forms�of�emotional� labour�to�advance�their� interests.��Many� graduates� of� university� tourism� programmes� use�emotional�labour�when�they�work�in�the�tourism�industry.��They�project�certain�emotions�as�an�essential�part�of�their�jobs,� especially� when� interacting� with� customers�(Hochschild,� 1983).� � Emotional� labour,� however,� is� not�simply�performed�to�satisfy�one's�work�requirements.� �For�example,�graduates�use�and�recommend��sociable�labour��as�a�means�to�search�for�jobs.��

Page 9: UNWTO.TedQual Magazine

8

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

They� seek� opportunities� to� interact� with� prospective�employers.� �Networking�was�a�crucial�dimension�of� their�efforts�to�find�jobs.��This�networking�may,�for�instance,�take�place�at�industry-related�functions.��Once�graduates�found�work,�they�were�eager�to�secure�promotions.� �Promotions�were� seen� as� a� reward� for� dedicated� service� and�exceptional�workplace�performance.� �In�order�to�improve�their� chances� of� promotion,� graduates� worked� in� a�demonstrative� fashion� (�demonstrative� labour�)� so� that�their� managers� would� notice� their� achievements.��Emotional�labour�is�required�of�many�graduates�who�work�in� the� tourism� industry,� but� it� is� also� apparent� that� they�deploy� types� of� emotional� labour� (sociable� and�demonstrative� labour)� for� their� own� purposes.� � Sociable�and�demonstrative�labour�are�consistent�with�the�notion�of�an� entrepreneurial� culture:� individuals� (the� graduates)�acting�as�if�they�are�one-person�firms�and�marketing�their�own�talents�to�customers�(in�this�case,�potential�employers�or�current�managers).�

Implications,�Caveats,�and�Concluding�Thoughts

The�study's�findings�have�potential�implications�for�tourism�programmes� at� tertiary� education� providers� such� as�universities.� � There� is� scope� for� faculty� members� and�current� students� to� reflect� upon� the� skills� emphasized�within� their� academic� programme.� � Both� sociable� and�demonstrative�labour�require�sound�communication�skills�and�confidence�in�one's�own�abilities.��It�would�perhaps�be�worthwhile� for� current� tourism� students� to� hear� from�recent�graduates�about�their�job-�and�promotion-seeking�experiences� �� both� positive� and� negative.� � Faculty�members� could� organize� seminars� or� functions� where�recent� graduates� share� their� trials� and� tribulations� with�students.�)�

As� well,� faculty� members� could� pay� a� visit� to� their�university's� student� employment� centre� to� discover� the�ways�in�which�their�institution�is�trying�to�prepare�students�for�the�world�of�work.����

The� findings� discussed� in� this� article� need� some�qualification.� � Only� the� views� of� recent� graduates� were�sought.� � The� perspectives� of� employers� would� be� worth�obtaining�as�they�are�the�intended�targets�of�the�sociable�and� demonstrative� labour� used� by� graduates.� � In� fact,�employers� may� see� certain� types� of� sociable� and�demonstrative�labour�as�bothersome.��Perhaps�these�forms�of�labour,�when�they�are�effective,�involve�subtleties�related�to� timing,� tact,� and� tone� that� employers� could� help� to�identify� and� describe.� An� underside� to� demonstrative�labour�was�noted�by�a�post-graduate�student�with�industry�experience�who�read�the�study's�findings:�working�in�a�way�that� gets� one� noticed� (working� demonstratively)� could�involve�sabotaging�one's�rivals�so�they�appear�incompetent�compared�to�oneself� in� the�eyes�of�managers.� �He�was�a�witness� to� such� sabotage.� � The� nature� of� demonstrative�labour� in� the� workplace� raises� certain� ethical� issues� that�could�be�the�subject�of�some�intellectually�rewarding,�and�relevant,�class�discussion.

References

Hochschild, A. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California.

Weaver, A. (2009). Perceptions of job quality in the tourism industry: The views of recent graduates of a university's tourism management programme. International Journal of Contemporary Hospitality Management, 21(5), 579-593.

Weaver, A. (2011). Pursing jobs and promotions: University graduates in tourism as enterprising self-marketers. Journal of Human Resources in Hospitality & Tourism, 10(1), 80-95.

�����

III The�Job-Search�and�Promotion-SeekingStategies�of�Tourism�Graduates�at�VictoriaUniversity�of�Wellington�in�New�Zealand.

[Adam�Weaver,Victoria�University�Wellington]

Page 10: UNWTO.TedQual Magazine

9

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

IV Breaching�the�Research-Teaching�Divide.

[Anne�L.�Zahra,�University�of�Waikato,�New�Zealand]

From�my�personal�experience�and�from�observations�and�discussions� with� colleagues,� academic� staff� tend� to�compartmentalise� their� teaching� and� research� functions.�Universities� in� their� promotion� processes� tend� to� place�greater�weighting�to�the�quantity�and�quality�of�research�outputs�in�comparison�to�teaching�quality�and�innovation.�This� is� further� exacerbated� by� university� sector� research�performance� evaluation� exercises� in� which� some�developed� countries� have� engaged� over� the� last� twenty�years�(�Hall,�2010;�Tribe,�2003�)�.�Empirical�studies�support�the�claim�being�made�that�there�is�a�dichotomy�between�teaching� and� research� in� higher� education� institutions�(Clark,�1991;�Hattie�&�Marsh,�1996;�Ramsden�&�Moses,�1992).�There�has�long�been�a�call�to�breach�this�teaching-research�divide�(Marsh�&�Hattie,�2002;�Trowler�&�Wareham,�2007)���yet�the� challenge� still� remains� on� how� to� support� academic�staff�to�better�align�their�teaching�and�research�functions.�In�this�reflective�article�I�will�share�my�experience�of�how�I�have�tried�to�align�my�teaching�and�research�roles�as�a�way�of�resolving�this�polarisation.

There�are�a�number�of�dimensions�to�the�interconnection�of�teaching� and� research.� Figure� One� shows� a� two�dimensional�representation�that�I�will�use�to�structure�part�of�this�reflection.Generally� universities� compared� to� higher� technical�institutions�have�always�given�importance�to�research-led�teaching�(�Zamorski,�2002�)��whereby�the�teaching�content�of�undergraduate�and�postgraduate�courses�is�informed�by�the�personal�research�of�the�lecturer.�For�the�tourism�field�this�is�not�as�easy�as�it�seems,�as�our�research�can�be�in�a�very�specialised�subject�area,�yet�we�are�required�to�teach�broad�multidisciplinary�content�in�undergraduate�and�sometimes�even� in� postgraduate� courses� (� Kinchin� &� Hay,� 2007� )� �.� A�personal�example�is�that�one�of�my�research�subject�areas�over� the� last� few� years� has� been� volunteer� tourism� and� I�have�never�been�able�to�incorporate�this�research�in�any�of�the� courses� I� have� taught.� Yet,� despite� the� difficulties�sometimes� encountered� for� the� tourism� subject� area,�research-led�teaching�for�most�of�us�is�the�major�conduit�to�align�research�and�teaching.One�criterion�in�determining�the�quality�of�a�tourism�and�hospitality� degree� can� be� the� extent� to� which� research�informed�assessments�are�used�to�meet�degree�objectives,�such� as� analytical� skills,� problem� solving� and� critical�thinking.� Although� very� beneficial� to� students,� under-graduate�research�informed�assessments�rarely�contribute�to�furthering�the�research�agenda�of�academic�staff�unless�it�is�a�new�research�subject�area�for�the�lecturer.�At�the�post-graduate�level�specialised�topics�for�research�assessments�can�on�occasions�aid�the�lecturer�in�either�keeping�abreast�with�the�research�literature�or�lead�to�the�discovery�of�new�literature�and�insights.�However�it�is�my�experience�that�you�cannot� rely� on� this� as� it� dependent� on� the� few� high�achieving�students�you�have�and�it�only�happens�from�time�to�time.only�limited�experience�in�teaching�research�methodology�papers�and�therefore�I�cannot�share�any�experiences�in�this�regard.�

Page 11: UNWTO.TedQual Magazine

10

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

IV Breaching�the�Research-Teaching�Divide.

[Anne�L.�Zahra,�University�of�Waikato,�New�Zealand]

Rresearch� orientated� teaching� is� introducing� students� to�the�knowledge�construction�process�of�research�or�what�is�commonly� known� as� the� research� process.� Students� are�taught�how�to�undertake�research.�This�is�commonly�taught�in� either� of� two� ways:� in� a� purely� theoretical� manner,�describing� the� research� process,� or� in� a� practical� way�whereby� students� undertake� small� or� large� practical�research� assessment� tasks� or� a� combination� of� both� the�theory�and�the�practice�of�research.�The�practice�of�research�generally�entails�some�form�of�data�collection,�data�analysis�and�reporting�of�the�findings.�The�practice�of�research�can�either�be�quantitative�or�qualitative�research.�The�practice�of� quantitative� research� at� the� postgraduate� level� can�sometimes� lead� to� a� research� publication� if� the� right�research� question� had� been� asked,� if� the� sample� size� is�adequate,�if�there�is�a�robust�research�methodology�and�if�the�publication�addresses�a�gap�in�the�literature.�It�is�very�difficult�for�a�research�methodology�paper�to�deliver�all�of�the� above,� but� an� experienced� researcher� can� attain� this�with� careful� planning� and� a� good� knowledge� of� the�literature.� I�am�not�an�experienced�researcher�and� I�have�The� fourth� and� final� quadrant� in� Figure� One� is� research-based� teaching� assessments.� This� is� where� students�themselves� undertake� enquiry-based� learning.� There� are�many� similarities� between� research-orientated� teaching�and�research-based�teaching.�However�the�chief�distinction�is�that�for�the�latter�the�students�are�the�main�drivers�of�the�research� project� and� in� many� instances� generate� the�research� topic.� Research� outputs� from� research-based�teaching�are�very�dependent�on�the�quality�of�the�student�(generally� post-graduate� students)� and� the� nature� of� the�topic. � From� my� experience� conference� research�publications� are� very� achievable� from� research� based�teaching� (� McArthur� &� Zahra,� 2009;� Song� &� Zahra,� 2009;�Zahra�&�McFarlane,�2009�).�

To� progress� conference� papers� to� journal� publications�usually�requires�time�and�work�on�behalf�of�the�academic�����(�Locke�&�Zahra,�2011)�but�this�time�and�effort�is�clearly�an�alignment� of� teaching� and� research.� The� question� often�arises�of�who�should�be�the�first�author�when�academics�publish� with� their� students?� In� post-graduate� research�'conversations'/seminars��I�have�attended�at�the�University�of�Waikato�it�seems�that�common�practice�is�that�the�first�author� should� be� the� person� who� came� up� with� the�research�topic�and�who�did�most�of�the�work,�which�in�my�case�for�the�conference�papers�was�the�student.� It� is�also�considered�good�research�protocol�and�a�contribution�to�the� research� environment� for� the� senior� researcher� to�encourage�and�foster�the�junior�researcher�to�take�the�lead�wherever� possible.� In� my� view� developing� future�researchers� is� also� a� teaching� function,� once� again� an�alignment� of� the� teaching� and� research� functions.

There� is� still� two� more� ways� of� aligning� research� and�teaching�that�are�not�represented�in�Figure�One�-�research�outputs�from�teaching�practice�(�Zahra,�2008,�2009,�2010�)��and�the�scholarship�of�teaching�and�learning�with�students�as�potential�co-enquirers�and�co-researchers�thought�the�learning� process.� However� it� is� beyond� the� scope� of� this�short�article�to�discuss�these�options.�They�can�be�dealt�with�in�future�issue�of�this�publication.

Page 12: UNWTO.TedQual Magazine

11

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

IV Breaching�the�Research-Teaching�Divide.

[Anne�L.�Zahra,�University�of�Waikato,�New�Zealand]

lark,�B.�R.�(1991).�The�Fragmentation�of�research,�teaching�and�study:�An�

explorative�essay.�In�M.�A.�Trow�&�T.�Nybom�(Eds.), �University�and�

Society:�Essays�on�the�social�role�of�research�and�higher�education�(pp.�

101-111).�London: �Jessica�Kingsley�Publishers.�

Hall,�C.�M.�(2010).�Publish�or�perish?�Bibliometric �analysis, �journal�ranking�and�

the�assessment�of�research�quality�in�Tourism.�Tourism�Management,�

32(1),�16-27.��

Hattie,�J.,�&�Marsh,�H.�W.�(1996).�The�relationship�between�research�and�teaching:�

A�meta-analys is.�Review�of�Educational�Research,�66(4),�507 -542.��

Kinchin,�I.,�&�Hay, �D.�(2007).�The�myth�of�the�research-led�teacher.�T eachers�and�

teaching:�Theory�and�practice,�13(1),�43-61.��

Locke,�M.,�&�Zahra,�A.�L.�(2011).�Are�media�reports�represtentative�of�host�

community�support�for�mega�events?�The�case�of�Sydney�World�Youth�

Day�2008.�.�Event�Management, �15(3),�In�press.��

Marsh,�H.�W.,�&�Hattie,�J.�(2002).�The�Relation�Between�Research�Productivity�and�

Teaching�Effectiveness:�Complementary,�Antagonistic ,�or�

Independent�Constructs?�The�Journal�of�Higher�Education,�73(5 ),�603-

641.��

McArthur,�M.,�&�Zahra,�A.�(2009).�How�does �the�Hamilton�400�V8�Event�impact�on�

the�hospi tali ty�sector.�Paper�presented�at�the�International�

Hospital ity�Conference,�Tauranga,�New�Zealand.�15-17�November.�

Ramsden,�P.,�&�Moses ,�I.�(1992).�Associations�between�research�and�tea ching�in�

Australian�Higher�Education.�Higher�Education,�23 (3), �273-295.��

Song,�X., �&�Zahra, �A.�(2009).�International�Hospitality�Conference.�Paper�

presented�at�the�International�Hospitality�Conference,�Tauranga,�New�

Zealand.�15-17 �November��

Tribe,�J.�(2003).�The�RAE-ification�of�touri sm�research�in�the�UK.�International�

Journal �of�Tourism�Research,�5(5),�225-234.��

Trowler,�P.,�&�Wareham,�T.�(2007).�Re-conceptualis ing�the��teaching-research�

nexus�� �Retrieved�30/9/2010,�2010,�from�www.portal-l ive.solent.ac.uk�

Zahra,�A.�(2008).�Empi ri cal�evidence�of�learning�journal s�as�a�form�of�assessment.�

Paper�presented�at�the�18th�International�Research�Conference�of�the�Council�for�Austral ian�University�Tourism�and�Hospitality�Education,�

Gold�Coast,�Australia.�February�10-13 .��

Zahra,�A.�(2009).�Language�and�cultural�considerations�when�implementing�

innovative�approaches�to�assessments:�Reflective�learning�journals�

and�the�perception�of�non-English�speaking�students.�Journal�of�

Tourism�and�Hospitality�Education,�21(3),�54-59.��

Zahra,�A.�(2010).�Learning�journals�as�a�form�of�assessment�in�a�hospi tali ty�

context.�Paper�presented�at�the�CHME�19th�Annual�Resear ch�

Conference,�Surry,�UK.�May�5-6.��

Page 13: UNWTO.TedQual Magazine

12

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

V Building�Capacities�at�the�Frontline:UNESCO�Cultural�Heritage�Specialist

Guide�Programme�for�Asia-Pacific.[Chin-Ee�Ong,�Heritage�Studies�Centre,Institute�for�Tourism�Studies,�Macao,]

Page 14: UNWTO.TedQual Magazine

13

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

V Building�Capacities�at�the�Frontline:UNESCO�Cultural�Heritage�Specialist

Guide�Programme�for�Asia-Pacific.[Chin-Ee�Ong,�Heritage�Studies�Centre,Institute�for�Tourism�Studies,�Macao,]

Boasting�a�CV�that�includes�re-opening�the�UNESCO�Office�in�Cambodia�during�the�transitory�and�still�turbulent�times�in�the�early�1990s�and�directing�the�international�effort�to�safeguard� the� Angkor� Monuments,� Sir� Richard� (the� title�Commandeur� de� l'Ordre� Royal� du� Cambodge� was�bestowed�upon�Professor�Engelhardt�by�His�Majesty�King�Norodom�Sihanouk)�has�witnessed�much�on�the�a�frontline�of� heritage� conservation� from� countering� Khmer� Rouge�cultural� violence� to� combatting� 'tomb-raiding'� poachers�and� smugglers.� Today,� the� internationally-recognised�heritage� expert� is� wary� of� other� forms� of� 'violence'.� The�former� UNESCO� Regional� Advisor� for� Culture� explained,�'today,� we� see� so� much� commercialisation� happening� in�and� around� many� World� Heritage� sites� because� local�communities� and� businesses� do� not� understand� the�fundamental,� underlying� values� of� these� sites� and�mistakenly� believe� their� only� value� is� as� a� mass� market�consumer� products'.� The� result� is� the� overly-simplistic�deployment� of� World� Heritage� sites� as� mere� tourist�magnets�and�the�ringing�of�heritage�sites�with�shopping�malls� and� other� forms� of� commercial� and� recreational�aimed�at�the�mass�market.�[Figure�2:�Playful�postmodern�tourists�at�Angkor?�The�needto�create�more��mindful��visitation�at�World�Heritage�sites*Source:�Author,�2008*]

The� provision� of� economic� benefits� and� meaningful�employment� at� World� Heritage� sites,� the� programme�argues,� need� not� derive� from� the� selling� of� standardised�merchandises�in�shopping�malls.�Between�2005�and�2010,�Professor� Engelhardt's� team� from� UNESCO� Bangkok� and�The� Heritage� Studies� Centre� of� The� Institute� for� Tourism�Studies,�Macao,�with�the�help�of�Architectural�Conservation�Programme� at� The� University� of� Hong� Kong� and� an�international�board�of�advisors,�supported�by�seed�funding�from� the� Asian� Development� Bank,� conceptualised� and�conducted� catalytic� train-the-trainer� workshops� in�fourteen�locations�in�Asia.

Professionalising�and�improving�the�image�and�expertise�of�tour�guides�and�interpretation�is�seen�as�a�route�to�advance�economic� and� other� benefits� for� communities� at� World�Heritage�sites.�In�addition�to�prompting�better�salaries�for�specialised�and�better-trained�guides,�the�programme�also�hopes� to� create� Gianna� Moscardo's� 'mindful� visitors'� at�Asia's� World� Heritage� sites� through� better� quality�interpretation�that�both�engages�and�informs�visitors�of�the�heritage�values�of�the�sites�they�are�visiting.��[Figure�3:�Group�package�tourists�climbing�scared�andfragile�temples�of�Angkor.*Source:�Author,�2008*]

Page 15: UNWTO.TedQual Magazine

14

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

V Building�Capacities�at�the�Frontline:UNESCO�Cultural�Heritage�Specialist

Guide�Programme�for�Asia-Pacific.[Chin-Ee�Ong,�Heritage�Studies�Centre,Institute�for�Tourism�Studies,�Macao,]

Places,�not�mere�attractions

�Attractions� is� a� word� tourism� marketers� like� to� use� but�these� are� places� we� are� dealing� with.� People� live� in� and�around� heritage� sites� and� many� of� these� people� benefit�little� from� mass� tourism� but� have� to� cope� with� mass�tourism's� many� negative� impacts�,� explained� Dr� Sharif�Shams�Imon,�lead�author�and�trainer�of�the�programme�and�Director� of� The� Heritage� Studies� Centre,� Institute� for�Tourism� Studies,� Macao.� A� conservation� architect� by�training� and� a� consultant� to� International� Council� on�Monuments�and�Sites�(ICOMOS),�Dr�Imon�is�critical�of�the�ways�in�which�unguided�visitation�and�unchecked�rise�in�mass� tourism� is� benefiting� preservation� of� the� World�Heritage�places�and�the�livelihoods�of�their�communities.��More�tourists�do�not�always�mean�better�tourism.�We�have�to�look�at�how�tourists�experience�the�sites�and�how�their�visitations� create� better� employment� for� people� in� the�communities�.�

[Figure�4:�UNESCO�Cultural�Heritage�Specialist�Guidingin�Training�at�Champasak,�Laos.*Source:�Imon,�2007*]

Launched�by�UNESCO-ICCROM�Asian�Academy�of�Heritage�Management� (AAHM)� in � 2005� after � a � UNESCO-commissioned� study� conducted� by� Institute� for� Tourism�Studies,� Macao� in� 2004� revealed� poor� visitor� satisfaction�with�guiding�and�interpretation�in�World�Heritage�sites�in�Asia,� the� programme� is� also� a� response� to� concerns� of�potential�impacts�of�mass�tourism�at�World�Heritage�sites�in�Asia.� In� the� programme,� instructors� seek� to� steer� tour�guides'�gazes�towards�seeing�World�Heritage�sites�are�seen�as� lived-in�places�and�not� just�tourism�attractions.�Unlike�cultural� heritage� management� strategies� that� focus� on�carrying-capacity,� engineering� and� architectural� and�economic� aspects� of� visitation,� engaging� and� lively�interpretation�of�heritage�resources�based�on�their�heritage�values� is� seen� by� UNESCO� and� AAHM� as� an� important�strategy�in�protecting�heritage�places�and�enriching�visitor�experiences.� This� programme� seeks� to� improve� the�experience� of� visitors� and� protection� of� cultural� heritage�resources� and� communities� at� UNESCO� World� Heritage�sites�by�improving�and�professionalising�interpretation�and�guiding.�It�seeks�to�complement�existing�local�and�national�frameworks� for� tour� guide� certification� and� training� by�providing� expert� training� for� motivated� licensed� guides�wishing�to�specialise�in�World�Heritage�guiding.�

Capacity-building�from�Macao�to�IndiaUNESCO� Project� Officer� Ms� Montira� Horayangura� Unakul�stressed� the� catalytic� function� the� programme� seeks� to�achieve�through�its�numerous�strategically�placed�regional�train-the-trainer� workshops:� �Through� the� conduct� of�these� regional� train-the-trainer� workshops,� we� hope� to�create�lead�trainers�capable�of�conducting�training�in�their�own� countries� and� nurturing� their� own� sets� of� specialist�guides.� This� programme� also� aims� at� building� upon� and�complementing� existing� certification� and� licensing�systems�for�tour�guiding�within�the�respective�national�frameworks.�

Page 16: UNWTO.TedQual Magazine

15

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

V Building�Capacities�at�the�Frontline:UNESCO�Cultural�Heritage�Specialist

Guide�Programme�for�Asia-Pacific.[Chin-Ee�Ong,�Heritage�Studies�Centre,Institute�for�Tourism�Studies,�Macao,]

An�architect�by�professional�training,�Ms�Unakul�revealed�that�the�programme�seeks�to�ignite�capacities�for:��

1.� providing� accredited� guides� the� opportunity� to���strengthen� their� skills� in� interpreting� heritage� sites,��with�an�emphasis�on�World�Heritage�Sites�2.� enhancing� the� educational� experience� of� visitors��(both� local� and� international),� leading� to� longer���stays�and�repeat�visitation�3.� contributing� to� the� sustainable� safeguarding� of���UNESCO� World� Heritage� sites� by� educating� visitors��about� conservation� issues� and� advocating� codes� of��responsible�conduct�4.� benefiting� local�communities�by�promoting�their��role� as� hosts� and� active� participants� in� the� cultural��tourism5.� improving�career�prospects�for�accredited�guides.

This� training� and� certification� programme� is� being�implemented� through� active� partnerships� between�members�of�AAHM,�training�institutions�from�the�UNESCAP�Asia� Pacific� Education� and� Training� Institutes� in� Tourism�(APETIT)� network� and� National� Tourism� Organizations�(NTOs),�with�the�Institute�for�Tourism�Studies�(IFT)�serving�as� the� Knowledge� Management� Hub� and� UNESCO�providing�technical�advisory.�In�2007,�the�programme�was�commended� in� the� 31st� Session� of� the� World� Heritage�Committee� meeting� in� Christchurch:� �a� best-practice�example� of� an� initiative� aiming� at� integrating� the�conservation� of� World� Heritage� within� the� wider�sustainable�development�framework�for�the�benefit�of�local�communities�.�

[Figure�5:�Learning�about�heritage�conservation�in�Hoi�An�shophouses,�Vietnam.*Source:�Author,�2007*]

Faculty� members� in� IFT� helped� develop� the� training�manuals� for� the� programme� in� English.� Today,� the� main�manual� has� been� translated� into� at� least� six� other�languages� (simplified� and� traditional� Chinese,� Bahasa�Indonesia,�Khmer,�Lao,�Thai�and�Vietnamese)�and�used�in�training� workshops� in� Asia-Pacific.� A� complementary�manual�for�site�managers�was�also�written�in�2007�under�the�endorsement�of�United�Nations�Economic�and�Social�Commission� for� Asia� and� the� Pacific.� As� part� of� the�programme�and�as�the�regional�focal�point�of�AAHM,�IFT�faculty� members� have� so� far� conducted� train-the� trainer�workshops�in�Bhutan,�Cambodia,�Indonesia,�Laos,�Malaysia,�Thailand�and�Vietnam�and�trained�academics,�government�officials� and� professionals� from� fourteen� countries.� From�the� later� part� of� 2007,� the� UNESCO� New� Delhi� office�brought� the� programme� into� India� and� furthered� the�programme� by� introducing� sophisticated� thematic�modules� on� specialist� topics� such� as� Buddhism� and�Vijayanagara�Art,�Architecture�and�History.�

Page 17: UNWTO.TedQual Magazine

16

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

[Kaye�Chon�and�Chris�Ryan]

VI

Historically�a�distinction�was�made�between�a�'polytechnic'�and� 'university'� -� the�former�being�more�oriented�toward�vocational� education� and� the� latter� concerned� with�intellectual� endeavour� for� the� sake� of� generating� new�concepts�and�understandings.�The�one�was�applied�and�the�second� theoretical.� � However,� starting� arguably� in� the�1960s,� governments� around� the� world� commenced�increasing� the� provision� of� university� places� in� the� belief�that�future�economic�success�would�be�dependent�on�the�existence�of�a�well�trained�university�core�of�young�people�able� to� meet� the� challenges� of� technological� and� other�challenges� becoming� apparent� as� the� world� moved� into�the� second� half� of� the� twentieth� century.� It� seems� now�almost� impossible� to� believe� that� in� a� country� like� the�United� Kingdom� that� the� number� of� university� students�was�little�more�than�60,000�in�the�1950s�-�today�that�would�be� the� equivalent� of� just� three� moderately� sized�universities.

By� the� 1980s� it� became� increasingly� apparent� that� the�models�of�30�years�earlier�were�inappropriate�in�many�ways.�Small� tutorial� groups� began� to� disappear� under� financial�pressures,�universities�were�expected�to�be�more�aware�of�employer�needs,�and�the�distinction�between�the�applied�and�the�theoretical�soon�buckled�under�the�realisation�that�good� practice� informs� theoretical� formation� and� equally�theory� informs� better� practice.� In� some� countries� former�polytechnics�became�universities�and�attained�the�title�of�university� even� as� the� nature� of� what� was� being� taught�changed� in� both� traditional� and� new� universities.� Some�universities�such�as�Virginia�Tech�proudly�proclaimed�the�applied� within� their� titles,� and� Hong� Kong� Polytechnic�University�is�another.

This� tension� between� the� applied� and� the� theoretical� is�obviously� applicable� to� the� hospitality� industry.� Hotel�groups� expect� graduates� to� emerge� with� strong�managerial� skills� within� the� context� of� operational� and�strategic� management.� Front� of� house� operations,�restaurant� management, � food� operations, � yield�management,� hotel� and� room� design� and� many� other�features�are�all�part�of� the�standard�curriculum�for�many�hotel�schools.�Yet�like�many�universities,�HK�PolyU�would�wish�its�teaching�to�be�research�led,�and�in�a�world�where�so�much� more� selling� is� done� via� the� internet,� where�environmental� management� systems� are� increasingly�all ied� to� knowledge� management� systems,� staff�participation� in� human� resource� management� systems� ��and� where� all� are� entwined� in� emergent� notions� of�corporate� socially� responsible� management� �� the� issues�are� not� simply� what� to� research,� but� the� context� within�which�they�are�taught�to�students.

The�context�also�refers�to�the�physical�space���and�many�universities�and�hotel�schools�operate�training�restaurants�and� have� students� spend� periods� of� time� in� hotel�internships�so�that�students�acquire�the�practical�context�within�which�to�make�sense�of�their�class�room�knowledge.�The�question�posed�to�Hong�Kong�PolyU�staff�was�whether�a� closer� symbiotic� relationship� between� classroom� and�practical� context� could� not� be� achieved.� The� answer� has�now� a� glass� and� steel� physical� presence� at� Hong� Kong�PolyU�called�Hotel�ICON���at�a�building�cost�US$170�million,�which� houses� not� only� the� staff� and� students� of� the�university�but�operates�daily�as�a�hotel.�

Page 18: UNWTO.TedQual Magazine

17

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

[Kaye�Chon�and�Chris�Ryan]

VI

As� a� hotel,� Hotel� ICON� has� 262� deluxe� rooms� and� suites,�three� F&B� outlets,� a� 300-seat� �Silver� Box�� ballroom,� a�conference�centre,�a�swimming�pool�and�a�harbour-facing�fitness�centre.�The�hotel�also�features�a�spa�managed�by�the�noted�resort�and�spa�company,�Banyan�Tree.��In�accordance�with�the�concept�that�teaching�should�be�research�driven�and� practical� there� exist� three� dedicated� "prototype�guestrooms"� used� primarily� for� research� and� innovation�which�have�now�been�in�use�since�2010.�Each�of�these�three�prototype�guestrooms�have�been�developed�according�to�its� respective� theme,� namely� �design,"� "technology"� and�"well�being."�While�tailor�making�experiences�for�guests,�the�prototype�guestrooms�also�allows�further�research�into�and�the� appl icat ion� of � advanced� concepts � in � hotel�management� fashioned� to� make� possible� a� more�sustainable�future.� �This�opens�up�a�new�mode�of�teaching�(and� challenge)� for� teaching� staff.� It� is� permitting� the�development�of�ideas�by�students�and�staff�in�components�such�as�room�design,�the�use�of�sustainable�materials,�how�rooms� may� better� incorporate� sustainable� engineering�features,�and�the�use�of�integrated�IT�systems�to�better�meet�the� clients'� need� of� a� seamless� transition� between� a�television� entertainment� medium� that� also� uses� internet�facilities� for� business� purposes.� It� is� also� offering�opportunities� for� experimentation� in� price/facility�provision�alternatives���all�of�which�can�be�tested�on�actual�guests.

Modern�hotel�management�education�also�requires�hands�on�experience�with�new�managerial�and�analytical�software�that� aids� the� profitable� running� of� a� hotel.� Like� other�universities� (for� example� Beijing� International� Studies�University)� a� state� of� the� art� Samsung� Digital� Lab� for�Hospitality� Technology� supported� by� the� company� has�been�installed.�

In�addition�to�a�training�restaurant�Hong�Kong�PolyU�has�looked�at�best�practice�from�other�parts�of�the�university�system� in� Asia� such� as� National� Kaoshiung� University� of�Hotel� and� Tourism� Management's� wine� and� viticulture�testing� rooms,� and� has� installed� the� 'Vinoteca� Lab'� that�offers�students�opportunities�to�not�only�talk�about�but�to�actually�practice�and�learn�about�the�best�means�of�keeping�wines�and�of�course,�eventually�serving�them.�It�is�expected�this�will�be�a�popular�class!

As�noted,�all�of�this�has�meant�a�challenge�to�staff�to�revise�their� curriculum� and� teaching� methods.� � Professor� Chon�has� stated� that� 'As� Hotel� ICON� will� have� to� serve� the�teaching�needs�of�the�School,�we�have�already�undergone�the�strenuous�process�of�revising�the�course�syllabi�of�more�than�40�courses�so�as�to�facilitate�and�ensure�a�full�Hotel�and�School�integration'.�The�School�has�integrated�Hotel�ICON�into�a�number�of�cutting-edge�research�projects�including�Hotel� Customer� Behaviour� Studies� and� Environmental�Management� in� Hospitality� Industry� in� addition� to� the�active�internship�programme�for�students�and�ensuring�the�hotel's�facilities�are�subsumed�into�the�daily�teaching�and�experience�of�the�students.

Hotel� ICON� is� fully� owned� and� operated� by� PolyU's�subsidiary�"Hotel�ICON�Company�Limited".�About�300�full-time� employees� are� currently� working� in� the� Hotel�supported� by� some� 100� students� of� the� School� who� will�have� their� periods� of� internship� within� the� hotel.� The�General� Manager,� Richard� Hatter,� has� 25� years� of�international� experience� in� the� hospitality� industry�including�past�positions�as�General�Manager�and�Director�of�the� Shangri-La� Group's� Asia� region� covering� Hong� Kong,�Mainland�China,�Singapore�and�Indonesia.�

Page 19: UNWTO.TedQual Magazine

18

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

World Tourism Organization

[first�edition]

[Kaye�Chon�and�Chris�Ryan]

VI

The� purpose� behind� the� development� is� to� ensure� that�students� will� have� the� best� possible� opportunity� to�combine� the� theoretical � and� practical � with� the�environment�of�a�working�hotel���a�hotel�with�professional�staff�and�guests���a�hotel�where�the�students'�decisions�may�well� influence� guest� experience!� Of� course,� students� will�not�be� immediately�exposed�to�the�risks�of�making�poor�decisions,�but�by�the�time�they�are�in�that�position�the�aim�is�that� they� will� be� assured� in� their� decision� making,�professional� in�their�dealings�with�guests,�and� laying�the�foundations�of�a�long�career�in�the�industry.

Page 20: UNWTO.TedQual Magazine

19

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

VII Higher�Tourism�Education:Guiding�students�and�graduates�to�make�things�right�at�all�times.

[Loreto�Ibañez�Castillo,UNWTO.�TEDQUAL�Programme�Manager]

Ethics�is�never�forgotten�in�the�definition�and�development�of�any�higher�tourism�education�programme;�and�no�one�-�neither� management,� faculty,� students� nor� future�employers� -� disagrees� on� its� importance.� But� a� real�commitment� to� go� beyond� the� classic� approach� of�delivering�and�learning�the�concepts�to�focus�on�guiding�students�and�graduates�to�make�things�right�at�all�times,�is�perhaps�a�less�developed�issue.

How� many� students� might� have� finished� � their� studies�as� an� automaton,� knowing� that� this� is� not� what�they� really� want� to� do� with� their� lives?� And� how� many�Institutions/Programmes�have�not�invested�much�time�in�encouraging� their� students� to� pay� attention� to� whether�they� have� chosen� the� right� career,� in� order� not� to� lose�students?�Equally,� employers� are� now� increasingly� focusing� on�selecting�those�students�who�feel�a�passion�for�what�they�have� studied� and� are� ready� to� continue� learning,� so�students� who� have� solely� focused� on� obtaining� good�grades�might�not�obtain�the�expected�results�while�looking�for�a�job.

On�the�other�hand,�Institutions/Programmes�have�the�hard�task� to� recruit� students� every� year;� and� of� having� to�constantly�prove�to�the�industry,�the�potential�students,�the�market�and�the�competitors�that�their�reputation�and�the�employment�rate�of�graduate�students�are�justifiably�high.�

But�what�happens�when�students�are�not�happy�with�what�they� have� studied,� and� in� most� cases� with� their� work?�Would�it�have�been�better�to�encourage�students�to�stop�and� think� about� whether� they� should� discontinue� their�present�studies�if�it�is�not�what�they�are�looking�for�or�want�to�do�as�a�job�in�the�future?���

This�article�seeks�to�share�worldwide�experiences�on�this�matter,�by�analyzing�the�key�moments�within�the�definition�and� implementation� of� the� programme� that� could�contribute� to� guiding� students� towards� making� things�right�at�all�times.

The� development� of� the� programme� �� building�expectations.

The�development�of�a�programme's�vision,�mission�and�aim�and�its�subsequent�dissemination�to�potential�students�is�perhaps� the� first� moment� when� students'� expectations�about�their�professional�future�start�to�be�built;�however,�it�is� also� when,� for� the� first� time,� gaps� between� these�expectations�and�reality�start�to�appear.

But�why�is�this�happening?�Could�it�be�that�that�sometimes�information� seems� to� be� 'overwritten'� for� commercial�purposes�or�are�there�other�reasons�behind�it�all?

There� are� several� answers� to� this� question.� The�'commercial'�reasoning�seems�to�be�one�of�the�main�ones,�but�in�many�cases�the�gaps�are�due�to�other�deeper�reasons.�Often,� those� defining� the� three� key� elements� of� the�programme� -� vision,� mission� and� aim� -� are� not� directly�connected�to�the�tourism�sector�on�a�day-today�basis,�or�have� written� about� these� elements� in� a� generic� way� by�using�a��fixed�recipe��that�could�in�theory�be�applied�to�any�tourism�programme�but�which,�in�reality,�implies�the�loss�of�an� opportunity� to� integrate� the� views� of� management,�students,�faculty�and�the�future�employers�in�its�definition�and�implementation�right�from�the�very�beginning�of�the�conceptualization,� therefore� leading� � to� increasing� the�probabilities�that�the�programme�will�not�to�be�connected�to�reality,�and�consequently,�building�expectations�in�the�students�which�might�not�be�realistic.

World Tourism Organization

[first�edition]

Page 21: UNWTO.TedQual Magazine

20

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

[Loreto�Ibañez�Castillo,UNWTO.�TEDQUAL�Programme�Manager]

Admission�and�induction�process

The�second� crucial�moment� that�contributes� to�students�making� the� right� decision� concerning� their� future� is� the�admission�and�induction�process,�at�which�point�students�expect� to� feel� identified� with� their� choice� of� study.��Nevertheless,� this� feeling� is� not� always� fulfilled.� The�admission� process� might� not� depend� directly� on� the�Institution�but�on�intermediaries�and�the�induction�process�is� sometimes� considered� more� of� a� second� marketing�opportunity�for�the�Institution,�rather�than�an�opportunity�to� share� both� success� and� non-success� stories� with� new�students�as�both�of�these�would�help�the�student�realize�and�decide�whether�the�choice�is�correct.

As� a� result,� students� usually� finish� building� their� initial�expectations�based�on�the�success�stories�they�hear�about�during� the� induction� process,� while� the� down� sides� are�often��forgotten��in�the�construction�of�the�path�they�are�willing�to�follow;�a�second�significant�gap�that�can�distort�the�main�aim�of�guiding�students�to�make�things�right�at�all�times.�

The�implementation�of�the�Programme�

Some�aspects/actions�regarding�the�implementation�of�the�programme,� are� crucial� when� guiding� students� towards�their�future:�1)� interaction� with� future� employers,� 2)� connection� with�day-to-day� reality,� and� 3)� communication� with� faculty�beyond�the�classrooms.�

In�most�programmes,�interaction�with�future�employers�is�available�either�through�internships�or�thanks�to�a�strategy�where�the�sector�directly�participates�in�the�programme�as�faculty� members.� However� a� closer� approach� that� could�generate� other� types� of� interaction� �� such� as� inviting�faculty,� students� and� employers� to� create� a� common�project� is�not� frequently� implemented,�although� it�could�work� towards� obtaining� the� employers'� commitment� to�safeguard� the� students'� future� as� well� as� encouraging�commitment�on�behalf�of�students�and�faculty�to�respond�and�consider�the�needs�of�these�future�employers�as�part�of�the�Programme.�

And�we�find�this�situation�again�in�the�connection�students�should�have�with�day-to-day�reality.� �This�connection���at�local,� national� and� international� levels� -� would� ensure�students'� minds� are� open� to� live� their� profession� with�understanding� about� cultural� differences,� sensitiveness�towards� the� positive� impact� any� tourism� activity� should�have�in�its�host�countries�and�communities,�and�respect�for�the� tourist� as� an� individual,� and� not� just� as� a� source� of�income.

All� the� above� aspects� link� directly� to� the� importance� of�encouraging� a� relation� between� faculty� and� students�beyond� the� classroom� while� the� programme� is�implemented.� An� example� would� be� the� organization� of�cooperation�for�development�activities�and�joint�students'�internship/faculty� placement� experiences� abroad� -� a�practice� that� has� started� to� be� implemented� in� fast�emerging� tourism� destinations� and� that� could� help�students� get� the� full� picture� concerning� the� work�environment�they�will�find�in�the�tourism�sector.

World Tourism Organization

VII Higher�Tourism�Education:Guiding�students�and�graduates�to�make�things�right�at�all�times.

Page 22: UNWTO.TedQual Magazine

21

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

[Loreto�Ibañez�Castillo,UNWTO.�TEDQUAL�Programme�Manager]

The�post-graduate�follow-up�

Finally,�the�follow-up�given�to�graduating�students�could�be�considered�the� 'finishing�touch'� in� the�whole� 'making�sure�students�have�done�things�right�at�all�times'�process.�This� follow-up� should� include:� 1)� helping� students� select�companies/organizations� where� basic� ethical� principles�are� followed� when� applying� for� a� jobto;� 2)� encouraging�ethical�behaviour�on�the�job�and,�3)�encouraging�them�to�be�citizens�who,�through�work,�are�seeking�to�contribute�to�the�economic�and�social�development�of�the�country,�place�of�residence�and�family.�All�of�these�are�key�aspects�that�will�help� students� become� positive� leaders� in� the� tourism�sector� while� making� a� significant� contribution� to� the�accomplishment� of� the� UN� purposes� and� principles�reflected�in�the�Global�Code�of�Ethics�for�Tourism,�ILO�policy�papers�and�Millennium�Development�Goals.

References

This�paper�has�been�based�on�the�author's�experience�and�reports� of� the� UNWTO.TedQual� auditors'� visit� to� Higher�Tourism� Education� Institutions� worldwide,� after�interviewing� Employers� of� the� tourism� sector,� Faculty�Members,�Students�and�Management�team.

World Tourism Organization

[first�edition]

VII Higher�Tourism�Education:Guiding�students�and�graduates�to�make�things�right�at�all�times.

Page 23: UNWTO.TedQual Magazine

22

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

Why�submit�yourself�to�the�UNWTO-TEDQUAL�Accreditation�Process?[Gu�Huimin,�Beijing�International�Studies�University.�Chris�Ryan,�University�of�Waikato.]

INTERVIEWThe� School� of� Hospitality� Management� at� Beijing�International�Studies�University�recently�went�through�the�process�of�accreditation�for�UNWTO.TedQual�accreditation.��Professor�Gu�Huimin,�Deputy�Dean�of�the�School�of�Tourism�Management�and�Director�of�the�China�Hospitality�Industry�Research� Centre� at� the� university,� was� asked� about� the�United�Nations�World�Tourism�Organisation's�accreditation�process.�Her�replies�to�the�questions�posed�by�Chris�Ryan�are�reproduced�below.

World Tourism Organization

[first�edition]

CR Why did you apply for UNWTO.TedQual?

GH We wanted to measure ourselves against international best practice, and the United Nations World Tourism Organization is also a very recognizable label by which others can judge us. We are highly regarded in China but it was important that we should obtain an internationally recognizable accreditation to complement our Chinese accreditations and recognitions. Indeed we found that there was a difference between what we were used to in China and what was required of us by the UNWTO moderator. In China the inspections are very much about 'supply' factors – that is how many computers do we have, how many classroom, what standards of accommodation do we offer for the students, how many staff do we have and what qualifications do the staff have? With the UNWTO we had to look more carefully at the processes we engage in.

CR So, just how many people did you have involved in writing the submission for the accreditation?

GH In total we have about 50 staff, and of these about 10 were engaged in the writing of the documentation with perhaps a smaller group being the core. We also involved two of our administrative staff. Throughout the process we had meetings with all the staff so they knew what was happening.

CR You referred to 'process' earlier – what did you learn from the process, and how did it differ from what you normally do?

GH Well, as I said, usually in China there is a lot of emphasis on the quality of provision, and of course that too was covered by who was our UNWTO.TedQual auditor. I have to say that the auditor did a very good job. Usually any inspection by the Chinese authorities is a team so we expected more than one person would come to look at us, but the auditor was very thorough. A key issue as I said was that of the process by which I mean the experience of the students. It was not only a question of what they lean but also how they learn, and how do we as teachers not only teach but establish learning environments for the students. So we were forced to look carefully at our curriculum and how not only did we as staff relate to the wider industry, but also how we could use those relationships to help establish a better understanding on the part of the students. So this could involve different things, from the periods of internship in industry, to the use of industry examples in our teaching so that it was relevant, to the use of case studies. In that way our research activities are also important because it is a means by which we as teachers keep up to date, are cognizant of governmental initiatives and industry movements and can pass this to our students. I know this is important in most countries – but it is especially important in China because things are changing so very rapidly here.

CR So, was the accreditation worthwhile?

GH To be honest, we are still waiting for the outcome as the auditor was here only about 6 weeks ago, and so we are still waiting for the final result. I am confident we will gain accreditation, but the question is for how long. However, to answer your question, apart from any 'prestige' that may be associated with the accreditation, and I won't pretend that is not important – because in gaining such recognition it places Beijing International Studies University's programme alongside those of well- known and internationally famous universities like Hong Kong and say your's too – but it was an important learning process. I found it interesting also seeing a

Page 24: UNWTO.TedQual Magazine

23

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

Why�submit�yourself�to�the�UNWTO-TEDQUAL�Accreditation�Process?[Gu�Huimin,�Beijing�International�Studies�University.�Chris�Ryan,�University�of�Waikato.]

INTERVIEW

World Tourism Organization

[first�edition]

western perspective or approach to education. Perhaps in China as an university it is taken for granted that you know what you are doing – perhaps that is why we primarily look at resources, but in this process we had to say not only what processes we engage in but also support it with evidence – for example, details of meetings with industry, use of visiting speakers, examples of student work, evidence of discussion of curriculum, and that forced us to ask some pretty basic questions about what we do and why we do it. So apart from anything else that was a good experience for us and so I can frankly say, yes – the accreditation was worthwhile even though it took a lot of work on our part, especially as we had to change our mindset a little.

Note

Beijing International Studies University (formerly Beijing Foreign Language University) is one of the major providers of university level education in tourism and hospitality in China. It has been providing such courses for nearly 40 years and has been at the forefront of such education in China for much of this time. It courses are taught in English and its graduates have gone on to achieve significant positions in the growing Chinese tourism industry and they are much sought by the industry keen to recruit knowledgeable young people. Professor Gu has several roles apart from being a researcher of note in China, and one of these is the assessments of hotels for China's hotel star rating system.

In June 2011, The Bachelor in Tourism Management of the Beijing International Studies University had obtained – for the maximum number of years - The UNWTO.TedQual Certification.

Page 25: UNWTO.TedQual Magazine

24

ASIA&THE�PACIFIC�MAGAZINE

UNWTO.TEDQUAL

Chris� Ryan� lectures� at� the� University� of� Waikato� Management�School�in�the�Department�of�Tourism�and�Hospitality�Management.�His�research�interests�lie�in�tourist�motivations,�behaviours�and�the�consequences� of� those� behaviours� for� environments� and�communities,� and� how� these� might� be� managed� with� specific�reference�to�China,�Dubai�and�New�Zealand.�His�publications�are�in�journals� such� as� Tourism� Management,� Journal� of� Sustainable�Tourism,� Journal� of� Travel� Research,� Annals� of� Tourism� Research,�Journal� of� China� Tourism� Research,� Journal� of� International�Hospitality� Management,� and� Journal� of� Travel� and� Tourism�Marketing.�

Lisa� Ruhanen� lectures� at� the� School� of� Tourism,� University� of�Queensland,�Australia,�where�she�is�the�Post-Graduate�Coursework�Program� Co-ordinator.� � Her� research� interests� are� in� sustainable�tourism� destination� planning� and� management,� Indigenous�tourism�and�tourism�education.�In�this�last�interest�area�Lisa�has�long�worked� with� the� United� Nations� World� Tourism� Organization�(UNWTO)�and�is�a�Visiting�Scholar,�consultant�and�a�moderator�for�the� �UNWTO�Themis�program.�Her�publications�therefore� include�articles�in�the�Journal�of�Teaching�in�Travel�and�Tourism,�Journal�of�Travel� and� Tourism� Research,� Journal� of� Hospitality� and� Tourism�Management,�Tourism�and�Tourism�Review.

Xu�Honggang�obtained�her�BA�from�Beijing�University,�China,�and�MA�and�PhD�from�the�Asian�Institute�of�Technology,�Thailand.�She�is�now� a� Professor� and� Associate� Dean� at� the� School� of� Tourism�Management,�Sun�Yat-sen�University,�China.�Her�research�interests�are�the�tourism�system�and�tourism�geography.�She�offer�courses�on�tourism�landscape,�tourism�system�analysis�and�tourism�policy.�She�has� published� widely� in� both� the� Chinese� and� English� academic�journals� including� Tourism� Management,� Journal� of� Sustainable�Tourism,� Asia� Pacific� Journal� of� Tourism� Research� and� Journal� of�China�Tourism�Research.�Her�Chinese�publications�include�papers�in�Tourism�Tribune�and�Human�Geography.�She�has�also�been�involved�in�regional�tourism�planning�in�China,�including�the�UNESCO�World�Heritage�Sites�of�Xidi�and�Hongcun

World Tourism Organization

[first�edition]