Principles of Tourism Education - Essay Example

Initially, the academics focused on the economic impact of tourism development. However, this changed in 1970 as the dominance was now based on social, cultural, political, and environmental implications (Inui, Wheeler & Lankord 2006). The academics have focused on the ecological impacts of tourism and the principle of sustainable development (Inui, Wheeler & Lankord 2006). For this reason, sustainable tourism has dominated the curriculum. However, in the last decade of the 20th century, the research focus has been on a sociological aspect such as tourist sight and society. However, reviewing the curriculum content of tourism highlights a strong vocational focus at the expense of sociological or philosophical issues (Inui, Wheeler & Lankord 2006).

Additionally, the present level of tourism training is different as compared to the past. There has been the development of curriculum modules to teach students the relevant material. The attention has been on teaching principles of sustainable tourism and strict management techniques (Inui, Wheeler & Lankord 2006). Moreover, the increased connection between the industry and education has made many students employable because of possession of valuable skills and practical experience in the industry (Inui, Wheeler & Lankord 2006). On the other hand, practitioners have been shown to have an effect on the content of the curriculum.

The authors emphasise occupational and moderate aspects of education. They argue that the two are essential in producing a well-rounded graduate (Inui, Wheeler & Lankord 2006). Moreover, they state that focusing on just the vocational aspect denies students skills. Consequently, there is the likelihood of students lacking aspects to respond to stakeholders in a growing tourist culture (Inui, Wheeler & Lankord 2006). The author notes that the idea originated from technical training schools in Europe because of the high demand for trained workers (Inui, Wheeler & Lankord 2006). Moreover, the rise of the programs has been correlated with the development in the industry. On the other hand, schools focusing on vocational subjects have benefited from internship and industry-specific guidance due to the correlation. The students also benefit from the skills they get to make them employable. Moreover, students have high expectations of getting jobs (Inui, Wheeler & Lankord 2006).

In addition, many researchers have focused on tourism education. As a result, there has been an evaluation of tourism education programmes. Some of the researchers have argued that studies in the sector are poorly formulated (Inui, Wheeler & Lankord 2006). As a result, a debate has emerged between educators and the tourism industry. The education sector is claimed to produce students that do not learn to reflect upon their body of knowledge (Inui, Wheeler & Lankord 2006). However, the Sustainable Tourism and the Environment Programme (STEP) at Iowa University have provided a clear solution. In the programme, students are involved in the research proves, formulating research questions, collecting and analysis of data (Inui, Wheeler & Lankord 2006).

Additionally, there has been a focus on the need for a sociological understanding of the sector. The authors note that a need arises to link specific sociological issues to tourism pedagogy (Inui, Wheeler & Lankord 2006). The authors argue tourism acts as a social experience by transmitting their cultures to places they visit (Inui, Wheeler & Lankord 2006). Moreover, tourist changes the host community values and leads to new values in the area. The article stress on vocational focus driven by economic thought should be abandoned and adopts sociological skill to develop humanistic values among tourism graduates (Inui, Wheeler & Lankord 2006). Moreover, the sociological understanding should emphasize sight and site and gender values. On the other hand, the article stresses having philosophical foundations in the sector. The argument is that the curriculum should be able to incorporate philosophical ideas in the student minds (Inui, Wheeler & Lankord 2006). As a result, such students will be able to reflect and act accordingly. In reflecting, the students will be capable of examining and questioning the social responsibility of the industry (Inui, Wheeler & Lankord 2006).

In conclusion, it is clear that tourism has been a new idea that has resulted from vocational education. On the other hand, principles of tourism education appear to contribute to teaching geared towards business and economic considerations. Consequently, the sector is susceptible to manipulation by the business and economy. On the other hand, the educators and developers of tourism modules have tried to ensure there is a balance between a vocational and educational focus. The concepts will help in moulding critical students.