ERG SES H 05, Society and Education
The travel and tourism sector has become an increasingly important driver of growth and prosperity for many countries, with a reported contribution of around 9% of the World’s GDP and employment in 2011 (World Economic Forum, 2012). In Vietnam this sector accounted for over $US 5.6 billion, or around 5% of 2011 GDP. While this is a significant contribution to the economy, it is markedly less than the contribution of the sector in neighbouring Thailand, where a contribution of $US 26 billion, or more than 8% of GDP.
International hospitality and tourism has been widely recognised as a fast-growing, labour-intensive industry (Korpi & Mertens, 2004). The interactions between tourists, and hospitality and tourism industry personnel, are an integral part of the tourist’s total experience, and thus a critical element of success. One factor behind the success of the hospitality industry is the availability of high quality personnel to deliver, operate and manage tourist products, with such personnel preferentially sourced locally through hospitality higher education.
A key role of hospitality education is to support the emerging profession, thus there needs to be a close partnership between the hospitality industry and education providers (Tesone & Ricci, 2005; Zopiatis & Constanti, 2007). Through such a partnership, industry needs and requirements can be successfully identified and addressed, with skilled staff trained under an appropriately designed curriculum (Smith & Cooper, 2000). A competitive education system requires the identification and response to the needs and expectations of those involved, i.e. industry employers, students, and educational providers (World Tourism Organisation, 2004).
Recent research indicates that the full benefits from hospitality and tourism are not being achieved in Vietnam, with concerns expressed regarding the rationale and approach of hospitality and tourism programs (Nguyen & Chaisawat, 2011; Oliver, 2002). There has been dissatisfaction expressed by various groups within the industry, including hospitality and tourism educators, industry professionals and graduates; regarding the mismatch between the knowledge provided in the education system, and employer requirements (Hearns, Devine, & Baum, 2007; Zopiatis & Constanti, 2007).
Efforts in developing and improving the education system are dependent on a collective response from three primary stakeholders, which include government agencies, universities, and industry (Jafari, 2002). However, research indicates there is limited collaboration to accommodate the competing interests of these stakeholders in hospitality management curriculum development in higher education (Jafari, 2002; Tran & Swierczek, 2009). University programs are perceived to provide a balance between the development of academic knowledge, and the acquisition of professional skills required by industry to effectively prepare graduates for entering the workplace (Baum, 1990; Christou, 2002). In the Vietnamese context, cooperation between educational institutions and industry is limited (Ketels, Nguyen, Nguyen, & Do, 2010; The World Bank, 2008; Trinh, 2008).
Given the comparatively low contribution of the tourism sector to the economy, a more in-depth exploration of aspects of the industry are worthy of further consideration. One such aspect is the human resource aspect of the sector. This study focuses on the preparation of such resources through the higher education sector. The study aims to explore factors influencing the development of high-quality hospitality curriculum in Vietnam that supports the on-going development of the industry through the availability of quality human resources. In addition, the study assesses the alignment between knowledge and skills developed in education institutions, and those required by industry professionals. These aims will be evidenced through the following research questions seeking:
- hospitality academics’, and industry professionals’ views of Vietnamese hospitality education?
- students’ views of hospitality education and experience of professional development?
- students’ perceptions of working in the hospitality industry?
- factors influence the development of high quality hospitality curriculum in Vietnam?
Baum, T. (1990). Competencies for Hotel Management: Industry Expectations of Education. International Journal of Contemporary Hospitality Management, 2(4), 13-16. Christou, E. (2002). Revisiting Competencies for Hospitality Management: Contemporary Views of the Stakeholders. Journal of Hospitality & Tourism Education, 14(1), 25-32. Hearns, N., Devine, F., & Baum, T. (2007). The implications of contemporary cultural diversity for the hospitality curriculum. Education + Training, 49(5), 350-363. Jafari, J. (2002). Tourism education and training models, getting to the core of destination planning and management. TedQual, 1, 29-34. Ketels, C, Nguyen, D. C., Nguyen, T. T. A., & Do, H. H. (2010). Vietnam competitiveness report. Hanoi: Central Institute for Economic Management. Korpi, T., & Mertens, A. (2004). Training and industrial restructuring: Structural change and labour mobility in West Germany and Sweden. . International Journal of Manpower, 25, 90-103. doi: 10.1108/01437720410525018 Nguyen, H., & Chaisawat, M. (2011). The Current Situation and Future Development of Hospitality and Tourism Higher Education in Vietnam. Journal of Tourism, Hospitality & Culinary Arts, 3(2), 57-67. Oliver, D. (2002). The US community college model and Vietnam’s higher education system. Paper presented at the Texas Tech University Vietnam center’s 4th triennial symposium, Lubbock, TX. Smith, G., & Cooper, C. (2000). Competitive approaches to tourism and hospitality curriculum design. Journal of Travel Research, 39(1), 90. Tesone, D. V. (2005). Human resource management for the hospitality industry: A practitioner’s perspective. Upper Saddle River: Pearson Prentice Hall. Tran, Q. T., & Swierczek, F. W. (2009). Skills development in higher education in Vietnam. Asia Pacific Business Review, 15(4), 565-586. Trinh, T. H. M. (2008). Education association between universities and enterprises in Vietnam. Journal of Economy-Law, Vietnam National University Hanoi, 24, 30-34. WB, The World Bank (2008). Vietnam: Higher education and skills for growth. Hanoi: Human Development Department East Asia and Pacific Region. WEF, World Economic Forum. (2012). The ASEAN Travel & Tourism Competitiveness Report 2012: Fostering Prosperity and Regional Integration Through Travel and Tourism: World Economic Forum. WTO. (2004). WTO recommendations to governments for supporting and/or establishing national certification systems for sustainable tourism. from http ://www.world-tourism .org/sustainable/doc/certification-gov-recomm .pdf Zopiatis, A., & Constanti, P. (2007). "And Never the Twain Shall Meet": Investigating the Hospitality Industry-Education Relationship in Cyprus. Education & Training, 49(5), 391-407.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.