The world is changing. Globalization, mobility, migration, rapid development of new technologies impact employability patterns and skills required in the future worldwide.
Educational attainment, capacity development, equity are among key issues in sustainable development (UNESCO, 2019). In this context, higher education (HE) is “at the forefront of policy and political debate” and the role of universities increases (Holford, 2014). Moreover, quality TVET and tertiary education are among the 7 education indicators of UIS sustainable development goals (Education 2030, 2015; UNESCO, 2018). The revised framework for Bachelor and Master curricula graduates emphasises graduates’ reasoning and problem solving skills, communication to various audiences, responsibility, learning-to-learn, professional competence (Paris Communiqué, 2018b) at the same time stressing interdisciplinary curricula, combined academic and work-based learning, cooperation in innovative learning and teaching practices, fostering digital and professional competences (Paris Communiqué, 2018a), i.e., highly developed professional competences and employability skills are still significant graduates’ attributes.
Cross-regional exchanges and co-operation in HE (ASEF, 2018) may be beneficial in improving HE quality in the countries involved, therefore a comparative research was conducted by two applied science universities – a university in Europe, Latvia and a university in Asia, Shaoxing City, China, to analyse their curricula in the field of international tourism and hospitality and their correspondence to the labour market needs. The aim of the research: to define curricula correspondence to labour market needs in both countries and find similarities and differences to adopt best practice of each university in fostering the development of students’ professional competence and employability skills.
Previous research on curricula reforms conducted worldwide over the last 20 years (Sheldon, et.al., 2006; Charlier, Croche, 2007; Bantwini, 2010; Davis, 2016; Barret, 2017) indicate their insufficiency to ensure quality education corresponding to the labour market needs. Modern curricula must ensure developing learners’ global competence – knowledge, skills, attitudes, values (OECD, 2018), competences for unknown future (Mulder, 2016). However, defining the future competences, employers’ mistakes in defining the required competences must be considered (Sultana, Watts, 2000; Rauner, 2007; Sultana, 2009) because in many instances professional role requires much deeper competence as necessary to perform job duties. This emphasises the necessity of fostering employability skills (Huda, et.al, 2017; Jääskelä, 2018), defined in this research as generic skills required for employability and being successful irrespective of one’s field or enterprise.
YIHA, an Institute of ZYUFL in China, founded in 2011, currently has 1000 full-time Bachelor students studying International Hospitality Management and Events Management. YIHA’s aim is to be international, practical, dynamic institution and they strive to attain it by ensuring holistic student-centred approach to education blending theory and practice. Apart from numerous contracts with renowned international and national hotel brands, YIHA has opened a fully student-managed hotel ensuring full practical learning dealing with real events and guests, operating in all areas of the hotel, managing several projects under the guidance of practice lecturers and department managers.
International Tourism Faculty (ITF) of TU, Latvia, founded in 1999, currently has 672 students, studying Tourism and Hospitality Management (Bachelor level), Event Production and Management (Bachelor level), Tourism Strategic Management (Master level), Hospitality Service (short cycle). Curricula are developed in accordance with Latvia’s legislation and consider the interests of all stakeholders, including the industry needs. Curricula consist of three mutually complimentary components: general educational, industry specific theoretical and professional specialisation study courses, field practices and the state examination. ITF operates ‘Event Laboratory’, ‘Travel Agency Lab’, ‘Start-up Hotel Lab’ (Accommodation, Catering services) where students alongside with industry training develop their professional competence.
The research question: do the curricula comply with the labour market needs and what are the main similarities and differences between both universities?