Tourism

These concerns should, however, be countered with the view that according to the
majority of lecturers interviewed, a career in teaching Tourism in HE was regarded as a job
for life and most would not leave it, even if they had ‘fallen upon’ teaching Tourism in the
first instance, a common characteristic of the Tourism teaching community.
While the sense of identity for the Tourism academic community might not have
become as apparent (linked to a perceived lack of respectability) or consistent as one might
have expected after nearly 20 years of the subject’s existence at an undergraduate level and
over 30 years at postgraduate level, the commitment of individuals to the teaching of
courses cannot be doubted in the light of the evidence to date. The author’s research
revealed that Tourism teachers are characterised by individuals’ expectations, personal
goals and values that have been critical in offering quality teaching. Trowler (1997) has
emphasised the importance of individuals in HE and the potential impact that their aspirations
and values can have on HE, and this evidence would lend support to this view. The
fact that Tourism lecturers appear to cope, and even swim, in the face of considerable
teaching pressures (Trowler, 1997) could also reflect, on the part of institutions’ management,
a soft approach to managing people (Truss et al., 1997) where a committed group of
individuals is developed by allowing Tourism lecturers a considerable amount of academic
freedom regarding what they teach and how they teach it.
Is it, in fact, possible to describe Tourism teachers in HE as a convergent or a divergent
community (Becher, 1989)? This is discussed in further detail in Stuart (2002). In the context
of what motivates Tourism teachers, it would perhaps, based upon the limited evidence
to date, be fairer to talk about the subject being taught by Tourism teachers who are committed
to offering a ‘quality learning experience’. However, there is a sense that many are not
given the opportunity to capitalise on their research and industry experience in the preparation
and execution of teaching. There is a real concern that the demotivation that has emerged
as a result could signal problems for the subject in keeping Tourism teachers in post.

Tourism

The final section of the thread focuses on the Tourism teacher in 2005, what the academic
community expects of the ‘Teacher’ and what support is available to them in order that they
can deliver high-quality teaching. The key question is whether or not Tourism teachers will
continue to ‘cope’ and ‘swim’ against the tide (Trowler, 1997). It might be that many of the
systems recently launched to aid the teaching process are actually hindering the teaching,
due to their complexity and demands upon the individual.
‘PROSPECTS’, the UK’s official graduate careers website offers details of the typical
‘work activities’ of an HE Lecturer as follows (see Panel 2):
Added to the considerable list of activities, a starting salary of as little as £18,265
(teaching HE in Further Education Institutions — FEI) and such enticing statements as
‘working hours are not generally stipulated as lecturers are expected to work the necessary
hours to fulfil their duties and responsibilities’ and the combination of research commitments
with teaching, administrative and pastoral responsibilities can make the role very
pressurised’ (Prospects, 2004) and it becomes easy to see why a
career in lecturing is one to be considered carefully in the 21st century.
Universities UK, the Standing Conference of Principals (SCOP) and the HE Funding
Councils concluded the initial consultation stage of its Professional Teaching Standards
paper in the Summer of 2004 and the Higher Education Academy (HEA) has since been
charged with the responsibility of progressing the development of national professional
standards in teaching and learning in HE. The welfare of teachers in HE will, however, also
depend upon the expectations that are placed upon the ‘young blood’ and ‘rising stars’1
within the profession.
A review of Tourism teaching posts in UK universities, as advertised in the Times Higher
Education Supplement (THES) between July 2003 and July 2004, revealed 15 full-time
posts as Lecturer or Lecturer/Senior Lecturer and one 0.5 post; no posts as Principal
Lecturer were advertised during this 12-month period. The Lecturer/Senior Lecturer post
might reasonably be expected to carry with it significant teaching responsibilities with some
expectation of developing a research profile whilst individuals successful in these posts
move up the ‘career ladder’. There has been a trend in recent years for the post of Principal
Lecturer to carry with it significant administrative responsibilities, on a temporary or (less
common) permanent basis, and/or a significantly well-developed research record.
Consequently these posts could, in view of the absence of posts advertised at this level, be
ones that are designated as a result of institutions’ internal promotion procedures. Of the 16
posts two required applicants to hold PhDs and a further two expected them to be ‘near
completion’. Arguably, this is not an unreasonable expectation, given the increase in the
number of PhDs awarded in Tourism in recent years. According to Botterill et al. (2002)
there were approximately 149 PhDs awarded in Tourism between 1990 and 1999. A further
five institutions would expect applicants to have a relevant higher degree, but the majority
of institutions seven expected a first degree ‘in Tourism or a relevant/related subject’.

Tourism

Developing and implementing new methods of teaching to reflect changes in
research
Designing, preparing and developing teaching materials
Delivering lectures, seminars and tutorials
Assessing students’ coursework
Setting and marking examinations
Supporting students through a pastoral advisory role
Undertaking personal research projects and actively contributing to the institution’s
research profile
Supervising students’ research activities
Undertaking continuous professional development (CPD) and participating in staff
training activities
Undertaking administrative tasks relating to the department, such as student admissions,
induction and involvement in committees and boards
Managing and supervising staff — at a senior level this may include the role of
head of department
Representing the university/colleagues/discipline at professional conferences and
seminars and contributing to these as necessary
Establishing collaborative links outside the university with industrial, commercial
and public organisations
Liaising with colleagues across the university on administrative and student support
matters
____________________________________________________________________________
Panel 2: Typical work activities of an HE Lecturer.

Tourism

Analysis of institutions’ expectations of potential Lecturers/Senior Lecturers in Tourism
reveal the following quite exacting expectations and demands being placed upon those
wishing to develop their career as a teacher of Tourism in the UK’s HEIs with regards to
their previous relevant experience in research and/or consultancy involvement. Five institutions
required a ‘proven track record’ and extensive experience in publishing in appropriate
academic journals. This could be perceived as potentially demoralising for those
candidates for lecturing posts whose desire to publish is real but as yet, unrealised. A further
eight institutions saw a current research profile and or consultancy experience as
‘highly desirable’ or ‘offering a distinct advantage’ to the candidate. Clearly employment/
vocational experience is not regarded as highly as only two posts made such experience
mandatory and a further five described it as ‘preferable’. This is perhaps is evidence
of misplaced priorities from those employing Tourism teachers in the light of the White
Paper’s emphasis of the importance of ‘building key employability skills into courses …
(and) supplying students with skills and knowledge they need for jobs’ (DFES, 2002,
p. 46). Surely those with experience of the Tourism industry are best placed to ensure that
the Tourism curriculum and skills development is appropriate, not those with well developed
academic research profiles?
A number of the relatively junior posts (Lecturer scale) required ‘significant track
records and expertise in undergraduate and postgraduate teaching’ in named specialisms
(10 posts) of which 6 expected applicants to be involved in (and in two cases, in charge of)
curriculum development in stated specialist subjects. This does beg the question ‘Where
are the posts for those embarking upon a career in teaching Tourism in HE that do not
require such a breadth of experience to date?’
‘Many universities now require new lecturers without prior HE teaching experience to
undertake a teacher training programme’ (Bailey & Robson, 2002, p. 326), something
which has to be ‘completed alongside a lecturer’s normal working duties … these courses
cover theories of learning, practical skills and principles of learning within an HE context’
( Prospects, 2004). Is it possible that attracting young people into
teaching Tourism in HE could become an impossible task as expectations of the ‘new
blood’ soar? With salaries starting as low as £22,191 at the bottom of the Lecturer pay
scale in universities and university colleges, many of the expectations outlined here in this
brief review are unrealistic. Are we preparing the ‘young blood’ the profession needs to
keep the subject afloat in HE for the levels of stress and discontent already prevalent in the
HE teaching (see Panel 1)? In summary, it is unlikely that Tourism teachers will be able to
maintain professional standards at any level when faced with such high expectations at
such an early stage in their career.

[ by Tourism at 3-13-2009 23:48 edited ]

Tourism

This thread has offered a glimpse into the pressured environment in which Tourism teachers
must operate in the 21st century in the UK. Clearly there is evidence to suggest that the
challenge of ensuring that this all-important human resource remains in good spirit and,
indeed, in good supply, is not an easy one. While on the one hand, it is a fact of life that
demands placed upon HE teachers are increasing, there is on the other, a palpable sense that
some ‘reigning in’ may need to take place on the part of some institutions that perhaps have
unrealistic expectations of the junior teachers, those who in the future will be responsible for
the future of the subject in HE. Tourism teachers may well ‘swim’ and ‘cope’ faced with the
range of administrative, teaching and research pressures placed upon them, but this relatively
content community may not remain so if institutions fail to take the necessary steps to ensure
that new appointees and existing teachers are given every opportunity to benefit from seeing
see their study, research and industry experience feature, at least to some extent, in their
everyday teaching activities. This author’s research in 2001 indicated that a career in teaching
Tourism was perceived to be a ‘job for life’ and that most would not want to leave the
profession. Those who have been involved in teaching Tourism for a number of years and
have witnessed the increasing pressures to account for student failures, the need to produce
RAE-worthy publications and to manage the day-to-day running of a large cohort of
demanding undergraduate students (while of course keeping up with the latest quality audit
exercises) might be feeling a little less confident about the ‘lot’ of a Tourism teacher in 2005.
Dewar (2002) in his study of HE teachers in New Zealand, highlighted three key traits
of a good teacher in HE — empathy, accessibility and good presentation. He added the
importance of the existence of teaching awards, training courses and organisational commitment.
These are in place in the UK but might require further development and promotion
if the Tourism lecturing community is to thrive.
Another thread highlights some of the resources and support mechanisms that are now
becoming available to the Tourism teacher which hopefully will make their job a little more
manageable and even stimulating in the years ahead, for example, the wealth of support material
and directions to teaching research funds available though the UK HEA Support Networks.