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�Cooper and Westlake 1989). The ultimate goal is
to offer a broad understanding of the tourism
phenomenon and its unique issues and challenges
as studied from various disciplinary perspectives,
including geography, economics, sociology,
anthropology and management. At the undergraduate
level, such an approach to tourism
education supplies the qualified manpower needed
at the strategic level in both the public and private
sectors. At the postgraduate and Ph.D. levels, it
produces qualified researchers, professors and
consultants for tourism studies and the industry.
There is an increasingly urgent need for individuals
possessing this more holistic approach of
tourism issues. The accelerating growth of tourism
has, in many cases, resulted in inept planning and
severe social, economic and environmental impacts
on host communities. Professionals, prepared
with the knowledge and skills to understand
tourism in its totality, are needed to manage and
monitor the phenomenon.
Jenkins �1980) suggests that although the
emphasis will vary among institutions and disciplines,
a university-level tourism education programme
should include three broad areas of
instruction: the development and presentation of
an analytical framework for interpreting international
tourism, a consideration of the models of
tourism at the national level, and the teaching of
appropriate methodologies and tourism evaluation
techniques. In a similar vein, Hawkins and Hunt
�1988) outline four fundamental goals for university-level
tourism curriculum design: a holistic
understanding of the field including economic,
social, cultural, environment, political, technological
and physical aspects; a programme based on
theoretical models of tourism which are dynamic,
comprehensive, easily understood and unifying,
providing a foundation around which the student
can organise and synthesise knowledge; the
production of graduates with a broad base of
knowledge, skills and awareness; and the placement
of graduates in leadership and managerial
roles in the tourism industry.
Increasingly, undergraduate tourism programmes,
especially those with a focus on administration
and planning, offer the opportunity for
work placement terms. These `co-op' programmes
allow the student to apply the concepts, models and
approaches learned in the classroom to real-life
managerial situations. Work terms are generally
provided not only during the summer vacation but
also during several semesters, increasing the length
of the undergraduate programme �a normal fouryear
programme can become a five-year co-op
programme). While most existing tourism education
programmes are offered from within specific
disciplines, there is also a need to develop
interdisciplinary tourism programmes. As outlined
by Ritchie �1995), such `hybrid programmes' would
include courses in the social sciences, languages,
mathematics, environment, business and tourism
studies. Recently, there has been a move toward
such programmes in several institutions, indicating
that tourism studies may eventually evolve into a
distinct discipline at the university level.
See also: articulation, programme; Finnish
University Network for Tourism Studies; human
resources development; knowledge acquisition
References
Cooper, C. and Westlake, J. �1989) `Tourism
teaching into the 1990's', Tourism Management,
March: 69±73.
Goeltom, D.R. �1988) `Tourism education in
Indonesia', paper given at Teaching Tourism
into the 1990s: An International Conference for
Tourism Educators, University of Surrey, Guildford,
UK.
Hawkins, D.E. and Hunt, J.D. �1988) `Travel and
tourism professional education', Hospitality &
Tourism Educator 1�1): 8±14.
Jenkins, C.L. �1980) `Education for tourism policy
makers in developing countries', International
Journal of Tourism Management, December: 238±
42.
Ritchie, J.R.B. �1995), `Design and development of
the tourism/hospitality management curriculum',
Tourism Recreation Research 20�2): 7±13.
CHARLOTTE M. ECHTNER, AUSTRALIA
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