Internationalization of Hospitality and Tourism Higher Education: A Perspective from Thailand

Sangpikul, Aswin

doi:10.1080/15313220903041964

Cited by 33 publications

(27 citation statements)

References 20 publications

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“…A majority of them lacked international experience such as overseas study, research activeness, attendance at international conferences or international work experience and industry exposure, which is against what Black (2004), Gopal (2015) and Sangpikul (2009) suggested and will impinge negatively on their development of intercultural competence (Deardorff, 2009). The private university lecturers, due to their financial strengths and institutional resources, had more opportunities to engage themselves in international activities.…”

Section: Tourism Lecturing Staff In Response To the Internationalisatmentioning

confidence: 99%

“…All these experiences (e.g. overseas study, international work experience) dealing with international issues that the lecturers have addressed will help improve their own intercultural competence (Gopal, 2011), which entails enrichment of the students' international knowledge through classroom delivery (Sangpikul, 2009). Finally, institution can internationalise their faculty by recruiting foreign lecturers to the permanent teaching staff (Black, 2004).…”

Section: Internationalised Facultymentioning

confidence: 99%

“…Black (2004) proposes encouraging staff to engage in different international activities such as international conferences, acting as visiting lecturers in foreign institutions or joint research projects with foreign researchers. Sangpikul (2009) suggests providing staff with opportunities to further their studies at higher levels such as master's or PhD programmes by granting overseas scholarships for their existing staff to obtain higher knowledge and experience in an international environment. Dang et al (2013) support the employment of the overseas-trained lecturers.…”

Section: Internationalised Facultymentioning

confidence: 99%

“…This supervised work experience, if conducted in another country and sustained over a minimum period of 20 weeks, will provide students with a genuine international experience. Students can gain an in-depth knowledge of another culture, have tourism industry experience in different cultures, create industry networks and prepare for international careers in the hospitality and tourism industry (Black, 2004;Sangpikul, 2009). …”

Section: Internationalisation Of the Curriculummentioning

confidence: 99%

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Internationalisation at home for tourism training programmes: case studies from Vietnam

Khuong

Trần

2018

HEED

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Purpose Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam. Design/methodology/approach The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection. Findings The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not prioritise the internationalisation dimensions and the faculty members are not facilitated to be internationally active in their roles. Overall, internationalisation is still fragmented and ad hoc in these institutions even though the private institutions in this research appear to be more responsive to the trend of internationalisation in education than their public counterparts. Research limitations/implications The paper provides recommendations on how to effectively embed internationalisation components into local tourism training programs in Vietnam. Originality/value The research bridges the gap in the literature on internationalisation of the local tourism programme in non-English-speaking countries.

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Section: Tourism Lecturing Staff In Response To the Internationalisatmentioning

confidence: 99%

Section: Internationalised Facultymentioning

confidence: 99%

Section: Internationalised Facultymentioning

confidence: 99%

Section: Internationalisation Of the Curriculummentioning

confidence: 99%

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Internationalisation at home for tourism training programmes: case studies from Vietnam

Khuong

Trần

2018

HEED

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“…The increasing of the market orientation will be achieved if teaching institutions care about: developing new and creative ways to attract, to retain and to strengthen relationships with the students; to know and to respond appropriately to the needs created by society and the economy knowledge, implement quality assurance systems based on international standards such as European Quality Improvement Programme (Equip) and to strengthen its international presence. According to Sangpikul (2009), this increased international visibility will be achieved through the following alternatives:…”

Section: Implications For Institutions Providing Higher Education In mentioning

confidence: 99%

Higher education of tourism in Spain and its adaptation to the European higher education area

Bustelo¹,

Fernandez²,

Tomás³

2010

Rev. Adm. Pública

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Su m m a ry : 1. Introduction; 2. European higher education area; 3. Methodology; 4. Results; 5. Discussion.Su m á r i o : 1. Introdução; 2. Área de educação superior europeia; 3. Metodologia; 4. Resultados; 5. Discussão. Ke y w o r d S :European higher education area; higher education in tourism; skills and abilities; Spain; curricula.Pa l av r a S -c h av e : área de educação superior europeia; educação superior em turismo; habilidades e competências; Espanha; currículo.The international tourism system has deeply undergone structural changes in the last decades which not remain outside the subsystem higher education in tourism, especially in the European case. This article has two objectives: firstly, describes the European higher education area and the objectives, skills and subjects taught in the main Spanish universities that offer higher education in tourism. On the other hand, in the light of knowledge that researchers' descriptive models, provide experience of the implementation of European credit and thorough a deeply review of the literature on the topic higher education in tourism, to propose strategies that will enable other tourism higher education systems approach to the European reality. These policy proposals are aimed at agents and elements from higher education in tourism subsystem and they specifically include: the institutions providing education in tourism, the curriculum, the teaching methods, teachers and students.* Article received in May e accepted in Aug. 2010. ** Associate professor. Address: Escuela Universitaria de Estudios Empresariales y Turismo. Avda. S. Francisco Javier, s/n -41018, Sevilla, Spain. E-mail: bustelo@us.es. *** Associate professor. Address: Escuela Universitaria de Estudios Empresariales y Turismo. Avda. S. Francisco Javier, s/n -41018, Sevilla, Spain. E-mail: cardiaz@us.es. **** Associate professor. Address: Escuela Universitaria de Estudios Empresariales y Turismo. Avda. S. Francisco Javier, s/n -41018, Sevilla, Spain. E-mail: quiros@us.es. O ensino superior de turismo na Espanha e sua adaptação ao sistema europeu O sistema de turismo internacional sofreu mudanças estruturais profundas nas últimas décadas que não permanecem fora do subsistema de ensino superior de turismo, especialmente no caso europeu. Este artigo tem dois objetivos: primeiro, descrever o ensino superior europeu e os objetivos, competências e disciplinas ensinadas nas principais universidades espanholas que oferecem ensino superior em turismo. Por outro lado, à luz dos conhecimentos dos modelos descritivos dos pesquisadores, fornecer a experiência na execução de crédito europeu e uma revisão abrangente e profunda da literatura sobre o tema educação superior em turismo, para propor estratégias que permitam a outros sistemas de ensino superior de turismo abordagem à realidade europeia. As propostas políticas são destinadas a agentes e elementos do subsistema de ensino superior em turismo que incluem especificamente: instituições de formação em turismo, o currículo, os métodos de ensino, professores...

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“…An Obsession Towards the Culture of Borrowing” (Lao, 2015)

Maitrarat

Openshaw

Walshaw

2021

The History of Higher Education in Thailand

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Internationalization of Hospitality and Tourism Higher Education: A Perspective from Thailand

Cited by 33 publications

References 20 publications

Internationalisation at home for tourism training programmes: case studies from Vietnam

Internationalisation at home for tourism training programmes: case studies from Vietnam

Higher education of tourism in Spain and its adaptation to the European higher education area

“…An Obsession Towards the Culture of Borrowing” (Lao, 2015)

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