Event Title
Parallel Session 1, Cultural Festivals and Education Track: Developing Leaders for a Collaborative Workforce: The Challenge for Event Management Training in Higher Education
Location
Classroom 205
Start Date
13-12-2017 2:00 PM
End Date
13-12-2017 2:25 PM
Description
Purpose
With the report from the World Travel and Tourism council (WTTC) suggesting that the current tourism and hospitality sector either directly or indirectly, supports one in eleven jobs worldwide in addition to a continued growth forecast of 3.3% for the industry annually until 2030, human resource development and qualification needs have increased pressure on Higher Education Institutions (HEIs) to prepare graduates for employability (UNWTO, 2016). In that the management of the Meeting, Incentive travel, Convention, and Exhibition (MICE) events provide a unique opportunity for destinations to refresh their tourism product offerings - degree and professional certification programs in this field have rapidly emerged, spurring a race to maintain competitive advantage through delivery of quality programs. Identifying and satisfying students' needs and expectations via provision of quality learning opportunities, thereby enhancing employability skills, has become essential (Butt & Rehman, 2010). Political and economic pressure to prepare graduates who can cope with shifting requirements and constantly evolving technological advances is a real challenge (Harvey, 2010). Due to the complexity of the workforce skills needed, combined with the demand for high quality service provisions a number of scholars agree that HEI's are the best source for ensuring capacity development (Enberg, 2007; Eurico, Silva, & Valle, 2015).
Based on existing literature, there is sufficient documentation regarding combination of pedagogic strategies recommended for providing undergraduate students with sufficient, knowledge, skills and competence – in practice, to confidently enter the workplace upon graduation (Ayers, 2006; Barron, 2007; Baum, 2007; Borrajo et al., 2010; Aggett, Mandy & Busby, 2011; Eurico et al., 2015; Harvey, 2010; Ruggeroni, 2001; Feng et al., 2015; Whitelaw & Wrathall, 2015).
Knowledge (not information) is one outcome of the learning process through which the learner has the ability to perceive information, to create meaningful connections and to link these both to past experiences as well as projecting them to future scenarios. In this way, knowledge is not a limited possession of the learner, but is contextual and gains relevance when shared. While knowledge provides the basis through which we analyze problems and can determine the action required to solve problems – it is the application of skills (using a specific technique or performing a specific task or activity) that form these determined actions. Skills represent the second outcome of learning. The third outcome of learning has to do with the application of one's knowledge and skills to solve or address a task in such a way that is recognized as competent by relevant peers. Nygaard and Holtham (2008) identify this as 'competence-in-practice' (p. 15) and suggest it comprises three aspects: 1) to possess the competence to solve a problem in practice, 2) to possess the ability to apply one's competence and contextual knowledge and 3) to be recognized as competent by more experienced peers in the social collectives through which one has membership.
Since authentic simulation of event management planning, execution and follow-up often involve teamwork or collaboration, this research explores the propensity for critical thinking, leadership and problem solving to be demonstrated by Senior students through the conceptualization, execution and write-up of an individual research thesis as a graduation requirement. While the dissertation is an established component of many undergraduate programs, this study explores the potential is presents for undergraduate event management students to enhance their employability.
Design/methodology/approach
An exploratory design using a qualitative approach was employed in this investigation to assess to what extent an individual research project can demonstrate an individual's competence in practice. Content analysis of the individual topics selected by different cohorts of event management students who successfully completed their thesis assignment over the course of two academic years were analyzed (n=130). The analysis provided insight into aspects that students chose to focus on in completion of this capstone project. Content analyzed in this study was acquired through a public access database of successfully completed thesis/projects and general themes and sub-themes were generated so as anonymize student authors.
Findings
A closer analysis of dissertation topics indicate three main areas of focus students chose to expand their knowledge and demonstrate understanding of. The first was in regard to the perception/satisfaction of different stakeholders - students who followed this line of investigation sought to gain understanding of how different stakeholders such as local residents, event organizers, local suppliers, government officials, non-resident participants viewed events of different sizes, legacy and duration ranging from festivals to sporting events to music concerts. As suggested by Ruggeroni (2001) these students sought to immerse themselves to acquire authentic understanding. The second focal point pursued by students was event impacts, regardless of whether their examination guided them to understand positive or negative impacts, these dissertations gave students the opportunity to problem solve and often provide real world recommendations. Similar to the process of knowledge exploration through critical analysis and problem solving recommended by Borrajo et al. (2010). The third form of investigation focused on aspects of innovation and development; students engaging in this research direction looked at new forms of promotion, service provision, and execution in regard to event management. The advantage of this form of investigation as advised by is to explore new potential while mitigating economic risk or loss.
It is noteworthy to mention that students in this particular HEI could have been further incentivized by the chance for outstanding research projects to be published in an e-Proceedings associated with a Tourism Education Student Summit event (TEd Summit) attended by academics, industry leaders and the community at large, held twice per year. Outstanding work could be nominated to present in the event and subsequently published after undergoing a double-blind review process before being invited (80% acceptance rate). Altogether 22% (n=28) of all event students referred to in this study sought this opportunity for public recognition.
Research limitations/implications
This study suggests that an individual research investigation not only offers students a chance to demonstrate competence in practice, but enables that individual to apply the professional knowledge and skills developed through the undergraduate study in a customized way. Future research can conduct a more thorough investigation of the thinking that went into each student's selection process and follow-up on the extent to which, if any, this exercise enhanced future career prospects.
Practical implications
Based on the preliminary results of this study, HEI's can explore more ways in which individuals can be recognized for their individual leadership/management capacity in this team-oriented field of events management.
Originality/value
Where previous studies have looked at improving the implementation and/or pedagogic structure of events management training, this study is unique in its investigation of potential for demonstrating individual competence in practice through an academic assignment.
References
NOTE: the full reference list will be included in the final paper as it exceeds the maximum word limit
Parallel Session 1, Cultural Festivals and Education Track: Developing Leaders for a Collaborative Workforce: The Challenge for Event Management Training in Higher Education
Classroom 205
Purpose
With the report from the World Travel and Tourism council (WTTC) suggesting that the current tourism and hospitality sector either directly or indirectly, supports one in eleven jobs worldwide in addition to a continued growth forecast of 3.3% for the industry annually until 2030, human resource development and qualification needs have increased pressure on Higher Education Institutions (HEIs) to prepare graduates for employability (UNWTO, 2016). In that the management of the Meeting, Incentive travel, Convention, and Exhibition (MICE) events provide a unique opportunity for destinations to refresh their tourism product offerings - degree and professional certification programs in this field have rapidly emerged, spurring a race to maintain competitive advantage through delivery of quality programs. Identifying and satisfying students' needs and expectations via provision of quality learning opportunities, thereby enhancing employability skills, has become essential (Butt & Rehman, 2010). Political and economic pressure to prepare graduates who can cope with shifting requirements and constantly evolving technological advances is a real challenge (Harvey, 2010). Due to the complexity of the workforce skills needed, combined with the demand for high quality service provisions a number of scholars agree that HEI's are the best source for ensuring capacity development (Enberg, 2007; Eurico, Silva, & Valle, 2015).
Based on existing literature, there is sufficient documentation regarding combination of pedagogic strategies recommended for providing undergraduate students with sufficient, knowledge, skills and competence – in practice, to confidently enter the workplace upon graduation (Ayers, 2006; Barron, 2007; Baum, 2007; Borrajo et al., 2010; Aggett, Mandy & Busby, 2011; Eurico et al., 2015; Harvey, 2010; Ruggeroni, 2001; Feng et al., 2015; Whitelaw & Wrathall, 2015).
Knowledge (not information) is one outcome of the learning process through which the learner has the ability to perceive information, to create meaningful connections and to link these both to past experiences as well as projecting them to future scenarios. In this way, knowledge is not a limited possession of the learner, but is contextual and gains relevance when shared. While knowledge provides the basis through which we analyze problems and can determine the action required to solve problems – it is the application of skills (using a specific technique or performing a specific task or activity) that form these determined actions. Skills represent the second outcome of learning. The third outcome of learning has to do with the application of one's knowledge and skills to solve or address a task in such a way that is recognized as competent by relevant peers. Nygaard and Holtham (2008) identify this as 'competence-in-practice' (p. 15) and suggest it comprises three aspects: 1) to possess the competence to solve a problem in practice, 2) to possess the ability to apply one's competence and contextual knowledge and 3) to be recognized as competent by more experienced peers in the social collectives through which one has membership.
Since authentic simulation of event management planning, execution and follow-up often involve teamwork or collaboration, this research explores the propensity for critical thinking, leadership and problem solving to be demonstrated by Senior students through the conceptualization, execution and write-up of an individual research thesis as a graduation requirement. While the dissertation is an established component of many undergraduate programs, this study explores the potential is presents for undergraduate event management students to enhance their employability.
Design/methodology/approach
An exploratory design using a qualitative approach was employed in this investigation to assess to what extent an individual research project can demonstrate an individual's competence in practice. Content analysis of the individual topics selected by different cohorts of event management students who successfully completed their thesis assignment over the course of two academic years were analyzed (n=130). The analysis provided insight into aspects that students chose to focus on in completion of this capstone project. Content analyzed in this study was acquired through a public access database of successfully completed thesis/projects and general themes and sub-themes were generated so as anonymize student authors.
Findings
A closer analysis of dissertation topics indicate three main areas of focus students chose to expand their knowledge and demonstrate understanding of. The first was in regard to the perception/satisfaction of different stakeholders - students who followed this line of investigation sought to gain understanding of how different stakeholders such as local residents, event organizers, local suppliers, government officials, non-resident participants viewed events of different sizes, legacy and duration ranging from festivals to sporting events to music concerts. As suggested by Ruggeroni (2001) these students sought to immerse themselves to acquire authentic understanding. The second focal point pursued by students was event impacts, regardless of whether their examination guided them to understand positive or negative impacts, these dissertations gave students the opportunity to problem solve and often provide real world recommendations. Similar to the process of knowledge exploration through critical analysis and problem solving recommended by Borrajo et al. (2010). The third form of investigation focused on aspects of innovation and development; students engaging in this research direction looked at new forms of promotion, service provision, and execution in regard to event management. The advantage of this form of investigation as advised by is to explore new potential while mitigating economic risk or loss.
It is noteworthy to mention that students in this particular HEI could have been further incentivized by the chance for outstanding research projects to be published in an e-Proceedings associated with a Tourism Education Student Summit event (TEd Summit) attended by academics, industry leaders and the community at large, held twice per year. Outstanding work could be nominated to present in the event and subsequently published after undergoing a double-blind review process before being invited (80% acceptance rate). Altogether 22% (n=28) of all event students referred to in this study sought this opportunity for public recognition.
Research limitations/implications
This study suggests that an individual research investigation not only offers students a chance to demonstrate competence in practice, but enables that individual to apply the professional knowledge and skills developed through the undergraduate study in a customized way. Future research can conduct a more thorough investigation of the thinking that went into each student's selection process and follow-up on the extent to which, if any, this exercise enhanced future career prospects.
Practical implications
Based on the preliminary results of this study, HEI's can explore more ways in which individuals can be recognized for their individual leadership/management capacity in this team-oriented field of events management.
Originality/value
Where previous studies have looked at improving the implementation and/or pedagogic structure of events management training, this study is unique in its investigation of potential for demonstrating individual competence in practice through an academic assignment.
References
NOTE: the full reference list will be included in the final paper as it exceeds the maximum word limit
