Tourism Education in Cambodia: A Case Study of the First University course in Tourism Ravinder School of Leisure Sport & Tourism, University of Technology Sydney
TOURISM EDUCATION IN A GLOBAL ECONOMY TOURISM EDUCATION IN CAMBODIA: GLOBAL OR HOME GROWN
Much tourism education in the West caters to this global economy, but Does Cambodian tourism education need to have a specific perspective?
Tourism Education Who is it for? 1. The industry and the markets Firms – multinational to local and family businesses The Markets • International • Domestic (local)
Tourism Education Who is it for? 2. The Destination and the Host Community foreign exchange earnings domestic spending second-order spending employment sustains skills and industries that are economically vulnerable at the destination - wealth creation and poverty alleviation protect natural resources preserving cultural and historical resources strengthening the social fabric cultural or nationalistic identity
Tourism Education Who is it for? 3 a. Future Professionals and the Student Body o an operational skills base (relevant to their current position) o an additional skills base (for future career progression) They also need best practice and the ability to apply such models. a world-view, generic skills in research and analysis, strategy development skills be motivated to take the path of Lifelong Learning.
Tourism Education Who is it for? 3 b. The Student Body § need academic resources. § should understand the scope of tourism, even beyond their current field of study. Retention of students: provide a variety of subjects, contexts and formats. maintain and enhance student motivation, pose sufficient challenges
Cambodia’s Tourism 286, 000 in 1998 466, 000 in 2000 In 2001 they set out to reach 1 m arrivals by 2006 Achieved 1 m in 2004 In spite of 9/11 and SARS 60, 000 employed in tourism Quick transition to the Development stage (Butler) Was the community and local enterprise
Curriculum Development Stakeholder Consensus (a 2 -day workshop) To develop a Masters course in Tourism Development To develop academic and research capabilities Full academic rigour But should also have operational skills and practical application Include internship period First fee-paying course at the University
Course Outcomes Research projects and Masters theses Mostly at community / regional level Visitation to these sites by increasing numbers of locals Service quality expectations rising Good level of industry knowledge 4/14 graduates now undertaking Ph Ds at international universities
Lessons 1 The international perspective The traditional international tourism education perspective that describes multinational firms and markets Develops the destination adapts best practice Fosters a research climate defines the research agenda in tourism Develops graduates that can operate in a global market Challenges and motivates graduates to seek broader opportunities and specialised knowledge
Lessons 2 The domestic perspective (1) A more localised tourism education perspective that Identifies resources appropriate for Cambodians (primarily), describes local tourism resources and industry operators Develops individual sites, to spread tourism visitation particularly in economically, environmentally and socially vulnerable regions, Develops best practice Fosters a research climate in domestic tourism Develops graduates who can operate in a local environment, with knowledge of local resources and
Lessons 3 The domestic perspective (2) Institutions specialising in the domestic tourism visitation need particularly to stronger emphasis on Khmer society, history, culture, cater to small enterprises, and local communities be dispersed across the country, relate to the tourism resources available in their community be flexible in their delivery deliver content that is relevant to the economic and social contexts.
Lessons 4 Credibility / commitment of host university Support from the Ministry of Tourism Maintenance of academic rigour Start with a Graduate programme Should have an applied focus as well Communication with academics (on-site? ) Educational Resources (electronic? ) Domestic tourism should not be ignored
The two-tier approach The need for a second tier of education Operational and sector -specific skills Common Core Curriculum and accreditation Developed locally QA mechanisms Complementary Mutually beneficial Articulated pathways Benefits Develop local entrepreneurship Satisfy Cambodian tourist's needs Poverty alleviation through tourism
Thanks to our partners Royal University of Phnom Penh University of Bologna, Italy Ausaid I look forward to your comments …
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