developing graduate managers for hospitality and tourism

Developing graduatemanagers for hospitalityand tourism

David Littlejohn and

Sandra Watson

The authors

David Littlejohn is Head of the Tourism Travel and HospitalitySection, Caledonian Business School, Glasgow CaledonianUniversity, Glasgow, UK.Sandra Watson is a Subject Group Leader at the School ofManagement, Napier University, Edinburgh, UK.

Keywords

Human resource management, Graduates, Higher education,Continuing professional development,Management development, United Kingdom

Abstract

Development of managers is key to the future health ofhospitality and tourism: sectors increasingly affected by trends inglobalisation and pressures on competitiveness. Reporting on around table event, driving forces affecting the development ofthe sectors are identified; major stakeholder views are offeredand the ensuing discussion of graduate profiles was organisedinto three main scenarios: professional developers, portfoliostrategists and pragmatic mavericks. The scenarios identifyvarying approaches for graduates, higher education institutionsand employers. One outcome of the analysis is to note highlevels of interdependency between these stakeholders inensuring any desired outcomes and argues for long-term,strategic co-operation.

Electronic access

The Emerald Research Register for this journal isavailable atwww.emeraldinsight.com/researchregister

The current issue and full text archive of this journal isavailable atwww.emeraldinsight.com/0959-6119.htm

This section addresses some important trends

affecting the provision of future managers for

hospitality and tourism. It reports on the outcome

of a special industry-academia event and

subsequent scenario building for graduate models,

outlining the roles that academia and industry may

play.

Process

An initial event took place at Glasgow Caledonian

University in November 2003. Invited participants

spanned hospitality, tourism and wider industry

sectors[1]. Academics from the University were

also present. Those attending had been advised on

the focus of the meeting and to be prepared to give

their views on major trends affecting management

in hospitality and tourism, together with the role of

higher education (HE) in producing future

managers for the industry, in a round table

discussion. The event lasted two hours and

included short presentations by Mr P. Riddle,

the chief executive of VisitScotland, and

Professor D. Litteljohn.

A transcription of the event provides the focus

for the analysis. The presentations and subsequent

discussions provided a wealth of data. Given the

nature of debate some of the views were

contradictory and the verbatim accounts were

fragmented and lacked direction. Thus the

transcription was studied to structure the

discussion; underlying themes uncovered

embraced several areas: generic management

skills; graduate attitudes and approaches to work;

industry image; and the importance of a long-term

commitment to learning.

Further refinements have been made. As

Scotland provided the original focus, steps were

taken to ensure a greater degree of generalisation

to the UK. This was achieved by expanding

background data to the UK level. In addition, to

increase coherence and application, the data

collected were scrutinised with an academic in

human resources possessing specialist knowledge

of hospitality and tourism. From this partnership

the data were restructured and, at times, expanded

with greater statistical or contextual detail.

The final part of the article organises views of

the meeting into three different graduate scenarios.

This was undertaken through the use of scenario

planning tools. Scenario planning is “a tool for

ordering one’s perceptions about alternative future

International Journal of Contemporary Hospitality Management

Volume 16 · Number 7 · 2004 · pp. 408-414

q Emerald Group Publishing Limited · ISSN 0959-6119

DOI 10.1108/09596110410559096

The authors would like to thank the Caledonian

Business School staff, in particular Mr A. Pettigrew,

for organising the event and providing a transcription

of proceedings.

408

environments in which decisions might be played

out” (Schwartz, 1991). Scenarios can be viewed as

possible futures or contingencies and in essence

can be defined literally as the script for a play. They

are not meant to predict the future and indeed are

valued by those who believe it impossible to

predict the future. Instead scenarios allow

managers to stretch their thinking and widen the

range of alternatives considered (Porter, 1985).

The process of scenario planning generally

involves the development of three or four diverse

plots and associated narratives, each of which

illustrates the possible playing out of major forces

driving change within a system, the

interrelationship of these driving forces, and

critical uncertainties in the environment (Wack,

1985). Under Van der Heijden’s (1996) typology

these are external, value-free scenarios. They are

based on an analysis of present forces and their

likely evolution. It should be stressed that these

scenarios were developed by the authors from the

recorded views but not with the active involvement

of those attending the event.

Driving forces

Hospitality and tourism management education

has played to very different conditions over the

past 30 years. The nature of economy has changed

drastically, as has the role of HE and individual

students and their career ambitions.

International perspective of economies

Global economic restructuring and freedom of

trade impact on national economic success.

Components of change include a decline in the

importance of primary and manufacturing sectors

juxtaposed with growth in financial and other

services and an increasing internationalisation of

trade. Advanced economies transform themselves

into ones that are service-based and information

technology geared and recognise the emergence of

a knowledge society where the basic resource is no

longer capital, or natural resources or labour, but

knowledge, and in which knowledge workers will

play a central role (Drucker, 1993). In this

economic environment much activity is consumer-

driven. For suppliers this has important

implications for cost, quality of service and

customer focus. The ability to respond positively

to these changes by public and private sectors is

considered important both for organisation and

economic prosperity (OECD, 1998; Campbell,

1999).

Hospitality and tourism industry structure

The role of tourism and hospitality in the economy

is now well documented. Tourism and the cultural

industries contribute £75 billion to the UK

economy, with significant foreign exchange

earnings. However, suppliers do not represent a

homogenous group, with similar characteristics

and operations. There is a breadth and diversity

over the sectors. The industry is fragmented

though there has been a trend towards

consolidation of larger companies, particularly in

hospitality. However, the roles of micro-businesses

and small medium-sized enterprises remain very

important. The role of graduate managers is

relatively limited in quantitative terms, compared

to total industry employees. The Hospitality

Training Foundation (2002) quotes the ONS

Labour Force Survey recording 4.9 per cent of

employees in the hospitality sector as possessing

degrees. Consolidation has resulted in some

greater focus on graduates wanting to pursue

company-based careers.

The image of hospitality and tourism as

employers

Studies over the recent past have identified that the

hospitality sector suffers from a poor image: for

example some recent research in Scotland

(VisitScotland/George Street Research, 2002)

showed that while a career in tourism is generally

considered interesting (87 per cent) and

challenging (81 per cent) it is also perceived as

offering long working hours (56 per cent),

repetitive work (51 per cent) and low pay (54 per

cent). Conversely, the survey found that a majority

of their respondents stated they did not have a

good understanding of the range of jobs and career

opportunities available.

Increasing up-take of higher education

An important recent change has been the increase

in students studying at universities. Over the

period 1990/1991 to 2001/2002, Social Trends

Edition 34 shows that students on undergraduate

degrees have increased from 538,000 to 782,000

(+45 per cent) (National Statistics, 2004). This

has changed the nature of the student population,

with a greater emphasis made on vocational

degrees. The Scottish Executive (2003) have

stressed the need to focus on the changing

requirements of learners and to be responsive to

the demands of employers, whilst at the same time

maintaining the value of the student experience

and their retention from entry to qualification.

Developing graduate managers for hospitality and tourism

David Littlejohn and Sandra Watson


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The competitive position of tourism and

hospitality degree programmes in higher

education

The Learning Teaching Support Network

(Hospitality, Leisure, Sport and Tourism) (2004)

published data provided by the University and

College Admission Service to show that there has

been a decline in demand for hospitality and

tourism programmes. Over the period 1996-2003,

programmes with the term “hospitality” in the title

experienced a decline of 34 pr cent (to 2,742),

while demand for those with “tourism” decreased

by 3,174 (32 per cent) to 6,754. However, because

of their high popularity these declines have not

been matched by a decrease of students joining

Universities. For hospitality those joining

increased by 49 per cent over the period. For

tourism there was a 12 per cent increase (to 1,583

and 3,334 respectively). Thus the ratio of

acceptances to applicants has decreased from

1:3.34 (1996) to 1:2.02 in hospitality and for

tourism courses from 1:3.94 to 1:1.73. The

Hospitality Training Foundation indicated that

around 3,500 students graduate with hotel and

catering degrees each year (1998-2000).

The nature of the student experience

With increasing student numbers and changing

government funding policies there has been a

marked change in the nature of student

experience. Through student loans this includes

having to shoulder increasing financial burdens

during their periods of study. Many more students

than in the past take on part-time job

commitments, working during term time as well as

holidays. This can create real problems for

students who have to juggle paying jobs and

academic work priorities. In addition it may result

in significant numbers of students entering

employment carrying loan burdens arising from

their undergraduate studies.

Trends in continuing professional

development

Increasingly learning is seen to have a place

continuously throughout careers, rather than

pre-entry and discreet points during the working

life. Possibly consequential to its fragmentation

little visible industry-wide learning is available for

management levels.

Sadler-Smith et al. (2000) argue that rapidly

changing social, economic and political

environments are often cited as a justifying lifelong

learning to remain competent (maintenance role)

and continue as valued and productive members

(survival) and to enhance personal mobility in the

labour market. This is a view that has gained

support by Phillippe Rossiter (2004), chief

executive of the HCIMA, when launching a

voluntary pilot CPD scheme for HCIMA

members.

Definitions of continuing professional

development (CPD) vary across professions

though there is some consensus on its key features.

The Institute of Continuing Professional

Development (ICPD) – launched in the UK in

1998 to raise the effectiveness of professionals by

establishing new CPD standards – defines it as:

. . . the systematic maintenance, improvement andbroadening of knowledge and the development ofpersonal qualities necessary for the education ofprofessional and technical duties throughout thepractitioner’s working life.

Or:

. . . the process by which a professional personmaintains the quality and relevance of professionalservices throughout his/her working life.

Others, such as the UK’s Chartered Institute of

Personnel and Development (CIPD), see the focus

more as the individual’s responsibility, so define

CPD as a “constant updating of professional

knowledge throughout one’s working life by means

of systematic, on-going, self-directed learning”.

This focus on the individual runs counter to a

perception, perhaps more widely held in the past,

that CPD has been vocational/professional focused

andmight therefore appear to have been employer-

driven and concentrated on short term upskilling

of the workforce (Shaw andGreen, 1999) and even

regarded as an optional extra (Guest, 2000).

Fowler (1996) suggests four main categories of

activities or events from which CPD evolves:

(1) work-based activities (e.g. membership of

project teams, investigating or advising on a

new or difficult task);

(2) courses, seminars and conferences;

(3) self-directed and informal learning (e.g.

planned reading, technology-based training

approaches); and

(4) personal activities outside work (e.g. acting as

a school governor, carrying out voluntary

work).

Additionally, there is debate as to whether CPD

should be optional or mandatory. A mandatory

approach runs the risk of professional bodies

making CPD seem like a product forced on their

membership (Guest, 2000). “O’Rourke’s Paradox

of CPD” (O’Rourke, 2000) asks how self-directed

learning combines with ensuring people chose

appropriate and useful courses. In fact, he

identifies those who come forward for voluntary

CPD as likely to be the more informed and

motivated clinicians:

Trying to rope in the others by making the processcompulsory may destroy the motivation of the self-starters, without inducing it in the sluggards.




Volume 16 · Number 7 · 2004 · 408-414

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Compulsion may simply produce “bolshieness,” ordoughy resistance in the “can’t learn, won’t learn”hard-core (O’Rourke, 2000).

HCIMA intends that CPDwill be mandatory from

June 2004 but indicate that the extended CV

method being piloted is user-friendly, maximising

the benefits of CPD recording and minimising its

drawbacks (Rossiter, 2004).

Summary and applications

Globalisation and the rise of services in economies

heighten the role of labour, and management, as a

key competitive resource. Against a changing

customer-driven environment, hospitality and

tourism suffer from a poor public image and lack of

career knowledge. Whilst the UK undergraduate

population has grown, demand for undergraduate

places has declined and, though numbers enrolled

in hospitality and tourism have not yet been

affected, changing demographics and economic

demand of the undergraduate experience may yet

create a negative impact on the modest numbers of

annual hospitality and tourism management

graduates. Meanwhile, there is recognition that

undergraduate study is the start of the individual’s

management learning where work experience is

supplemented by CPD.

A higher education application

It is important for vocational areas to consider

employability skills and the extent to which these

could be embedded in work-based learning.

Questions on the balance between generic business

skills and sector specific skills in the curriculum

require consideration as well as the amount future

and current managers should engage in sector-

specific professional development. New

opportunities offered by information technology

could facilitate major changes in delivery of

education, though major change requires

substantial investment. New ways of getting

academia and industry to work together at national

and local levels are also important, for example in

work-based learning.

A destination application

Tourism is a varied industry with many

stakeholders. Stakeholders grow successful

business links if the destination builds and shares a

strong aspirational vision. For example,

VisitScotland has set itself a target of increasing its

tourism by 50 per cent over the next decade.

The destination’s customer base must be

understood. Customer segments and trends,

national and international, should be appreciated in

a context of a global marketplace. Competitiveness

is important to Scotland and the UK, which are not

low-cost destinations and need to compete on

marketing and high quality. The vision should bind

together its location, transportation, culture and

history, venues, hospitality and service quality. The

vigour of the visionmust be led and be underpinned

by individuals who have an integrated view of the

industry, perceive people (customers and staff) as

key, and develop successful partnerships between

sectors.

General discussion

Views advanced in the round table discussion are

summarised under three main headings.

(1) Course design and the skills base:. There was general agreement that soft

skills (e.g. IT skills, communication, team

working, problem solving, numeracy,

motivational skills, literacy) should be

provided as a priority. HE should find

innovative means of giving students

opportunities to acquire these soft skills

especially in relation to people care and

management skills.. Courses should consider the inclusion of

foreign languages as a compulsory element

of the curriculum.. Language competences would greatly

supported if students were given the

opportunity to undertake full year

placements in hotels and other tourism

businesses abroad (e.g. Continental

Europe).. Universities and colleges should use

semester/term-time work experience of

students as an educational opportunity and

bring work-based experiences to enrich

student learning.. Teaching should embrace work-related

contexts where possible, e.g. high quality

case studies which apply general business

skills within hospitality and tourism. Greater clarity is required in HE and

industry in relation to the balance between

vocational/sector needs and academic

requirements. It is important that all

stakeholders appreciate that both are

critical to produce high value, successful

tourism.. Greater emphasis could be given on

training for a graduate’s first job

destination. Employers report that they

need to top-up graduate skills, mainly in

practical skills.. It may be valuable for HE to undertake

selection interviews as part of the




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recruitment process for programmes in

hospitality and tourism. Interviews should

aim to find the applicants who demonstrate

the capacity to develop people skills.. With an ageing population it is important

to recognise that older tourists have special

needs. Perhaps the sector can learn from

the approaches of other service industries

to address the needs of the “grey market”.. Universities could focus on producing the

top-level management staff for tourism

and hospitality. Students with a less

academic orientation could focus on

training for front-line and operational jobs.

(2) Student and graduate attitudes:. It is critical that students appreciate that

there is a strong practical element to their

studies and future careers.. Attitudes can be as important as the

knowledge gained in studies. People

management and customer care attitudes

are particularly important.. Students and new graduates should

approach the industry with a positive image

of its opportunities and working conditions.

Currently some work experience (casual or

formal requirements) gained during studies

colours student views negatively through a

combination of various factors including

extensive work demands, low wages and

relatively poor working conditions. This

does little to encourage the best graduates

to work in the sector.. Graduates should understand that they

will enter a sector dominated by small

businesses and owner-businesses. These

often possess a culture of long hours and

hard physical and mental work.

(3) Stakeholders outside academia:. It is important that public sector initiatives

are monitored, relative to their role in

management education and development.

Taking over from the Hospitality Training

Foundation in 2004 will be the Sector

Skills Council for Hospitality, Leisure,

Travel and Tourism (now established as

People First) both as an agency to support

the industry but also to work with to ensure

positive change in attitudes and measures

to increase the quality of management and

management education. Staff investment is important for sectors to

demonstrate its appreciation of staff as its

key resource. This means investing in staff

rewards, incentives, development and

working conditions to create a culture

where the workforce values high quality

customer care.

Summary

Most of the round table discussion centred on how

HE could prepare individuals for future

management. While views were diverse there was a

noteworthy emphasis from many discussants on

the importance of providing individuals with

appropriate attitudes and aspirations to guide their

career trajectories and industry vision. Thus the

role of HE must be more than just to provide a

skills base. The role of industry at undergraduate

level was less clear and a number of initiatives for

co-operation were suggested, while it was

recognised that employers could help reverse

negative public images of the sector by addressing

issues of rewards and incentives.

Scenarios for graduateness

No one way forward was agreed on the best HE

approach to develop graduates for hospitality and

tourism. There was consensus on the provision of

management expertise and on developing positive

industry employment attitudes (generally and

during the students’ undergraduate learning).

There was further agreement that HE and industry

should act as partners and recognition by

employers that learning is continuous and requires

their investment. These issues provided a baseline

for the three scenarios which were developed post

the event and which are presented below. The

authors do not claim they were articulated in the

manner presented, though every attempt is made

to remain true to the spirit of the contributions.

However, the authors’ views are likely to influence

the scenarios to an extent.

The intention of producing three scenarios is

not to provide a definitive statement on

graduateness. Scenarios are value free (i.e. none is

preferable to another) and are not intended to be

mutually exclusive. Each scenario gathers

characteristics under three headings: individual

graduate characteristics; the role of HE; and

industry roles. Thus their focus is on the inputs

and outcomes of the undergraduate experience.

Three main scenarios are presented, as shown in

Table I.

The professional developer scenario emphasises

an operations specialist with contemporary

expertise and a strong customer focus. HE

concentrates on operations management with high

levels of contemporary relevance and technological

expertise. Employers invest to ensure that HE has

the knowledge (and, where appropriate resources)

to provide relevance to the current environment.

Undergraduates are highly sensitised to industry

conditions. Their operational direction requires

little immediate on-the-job training. However, the




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412

need to develop generic management skills will be

important to ensure career development (unless

industry wishes to keep graduates in essentially

technical-type positions).

The management platform for a portfolio

strategist is a stronger orientation in generic

management. HE concentrates on developing

people management skills and customer focus

orientations. Graduates see hospitality and

tourism management as sharing much with other

sectors. They are mentally flexible across functions

and hierarchies. Industry needs to invest in quality

work-based learning opportunities for students

and induction into operations and industry-

specific technologies at the first employment stage.

These graduates aim to develop a range of

expertise which suits their preferences as well as

employer/industry needs. While industry leaning,

and likely to join hospitality and tourism on

graduation, these individuals are happy to work

wherever their skills are valued.

Pragmatic mavericks form the third scenario.

They have a grounding in hospitality and/or

tourism, but their academic education is mainly

led by entrepreneurial and value-added business

approaches. Operations “how to” expertise

receives little formal attention, most of this being

obtained in vacation employment or industry

placements. The pragmatic maverick has a highly

developed set of personal skills as well as business

development expertise. She or he follows a CDP

agenda which reflects their personal perceptions of

the benefits obtained. Their desire for a career in

hospitality responds to employment packages that

suit their preferred lifestyles: they may wish to

work in large or small organisations, inside or

outside hospitality and tourism.

A variant to this profile of a pragmatist with

industry leanings was also suggested. This is a

non-hospitality/tourism graduate who enters

employment, initially on a short-term basis.

Because they enjoy working in the industry they

decide to explore these career opportunities.

However, it was suggested, poor work conditions

or career prospects usually mean that they

(pragmatic “tourists”) enjoy only a short visit

before exiting the industry.

Concluding remarks

That the development of managers is a key human

resources concern to the future health of

hospitality and tourism sectors, increasingly

affected by globalisation and competitiveness, is

hardly a novel conclusion. Neither astounding is

the view that appropriate skills sets should be

appropriate for future needs. What the review did

reveal was the perception that generic

management skills were very important, though

there was a strong feeling that these should be

applied sensitively to the vocational settings. The

desirability of close liaison between industry and

HE was emphasised. This was expressed in

broader terms than the reiterating requirements of

high quality work experience and career advice.

Graduate attitudes and skills are factors which

should be nurtured from the initial career decision

and throughout professional life.

Given the bonds between major stakeholders

and potential synergies arising from joint

initiatives, there is a clear message for greater

co-operation and partnerships amongst all players.

A call for collaboration is, once again, nothing new,

Table I Scenarios for graduate development

Scenario Individual attitudes HE perspective Industry perspective

Theprofessionaldeveloper

Competent in many skills at first position

Operationally focused and flexible

High levels of personal skills

Personal development prioritises training

and on-the-job opportunities

Likes clear criteria and career ladders for

advancement

Curriculum prioritises professional competence

Operations and supervisory-based skills

Emphasis on specialist technologies, including

information technology (IT) systems

High levels of industry-based placement

High commitment to advice on curriculum

Staff exchanges between industry and HE

Involvement in IT provision for HE

High commitment to provision of quality industry

placement

Provision of career information to undergraduates

The portfoliostrategist

Knowledge of operational and corporate

functions

Flexible team player

People management orientation

Formal and informal CPD paths attractive

Curriculum prioritises generic business skills

Sensitivity and application given to sectoral

conditions

Management taught as challenges/puzzles rather

than prescriptions

Provides work-based learning opportunities

Invests in operational training for first job

graduates

Provides role models and well publicized career

opportunities

The pragmaticmaverick

Excellent personal skills

Entrepreneurial/can-do approach

CPD undertaken reflects rewards/

incentives

Broad knowledge of management functions and

generic business skills

Grounding in sectoral orientations

Entrepreneurial and individual personal skills

given attention

Very high level of on-the-job training given to first

job graduates

Competes directly on employment package with

clear advancement/career incentives




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413

though difficult to enact in a fragmented industry.

It could be argued that some public sector

initiatives (e.g. Tourism Training Scotland), whilst

designed to bring players together, have lacked the

strategic power to concentrate on long-term issues

of management development. If the current public

sector focus on lifelong learning enables long-term

and fundamental issues which affect both attitudes

and skills development, graduates as a group and

HR for the sector are likely be better placed to

make a contribution to the health of this important

part of society.

Note

1 Present: Colin McLean, Managing Director, Scottish ValueManagement; Mr John Maclean, Chairman, CBS BusinessForum; Mr Jim McColl, Chairman, Clyde Blowers; MrAlistair Pettigrew, School Manager, CBS; Mr Philip RiddleChief Executive, VisitScotland; Mr Alf Young, Policy Editor,The Herald; Mr Alastair Campbell, Managing DirectorRadical Travel; Mr Lars Christiannson, Managing DirectorHoliday Inn Express; Mr Mike Closier, Group ChiefExecutive, Business Scotland; Mr David Cochrane,Divisional Director, Springboard Scotland; Ms GillianDonald, Director of External Affairs, Glasgow College ofFood Technology; Dr Margaret Graham, Research Fellow,Moffat Centre for Travel & Tourism Business Development;Prof. John Lennon, Moffat Chair, Moffat Centre for Travel& Tourism Business Development; Ms Eva MacDiarmid,Chief Executive, Association of Scottish Visitor Attraction;Ms Jane Melly, Scotrail; Mr Jamie Moffat, Chairman ATMTravel; Ms Marion Oates, Director of Development,Scottish Borders Tourist Board; Ms Freda Rapson,Managing Director, Jacobite Cruises Limited;Ms Victoria Russell, Senior Business DevelopmentConsultant, Moffat Centre for Travel & Tourism BusinessDevelopment; Ms Bernadette Scott, Glasgow CaledonianUniversity; Dr Sherif El Roubi, Glasgow CaledonianUniversity; Heads of Division, Caledonian Business School.

References

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Drucker, P. (1993), Post-Capitalist Society, Butterworth-Heinemann, Oxford.

Fowler, A. (1996), “How to manage your own CPD”, PeopleManagement, October, pp. 54-6.

Guest, D. (2000), “Human resource management at work”,CIPD, available at: www.cipd.co.uk

Training Foundation (2002), Labour Market Review 2002,Hospitality Training Foundation, London.

Learning and Teaching Support Network (2004), “Acceptedstudents and applicants 1996-2003 in hospitality, leisure,sport and tourism”, based on data provided by UCAS.Learning and Teaching Support Network, available at:www.hlst.ltsn.ac.uk/resources/ucas.pdf

National Statistics (2004), Social Trends 34 – a Portrait of BritishSociety, National Statistics, London.

O’Rourke, A. (2000), “Continuing professional development: toolittle . . . too much . . . too late”, the Wisdom Centre, TheWisdom Virtual Conference in Clinical Governance,available at: www.wisdomnet.co.uk

OECD (1998), Human Capital Investment: An InternationalComparison, Centre for Educational Research andInnovation, OECD, Paris.

Porter, M.E. (1985), Competitive Advantage: Creating andSustaining Superior Performance, Collier Macmillan,London.

Rossiter, P. (2004), “Extending your CV”, available at:www.leisureopportunities.co.uk

Sadler-Smith, E., Allinson, W. and Hayes, J. (2000), “Learningpreferences and cognitive style some implications forcontinuing professional development”, ManagementLearning, Vol. 31 No. 2, pp. 239-56.

Schwartz, P. (1991), The Art of the Long View, Doubleday,New York, NY.

Scottish Executive (2003), Life Through Learning; LearningThrough Life: The Lifelong Learning Strategy for Scotland,Scottish Executive, Edinburgh.

Shaw, M. and Green, H. (1999), “Continuous professionaldevelopment: emerging trends in the UK”, QualityAssurance in Education, Vol. 7 No. 3, pp. 169-77.

Van der Heijden, K. (1996), Scenarios – The Art of StrategicManagement, John Wiley & Sons, Chichester.

VisitScotland/George Street Research Ltd (2002), StakeholderOpinion Research: Baseline Survey Report, George StreetResearch Ltd, Edinburgh.

Wack, P. (1985), “Scenarios: shooting the rapids”, HarvardBusiness Review, Vol. 63 No. 6, pp. 139-50.

Further reading

Airey, D. and Johnson, S. (1999), “The content of tourism degreecourses in the UK”, Tourism Management, Vol. 20,pp. 229-35.

Higher Education Funding Council for England (2001), GettingAhead: Graduate Careers in Hospitality Management(HEFCE 01/30 May Report), Council for HospitalityManagement Education/HEFCE, Bristol.

Impact Skills Network (2002), “An assessment of skills needs intourism and cultural industries: Skills dialogues”, July,available at www.impactskillbase.org.uk

Jameson, S.M. and Holden, R. (2000), “’Graduateness’ whocares? Graduate identity in small hospitality firms”,Education and Training, Vol. 42 No. 4/5, pp. 264-71.

Kelley-Paterson, D. and George, C. (2001), “Securing graduatecommitment: an exploration of the comparativeexpectations of place students, graduate recruits andhuman resources managers within the hospitality, leisureand tourism industries”, Hospitality Management, Vol. 20,pp. 311-23.

Kriegl, U. (2000), “International hospitality management.identifying important skills and effective training”, CornellHotel and Restaurant Administration Quarterly, Vol. 41No. 2, pp. 64-71.

Shah, A., Pell, K. and Brooke, P. (2004), “Beyond firstdestinations. Graduate employment survey”, ActiveLearning in Higher Education, Vol. 5 No. 1, pp. 9-26.

Tribe, J. (2002), “The philosophic practitioner”, Annals ofTourism Research, Vol. 29 No. 2, pp. 338-57.




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developing graduate managers for hospitality and tourism

Documents