Teaching Tourism Marketing in the Post-covid Era: Evaluating the Virtual Adoption Project
Brigitta Pécsek - Eszterházy Károly Catholic University, Egészségház utca 4, Eger, 3300, Hungary
DOI: https://doi.org/10.31410/tmt.2023-2024.313
Brigitta Pécsek - Eszterházy Károly Catholic University, Egészségház utca 4, Eger, 3300, Hungary
DOI: https://doi.org/10.31410/tmt.2023-2024.313
8th International Thematic Monograph - Modern Management Tools and Economy of Tourism Sector in Present Era, Belgrade, 2023/2024, Published by: Association of Economists and Managers of the Balkans in cooperation with the Faculty of Tourism and Hospitality, Ohrid, North Macedonia; ISSN 2683-5673, ISBN 978-86-80194-81-3 ; Editors: Vuk Bevanda, associate professor, Faculty of Social Sciences, Belgrade, Serbia; Snežana Štetić, full time professor, The College of Tourism, Belgrade, Serbia, Printed by: SKRIPTA International, Belgrade
Abstract: This paper analyses a project called Virtual Adoption, initiated by the Department of Tourism at the Eszterházy Károly Catholic University, Hungary with the aim of offering students to work closely with local SMEs during the COVID-19 pandemic. Marketing students follow a practice-oriented curriculum, however, in that case, they could test their knowledge in real-life situations. The hypothesis was that gathering real-life professional experience during critical times could have a multitude of benefits ranging from course commitment to obtaining better grades. This research combined class observation with a short student survey. It was found that participating students were more committed to the course, gained better marks and the dropout rate decreased to zero. The results of the survey pointed out that the benefit of gaining first-hand experience came on top when asked about motivation and experience related to the project. The findings are in line with the arguments of educational scholars calling for more cooperation between education and industry.
Keywords: Teaching tourism marketing; Project-based teaching; Post-covid teaching; Practical experience
REFERENCES
Alles, M. A. (2017). Elija al mejor. La entrevista en selección de personas. La entrevista por competencias. Ediciones Granica.
Alves, A., Sousa, R., Moreira, F., Carvalho, M. A., Cardoso, E., Pimenta, P., & Mesquita, D. (2016). Managing PBL difficulties in an industrial engineering and management program. Journal of Industrial Engineering and Management, 9(3), 586–611. http://doi.org/10.3926/ jiem.1816
Ayikoru, M., Tribe, J., & Airey, D. (2009). Reading tourism education. Neoliberalism unveiled. Annals of Tourism Research, 36(2), 191-221. https://doi.org/10.1016/j.annals.2008.11.001
Baum, T., & Hai, N. T. T. (2020). Hospitality, tourism, human rights and the impact of COVID-19. International Journal of Contemporary Hospitality Management, 32(7), 2397-2407. https://doi.org/10.1108/ijchm-03-2020-0242
Baum, T., Kralj, A., Robinson, R. N. S., & Solnet, D. J. (2016). Tourism workforce research: A review, taxonomy and agenda. Annals of Tourism Research, 60, 1–22. https://doi. org/10.1016/j.annals.2016.04.003
Bédard, D., Lison, C., Dalle, D., Côté, D., & Boutin, N. (2012). Problem-based and Project based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistence. Interdisciplinary Journal of Problem-Based Learning, 6(2), 7–30. https://doi. org/10.7771/1541-5015.1355
Belhassen, Y., & Caton, K. (2011). On the need for critical pedagogy in tourism education. Tourism Management, 32(6), 1389-1396. https://doi.org/10.1016/j.tourman.2011.01.014
Boella, M. J., & Goss-Turner, S. (2019). Human Resource Management in the Hospitality Industry. https://doi.org/10.4324/9780429441400
Brundiers, K., & Wiek, A. (2013). Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability. Sustainability, 5(4), 1725-1746. https://doi.org/10.3390/su5041725
Cooper, C., & Shepherd, R. (1997). The relationship between tourism education and the tourism industry: Implications for tourism education. Tourism Recreation Research, 22(1), 34–47. https://doi.org/10.1080/02508281.1997.11014784
Dredge, D., Benckendorff, P., Day, M., Gross, M. J., Walo, M., Weeks, P., & Whitelaw, P. (2012). The philosophic practitioner and the curriculum space. Annals of Tourism Research, 39(4), 2154–2176. https://doi.org/10.1016/j.annals.2012.07.017
García, N. C. (2018). Evaluación del Desempeño del Talento Humano Basado en Competencias: Evaluación por Competencias, Desarrollo del Capital Humano. Editorial Académica Española.
González, A. L. (2017). Métodos de compensación basados en competencias (3rd ed.). Editorial Universidad del Norte.
Groot, W., & Maassen Van Den Brink, H. (2000). Overeducation in the labor market: A meta-analysis. Economics of Education Review. https://doi.org/10.1016/S0272-7757(99)00057-6
Guironnet, J. P., & Peypoch, N. (2007). Human capital allocation and overeducation: A measure of French productivity (1987 – 1999). Economic Modelling, 24, 398–410. https://doi. org/10.1016/j.econmod.2006.09.003
Halaby, C. N. (1994). Overeducation and skill mismatch. Sociology of Education, 67(1), 47–59. https://doi.org/10.2307/2112749
Hsu, C. H. C. (2018). Tourism education on and beyond the horizon. Tourism Management Perspectives, 25, 181–183. https://doi.org/10.1016/j.tmp.2017.11.022
Jalinus, N., Syahril, S., Nabawi, R. A., & Arbi, Y. (2020). How Project-Based Learning and Direct Teaching Models Affect Teamwork and Welding Skills Among Students. International Journal of Innovation, Creativity and Change, 11(11), 85–111.
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. The Cambridge Handbook of the Learning Sciences, 317-334. https://doi.org/10.1017/cbo9780511816833.020
Kucel, A. (2011). Literature survey of the incidence of overeducation: A sociological approach. Revista Espanol de Investigaciones Sociologicas, 134(18), 125–142. https://doi. org/10.2307/41304938
Kunwar, R. R. (2018). Tourism education, curriculum spaces, knowledge production, and disciplinary pluralism. The Gaze: Journal of Tourism and Hospitality, 9, 83–155. https://doi. org/10.3126/gaze.v9i0.19724
Leite, V. (2017). Innovative learning in engineering education: Experimenting with short-term project-oriented research and project-based learning. 2017 IEEE 26th International Symposium on Industrial Electronics (ISIE). https://doi.org/10.1109/isie.2017.8001477
Manchado, E., & Berges, L. (2013). Una experiencia de PBL en Grado de Ingeniería de Diseño Industrial, adaptando el método de sistemas de retículas de Diseño Gráfico. Revista de Docencia Universitaria (REDU), 11, 19–46. https://doi.org/10.4995/redu.2013.5546
Martínez, P., González, C., & Rebollo, N. (2019). Competencias para la empleabilidad: un modelo de ecuaciones estructurales en la Facultad de Educación. Revista de Investigación Educativa, 37(1), 57–73. https://doi.org/10.6018/rie.37.1.343891
McLoone, S. C., Lawlor, B., & Meehan, A. (2016). The Implementation and Evaluation of a Project-Oriented Problem-Based Learning Module in a First Year Engineering Programme.
Mehta, A., Felipe, J., Quising, P., & Camingue, S. (2011). Overeducation in developing economies: How can we test for it, and what does it mean? Economics of Education Review. https://doi.org/10.1016/j.econedurev.2011.06.004
Mohedo, M. T. D., & Bújez, A. V. (2014). Project based teaching as a didactic strategy for the learning and development of Basic competences in future teachers. Procedia-Social and Behavioral Sciences, 141, 232–236. https://doi.org/10.1016/j.sbspro.2014.05.040
Morales, D. P., Castillo, E., Parrilla, L., Garcia, A., & Otin, A. (2015). Towards Project-Based Learning applied to the Electronic Engineering studies. 2015 Conference on Design of Circuits and Integrated Systems (DCIS). https://doi.org/10.1109/dcis.2015.7388615
Nickson, D. (2013). Human resource management for the hospitality and tourism industries. Routledge.
Robinson, R. N. S., Martins, A., Solnet, D., & Baum, T. (2019). Sustaining precarity: Critically examining tourism and employment. Journal of Sustainable Tourism. https://doi.org/10.10 80/09669582.2018.1538230
Sánchez, M., & Vidal, O. L. (2013). Aprendizaje Colaborativo basado en proyectos desarrollados en Ingeniería. Revista Iberoamericana para la Investigación y el Desarrollo Educativo (RIDE), 10, 1–19.
Seraphin, H., Bah, M., Fyall, A., & Gowreesunkar, V. (2021). Tourism education in France and sustainable development goal 4 (Quality Education). Worldwide Hospitality and Tourism Themes. https://doi.org/10.1108/WHATT-08-2020-0083
Toledo, P., & Sánchez, J. M. (2018). Project-based Learning: una experiencia universitaria. Profesorado. Revista de currículum y formación del profesorado, 22(2), 471–491. https://doi. org/10.30827/profesorado.v22i2.7733
Wang, Z. H., & Ryan, C. (2015). Tourism curriculum in the university sector: Does it meet future requirements? Evidence from Australia. Tourism Recreation Research, 32(2), 29–40. https://doi.org/10.1080/02508281.2007.11081274
Zhang, Z., Hansen, C. T., & Andersen, M. A. (2016). Teaching Power Electronics with a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark. IEEE Transactions on Education, 59, 32-38. https://doi.org/10.1109/te.2015.2426674
Keywords: Teaching tourism marketing; Project-based teaching; Post-covid teaching; Practical experience
REFERENCES
Alles, M. A. (2017). Elija al mejor. La entrevista en selección de personas. La entrevista por competencias. Ediciones Granica.
Alves, A., Sousa, R., Moreira, F., Carvalho, M. A., Cardoso, E., Pimenta, P., & Mesquita, D. (2016). Managing PBL difficulties in an industrial engineering and management program. Journal of Industrial Engineering and Management, 9(3), 586–611. http://doi.org/10.3926/ jiem.1816
Ayikoru, M., Tribe, J., & Airey, D. (2009). Reading tourism education. Neoliberalism unveiled. Annals of Tourism Research, 36(2), 191-221. https://doi.org/10.1016/j.annals.2008.11.001
Baum, T., & Hai, N. T. T. (2020). Hospitality, tourism, human rights and the impact of COVID-19. International Journal of Contemporary Hospitality Management, 32(7), 2397-2407. https://doi.org/10.1108/ijchm-03-2020-0242
Baum, T., Kralj, A., Robinson, R. N. S., & Solnet, D. J. (2016). Tourism workforce research: A review, taxonomy and agenda. Annals of Tourism Research, 60, 1–22. https://doi. org/10.1016/j.annals.2016.04.003
Bédard, D., Lison, C., Dalle, D., Côté, D., & Boutin, N. (2012). Problem-based and Project based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistence. Interdisciplinary Journal of Problem-Based Learning, 6(2), 7–30. https://doi. org/10.7771/1541-5015.1355
Belhassen, Y., & Caton, K. (2011). On the need for critical pedagogy in tourism education. Tourism Management, 32(6), 1389-1396. https://doi.org/10.1016/j.tourman.2011.01.014
Boella, M. J., & Goss-Turner, S. (2019). Human Resource Management in the Hospitality Industry. https://doi.org/10.4324/9780429441400
Brundiers, K., & Wiek, A. (2013). Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability. Sustainability, 5(4), 1725-1746. https://doi.org/10.3390/su5041725
Cooper, C., & Shepherd, R. (1997). The relationship between tourism education and the tourism industry: Implications for tourism education. Tourism Recreation Research, 22(1), 34–47. https://doi.org/10.1080/02508281.1997.11014784
Dredge, D., Benckendorff, P., Day, M., Gross, M. J., Walo, M., Weeks, P., & Whitelaw, P. (2012). The philosophic practitioner and the curriculum space. Annals of Tourism Research, 39(4), 2154–2176. https://doi.org/10.1016/j.annals.2012.07.017
García, N. C. (2018). Evaluación del Desempeño del Talento Humano Basado en Competencias: Evaluación por Competencias, Desarrollo del Capital Humano. Editorial Académica Española.
González, A. L. (2017). Métodos de compensación basados en competencias (3rd ed.). Editorial Universidad del Norte.
Groot, W., & Maassen Van Den Brink, H. (2000). Overeducation in the labor market: A meta-analysis. Economics of Education Review. https://doi.org/10.1016/S0272-7757(99)00057-6
Guironnet, J. P., & Peypoch, N. (2007). Human capital allocation and overeducation: A measure of French productivity (1987 – 1999). Economic Modelling, 24, 398–410. https://doi. org/10.1016/j.econmod.2006.09.003
Halaby, C. N. (1994). Overeducation and skill mismatch. Sociology of Education, 67(1), 47–59. https://doi.org/10.2307/2112749
Hsu, C. H. C. (2018). Tourism education on and beyond the horizon. Tourism Management Perspectives, 25, 181–183. https://doi.org/10.1016/j.tmp.2017.11.022
Jalinus, N., Syahril, S., Nabawi, R. A., & Arbi, Y. (2020). How Project-Based Learning and Direct Teaching Models Affect Teamwork and Welding Skills Among Students. International Journal of Innovation, Creativity and Change, 11(11), 85–111.
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. The Cambridge Handbook of the Learning Sciences, 317-334. https://doi.org/10.1017/cbo9780511816833.020
Kucel, A. (2011). Literature survey of the incidence of overeducation: A sociological approach. Revista Espanol de Investigaciones Sociologicas, 134(18), 125–142. https://doi. org/10.2307/41304938
Kunwar, R. R. (2018). Tourism education, curriculum spaces, knowledge production, and disciplinary pluralism. The Gaze: Journal of Tourism and Hospitality, 9, 83–155. https://doi. org/10.3126/gaze.v9i0.19724
Leite, V. (2017). Innovative learning in engineering education: Experimenting with short-term project-oriented research and project-based learning. 2017 IEEE 26th International Symposium on Industrial Electronics (ISIE). https://doi.org/10.1109/isie.2017.8001477
Manchado, E., & Berges, L. (2013). Una experiencia de PBL en Grado de Ingeniería de Diseño Industrial, adaptando el método de sistemas de retículas de Diseño Gráfico. Revista de Docencia Universitaria (REDU), 11, 19–46. https://doi.org/10.4995/redu.2013.5546
Martínez, P., González, C., & Rebollo, N. (2019). Competencias para la empleabilidad: un modelo de ecuaciones estructurales en la Facultad de Educación. Revista de Investigación Educativa, 37(1), 57–73. https://doi.org/10.6018/rie.37.1.343891
McLoone, S. C., Lawlor, B., & Meehan, A. (2016). The Implementation and Evaluation of a Project-Oriented Problem-Based Learning Module in a First Year Engineering Programme.
Mehta, A., Felipe, J., Quising, P., & Camingue, S. (2011). Overeducation in developing economies: How can we test for it, and what does it mean? Economics of Education Review. https://doi.org/10.1016/j.econedurev.2011.06.004
Mohedo, M. T. D., & Bújez, A. V. (2014). Project based teaching as a didactic strategy for the learning and development of Basic competences in future teachers. Procedia-Social and Behavioral Sciences, 141, 232–236. https://doi.org/10.1016/j.sbspro.2014.05.040
Morales, D. P., Castillo, E., Parrilla, L., Garcia, A., & Otin, A. (2015). Towards Project-Based Learning applied to the Electronic Engineering studies. 2015 Conference on Design of Circuits and Integrated Systems (DCIS). https://doi.org/10.1109/dcis.2015.7388615
Nickson, D. (2013). Human resource management for the hospitality and tourism industries. Routledge.
Robinson, R. N. S., Martins, A., Solnet, D., & Baum, T. (2019). Sustaining precarity: Critically examining tourism and employment. Journal of Sustainable Tourism. https://doi.org/10.10 80/09669582.2018.1538230
Sánchez, M., & Vidal, O. L. (2013). Aprendizaje Colaborativo basado en proyectos desarrollados en Ingeniería. Revista Iberoamericana para la Investigación y el Desarrollo Educativo (RIDE), 10, 1–19.
Seraphin, H., Bah, M., Fyall, A., & Gowreesunkar, V. (2021). Tourism education in France and sustainable development goal 4 (Quality Education). Worldwide Hospitality and Tourism Themes. https://doi.org/10.1108/WHATT-08-2020-0083
Toledo, P., & Sánchez, J. M. (2018). Project-based Learning: una experiencia universitaria. Profesorado. Revista de currículum y formación del profesorado, 22(2), 471–491. https://doi. org/10.30827/profesorado.v22i2.7733
Wang, Z. H., & Ryan, C. (2015). Tourism curriculum in the university sector: Does it meet future requirements? Evidence from Australia. Tourism Recreation Research, 32(2), 29–40. https://doi.org/10.1080/02508281.2007.11081274
Zhang, Z., Hansen, C. T., & Andersen, M. A. (2016). Teaching Power Electronics with a Design-Oriented, Project-Based Learning Method at the Technical University of Denmark. IEEE Transactions on Education, 59, 32-38. https://doi.org/10.1109/te.2015.2426674
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www.udekom.org.rs
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Registration number.: 28157347