Nº 6
1/2003
A WTO · T HEMIS
PUBLICATION
/ U NE
PUBLICATION DE L ’OMT · T HÉMIS
/ U NA
PUBLICACIÓN DE LA
OMT · T HEMIS
TEDQUAL
CERTIFIED
MEMBERS
OF THE
WTO
Education
Council
INSTITUTO POLITÉCNICO DE COIMBRA (PORTUGAL)
- Licenciatura en Turismo
UNIVERSIDAD EXTERNADO DE COLOMBIA (COLOMBIA)
- Licenciatura en Administración de Empresas Turísticas y
Hoteleras
DUBLIN INSTITUTE OF TECHNOLOGY (IRELAND)
- Degree in Tourism Marketing
- Master Degree in Tourism Management
UNIVERSIDAD POLITÉCNICA DE VALENCIA-ITES (SPAIN)
- Master Universitario Internacional en Alta Gestión Hotelera
THE GEORGE WASHINGTON UNIVERSITY (USA)
- Destination Management Certificate
- Master in Tourism Administration
- Event Management Certificate
UNIVERSITY OF ZAGREB (CROATIA)
- Bachelor Business Administration
THE HONG KONG POLYTECHNIC UNIVERSITY (CHINA)
- BA in Hotel, Catering and Tourism Management
- Higher Diploma in Hotel, Catering and Tourism Management
- MSc in Hotel and Tourism Management
UNIVERSIDAD SAN MARTÍN DE PORRES (PERU)
- Licenciatura en Turismo y Hotelería
- Maestría en Marketing Turístico
- Maestría en Gestión Cultural
UNIVERSITY OF SURREY (UNITED KINGDOM)
- Undergraduate BSc Degree in Tourism
- Postgraduate MSc in Tourism
UNIVERSITAT DE VIC (SPAIN)
- Diplomatura en Turismo
UNIVERSITY OF HAWAII (USA)
- Bachelor of Science
UNIVERSITÉ DU QUÉBEC À MONTRÉAL (CANADA)
- Baccalauréat en Gestion du Tourisme et Hôtellerie
- Maîtrise en Planification et Gestion du Tourisme
ESCUELA SUPERIOR DE ADMINISTRACIÓN Y
DIRECCIÓN DE EMPRESAS ESADE (SPAIN)
- Master in Tourism & Leisure Management
JOHNSON & WALES UNIVERSITY (USA)
- MBA Hospitality Management
UNIVERSITÀ COMÉRCIALE LUIGI BOCCONI (ITALY)
- Master in Economia del Turismo
UNIVERSITY OF PRETORIA (SOUTH AFRICA)
- BCom (Tourism Management)
- BCom Honours (Tourism Management)
INSTITUTE FOR TOURISM STUDIES-IFT (MACAU, CHINA)
- Bachelor Tourism Business Management
UNIVERSIDAD ANTONIO DE NEBRIJA (SPAIN)
- Diplomatura de Turismo
INSTITUTE OF HOTEL & TOURISM STUDIES
“LE MONDE” (GREECE)
- Culinary Arts Diploma
- Hotel Management Diploma
- Tourism Management Diploma
CENTRO DE FORMACIÓN EN TURISMO - CENFOTUR (PERU)
- Administración Turística
- Administración Hotelera
- Guía Oficial de Turismo
CTS TOURISM OF JINAN UNIVERSITY (P.R.CHINA)
- BA in Tourism Management
UNIVERSITY OF LJUBLJANA (SLOVENIA)
- Bachelor Degree in Tourism
UNIVERSITAT DE LES ILLES BALEARS (SPAIN)
- Diplomatura de Turisme
KENYA UTALII COLLEGE (KENYA)
- The Travel & Tourism Management Course
- Travel Operations
EASTERN MEDITERRANEAN UNIVERSITY (TURKEY)
- Tourism & Hospitality Management (AAS)
- Tourism & Hospitality Management (BSc)
UNIVERSITY OF BRIGHTON (UNITED KINGDOM)
- Master in Tourism Management
UNIVERSITÁ DI PERUGIA (ITALY)
- Master in Hospitality Management
INTERNATIONAL INSTITUTE OF HOTEL MANAGEMENT &
TOURISM (RUSSIA)
- Master in Tourism and Hotel Management
HOSPITALITY INDUSTRY TRAINING & DEVELOPMENT
CENTRE - VOCATIONAL TRAINING COUNCIL
(HONG KONG, CHINA)
- Certificate in Front Office Service
- Certificate in Tour Guide and Service Culture
- Certificate in Front Office and Housekeeping
- Certificate in Housekeeping Service
- Certificate in Food Preparation Western
- Certificate in Western Cuisine and Food & Beverage
- Certificate in Bakery and Pastry
- Certificate in food & Beverage Service
- Modular Cert. Program in Hotel & Catering Operations
- Certificate in Hospitality Industry Foundation
contents s u m a r i o sommaire
WTO.HRD Team.....................................5
Equipo OMT.DRH...................................5
L’équipe OMT.DRH ................................5
EDITORIAL
Knowledge Management
in Tourism.............................................6
EDITORIAL
Gestión del Conocimiento
en Turismo............................................6
ÉDITORIAL
Gestion de la Connaissance
en Tourisme ..........................................6
OPINION
Ruhanen and Cooper .............................9
Morucci ..............................................14
Bédard and Geronimi...........................18
OPINIÓN
Ruhanen y Cooper.................................9
Morucci ..............................................14
Bédard y Geronimi ..............................18
Airey...................................................22
OPINION
Ruhanen et Cooper ...............................9
Morucci ..............................................14
Bédard et Geronimi .............................18
Airey...................................................22
PREMIO ULISES DE LA OMT
Introducción .......................................26
Ceremonia ..........................................27
Discurso de Aceptación Ulises ............30
Conferencia ........................................34
Conferencia del Premio
Ulises: Aires de Cambio ......................36
PRIX ULYSSE DE L´OMT
Introduction ........................................26
Cérémonie ..........................................27
Discours d’acceptation du Prix Ulysse .30
Conférence .........................................34
Airey and Geronimi..............................22
WTO.ULYSSES PRIZE
Introduction ........................................26
The Ceremony.....................................27
Ulysses Acceptance Speech................30
The Lecture ........................................34
WTO.Ulysses Prize Lecture:
Winds of Change.................................36
REUNIÓN CONJUNTA CON
EL CONSEJO EJECUTIVO DE LA OMT
Ceremonia de Apertura .......................42
Sesiones Técnicas ..............................43
6º Consejo de Educación.....................48
KNOWLEDGE IN TOURISM
FROM THE TOP
He Guangwei (China) ..........................50
Conférence du Luréat du Prix Ulysse:
Les Vents du Changement ...................36
JOINT MEETING WITH THE
WTO EXECUTIVE COUNCIL
Opening Ceremony ..............................42
Technical Sessions..............................43
6th EdC Meeting ..................................48
RÉUNION CONJOINTE ENTRE
LE CONSEIL EXECUTIF DE L´OMT
Cérémonie d’Overture .........................42
Sessions Techniques ...........................43
Sixieme Conseil de l’Education............48
KNOWLEDGE IN TOURISM
FROM THE TOP
He Guangwei (China) ..........................50
Helen Marano (USA) ...........................55
Enric Pujal (Andorra) ...........................58
WTO.Themis in Andorra .......................63
KNOWLEDGE IN TOURISM
FROM THE TOP
He Guangwei (China) ..........................50
Helen Marano (USA) ...........................55
Enric Pujal (Andorra) ...........................58
OMT.Thémis en Andorra ......................63
Helen Marano (USA) ...........................55
Enric Pujal (Andorra) ...........................58
OMT.Themis en Andorra ......................63
MIEMBROS OMT.TEDQUAL
Instituto de Turismo de Moscú ............66
U. de las Islas Baleares ......................68
Cenfotur .............................................70
Eastern Mediterranean U.....................72
MEMBRES OMT.TEDQUAL
Institut du Tourisme de Moscou ..........66
OMT.DRH PRODUCTOS
Y SERVICIOS
WTO.Scholars .....................................74
WTO.TEDQUAL MEMBERS
Moscow Institute of Tourism ...............66
U. of Balearic Islands ..........................68
Cenfotur .............................................70
Eastern Mediterranean U.....................72
U. des Illes Balèars .............................68
Cenfotur .............................................70
Eastern Mediterranean U.....................72
WTO.HRD PRODUCTS
AND SERVICES
WTO.Scholars .....................................74
TedQual ..............................................82
TedQual Seminars ...............................83
TedQual AGORA ..................................84
TedQual MQE Consultancy...................85
PRODUIT ET SERVICES
DE LA SECTION OMT.DRH
WTO.Scholars .....................................74
TedQual ..............................................82
Séminaires TedQual.............................83
TedQual AGORA ..................................84
TedQual MQE Consultation ..................85
TedQual ..............................................82
Seminarios TedQual.............................83
TedQual AGORA ..................................84
Consultoria TedQual MQE ....................85
Tedqual
6
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p. 3
GTAT...................................................86
Practicum ...........................................90
Themis TedQual Practicum ..................92
WTO.Sbest..........................................94
WTO.SIS ...........................................103
Themis Internship Programme ...........104
WTO.Tourism Policy Forum ................105
WTO.Tourism Science Park................106
GTAT...................................................86
Practicum ...........................................90
Themis TedQual Practicum ..................92
WTO.Sbest..........................................94
WTO.SIS ...........................................103
Programa Internship de Themis .........104
Foro OMT de Política Turística ..........105
Parque Científico ..............................106
GTAT...................................................86
Practicum ...........................................90
Themis TedQual Practicum ..................92
WTO.Sbest..........................................94
WTO.SIS ...........................................103
Programme Internship de Thémis ......104
Foro OMT de Politique Turistique.......105
Parc Scientifique...............................106
NOUVELLES
Communauté des Connaisances
en Tourisme ......................................110
Académie Touristique en Finlande......114
Modèle de Coopération E-Learning ......116
Université Ouverte de la Catalogne .....119
Site Web de l’OMT ............................120
Tedqual: Dix Mil Ejemplaires..............121
NEWS
Community Tourism
Knowledge........................................110
T-Academy Meeting in Finland...........114
E-Learning Cooperation Model ...........116
Open University of Catalonia .............119
WTO Web site...................................120
TedQual: Ten thousand copies ...........121
Fitur 2003 ........................................122
NOTICIAS
Comunidad de Conocimiento
en Turismo........................................110
Reunión T-Academia en Finlandia ......114
Modelo de Cooperación E-Learning ....116
Universidad Abierta de Catalunya ......119
Página Web de la OMT......................120
TedQual: Diez Mil Ejemplares.............121
Fitur 2003 ........................................122
Fitur 2003 ........................................122
IN BRIEF...........................................123
BREVES ............................................123
BRÈVES ............................................123
PRACTICUM 2003 ............................124
WTO.THEMIS
TEDQUAL PRACTICUM 2003 .............125
PRACTICUM 2003 ............................124
OMT.THEMIS
TEDQUAL PRACTICUM 2003 .............125
PRACTICUM 2003 ............................124
OMT.THEMIS
TEDQUAL PRACTICUM 2003 .............125
Publications......................................127
Publicaciones ...................................127
Publicatons.......................................127
TedQual. A WTO
TedQual. R EVISTA
AND
WTO·THEMIS, PUBLICATION ON QUALITY IN TOURISM EDUCATION AND TRAINING.
OMT Y LA OMT·THEMIS PARA LA CALIDAD EN LA EDUCACIÓN Y FORMACIÓN
DE LA
TURÍSTICAS.
TedQual. R EVUE
DE L’OMT ET LA
TOURISTIQUES.
OMT·THEMIS
PUBLISHED BY:
WTO and WTO.Themis
C/ Capitán Haya, 42
Madrid 28020 (Spain)
TRANSLATORS:
CHIEF EDITOR:
Eduardo Fayos-Solà
DESIGN AND
TYPESETTING:
Estudio Salvador Ten
PRINTED BY:
Gráficas 82, S.L.
EDITORIAL TEAM: Elena Borrego
Rosamond Deming
Lourdes de Aguilera
Amparo Muñoz
1. ANA MUÑOZ
Research Fellow, WTO.HRD.
2. AMPARO MUÑOZ
Administrative Coordinator, WTO.HRD.
3. LAURA FUENTES
Research Fellow, WTO.HRD.
4. CHOONSEOP KIM
Research Manager, WTO.HRD.
5. LOURDES DE AGUILERA
Assistant to the Director, WTO.HRD.
6. ELENA BORREGO
Project Assistant, WTO.HRD.
7. DAWID DE VILLIERS
Deputy Secretary-General, WTO.
8. FRANCESCO FRANGIALLI
Honorary President of the WTO·Themis
Foundation and Secretary-General, WTO.
9. ENRIC PUJAL
Honorary President of the WTO·Themis
Foundation and Minister of the Presidency
and Tourism of Andorra.
10. EDUARDO FAYOS-SOLÀ
Executive President of the WTO·Themis
Foundation and Director, WTO.HRD.
11. JAVIER GALLEGO
Director, WTO·Themis.
Tedqual
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p. 4
POUR LA QUALITE DE L’ÉDUCATION ET DE LA FORMATION
Translation Section, WTO
Sección de Traducción, OMT
Section de la Traduction, OMT
12. PETER SHACKLEFORD
Director Administration Division, WTO.
13. SERGI NADAL, Secretary of the WTO·Themis
Foundation and Director of Tourism of Andorra.
14. ROSAMOND DEMING
International Programme Officer, WTO.HRD.
15. CLAUDIO BLAIRES
Technical Assistant, WTO·Themis.
16. LUCY GARNER
Communication Coordinator, WTO·Themis.
17. PATRICIA FACIO
Programme Coordinator, WTO·Themis.
18. MAGDA PONS
TedQual Programme Assistant, WTO·Themis.
19. RAQUEL LEAL
Internship Program, Project Assistant,
WTO·Themis.
20. CAROLINA GOYA
Assistant, WTO·Themis.
21. ZITA BARRIO
Assistant to the Director, WTO·Themis.
22. XAVIER QUERENCIA
Head of Administration, WTO·Themis.
23. PILAR YLLATOPA
Internship Program, Project Assistant,
WTO·Themis.
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E
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KNOWLEDGE MANAGEMENT IN TOURISM
T
he academic and professional
debate on the essential methods
and factors for competitiveness and
sustainability in tourism is beginning
to home in on a core concept: knowledge. As Peter Drucker said about the
economy in general: “From now on,
the key is knowledge. The world is
becoming not labour-intensive, not
materials-intensive, not energy-intensive, but knowledge-intensive”.
The WTO, soon to be converted into a
specialized agency of the United
Nations, could not fail to respond to
the call made by leaders such as Kofi
Annan or James Wolfensohn when
they insist that the development and
welfare of peoples entail the creation
of knowledge and the formation of
human capital. This can help narrow a
worrying gap: not the much-talkedabout digital divide, but rather the
much deeper and much more real cultural-technological-scientific divide
among peoples and nations, which is
growing wider in the 21st century.
Thus, among the instrumental objectives of tourism policy such as the
reinforcement of natural and cultural
resources, sustainability, quality and
efficiency (competitiveness), etc., we
must now place the emphasis on
knowledge management. This instrument, which is so closely linked to
development that many deem it worthy of being considered an end in
itself, cannot be reduced to the merely
tactical matter of market intelligence.
Equally unreasonable is the opposite
view, which relegates it to an ivory
tower for the amusement of “impractical” academics and intellectuals.
Knowledge management is already
the most important element in value
creation within our organizations, and
as such, an inseparable part of our
production processes and decisionmaking. In the words of W. Edwards
Deming, “learning is not compulsory...
neither is survival”.
In tourism — or more specifically, in
tourism policy – survival is going to
depend not only on (i) the creation of
knowledge, strategic or applied
Tedqual
6
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p. 6
research, but also on (ii) our capacity
for its application, optimizing its consequences and results, on (iii) its proper integration in our productive and
organizational processes, and (iv) its
dissemination to and among people
through education and training (comprehension), and information.
Beyond survival, the sustainability and
competitiveness of our tourism companies, organizations and destinations
will require agility in developing this
knowledge management. This applies
not only in the most obvious and immediate contexts – research and education/training – but also directly, in the
actual performance of services.
In the following pages, articles by
Ruhanen and Cooper, Morucci,
Bédard and Geronimi, and Airey
approach this question from different
perspectives. Then, a report on the
awarding of the first WTO Ulysses
Prize shows the importance given by
the Organization to this subject. Also
notable is the Joint Meeting of the
Executive Council and the Education
Council of the WTO, symbolizing the
ever-tighter relationship between the
task of making decisions and that of
creating and transmitting knowledge.
In the “From the top” section, H.E. He
Guangwei, Chairman of the China
National Tourism Administration, H.E.
Enric Pujal, Minister of the Presidency
and Tourism of Andorra, and Ms.
Helen Marano, Director of the U.S.
Commerce Department’s International
Trade Administration, Tourism Industries Office, give us their insights
regarding knowledge in tourism and
the WTO’s role in this area.
The next section presents the training
programmes offered by new centres
that have obtained WTO.TedQual
Certification, and lists the programmes carried out by the WTO, the
WTO.Themis Foundation and the
Education Council for the benefit of
Member States. In this respect, special
mention should be given to the
tremendous support provided by the
Ministry of Foreign Affairs of Italy,
which through its contribution to the
WTO.Scholars programme has given
scholarships to dozens of officials of
Member States to attend specialized
GTAT and TedQual courses offered by
the WTO in conjunction with
WTO.TedQual institutions in Italy.
With regard to the WTO Practicum,
the number of alumni has reached 240
officials from 110 member countries.
Aside from the Madrid-based programme, there is now a TedQual
Practicum at WTO.Themis, with the
support of the Andorran government.
The programme is carried out in
Andorra and takes on officials that
have been officially designated by
their government as specialists in education and training, with links with the
WTO in this area.
Finally, there is ample coverage of other
ongoing projects, programmes and
developments, such as the important
agreement between the Government of
Andorra and the WTO elevating the
status of the WTO.Themis Foundation,
agreements with the Governments of
Peru and Ecuador to begin the
WTO.Sbest programmes at CuzcoMacchu Picchu and in the Galapagos,
the Tourism Labour Market Observatory, and the holding of the thinktank on Tourism Destinations, which
gathered together experts from the
Education Council and top officials
from Destination Management Organizations belonging to the WTO.
Other events include the launch of the
WTO.Tourism Policy Forum, which
will address many activities of the
Section and of the Education Council,
and allow institutionalized interactivity with the member countries and their
tourism destinations in areas such as
policies for development, competitiveness, sustainability, etc. The
Tourism Science Park and its precursor, the Institute for Knowledge
Management in Tourism, continue to
be under study by the Education
Council, the WTO.Themis Foundation, WTO.HRD and the interested
WTO members.
“Knowledge is the most democratic
way to success.” (Alvin Toffler). E
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GESTIÓN DEL CONOCIMIENTO EN TURSIMO
L
a discusión académica y profesional sobre los factores y métodos
esenciales para la competitividad y sostenibilidad en turismo empieza a
concentrarse en un concepto nuclear: el
conocimiento. En palabras de Peter
Drucker sobre la economía en general:
“En adelante, la clave es el conocimiento. El mundo está dejando de ser
intensivo en trabajo, intensivo en materiales e intensivo en energía; ahora es
intensivo en conocimiento”.
La OMT, muy pronto transformada en
una agencia especializada de la
Organización de las Naciones Unidas,
no podía dejar de responder al llamamiento de líderes de la talla de Kofi
Annan y James Wolfensohn cuando insisten en que la vía al desarrollo y el
bienestar de los pueblos pasa por la formación de conocimiento y capital humano. Ello puede contribuir a disminuir una
brecha inquietante; no la “popular” brecha digital sino la mucho más profunda
y real brecha cultural-tecnológico-científica que se agranda entre naciones y
pueblos en el siglo XXI.
Así, en el elenco de objetivos instrumentales de la política turística: La
potenciación de recursos naturales y
culturales, la sostenibilidad, la calidad
y eficiencia (competitividad)... hay que
subrayar ahora la gestión del conocimiento. Este instrumento –tan intimamente ligado al desarrollo que muchos
lo considerarán digno de figurar más
bien como un objetivo— no se reduce
simplemente a una cuestión táctica de
investigación de mercados. Tampoco es
razonable la opinión opuesta de ubicarlo en una torre de marfil para deleite de
académicos e intelectuales “poco prácticos”. La gestión del conocimiento es
ya el elemento más importante de creación de valor en nuestras organizaciones y, como tal, parte inseparable de
nuestros procesos productivos y de
toma de decisiones. O, expresado en
boca de W. Edwards Deming, “el conocimiento no es obligatorio... tampoco
lo es la supervivencia”.
En turismo –o más concretamente, en
política turística— esa supervivencia
va a depender no sólo de (i) la crea-
ción de conocimiento, la investigación
estratégica y aplicada, sino de (ii)
nuestra capacidad de aplicación, optimizando sus consecuencias y resultados, de (iii) su correcta integración en
nuestros procesos productivos y organizativos y (iv) la difusión del mismo
a y entre nuestros equipos humanos
mediante la educación y la formación
(comprensión) y la información.
Pero, más allá de la supervivencia, la
sostenibilidad y competitividad de
nuestras empresas, organizaciones y
destinos turísticos va a requerir una
gran agilidad para desarrollar esta gestión del conocimiento. No solamente en
sus entornos más obvios e inmediatos,
la investigación en sí misma o la educación-formación, sino, directamente, en
la prestación de los servicios.
En las páginas que siguen, los artículos
de Ruhanen y Cooper, Morucci, Bédard
y Geronimi, y Airey abordan esta cuestión desde diversas perspectivas. A continuación, la crónica de la entrega del
primer Premio Ulises de la OMT, muestra la importancia que la Organización
da a este tema. Conviene destacar asimismo la Reunión Conjunta del Consejo Ejecutivo y del Consejo de Educación de la OMT, simbólica del
acercamiento imparable entre la tarea
de toma de decisiones y la de creación
y transmisión de conocimiento.
En la sección from the top, S.E. He
Guangwei, Presidente de la Administración Nacional de Turismo de
China, S.E. Enric Pujal, Ministro de la
Presidencia y Turismo de Andorra, y
la Sra. Helen Marano, Directora de
Turismo en el Departamento de
Comercio de los EEUU, nos ofrecen
su cualificada opinión sobre el conocimiento en turismo y el papel de la
OMT al respecto.
A continuación se presentan los programas de formación de nuevos centros
que han conseguido la Certificación
OMT.TedQual, y se recogen asimismo
los programas de la OMT, de la
Fundación OMT.Themis y el Consejo
de Educación en beneficio de los
Estados Miembros. Debe destacarse al
respecto el formidable apoyo del
Ministerio de Asuntos Exteriores de
Italia que, con su contribución al programa WTO.Scholars, ha proporcionado becas a decenas de funcionarios de
países miembros para asistir a cursos
especializados GTAT y TedQual ofrecidos por la OMT conjuntamente con instituciones OMT.TedQual en Italia.
En el ámbito del Practicum de la
OMT, se ha alcanzado la cifra de 240
funcionarios de 110 países miembros.
Además del programa en Madrid,
existe ahora un Practicum TedQual de
la OMT.Themis que, con el apoyo del
Gobierno de Andorra, se realiza en ese
país y acoge a funcionarios que han
sido designados oficialmente por sus
Gobiernos como especialistas en educación y formación —y enlaces con la
OMT en ese área.
Finalmente, se hace referencia también a otras noticias, proyectos y programas en desarrollo, tales como el
importante acuerdo del Gobierno de
Andorra con la OMT para elevar el
status de la Fundación OMT.Themis,
los acuerdos con los Gobiernos de
Perú y Ecuador para comenzar los
programas WTO.Sbest en CuzcoMacchu Picchu y Galápagos, el
Observatorio de Mercados Laborales
en Turismo y la celebración del ThinkTank sobre Destinos Turísticos entre
expertos del Consejo de Educación y
responsables de Organismos de Gestión de Destinos pertenecientes a la
OMT. Añádase a ello el lanzamiento
del WTO.Tourism Policy Forum, que
focalizará muchas actividades del
Departamento y del Consejo de Educación y permitirá una interactividad
institucionalizada con los países
miembros y sus destinos turísticos en
áreas tales como políticas de desarrollo, competitividad, sostenibilidad etc.
El proyecto de Parque Científico del
Turismo y su germen, el Instituto para
la Gestión del Conocimiento en
Turismo, continúan en estudio por el
Consejo de Educación, la Fundación
OMT.Themis, la OMT.DRH y los
miembros de la OMT interesados.
“El conocimiento es la vía más democrática para el éxito” (Alvin Toffler). Tedqual
6
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p. 7
É
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GESTION DE LA CONNAISSANCE EN TOURISME
L
a discussion académique et professionnelle sur les facteurs et les
méthodes essentielles pour la compétitivité et la durabilité du tourisme commencent à ce concentrer autour d’un
concept nucléaire: la Connaisance.
Comme disait Peter Drucker sur l’économie en général: “Dorénavant, la clé
est la connaissance. Le monde cesse
d’être intensif en travail, intensif en
matériels, et intensif en énergie ; il est
désormais intensif en connaissance”.
L’OMT, transformée prochainement en
agence spécialisée de l’Organisation des
Nations Unies, ne pouvait manquer de
répondre à l’appel de leaders de la taille
de Kofi Annan et de James Wolfensohn,
lorsqu’ils insistent pour dire que la voie
du développement et de la prospérité des
peuples passe par la formation de
connaissance et de capital humain. Cette
stratégie peut contribuer à combler une
brèche inquiétante, non pas la brèche
numérique si populaire, mais une faille
beaucoup plus profonde et réelle, la
bréche culturelle-technologique-scientifique qui s’élargit
entre les nations et les
ème
peuples au XXI Siècle.
Ainsi, dans la liste des objectifs instrumentaux de la politique touristique : la
mise au profit des ressources naturelles
et culturelles, la durabilité, la qualité et
l’efficacité (la compétitivité…), il faut
souligner désormais la gestion des
connaissances. Cet instrument – tellement lié intimement au développement,
que certains jugeront qu’il mérite figurer
plutôt parmi les objectifs – n’est pas une
simple question tactique d’étude de marchés. L’avis contraire de l’enfermer dans
une tour d’ivoire pour la jouissance des
académiciens et des intellectuels “peu
pratiques” n’est pas plus judicieux. La
gestion de la connaissance est déjà devenu l’élément principal pour la création
de valeur ajoutée au sein de nos organisations et, comme telle, elle constitue
une partie inséparable de nos procès de
production et de nos prises de décisions.
Ou, pour le dire dans les termes
employés par W. Edwards Deming, “la
connaissance n’est pas obligatoire… ni
la survie non plus”.
En matière de tourisme –ou, plus exactement, de politique touristique – cette
Tedqual
6
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p. 8
survie dépendra non seulement de (i) la
création de connaissance, la recherche
stratégique et appliquée, mais aussi de
(ii) notre capacité d’application, en
optimisant ses conséquences et ses
résultats, de (iii) sa bonne intégration
dans nos procès de production et d’organisation et de (iv) sa diffusion parmi
nos équipes humaines, par le biais de
l’éducation et de la formation (compréhension) et de l’information.
Mais au delà de la survie, la durabilité et
la compétitivité de nos entreprises, organisations et destinations touristiques vont
exiger une grande souplesse pour développer cette gestion de la connaissance
(du savoir), et ce, non seulement dans ses
milieux les plus évidents et immédiats,
comme la recherche en soi ou l’education-formation, mais surtout directement, dans la prestation des services.
Dans les pages suivantes, les articles de
Ruhanen et Cooper, Morucci, Bédard et
Geronimi, ainsi que d’Airey abordent
cette question sous diverses optiques.
Ensuite, la chronique de la remise du
premier Prix Ulysse de l’OMT, illustre
l’importance accordée par l’Organisation à ce sujet. Il convient de souligner
également la Réunion Conjointe du
Conseil Exécutif et du Conseil de l’Éducation de l’OMT, qui symbolise le rapprochement constant de la prise de décisions et de la création et la transmission
de la connaissance.
Dans la section from the top, M. He
Guangwei, Président de l’Administration Nationale du Tourisme de Chine,
M. Enric Pujal, Ministre de la Présidence
et du Tourisme d’Andorre, et Mme.
Helen Marano, Directrice du Tourisme
du Département du Commerce des
EEUU, nos offrent leur opinion qualifiée
sur la connaissance dans le tourisme et
sur le rôle de l’OMT à son égard.
Nous présentons à la suite les programmes de formations des nouveaux
établissements qui ont obtenu la
Certification OMT.TedQual, ainsi que
les programmes de l’OMT, de la
Fondation OMT·THEMIS et du Conseil
de l’Éducation à l’intention des États
Membres. À cet égard, il faut noter l’appui formidable du Ministère des Affaires
Étrangères italien qui, avec sa contribu-
tion au programme WTO.Scholars, a
offert des bourses à des dizaines de fonctionnaires des pays membres pour assister aux cours spécialisés GTAT et
TedQual menés conjointement par
l’OMT et des institutions OMT.TedQual
en Italie.
Dans le domaine du Practicum de
l’OMT, on a atteint le chiffre 240
fonctionnaires de 110 pays membres.
En plus du programme à Madrid, il
existe désormais un TedQual
Practicum de l’OMT·THEMIS qui,
avec le soutien du Gouvernement
d’Andorre, se réalise dans ce pays et
accueille les fonctionnaires désignés
officiellement par leurs Gouvernements respectifs, comme spécialistes
en éducation et formation, et agents de
liaison de l’OMT en l’éducation.
Finalement, on fait référence à d’autres
nouvelles, projets et programmes en
cours de développement, comme l’important accord du Gouvernement
d’Andorre avec l’OMT pour élever le
statut de la Fondation OMT·THEMIS,
les accords avec les Gouvernements du
Pérou et d’Équateur pour amorcer les
programmes WTO.Sbest à Cuzco Machu Picchu et aux Galapagos,
l’Observatoire des Marchés du Travail
du Tourisme, et l’organisation du ThinkTank sur les Destinations Touristiques
entre les experts du Conseil de l’Éducation et les responsables des Organismes
de Gestion de Destinations adhérents à
l’OMT. Il faut ajouter le lancement du
WTO.Tourism Policy Forum, qui
concentrera de nombreuses activités du
Département et du Conseil de l’Éducation et, qui permettra une interactivité
institutionnalisée avec les pays membres
et leurs destinations touristiques dans des
domaines tels que les politiques de développement, la compétitivité, la durabilité
etc. Le projet du Parc Scientifique du
Tourisme et son germe, l’Institut pour la
Gestion de la Connaissance du Tourisme,
restent pour le moment en phase d’étude
entre Conseil de l’Éducation, la Fondation OMT·THEMIS, l’OMT.DRH et les
membres de l’OMT intéressés.
“La connaissance est la voie la plus
démocratique vers le succès” (Alvin
Toffler). OpinionLisa Ruhanen & Chris Cooper
DEVELOPING
A KNOWLEDGE
MANAGEMENT
APPROACH TO
TOURISM
RESEARCH
INTRODUCTION
There is a growing acknowledgement that economies of the 21st
century need to be knowledge
based rather than commodity
based and be driven by knowledge development, innovation and
commercialisation (Australian
Institute for Commercialisation,
2002). Increasingly, national
prosperity will be determined by a
nation’s intellectual capabilities
and its ability to expertly transfer,
deploy and capitalise on that
knowledge base (Shariq, 1997).
Similarly, knowledge will become
the fundamental factor underpinning successful tourism organizations. As a consequence, the diffusion and commercialisation of
research has emerged as a key
issue for governments, higher
education institutions, research
centres and private enterprise. For
tourism, these are recent developments that represent the recognition of knowledge as a key competitive tool for the tourism sector
and a determinant of economic
growth for governments.
While in recent years, tourism
research has grown considerably,
it has been largely market driven
with tactical short-term objectives
being the focus of attention. This
market research orientation is
clearly evident when searching
the tourism literature for terms
such as commercialisation, diffusion and knowledge management.
This is not surprising, considering
tourism has traditionally been
Opinion
DEVELOPING A KNOWLEDGE
MANAGEMENT APPROACH
TO TOURISM RESEARCH
I
ncreasingly it is acknowledged that
economies and organizations of the
21st century need to be driven by
knowledge development, innovation
and commercialisation. For tourism
organizations to remain competitive in
this changing era, the adoption of a
knowledge management approach is
required to transform tourism research
into capabilities for the sector.
Opinión
LA INVESTIGACIÓN TURÍSTICA
DESDE LA PERSPECTIVA DE LA
GESTIÓN DE CONOCIMIENTOS
E
s cada vez más evidente que las
economías y organizaciones del
siglo XXI avanzarán gracias al
desarrollo de conocimientos, a la
innovación y a la comercialización.
Para que las organizaciones de turismo
sigan siendo competitivas en esta era
de cambios, es preciso adoptar una
perspectiva basada en la gestión de
conocimientos que permita que las
investigaciones en materia de turismo
repercutan en la capacidad del sector.
Opinion
MISE AU POINT D’UNE
DÉMARCHE DE GESTION
DU SAVOIR DANS LE
DOMAINE DE LA RECHERCHE
SUR LE TOURISME
I
l est de plus en plus évident que les
économies et les organisations du
XXIe siècle doivent avoir pour moteur
le développement des connaissances,
l’innovation et la commercialisation du
savoir. Dans ce monde en pleine
mutation, le maintien de la compétitivité
des organisations du secteur touristique
requiert l’adoption d’une démarche de
gestion du savoir pour transformer en
compétences les travaux de recherche
sur le tourisme.
Tedqual
6
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p. 9
Albeit slowly,
the tourism
industry, the
academic
community
and national
governments
are beginning
to realise that
short-term,
ad-hoc market
research will
not create
meaningful
research
outcomes,
and will not
enhance the
competitiveness
and
sustainability
of the sector.
Tedqual
6
1/2003
p. 10
service and product based and
with the exception of the distribution system and business administration most tourism enterprises
have been either unaware of, or
slow to take up, the opportunities
on offer from tourism research. In
addition, the tourism sector is
dominated by SMEs, who are traditionally research averse. As a
result tourism research is underutilised and the sector is not as
competitive as it could be. Albeit
slowly, the tourism industry, the
academic community and national governments are beginning to
realise that short-term, ad-hoc
market research will not create
meaningful research outcomes,
and will not enhance the competitiveness and sustainability of the
sector. In Australia, the Cooperative
Research Centre for Sustainable
Tourism (CRC ST) is one such initiative where a knowledge management approach to tourism research
is transforming knowledge into
capabilities for the sector.
KNOWLEDGE MANAGEMENT
Knowledge creation, diffusion,
commercialisation and an intellectual capital portfolio are seen as
being the key to strategic growth,
sustainability and competitiveness
for both national economies and
private enterprises in the 21st century. This realisation has given rise
to the concept of ‘knowledge
management’. Knowledge management (KM) emerged in the
late-1980s as an organisational
management tool, and more
recently as an academic subject
area in its own right. KM is
described as the process by which
information and research outcomes are transformed into capabilities for effective action. The
objectives of KM are to make
enterprises act as intelligently as
possible to secure viability and
overall success; and to otherwise
realise the best value of corporate
knowledge assets (Wiig, 1997).
Chase (1997: 83) more broadly
defines KM as “the encouragement of people to share knowledge and ideas to create valueadding products and services”.
Within the organisational context,
KM can include: customerfocused knowledge; intellectual
asset management; innovation
and knowledge creation; transferring knowledge; and best practice.
In competitive environments and
learning institutions the role of
KM is acknowledged as a key
component in knowledge transfer
processes and the creation and
application of knowledge (Wiig,
1997). A KM approach demands
that research is undertaken to
understand the processes and practices for the generation, identification, assimilation and distribution
of knowledge (Shariq, 1997).
According to a report by the
Australian Coordination Committee
on Science and Technology (1998)
there is a need for business to use
knowledge and skills to satisfy
customers and exploit market
opportunities both domestically
and internationally. For the
tourism industry, there is a need
to: commit to external collaboration to drive quality through the
supply chain; form joint ventures
with partners who have complementary skills and technologies;
learn from others through benchmarking; and maintain competitive economic advantages by collaborating with universities and
research institutions. Essentially,
KM provides the methodology,
discipline or process by which
intellectual property can be made
productive. By adopting KM,
organisations have the opportunity
to become more profitable, efficient and competitive; operate more
intelligently in the market place;
and create learning, networked
organizations (Beijerse, 1999).
In order to effectively diffuse and,
if applicable, commercialise
research, a sound conceptual
framework is essential and here
Weggeman’s (1997) conceptualisation of KM as a ‘knowledge
value chain’ is useful (Figure 1).
The concept of the knowledge
value chain clearly locates the key
stages of knowledge management
from knowledge generation to
commercialisation and diffusion.
DETERMINE THE
STRATEGIC NEED
FOR KNOWLEDGE
eases, new transport technologies
and the sciences that drive
advances in metal technologies,
fuel efficiencies and engine technologies, there is an urgent need
for tourism research to embrace
new directions.
Until recently, tourism research
has lacked the antecedents of
mature subjects and this is reflected in research progress (Cooper,
1989). Much of tourism’s
research and published material is
descriptive, often with a one-off
case study or problem-specific
DETERMINE
THE KNOWLEDGE
GAP BETWEEN THE
KNOWLEDGE
NEEDED AND THAT
AVAILABLE
overarching agenda. Partly this
has been a result of the fact that
the tourism sector has received
very little government funding
compared to other industries- particularly in the fields of science,
medicine, technology and agriculture. This is despite the fact that
tourism often outperforms these
industries in contribution to
national gross domestic product.
Compared to scientific research,
tourism research has suffered
from a lack of vision both by
research users, the bodies that
NARROW THE
KNOWLEDGE GAP
BY DEVELOPING
NEW KNOWLEDGE
DIFFUSE AND
APPLY AVAILABLE
KNOWLEDGE TO
STAKEHOLDERS
THROUGH
COMMERCIALISATION
PROCESSES
FIGURE 1. The Knowledge Value Chain. Source: Weggeman (1997).
THE NEED FOR A
KM APPROACH TO
TOURISM RESEARCH
Compared to other fields, the
transfer of KM concepts to the
tourism sector has been slow, particularly in those sectors that have
a strong service tradition. In contrast, the successful adoption of
the KM approach has become
apparent in certain tourism sectors, including transport and distribution, where rapid advances
have been made in the use of
information technology and the
development of applications.
With the growing debate on the
need for sustainability and the
emerging recognition that the
health of the tourism industry is
inextricably entwined with issues
as diverse as new food technologies, a looming global water crisis, potentially pandemic dis-
investigation. Cooper, Shepherd
and Westlake (1994) observe that
applied tourism research usually
fails to add anything substantial
or significant to the body of
knowledge due to the limited
scope of much of the research
which is often company or sectorspecific and operationally oriented. As a field of research tourism
is simultaneously vibrant, as
demonstrated by the growing
number of peer reviewed journals,
and introspective with much
research focused on testing existing models, frameworks and theories. However, model and theory
testing has been promoted at the
expense of model and theory
development. Academic tourism
research is often dependent on ad
hoc external grants or university
funds; often undertaken on an
individual basis; without any
fund research and the industry for
whom the research is often targeted. In the past this may have been
due to the perception that tourism
is about play, recreation and having a good time. The holiday
photo portfolio of people at play
in exotic locations has contributed
to this image but the grim reality
of the downturn in the industry
following the respective “shocks”
of 911, the Bali bombing, SARS
and the Iraq war, indicates that
beneath the veneer of pleasure
lies a substantial industry that
makes significant contributions to
the GDPs of many countries
(Cooper, Prideaux and Ruhanen,
2003). In the past the need for
market research drove many
national tourism research agendas, however this can no longer be
the case. As the size of the
tourism sector has grown and its
Tedqual
6
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p. 11
importance as an export sector
has become more widely appreciated by government the need to
move beyond promotion into
more general research has been
recognised. Similarly, there is an
increasing realisation that there is
a need for a new research agenda
that will enable the tourism industry to fully participate in the
future knowledge economy.
National governments are starting
to appreciate the importance of
investing in tourism research, and
although the contribution is not
large, it is beginning to provide the
platform for a new research focus
based on KM. If the academic
research community and the
tourism sector embrace this
change in philosophy there is
every possibility that significant
advances will be made in encouraging theory building instead of
the previous cycle of theory testing
and this new knowledge will be
diffused to the wider industry in
both the public and private sectors.
In the Australian context, the
Federal government funds the
Cooperative Research Centres
(CRC) Program in an attempt to
improve the economic and social
benefits of publicly funded
research and development for the
wider Australian community. This
is achieved through a collaborative approach to research management, commercialisation and technology transfer to accelerate the
uptake of new technologies by
industry (Mercer and Stocker,
1998). The CRC program is
designed to act as a bridging
mechanism by bringing together
researchers and research users
from universities, the public sector
and business to undertake longterm, collaborative research and
development ventures that contribute to national objectives. The
objectives of the program are:
Tedqual
6
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p. 12
As a field of research tourism
is simultaneously vibrant, as
demonstrated by the growing
number of peer reviewed
journals, and introspective
with much research focused
on testing existing models,
frameworks and theories.
However, model and theory
testing has been promoted
at the expense of model and
theory development.
• To enhance the contribution of
long-term scientific and technological research and innovation to
Australia’s sustainable economic
and social development;
• To enhance the transfer of research
outputs into commercial or other
outcomes of economic, environmental or social benefit to Australia;
• To enhance the value to Australia
of graduate researchers; and
• To enhance collaboration among
researchers, between researchers
and industry or other users; and
• To improve efficiency in the use
of intellectual and other research
resources. (AusIndustry, 2000).
There are approximately 65 CRC’s
in the areas of manufacturing
technology, information and communication technology, mining
and energy, agriculture, medicine,
science, technology and the environment. A number of these CRCs
including the CRC Reef Research
Centre, Rainforest CRC, CRC for
Freshwater Ecology and the
Tropical Savannas CRC undertake
active research into tourism issues
that fall within their area of interest.
COOPERATIVE RESEARCH
CENTRE FOR SUSTAINABLE
TOURISM (CRC ST)
The CRC ST was established in
1997 with the goal of providing
global leadership in research and
development to improve the sustainability of the tourism industry
so that the economic, environmental and social benefits are
maximised for Australia, with the
centre refunded in 2003 for a further seven years. To facilitate its
research agenda the CRC ST
identified four broad categories of
research: environment; engineering; business; and information
technology research and development; coupled with a suite of educational programs (including PhD
scholarships) and international
partnerships. The CRC ST operates in collaboration with member
universities, industry organisations and state and federal governments. One of the primary
objectives of CRC ST is to further
develop and market the collective
intellectual assets of the centre for
the benefit of industry.
Prior to the establishment of the
CRC ST, most tourism researchers
had little knowledge of KM or the
principles of commercialisation,
technology transfer and issues
pertaining to intellectual property.
As outlined previously, a KM
approach demands that research is
undertaken to understand the
processes and practices for the
generation, identification, assimilation and distribution of knowledge (Shariq, 1997). Therefore, by
2001, a number of CRC ST funded projects were either completed
or nearing completion and it was
considered timely to revisit the
issues of diffusion, commercialisation, and cost recovery of the
CRC ST’s intellectual property
portfolio. It was also considered
necessary to investigate the translation of the CRC ST’s research
into actionable findings, products
and approaches for the tourism
sector. One outcome of this
process was a review of all CRC
ST research projects to identify IP
and commercialisation potential.
A small multi-university team
reviewed the projects that had been
conducted by the CRC ST. From
the review of completed research
projects a common element that
emerged was the failure of many of
the participating researchers to
understand the KM value chain and
therefore they had difficulty in
identifying possible commercial
outcomes from their research. This
is not unique to tourism. In a study
on the awareness and understanding of the commercialisation and
diffusion process, the Australian
Institute for Commercialisation
(2002) found that there was a general lack of understanding of the
processes and practices of commercialisation of research outcomes in
Australia and that Australia’s overall international competitiveness
suffers from insufficient focus and
coordination in commercialisation
of research and development.
CONCLUSION
As national knowledge assets and
organisational innovation become
the key factor in determining economic strength, tourism must
learn, adapt and adopt. If tourism is
to become a sustainable industry
sector and accept this new economic structure, it must collectively
refocus its research agenda, create
a new research gaze, become an
early rather than late adopter and
look to develop new applications
that can be diffused to other industries. Knowledge management
must be considered an underpinning objective of future research
agendas so that the increasing
intellectual capital in tourism can
be transformed into industry capabilities. The Australian experience,
through the CRC ST, has demonstrated an ability to deliver commercial outcomes from research
investments and should be used as
a model for developing similar initiatives in other countries. Cooper, C. (1989), Editorial Preface,
pp 1- 3 in Cooper, C. (ed), Progress in
Tourism, Recreation and Hospitality
Research 1, Bellhaven: London
Cooper, C., Prideaux, B. and Ruhanen,
L. (2002), Expanding the horizons of
tourism research: Developing a knowledge management approach to research
funded by the Cooperative Research
Centre for Sustainable Tourism,
Proceedings from the CAUTHE
Conference, 5th-8th February, Coffs
Harbour, Australia
Cooper, C., Shepherd, R. and Westlake, J.
(1994), Tourism and Hospitality
Education, University of Surrey: Guilford
Coordination Committee on Science and
Technology (1998), Interactions between
Universities and Industry,
<http://www.science.gov.au/CCST/CCST
Interactions>
Mercer, D. and Stocker, J. (1998),
Review of Greater Commercialisation
and Self Funding in the Cooperative
Research Centres Programme,
Department of Industry, Science and
Tourism: Canberra
Shariq, S. Z. (1997), Knowledge
Management: An Emerging Discipline,
in The Journal of Knowledge
Management, 1 (1) 75- 82
Weggeman, M.C.D.P. (1997),
Kennismanagement, in Inrichting en
besturing Van Kennisintensieve
Organisaties, Schiedam
Wiig, K. M. (1997), Knowledge
Management: An Introduction and
Perspective, in The Journal of
Knowledge Management, 1 (1) 6- 14
LIST OF REFERENCES
AusIndustry (2000), CRC Compendium,
Cooperative Research Centres Program,
Department of Industry, Science and
Resources: Canberra
Australian Institute for Commercialisation
(2002), Positioning Paper, Australian
Institute for Commercialisation: Brisbane
Beijerse, R. P. (1999), Questions in
Knowledge Management: Defining and
conceptualising a Phenomenon, in The
Journal of Knowledge Management, 3
(2) 94- 109
Chase, R. L. (1997), Knowledge
Management Benchmarks, in The Journal
of Knowledge Management, 1 (1) 83- 92
Lisa Ruhanen is a Research Assistant and PhD
student at the School of Tourism and Leisure
Management, The University of Queensland,
Australia.
Chris Cooper is Foundation Professor and Head
of School at the School of Tourism and Leisure
Management, The University of Queensland,
Australia.
Tedqual
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1/2003
p. 13
OpinionBernard Morucci
QUELQUES
REFLEXIONS SUR
LA MAITRISE DE
L’INFORMATION
TOURISTIQUE
L
es entreprises et les institutions de formation en tourisme sont confrontées aujourd’hui,
et sans doute beaucoup plus que
celles des autres champs d’activités, aux divers problèmes que
pose la maîtrise de l’information.
Les raisons en sont multiples.
Tout d’abord le tourisme, secteur
facile à appréhender dans les
années 60/70, est devenu un phénomène plus complexe à étudier
depuis une vingtaine d’années. La
démultiplication de l’offre et sa
plus grande diversité, la rapidité
des changements dans les comportements de la demande et l’accroissement de la concurrence
d’une part, la mondialisation, les
transformations profondes induites
par les nouvelles technologies,
ainsi que l’influence croissante de
facteurs exogènes tels que l’environnement, la culture, l’économie
ou la politique d’autre part, ne font
Tedqual
6
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p. 14
qu’enrichir et «multidimensionnaliser» un secteur de plus en plus
difficile à appréhender et à comprendre. Les champs disciplinaires
classiques sur lesquels il s’appuie
se sont eux-mêmes enrichis et
approfondis, concourrant également ainsi à l’accroissement de la
somme de connaissances nécessaires à une compréhension minimale. C’est pourquoi, dans ce
domaine, le chef d’entreprise et le
formateur ressentent, plus que
ceux dont le champ d’activités ou
de spécialisation est relativement
restreint et mieux cerné, la difficulté de «maîtriser» un secteur en
mutation constante, qui tend régulièrement à s’élargir par suite de
son importance croissante au plan
économique et socioculturel. Ils
doivent suivre, voire anticiper,
cette évolution avec, à leur disposition –au moins théoriquement–,
une information de plus en plus
importante. Parallèlement à cela,
les emplois requièrent toujours
plus de qualification et leurs profils s’affinent davantage, exigeant,
au niveau de la formation comme
de l’apprentissage, une maîtrise de
l’information actualisée et une
meilleure connaissance des entreprises du secteur. Cet ensemble de
difficultés se retrouve dans de
nombreux établissements de formation supérieure en tourisme où
il est ressenti à différents niveaux
puis corrélativement dans les
entreprises et institutions du secteur. Plus généralement, il s’agit,
avec une formation initiale et un
apprentissage analogues à ceux
d’hier, d’acquérir une compétence
approfondie beaucoup plus fine.
De ce point de vue, enseignants,
enseignés et cadres sont confrontés
aux mêmes problèmes:
• connaître et maîtriser les principaux mécanismes, méthodes
d’analyse et de réflexion, outils…
permettant de comprendre la complexité croissante du tourisme,
• savoir utiliser intelligemment
l’information nécessaire à cette
compréhension,
• savoir comment et où trouver
l’information souhaitée,
même si, pour les formateurs, se
pose en plus la nécessité de modifier et d’adapter sans cesse leurs
méthodes pédagogiques à cette
nouvelle donne.
Ce problème ne concerne donc pas
seulement les enseignants et les étudiants mais aussi tous les acteurs du
développement touristique, qu’ils
soient institutionnels ou professionnels. Ainsi l’Organisation mondiale
du tourisme (OMT), préoccupée
dés le milieu des années 80 par cette
question, a-t-elle reconnu l’information «comme un facteur déterminant» et considéré comme nécessaire de pouvoir disposer de données
sélectionnées fiables et actualisées
sur tous les aspects se rapportant au
Le tourisme, secteur
facile à appréhender
dans les années 60/70,
est devenu un phénomène
plus complexe à étudier
depuis une vingtaine
d’années.
Opinion
REFLECTIONS ON TOURISM
INFORMATION LITERACY
E
ssential tourism information has
become more complex. Information
literacy in this field necessarily involves
computerization (with online access to
tourism data and the establishment of
networks) as well as the development
of cutting-edge thematic research and
professional sectoral studies. The recent
role played by modelling contributes a
great deal to this area.
Opinión
ALGUNAS REFLEXIONES
SOBRE EL DOMINIO DE LA
INFORMACIÓN TURÍSTICA
L
tourisme. On observait déjà à
l’époque, dans le domaine de l’information touristique du moins, trop
de double emploi, un manque de
partage, une trop grande dispersion
et l’absence de structure de référence destinée à faciliter les échanges.
C’est pourquoi l’OMT a créé en
1987 le Centre mondial d’échange
d’information touristique (CMEIT)
avec des objectifs et des principes
destinés à pallier toutes ces insuffisances (cf. encadré n°1)a.
Depuis et dans le même esprit,
des expériences nombreuses ont
été menées aussi bien à l’étranger
qu’en France. Dans le secteur de
l’éducation, elles passent de plus
en plus par la constitution et l’appartenance à des réseaux associant institutions de formation
entre elles et/ou avec des partenaires professionnels. Le recours
aux nouvelles technologies de
l’information et de la communication, permettant de se relier instantanément aux sources documentaires informatisées et de les
saisir directement, est devenu une
condition nécessaire de réussite.
Par suite, ces tentatives impliquent une compétence nouvelle
de recherche permanente et de
management d’une quantité toujours plus grande d’information à
travers des actions de partenariat
et de collecte documentaire. Cette
constitution en réseau, si elle est
devenue nécessaire, n’est pas
pour autant suffisante et, de ce
point de vue, les causes d’échec
observées dans la mise en oeuvre
du CMEIT sont porteuses d’enseignement. Au-delà des raisons
politiques, spécifiques à l’OMT,
on trouve des raisons matérielles
et financières, d’implication et
d’intérêts divergents des utilisateurs (et investisseurs ) potentiels,
ainsi que d’ampleur de l’information existante. A cela il convient
d’ajouter la difficulté (voire souvent l’incapacité) à apprécier
directement la qualité de l’information disponible dans un secteur
où la démultiplication de cette
information s’accompagne corrélativement d’un nombre toujours
a información turística necesaria
se ha vuelto más compleja. Su
dominio pasa tanto por su
informatización (con acceso en
línea a datos turísticos y constitución
de redes) como por el desarrollo de
búsquedas temáticas certeras o la
realización de estudios profesionales
sectoriales. El papel más reciente
desempeñado por la modelización
contribuye en gran medida a ello.
Opinion
QUELQUES REFLEXIONS
SUR LA MAITRISE DE
L’INFORMATION TOURISTIQUE
L
’information touristique nécessaire
est devenue plus complexe. Sa
maîtrise passe aussi bien par son
informatisation (avec accès en ligne de
données touristiques et constitution de
réseaux) que par le développement de
recherches thématiques pointues ou la
conduite d’études professionnelles
sectorielles. Le rôle plus récent joué par
la modélisation y contribue largement.
Tedqual
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p. 15
Encadré n°1
CENTRE MONDIAL D’ECHANGE D’INFORMATION
TOURISTIQUE (CMEIT)
2 OBJECTIFS:
- mettre en place au plus tôt un mécanisme per formant
d’échanges international d’informations entre les différents
intervenants dans le processus de développement touristique,
- prendre en compte les besoins et spécificités des membres de
l’OMT ainsi que les moyens disponibles.
ET 5 PRINCIPES:
- mise en place progressive du réseau TIENET correspondant
( Tourism - Information - Exchange - NETwork) autour d’un centre
nerveux: l’OMT,
- le CMEIT agira comme centre de référence, d’orientation et d’information; il devra coordonner et faciliter l’échange et l’utilisation des informations touristiques,
- les partenaires ou «relais» du réseau seront des institutions
publiques et privées,
- le CMEIT devra encourager l’assimilation et l’utilisation efficace
de l’information par une action éducative,
- chaque pays-membre devra participer comme fournisseur et utilisateur d’informations.
Encadré n°2
QUELQUES TYPES DE MODÈLES
- de type systémique: statique (système) et dynamique (analyse
structurelle)
- de type analytique (arborescence)
- d’analyse économique (balance touristique et produit intérieur
touristique)
- de type économétrique (recettes et dépenses touristiques,
mesure de satisfaction en tourisme)
- de type décisionnel (programmation linéaire, théorie des jeux)
- de type multicritères (évaluation qualitative et choix de projets
touristiques)
- de type classificatoire (analyse hiérarchique et segmentation)
- de type prévisionnel ou prospectif (moindres carrés et saisonnalité, méthodes Delphi et des scénarios, jeu des acteurs)
- de gestion (cycle de vie, BCG)
- de type statistique (typologie et analyse multidimensionnelle)
- d’enquêtes, etc.
Tedqual
6
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p. 16
plus grand de publications
médiocres. Paradoxalement, c’est
ce souci de qualité qui a suscité le
plus de réflexion et d’approches
différentes, comme le laissent
supposer les expériences menées
et les solutions pratiques proposées aussi bien en France qu’à
l’étranger telles que:
• relier le problème de la maîtrise
de l’information à celui des
niveaux d’emplois et aux fonctions correspondantes exercées.
La tendance observée un peu partout de deux niveaux différents
–exécutant/employé et unit manager/exécutive– ne fait que s’accentuer aussi bien aux plans intellectuel et professionnel qu’en
terme d’ouverture et de qualité de
réflexion. La nature de l’information nécessaire n’est pas la même
et sa finalité non plus. Cette question est également à rapprocher de
celle de savoir s’il faut professionnaliser la formation très tôt
ou non, en ne perdant pas de vue
que le passage du premier niveau
au second sera certainement
beaucoup plus difficile demain;
• spécialiser la formation selon des
champs disciplinaires plus restreints ou mieux cernés et cela
d’autant plus que l’on tend vers des
cycles de plus en plus élevés. A
l’évidence, à un niveau élevé, une
information de qualité est plus facile à collecter et à gérer si elle est circonscrite à des champs disciplinaires et sectoriels plus spécialisés;
• développer la «recherche professionnalisée» et son traitement individuel ou en groupe selon l’importance de l’étude à réaliser et
portant sur des thèmes correspondant à l’orientation scientifique
choisie ce qui limite et facilite la
quantité d’information à maîtriser;
• recourir à la modélisation et donc
à l’équation générale bien connue
«data = model + error» afin d’approfondir et développer simultané-
Depuis
quelques
années, des
formations et
des
apprentissages
dits
«d’information
stratégique et
de veille
technologique»
destinés à
répondre à
cette
problématique
se mettent en
place: leur
objectif est
d’apprendre à
rechercher,
traiter,
hiérarchiser et
synthétiser
l’information.
ment réflexion et conceptualisation
tout en proposant des solutions
concrètes: ce sont l’étude dynamique et l’enrichissement des
modèles qui conduisent à rechercher l’information de qualité
nécessaire à leur fonctionnement et
à en délimiter la quantité en fonction de sa nature, de son accessibilité, de sa disponibilité et du niveau
de qualité visé. L’encadré n°2 présente à titre indicatif quelques
modèles classiques utilisés dans
divers champs disciplinairesb.
Cette rapide analyse conjugue
deux approches complémentaires
c’est à dire le recours à la modélisation et la constitution de
réseaux adaptés. Elle comporte
ses propres insuffisances et n’est
pas exempte des critiques qu’elles
génèrent mais elle souligne en
même temps aussi leur intérêt
pour mieux appréhender ce problème de maîtrise de l’information. Ainsi, à l’approche réductrice à un niveau transversal, à la
non-exhaustivité de l’information
touristique obtenue, à une relative
subjectivité de cette information,
on peut opposer l’approfondissement des centres d’intérêt choisis,
une plus grande réflexion et un
meilleur traitement de l’information. En bref, «le jeu en vaut la
chandelle» car l’on tend vers une
économie de moyens et une disponibilité permanente d’information traitée, actualisée, non
exhaustive mais de bonne qualité.
Acquérir une plus grande maîtrise
de l’information touristique pourrait ainsi reposer sur trois stratégies complémentaires:
• bien définir ses centres d’intérêts et se limiter à certains thèmes
qui feront l’objet d’approfondissement en fonction des moyens
disponibles et du niveau visé,
• rechercher des «petits» réseaux
spécialisés dans les mêmes
centres d’intérêt et multiplier avec
eux les échanges d’une information traitée et de qualité,
• adopter une attitude structurante
par le recours systématique à la
modélisation, tout en portant en
permanence un regard critique sur
le modèle créé ou utilisé.
Aux Etats-unis, en Europe
Occidentale ou en Australie, ces
stratégies sont déjà en oeuvre dans
des secteurs de l’industrie pour lesquels la course à l’information de
qualité, au juste à temps, est essentielle et par suite déprimante compte tenu de l’obsolescence des contenus et des techniques. Depuis
quelques années, des formations et
des apprentissages dits «d’information stratégique et de veille technologique» destinés à répondre à cette
problématique se mettent en place:
leur objectif est d’apprendre à
rechercher, traiter, hiérarchiser et
synthétiser l’information. Dans
un domaine comme celui du tourisme, plus complexe et difficile à
délimiter, ils commencent seulement à exister, mais ils seront amenés, sans aucun doute dans le futur,
à y prendre toute leur place étant
donnée l’importance croissante de
la maîtrise de l’information nécessaire à son développement. NOTES
a Les informations relatives au CMEIT et
datant des années 1987 à 1989 sont disponibles dans les archives documentaires
de l’OMT.
b Les modèles présentés dans l’encadré
n°2 ont été expérimentés et sont enseignés
par l’auteur dans le cadre du L.E.R.T.
(Laboratoire d’expérimentation et de
recherche touristiques) de la Sorbonne.
Bernard Morucci, Fondateur et Directeur de
l’Institut de recherche et d’études supérieures du
tourisme (I.R.E.S.T.), du Laboratoire d’expérimentation et de recherche touristiques (L.E.R.T.), et
du Centre mondial d’études supérieures du tourisme (C.M.E.I.T. affilié à l’Organisation mondiale
du tourisme).
Tedqual
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p. 17
OpinionFrançois Bédard et Martine Geronimi
STRATÉGIES D’ADAPTATION AUX
TECHNOLOGIES DE L’INFORMATION
ET DE LA COMMUNICATION
DANS LA FORMATION SUPÉRIEURE
EN TOURISME
INTRODUCTION
L’arrivée de nouveaux moyens
multimédias inédits crée un
contexte de transformations profondes dans le domaine de l’enseignement et de la communication. Les dix prochaines années
seront cruciales pour les universités qui doivent s’adapter à d’inéluctables changements. Les universités doivent faire face aux
nouveaux défis technologiques
afin de favoriser:
• l’amélioration des apprentissages chez l’étudiant;
• l’adéquation à de nouvelles
formes de travail qui engendrent
de nouveaux savoirs;
• la satisfaction de nouvelles clientèles à la recherche de structures
pédagogiques appropriées aux
exigences du monde en mutation;
• l’adaptation au contexte concurrentiel qu’imposent l’essor de
l’initiative privée et les organisations internationales dans le
domaine de l’enseignement ainsi
que la perte corrélative du
«monopole de fait» dont jouissent
les universités.
La première étape vers une université renouvelée repose sur la
Tedqual
6
1/2003
p. 18
Les dix prochaines années
seront cruciales pour les
universités qui doivent
s’adapter à d’inéluctables
changements.
connaissance de l’impact des
changements sur le corps enseignant. Il est capital de connaître
les réactions des enseignants face
à l’introduction des technologies
de l’information et de la communication (TIC). L’inégalité dans la
maîtrise des nouvelles technologies creuse un nouveau fossé:
entre les pays, mais également
entre les êtres humains. Les enseignants n’y font pas exception.
Reconnaissant l’importance des
nouvelles technologies dans la formation supérieure en tourisme, et
sachant que le corps enseignant
n’est pas monolithique, une équipe
de chercheurs du département
d’études urbaines et touristiques
de l’École des sciences de la gestion, Université du Québec à
Montréal (UQAM) a mené une
enquête auprès des enseignants de
cette institution afin de discerner
une typologie des attitudes différentes en pensant à des stratégies
propres aux divers types de comportements. Ils ont voulu déterminer comment les enseignants veulent vivre leur carrière, à quel
rythme et selon quelles valeurs. Ils
ont cherché à connaître rapidement quelles sont les réticences,
voire les blocages qui empêcheraient l’élaboration de cette nouvelle université, mais aussi l’intérêt et le mode d’ouverture vis-à-vis
de ce nouveau contexte.
ANALYSE DES QUESTIONS
OUVERTES DE L’ENQUÊTE
Dans le présent article, nous présentons une analyse des questions
ouvertes de l’enquête menée au
printemps 2002 auprès d’un groupe
de 200 professeurs de l’Université
du Québec à Montréal.
Le discours retrouvé dans les commentaires des chargés de cours et
des professeurs démontre, dans
son ensemble, une prise de
conscience certaine de la nécessité
de passer à une étape supérieure
dans l’acquisition des connaissances en technologies de l’information et de la communication en
milieu universitaire.
Les enseignants semblent accepter qu’une partie des enseignements soit réalisée avec l’aide des
outils informatiques. Ils reconnaissent le bien-fondé des TIC
pour la recherche. Ils ne semblent
pas montrer une volonté affirmée
de revenir en arrière vers l’enseignement d’avant la révolution
technologique.
Toutefois, dans leurs commentaires, les enseignants font des
recommandations à l’institution
qui sont autant de revendications
–communes autant aux professeurs qu’aux chargés de cours–, à
savoir:
• l’assistance techno-pédagogique
• l’accessibilité des ressources
matérielles
• l’information sur les TIC
• la formation personnalisée
• la reconnaissance professionnelle (valorisation)
L’assistance
techno-pédagogique
Le caractère technique inhérent
aux TIC pose problème aux enseignants qui se sentent trop souvent
démunis face à un environnement
qu’ils ne maîtrisent pas toujours.
Aussi, la nécessité d’améliorer le
soutien technique et l’aide tech-
no-pédagogique est fortement
énoncée par les deux groupes
d’enseignants. Les commentaires
analysés font valoir une perception collective favorable aux TIC,
à la condition expresse d’un
meilleur encadrement technique
et techno-pédagogique.
L’accessibilité des
ressources matérielles
Les deux groupes mettent l’accent
sur la nécessité d’améliorer l’accès aux ressources matérielles, en
particulier l’accès aux salles multimédias et aux ordinateurs communautaires. Plusieurs professeurs focalisent sur les ordinateurs
portatifs. L’équipement auquel ils
ont accès ne semble pas donner
satisfaction à la majorité des
répondants. Le commentaire
général vise à obtenir un équipement plus adapté aux besoins des
enseignants. Les locaux (laboratoires, salles de classe) doivent
également être en adéquation avec
l’usage des TIC.
L’information sur les TIC
Dans les deux communautés, la
demande est très forte pour l’obtention d’une meilleure information sur
les TIC. On favorise l’information
provenant de pédagogues ayant
expérimenté ces technologies dans
leur enseignement. On s’intéresse
aux activités de vulgarisation des
nouveautés en matière de technologies servant au milieu de l’éducation. Une information plus aisément
accessible quant à la dispensation de
cours traitant de ces technologies à
l’UQAM serait désirable.
La formation personnalisée
Les enseignants s’accordent sur
les bienfaits d’une formation, non
seulement pour eux mais aussi
pour les étudiants. En effet, ils
sont sensibles au partage des
connaissances. Cependant les
Opinion
STRATEGIES FOR ADAPTING
HIGHER EDUCATION IN
TOURISM TO INFORMATION
AND COMMUNICATION
TECHNOLOGIES (ITC)
N
ew technologies are creating a context of
profound transformations in the field of
education. The results of a survey of UQAM
instructors carried out in 2002 could serve as a
useful reference for those in charge of creating
a strategy for the integration of information and
communication technology (ITC) in highereducation programmes in tourism. There are
three watchwords that must be kept in mind in
any successful strategy to integrate ITC:
encourage, urge, and motivate.
Keywords: information and communication
technologies (ITC), university education,
adaptation strategies.
Opinión
ESTRATEGIAS DE ADAPTACIÓN
A LAS TECNOLOGÍAS DE LA
INFORMACIÓN Y LA
COMUNICACIÓN (TIC) EN
LA FORMACIÓN SUPERIOR
EN TURISMO
L
as nuevas tecnologías crean un contexto de
transformaciones profundas en el campo
de la enseñanza. Los resultados de una
encuesta entre docentes de la UQAM realizada
en 2002 pueden servir de referencia a los
responsables de la elaboración de la estrategia
de integración de las tecnologías de la
información y la comunicación (TIC) en los
programas de formación superior en turismo.
Tres palabras preceptivas se desprenden de la
estrategia para integrar las TIC con éxito:
animar, incitar y motivar.
Palabras clave: tecnologías de la información y
la comunicación (TIC), formación universitaria,
estrategias de adaptación.
Opinion
STRATÉGIES D’ADAPTATION
AUX TECHNOLOGIES DE
L’INFORMATION ET DE LA
COMMUNICATION (TIC) DANS
LA FORMATION SUPÉRIEURE
EN TOURISME
L
es nouvelles technologies créent un contexte
de transformations profondes dans le
domaine de l’enseignement. Les résultats d’une
enquête auprès des enseignants de l’UQAM
réalisée en 2002 peuvent servir de référence
utile aux responsables de l’élaboration d’une
stratégie d’intégration des technologies de
l’information et de la communication (TIC)
dans les programmes de formation supérieure
en tourisme. Trois maître-mots se dégagent de
la stratégie à suivre pour intégrer les TIC avec
succès : encourager, inciter et motiver.
Mots clés: technologies de l’information et de
la communication (TIC), formation
universitaire, stratégies d’adaptation.
Tedqual
6
1/2003
p. 19
demandes exprimées dans les
commentaires font référence à un
besoin de personnalisation des
formations données. La formation
doit s’adapter aux besoins de chacun. Ils cherchent à être accompagnés à partir du niveau de leurs
connaissances actuelles en TIC.
Cet indicateur est formulé clairement tout au long des réponses
aux questions ouvertes.
La reconnaissance
professionnelle (valorisation)
Les enseignants souhaitent être
reconnus pour les efforts qu’ils
fournissent à l’occasion de ce passage délicat entre un enseignement
traditionnel –sans TIC– et l’usage
pédagogique de l’outil informatique, notamment l’utilisation de la
plate-forme institutionnelle WebCT.
La valorisation du travail des enseignants passe par des incitations
telles que les dégrèvements d’enseignement pour les professeurs et les
subventions de perfectionnement
pour les chargés de cours.
Hormis ces grands thèmes de
réflexion collective, il est à noter
que les enseignants se sont également prononcés sur les autres questions faisant appel à des commentaires plus particuliers. Ainsi,
l’attitude des professeurs concernant leur comportement dans les
trois prochaines années a démontré
un intérêt marqué dans leurs commentaires pour la vidéoconférence.
L’esprit de changement dans les
comportements –à la condition
que le besoin s’en fasse sentir– est
présent chez les deux groupes. On
remarque une certaine réserve
dans les commentaires. Les enseignants semblent vouloir se laisser
une marge de manœuvre. Ils
disent pouvoir s’adapter si les
conditions gagnantes sont réunies.
Ces conditions sont exprimées
dans les attentes et les suggestions
que l’on peut résumer par les trois
Tedqual
6
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p. 20
concepts suivants: encourager;
inciter; motiver. Nous en donnons
une synthèse dans la dernière partie de cette analyse.
Les enseignants restent toutefois
convaincus que la relation de
face-à-face étudiant / enseignant
demeure primordiale. Ils cherchent à trouver un équilibre possible entre le tout informatique et
la relation traditionnelle de faceà-face. Ils mettent en garde contre
la tentation du professeur virtuel
et de l’absentéisme en classe par
l’utilisation de plate-forme d’apprentissage.
L’accélération de la mise en ligne
des cours sur le Web fait surgir
deux types de réactions: d’une
part, les tenants du «retard à combler» (vision d’accélération de la
mise à niveau au sein de l’institution) et, d’autre part, les tenants du
«oui, mais» (vision de limitation
du Web aux grands groupes du
premier cycle ou à quelques points
descriptifs précis comme le syllabus, la bibliographie, les références du professeur). Cette mise
en ligne des cours sur le Web s’accompagne d’une réaction très
favorable à la proposition de la
création d’un service de mise en
ligne et d’édition dans les départements. Les enseignants possèdent
le contenu mais souhaitent pouvoir le mettre en ligne en collaborant avec des assistants techniques
ou techno-pédagogiques. Tout en
restant maître de leur contenu, les
enseignants souhaitent pouvoir
ainsi se libérer de la partie technique afin de gagner du temps
pour se consacrer à ce qu’ils
jugent être leur tâche prioritaire,
l’enseignement et la recherche.
Quant aux commentaires sur les
sources électroniques à la bibliothèque, ils sont peu nombreux,
soulignent la volonté de valoriser
l’importance de ce choix et précisent combien il ne faut pas le
rendre exclusif. Les livres demeurent un objet nécessaire dans une
bibliothèque, mais les périodiques
électroniques sont indispensables.
Enfin, la réponse mitigée à l’évaluation systématique des différents modèles pédagogiques laisse percevoir une propension des
répondants à reconnaître la nécessité de faire des évaluations pour
profiter des expériences des
autres et du savoir-faire des Best
Practices. Cependant, cette évaluation doit se faire dans le respect de l’enseignement et sans
forcer quiconque.
L’analyse du discours des enseignants –notamment dans les
réponses à la dernière question
qui était une question ouverte
portant sur les politiques futures
de l’université en matière d’intégration des TIC dans la formation
qu’ils nous suggèrent– donne sur
des pistes de solutions. Il faudra
sans doute en tenir compte dans
l’élaboration de stratégies d’adaptation afin de parvenir à ces
conditions gagnantes.
Les enseignants expriment ouvertement trois conditions à une intégration réussie des technologies
dans leur institution:
• Encourager
• Inciter
• Motiver
Encourager
Ils souhaitent recevoir des encouragements de l’institution sous
forme de reconnaissance matérielle et symbolique pour leurs
efforts à intégrer les technologies
dans leur enseignement. Ainsi, les
dégrèvements sont sollicités par
les professeurs et des subventions
pour se perfectionner par les chargés de cours. De plus, la prise en
compte dans le cursus professionnel des réalisations faites par les
enseignants serait souhaitable.
L’attribution d’une valeur ajoutée
motivantes. Cette personnalisation
de la formation et l’assistance
concrète de la pédagogie adaptée
au contexte des TIC font partie des
solutions pour atteindre la troisième condition gagnante.
FIGURE 1. Conditions de succès pour intégrer les TIC dans la formation supérieure en tourisme.
à l’utilisation maîtrisée des technologies dans l’enseignement est
une condition gagnante.
Inciter
L’information rigoureuse est une
deuxième condition gagnante. Il
s’agit d’informer les enseignants
des bienfaits de l’usage des technologies dans l’enseignement. Il
est capital de montrer en quoi
l’outil technologique est au service des enseignants et non une
contrainte. Cela sous-tend des
explications claires avec des
exemples concrets provenant
d’enseignants ayant expérimenté
avec succès de tels modèles. Ils
recommandent la mise en place de
journées pédagogiques et de
conférences lors de chaque rentrée
scolaire. Ils souhaitent assister à
des démonstrations de l’usage
pédagogique de ces technologies.
Motiver
Les enseignants ont besoin de se
sentir rassurés. Le travail solitaire
de l’enseignant est un obstacle à la
bonne intégration des technologies
dans l’enseignement. Souvent
démuni face aux TIC, l’enseignant
recherche de l’assistance qu’il ne
sait pas toujours où trouver. Sa
motivation est alors émoussée. Le
lieu de vie des enseignants est le
département. C’est pourquoi ils
recommandent de trouver des
solutions au niveau de leur département respectif.
Les enseignants font preuve d’une
préoccupation constante envers les
étudiants. Ils mesurent à la fois la
nécessité d’être à la hauteur en
matière de la maîtrise des TIC face
aux étudiants les plus performants,
mais font aussi remarquer qu’un
grand nombre d’étudiants manquent d’expérience et de motivation face aux TIC. Il devient alors
nécessaire pour les enseignants
d’intégrer non seulement la technologie dans leur enseignement
mais aussi des méthodes pédagogiques pour la faire accepter par
les étudiants. L’assistance technopédagogique dans les départements devient donc une nécessité.
Ils suggèrent enfin une formation
personnalisée selon les niveaux
des enseignants plutôt que des formations trop générales et peu
CONCLUSION
Les résultats de cette enquête peuvent servir de référence utile aux
responsables de l’élaboration
d’une stratégie d’intégration des
technologies de l’information et
de la communication dans les programmes de formation supérieure
en tourisme. Pour augmenter les
chances de succès, la stratégie
devra répondre aux besoins spécifiques identifiés par le corps
enseignant:
• une assistance techno-pédagogique améliorée
• une plus grande accessibilité des
ressources
• la mise en place de l’information sur les TIC
• une intensification de la formation en la personnalisant
• une reconnaissance professionnelle valorisant les efforts fournis
et ceux à venir.
Trois maître-mots se dégagent de
la stratégie à suivre: encourager,
inciter et motiver tel qu’illustré à
la figure 1. Le Dr. François Bédard est professeur au département d’études urbaines et touristiques, École
des sciences de la gestion, Université du Québec
à Montréal (UQAM). Il est directeur du Centre
international de formation et de recherche en
tourisme (CIFORT). Il est aussi directeur scientifique fondateur du LABTIC, un laboratoire de R &
D sur l’intégration des technologies de l’information et de la communication (TIC).
Le Dr. Martine Geronimi, titulaire d’un doctorat
de géographie de l’Université Laval, est spécialiste de tourisme urbain et culturel. Chercheure
associée au LABTIC de l’UQAM, elle y enseigne
la géographie urbaine et touristique.
Tedqual
6
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p. 21
OpinionDavid Airey
TOURISM
EDUCATION.
THE DILEMMA
OF SUCCESS?
It is just at this time that the
academic community is perhaps
going through its greatest period
of doubt about its role and
purpose and it is certainly being
questioned in the wider
community about its relevance
and quality.
INTRODUCTION
The beginning of the 21st century
should be a period of optimism for
those in higher education. Most
countries have experienced growth
in numbers of students and in participation rates; old Universities
have expanded and new ones have
been created; the exchange of
knowledge and information is far
easier and much fuller than at any
time in the past; and there are far
more academics in post. Yet it is
Tedqual
6
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p. 22
just at this time that the academic
community is perhaps going
through its greatest period of doubt
about its role and purpose and it is
certainly being questioned in the
wider community about its relevance and quality. Of course the
reasons for the doubt and the concern are the mirror image of the
reasons for the optimism. It is not
surprising that as higher education
has expanded and has created
increasing demands on the public
and private purse it is increasingly
questioned and asked to justify
itself. In many ways tourism presents an extreme example of this
current dilemma between optimism and doubt. Reports are available elsewhere (Airey 2002) of the
rapid rate of growth in the number
of tourism students and academics
and in the expansion of knowledge
development and exchange. And
Tribe (1997, 2000) among many
others has explored some of the
doubts raised by the development
of tourism education.
Prompted by this apparent dilemma the purpose of this paper is to
reflect on the current state of
tourism education by exploring
what, in the final analysis, is the
core business of all higher education and of all universities, namely the creation and dissemination
of knowledge.
THE DISSEMINATION OF
KNOWLEDGE IN TOURISM
At one level the dissemination of
knowledge in tourism in higher
education is very well developed.
There is now a large and well
developed system of taught programmes at undergraduate and
postgraduate levels, there is a range
of modes of delivery from campusbased to virtual, there are scores of
journals and hundreds of textbooks
as well thousands of teachers and a
range of national and international
conferences and other gatherings
(Airey 2002). The questions about
dissemination are not about the
volume. Indeed in many ways it is
the volume of taught programmes
and the large numbers of students
that have been the key drivers. The
questions lie in the purpose and
orientation of the dissemination. In
brief, should the dissemination
have an aim that is vocational
Hence there is now
a real question: is
the purpose of
disseminating knowledge
about tourism to serve the
needs of a tourist industry
or is the dissemination
of knowledge the
end in itself?
and/or with a relevance to industry
or should it place a greater emphasis on more academic aims.
Historically, vocational orientation has been prominent and it is
this that is thought to have played
a key part in the massive demand
by students (Airey 1995). More
recently, partly driven by changes
in knowledge creation, tourism
has been able to move well beyond
the vocational. Hence there is now
a real question: is the purpose of
disseminating knowledge about
tourism to serve the needs of a
tourist industry, narrowly or
broadly defined, or is the dissemination of knowledge the end in
itself? In reality, as dealt with by
the tourism academic community
at large, the answer falls somewhere between. But as a question
it does strike at an important
uncertainty for tourism. If it is
vocationalism that has attracted
the students and it is this that has
generated the funds for expansion
and the associated employment of
academics, which in turn has
allowed the knowledge base to
grow, what is the consequence of
moving away from the vocational?
THE CREATION OF
KNOWLEDGE IN TOURISM
Turning to knowledge creation,
Tribe’s (1997) work provides a
framework. In this he identified a
number of areas where knowledge
about tourism is developed. One
of these is the knowledge developed outside the academic community, so called extradisciplinary knowledge from ‘industry,
government, think tanks, interest
groups, research institutes and
consultancies’ (Tribe, 1999
p103). For a new subject area
such as tourism, particularly one
whose origins were strongly influenced by vocational needs, it is
not surprising that much of the
early study related to tourism
relied heavily on this type of
knowledge. An indication of the
nature of the type of early knowl-
Opinion
TOURISM EDUCATION.
THE DILEMMA OF SUCCESS?
T
he expansion of tourism education
has been accompanied by unease
about its purpose and relevance.
Originally tourism programmes and
research focused on fairly immediate
needs of industry and this attracted
students. Growth has allowed not only
expansion of knowledge but also
creation of new types of knowledge. It
is these that will be the real contribution
and justification for tourism education
and research in the future.
Opinión
LA ENSEÑANZA DEL TURISMO:
EL DILEMA DEL ÉXITO
L
a expansión de la enseñanza
turística se ha visto acompañada por
cierta preocupación respecto a su
propósito y su pertinencia. En su origen,
los programas y las investigaciones
sobre turismo se centraban en
necesidades más o menos inmediatas
del sector, por lo que lograban atraer
alumnos. El crecimiento no sólo ha
generado la expansión de los
conocimientos, sino también la creación
de nuevos tipos de saber y estos serán la
verdadera contribución y justificación
de la enseñanza e investigación
turísticas en el futuro.
Opinion
L’ÉDUCATION TOURISTIQUE.
LE DILEMME DU SUCCÈS?
L
’expansion de l’éducation touristique
s’accompagne d’un malaise au sujet
de sa mission et de son intérêt. À
l’origine, les programmes d’études et les
travaux de recherche sur le tourisme
étaient axés sur les besoins assez
immédiats de cette branche d’activité. La
croissance a permis non seulement
l’expansion des connaissances mais
aussi la création de nouveaux types de
savoir. Ce sont ces derniers qui, dans
l’avenir, contribueront réellement à
l’éducation et à la recherche touristiques
et les justifieront vraiment.
Tedqual
6
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p. 23
Academic
research is a
slow process
and the
accumulation
and
dissemination
of knowledge
takes place
over
generations
of scholars.
With this
thought in
mind the
contribution of
the academic
community to
the study of
tourism has
happened
remarkably
quickly and
certainly in
less than a
generation.
Tedqual
6
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p. 24
edge can be seen in some of the
early writings about tourism. For
example the very comprehensive
reference list for one of the early
and influential textbooks (Burkart
and Medlik, 1974) is dominated
by government and other official
reports and studies. This says
much about the state of knowledge at the time.
The other type of knowledge identified by Tribe is the more traditional academic knowledge mostly
developed in academia and for
which, according to Tribe (1999
p103), ‘disciplinary-based methodology and peer review are the hallmarks of quality control’. This type
of knowledge is the normal underpinning for higher level study. The
subsequent process of development
of tourism as a subject of study has
been founded on the development
of this type of knowledge. In very
simple terms, growth in the number of scholars has been accompanied by growth in research and
associated academic knowledge.
Evidence for this is found in the
rapid growth in the number of
scholarly journals devoted to
tourism. Certainly it is now longer
necessary to rely solely on Tribe’s
extradisciplinary knowledge.
Obviously there has been important
growth in the academic underpinning of tourism knowledge. But this
is not the complete picture for the
development of the subject. Again
Tribe’s framework provides a basis
for understanding. Tribe identifies
that tourism knowledge comes
from a number of different disciplines and in this sense is multi-disciplinary. But he also points to the
extent to which it is potentially
interdisciplinary in that it can serve
as a focal point in which disciplines
come together to present new
insights and new knowledge and
perhaps create new theory. Against
this background the process of the
development of knowledge about
tourism can be seen as operating at
two levels. First, and most obviously, academics skilled in the contributing disciplines have brought
their knowledge and methodologies
to an understanding of tourism.
There are plenty of examples of
sociologists, geographers, economists, for example, exploring the
problems and questions posed by
tourism. Secondly, and in many
ways more interestingly, has been
the development of interdisciplinary knowledge whereby scholars
have drawn upon more than one
discipline to explain a tourism
problem. Butler’s tourism area life
cycle (1980) provides an early
example of this type of knowledge
that in this case springs from geography, biology and marketing but is
ultimately located centrally within
tourism and addresses a specific
tourism puzzle. It is this type of
knowledge that provides the rationale for tourism as a self-standing
area of academic endeavour as distinct from a field of enquiry and
experimentation by academics
from other communities.
Academic research is a slow
process and the accumulation and
dissemination of knowledge takes
place over generations of scholars.
With this thought in mind the contribution of the academic community to the study of tourism has
happened remarkably quickly and
certainly in less than a generation.
This of course has happened
because scholars from other disciplines have come into tourism and
is simply a reflection of the fact
that this is an expanding field
driven more by external forces
related to vocationalism and
growth in student numbers than by
more academic dynamics. In other
words academics from other areas
have been brought into tourism
because it has been an area of stu-
The key challenge therefore, for
tourism education is not to stay
with narrow vocationalism
simply to satisfy the
employment needs of industry
but to harness the development
of the knowledge that will
provide a contribution to the
successful development of
tourism as a whole.
dent growth. One of the questions
now is whether the interdisciplinary knowledge will also develop
at a fast rate because it is this that
lies at the heart of tourism as a discrete area of study and where contributions to tourism theory lie.
This may take generations and, of
course, will rely upon a robust and
large academic community that
has some continuity in tourism
studies and this in turn will rely on
tourism retaining its popularity as
an area of study.
THE CHALLENGE FOR
TOURISM EDUCATION
Tourism education is now at a point
where there is a sufficient base of
theory that it can easily move well
beyond vocational training and
expose students to a wide range of
ideas, knowledge and theory.
However, tourism programmes that
lose the vocational and/or extradisciplinary knowledge have the fear
that they will lose their vocational
student market and hence the
source of their growth.
The key challenge therefore, for
tourism education is not to stay
with narrow vocationalism simply
to satisfy the employment needs of
industry but to harness the development of the knowledge that will
provide a contribution to the successful development of tourism as
a whole. One of the great strengths
of tourism is that it is now in a
position to offer extradisciplinary,
multidisciplinary as well as interdisciplinary knowledge. It is from
this these bases that it can provide
an exciting, challenging and relevant area of study and potentially
one in which academia can make a
real contribution to the world of
the 21st century. NOTE ON SOURCE
This brief paper draws in part on a presentation made by the author at the conference in Croatia Rethinking of Education
and Training for Tourism. It is published
in the conference proceedings: Vukonic B
and Cavlek N, (eds) Rethinking of
Education and Training for Tourism
Graduate School of Economics and
Business, University of Zagreb, 2002, pp
13-22.
REFERENCES
Airey, D., (1995), Tourism Degrees Past, Present and Future, Inaugural
Lecture, 31 January 1995, (Nottingham:
Nottingham Business School).
Airey D., (2002), ‘Growth and Change in
Tourism Education’ Rethinking of
Education and Training for Tourism (ed)
Vukonic B and Cavlek N, Graduate
School of Economics and Business,
University of Zagreb, 2002, pp 13-22
Butler, R.W., (1980), ‘The Concept of A
Tourism Area Cycle of Evolution; implications for management of resources’,
Canadian Geographer, 24(1): 5-12.
Burkart, A.J. and Medlik, S., (1974),
Tourism, Past Present and Future,
(London: Heinemann).
Tribe, J., (1997), ‘The Indiscipline of
Tourism’ Annals of Tourism Research
24(3): 628-657.
Tribe, J., (1999), The Philosophic
Practitioner: Tourism Knowledge and the
Curriculum, (London: University of
London, unpublished PhD thesis).
Tribe, J., (2000), ‘Balancing the vocational: the theory and practice of liberal education in tourism’ Tourism and
Hospitality Research 2(1) 2000: 9-25.
David Airey is Professor of Tourism Management
and Pro-Vice-Chancellor at the University of
Surrey in the UK. Much of his career has been
concerned with tourism education as an academic, government official and consultant.
Tedqual
6
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p. 25
WTO
ULYSSES
PRIZE
PREMIO ULISES DE LA OMT
Dentro del marco genérico de los
galardones Ulises de la OMT a la
innovación y aplicación de conocimientos en turismo, la Organización
ha creado el Premio Ulises, otorgado a
un miembro del mundo académico en
reconocimiento a su labor investigadora y docente en la creación y difusión
de conocimientos que puedan aplicarse innovadoramente en las políticas y
estrategias de turismo o en la gestión
de destinos turísticos y empresas.
PRIX ULYSSE DE L’OMT
Outre la catégorie institutionnelle des
prix Ulysse de l’OMT à l’innovation et
à l’application du savoir en matière de
tourisme, l’Organisation a maintenant
créé un prix destiné à être décerné à
titre personnel à un spécialiste en
reconnaissance de ses travaux théoriques et pratiques pour créer et diffuser le savoir à appliquer de façon novatrice dans le cadre de la politique et de
la stratégie touristiques et/ou de la gestion des destinations et des entreprises
touristiques.
Tedqual
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p. 26
U
nder the generic umbrella of
the WTO.Ulysses Awards for
the Innovation and Application of
Knowledge in Tourism, WTO has
recently created the WTO.Ulysses
Prize. The institutional category of
the award is granted to those projects undertaken by tourism destinations, enterprises and institutions
which merit distinction on the basis
of their innovative contributions to
tourism policy, destination management, environmental and cultural management, education,
training and research, excellence in
service, or tourism technologies.
In this case, the WTO.Ulysses Prize
is bestowed upon an individual
scholar in recognition of research
and academic work creating and
disseminating knowledge to be
innovatively applied to tourism policy and strategy and/or destination
and enterprise management.
By creating this special category of
Ulysses Award, WTO seeks to
emphasize the importance of science and knowledge creation, as
well as its dissemination and application to today’s tourism industry,
to the public-private management
of tourism destinations, and to
National Tourism Administrations.
This is especially significant at this
stage in tourism’s maturity, when
its potential for development and
the creation of wealth and wellbeing should be compatible with
the management of its social, cultural and environmental impacts.
The emergence of major challenges (security, health, etc.) for
tourism entails a constant effort to
innovate and re-invent to achieve
quality, efficiency and, in essence,
the optimization of tourism’s contributions to society. 2003
WTO.ULYSSES
PRIZE
CEREMONY
Held at the Universidad Antonio de Nebrija in Madrid
WTO Secretary-General Francesco Frangialli bestows WTO.Ulysses Prize.
CEREMONIA DE ENTREGA DEL
PREMIO ULISES EN 2003
En una espléndida ceremonia celebrada en la Universidad Nebrija de
Madrid el 3 de junio de 2003, la
Organización Mundial del Turismo
concedió oficialmente el Premio
Ulises de la OMT de 2003 al profesor
Donald E. Hawkins de la George
Washington University.
CÉRÉMONIE DU PRIX ULYSSE
2003 DE L’OMT
Lors d’une imposante cérémonie qui
s’est déroulée le 3 juin dernier à
l’Université Nebrija de Madrid,
l’Organisation mondiale du tourisme a
officiellement remis le prix Ulysse
2003 de l’OMT au professeur Donald
E. Hawkins de l’Université George
Washington.
I
n an impressive ceremony held at
the Universidad Nebrija in
Madrid on 3 June 2003, the World
Tourism Organization has formally
awarded the WTO.Ulysses 2003
Prize to Professor Donald E.
Hawkins of The George Washington
University. The President of the
University, Dr. Manuel Villa
Cellino and the Vice-President of
the Board, Dr. José Manuel Marín
Quemada (in representation of the
President, H.E. Leopoldo CalvoSotelo) hosted this event which was
attended by the WTO SecretaryGeneral, authorities from the WTO
Executive Council, members of the
WTO Education Council and other
distinguished guests.
The Minister of the Presidency and
Tourism of Andorra, H.E. Enric
The World
Tourism
Organization
formally
awarded the
WTO.Ulysses
2003 Prize to
Professor Donald
E. Hawkins of
The George
Washington
University
Pujal, who acted as master of ceremonies, expressed his pleasure and
that of his Government at the holding of this historic event. During
the ceremony, the Minister said
that the Government of Andorra
firmly supported this commitment
to the creation and dissemination
of knowledge in tourism.
He also stressed the importance of
these prizes in recognition of the
work being conducted by researchers
and academics in the area of innovation and the application of
knowledge to tourism, with the aim
of making tourism management
increasingly scientific and consequently more professional. He congratulated Dr. Donald E. Hawkins
for his extensive and brilliant dedication to the tourism sector.
Tedqual
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p. 27
When the role
of public
administrations
in tourism was
being debated,
Donald E.
Hawkins had
DG Natela Shenguelia and Chairman of WTO.EdC, Prof. Brent Ritchie escort Prof. Douglas Frechtling
(in representation of Prof. Donald Hawkins) at ceremony.
already adopted
a macro vision
of tourism and
had put into
place such
transcendent
and influential
initiatives as
the creation
of the Tourism
Policy Forum.
Tedqual
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p. 28
Francesco Frangialli, SecretaryGeneral of WTO, expressed great
satisfaction in awarding the first
WTO.Ulysses Prize to Professor
Donald E. Hawkins. The SecretaryGeneral highlighted the scientific
perspective which Dr. Hawkins had
lent to tourism from the perspective
of public administrations, so much
in line with that of WTO. When the
role of public administrations in
tourism was being debated, Donald
E. Hawkins had already adopted a
macro vision of tourism and had
put into place such transcendent
and influential initiatives as the
creation of the Tourism Policy
Forum. The Secretary-General reiterated in his own name and that of
the World Tourism Organization,
his pleasure at awarding not only
the activity of a scientific academic, but also that of an educator, an
educator, who had transmitted profound knowledge and who had
assisted such important organizations as the USA Administration,
the Inter-American Development
Bank, the World Bank and, of
course, WTO. The decision to grant
the first WTO.Ulysses Prize to this
academic who since the 1970s has
headed the Programme of Tourism
Studies at The George Washington
University, was aimed at awarding
“his scientific contributions to the
theory and practice of Tourism
Policy”.
In one of those paradoxes of
tourism, which Professor Hawkins
later discussed in his Ulysses
Lecture, the prize winner missed
his own ceremony when his flight
from Washington D.C. was cancelled at the last minute, but he was
ably represented by his university
colleague, Dr. Douglas Frechtling,
who accepted the prize and spoke
on his behalf. But Dr. Hawkins did
arrive in time to give his Ulysses
Lecture on the 5th of June. In Dr.
Hawkins’ acceptance speech, he
told of the vast changes in tourism
and the world he has seen throughout his almost fifty year career in
tourism education and the lessons
he has learned along the way.
During this period, tourism first
Vice President José María Marín Quemada, President Manuel Villa Celino, WTO Secretary-General
Francesco Frangialli and Minister Enric Pujal introduce the Ulysses Prize Ceremony.
became a major force in the world’s
economy and its potential for sustainable development, creation of
wealth and improvement of the
quality of life worldwide was evidenced. Research in the university
began to make a difference in
improving management practice
and fostering innovation, as seen
through the Journal of Leisure
Research which he established in
1969. The 1970s and early 80s witnessed an era of open borders,
liberalization and unexpected
changes in the tourism industry,
from which Dr. Hawkins learned to
expect the unexpected and to ride
the winds of change. In 1989, he
initiated the Tourism Policy Forum
at George Washington University
where intellectuals, academics and
professionals from all regions of the
world gathered to analyse the critical issues in tourism and formulate
strategic policy to deal with these
challenges. Dr. Hawkins also mentioned the resilience of tourism
despite major disruptions from 1994
to 2003 and the growing influence of
the media on tourism and the “infodemic” effect of disproportionate
reporting. The ways and means to
understand and manage the forces
that fuel “infodemics” must be
found to help create more effective
early warning systems and crisis
response strategies. In short, “if
information is the disease then
knowledge is the cure”.
In closing, Dr. Hawkins observed
that although he has learned many
lessons in his personal odyssey, he
believes there will be many new
discoveries to be made and that we
all have the power now to give
back to others what we have
learned.
The ceremony was followed by a
gala dinner hosted by the VicePresident of the Board of Directors
and the President of the University
of Nebrija and attended by highranking officials of WTO Member
States and the members of the WTO
Education Council. The University
of Nebrija’s Berzosa campus provided an ideal setting for this
important event. Classical music was part of the Ceremony.
Research in
the university
began to make
a difference in
improving
management
practice and
fostering
innovation, as
seen through the
Journal of Leisure
Research which
he established
in 1969.
Tedqual
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p. 29
ULYSSES
ACCEPTANCE
SPEECH
REFLECTIONS ON A
LIFE OF COMMITMENT
TO GLOBAL TOURISM
(ABREVIATED VERSION)
DONALD E. HAWKINS
Eisenhower Professor of Tourism Policy.
The George Washington University. June 3, 2003.
DISCURSO DE ACEPTACIÓN
DEL PREMIO ULISES
En su discurso de aceptación del
Premio Ulises de la OMT, el Sr.
Hawkins habló de los inmensos cambios en el turismo y en el mundo de
que ha sido testigo en sus casi cincuenta años de trabajo y de las lecciones que ha ido aprendiendo en ese
tiempo.
DISCOURS DE RECEPTION
DU PRIX ULYSSE
Dans son discours de réception du
Prix Ulysse de l'OMT, M. Hawkins
a parlé des profonds changements
survenus dans le tourisme et dans le
monde, tels qu'il a pu les observer
tout au long d'une carrière de
presque cinquante ans, ainsi que des
leçons qu'il en a retirées.
Tedqual
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p. 30
H.
E. Leopoldo Calvo Sotelo,
Rector of the University
Antonio de Nebrija, WTO
Secretary-General Frangialli, the
Chairman of the WTO Executive
Council, the Chairman of the
WTO Education Council, Minister
of the Presidency and Tourism of
Andorra, Prof. Fayos-Solà, ladies
and gentlemen:
It is an honor to receive the first
WTO.Ulysses Prize. I accept this
award in recognition of the important role of knowledge in addressing the challenges of tourism.
About this time 50 years ago, I was
preparing for my first organized
tourist odyssey –the Science Club
trip to New York City. At that time,
the “Golden Age” of tourism was
just beginning as a result of the
prosperity in the developed world
following World War II. Some of
the early milestones included Club
Med opening its first all-inclusive
resort in 1950, Holiday Inns, the
pioneer of inexpensive roadside
rooms, was founded in 1952, and
the theme park visionary Walt
Disney opened Disneyland in
Anaheim, California in 1955.
As I reflect back on the past 50
years, there are five lessons
learned that I would like to share
with you. Just one lesson for each
10 year period –I guess I’m slow
learner!
1953-1963
As a young boy, I listened to my
parents tell of the hardships of the
Great Depression. They would talk
of walking five miles to school
each day, uphill, both ways! It was
easy then to get a good quality college education at affordable prices.
My entire college tuition for 4
years cost less than one course
today at George Washington
University!
THE WTO.ULYSSES PRIZE AWARDED TO PROFESSOR DONALD E.
HAWKINS HIGHLIGHTS THE ROLE OF KNOWLEDGE IN TOURISM
Madrid, 5 June 2003
Professor Donald E. Hawkins of The George Washington University was awarded the WTO.Ulysses Prize in a ceremony at the Universidad Nebrija in Madrid on
3 June 2003. This Prize is in recognition of Dr. Hawkin's outstanding academic
contributions to the creation and dissemination of knowledge in the field of
Tourism Policy.
Professor Donald E. Hawkins was the founder of the Tourism Studies Programme
at The George Washington University, located in Washington D.C., USA. The
prize was given to him for "his scientific contribution to the theory and practice
of Tourism Policy".
Professor Hawkins, who is well known in academic, government and professional
circles, has made a substantial intellectual contribution to tourism since the early
1970s. Author or editor of some 100 publications on contemporary aspects of
tourism policy and strategy, Prof. Hawkins founded the Tourism Policy Forum in
1989 which for many years gathered intellectuals, academics and professionals
from all regions of the world in the inter-disciplinary study of the macro effects of
tourism: economic, social, cultural and environmental. The publication World Travel
and Tourism Review served as a communications medium for the Forum as well as
providing a significant source of knowledge to decision-makers in Tourism Policy.
Today, dedicated to research and teaching, as the holder of the Eisenhower Chair
in Tourism Policy at The George Washington University, Prof. Hawkins facilitates
active collaboration between the tourism industry and international institutions
such as the United Nations, the World Bank, the Inter-American Development Bank
and the World Tourism Organization.
Professor Donald E. Hawkins
This brings me to my first lesson.
Lesson 1: Enthusiasm, optimism
and hard work can make dreams
come true.
My career in tourism began in the
1950s when I worked in resorts in
the Pocono Mountains located in
Northeastern Pennsylvania in the
U.S. My first major professional
position was Superintendent of
Parks in Phillipsburg, N.J. This was
followed by serving as Executive
Director of the Riegel Paper
Corporation’s Community Foundation. During that period, I was also
community development consultant for the New Jersey Office of
Economic Opportunity –referred to
then as the “War on Poverty”.
1964-1973
During this period, tourism was
beginning to be recognized as a
major force in the World’s econo-
my. A series of annual growth rates
of 16% pushed international
tourist arrivals past 100 million for
first time in 1964. Milestones during that period included the formation of ICOMOS in 1965; the
French hotel giant Accor was
founded in 1967; Walt Disney
opened a second theme park in
1971 –Disney World in Orlando,
Florida; Carnival Cruises, now the
world’s largest cruise line, was
founded in 1972; and UNESCO
formed the World Heritage
Committee in 1972.
Which brings me to my second
lesson
Lesson 2: Research can make a difference in improving management
practice and fostering innovation.
In 1965, I joined the National
Recreation and Park Association,
which was chaired by the noted
environmentalist, L. Rockefeller.
In 1969, I convinced the Board of
Trustees to start the Journal of
Leisure Research –a social science
academic journal published continuously for the past 34 years.
In 1971, I joined GWU’s School of
Medicine. It took some convincing
to persuade the traditional academics at GWU that a graduate program in tourism administration
was needed.
1974-1983
Open borders, liberalization and
unexpected changes characterized
the tourism industry during this
period. International tourist
arrivals were approaching 200 million in 1974. the year that the
World Tourism Organization was
formed. Milestones during that
period included Egypt’s reopening
the Suez Canal in 1975, the US
bicentennial celebration in 1976,
the First Concorde flight in 1977,
the USA deregulation of airline
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fares and China’s new “open door”
policy in 1978. And this leads me
to my third lesson.
Lesson 3: Expect the unexpected
and learn to ride the winds of
change
At GWU, we succeeded in launching one of the world’s first master’s
degree in tourism administration
and graduated our first class in
1974. During this period, I worked
with Herman Kahn, the noted
futurist, on studies which predicted gas shortages, but was unsuccessful in convincing industry
leaders to take action proactively.
In 1979, we conducted the Tourism
and Next Decade Conference. Two
books resulted from that effort and
were directed specifically toward
improved planning, development
and management practices.
1984-1993
Turbulence and rapid change
began to dominate the tourism
agenda worldwide. International
tourist arrivals exceeded 320 million in 1984.
And the world opened its doors to
tourism when the Berlin Wall fell
and the Soviet Union disbanded.
This brings me to my fourth lesson.
Lesson 4: Respect, understand and
celebrate the World’s biodiversity.
Prof. Douglas Frechtling (in representation of Prof. Donald Hawkins)
gives WTO.Ulysses Acceptance Speech.
Honduras Institute for Tourism.
Some of you in this audience participated in the Tourism Policy
Forum which GWU initiated in
1989. The Forum engaged intellectuals, academics and professionals
from all regions of the world in the
inter-disciplinary study of the
macro effects of tourism: economic,
social, cultural and environmental.
A forum to address policy related
issues continues to be needed today
to address the interdependencies of
tourism at the local, national and
international levels.
1994-2003
It’s my conviction that it is essential for academics to directly experience the world’s cultural and natural biodiversity through travel,
research and educational activities.
I have spent my sabbatical years
working abroad –for example, in
Egypt in 1984 and 1985 on a
capacity building project funded
by USAID. This summer, our
GWU team will conduct market
research and product development
for Honduras’ North Coast for the
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In spite of major disruptions,
tourism continues to recover and
grow. International tourist arrivals
exceeded 528 million in 1994, the
year in which apartheid ended in
South Africa. Unfortunately, in
1995, the United States Travel and
Tourism Administration was terminated which led to what I consider a
temporary withdrawal of the USA
from the World tourism Organization. I am optimistic that the USA
will rejoin WTO in the near future
and I’m committed to helping to
reach that goal before this year ends.
Expedia, the first major online travel agency, was founded by Microsoft
in 1995; the European Community
allowed its airlines freedom to set
fares in 1996; major airlines and
hotel chains reported their most
profitable years in history in 1997,
and Dennis Tito paid $20 million to
become first space tourist in 2000.
The Asian “Miracle” came to a dramatic end as stock markets plunged
in 1998 but the Dow Jones rose
above 10,000 points for the first
time. Episodic wars, highjackings,
kidnappings, disease epidemics,
natural catastrophes and terrorist
acts including September 11, continue to disrupt tourism to this day.
This brings me to my fifth lesson.
Lesson 5: Tourism is now and will
increasingly be influenced by the
World’s information media –for
better or for worse.
The hyper effect of the world media
is one of the greatest challenges
facing the tourism industry now
In the world today, we have
too much information and too
little knowledge. The WTO
Education Council is willing
to help WTO rise to the
challenges which global
Tourism is facing today.
and in the years to come. For example, SARS reflects two, not one,
epidemics. The first was the SARS
virus early warning which alerted
the world of a new health epidemic.
But it was the second information
epidemic or “infodemic” that has
created a devastating effect on
world tourism while making it
harder to control and contain this
serious public health crisis. David J.
Rothkopf 1 in a recent article in the
Washington Post defines an infodemic as “A few facts, mixed with
fear, speculation and rumor, amplified and relayed swiftly by modern
information technologies, have
affected national and international
economies, politics and even security in ways that are utterly disproportionate with the root realities.”
Infodemics in recent years have left
the airline industry and tourism destinations in intensive care.
Unchecked, such infodemics could
provide opportunities for new forms
of social disruption or manipulation
designed to prey on the public.
We need to find the ways and
means to understand and manage
the forces that fuel infodemics in
order to help us create more effective early warning systems and crisis response strategies. In order to
deal with distortion and exaggeration, it will be essential to cultivate
credibility. If “information is the
disease, then knowledge is the
cure” 3. In the world today, we have
too much information and too little
knowledge. Those of us who
belong to the WTO Education
Council are ready and willing to
work with the Executive Council
to help WTO rise to this and the
other challenges which global
Tourism is facing today.
Fifth: Tourism is now and will
increasingly be influenced by the
World’s information media –for
better or for worse.
I am sure that there will be other
lessons for me to learn in the
future. There will be many new
discoveries to be made on my personal odyssey. I believe that we all
have the power now to give back to
others what we have learned.
I want to share the recognition that
goes with the Ulysses Prize with my
colleagues in the WTO Education
Council… and most of all, to the
love of my life, Luz Bahamonde.
You all contribute to making our
lives and common future interesting, challenging and worthwhile.
In closing I would like to share
with you several verses from
Alfred Tennyson’s poem, Ulysses
“I cannot rest from travel; I will
drink
Life to the lees. All times I have
enjoyed…
To follow knowledge like a sinking
star,
Beyond the utmost bound of
human thought…
We are not now that strength which
in old days
Moved earth and heaven, that
which we are, we are,
One equal temper of heroic hearts,
Made weak by time and fate, but
strong in will
To strive, to seek, to find, and not
to yield.”
Thank you all very much. CONCLUSION
In closing let me recap the five lessons:
First: Enthusiasm, optimism and hard
work can make dreams come true.
Second: Research can make a difference in improving management
practices and fostering innovation.
Third: Expect the unexpected and
learn to ride the winds of change
Fourth: Respect, understand and
celebrate the World’s biodiversity.
1 David J. Rothkopf, “When the Buzz Bites
Back”, The Washington Post, May 11,
2003, B1+5.
2 Ibid, p. B5.
3 Ibid, p. B5.
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WTO
ULYSSES
PRIZE
LECTURE
WTO.Ulysses Lecture at the Madrid Chamber of Commerce.
The President of the Madrid Chamber of Commerce, Mr. Fernando Fernández Tapias greats Prof. Hawkins.
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WTO.Ulysses Prize awardee, Prof. Donald E. Hawkins
S
ponsored by the Chamber of
Commerce of Madrid –with
the presence of its President, Mr.
Fernando Fernández-Tapias, the
WTO Secretary-General, Francesco
Frangialli, the Director General of
FEHR, Mr. José Luis Fernández
Noriega and the Executive President
of WTO.Themis Foundation, Dr.
Eduardo Fayos-Solà– Professor
Donald E. Hawkins, recipient of the
WTO.Ulysses 2003 Prize, gave a
lecture entitled: Winds of Change Sustaining Tourism in an Unstable
World which dealt with the paradoxes of international tourism in the
contemporary world and the
responses to these paradoxes from
the academic world of knowledge
and education to achieve the competitive and sustainable development of tourism.
Professor Hawkins was introduced
in this lecture by President
Fernández Tapias and SecretaryGeneral Frangialli.
Guests included representatives of
WTO Member States, the
Academic Community and the private sector. Prof. Hawkins’ Ulysses
Lecture is reproduced below in a
summarized version. President of the Madrid Chamber of Commerce, Fernando Fernández Tapias
accompanies WTO.Ulysses awardee, Dr. Donald Hawkins.
C
on el patrocinio de la Cámara
de Comercio de Madrid y la
presencia de su Presidente,
Fernando Fernández-Tapias, el
Secretario General de la OMT,
Francesco Frangialli, el Director
General de la FEHR, José Luis
Fernández Noriega y el Presidente
Ejecutivo de la Fundación Themis
de la OMT, Eduardo Fayos-Solá, el
profesor Donald E. Hawkins, distinguido con el Premio Ulises 2003,
pronunció una conferencia titulada:
“Vientos de cambio: sostener el
turismo en un mundo inestable”,
que giró en torno a las paradojas del
turismo internacional en el mundo
contemporáneo y las respuestas
aportadas por el mundo académico
para alcanzar un desarrollo competitivo y sostenible del turismo.
El Sr. Fernández-Tapias y el
Secretario General de la OMT,
Francesco Frangialli, presentaron al
Sr. Hawkins antes de que comenzara su conferencia.
Entre los invitados figuraron
representantes de los Estados
Miembros de la OMT, de la comunidad académica y del sector privado. La conferencia del profesor
Hawkins en la recepción del
Premio Ulises figura más adelante
en versión resumida. E
n présence du Président de la
Chambre de commerce de
Madrid qui parrainait la manifestation, M. Fernando Fernández-Tapias,
du Secrétaire général de l’OMT, M.
Francesco Frangialli, du Directeur
général de la Federación Española de
Hostelería y Restauración (FEHR),
M. José Luis Fernández Noriega, et
du Président exécutif de la Fondation
Themis de l’OMT, M. Eduardo
Fayos-Solá, le professeur Donald E.
Hawkins, lauréat du prix Ulysse
2003 de l’OMT, a donné une conférence avec pour thème “Les vents du
changement: Soutien du tourisme
dans un monde instable”, cette
conférence portait sur les paradoxes
du tourisme international à notre
époque et sur les réponses trouvées
face à ces paradoxes par le monde
scientifique et de l'éducation pour
que le tourisme soit une industrie
compétitive et pour en assurer le
développement durable.
Le président Fernández Tapias et le
Secrétaire général Frangialli ont fait
les présentations de M. Hawkins.
Parmi les invités figuraient des
représentants des Etats membres
de l'OMT, du monde universitaire
et du secteur privé. Un résumé de
la conférence de M. Hawkins est
donné plus loin. Dr. Donald Hawkins at the Press Conference.
The
WTO.Ulysses
2003 Prize,
Lecture was
given by its
recipient,
Professor
Donald E.
Hawkins, in
the main
auditorium of
the Chamber
of Commerce
of Madrid.
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WTO ULYSSES PRIZE. LECTURE
WINDS OF CHANGE
SUSTAINING TOURISM IN
TIMES OF UNCERTAINTY
ULYSSES LECTURE, WORLD TOURISM ORGANIZATION. MADRID, SPAIN, JUNE 5, 2003.
By Donald E. Hawkins. Eisenhower Professor of Tourism Policy. School of Business and Public Management.
George Washington University. Washington, D. C., USA.
M
r. Fernando Fernández Tapias,
the President of the Chamber
of Madrid, WTO Secretary-General,
Francesco Frangialli, the Director
General of FEHR, Mr. José Luis
Fernández Noriega, the Executive
President of WTO.Themis Foundation, Prof. Eduardo Fayos-Solà,
your excellencies, dear academic
colleagues:
CRISES. A NEW NORM?
Wars
Tourism has been severely affected
by wars throughout modern times.
But tourism has followed as an
aftermath of wars—witness the
success of Europe following WWII.
Tour operators and airlines are in
the early planning stages to bring
tourists to Iraq and neighboring
countries. British Airways and
Virgin Atlantic are competing to
offer scheduled service from
London to Baghdad as soon as it’s
safe to do so. Could the return of
tourists be far behind?
Highjackings, Terrorist Attacks,
Kidnappings
Airlines and destinations have
been severely impacted in the past
25 years by airline hijackings and
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terrorist attacks. The first major
terrorist attack that drew worldwide media attention was when
Israeli athletes were killed by terrorists at the Berlin Olympics.
in the loss of lives due to earthquakes, hurricanes, volcanic eruptions, tornadoes, and climatic shifts
due to long-term global warming.
Lessons Learned
Economic Inequalities
and Upheavals
The ups and downs of the economy affect tourism spending and
travel patterns. The recent Asian
economic crisis, the disruption of
the Argentine economy, and the
current worldwide recession continue to present challenges.
Health Epidemics. AIDS, SARS.
The AIDS, and more recent SARS,
epidemics have seriously influenced travel to destinations impacted by these pandemics. As of last
week, no company had applied for
a SARS-related change to its travel
insurance coverage. For now, medical coverage provided in most
package policies will cover you if
you become sick as a result of
SARS, and require either hospitalization or medical evacuation.
Natural Catastrophes
Unpredictable events will continue
to wreak economic havoc resulting
Learn to expect the unexpected…
the unpredictable and unknown!
Here is a simple fact: 80 per cent
of the technology that we will use
in our day to day lives in only 20
years has not been invented yet.
So, how can an organization plan
for the future?
The only way an organization can
hope to grow and prepare for the
future is by shaping it! Companies
must learn not to simply react to
change, but to facilitate change.
MANAGING CRISES
Locus of Control
The chart which follows cites the
reality that we have more direct control internally over people, technologies, capital and operating systems.
As we move from the inner controls
of an organization to control over the
environmental, our influence lessens
as we cope with the competitive
environment, attempt to influence
the industry environment and continue to interact with the macro-
(1999), Watts Wacker and Jim
Taylor, Visionaries Handbook: Nine
Paradoxes that Will Shape the
Future of Your Business (2001),
Price Waterhouse Change Integration Team, The Paradox Principles:
How High Performance Companies
Manage Chaos, Complexity and
Contradiction to Achieve Superior
Results, Jim Underwood, Complexity and Paradigm (2001),
William Wilhelm Koot and Ida
Sabelis, Beyond Complexity: Paradoxes and Coping Strategies in
Managerial Life.
The following paradoxes are presented to clarify challenges facing
tourism globally—they appear to
be contradictory but are actually
“two sides” of the same coin”.
Locus of control.
forces that are constantly changing
and are difficult to predict.
Environmental scanning can help
us understand these environments
in terms of cyclical patterns from
the past which may reoccur in the
future. It is more difficult, however, to predict the future. It may be a
better strategy to determine the
most desired future state and then
proactively mobilize resources,
take action, and attempt to shape
the future.
Nimbleness is one of the most
essential managerial competencies
needed to ride the “winds of
change”. This requires flexibility,
“thinking out of the box”, and
proactive leadership.
Problem Focus
Too often we define a problem as
an obstacle, a hindrance, or a constraint that stops us from doing
what we want to do. We need to
define a problem as the gap
between where we are now and
where we would like to be. Once
that is determined, we can address
the gap by identifying realistic
options and alternatives available
to close the gap.
PARADOXES
Managing the crises described
above will required setting a balance between stability and instability—one of many paradoxes to be
addressed through strategic planning! The field of strategic management finds itself in a paradox.
At a time when strategic planning
is recognized as a vitally important
endeavor in almost all organizations, practitioners agree that the
necessary tools and methods to
accomplish it are inadequate.
Paradoxes are as old as humankind.
Paradoxes are mentioned in the Bible.
For this paper, we define a paradox
as a statement or sentiment that is
seemingly contradictory or opposed
to common sense and yet is perhaps
true in fact.
There is a growing body of literature which links strategic thinking
to understanding the paradoxes of
modern society—Patrick Thurbin,
The Influential Strategist: Using
the Power of Paradox in Strategic
Thinking (Financial times/Pitman
Publishing), Bob DeWitt and Ron
Myer (eds.), Strategy Synthesis:
Resolving Strategy Paradoxes to
Create Competitive Advantage,
1. GLOBALIZATION/LOCALIZATION.
“GLOCALIZATION”
Globalization
Global conflicts are expected to
escalate. We can expect global
conflicts to continue and probably
intensify in many parts of the
world. Globalization, through
world media coverage, as well as
extensive world travel can exasperate the clash of cultures, religions,
and economies. International travel coupled with anti-globalization
activism calls attention to the
widening gap between the rich and
the poor. Migration patterns result
in the movement of people from
rural areas to urban, overcrowded
cities. Developed countries that are
losing population will increasingly
depend upon the migration of the
peoples from developing and transitional economies.
The larger the world economy, the
more important the smaller players. Large destinations feature large
resorts, transportation and other
suppliers. However, regardless of
the size of the destination, small and
medium size businesses (SMEs)
play a key role in development.
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A tool to guide the development of
the small scale ecotourism enterprises was developed by George
Washington
University
and
Conservation International with the
assistance of MSI under the USAID
RAISE Consortium (2003). The
goal of an ecotourism enterprise
incubator is to promote the creation
and/or strengthening of strategic
new businesses in the area of ecotourism and related industries.
Further information about the
Ecotourism Incubator can be
found at www.raise.org/tourism/.
Power of the world media—for better or for worse. David J. Rothkopf
(2003) in a recent article in the
Washington Post defines an infodemic as “A few facts, mixed with
fear, speculation and rumor, amplified and relayed swiftly by modern
information technologies, have
affected national and international
economies, politics and even security in ways that are utterly disproportionate with the root realities.”
Infodemics in recent years have
left the airline industry and
tourism destinations in intensive
care. Unchecked, such infodemics
could provide opportunities for
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new forms of social disruption or
manipulation designed to prey on
the public.
Localization
Decentralization. Although decentralized governance is dominant in
industrialized countries, it is just
beginning to be implemented in the
developing world. Countries are in
the early state of developing local
elective government leadership and
taking on local responsibilities for
land use planning, education, security and safety, and related public
services. Many of these local governmental authorities are ill-prepared for the challenges of decentralization, nor have they been given
sufficient funding or the authority to
raise funds through local taxes and
fees. Too often tourism developers
are allowed too much freedom in
this laissez-faire situation, often
resulting in poorly conceived tourist
developments that create environmental damage and alienate local
people. Capacity building and local
empowerment are needed.
“Subsidiarity” encourages decision-making and monitoring by
local people impacted by develop-
ment. Although the development
of a indicator and monitoring system might be the least exciting element to tourism development, it is
extremely important in the long
run. Monitoring a destination
allows its stakeholders to adequately access the impact (both positive
and negative) that tourism is having
on the natural, social and economic environments of a destination.
Multi-stakeholder participation.
Failure to include all key stakeholders within a destination is the
most common cause of discord
and ultimately can lead to failure
of a tourism destination. In some
destinations around the world,
tourism has been developed with
little attention given to those that
will be most directly affected by it.
The most effective way, although
not always the easiest way, is to
ensure that the needs of each
stakeholder are considered in a
manner that improves their livelihoods while protecting the natural
and social environment.
There are several methods of fostering stakeholder participation.
Recently, Conservation International and the George Washington
University with support from
USAID (2002) developed the
Tourism Rapid Assessment (TRA)
Tool. This tool is designed to perform a rapid assessment and analysis of a tourism destination
through a participatory planning
process. Further information regarding the TRA can be found at
http://www.raise.org/tourism/.
2. COOPERATION/COMPETITION
“COOPETITION”
Cooperation
Core resources as national patrimony. Cultural and natural
resources make a country, region
or people distinctive or even
unique. A tool to assist destinations, as well as small and medium
size businesses foster product
development and differentiation
based upon unique cultural and
natural resources is the Product
Development Workbook developed
for ARD, Inc (2001) for use in the
gateway communities of the Rila
and Balkan National Parks.
Public and private sector partnerships. Effective tourism destination
management requires partnership
between the public and private sectors. An example is Canada’s
Tourism Commission (CTC), which
has multiplied public funding with
private sector cooperative marketing
in order to more effectively promote
Canada to its markets and develop
new tourism products.
(http://www.canadatourism.com/en
/ctc/ctx/partnerships/productdev/in
dex.cfm).
Regional/multi-country trip circuits and networks. UNESCO’s
World Heritage and Sustainable
Tourism Initiative is a good example
of how trip itineraries can link protected area sites with gateway communities. (UNESCO, 2003). This
augmentation approach might include packaging of heritage experiences offered by other less popular sites with a destination’s World
Heritage Sites.
“competitive strategy is about being
different. It means deliberately
choosing a different set of activities
to deliver a unique mix of value”.
The “competitive cluster” concept
is a strategic set of activities and
services organized as an effective
tourism supply chain. For example,
the core of the “protected area ecotourism cluster” is the comparative
advantage represented by the protected area’s natural attractions and
biodiversity. The following figure
describes these relationships.
Responsive international financing and development assistance.
George Washington University is
launching
the
Development
Assistance Network for Tourism
Enhancement (DANTE). DANTE
will become a pre-eminent self-sustaining global partnership that fosters the convergence of sustainable
tourism initiatives with development assistance resources through
information exchange, knowledge
applications (tools, practices, cases,
models and lessons learned), training programs and cooperation
between the private sector, governments, and the civil society.
oped by Business Enterprises for
Sustainable Travel (BEST, 2003).
Through a monthly publication,
BEST highlights successful business practices utilized by travel
and tourism companies that
advance their business objectives
while enhancing the social and
economic well being of destination
communities. http://www.sustainabletravel.org/practices.cfm.
Tourism should positively contribute to resource conservation,
economic growth and prosperity.
The “Pro Poor” and “Fair Tourism”
movements are steps in the right
direction.
Center for Environmental Leadership in Business (CELB). This
Conservation International initiative is focused on enlisting the support of tourism businesses for conserving biodiversity resources.
UNEP Tour Operators Initiative.
TOI was formed in order to
encourage tour operators to make a
corporate commitment to sustainable development. It is comprised
of numerous international tour
operators and receives support
from UNEP, UNESCO, and WTO.
Conservation
Competition
3. DEVELOPMENT/
CONSERVATION
“SUSTAINABLE DEVELOPMENT”
Development
Competitive clusters. The linkages
between sustainable travel and
tourism, infrastructure improvements and jobs/SMEs become a
virtuous circle. Without such linkages, a vicious cycle occurs. The
competitive cluster approach is
now being employed in developing
countries. Its potential as an economic model spurred a group of
economic development professionals and cluster practitioners to
create the Competitiveness Institute (TCI) in 1998.
The key for competitive success is
strategy. According to Porter (1996),
Geotourism emphasis on sustainable destinations. The National
Geographic Society and Traveler
Magazine have identified a new
market segments interested in geotourism, which is “tourism that sustains and enhances the geographic
character of a place –its environmental, cultural, aesthetic heritage
and well-being of its residents.”
They have recently funded a study
of the American geotourism market.
Business
Enterprises
for
Sustainable Tourism (BEST). An
additional resource for best practice identification has been devel-
Sustainable behavior through
community education. Indications
are that community awareness promotes sustainable practices. Educating the local community is
increasingly important. By understanding why it is important to
protect an area, residents are given
the opportunity to make educated
decisions about their quality of life
and to comprehend the reasons
why tourists visit their destination.
Social
impact
assessment.
Conservation today has mainstreamed environmental impact
assessment of proposed tourism
developments near vital cultural or
natural resources, often referred to
as “hot spots”. Today attention is
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port, materials, and process
focused information and decision
support systems.
Power of the Internet. These technologies, especially the Internet, can
facilitate trip planning, purchasing
decisions, and even sharing of information on the travel experience.
Actual—Experience
being given by development assistance agencies, such as the World
Bank group, to the social impact
associated with development near
protected areas in particular.
Corporate social responsibility
(CSR). CSR is being given major
attention by tourism and hospitality companies worldwide. Similar
Reports on improved environmental management systems are being
released by major hotel companies, cruise lines, theme parks, and
tourism businesses.
Eco-labeling and certification.
Environmental certification programs exist for an array of consumer
products. Tourism is no different.
Environmental certification programs or environmental management systems (EMS) have increased
dramatically in the last 10 years.
There are two main reasons why a
destination or an operating tourism
enterprise would wish to involve
themselves with a certification or
environmental management program. First, consumers may demand
a certification of some sort, although
at present consumer pressure has
been minimal. Secondly, the implementation of an EMS can save significant resources, including contributing to the “bottom line.”
Tedqual
6
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Sustainability conferences. Rio,
Agenda 21, South Africa, and the
Year of Ecotourism conferences all
reflect a continuing concern for
tourism’s environmental, social,
and economic responsibilities.
Expand financing for protected
areas. The Caribbean Group for
Cooperation in Economic Development and the Environment Department of the World Bank (2003) in
collaboration with The European
Union called attention to the relationship between improved environmental management and the ability
to continue to generate revenues for
Caribbean countries.
US rejoins UNESCO. In a
September 12, 2002 statement to the
UN General Assembly, President
George W. Bush announced the
U.S. decision to rejoin the United
Nations Educational, Scientific
and
Cultural
Organization
(UNESCO, 2003).
Experiences. The Experience
Economy by Pine and Gilmore
(1999) calls attention to the continual need to add value to services
which have predictable experiential
outcomes. Customization to turn
goods into services and services
into experiences can be a force to
counter commodization of culture.
Learning by doing. It’s my conviction that it is essential for academics
to directly experience the world’s
cultural and natural biodiversity
through travel, research and educational activities. My sabbatical years
have been devoted to working
abroad—for example, in Egypt in
1984 and 1985 on a capacity building project funded by USAID. The
MBA Consulting Practicum which I
teach each summer involves teams
of students in conducting strategic
planning and small business development engagements.
Caribbean experiences example. In
2001, the Organization of American
States (OAS) Inter-Sectoral Unit for
Tourism and USAID have engaged
in a partnership involving the packaging of a “Caribbean experiences”
brand with sites, attractions, events,
festivals and related activities of
interest to the marketplace.
4. VIRTUAL/ACTUAL “TECHNO
LEVERAGING EXPERIENCE”
Virtual— “Technology Enabled”
5. EXTERNAL/INTERNAL
“MARKETING & EMPOWERMENT”
External-Marketing
Enabling technologies. A tourism
destination can leverage its capabilities by using enabling technologies, including information,
telecommunications, decision sup-
Today, marketing management
goes well beyond the 4 Ps.
Attention needs to be focused on:
Relationship marketing. Today,
we use the mantra “relationships,
relationships, relationships” Long
term relationships with customers
are enabled by database management programs, permission based
email, customized products, guarantees and continuously improved
customer service.
Peace of mind. Tourist safety and
security systems are being initiated
to mitigate risk and minimize negative impacts. Each year, a National
Tourism Safety and Security Conference is hosted by the Safety and
Security Department of the Las
Vegas Conventions and Visitors
Authority.
Cost savings. Today, the marketing
message is focused on travel companies’ efforts to control travel cost
and offer competitive pricing. Yield
management systems, now common across the spectrum of tourism
businesses, provide an array of
prices designed to sell total capacity.
Time efficiencies. For many travelers, time is the key element in
travel decision making. Every
effort is being made to reduce the
time spent in travel decision making, trip planning, purchasing, and
for trip logistics. It’s important to
improve airport check in procedures while maintaining a high
standard of security for passengers. Upon arrival at the destination, travel facilitation should be
analogous to a “relay race” providing smooth transitions and hassle
free travel through customs and
immigration, baggage handling,
and throughout the trip experience
INTERNAL-EMPOWERMENT
Destination and travel company
marketing activities of destinations
need to focus on internally “selling”
the organizations vision, mission,
goals and execution activities to all
stakeholders, including, employees,
managers, owners, suppliers and
customers. Several key elements
involved in empowering these stakeholders follow:
Delegation and Trust. Empowerment of employees is essential.
For example, the Ritz Carlton Hotel
Chain delegates the authority for an
employee to immediately address
and solve guest problems.
Employee services. Working conditions in the tourism and hospitality
business need to be improved.
Corporations have a social responsibility to employees and their families, including services such as child
care, medical benefits, and pension
contributions, among others.
Human resource development.
Opportunities for growth and
development of employees need to
be expanded through in service
training and financial support for
formal education programs and
participation in professional, trade
and civic organizations. Personnel
evaluations should be focused on
helping the employee improve performance, using feedback from
supervisors, fellow employees,
suppliers and customers.
Supply chain management at
tourism destinations. There is no
one easy way to develop an educated destination manager or destination management organization.
The George Washington University has developed the Tourism
Destination Management and
Marketing Certificate Program.
www.gwu.edu/dmp.
CONCLUSION
Crises and uncertainty are the new
norms. The world is moving towards
a global economy as traditional
political boundaries continue to blur.
Organizations need to cope with
change through nimble public and
private sector collaboration at the
destination level
The paradoxes discussed in this
paper, as well as others, need to be
addressed through an active policy
dialogue involving tourism destinations at the national and local
levels. Paradoxes can assist strate-
gic thinking, hopefully leading to a
convergence of positions which
appear to be contradictory or in
opposition. REFERENCES
ARD, Inc. (2001, October) Tourism
Competitive Cluster, Biodiversity
Conservation and Economic
Growth Project [Online]. Available:
http://www.ardinc.com/htm/projects/p_bc
eg.htm
Business Enterprises for Sustainable
Travel (2003, June). Best Practices
[Online]. Available: www.sustainabletravel.org.
Canadian Tourism Commission Website
(2003, June). Product Clubs [Online].
Available: www.canadatourism.com.
Caribbean Group for Cooperation in
Economic Development and the
Environment Department of the World
Bank in collaboration with The European
Union (2000, June), Tourism and the
Environment in the Caribbean: An
Economic Framework Discussion Draft.
Certification in Sustainable Tourism
(2003, June), Costa Rican Certification
System [Online]. Available:
http://www.turismosostenible.co.cr/EN/home.shtml
Jupiter Research Forecast Report: Travel,
(2003), Jupiter Research. Available:
http://www.jupiterresearch.com/bin/item.
pl/home
Pine, B. Joseph and Gilmore, James
(2003), Welcome to the Experience
Economy, Harvard Business School Press.
Porter, M. (1990). The Competitive
Advantage of Nations.
Porter, M. (1996). “On Competition. What
is strategy?” Harvard Business Review.
Nov-Dec 1996, pp. 61-78.
Rothkopf, David F. “When the Buzz Bites
Back”, The Washington Post, May 11, 2003,
p. B5.
Travelers’ Use of the Internet (2002),
Travel Industry of America (TIA).
Available: http://www.tia.org/
UNESCO World Heritage Website
(2003, June) [Online]. Available:
http://whc.unesco.org/.
USAID Website (2003, June). Tourism
Rapid Assessment. [Online]. Available:
www.raise.org/tourism.
World Tourism Organization (2002).
Voluntary Initiatives for Sustainable
Tourism. Madrid, Spain.
World Travel and Tourism Council (2003,
June). Steps to Success. [Online].
Available:
http://www.wttc.org/resourceCentre/publi
cations.asp.
Tedqual
6
1/2003
p. 41
WTO.EXECUTIVE COUNCIL
WTO.EDUCATION COUNCIL:
JOINT MEETING
Top table at the Opening Ceremony. From left to right: Prof. Brent Ritchie, Chairman of the WTO Education
Council, Prof. José Manuel Marín Quemada, Vice-President of the Universidad Nebrija, Prof.Manuel Villa
Quemada, President of the Universidad Nebrija, Mr. Francesco Frangialli, WTO Secretary General, Mrs. Natela
Shenguelia, on behalf of the Chairman of WTO Executive Council, and H.E. Enric Pujal i Areny, Minister of the
Presidency and Tourism of Andorra.
REUNIÓN CONJUNTA DEL CONSEJO
EJECUTIVO Y EL CONSEJO DE
EDUCACIÓN DE LA OMT
La primera reunión conjunta del
Consejo Ejecutivo y el Consejo de
Educación de la OMT se inició el 3 de
junio con una ceremonia de inauguración oficial. El 4 de junio, el Secretario
General de la OMT se dirigió a la reunión técnica conjunta de ambos órganos en el Palacio de Congresos de
Madrid destacando que se trataba de
una experiencia histórica.
CONSEIL EXECUTIF DE L'OMT –
CONSEIL DE L'EDUCATION DE
L'OMT: REUNION CONJOINTE
La première réunion conjointe entre le
Conseil exécutif de l'OMT et le Conseil
de l'éducation de l'OMT a été inaugurée
le 3 juin par une cérémonie officielle.
Le 4 juin, le Secrétaire général de
l'OMT a prononcé un discours lors de
la réunion technique conjointe entre ces
deux instances de l'OMT au Palais des
congrès de Madrid, allocution pendant
laquelle il a souligné l'importance de
cette réunion historique.
Tedqual
6
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p. 42
Opening Ceremony
The first historic Joint Meeting
between the WTO Executive
Council and the WTO Education
Council was inaugurated on June 3
with a formal opening ceremony.
This was held at the Universidad
Antonio de Nebrija in Madrid.
The Vice-President of the Board of
the Universidad Antonio de Nebrija,
Prof. José Manuel Marin Quemada,
welcomed the participants and
expressed his satisfaction at this historic occasion being held at the
University, taking into account its
active role in creating and disseminating knowledge in tourism. The
Rector of the University, Prof.
Manuel Villa, underlined the importance of knowledge in the tourism
industry, especially at a time of continuous charge and unexpected
challenges. Professor Brent Ritchie,
Chairman of the WTO Education
Council, spoke of the role of the
WTO Education Council within
WTO and of the importance of this
Joint Meeting as a means of clarifying this role and of highlighting how
the Education Council can provide
added value to WTO member
States. Mrs. Natela Shenguelia,
speaking on behalf of the Chairman
of the WTO Executive Council,
emphasized the importance of
tourism education, training and
research to WTO member States
and urged close collaboration
between the educators and policymakers. The Minister of the Presidency and Tourism of Andorra,
underlined the importance of education, training and research in
tourism and his country's role in
supporting knowledge in tourism
through the WTO.Themis Foundation funded jointly between Andorra
and WTO. Francesco Frangialli,
WTO Secretary-General closed the
ceremony by expressing his hope
that the Education Council and the
WTO Executive Council and all
WTO Members could work closely
together to ensure that the benefits
of education, training and research
could indeed assist the WTO member States not only in their capacity
building but also in providing
knowledge essential for the formulation of policy in this time of great
challenges. Francesco
Frangialli, WTO
Secretary-General
expresed his
hope that the
Education
Council and the
Executive Council
could work
closely together
to assist the
WTO member
States
in providing
knowledge
essential for the
formulation of
policy in this
time of great
challenges.
WTO.EC-WTO.EdC
JOINT MEETING
ESTABLISHES THE KEY
ROLE OF KNOWLEDGE
IN TOURISM POLICY
Joint Meeting working sessions open at the Madrid Congress Hall.
Technical Sessions
Educational and research institutions worldwide are responding to
the need to create and disseminate
knowledge in tourism and to provide quality training and education
at all levels. From high schools to
PhD programs, such institutions
are addressing the employment
needs of the industry, asking and
answering important questions
through research, and adding value
to destinations. As these programs
grow globally, and the tourism
industry faces increasing complexity, it is evident that further dialog
is needed between destinations,
their governments and the educational and research institutions that
serve them. The presence of many
of these quality educational institutions is manifest in the WTO
through the Education Council.
In June 2002 at a meeting of the
Education Council, the Secretary
General of the World Tourism
Organization recognized the need
to further integrate the Education
Council into the activities and
Programme of Work of WTO. His
observation gave rise to this historic joint meeting and a subsequent dialog on how this integration could benefit the member
states of WTO.
On 4 June, the WTO SecretaryGeneral opened the Joint Technical
Meeting between the WTO
Executive and Education Councils
at the Madrid Congress Hall by
remarking that this was a historic
Tedqual
6
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p. 43
Discussion Panel 1.
The WTO EC and the WTO.EdC exchange views during the Joint Meeting.
experience which he hoped would
bear fruit. He also indicated the
importance of the WTO.Themis
Foundation in Andorra in providing
the administrative arm to execute
the WTO Programme of Work’s
education, training and research
projects and the leading role of the
Human Resource Development
Department activities in the
Programme of Work. This, he said,
was not only a political occasion,
but also an opportunity for the
exchange of information and to
explore future cooperation and
synergy within the WTO.
The first panel addressed the scientific tools and techniques that are
available to destinations to monitor
and improve their performance.
Education Council members have
been instrumental with the WTO
staff in developing tools such as
WTO’s Tourism Satellite Account,
Market Intelligence methods and
the Tourism Labour Market
Observatory. Education Council
members provided information on
these tools to measure and monitor
the impacts of tourism on destinations, especially in the area of environmental, social-cultural and economic impacts. They also pointed
Tedqual
6
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p. 44
to new areas where new measurement methodologies are needed.
The Tourism Satellite Accounting
(TSA) system is now well documented and provides an essential
measurement tool to WTO member States.
Member States emphasized the
importance of data from the
Tourism Satellite Account for
decision-making and discussed
how the Asia region as a whole had
dealt with the past Bali crisis and
was handling the more recent
SARS epidemic.
While the TSA system is essential
for destinations to measure the
impact of tourism in their
economies, it was pointed out by
Education Council panelists that
measurement of tourism needs to
progress beyond this. Indicators of
environmental and socio-cultural
impact are also essential for sustainable tourism development.
Market Intelligence methods and
image enhancement for the
improved destination competitiveness is another area in which
Education Council members can
add value. During the panel the
Education Council members highlighted the need to collect data on
market intelligence and the need for
strategic analysis of that data.
Collaboration between the market
intelligence department of WTO and
EdC members is critical to avoid
duplication of efforts. Numerous
panelists from both councils pointed
to the need for increased funding for
such research.
Executive Council members on the
panel stressed the need for quality
education and professionalism in
the labour force for successful destination management. This request
was followed by a discussion of
the work of the WTO.Education
Council and the Human Resource
Development Department whose
goal is to create a worldwide system of quality education in
tourism.
The Education Council also dealt
with the Tourism Labor Market
Observatory (TMLO) as a means of
determining the human resource
needs through in-depth analysis of
employment in the tourism sector.
In fact the Education Council,
which initiated this methodology, is
working with the HRD Department
to set up a comprehensive system of
quality improvement in employment through the s-Best initiative,
Participants consider tourism policy options during Panel 2.
including observation, audit, training and certification. The intention
of this initiative is quality product
development. As noted by one panellist, this can be a preferable and
less expensive way to bring quality
and competitiveness to a destination
than expensive marketing programs.
The establishment of a worldwide
TedQual education system requiring institutions to pass a rigorous
quality certification is the basis of
this initiative. Recognizing the special needs of developing countries
and institutions that are developing
their programs, a proposal to use
mentor institutions to bring candidate institutions up to the TedQual
Certification level is in progress.
This would create a worldwide network in education and training at
the service of all WTO member
States, and would be particularly
relevant to the developing countries whose ministers on the panels
expressed the desire for assistance
in building the educational capacity in their countries.
Member States reiterated the
importance of the creation and dissemination of knowledge, especially applied knowledge, to member
States to provide added value in the
development and planning of their
tourism and in setting tourism policy. Much of the capacity of universities to work with member
states to identify more usable tools
is untapped. It was suggested that a
research agenda or learning agenda
for the tourism industry worldwide
be created so that the WTO
Education Council institutions can
give preferential treatment to areas
of relevance to WTO member
States. This will require careful
thinking and planning on the part
of both constituent groups.
The second panel dealt with priority
issues such as security, health, crisis
management and sustainability.
Education Council Members indicated that crises in today’s world are
no longer exceptional, but rather
rapidly becoming the norm and thus
it is essential that human resources
be ready for the management of
these crises.
A case study was given by one
Education Council member on how
The George Washington University
assisted the city of Washington D.C.
to effectively respond to the impacts
of September 11 2001 on its tourism
through strategic crisis management.
The university also created a plan for
The first panel
addressed the
scientific tools
and techniques
that are
available to
destinations to
monitor and
improve their
performance.
Education
Council
members
have been
instrumental
with the
WTO staff in
developing
tools such as
WTO’s Tourism
Satellite
Account,
Market
Intelligence
methods and
the Tourism
Labour Market
Observatory.
Tedqual
6
1/2003
p. 45
The third panel
addressed
how the role
of Educational
and Research
Institutions
in WTO could
best provide
added value
to Member
States.
future catastrophes including documenting a crisis recovery model. The
educators also stated that it was necessary to be pro-active rather than
reactive to crisis. To facilitate this
kind of response, a suggestion was
made to establish Crisis Observatory
Committees in each country made
up of the public, private and education sectors to determine scenarios
and responses for each country,
given that there is no perfect generic
“prescription” for all destinations.
Member States participating in the
panel raised the issue of the speed of
change in tourism today. This observation called on educational institutions to adapt and respond to the
rapid changes occurring in today’s
world and prepare professionals
with the ability to manage these situations. The need to advance in the
definition of local agendas to
include crisis situations and their
management was also indicated. The
educators and government officials
mutually agreed that, although
tourism is a vulnerable sector, it is an
especially resilient one in which
educational institutions can help to
build resiliency.
Tedqual
6
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p. 46
Discussion Panel 3.
Another mechanism, whereby policy development can be nurtured
in destinations, was proposed by
an Education Council member.
This proposal includes the establishment of a WTO Tourism Policy
Forum, comprised of government
leaders, educators, the private sector and experts to study and determine the dynamics of globalization on tourism. It would also be a
vehicle to establish an on-going
dialogue between all sectors to set
more effective policies to meet
future challenges.
Based on the discussions of the previous two panels, the third panel
addressed how the role of Educational and Research Institutions in
WTO could best provide added
value to Member States. The importance of quality education in
tourism and the creation and diffusion of knowledge as a key factor in
the competitiveness of tourism destinations and their consequent improvement was stressed. The
Minister of the Presidency and
Tourism of Andorra indicated that,
through the creation of the
WTO.Themis Foundation, it consid-
ered education and research as an
essential investment in the future
and urged other countries to be fully
aware of the importance of such an
investment, although its results were
often more evident in the long term
than in the short term.
During these discussions, Governments expressed their interest in
taking advantage of the expertise
which the WTO.Education Council
members could offer them. They
also emphasized the importance of
regional education and training centres where Education Council members could provide their expertise
and help them obtain WTO TedQual
Certification. The Education Council
itself expressed its desire to play a
greater part in WTO requiring clarification of its structure and role
within the Organization. To this end,
a Charter has been drafted and proposed to the leadership of WTO
addressing how the structure and
role of the Education Council needs
to be clarified. This requires that it
be given concrete roles and means
to provide an agenda of knowledge,
vision and leadership for WTO
member States. Representative of
the Affiliate Members
RESULTS OF THE TECHNICAL SESSIONS
1. To clarify the position of the WTO Education Council within the internal
structure of WTO, giving it concrete roles and means to provide an
agenda of knowledge vision and leadership for WTO member States.
2. To establish a WTO Tourism Policy Forum, comprised of government
leaders, educators, the private sector and experts to study and determine the dynamics of globalization and to establish an on-going dialogue between these sectors to set more effective policies to meet
these challenges.
3. To create a Tourism Crisis Typology to better identify types and levels
of crises and therefore to establish instruments and measures to be
taken to better respond to them pro-actively.
4. To set a tourism research/knowledge agenda so that the WTO
Education Council institutions can give preferential treatment to areas
of relevance to WTO member States.
5. To establish a worldwide TedQual education system using mentor institutions to bring candidate institutions up to the TedQual Certification
level. This will create a worldwide network in education and training at
the service of all WTO member States.
WTO.EXECUTIVE
COUNCIL PARTICIPANTS
(Heads of Delegation)
Mr. Oleg A.Dyemin
First Deputy Head of the Administration of
the President of Ukraine. Ukraine.
Chairman
Chairmen of the
Regional Commissions
H.E. Mr. Vladimir I. Strzhalkovskiy
Deputy Minister of Economic
Development and Trade. Russian Federation.
Members
S.E. Sr. Enric Pujal
Ministro de la Presidencia y del Turismo. Andorra.
H.E. Mr. Walfrido Dos Mares Guia
Ministro de Estado de Turismo. Brasil.
S.E.M. Pierre Hele
Ministre du tourisme. Cameroun.
H.E.Mr. He Guangwei
Chairman. China National Tourism Administration.
China.
Mrs. Phryne Michael
Director General. Cyprus Tourism Organization.
Cyprus.
S.E.M. Marcel Amon-Tanoh
Ministre du tourisme. Cote D’Ivoire.
S.E. Sra Dª. Doris Solíz Carrión
Ministra de Turismo. Ecuador.
S.E. Sr. Germán Porras Olalla
Representante Permanente de España
ante la OMT. Secretario General de Turismo.
Secretaria De Estado De Comercio y Turismo.
Ministerio de Economía. España.
M. Bruno Fareniaux
Directeur national du tourisme.
Ministère de l`équipement, des transports,
du logement, du tourisme et de la mer. France.
Mrs. Rathi Vinay Jha
Secretary of Tourism. Ministry of Tourism. India.
H.E.Mr. Mohammad Taha Abdkhodaei
Deputy Minister of Culture and Islamic Guidance.
Iran (Islamic Republic of).
H.E.Mr. Nader Dahabi
Minister of Transport,
Tourism and Antiquities. Jordan.
M. Ilham Hoballah
Directeur Général a.i.
Ministère du tourisme. Liban.
M. Mohamed Alami Hassani
Chef de la Division de la Coóperation.
Ministère du tourisme, Maroc.
Sr. D. Francisco Madrid Flores
Subsecretario de Planeacion Turistica.
Secretaria de Turismo. México.
H.E.Mr. Philemon Malima
Minister of Environment and Tourism. Namibia.
Mr. Piotr Maj
Director. Department of Tourism. Ministry of
Economy, Labour and Social Policy. Poland
M. Rui Valente
Directeur général. Direction générale
du tourisme. Portugal.
Mr. Jan Mracek
Senior Ministerial Counsellor. Ministry of
Foreign Affairs. Czech Republic.
Sra. Dª. Ana Báez Santana
Directora de Estrategia para Europa. Secretaria
de Estado de Turismo. República Dominicana.
Mr. Pradech Phayakvichien
Advisor.Tourism Authority of Thailand. Thailand.
Mrs.Evelyn B.Pantig
Undersecretary for Planning, Product Development
and Coordination. Department of Tourism. Philippines.
H.E.Mr. Shahed Akhatar
Permanent Representative of Bangladesh to
WTO.Ambassador of Bangladesh to Spain. Bangladesh.
Mr. Osama Abdel Khalek
Alternate Permanent Representative of Egypt to WTO.
First Secretary. Embassy of Egypt in Spain. Egypt.
Permanent Observer
Mr. Piero Monni
Observateur permanent du Saint-Siège
auprès de l’OMT. Saint-siège.
Representative of
the Associate Members
Mr. Rodolfo Manuel Baptista Faustino
Consultant for European Market. Macau
Government Tourist Office. China.
Non Members of the Council
Mr. Amo Riedel
Director of Department for bi- and multilateral
economic relations. Ministry of Foreign Affairs. Austria.
H.E.Ms. Daria Krsticevic
Permanent Representative of Bosnia and
Herzegovina to WTO.Ambassador of Bosnia and
Herzegovina to Spain. Bosnia and Herzegovina.
Sra. Ana Lucrecia Jiménez Delcore
Consejera, Embajada de Costa Rica en España.
Costa Rica.
S.E.Sr. Rodrigo Carrillo
Embajador de Guatemala en España. Guatemala.
H.E. Mr. Rachmat Ranudiwijaya
Permanent Representative of Indonesia to WTO.
Ambassador of Indonesia to Spain. Indonesia.
Sr. Mohamed Faquih Saleh
Consejero. Oficina Popular de Gran Al-Yamahiriya.
Jamahiriya Árabe Libia.
H.E. Mr.Almaz Khamzayev
Permanent Representative of Kazakhstan to WTO.
Ambassador of Kazakhstan to Spain. Kazakhstan.
Mr. Okmotbek Almakuchukov
Chairman. State Committee of the Kyrgyz Republic
for Tourism, Sport and Youth Policy. Kyrgyzstan.
Mr. Albert Callus
Director. Corporate Services.
Ministry of Tourism. Malta.
H.E. Mr. Aftab Hussain Syed
Permanent Representative of Pakistan to WTO.
Ambassador of Pakistan to Spain. Pakistan.
Mr. Salaheddin Mahameed
Attache. Embassy of the Syrian Arab
Republic in Spain. Syrian Arab Republic.
Mr. Jong Min Na
Director of Tourism Development. Ministry of
Culture and Tourism. Republic of Korea.
M. Abdoulaye Sene
Conseiller à la coopèration.
Ministère du tourisme, Sénégal.
M. Wahid Ibrahim
Représentant géneral de l`Office national
du tourisme tunisien en Espagne.Tunisie.
Mr. Martin Brackenbury
President. International Federation
of Tour Operators (IFTO)
Chairman of the Committee
for Budget and Finance
Sr. D. Ricardo Arredondo
Secretario de Embajada y Consul de Primera Clase.
Embajada de Argentina en España. Argentina.
Chairman of the
Programme Committee
Mrs.Angelika Liedler
Director. International Tourism Policy Division
Federal Ministry for Economic and Labour. Austria.
Auditor
Sra. Dª María Jesús Piñón Gorricho
Auditor Nacional, Directora de Area. Oficina
Nacional de Auditoria. Intervencion General de
la Administracion del Estado. España
International Organizations
Mr.Mohsen Bel Hadj Amor
Chairmann. International Civil Service Commision
(ICSC).
WTO.EDUCATION
COUNCIL PARTICIPANTS
Chairman
Dr.Brent Ritchie
Chairman, World Tourism Education and
Research Center. University of Calgary.
Members
Dr.Jafar Jafari
Editor-in-Chief. Annals of Tourism Research.
University of Wisconsin-Stout.
Dr.Begoña Macaya
Secretary General.
Universidad Antonio de Nebrija.
Dr. Meral Korzay
Director. WTO Education and Training Center.
Bogazici University.
Dr. Magda Antonioli
Professor Master in Tourism Economics.
University Comerciale Luigi Bocconi.
Dr. Peter M Burns
Professor of International Tourism and
Development. University of Brighton.
Dr. Germán Rijalba
Director. Cenfotur.
Dr. Antonio Pedro Tejera Reyes
Director General. Centro Internacional
de Estudios Turísticos de Tenerife.
Prof. Enrique López Viguria
Director. Escuela Universitaria
Sant Ignasi. ESADE.
Dr. Luis Carlos Cruz Cortes
Dean. Department of Business Management.
Universidad Externado de Colombia.
Mr. José Luis Fernández Noriega
Director. FEHR/FIDHOS.
Dr. Donald E.Hawkins
Eisenhower Professor of Tourism Policy.
The George Washington University.
Dr. Douglas Frechtling
Professor of Tourism Studies and Chair.
The George Washington University.
Dr. Pauline Sheldon
Interim Dean. School of Travel Industry
Management.University of Hawaii at Manoa.
Dr. Ray Pine
Professor. School of Hotel and Tourism
Management. Hong Kong Polytechnic University.
Dr. Eugeni Aguiló
Dean. School of Economics.
Universitat de Les Illes Baleares.
Dr. Richard Edelstein
Director. IHMI ESSEC/Cornell.
Prof. Vladimir Fedorchenko
Rector. Kiev University of Tourism,
Economics and Law.
Dr. David G.Simmons
Professor of Tourism. Environment,
Society and Design Division. Lincoln University.
Dr. Francois Bédard
Professor-coordinator. CIFORT.
University of Montreal at Quebec – UQAM.
Dr. Theo de Haan
Course Leader. NHTV. Breda University
of Professional Education.
Dr. Stephen J. Craig-Smith
Head of School. University of Queensland.
Dr. Johan Leuridan Huys
Dean. Escuela Profesional de Turismo y
Hotelería. Universidad San Martin de Porres.
Dr. David Airey
Pro-Vice Chancellor (Teaching and Learning)
of Tourism. University of Surrey.
Dr. Amparo Sancho
Director. Polytechnic University of Valencia.
Dr. Aurora Pedro
Professor. University of Vic.
Dr.Boris Vukonic
Professor. University of Zagreb.
Tedqual
6
1/2003
p. 47
WTO.EDUCATION COUNCIL
th
HOLDS ITS 6 GENERAL MEETING
AT WTO HEADQUARTERS
(Present logotype of the WTO.EdC. The 6th General
Meeting of the WTO.EdC approved that a new
format of the logo be developed shortly).
WTO.EdC is informed of the WTO 2004-2005 proposed Programme of Work.
SEXTA REUNIÓN
GENERAL DEL CONSEJO
DE EDUCACIÓN DE LA OMT
La sexta Reunión General del
Consejo de Educación se celebró en
Madrid, en la sede de la OMT, del 2
al 4 de junio de 2003. A la reunión
asistieron treinta y un participantes
procedentes de veintiséis instituciones distintas.
SIXIEME REUNION
GENERALE DU CONSEIL
DE L'EDUCATION DE L'OMT
La sixième réunion générale du
Conseil de l'éducation de l'OMT a eu
lieu à Madrid au siège de l'OMT du
2 au 4 juin 2003. Elle a été suivie par
31 personnes représentant 26 établissements.
Tedqual
6
1/2003
p. 48
T
hirty-one participants from
twenty-six institutions attended
the Sixth General Meeting of the
WTO Education Council which
took place in Madrid at WTO
Headquarters from 2 to 4 June 2003
and noted that significant progress
had been made in implementing the
2002-2003 programme of work,
namely in the WTO.Sbest Initiative,
the Tourism Labour Market Observatory, both well underway, and the
WTO.Ulysess Awards, the first of
which was presented as the
WTO.Ulysses Prize for an individual’s in recognition of research and
academic work, creating and disseminating knowledge to Dr.
Donald E. Hawkins of The George
Washington University on 3 June in
a ceremony at the University
Antonio Nebrija in Madrid
The proposed Programme of work
for 2004-2005 as approved by the
WTO Programme Committee was
presented and discussed. The
Education Council members were
also informed of the new methods
for the preparation, implementation and follow-up of the programme of work.
On the eve of the historic Joint
Meeting between the WTO
Executive Council and the
Education Council, final touches
were made to the agenda of discussions, aimed at ensuring that WTO
Members receive the benefits of
greater added value from the
expertise of and knowledge of the
WTO.EdC and at establishing a
means of joint cooperation.
A major topic on the agenda were
the terms of reference for the
Education Council referred to as
the Charter of the WTO Education
Council and presented by its initiators, The George Washington
University. A majority of members
of the WTO Education Council
(TedQual Certified Institutions)
ratified that document prior to the
meeting. The Charter establishes
that full members of the WTO
Education Council must go
through the TedQual audit process
and obtain the TedQual Certification and that a clear structure is
needed for the Education Council
within the Affiliate Members. The
Charter is now being reviewed by
WTO management and a final version of the Charter is to be produced in time for discussion at the
next session of the Executive
Council and submitted to the 15th
General Assembly.
Within these discussions, the possibility was also considered of having other categories of Education
Council members such as
Consultative Members (institutions
with permanent academic research
programmes and not education and
training programmes, Journals and
other types of institutions dedicated to knowledge in tourism which
do not have education and training
programmes). This would expand
the horizon of the Education
Council and ensure the valuable
input of these categories.
It was decided that elections for
the Chair of the WTO Education
Council would be held by electronic mail ballot in September 2003,
prior to the 7th General Meeting of
the WTO.EdC.
Among other important issues discussed was the WTO.EdC
Conference on the “Role of Education in Quality Destination
Management” to be held at the
15th WTO General Assembly on
23 October 2003 at Beijing, China.
In addition to the contributions of
the WTO.EdC members, this conference will also bring in the work
being done at ministerial level in
countries. Conference proceedings
will later be published in a book
format.
Among new initiatives discussed
were:
THE TOURISM POLICY FORUM
As a permanent activity of the
WTO Education Council to take
place at least once a year, together with the General Assembly in
odd years and with the meeting of
the WTO Education Council in
even years, and integrating the previously established annual WTO
Education Council Conference and
WTO.EdC Think Tanks.
The WTO Tourism Policy Forum
will build on the expertise of the
original Tourism Policy Forum
held by The George Washington
University at the beginning of the
1990s. Many present WTO.EdC
members participated in those
events and are familiar with the
concept, which is to gather government policy-makers, industry leaders, knowledge experts and other
informed people to look at critical
issues facing tourism at present
and in the future and to prioritize
and analyze these issues so as to
offer policy recommendations for
the future. An outcome of each
WTO Tourism Policy Forum will
be a book compiling the issues discussed, studies made and results.
IMPROVING THE WTO EDUCATION
COUNCIL WEB SITE
The George Washington University
offered the services of two students
to improve the WTO.EdC Web Site
and to make it more interesting and
attractive to students worldwide,
while of course giving greater
potential to WTO TedQual Certified
institutions.
IDENTIFYING POTENTIAL WTO
TED.QUAL INSTITUTIONS
Institutions present agreed on the
need to identify potential quality
institutions with programmes in
tourism education, training and
research and to encourage them to
become TedQual Certified institutions, while also a establishing a
mentoring programme for other
institutions, especially in developing countries, in order to bring them
up to the necessary level to obtain
the WTO.TedQual Certification.
The present TedQual Seminars held
by WTO with member govern-
ments, businesses and education
institutions in different countries
could become part of this mentoring process.
WTO RESEARCH PUBLICATIONS
AND ACTIVITIES
It was pointed out that the TedQual
magazine is heading in the direction of including more material on
research, as evidenced in its recent
issues and in fact, the next issue to
be distributed at the 15th WTO
General Assembly is focused on
knowledge in tourism. The
WTO.HRD has also prepared a new
format of electronic monographic
Papers entitled: Papers WTO.HRD
– Tourism Policy, Destination
Management, HR Development,
which will add to the research
material provided. In addition, a
new book in Spanish is at the point
of publication, entitled, How to
carry out research and create
knowledge in tourism, doctoral theses, projects, etc. This is a guide for
doctoral students and researchers in
Spanish institutions as to how
research papers, theses and projects
should be formatted. A similar
guide in English could be considered in the future by the WTO.EdC
and/or WTO. The Education
Council will work more closely in
the future with areas in WTO such
as Statistics and Marketing
Intelligence to coordinate their
research efforts.
IMPROVING THE WTO.EDC LOGO
To enhance the image of the WTO
Education Council a new logo will
be developed to emphasize its identity within the structure of WTO.
The 7th General Meeting of the
WTO Education will be held on 23
October at the 15th WTO General
Assembly in Beijing, China and
will focus on important issues,
including its 2004-2005 programme of work. Tedqual
6
1/2003
p. 49
Knowledge in Tourism
FROM THE TOP
HE GUANGWEI
Chairman of China National
Tourism Administration
China
National
Tourism
Administration
(CNTA) has
always laid
great
emphasis
on tourism
education and
training
and regarded
it as a key
strategic task.
Mr. He Guangwei, CNTA Chairman.
T
he Chairman of China National
Tourism Administration, Mr.
He Guangwei, responds to TedQual
magazine’s questions regarding the
creation and dissemination of
knowledge in Tourism. Mr. He
Guangwei has been Chairman of
CNTA since 1995. Previously, he
held the posts of Executive Vice
Chairman of CNTA (1986-1995),
and Secretary of the Central
Committee of the Youth League of
China, Vice Chairman of All China
Youth Federation (1981-1986).
Tedqual
6
1/2003
p. 50
TQ. Tourism in China is growing
at a rapid pace and all forecasts
indicate that the country would
become the world’s leading destination by 2020. Needless to say, as
the sector matures in China, both
public and private sectors would
lay greater emphasis on quality
tourism education and training.
Would you please tell us about the
initiatives being taken by China
in the area of tourism education
to meet the challenges of the
growing tourism sector? We
would also like you to throw some
light on the long-term policies
and strategies adopted by China
in the field of tourism education
and training.
MR. HE: China National Tourism
Administration (CNTA) has
always laid great emphasis on
tourism education and training and
regarded it as a key strategic task
to promote tourism development.
Tourism education and training in
China is developing with the rapidly growing tourism industry in
China. A complete education system has been set up for educating
students with PhD, master and
bachelor degrees in tourism as well
as medium-level students and professional high-school students in
tourism. According to statistics, by
the end of 2002, there were 1,113
tourism institutes and schools with
a total enrolment of 417 thousand
students. Among the total, there
were 407 higher learning institutes
and colleges with tourism departments, with 157.4 thousand students; there were 706 mediumlevel professional schools, with
259.6 thousand students. In 2002,
a total of 1.35 million employees
participated in tourism training
programs.
According to the WTO forecast,
China will become the world’s
leading destination by 2020. China
has managed to achieve historic
transformation from an Asian
country with rich tourist resources
to a great tourism power in Asia. In
early 2000, after careful analysis
of the situation, CNTA set forth its
vision for the next 20 years, that is,
to transform China from a Asian
tourism power into a global
tourism power. Bearing in mind
that competent tourism professionals are the foundation to realize the
goal, we put forward the guidelines of developing tourism by
emphasizing scientific education
and by considering competent
tourist professionals as the driving
force for sustainable development
of tourism industry. In tourism
education and training, we shall
take the following strategies and
policies:
1. Formulate and implement
plans for tourism education
and training.
Under the framework of China’s
tourism master development plan,
we formulate a plan for tourism
education and training every five
years with clear guiding principles
and work priority for tourism personnel to keep pace with tourism
development, and even move
faster than tourism development.
For example, in 2001, we worked
out guidelines of China’s tourism
10 th five-year personnel plan from
2001 to 2005. According to the
instruction of the plan, we emphasize educating four categories of
personnel as priorities, namely
administrative leadership, business
operational professionals, highdemand personnel and tourism
educators and we focus theme
training every year, namely education of code of ethics for the year
of 2001, great-west personnel
development for 2002, training
trainers for 2003, training professional managers for 2004 and the
HR innovation and development
for 2005.
2. Set up the network
of education and
training institutions.
We established the China Tourism
Education Professional Committee
which links closely with 1,100
tourism education and training
institutes throughout the country
for the purpose of information
exchange, cooperation of scientific
research and institutional exchange
program, etc and establishment of
personnel data.
3. Adopt an international
strategy in the education
of tourism professionals.
On the one hand, we send more talented managers and teachers
abroad to receive further education; on the other hand, we cooperate with foreign tourism training
and education organizations in
various ways and invite foreign
experts to China to give lectures
and conduct training courses.
HE GUANGWEI
El Director de la Administración
Estatal de Turismo de China, Sr. He
Guangwei, contesta a las cuestiones
planteadas por la revista TedQual en
referencia a la creación y difusión de
conocimiento en Turismo. El Sr.
Guangwei ha sido el director de la
AETC desde 1995. Anteriormente, fue
Vicepresidente ejecutivo de la AETC
(1986-1995), Secretario del Comité
Central de la Liga de la Juventud de
China y Vicepresidente de la
Federación de Juventud de China
(1981-1986).
HE GUANGWEI
Le Président de l’Administration
nationale du tourisme de Chine, He
Guangwei, répond aux questions de la
revue TedQual sur la création et la
diffusion du savoir en matière de tourisme. He Guangwei préside l’ANTC
depuis 1995. Auparavant, il a occupé
les postes de Vice-Président exécutif
de l’ANTC (1986-1995) ainsi que de
Secrétaire du Comité central de la
Ligue de la jeunesse de Chine et de
Vice-Président de la Fédération de la
jeunesse de Chine (1981-1986).
4. Improve the strategy of
combining tourism education
and training with the
accreditation of qualifications.
We require each graduate of
tourism institutions to obtain two
kinds of certificates such as certificate of graduation and a tourismrelated qualification certificate
including tour guide certificate and
English language test certificate
and so on. On the other hand, we
implement the system of “start to
work after training and go to work
with a licence”. At national level,
we adopt the measure of tourist
guide test, travel company manager
test and hotel English test, etc.
TQ. Tourism, like other human
activities, cannot live isolated
from science, technology, and
research. It is clear that tourism’s
economic, cultural, and environmental impacts have reached a
high level of complexity and
Tedqual
6
1/2003
p. 51
require sophisticated responses,
as is the case in other industries
and human activities. What is
your opinion on this issue?
MR. HE: In China, tourism is considered as an economic sector with
strong cultural characteristics and a
cultural sector with strong economic
characteristics. The theoretical study
of tourism is gradually made more
profound in China. People are studying tourism from different points of
view and subjects, including economics, sociology, culture, management, anthropology and geography,
which is a very good trend for the
research of tourism theory.
As is known to all, tourism is a comprehensive sector, which is not only
a driving force for social, economic
and cultural development, but also
inter-related among each other.
Firstly, tourism has a great impact
on economy, because it helps
increase consumption and develop
local economy. After 20 years of
development, China’s tourism has
become a new growth point in the
national economy. In 2002, the total
receipts of China’s inbound and
domestic tourism were 556.6 billion
RMB Yuan, equivalent to 5.44 % of
GDP of the year. The growth rate of
China’s total tourism receipts is 3.43
percentages higher than that of
national economy growth rate. For a
populated country like China, the
role of tourism in creating employment opportunities is of great significance. By the end of 2002, there
were 6.12 million employees directly involved in the tourism industry
and 30.6 million employees indirectly involved in tourism industry.
As to the relationship between
tourism development and the protection of culture and environment,
they are not absolutely contradictory with each other; but rather, if
managed properly, they will benefit
each other and promote mutual
development. According to the
Tedqual
6
1/2003
p. 52
Alarm bonfire of the Great Wall in Mutianyu.
experiences and lessons of other
countries in developing tourism, the
development of tourism is a sword
with two blades. We ought to develop tourism by following the rule;
otherwise obstacles will occur if we
go against the rule. Environment is
the basic condition for the survival
and development of mankind and
the foundation of the economic and
social development. The protection
and well-planned construction of
ecological environment and the
realization of sustainable development are of overall strategic importance for China’s long-term development, and are the basic national
strategy that we should stick to in
the course of China’s modernization. We cannot sacrifice environment or destroy cultural relics and
heritages in order to develop
tourism. Therefore, we follow the
guiding principle of adhering to the
basic national strategy of environmental protection and sustainable
development, with emphasis both
on the prevention and control of
pollution as well as the protection of
environment. We seek development
on the basis of protection.
TQ. It is clear that an important
function of intergovernmental
organizations is to stimulate the
creation and dissemination of
I agree
with Mr. Kofi
Annan’s
view that
human
capital and
scientific
resources
are the
keys to the
development
and welfare
of peoples.
knowledge. In fact, leaders such as
the United Nations SecretaryGeneral, Mr. Kofi Annan, and the
President of the World Bank, Mr.
James D. Wolfensohn, have repeatedly referred to the fact that human
capital and scientific resources are
the keys to the development and
welfare of peoples. In this context,
what do you think the World
Tourism Organization’s role should
be with regard to education, training, and research?
MR. HE: I agree with Mr. Kofi
Annan’s view that human capital
and scientific resources are the
keys to the development and welfare of peoples. With the world
entering into the knowledge-based
economy era, knowledge will play
a crucial role in promoting development of tourism sector. Human
resources are the utmost resources
and therefore human capital is
more important than material capital. WTO has carried out a great
deal of fruitful work in promoting
global tourism education, research
and training. We have faith that the
World Tourism Organization will
continue to play a greater role in
the following areas:
1. Promoting the sharing of
tourism information, resources as
well as knowledge at worldwide
level;
2. Work on the preparation of
tourism textbooks and training of
teaching staff in tourism education
and training;
3. Carry out educational plans for
tourism experts worldwide;
4. Carry on special study on key
issues which cause impacts on
global tourism;
5. Promote exchange of tourism
education, research and training at
worldwide level;
6. Provide support to developing
countries for the education and
training of high-level personnel
and personnel in short-supply.
TQ. WTO has assumed the
improvement of the quality and
efficiency of tourism education at
the global level as one of its specific functions. WTO considers that
such improvement is crucial to
achieving competitiveness and sustainability in the development of
tourism. It aims to achieve this
objective through a two-pronged
strategy consisting, on the one
hand, of the creation of a horizontal network of education and training officials of Member States who
can express specific needs and a
strategic vision from the point of
view of the State, and on the other
hand, the creation of another horizontal network of high-level educational institutions that can jointly
create high added value and
respond to the needs and strategies
of the Member States. The quality
of the centres that form part of this
second network is certified and
improved through the WTO.
TedQual tourism education qualityassurance system following WTO’s
and its Education Council’s own
work methodology. What is your
assessment of these aspects?
MR. HE: It is necessary to set up
these two networks because officials
in charge of education and training of
WTO member states are responsible
for formulating tourism educational
and training policy in line with the
national tourism development strategy. The quality and policy capability
of these officials directly influence
the quality and efficiency of the
tourism education and training system. To set up a network of educational and training officials and
enhance their professional quality
and capability are very helpful in
building efficiency and competitiveness of a national tourism educational and training system, thus fostering
sustainable tourism and sound development. It is our hope that such a network could be brought into a full
play and it is recommended that
WTO train educators first and regularly organize tourism education and
training officials of WTO member
states to share information, conduct
business discussions and organize
seminars in order to improve quality
of tourism education and training
officials and meet the demand of
tourism growth and competitiveness.
The global tourism advanced-learning institution network set up and
recognized by WTO by means of a
quality assurance system, will certainly improve the standard and professional development of global
tourism education and training and
Tedqual
6
1/2003
p. 53
We encourage
tourism
officials of
WTO member
States to
participate
in specific
quality
assurance
work so
that a
tourism
education
quality
assurance
system
will be
implemented
effectively in
advanced
learning
institutions
of WTO
member
States.
Tedqual
6
1/2003
p. 54
achieve the final goal of improving
the educational level in tourism. In
view of the differences of demand
for tourism education and training
among WTO member States, it is
necessary to consider the actual situation of tourism development and
the level of education and training in
implementing a quality assurance
system. While implementing a quality assurance system, efforts will be
made to solve specific problems in
the course of tourism education by
means of carrying out a quality
assurance system and of upgrading
the level of tourism education. We
hope that WTO and its Education
Council will make use of all kinds
of meetings, activities and media to
promote the quality assurance system aimed at improving the level of
tourism education and training, and
encourage tourism officials of WTO
member States to participate in specific quality assurance work so that
a tourism education quality assurance system will be implemented
effectively in advanced learning
institutions of WTO member States.
TQ. As you know, WTO has created the WTO Ulysses prizes to give
worldwide recognition to scientific work carried out in the field of
tourism, and to serve as a stimulus to other academics, professionals, and young people. What
is your opinion of the need for
high-value personnel? How can
young people be drawn to activities related to the tourism sector?
MR. HE: The WTO Ulysses Prize is
significant in encouraging the
excellent academic performance of
tourism researchers. With the accession of China into the World Trade
Organization and with the gradual
formation of economic globalization, competitiveness in tourism
will be severe and the competition
in tourism is that of personnel. The
great development of China’s
tourism needs a lot of energetic personnel with a good knowledge of
WTO rules and vision, including
tourism planning, marketing, product development, professionals of
MICE and enterprise managerial
professionals. They are not only
required to have knowledge of professional theory but experience in
studying abroad or tourism practices. Therefore, we are making
efforts in studying the policy of
attracting students abroad back to
work in tourism. In the meantime,
we encourage young researchers to
mature quickly through tourism
research programs, topic research
and some incentive policies. By
holding MBA, high-level forums
and short-term courses, we try to
speed up the education and training
of tourism high-level professionals.
When young men start to choose
their jobs, they focus on future
development and are always attracted by industries with a bright future.
In China, the tourism industry is a
sector with vitality and a future
since tourism has become an important part of the spiritual and cultural
life of human beings. This provides
a broad stage to play important
roles. In schools, students are educated to involve them in their work
with passion and a sense of recognition and travel companies shall formulate job descriptions to attract
young staff and to improve incentive
measures. An effective personnel
mechanism is necessary to enrol
young staff. In a word, tourism is a
rising industry and an industry full
of young processionals.
I would like to take the opportunity to thank the TedQual’s magazine
for this interview. By this chance, I
am pleased to tell friends who
want to visit all over the world that
SARS is gone and that China is
still a safe destination and we are
delighted to welcome friends from
all over the world to China. Knowledge in Tourism
FROM THE TOP
U.S. Department
of Commerce
HELEN MARANO
Helen Marano es la Directora de la
Oficina de Empresas de Turismo y
Viaje en la Dirección de Intercambios
Internacionales del Departamento de
Comercio de los EEUU. Ms.Marano
supervisa las cuestiones de política y
gestión que afectan a la industria turística en los EEUU. Ella representa los
intereses colectivos de la industria y la
perspectiva estadounidense en reuniones
y organizaciones intergubernamentales
e interdepartamentales. En esta entrevista, realizada para la revista TedQual, la
Sra. Marano comenta el papel del conocimiento, la investigación y la tecnología en el turismo y su opinión sobre el
programa de la OMT a este respecto.
HELEN MARANO
Helen Marano est directrice de l'Office
des entreprises touristiques et agences
de voyages à la Direction des échanges
internationaux du Département du commerce des Etats-Unis. Mme Marano est
chargée des questions de politique et de
gestion qui touchent à l'industrie touristique dans ce pays. Elle représente les
intérêts collectifs de l'industrie et le
point de vue américain dans le cadre de
réunions et d'organisations intergouvernementales et interministérielles. Dans
cette entrevue, réalisée pour la revue
TedQual, Mme Marano se penche sur le
rôle du savoir, de la recherche et de la
technologie dans le tourisme, et elle
donne son avis sur le programme de
l'OMT à ce chapitre.
H
elen Marano is currently the
Director of the Office of
Travel and Tourism Industries of
the International Trade Administration in the U.S. Department of
Commerce. She oversees policy
and advocacy issues affecting
tourism industries in the U.S. She
represents the industry's interests
and the U.S. perspective in interagency as well as intergovernmental
meetings and organizations. She
oversees the statistical center on
international travel and tourism for
the country, incorporating the economic impact and forecasting of
international travel and trends.
HELEN MARANO
Prior to joining the Office of
Travel and Tourism Industries, she
was the Director of Research and
Policy for the U.S. Travel and
Tourism Administration (USTTA).
Ms. Marano serves on the Board
of Directors for the international
Travel and Tourism Research
Association, on the Bureau for the
Statistical Working Party of the
Tourism Committee for OECD, as
the Senior Official for the Tourism
Committee of APEC, as a member
of the Committee on Statistics and
Macroeconomic Analysis of Tourism
for the World Tourism Organization,
and as a member of the Taxation
Policy Taskforce for the World
Travel and Tourism Council.
TQ. Tourism’s tremendous growth
is creating increasingly complex
economic, social, and environmental impacts which will require
more extensive use of research and
technology. In what ways do you
feel that tourism’s reliance upon
research and technology is unique.
In what ways is it similar to the
world’s other major industries?
HM. Research is new to tourism in
relative terms. But I believe that it
represents the industry’s greatest
opportunity for growth and improvement. That is no doubt why it is an
area where the WTO and other
tourism organizations have been
placing more emphasis. In terms of
technology, the travel and tourism
sector has been a leader for many
years. A good example is its development of Computer Reservation
Systems (CRSs).
At the end of the day, the most
unique part of the tourism industry
is without question the full breadth
Helen Marano, Director of the Office of Travel and Tourism
Industries of the International Trade Administration in the
U.S. Department of Commerce.
Research
is new to
tourism in
relative terms.
But I believe
that it
represents
the industry’s
greatest
opportunity
for growth and
improvement.
Tedqual
6
1/2003
p. 55
[The WTO
TedQual
Certification]…
is vital to the
future of the
industry. These
institutions are
helping to
ensure that
there will be a
knowledgeable,
interested, and
hopefully
passionate
workforce to
follow in the
footsteps of
those in the
industry today.
Because tourism
as a whole is
comprised of so
many distinct
industries, it’s a
major challenge
to make sure all
the individual
parts are
integrated
into one
effective unit.
Tedqual
6
1/2003
p. 56
Helen Marano with the Deputy Assistant Secretary Douglas Baker (right) and U.S. Commercial Service Officer
B. Corless holding the MOU signed between the U.S. and Japan for tourism export expansion.
of its actual contribution to a
national economy. It’s a tremendous challenge to find an effective
way to measure travel and tourism
so that people can understand the
role that the sector plays in the
health, wealth, and development
capabilities in a country. For this,
tourism very much depends upon
research and technology.
Also, tourism is very promotionintensive. Yet the product being
sold is an experience, which presents a major challenge. This is
another area in which technology
plays a unique role compared to
other industries.
However, tourism and travel’s
reliance upon research and technology is in many ways similar to
other industries in that we’re after
the same kinds of understanding:
market segmentation, psychographics, motivational behaviour,
etc. Finding reasons for responses
to promotion, decision-making,
and satisfaction of experience are
challenges that cut across nearly
all industries.
TQ. As you likely know, WTO has
spearheaded the effort towards
improving the quality and efficiency of tourism education at the
global level. One of its principal
initiatives is the WTO.TedQual
tourism education quality-assurance system, which has been
responsible for the improvement
and certification of tourism programs at universities throughout
the world. The result is a horizontal network of nearly 30 high-level
educational institutions, including
three from the United States, that
can respond to the needs of the
tourism sector. What is your
assessment of this initiative?
HM. This initiative is vital to the
future of the industry. These institutions are helping to ensure that
there will be a knowledgeable,
interested, and hopefully passionate workforce to follow in the footsteps of those in the industry today.
Because tourism as a whole is
comprised of so many distinct
industries, it’s a major challenge to
make sure all the individual parts
are integrated into one effective
unit. Having institutions across the
world that offer similar principles
in teaching and quality assurance
is important towards making sure
that this challenge is met.
I believe that the initiative should be
expanded and better promoted so
more are aware of the value it can
bring not just to local efforts but
also in the global arena. WTO is to
be commended for embracing this
initiative and recognizing that the
future of the industry depends upon
how well the next level of tourism
professionals are taught and trained.
TQ. There has been much discussion of late about the role of inter-
In terms of research, it has already
made itself a leader as central disseminator of arrival and receipts
information for all countries. It has
also been heralded for its efforts on
the manual for standard classifications and definitions and the manual on Tourism Satellite Accounts.
I believe that it should continue its
role in assessing standards and
definitions, since we are an evolving industry. WTO serves an
important role in being an unbiased resource for people to draw
upon for both basic and more
sophisticated research needs. Also,
its very reputable and highly proficient staff is already on board to
be drawn to activities related to the
tourism sector?
HM. To have young people drawn
to the industry requires an outreach of knowledge to more traditional disciplines. Tourism professionals should be talking to
undergraduate business majors,
high school social studies classes,
even at career days or assemblies.
People from the field can relate
how the travel and tourism sector
is a good place for the application
of universal principles of business
and professional growth.
I’m also a big believer in internships. There should be more mentoring programs that incorporate
governmental organizations’ in
stimulating the creation and dissemination of knowledge—What
do you think the World Tourism
Organization’s role should be
with regard to education, training, and research?
HM. I think the WTO is already
well positioned for continuing its
current education, research, and
training programs because it represents a global perspective. It
already has the three arms—government, the Business Council,
and the Education Council—sitting at the same table. So you
couldn’t ask for a more centralized
form of coordination to draw from
those three perspectives.
initiate programs required by
industry to develop and refine
tourism products.
One area where I can forsee continued growth and usefulness for
the WTO in the future is in more
regional approaches to tourism
development, such as for countries
in the EU, states in the US, or
provinces in Canada.
shadowing opportunities so young
people can see how much opportunity and variety the industry offers.
Also, students should know that
working at restaurants and hotels
isn’t just a summer job but actually being part of a serious industry.
Several years ago, I spoke about
career opportunities in tourism
during a luncheon at Temple
University. Afterwards, the head of
the Business Administration program told me that she never would
have thought there was such a
wealth of career opportunities in
the travel and tourism world. In
general, we need to do more to
promote an understanding of the
discipline. TQ. The WTO recently created the
WTO Ulysses prizes to give worldwide recognition to scientific work
carried out in the field of tourism,
and to serve as a stimulus to other
academics, professionals, and
young people. In what other ways
do you think young people could
Tedqual
6
1/2003
p. 57
Knowledge in Tourism
FROM THE TOP
ENRIC PUJAL
ENRIC PUJAL
TedQual magazine interviews Andorra’s
Minister of the Presidency and Tourism
and Government Spokesman Enric Pujal
Areny, who talks about the role of knowledge and knowledge management in
tourism from the point of view of a country where it is a key activity: Andorra.
Mr. Pujal’s broad insight into these issues
is due to his extensive experience in
Tourism Administrations beginning in
1996 as Minister of the Environment and
Tourism since 1996, and then as Minister
of Tourism and Culture in 1998, and as
Minister of the Presidency and Tourism
since 2002. Previously he served as
Mayor of Encamp and General Deputy of
the Andorran Parliament. Enric Pujal has
also been the Government of Andorra’s
representative in the WTO.Themis
Foundation since its creation, and has
provided vital support to the development
of Themis and its programme of work.
ENRIC PUJAL
Dans cette entrevue donnée à la revue
TedQual par le ministre de la Présidence
et du Tourisme et porte-parole du gouvernement d'Andorre, Enric Pujal Areny,
il est question du rôle joué par le savoir
et par sa gestion dans l'industrie touristique, du point de vue d'un pays où cette
activité est capitale : Andorre. Le
Ministre Pujal est très au fait de cette
question grâce à la grande expérience
qu'il a accumulée au sein d'administrations touristiques, dès 1996, comme
ministre de l'Environnement et du
Tourisme, puis en 1998 comme ministre
du Tourisme et de la Culture, et, depuis
2002, en qualité de ministre de la
Présidence et du Tourisme. Auparavant,
il a exercé les fonctions de maire
d'Encamp et de député général au
Parlement d'Andorre. Enric Pujal est
également représentant du gouvernement
d'Andorre à la Fondation Themis de
l'OMT depuis sa création, et il a apporté
un soutien précieux à la mise sur pied de
Themis et de son programme de travail.
Tedqual
6
1/2003
p. 58
Ministro de Presidencia y
Turismo de Andorra
E
n esta entrevista que la revista
TedQual hace al Ministro de
Presidencia y Turismo y Portavoz del
Gobierno de Andorra, Enric Pujal
Areny, se aborda el papel del
conocimiento y su gestión en el turismo, desde la óptica de un país donde
esta actividad es clave, Andorra. El
Ministro Pujal tiene una amplia perspectiva de estos temas por su dilatada experiencia en Administraciones
Turísticas, desde 1996 como Ministro
de Medio Ambiente y Turismo,
después, en 1998, como Ministro de
Turismo y Cultura, y desde 2002
como Ministro de Presidencia y
Turismo. Anteriormente, fue Alcalde
de Encamp y Diputado General del
Parlamento de Andorra. Enric Pujal
ha sido también el representante del
Gobierno de Andorra en la Fundación OMT.Themis desde su creación,
habiendo sido un apoyo vital en el
desarrollo de Themis y su programa
de trabajo.
TQ. El turismo, como otras actividades humanas no puede vivir al margen de la ciencia, la tecnología y la
investigación. Es evidente que los
impactos económicos, culturales y
ambientales del turismo han alcanzado un elevado grado de complejidad y requieren respuestas sofisticadas tal y como ocurre en otras
industrias y actividades humanas.
¿Cuál es su opinión al respecto?
EP. Todos somos conscientes de
que el turismo, como actividad
económica y social, tal y como hoy
la conocemos, es joven y que en su
origen la planificación del mismo
no contenía todos los elementos
que se utilizan en la actualidad.
S.E. Sr. Enric Pujal, Ministro de Presidencia y
Turismo de Andorra.
Del mismo modo que las sociedades modernas han ido evolucionando las demandas y expectativas
de los consumidores han ido
aumentando su volumen y complejidad por lo que hoy en día no es
posible abordar la gestión de la
actividad turística con un planteamiento meramente voluntarista.
Ningún destino turístico mundial
que desee ser competitivo en la
gestión de su cartera de productos,
es decir, lograr la satisfacción de
sus consumidores por la vía de la
calidad y obtener la máxima eficiencia de los recursos invertidos
en el sector turístico, puede lograr
tal objetivo sin la adecuada gestión
profesional.
El logro de la competitividad requiere, junto a la presencia de otra serie
de factores estratégicos, la disponibilidad de un conjunto de recursos
humanos adecuadamente formados
para planificar, definir, ejecutar y
TQ. Es claro que los Organismos
Intergubernamentales tienen un
papel importante estimulando la
creación y difusión de conocimientos. De hecho, líderes como el
Secretario General de las Naciones
Nos parece imprescindible
que la OMT tome liderazgo
en este tema, estableciendo
los estándares de calidad y
eficiencia que deben ser
cumplidos por todos
aquellos programas
educativos que quieran
contribuir a un desarrollo
sostenible y competitivo de
los destinos turísticos.
controlar el desarrollo de los destinos turísticos. Y en esa tarea, es
imprescindible contar con instituciones educativas, centros de investigación, escuelas técnicas… en definitiva con la necesaria estructura que
permita crear y difundir conocimiento especializado en turismo
que, a su vez, se empleará en la formación de los recursos humanos.
Creemos, por tanto, que los gobiernos debemos asumir que la investigación, formación y educación de
los recursos humanos son un factor
clave para el logro de la competitividad en nuestros destinos turísticos y, en consecuencia, debemos
considerarlos como un eje central
de nuestra política turística.
Unidas, Sr. Kofi Annan, y el
Presidente del Banco Mundial, Sr.
James D. Wolfensohn han hecho
repetidas referencias al hecho de
que el capital humano y los recursos científicos son la clave para el
desarrollo y el bienestar de los pueblos. En este contexto, ¿Cuál cree
usted que debe ser el papel de la
Organización Mundial del Turismo
respecto a la educación, la formación y la investigación?
EP. En el Gobierno de Andorra,
desde nuestra doble condición de
Miembros del Consejo Ejecutivo y
de patronos de la Fundación
OMT·THEMIS, creemos que la
OMT está siguiendo en los últimos
años una línea de trabajo que coinci-
de plenamente con nuestra visión de
cómo debe plantearse la investigación,
formación y educación en turismo.
A nuestro modo de ver, la OMT está
sabiendo reflejar adecuadamente el
papel estratégico que los Recursos
Humanos tienen en el turismo dando
cada vez más protagonismo a las
actuaciones tendentes a facilitar el
que los países dispongamos crecientemente de más y mejores especialistas formados en esta materia.
Programas como el Practicum de la
OMT, el OMT·THEMIS TedQual
Practicum que se lleva a cabo aquí
en Andorra, los cursos GTAT sobre
Política y Estrategia Turística para
funcionarios… son instrumentos
formativos de gran valor para que
nuestros cuadros técnicos y directivos tengan un conocimiento amplio
y actualizado de todos los elementos
y factores que inciden de manera
importante en la planificación y desarrollo de los destinos turísticos y
nos ayuden de forma eficaz en nuestra tarea de gobierno.
Ahora bien, esto no significa que
nos parezca suficiente.
Como ya tuvimos oportunidad de
manifestar durante la reunión conjunta del Consejo Ejecutivo y del
Consejo de Educación de la OMT
creemos necesario que, aún siendo
conscientes de los limitados recursos
de que disponemos, desde el seno de
nuestra Organización, se articulen las
medidas necesarias para poder disponer de más recursos destinados a este
importante capítulo del programa de
trabajo de la OMT, ya que estamos
plenamente convencidos que tendrán
un efecto directo sobre la mejora de la
competitividad de los destinos turísticos de los países miembros.
Igualmente, es necesario propiciar
cauces de actuación para que países
más desarrollados puedan aportar
fondos que se destinen a la cooperación con otros países con menor
nivel de desarrollo y lograr, por la vía
de la formación y la educación de sus
Tedqual
6
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p. 59
recursos humanos, que estos países
puedan ir de forma creciente diseñando, vertebrando y gestionando
su propio desarrollo turístico.
En este sentido, me gustaría poner
como ejemplo de lo que acabo de
decir, la importante contribución
que el Gobierno de Italia, a través
de su Dirección General para la
Cooperación Internacional, viene
llevando a cabo conjuntamente con
la OMT para poder ofrecer más instrumentos y herramientas de formación a los países en desarrollo.
Esperamos que iniciativas como la
del Gobierno de Italia o la nuestra,
sirvan de estímulo y acicate para
que otros países pueden poner en
marcha iniciativas similares.
desde el punto de vista de los
Estados. En segundo lugar, la creación de otra red horizontal de instituciones educativas de alto nivel
que conjuntamente puede crear
un elevado valor añadido y dar
respuesta a las necesidades y estrategias de los Países Miembros. La
calidad de los centros adscritos a
esta segunda red se certifica y se
mejora mediante el sistema de
calidad en la educación turística,
la Certificación WTO.TedQual,
que configura una metodología de
trabajo propia de la OMT y su
Consejo de Educación. ¿Cuál es
su valoración de estos aspectos?
EP. De la misma manera que anteriormente hacía mención de la poca
En definitiva, si consideramos las
realidades distintas y diversas de
todos los países que forman parte
de la OMT podemos concluir que
existe un panorama diverso y complejo en el mundo de la educación
especializada en turismo.
Por ello, el que la OMT tome liderazgo en este tema, estableciendo los
estándares de calidad y eficiencia
que deben ser cumplidos por todos
aquellos programas educativos que
quieran contribuir a un desarrollo
sostenible y competitivo de los destinos turísticos nos parece imprescindible y, en consecuencia, compartimos esta línea de actuación.
No hay que olvidar, en este sentido, que el Sistema de Certificación
TQ. La OMT ha asumido como
papel propio la mejora de la calidad y la eficiencia en la educación
turística a nivel mundial. La OMT
considera que esta mejora es decisiva para lograr competitividad y
sostenibilidad en el desarrollo del
Turismo. Este objetivo se quiere
lograr con una estrategia doble.
En primera instancia, la creación
de una red horizontal de funcionarios de Países Miembros especialistas en educación y formación, y
capaces de expresar necesidades
concretas y una visión estratégica
planificación en los inicios del
turismo, podemos aquí hablar también de esta misma característica si
nos referimos a la educación.
Hay países donde existe una notoria falta de programas educativos
especializados en turismo, otros en
los que hay un exceso de instituciones oferentes de programas educativos, otros en los que la oferta
existente no responde a las necesidades de su industria turística… Y,
por supuesto, también existen otros
en los que los programas educativos sí responden adecuadamente.
OMT·TedQual no sólo actúa como
un modelo de certificación de calidad sino que también, y esto es
muy importante para muchos de
los miembros de la OMT, cumple
un papel como referente al servir
de modelo para que muchas instituciones educativas puedan organizarse y estructurarse en base a los
estándares y principios fijados en
el Sistema TedQual.
En esta labor, el papel que lleva a
cabo el Consejo de Educación
liderando iniciativas, apoyando la
incorporación de otras institucio-
Tedqual
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p. 60
Sr. Francesco Frangialli, Secretario General de la OMT, y S.E. Sr. Enric Pujal, Ministro de Presidencia y
Turismo de Andorra, durante la celebración del premio Ulises.
nes educativas, fomentando el
intercambio entre sus miembros y,
en definitiva, coadyuvando al
logro del cumplimiento de los
objetivos del programa de trabajo
de la OMT en el área de Desarrollo
de Recursos Humanos es fundamental.
Y para ello es imprescindible que
todos sus miembros puedan partir
de un mínimo común denominador,
la Certificación TedQual, que
garantiza que todos aquellos programas que la tienen, con independencia del país, nivel de desarrollo
de su industria, tamaño de la institución educativa… poseen los
mínimos de calidad y eficiencia
que garantizan su adecuada participación en el proceso de generar
Recursos Humanos altamente especializados para la industria turística.
Por otro lado, igual de necesaria es
la formación de nuestros funcionarios ya que, como ya he mencionado anteriormente, su participación
en nuestras tareas de gobierno es
fundamental.
En este sentido, el hecho de que una
vez adecuadamente formados estos
funcionarios sean los puntos de enlace entre nosotros y el área de
Desarrollo de Recursos Humanos de
la OMT nos garantiza que podamos
disponer, no sólo de personal debidamente preparado, sino también de
personas que conocen cómo interactuar con el programa de trabajo de la
OMT y, por tanto, optimizar al
máximo nuestra relación con ella.
TQ. Como usted sabe, la OMT ha
puesto en marcha los Premios
WTO.Ulysses que reconocen a
nivel mundial la labor científica en
el turismo para que sirva de estimulo a otros académicos, profesionales y jóvenes. ¿Qué opina usted
de la necesidad de personal de alta
valía? ¿Cómo se podría estimular
que los jóvenes estén más atraídos
hacía actividades relacionadas con
el sector turístico?
La industria
turística en su
conjunto debe
saber diseñar
e implementar
propuestas
imaginativas que
permitan que
toda la sociedad
en su conjunto
perciba la
importancia que
la industria
turística tiene.
EP. La realidad actual nos muestra
claramente que una de las problemáticas que debe ser abordada por
los gestores de los destinos turísticos desarrollados es la creciente
falta de mano de obra cualificada.
El recurso a la utilización de mano de
obra procedente de otros países aparece, a corto plazo, como una de las
posibles soluciones para paliar esta
deficiencia, si bien, parece igualmente claro que no es conveniente
sólo el empleo de esta alternativa.
Efectivamente, la industria turística en su conjunto debe saber diseñar e implementar propuestas imaginativas que permitan que toda la
sociedad en su conjunto perciba la
importancia que la industria turística tiene para la economía, el
empleo, el patrimonio cultural…
en definitiva, que sea consciente
del fundamental papel que desarrolla el turismo como factor para
el logro del bienestar en las sociedades modernas y desarrolladas.
Tedqual
6
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p. 61
A lo largo de
estos años,
ha venido
funcionando la
relación entre
la OMT y
nosotros en
el área de
Desarrollo
de Recursos
Humanos.
En nuestro
Gobierno nos
sentimos
plenamente
identificados
con esa línea
de trabajo de
la que somos
partícipes
privilegiados
desde que en
el año 1998
decidimos
crear la
Fundación
OMT·THEMIS.
Tedqual
6
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p. 62
Para conseguir el reconocimiento
de ese estatus es necesario que se
fomente desde los poderes públicos y la iniciativa privada acciones
que sirvan de modelo para los
jóvenes, de tal modo que estos
puedan tener modelos y referentes
de actuación.
En este sentido, valga como ejemplo lo que ha ocurrido en el mundo
de la cocina.
Tras la aparición de los Arzak,
Berasategui, Ferrán Adriá, Bocusse,
Ducassé… se pusieron en marcha
concursos internacionales, premios
de gastronomía, actividades de
difusión y promoción que, en definitiva, han logrado que en estos
momentos muchos jóvenes se
incorporen a las escuelas de cocina
y gastronomía buscando emular el
ejemplo de estos profesionales.
Esos jóvenes son, sin duda, la
mejor garantía de que el mundo de
la cocina dispondrá de la savia
nueva que hará crecer y desarrollar
la gastronomía del más alto nivel.
Por ello, además de la adopción de
nuevas medidas por parte de las
empresas privadas que estimulen a
la gente joven para incorporarse al
sector turístico y poder desarrollar
una carrera profesional de futuro en
el mismo, se deben llevar a cabo
acciones y programas que, como
ocurre con el Premio WTO.Ulysses
de la OMT, tengan además del valor
del reconocimiento profesional a
quien lo recibe, un claro efecto
ejemplificante para todos aquellos
que puedan ver en el sector turístico un lugar donde desarrollar su
carrera profesional.
TQ. En todo momento, Andorra ha
manifestado su profundo interés
por un buen desarrollo del turismo.
Por ello, el Gobierno de Andorra se
unió a la propuesta de la OMT de
crear conjuntamente una institución especializada en calidad e eficiencia en educación, formación e
investigación turística. Aquella
propuesta, es hoy una realidad: la
Fundación OMT.Themis. ¿Cuál es
su valoración hasta ahora de esta
experiencia? ¿Cuáles son las posibilidades de aumentar esta labor
creando en Andorra una oficina
especializada de la OMT en investigación, educación y formación en
Turismo?
EP. Creo que a lo largo de esta
entrevista ya se habrá dejado traslucir la satisfacción que tenemos en el
Gobierno de Andorra por como, a
lo largo de estos años, ha venido
funcionando la relación entre la
OMT y nosotros en el área de
Desarrollo de Recursos Humanos y,
en nuestro Gobierno nos sentimos
plenamente identificados con esa
línea de trabajo de la cual, somos
partícipes privilegiados desde que
en el año 1998 decidimos crear la
Fundación OMT·THEMIS.
Desde entonces, hemos visto con
creciente orgullo y satisfacción
como nuestra apuesta por la calidad y la eficiencia en la educación
turística a nivel mundial realizada
entonces hoy es, sin duda ninguna,
una premisa compartida por gran
número de Gobiernos, instituciones educativas y organizaciones
del sector.
Esta satisfacción nos ha llevado a
estudiar con la OMT que se cree
en Andorra una Oficina de la
OMT especializada en Desarrollo
de Recursos Humanos, lo que permitiría ampliar la actual oferta de
productos y servicios especializados que ofrece actualmente la
Fundación OMT·Themis a los
Miembros de la OMT.
Nuestro Gobierno ya está tomando
las medidas legales y administrativas oportunas para que podamos
poner en marcha esta oficina dentro
de este año 2003 y así iniciar cuanto antes la tarea de ampliar las posibilidades de colaboración y servicio
a los Miembros de la OMT. ANDORRA GRANTS
INTERNATIONAL STATUS TO
WTO HUMAN RESOURCE
DEVELOPMENT OFFICE
WTO Secretary General, Francesco Frangialli, and Minister of Foreign Affairs of Andorra, H.E. Juli Minoves
Triquell, sign the agreement during the World Trade Organization Ministerial Conference in Cancun, Mexico.
STATUS INTERNACIONAL A LA
OFICINA DE DESARROLLO DE
RECURSOS HUMANOS DE LA OMT
La Organización Mundial del Turismo
(OMT) y el Principado de Andorra han
firmado un acuerdo en el que se
reconoce el status internacional de la
Oficina de Desarrollo de Recursos
Humanos de la OMT.
CARACTÈRE INTERNATIONAL AU
BUREAU DU DÉVELOPPEMENT DES
RESSOURCES HUMAINES DE L’OMT
L’Organisation Mondiale du Tourisme
(OMT) et la Principauté d’Andorre ont
signé un accord reconnaissant le caractère international au Bureau de
Développement des ressources humaines de l’OMT.
T
he World Tourism Organization
(WTO.HRD) and the Principality
of Andorra have signed an agreement defining the legal status of the
WTO Office of Human Resource
Development (HRD). In the document, the “Land of the Pyrenees”
grants international status to the
WTO.HRD Office and recognizes
its mission “to contribute efficiently
in the implementation of the
Programme of Work of the World
Tourism Organization, building
human resource capacity in tourism
in its member States. To this end, it
takes leadership initiatives in education, training and the creation and
dissemination of knowledge, developing the strategies and activities
necessary to achieve an optimal
quality and efficiency in tourism
education and research”.
The agreement points out that
there are great changes in the
tourism sector which necessitate
the adoption of new management
approaches and instruments,
which in turn require greater
efforts in knowledge management,
that is to say in education, training
and research. In this context, the
WTO.HRD Office will provide a
wider range of human resource
development products and services
for member States of the World
Tourism Organization.
The Principality of Andorra and
the World Tourism Organization
share a common vision that human
resource development is a key factor for the competitiveness and
sustainability of tourism destinations, and is thus a priority objective of both the WTO Programme
of Work and the tourism policy of
the Government of Andorra.
The agreement was signed by WTO
Secretary-General Mr. Francesco
Frangialli and Andorran Minister of
Foreign Affairs Mr. Juli Minoves
Triquell during the World Trade
Organization Ministerial Conference in Cancun, Mexico. Tedqual
6
1/2003
p. 63
TEDQUAL EXPERTS MEETING:
PREPARING THE COURSE
TEDQUAL.MQE IN ITALY
CURSO TEDQUAL.MQE EN ITALIA
Del 15 al 20 de septiembre de 2003
una reunión de expertos en educación,
formación e investigación turísticas
del Consejo de Educación tuvo lugar
en la Fundación OMT.THEMIS en
Andorra. El propósito de dicha
reunión ha sido preparar los contenidos y la metodología del Curso
TedQual.MQE a impartirse en Italia.
COURS TEDQUAL.MQE EN ITALIE
Une réunion d’experts en éducation,
formation et investigation touristique
du Conseil de l’Éducation a eu lieu du
15 au 20 septembre 2003 au sein de la
Fondation OMT·THEMIS en Andorre,
dans le but de mettre au point les contenus et la méthodologie du cours
TedQual.MQE en Italie.
TedQual Experts’ smile at the camera is a chance for a mini-break during the working sessions.
F
rom 15 to 20 September 2003,
a meeting of WTO Education
Council tourism education, training and research experts was held
at the WTO.Themis Foundation in
Andorra. The purpose of this
meeting was to prepare the contents and teaching methodology of
the WTO.TedQual-MQE Course
Managing for Quality in Tourism
Education as well as to evaluate
the results obtained up to now by
the WTO.TedQual System and the
options for its future development.
Representing the WTO Education
Council at this experts meeting
were: Dr. Donald E. Hawkins, The
George Washington University
(USA); Dr. Chris Cooper, University
of Queensland (Australia); Dr.
Tedqual
6
1/2003
p. 64
Germán Rijalba, Centro Nacional de
Formación – Cenfotur-(Peru), Edith
Szivas, University of Surrey (UK).
Dr. Eduardo Fayos-Solá, Javier
Gallego and Patricia Facio also participated from the WTO Human
Resource Development Department
and the WTO.Themis Foundation
respectively.
Joining this working group for
WTO.TedQual Quality Certification System analysis and study
sessions was Ms. Adela Moreda,
Director of the tourism area at
Mazars Turismo, the external
auditing firm which has been carrying out the TedQual audits.
Following its previously established agenda, the working group
focused its tasks firstly on the def-
inition of the desired objectives and
outcomes of the WTO.TedQual.
MQE course.
Subsequently, the set of competences necessary for professionals
heading up tourism education,
training and research institutions
was determined.
It was considered that these competences should be divided into two
groups: external –relations with
industry and society, external clients
of the institution and internal–
structure, organization and management of the institution itself, internal clients. Consequently, the professional qualities of management
would be judged by its adequate
supervision of the external and
internal competencies.
Consequently, and following the
WTO GTAT methodology, areas of
knowledge domains, themes and
subjects to be studied in the course
were established, based on the following knowledge areas:
- tourism destinations and factors
which influences their competitiveness.
- human resources in tourism and
their strategic role in the compet-
achieve this, daily debate and
analysis sessions have been included on subjects which have just
been covered.
Finally, and after an overall review
of the work carried out during the
week, a timeline was set for work
to be carried out during October,
November and December 2003.
This includes the preparation of
the contents to be given, the prepa-
At the top of the Andorran mountains: TedQual Experts after hours.
itiveness of tourism destinations
- tourism education, training and
research: objectives, trends and
the role of education institutions.
- key elements in the management
of tourism education institutions
- WTO.TedQual Quality Tourism
Education Certification System
The experts group then prepared
the indicated teaching methodology
so as to meet the objectives set and
combining the introduction of
themes with the study load for
students.
To this end, a basic objective in the
teaching methodology was to
obtain maximum inter-action
among the participants in the
course to allow for the exchange of
experiences and good practices. To
ration of the corresponding audiovisual supports, the actual implementation of the course in Italy,
which is being offered with the
generous support of the Ministry
of Foreign Affairs in Italy, and the
subsequent evaluation of the
results.
The WTO TedQual MQE course
will be given in November, in
Spanish and English sessions, in
collaboration with the CSTUniversità de Perugia (Italy) at its
campus and within the framework
of the WTO-Government of Italy
Scholarships initiative forming
part of the WTO.HRD Scholars
programme. The WTO
TedQual MQE
course will be
given in
November, in
Spanish and
English
sessions, in
collaboration
with the CSTUniversità de
Perugia
(Italy), at its
campus, and
within the
framework of
the WTOGovernment
of Italy
Scholarships
initiative,
forming part
of the
WTO.HRD
Scholars
programme.
Tedqual
6
1/2003
p. 65
WTO.TedQual CERTIFIED CENTRES
INTERNATIONAL INSTITUTE
OF HOTEL MANAGEMENT
AND TOURISM (RUSSIA)
MIGMT is a
Member of the
WTO.Education
Council since
1998 and
received WTO
TedQual
certification
in 2003.
International Institute of Hotel Management and Tourism (Russia).
INTERNATIONAL INSTITUTE
OF HOTEL MANAGEMENT
AND TOURISM (MIGMT)
El International Institute of Hotel
Management and Tourism (MIGMT)
es miembro del Consejo de Educación
de la OMT y obtuvo la certificación
TedQual en 2003 por el programa de
Gestión en Turismo y Hostelería.
INSTITUT INTERNATIONAL DE
LA GESTION HOTELIERE ET DU
TOURISME (MIGMT)
L’Institut international de la gestion
hôtelière et du tourisme (MIGMT),
membre du Conseil de l’éducation de
l’OMT, a obtenu la certification
TedQual de l’OMT en 2003 pour son
programme de gestion du tourisme et
de l’hôtellerie.
Tedqual
6
1/2003
p. 66
T
he International Institute of
Hotel Management and Tourism
(MIGMT) is a Member of WTO
Education Council and received
WTO TedQual certification in
2003 for its 5 year Tourism and
Hotel Management programme.
The International Institute of Hotel
Management and Tourism (MIGMT)
was founded in 1993 on the basis of
the Moscow State University of
Economics, Statistics and Informatics (MESI). Together with the
University, MIGMT forms a scientific and education corporation.
MIGMT is an actual member of
the Russian Union of Tourism
Industry. It has agreements on
cooperation with the association
“University of Hotel, Tourism and
Restaurant Business” under the
Moscow Government, and the
employment agency “Tourism and
Work”. MIGMT also takes part in
international projects.
The Institute runs a 5 year (10
semesters) curriculum, approved
by the Ministry for Higher and
General Education.
MIGMT received State Accreditation
status for its 5 year Tourism and Hotel
Management programme in 1999.
MIGMT is the leading institution
as per ratings of such professional
magazines as the “Education in
Russia” and “The Career”.
In 2001 the Institute was awarded
the “Crystal Boat” by the Moscow
City Government as the best higher education institution for preparing the staff for the Hospitality
industry.
REQUIREMENTS
EVALUATION SUBJECT
QUALITY EVALUATION
State educational standard
Tourism & hotel industry
management
Federal education
management level
Licensing, attestation,
accreditation
Regional standard
component
Regional education
management level
Licensing, attestation,
accreditation
Qualification requirements to
the hospitality industry staff
Hospitality industry entities
(hotels, travel agencies)
Graduates' job results
Knowledge, skills
Students
Results upon educational
expectations
Fulfillment of the federal &
regional requirements
Educational system public
organizations
Public attestation and
accreditation
Graduates' capabilities
within labor market
Travel industry public
organizations
Graduates' labour results,
public attestation and
accreditation
MIGMT’s aim is to prepare young
people for a successful and
rewarding career in one of the
most exciting service industries
and to achieve and maintain quality standards in tourism education
and training with the objective
meeting the needs of employers
and clients in the hospitality industry and public sector.
CURRICULUM DEVELOPMENT
At the first stage the textbooks and
programs of the Cyprus Hotel
Management and Tourism college
and 12 (twelve) courses of the
Educational Institute of the American
Hotel and Motel Association have
been in use at the Institute; the respective lecturers and teachers-methodologists have been invited here.
This has been most advantageously
since the US and European experience of the travel industry staff training were brought into the Institute.
At the same time some inconsistency in the Russian conditions has
occurred in terms of the national
hotel & travel business.
Thus the program of Tourism and
Hotel management has been
reviewed, its transformation process
lasting for several years.
RESEARCH AND DEVELOPMENT
Much emphasis has been placed
on performance of the students’
scientific work, including conferences “Modern management
methods for travel industry entities” to being held annually.
Within the framework the European
Community TACIS EDRUS 9510
“Strengthening of training for the
tourism industry”, the Institute staff
has participated in the research
work as experts.
In 2001 two tenders for the Moscow
Government grants were won by the
Institute and thereupon two scientific research works were done:
- “Travel enterprise economy”;
- “International standards of servicing in the hotel industry”.
QUALITY SYSTEM
The Education quality management system was initiated by the
MIGMT based on the ISO9000
standards series together with
notions established in total quality
management - TQM. Computer classroom (MIGMT).
Tedqual
6
1/2003
p. 67
WTO.TedQual CERTIFIED CENTRES
UNIVERSITAT Escuela
DE LES ILLES Universitaria
BALEARS de Turismo
La Escuela
Universitaria de
Turismo de la
Universitat de
les Illes Balears
obtuvo la
certificación
TedQual de la
OMT para el
programa de la
Diplomatura en
Turismo en
Mayo del 2002.
UIB SCHOOL OF TOURISM
The UIB School of Tourism obtained
WTO TedQual certification in May 2002
for its Diploma Programme in Tourism.
ECOLE UNIVERSITAIRE DE
TOURISME DE L’UIB
L’Ecole universitaire de tourisme de
l’UIB a obtenu en mai 2002 la certification TedQual de l’OMT pour son programme de formation touristique.
Tedqual
6
1/2003
p. 68
Universitat de les Illes Balears.
L
a Escuela Universitaria de
Turismo de la UIB obtuvo la
certificación TedQual de la OMT
para el programa de la Diplomatura
en Turismo en Mayo del 2002. Se
encuentra ubicada en el campus universitario de la Universitat de les
Illes Balears y tiene su antecedente
en La Escuela Oficial de Turismo de
la Comunidad Autónoma de les Islas
Baleares creada en el año 1987.
Como destino turístico tradicional,
con más de 11 millones de turistas al
año, la investigación en el sector
turístico y trabajo de consultoría realizado en la Escuela siempre ha tenido una especial relevancia. Por ello
los profesores están altamente vinculados con la industria, desarrollando
relaciones estrechas, publicando y
desarrollando educación en turismo.
La plantilla académica esta cualificada en todas las áreas que contribuyen a la comprensión de la
Industria Turística y el Ocio.
Además, gran parte de los profesores cuenta con experiencia en la
industria turística y algunos de ellos
son autoridades del mundo turístico, en diferentes especialidades.
INVESTIGACIÓN APLICADA.
PUBLICACIONES
Además del interés por la docencia,
los profesores están íntimamente
ligados a la investigación y trabajos
de consultoría que contribuyen
directamente a los programas, asegurando a los estudiantes el estar
expuestos a los últimos pensamientos realizados en cada campo.
Algunas de las líneas de investiga-
ción abiertas son: gestión de destinos turísticos, modelos turísticos,
educación turística, gestión medio
ambiental de empresas turísticas,
impactos del turismo, estudios de
viabilidad de empresas turísticas,
análisis de mercados, análisis del
desarrollo de actividades de ocio,
etc. El ámbito de realización de los
trabajos está centrado tanto dentro
como fuera del entorno de las Islas
Baleares, incluyendo países desarrollados y la transformación de
las economías del este de Europa.
Muchos de ellos son publicados en
revistas académicas y profesionales, y algunos miembros de la plantilla son autores de libros de texto
líderes en el sector turístico.
ESTRECHA RELACIÓN
CON LA INDUSTRIA
La Escuela tiene una estrecha relación con la industria Turística, tanto
en las Islas Baleares como en el exterior. Los programas de los estudios
de Turismo y Hostelería son desarrollados de acuerdo con las necesidades manifestadas por el Consejo
Asesor, formado por empresas líderes tanto del sector turístico como
Hotelero. Esta relación regular con
empresas de la industria, con el
Gobierno local y central y con organizaciones internacionales permite
asegurar a los estudiantes el contenido de los programas, respondiendo a
las necesidades de la industria.
Además, algunos de los últimos graduados ocupan posiciones relevantes
tanto dentro como fuera de las islas.
PROGRAMAS
Los programas has sido diseñados
para desarrollar un alto nivel académico de conocimientos técnicos,
fomentar y estimular las habilidades de investigación y satisfacer
las necesidades de la industria
turística contemporánea.
Los cursos tienen una orientación
empresarial y están diseñados para
cubrir las necesidades de los futuros directivos, ejecutivos y otros
profesionales. La filosofía de la
Escuela Universitaria de Turismo
de la Universidad de las Islas
Baleares es proporcionar una educación que tenga un punto de vista
práctico y sea directamente relevante para la industria a la que nuestros
estudiantes quieren acceder.
Los estudiantes que consiguen satisfactoriamente cualquiera de los títulos adquieren un elevado nivel en el
campo de especialización elegido.
En particular, desarrollan sus habilidades intelectuales en tres aspectos:
Conocimientos y Entendimiento,
Aplicación y Evaluación, y Síntesis
y Creatividad. Además, mejoran sus
habilidades en áreas tales como:
comunicación, escritura y organización de proyectos, así como en habilidades inter-personales. Los programas de la Escuela son:
1. Diplomatura de Turismo (DT)
2. Título Superior de Turismo (TST).
3. Master en Gestión Turística (MTA).
4. Master en Economía del Turismo
y Medio Ambiente (MTEE)
5. Doctorado en Economía del
Turismo y Medio Ambiente
Diplomatura de Turismo
La Diplomatura de Turismo es un
título de enseñanza superior especializada de tres cursos académicos de duración.
La mayor exigencia de capacitación de los profesionales del sector
para poder responder a las características del sistema productivo
empresarial, requiere que los contenidos formativos se amplíen a
materias temáticas no consideradas hasta ahora. Los cambios que
se están produciendo en el entorno
económico y empresarial tienen su
reflejo en los contenidos formativos del sistema educativo del sector. Estos cambios son:
✓ La mayor preocupación de la
sociedad por el medio ambiente y
por el impacto medio ambiental de
la actividad turística.
✓ La internacionalización de la
economía y de la actividad turística.
✓ La creciente integración empresarial que se está observando en el
sector.
Título Superior de Turismo
El Título Superior de Turismo, con
duración de dos cursos académicos,
nace con carácter pionero en España
como consecuencia de la diversidad
excesiva de la titulación de diplomatura y como respuesta a las demandas sociales de una comunidad que
vive del uso y exportación de knowhow turístico.
Master en Gestión
Turística (MTA)
Con una duración de un año, se
divide en :
Fase 1: Empresa general. La fase
general se realiza mediante el método de enseñanza a distancia tutorizado. Su propósito es conseguir
que todos los alumnos posean un
nivel equivalente cuando el curso
comience.
Fase 2: Empresa turística.
Fase 3: Especialización turística.
En esta fase los alumnos deberán
escoger entre tres opciones
Fase 4: Estratégico-turística.
Fase 5: Investigación. Período en
que el alumno elabora su proyecto
de fin de curso bajo la supervisión
de un especialista.
Master en Economía del Turismo
y Medio Ambiente (MTEE)
Programa internacional bilingüe
que comenzará el curso 2004/2005,
con la posibilidad de acceder a un
doctorado.
Modulo 1: Fundamentos de análisis económico
Modulo 2: Economía del turismo
Modulo 3: Economía del medio
ambiente
Modulo 4: Proyecto final. Tedqual
6
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p. 69
WTO.TedQual CERTIFIED CENTRES
CENFOTUR
CENTRO DE FORMACIÓN EN TURISMO DEL PERÚ
Cenfotur
es miembro
del Consejo
de Educación
de la OMT,
habiendo
obtenido la
Certificación
TedQual en
junio de
2001.
CENFOTUR
The Centro de Formación en Turismo
del Perú (Cenfotur) has been a member
of the WTO Education Council, having
obtained TedQual certification in June
2001 for its programmes in Tourism
Administration, Hotel Administration
and Official Tourist Guides.
CENFOTUR
Le Centre de formation en tourisme du
Pérou (Cenfotur), membre du Conseil
de l’éducation de l’OMT, a obtenu en
juin 2001 la certification TedQual pour
ses programmes d’administration touristique, d’administration hôtelière et
de guides touristiques officiels.
Tedqual
6
1/2003
p. 70
Centro de Formación en Turismo (CENFOTUR).
E
l Centro de Formación de
Turismo del Perú (Cenfotur) es
miembro del Consejo de Educación
de la OMT, habiendo obtenido la
Certificación TedQual para sus programas de Administración Turística,
Administración Hotelera y Guías
Oficiales de Turismo, todos ellos con
una duración de tres años, en junio
de 2001. Fue la primera institución
educativa de América en obtenerla.
Cenfotur es una institución dependiente del Ministerio de Comercio
Exterior y Turismo y fue creada en
el año 1978. En la actualidad, su
sede central está en la ciudad de
Lima disponiendo de seis subsedes
en diferentes ciudades del país
Su misión como institución oficial
para la educación especializada en
turismo y hostelería es la de formar, capacitar y perfeccionar los
recursos humanos requeridos para
el desarrollo turístico del país, desarrollando esta labor en estrecha
colaboración con las entidades
representativas de la industria
turística peruana.
PROGRAMAS EDUCATIVOS
La oferta educativa que lleva a cabo
Cenfotur se vertebra en dos grandes
áreas de actuación: Formación Profesional y Formación Ocupacional.
Dentro de la primera, Cenfotur ofrece tres titulaciones oficiales que
corresponden a las carreras profesionales de Administración Turística,
de Administración Hotelera y de
Guías Oficiales de Turismo.
Cada uno de estos programas educativos desarrolla una combinación
entre el estudio teórico de las materias propias del contenido curricular
y la realización de clases prácticas
en los laboratorios especializados
(aulas de cocina, restaurante, bar,
central de reservas,…) de que dispone la institución.
Para ello, la institución tiene suscritos Acuerdos y Convenios de Colaboración con importantes Universidades nacionales e internacionales.
Alumnos en el aula de coina de CENFOTUR.
D. Germán Grijalba, Director Nacional de CENFOTUR.
Igualmente, y merced a los convenios de colaboración que Cenfotur
tiene suscritos con importantes
empresas y organizaciones de la
industria turística nacional e internacional, los alumnos pueden completar su formación con la realización de prácticas especializadas.
En el campo de la Formación
Ocupacional, Cenfotur viene ofreciendo una completa gama de acciones formativas de corta duración
para la capacitación técnica y reciclaje de cuadros medios de la industria turística (cocina, bar, housekeeping, aviación comercial, etc) .
Cenfotur ofrece igualmente a sus
alumnos la posibilidad de poder
ampliar sus estudios (cursos de
Postgrado, Master y Licenciaturas).
educación y formación turística
realizando trabajos para importantes instituciones como el Banco
Interamericano de Desarrollo, la
Agencia Española de Cooperación
y la Cámara Nacional de Turismo.
Igualmente, y dado su papel como
institución de referencia en el
panorama educativo del país,
Cenfotur organiza de forma regular importantes eventos (congresos, seminarios, jornadas de trabajo…) con el objetivo de lograr una
mayor difusión del conocimiento
aplicado a la educación, formación
e investigación en turismo.
OTRAS ACTUACIONES
Cenfotur lleva a cabo una intensa
labor de investigación y desarrollo
de proyectos en el campo de la
PROMOCIÓN DEL EMPLEO
Entre los objetivos básicos asignados a Cenfotur desde el momento
de su creación, uno de los más destacados ha sido siempre el de
lograr la inmediata incorporación
de los alumnos egresados a la
industria turística.
Para ello, la institución ha puesto
en marcha recientemente una Bolsa
de Trabajo que, aprovechando las
ventajas de las modernas tecnolo-
gías, permite una mayor optimización de los recursos destinados a
poner en contacto oferta y demanda profesional.
Este hecho, junto a la gran implantación que ya poseía Cenfotur
como institución educativa especializada, ha permitido que el año
2002, más de 200 egresados hayan
podido incorporarse profesionalmente a la industria turística.
Además de la propia dinámica ya
generada por su dilatada implantación en el país, la institución ha
puesto en marcha una Bolsa de
Trabajo especializada que, aprovechando las modernas tecnologías de
informatización, permite coordinar
la oferta y demanda existente. Tedqual
6
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p. 71
EASTERN School of
Tourism
and
MEDITERRANEAN Hospitality
UNIVERSITY Management
WTO.TedQual CERTIFIED CENTRES
Eastern Mediterranean University.
EASTERN MEDITERRANEAN
UNIVERSITY
La Escuela de Turismo y Hostelería de
la Eastern Mediterranean University
obtuvo la certificación TedQual en
2002 por sus programas de turismo y
hostelería (grado medio) y de gestión
de actividades de esparcimiento, ocio
y deportes (grado superior).
EASTERN MEDITERRANEAN
UNIVERSITY
L’Ecole de gestion touristique et hôtelière de l’Université de la Méditerranée
orientale a obtenu en 2002 la certification TedQual de l’OMT pour son programme de gestion touristique et hôtelière (AAS) et son programme de
gestion des loisirs et des sports (BS).
Tedqual
6
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p. 72
T
he School of Tourism and
Hospitality Management of
Eastern Mediterranean University
obtained the WTO TedQual
Certification in 2002 for the
Tourism and Hospitality Management programme (AAS) and the
Recreation Leisure and Sports
Management programme (BS).
Eastern Mediterranean University
(EMU) is an international university
with a body of over 13,500 students
from 67 different countries. With
over 1,000 academic staff from
around the world (more than 35
nationalities) and modern facilities,
the University is committed to
maintaining and developing international standards of excellence in
teaching and research at both undergraduate and graduate levels.
The campus stretches over an area of
2,000,000 m2 on the outskirts of the
Venetian walled city of Gazimagusa
(Famagusta), in Northern Cyprus.
The School of Tourism and Hospitality Management was established
in 1990 with the mission of preparing the students for their future
career in the tourism sector by providing them with the highest standards of education to meet the
needs of the tourism sector. Its
undergraduate and graduate programmes have been established to
guaranted the success of its graduates in the various career fields
which will be available to them in the
Tourism and Hospitality Industry.
In 1990 the School of Tourism and
Hospitality Management offered an
AAS degree. In 1992 the school
started offering a BS degree. In 2002
the MS programme and Recreation,
Leisure and Sports Management
programme were launched. There
are 750 students from different parts
of the world and highly qualified
international teaching staff with
PhDs and sector experience.
The School of Tourism and Hospitality Management of Eastern
Mediterranean University was
approved Edexcel Center since
June 2002.
PROGRAMMES
The medium of instruction in all
courses at Eastern Mediterranean
University is English.
AMS programme has been designed to develop a high level of academic expertise, to foster and
stimulate research skills and to
respond to the needs of the contemporary tourism industry. In
addition, the aim of the programme is to meet the educational
requirements of professionals,
executives and future managers.
The Tourism and Hospitality
Management (BS) programme
aims to prepare students for senior
administrative positions in the
tourism sector. The bachelor programme features studies on
Tourism and Hospitality Management, followed by the opportunity
to specialize either in hospitality
management or travel management.
The Recreation, Leisure and Sports
Management (BSc) programme
provides high quality education in
these fields. The programme is
focused on management and managerial skills in recreation, leisure
and sports, and also offers students
an opportunity to gain an understanding of the nature, scope and
operation of the international developments in these areas. Graduates
will have extensive job opportunities in holiday villages, recreation
centers, private sport centers and in
animation teams of clubs.
The Tourism and Hospitality
Management (AAS) programme
aims to prepare students for supervisory and managerial positions.
After the freshman year, during
which the students receive both
Study room. Eastern Mediterranean University.
theoretical and practical education,
they choose to specialize either in
hospitality or travel management.
INTERNSHIP PROGRAMME
For Internship and Job Opportunities, students have the opportunity to do their internship in the 4
and 5 star hotels, first class holiday
villages, international travel agencies, recreation and sport centers,
and airline companies in Turkey,
North Cyprus and in foreign countries such as USA, England,
Canada and New Zealand.
Considering the needs of the
tourism sector, the School also
emphasizes practical training
besides theoretical education. To
serve this purpose, the demo
kitchen, the training hotel, the
worldwide used computer programs Fidelio and Galileo and the
Language lab, all aim to provide
students with practical knowledge
and an education which matches
the needs of the scientific and
technological era. This University
obtained the
WTO TedQual
Certification in
2002 for the
Tourism and
Hospitality
Management
programme
(AAS) and the
Recreation
Leisure and
Sports
Management
programme (BS).
Tedqual
6
1/2003
p. 73
WTO.HRD
SCHOLARS
PROGRAMME
PROGRAMA SCHOLARS
DE LA OMT
El programa Scholars de la OMT tiene
el objeto de permitir a funcionarios de
las ANT y de las ONT de los Estados
Miembros de la OMT participar en
cursos de enseñanza y formación
sobre turismo con un elevado valor
añadido y adaptados a las necesidades
de los gobiernos. Dichos cursos se
celebran en prestigiosas universidades
y centros de enseñanza miembros del
Consejo de Educación de la OMT.
PROGRAMME DE
BOURSES DE L’OMT
Le Programme de bourses de l’OMT a
été institué pour permettre à des fonctionnaires des ANT et OTN des Etats
membres de l’OMT de participer à des
cours d’éducation et de formation touristiques à haute valeur ajoutée et qui
répondent aux besoins des gouvernements. Ces cours se donnent dans des
universités et des établissements de formation prestigieux qui sont membres
du Conseil de l’éducation de l’OMT.
Tedqual
6
1/2003
p. 74
T
he WTO Scholars Programme
has been established to enable
officials from the NTAs and NTOs
of WTO Member States to participate in tourism education and
training courses with high added
value, and which meet the needs of
governments. These courses are
held at prestigious universities and
training institutions, which are
members of the WTO Education
Council.
This programme is carried out
thanks to the generous financial
support of WTO Member States,
such as Italy, which has collaborated for a number of years with
WTO
through
the WTOGovernment of Italy Scholarships
Programme.
WTO Education Council institutions also participate in the WTO
Scholars programme by periodically offering special financial
conditions for officials from WTO
Member States in courses they are
holding at their institutions.
Information on all WTO Scholars
programmes and scholarships available is continuously provided to
WTO Member States by the WTO
Human Resource Development
Department (WTO.HRD) through
announcements sent out to Members
and on the Education Section of the
WTO Web Site.
WTO.HRD carefully selects these
education and training activities to
provide a wide range of options,
with regard to the degrees awarded
(doctorate, masters, postgraduate…), to the length of the courses
(one-week intensive, three months,
one year…) and to the subjects
studied (Tourism Policy and
Strategy, Quality Management in
Tourism Education, Hospitality
and Tourism Managemen…).
WTO Members have responded
enthusiastically to the WTO Scholars
programme and are taking full
benefit of the opportunities it
offers for the capacity building of
their officials. WTO.SCHOLARS
IN ITALY GTAT.TPS
PROGRAMA SCHOLARS
EN ITALIA GTAT.TPS
En colaboración con la Sección de
Desarrollo de Recursos Humanos de la
Organización Mundial del Turismo, y
con la mediación de la Fundación
Themis de la OMT, el Gobierno de Italia
ha concedido becas a funcionarios de las
administraciones de turismo de los
Estados Miembros de la Organización.
BOURSES DE L’OMT
EN ITALIE GTAT.TPS
En collaboration avec le Département
des ressources humaines de l’Organisation mondiale du tourisme, et par
l’intermédiaire de la Fondation Themis
de l’OMT, le gouvernement italien a
décerné des bourses à des fonctionnaires des administrations du tourisme
d’Etats membres de l’OMT.
WTO Scholars in Italy: Bocconi GTAT.TPS 2003/1 students and professors after the Awards Ceremony.
The Ministry of
Foreign Affairs
of the Italian
Government,
through the
General
Directorate
of Cooperation,
and WTO have
been actively
cooperating
for years.
T
he Ministry of Foreign Affairs
of the Italian Government,
through the General Directorate of
Cooperation for Development, and
the World Tourism Organization,
have been actively cooperating for
years in the joint definition and
development of Education and
Training activities and programmes specialized in Tourism.
In collaboration with the World
Tourism Organization Human
Resource Development Department,
and through the WTO.THEMIS
Foundation, within the framework
of the WTO.HRD Scholars
Programme, the Government of
Italy has provided scholarships for
officials from the Tourism
Administrations of WTO Member
States to enable them to attend a
high-level three month postgraduate course on Tourism Policy and
Strategy (GTAT.TPS) at the
Universitá Commerciale Luigi
Bocconi in Milan, Italy, one of the
most prestigious business schools
in Europe, and a member of the
WTO.Education Council.
The generous scholarships provided
in this programme included the total
tuition of the course (registration,
pedagogic materials, a programme
of technical visits, access to the
library and computers, diploma
upon completion of the course, etc.),
a significant monthly per diem, an
individual apartment in the city of
Milan and a daily shuttle bus from/to
Residence –University Bocconi.
Tedqual
6
1/2003
p. 75
The course was aimed at the highlevel decision-makers in the public
administration- tourism officials –
from National Tourism Administrations or National Tourism Organizations, especially from developing countries.
After a rigorous selection process,
based on such factors as the official’s responsibilities and position in
the NTO/NTA, university degree,
Resources in Tourism, Innovation
and New Technologies in Tourism,
Tourism Marketing, Quality and
Efficiency and Legal Frameworks in
Tourism, completing a total of 250
lecture hours.
With the objective to give a practical
vision of the subjects studied, a number of technical-professional visits
to organizations, companies and
Tourism Destinations in the country
the XXI century from WTO’s point of
view, placing special emphasis on the
strategic value of Human Resources
in making Tourism Destinations
competitive and on the need to design
and implement tourism policies in
which Education, Training and
Research play an important role.
After having successfully completed
the course, which included course
work and examinations on the mod-
knowledge of English, etc. fifteen
officials
representing
the
Governments
of
Armenia,
Azerbaijan, Albania, Botswana,
Bulgaria, Burkina-Faso, Czech
Republic, Malawi, Maldives,
Mauritius, Serbia & Montenegro,
Saudi Arabia, Tanzania, Thailand
and Uganda were chosen to participate in the course. The course commenced on 7 April with an inaugural
ceremony at the Bocconi University.
For the competitive and sustainable development of tourism, it is
vital that it responds adequately to
the new paradigm in the sector,
which implies significant changes
in customer behaviour, in the
trends of demand and in the continuous appearance of new competitive tourism destinations
Taking this into account, during the
Tourism Policy and Strategy
Postgraduate Course, the participants
followed modules on the Impacts of
Tourism, Statistical Information
Management in Tourism, Human
were carried out during the course.
In addition to the professors from
the Universitá Commerciale Luigi
Bocconi, who at present teach the
prestigious Master in Economics in
Tourism, that has obtained the
WTO.TedQual Certification, this
session of the GTAT.TPS course
counted with two invited international academics: Prof. Chris
Cooper, founder and Head of the
School of Tourism and Leisure
Management at the University of
Queensland in Australia (WTO
TedQual Certified), who taught a
module on Human Resources in
Tourism; and Prof. Ernie Heath,
Head of the Department of Tourism
Management at the University of
Pretoria in South Africa (WTO
TedQual Certified), who taught the
module corresponding to Tourism
Destination Marketing.
The Director General of the
WTO.THEMIS Foundation, Mr.
Javier Gallego, also gave a presentation on the main trends of tourism in
ules taught, a GTAT (General
Tourism Achievement Test) exam
was given at the end of the course to
obtain the WTO University of
Boccini Postgraduate Diploma.
Parallel to the GTAT·TPS Postgraduate Course, were 50 lecture
hours on Italian Culture and Language that combined theoretical
knowledge on historical, linguistic
and cultural aspects of Italy with
visits to historical and heritage sites
which gave evidence of the rich and
varied history of this country.
This session of the GTAT·TPS
Postgraduate Course finalized on 27
June 2003 with a closing ceremony
presided by Dr. Roberto Antonione,
Foreign Affairs Vice-Minister, Dr.
Stefano Stefani, Production Activities Vice-Minister, Dr. Carlo
Secchi, Rector of Bocconi
University, Dr. Eduardo Fayos-Solà,
Head of the WTO Human Resource
Development Department and Dra.
Magda Antonioli, Director of the
GTAT.TPS Postgraduate Course. Tedqual
6
1/2003
p. 76
WTO.SCHOLARS IN ITALY
NEW COURSES IN 2003
PROGRAMA SCHOLARS EN ITALIA
NUEVOS CURSOS EN 2003
Dentro del marco del programa para
especialistas de la Sección de
Desarrollo de Recursos Humanos de la
Organización Mundial del Turismo, el
Ministerio de Asuntos Exteriores del
Gobierno italiano, a través de la
Dirección General de Cooperación
para el Desarrollo, ha ofrecido becas
para dos nuevos cursos en la esfera de
la enseñanza, la formación y la investigación en turismo: Política y estrategia de turismo para la gestión de destinos turísticos y La gestión de la
calidad en la enseñanza del turismo.
BOURSES DE L'OMT EN ITALIE
NOUVEAUX COURS EN 2003
Dans le cadre du programme de
bourses du Département du développement et des ressources humaines de
l’Organisation mondiale du tourisme,
le ministère des Affaires étrangères du
gouvernement italien, par l’intermédiaire de la Direction générale de la
coopération au développement, a
décerné des bourses pour deux nouveaux cours dans le domaine de l’éducation, de la formation et de la
recherche touristique: Politique touristique et stratégie pour la gestion des
destinations touristiques et Gestion de
la qualité dans l’éducation touristique.
W
ithin the framework of the
World Tourism Organization
Human Resource Development
Department (WTO.HRD) Scholars
programme, the Ministry of Foreign
Affairs of the Italian Government,
through the General Directorate of
Cooperation for Development, has
provided scholarships for two new
courses in the area of education,
training and research in tourism:
Tourism Policy and Strategy for
Bocconi University.
Destination
Management
in
Tourism and Managing for Quality
in Tourism Education.
These new courses will be carried
out from October to December
2003, through the WTO.Themis
Foundation and in collaboration
with education institutions, members of the WTO.Education
Council, in Italy.
A. TOURISM POLICY AND
STRATEGY FOR DESTINATION
MANAGEMENT IN TOURISM
WTO.GTAT-TPS (DMT)
POSTGRADUATE COURSE
Objective of the GTAT.TPS
(DMT) Postgraduate Course
The objective of this course is to
foster the competitiveness of WTO
Member States through specialized education and training in
Tourism Policy and Strategy
(GTAT.TPS) aimed at Destination
Management in Tourism (DMT). It
aims to help identify the key factors that determine the competitive
positioning of tourism destinations
and improve their management.
Description of the Course
The course deals with Tourism
Policy and Strategy applied to
Destination Management in Tourism
with the following course outline:
- Tourism Policy as a sectoral government policy at local level.
- The impacts of Tourism: economic,
social, cultural and environmental.
- Statistical information management in Tourism Destinations.
- Human Resources in Tourism
- Innovation and New Technologies
in local Tourism
- Tourism Marketing
- Quality, efficiency and legal
frameworks in local Tourism
Tedqual
6
1/2003
p. 77
The Ministry of Foreign
Affairs of the Italian
Government, through the
General Directorate of
Cooperation for Development,
has provided scholarships for
two new courses in the area
of education, training and
research in tourism.
- Tourism Policy and Strategy in
Destination Management.
Profile of the Participants
This course is aimed at high-level
decision-makers in the public
administrations –tourism officialsfrom all local or regional DMOs
located in WTO Member States,
especially those from developing
countries prioritized by the
Government of Italy.
Organization and
Lecture Structure
A total of 250 classroom hours, plus
extra-curricular activities. The
course will be held at University of
Luigi Bocconi in Milan (Italy), a
WTO TedQual Centre commencing
in the first week of October 2003
and running until the second week
of December 2003.
General Conditions
The scholarships offered include
the total course tuition (registration, pedagogic materials, a programme of technical visits, access
to the library and computers,
diploma upon completion of the
course, etc.), a monthly per diem
Tedqual
6
1/2003
p. 78
(500€ per month), and lodging
(individual apartment/ or hotel
room) in the city of Milan throughout the stay, transfer from/ to
Airport-Residence, and daily shuttle bus from-to ResidenceUniversitá Bocconi. All other
expenses, including round trip
travel from the country of origin to
Milan, shall be paid by the sending
country or the official.
B. MANAGING FOR QUALITY
IN TOURISM EDUCATION
WTO.TEDQUAL.MQE COURSE
Objective of the Course
The objective of this course is to
build the human resource capacity
in tourism of WTO Member States
providing leadership and initiative
in education, training and the
transfer of knowledge to achieve
competitiveness and sustainalibity
in tourism. This has proven essential in the development of strategies in the tourism industry of
WTO Members.
Description of the course
The course deals with Managing
for Quality in Tourism Education
with the following course outline:
- Key concepts of Quality and
Efficiency in Tourism Education
- Standards of Quality in Tourism
Education
- Competitiveness in Tourism
Education
- Reengineering Processes applied
to Managing Education in
Tourism
- Knowledge Management
- WTO Themis TedQual Certification System.
Profile of the Participants
This course is aimed at high-level
decision-makers (dean, director,
etc) of education institutions (universities, technical schools, training
centres, etc.) public or private, specialized in tourism education, training and research and located in a
Member State of the World Tourism
Organization, especially those from
developing countries prioritized by
the Government of Italy.
Organization and
Lecture Structure
This intensive course has 80 classroom hours, plus extra-curricular
activities (two weeks total). The
dates are: Spanish session (3 - 14
November) and English session
(17 - 28 November). The course will
be held at the University of Perugia,
a WTO TedQual Centre, in Italy.
General Conditions
of scholarships
The scholarships include course
tuition, per diem, lodging (individual apartment or hotel room) in the
city of Perugia. Throughout the
stay transfer from/ to airport / residence and daily bus from/ to residence/ university will be covered.
All other expenses, including
round trip travel from the country
of origin to Italy shall be paid by
the country sending the participant
or by the participant himself. WTO SCHOLARS MASTER &
PHD IN TOURISM AND
ENVIRONMENTAL ECONOMICS
WTO, together with the University
of the Balearic Islands (UIB),
offers four tuition grants for those
public officials from WTO member
States that want to join the UIB
Master in Tourism and
Environmental Economics for the
academic year 2004-2005.
MÁSTER Y DOCTORADO
EN ECONOMÍA DEL TURISMO
Y MEDIO AMBIENTE
La Universitat de les Illes Balears
(UIB), institución distinguida con la
certificación TedQual y miembro del
Consejo de Educación de la OMT, ofrece a sus alumnos de cualquier lugar del
mundo la oportunidad de participar en
un programa de postgrado de calidad
excepcional.
MAITRISE ET DOCTORAT
EN ECONOMIE DU TOURISME
ET DE L'ENVIRONNEMENT
L'Universitat de les Illes Balears (UIB),
établissement ayant obtenu la certification TedQual de l’OMT et membre du
Conseil de l’éducation de l’OMT, offre
aux étudiants du monde entier la possibilité de suivre un programme d’études
supérieures unique en son genre et de
grande qualité.
T
he Universitat de les Illes
Baleares (UIB), a WTO
TedQual Certified institution, member of the WTO Education Council,
offers students from all over the
world the opportunity to be part of
a unique and high quality postgraduate program. They can join and
become an expert in tourism economics and environmental economics. In a changing world where education is the key to a successful
career, there is no better investment
than oneself. Through this program
students will be able to combine the
personal development with the
global perspective. WTO together
with the Department of Applied
Economics of the University of the
Balearic Islands offers four tuition
grants for those public officials
from WTO member States that want
to join the UIB Master in Tourism
and Environmental Economics for
the academic year 2004-2005.
This Postgraduate Program will be
offered in English and it combines
studies in Environmental and
Natural Resource Economics with
studies in Tourism Economics. By
studying both disciplines students
develop knowledge that will allow
them to answer some of the most
important challenges that the
tourism industry is facing. Students
will become proficient in economics and environmental theory as
well as on the use of econometric
and statistical instruments, thus
preparing them to face the challenge of a necessary, new, global
understanding of the tourism phenomena. In the Master & PhD program students can learn how to
design policy or an environmental
valuation program, having in mind
the day to day problems and challenges of the tourism industry. This
is an interdisciplinary, innovative
and applied education program
given by a group of outstanding
and internationally recognized academics in one of the best “tourism
laboratories” - Mallorca.
Further information can be obtained from the Web Site:
www.uib.es/master/mtee, or by
email to anamaria.munar@uib.es. Applications for the scholarships within the WTO Scholars Programme
should be made after having been
granted admission by UIB.
Tedqual
6
1/2003
p. 79
WTO.SCHOLARS
GTAT.TPS COURSE
ON INTERNET AND
ON CD-ROM
The GTAT.TPS Tourism Policy &
Strategy Course on the Internet
and also on CD-ROM, has been
offered by the Université du
Quebec à Montréal in collaboration with WTO over the past few
years. This is a course enabling
students to prepare for an official
GTAT Exam and the corresponding Certification, registered by
the WTO.Themis Foundation.
This GTAT.TPS is offered in an
innovative academic format allowing optimal flexibility because of
its Information Technology support. Knowledge acquired and
competences may be evaluated by
multiple-choice tests and case
studies. A full bibliographic rerences list is offered for each area
of knowledge.
To facilitate access, several
options are possible. The course
may be followed on the Internet or
on CD-ROM. The tutor can be
consulted via e-mail. The students
are also able to share their experiences in an e-form provided at the
course’s Web Site. CURSO GTAT.TPS
EN INTERNET Y
EN CD-ROM
La Universidad de Quebec en
Montreal en colaboración con la
Organización Mundial del Turismo
ofrecen desde hace unos años el
curso GTAT.TPS sobre Política y
Estrategia de Turismo, disponible
en Internet y en CD-ROM.
Este curso permite a estudiantes
preparar el Examen GTAT y obtener
Tedqual
6
1/2003
p. 80
la correspondiente Certificación
internacional que otorga la Fundación OMT.Themis.
El curso GTAT.TPS ofrece un formato académcio innovador que
permite una formación aútonoma
debido a su soporte tecnológico. El
conocimiento adquirido puede
evaluarse a partir de un cuestionario multiple choice y el estudio de
casos. Incluye también una lista de
referencias bibliográficas para
cada área de conocimiento.
Existen varias opciones para facilitar el acceso. El curso puede
seguirse en Internet o en CDROM. El estudiante puede consultar a su tutor via e-mail y compartir sus experiencias con otros
participantes del curso en la página web del curso. GTAT.TPS SUR
INTERNET ET
SUR CD-ROM
Le GTAT.TPS (Politiques et stratégies en tourisme) sur Internet et sur
CD-ROM a été offert par l’Université
du Québec à Montréal (UQAM) en
collaboration avec l’Organisation
mondiale du tourisme (OMT). C’est
un cours préparatoire à l’examen
GTAT et à l’homologation internationale accordée par la Fondation
Thémis de l’OMT.
L’approche pédagogique privilégiée consiste en une formule de
formation autonome et est présentée sur support informatique.
On peut évaluer les connaissances et les compétences par de
multiples tests et des cas pratiques. De plus, pour chaque
thème traité, il est présenté une
bibliographie détaillée.
Pour faciliter l’accès au cours, différentes options sont offertes. Le
cours est diffusé sur Internet et donc
accessible en ligne. Toutefois, il est
également possible de le suivre sur
CD-ROM. Le directeur d’études
peut être joint par courriel. Les étudiants inscrits peuvent partager
leurs expériences grâce au forum en
ligne sur le site web du cours. WTO.NEBRIJA PhD
DOCTORADO NEBRIJA-OMT
DOCTORAT NEBRIJA-OMT
Since 2000, this PhD programme
in tourism has been given by the
University Antonio Nebrija of
Madrid in close collaboration with
the World Tourism Organization.
The University of Nebrija is a member of the WTO Education Council
and obtained the WTO.TedQual
Certification for its Diploma in
Tourism in 2001.
Up to ow, some 30 students have
followed the Diploma in Advanced
Studies (DEA) programme which
accredits their research ability and
is a requisite to carrying out the
Doctoral Thesis. Nine of these
students, from the 2000-1 and
2001-2 courses have obtained the
DEA Title.
WTO has been offering scholarships to officials from WTO member States for this programme
which cover up to 50% of the
tuition costs. Desde el año 2000, este programa de
Doctorado en Turismo se ha impartido por la Universidad Nebrija en
cercana colaboración con la Organización Mundial del Turismo.
La Universidad Nebrija es miembro
del Consejo de Educación de la
Organización Mundial del Turismo
y obtuvo la certificación TedQual
para su programa de Diplomatura
en Turismo en el año 2001.
Hasta el momento, unos 30 estudiantes han cursado ya el Diploma
de Estudios Avanzados o DEA que
acredita la suficiencia investigadora y es requisito previo a la realización de la Tesis Doctoral. Nueve de
ellos, pertenecientes a los cursos
2000-01 y 2001-02 han obtenido
ya el Título DEA.
La OMT ha venido ofreciendo una
serie de becas a funcionarios de países miembros, que cubren hasta el
50% de los costes de la matrícula. Depuis l’an 2000, ce programme de
Doctorat en Tourisme se déroule à
l’Université Antonio de Nebrija en
étroite collaboration avec l’Organisation Mondiale du Tourisme.
L’Université Antonio de Nebrija
est membre du Conseil de l’éducation et a acquis la Certification
(Homologation) TedQual pour son
programme de Diplôme en
Tourisme en 2001.
A ce jour une trentaine d’étudiants
ont obtenu leur Diplôme en Etudes
Avancées (DEA) qui accrédite l’excellence dans l’investigation, indispensable à la réalisation de la thèse
doctorale. Neuf d’entre eux appartenant aux cours 2000-01 et 2001-02
sont déjà en possession du titre DEA.
L’OMT attribue habituellement un
certain nombre de bourses d’études
allant jusqu’à 50% du prix de l’inscription, aux fonctionnaires des
pays membres. WTO-FEHR-UPV MASTERS
MASTER OMT-FEHR-UPV
MASTER OMT-FEHR-UPV
The 2002-2003 session of the
WTO-FEHR-UPV International
Masters in Tourism has recently
concluded at the Polytechnic
University of Valencia.
Since 1992, more than 300 students from Spain and other countries (Argentina, Bolivia, Brazil,
Bulgaria, Chile, Colombia, Costa
Rica, Cuba, Dominican Republic,
Ecuador,
France,
Germany,
Honduras, Mexico, Mozambique,
Nicaragua, Panama, Paraguay,
Peru, Puerto Rico, Slovak
Republic, Uruguay y Venezuela),
have carried out this Masters at the
Tourism, Business and Social
Institute (ITES).
The WTO.TedQual Certification
was granted to this Masters programme in 2001 and since then
there has been close collaboration
with the World Tourism Organization. Resulting from this collaboration are scholarships offered to
officials from WTO member
States who have been working two
or more years in their country’s
Tourism Administration. Una vez más, se ha clausurado el
Master Universitario Internacional
OMT-FEHR-UPV en Turismo y
Hostelería impartido en la Universidad Politécnica de Valencia.
Desde el año 1992, más de 300
estudiantes de España y otros países (Alemania, Argentina, Bolivia,
Brasil, Bulgaria, Chile, Colombia,
Costa Rica, Cuba, Ecuador,
Eslovaquia, Francia, Honduras,
México, Mozambique, Nicaragua,
Panama, Paraguay, Perú, Puerto
Rico, Republica Dominicana,
Uruguay y Venezuela), han pasado
por la Universidad Politécnica de
Valencia para realizar este master
gestionado por el Instituto de Turismo, Empresa y Sociedad (ITES).
Este Master obtuvo la certificación
TedQual en 2001 y desde entonces
se ha producido una estrecha colaboración con la Organización Mundial del Turismo. El resultado de
esta colaboración son las becas que
la OMT ofrece a funcionarios de
países miembros que puedan acreditar más de dos años de servicio en
los departamentos de turismo de
sus respectivos Gobiernos. Le Master Universitaire International
OMT-FEHR-UPV en Tourisme et
Hôtellerie réalisé par l’Université
Polytechnique de Valence s’est clôturé encore une année.
Depuis 1992, plus de 300 étudiants
espagnols et d’autres pays
(Allemagne, Argentine, Bolivie,
Brésil, Bulgarie, Chili, Colombie,
Costa Rica, Cuba, Équateur,
Slovaquie, France, Honduras,
Mexico, Mozambique, Nicaragua,
Panama, Paraguay, Pérou, Porto
Rico, République Dominicaine,
Uruguay et Venezuela), sont passés par l’Université Polytechnique
de Valence pour suivre le Master
géré par l’Institut de Tourisme,
Entreprise et Société (ITES).
Ce Master a obtenu la certification
TedQual en 2001 et depuis se déroule en étroite collaboration avec
l’Organisation Mondiale du Tourisme. Le résultat de cette importante
collaboration sont les bourses distribuées aux fonctionnaires de pays
membres pouvant accréditer au-delà
de deux ans de service dans les
départements de tourisme de leurs
gouvernements respectifs. Tedqual
6
1/2003
p. 81
Certification
QUALITY T
FOR
SUCCESS
he TedQual Certification
System is structured on three
basic components:
QUALITY STANDARDS
There is a great demand for tourism
professionals, but there are numerous academic stardards which
cause fragmentation and lack of
transparency in training.
They establish specifications
according to which performance
can be measured. These standards
provide a base to determine whether
or not the characteristics pre-established are present in the Tourism
Education Programme (TEP).
WHO?
QUALITY AUDIT
WHY?
TedQual is open to all knowledge
creation and dissemination institutions: universities, business schools
training and research centres,
whether public or private, wishing to
certify specific Tourism Education
Programmes (TEPs) and to collaborate with WTO and its Themis
Foundation.
It consists of an analysis and study
of the TEP to determine if it meets
the standards required by the
TedQual Certification System. The
audit is carried out by a specialized
independent organization.
WHAT?
It is the step by which a third party
(meeting required standards of
impartiality, competence and
integrity) states that a product,
process or service complies with
given standards or specifications.
In this case, the neutral entity is the
TedQual Certification Commitee,
which is accredited by WTO and
made up of international experts,
who evaluate the audit reports.
TedQual was developed to improve
the quality and efficiency of
tourism education and training.
TedQual proposes a methodology
and voluntary standards to define
more clearly the contents and
delivery mechanisms of tourism
education programmes.
HOW?
All teaching institutions wishing to
certify their TEPs in the TedQual
Certification System should make a
written request to the WTO Human
Resource Development. The WTO
Themis Foundation will send all the
information along with a PreRegistration form.
Tedqual
6
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p. 82
QUALITY CERTIFICATION
BENEFITS OF THE TEDQUAL
CERTIFICATION SYSTEM
• To adapt the contents of the education process to the real expectations
of employers and students, gaining
loyalty and a positive reputation.
CERTIFICACIÓN TEDQUAL
El sistema de certificación TedQual ha
sido creado para mejorar la calidad y la
eficacia de la educación turística. Está
estructurado en tres componentes básicos:
estándares de calidad, auditoría de calidad
y certificación de calidad. TedQual se
ofrece a todas aquellas instituciones, universidades, escuelas de negocios y centros
de formación que deseen certificar
Programas específicos de Educación
Turística (TEPs) y colaborar con la OMT
y la Fundación OMT.Themis.
CERTIFICATION TEDQUAL
Le système de certification TedQual est
conçu pour améliorer la qualité et l’efficacité de l’enseignement en matière de
tourisme. Il est structuré selon trois composantes de base: normes de qualité,
audit de qualité et certification de qualité. TedQual est proposé aux organismes,
universités ou centres de formation désirant certifier leurs Programmes spécifiques d’enseignement en matière de
tourisme (TEP) et collaborer avec
l’OMT et la Fondation Themis.
• To establish continuous improvement of the education and training processes and minimize the
cost of no-quality.
• To improve internal communication among the different actors of
the institution, thus fostering
staff motivation and productivity.
• To obtain a uniform and assured
level of quality.
• To foster the credibility of the
academic degrees of the institution, enhancing its reputation
among potential students.
• To offer the possibility of continuous collaboration with WTO
and open the way to membership
in the WTO Education Council.
Please contact us for further details
on TedQual at educa@worldtourism.org. TEDQUAL
SEMINARS
TEDQUAL
SEMINARS AND
WORKSHOPS ON
“QUALITY IN
EDUCATION FOR
COMPETITIVENESS
IN TOURISM”
SEMINARIOS TEDQUAL
Los Seminarios y talleres TedQual
“Calidad en la Educación para la competitividad turística” son un producto
del Departamento de Desarrollo de
Recursos Humanos de la OMT en el
contexto de la metodología TedQual
para la mejora de la calidad en la educación y la competitividad de empresas y destinos turísticos en general.
SÉMINAIRES TEDQUAL
Les séminaires et ateliers TedQual «La
Qualité de l’éducation au service de la
compétitivité du secteur touristique» sont
un produit de la section Développement
des ressources humaines de l’OMT qui
applique la méthode TedQual en vue de
l’amélioration de la qualité de l’enseignement et de la compétitivité des entreprises et des destinations touristiques en
général.
1. WHAT ARE the TedQual Seminars?
Structured as specialized workshops,
the TedQual Seminars' objective is to
help improve the competitiveness of
Tourism Destinations through the implementation of quality Tourism Education,
Training and Research Systems.
2. BENEFITS of a TedQual Seminar:
• To know the international trends in
Tourism Education, Training and
Research Systems.
• To raise the awareness of Tourism
Destinations stakeholders on the
importance of Education, Training
and Research as key factors of
Competitiveness.
• To establish joint collaboration programmes between WTO and relevant stakeholders: member States
corresponding Tourism Destinations.
3. WHO can request a TedQual Seminar?
• WTO Member States
T
he TedQual Seminars and
Workshops on “Quality in
Education for Competitiveness in
Tourism” were developed by the
WTO Human Resource Development Department in the context of
the TedQual methodology for
improving the quality of education
and the competitiveness of tourism
enterprises and destinations in general. They are carried out through an
agreement with the WTO Member
State on which their on-site organization depends. The TedQual seminars and workshops have a duration
of four days and require the active
participation of host government
officials, local tourism entrepre-
4. AGENDA of a TedQual Seminar
• Conference on "Quality Education
and Training of Human Resources:
A Key Factor for Competitiveness".
• Workshops with representatives
from:
- The National Tourism Administration
- The Tourism Industry
- The Educational Institutions.
• Optional activities to be considered.
5. CHARACTERISTICS of a
TedQual Seminar
• Length: 4 days.
• Limited participation: 100 people
for the conference and 25 per
workshop.
• Highly flexible: the TedQual Seminars
can be adapted to the characterisitics and needs of each particular
case, and can also include meetings
on monographic subjects.
neurs (hoteliers, restaurateurs,
agents, etc.) and of tourism educators and training institutions of the
country, along with experts and
officials of the WTO and the
WTO·Themis Foundation.
The TedQual seminars and workshops analyse the strategic positioning of destinations and tourism
sub-sectors in the host country, as
well as possible quality and efficiency improvements that can be
achieved through education and
training. WTO members interested
in holding TedQual seminars and
workshops should contact the
WTO Human Resource Development Department. Tedqual
6
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p. 83
TedQual
AGORA
TEDQUAL AGORA
El TedQual ÁGORA está integrado por
instituciones y expertos que colaboran
con la OMT y, específicamente, con la
Fundación Themis, para la mejora continua de la calidad y la eficacia de la
enseñanza, la formación y la investigación en materia de turismo.
BACKGROUND
TEDQUAL AGORA
Le TedQual AGORA se compose d’établissements et de spécialistes qui collaborent avec l’OMT et, plus précisément, avec la Fondation Themis, pour
œuvrer à l’amélioration continue de la
qualité et de l’efficience dans les
domaines de l’éducation, de la formation et de la recherche touristiques.
The TedQual
Agora is
made up of
institutions
and expert
members who
collaborate
with WTO
and the
WTO.Themis
Foundation
Tedqual
6
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p. 84
The TedQual Certification System,
created by the World Tourism Organization, the WTO.Themis Foundation, is becoming a standard widely
accepted by the scientific and academic community interested in the
creation and dissemination of
knowledge in Tourism. In addition to
being a requirement for membership
in the WTO Education Council, the
WTO.TedQual Certification is a
methodology for quality and efficiency in education, training and
research in Tourism. It is therefore
desirable that all the stakeholders of
this methodology form part of an
operational concept which fosters
their common interests.
- Experts accredited by the WTO
TedQual Certification System.
- Members of the WTO TedQual
Practicum Alumni.
OBJECTIVES
- To promote continuous improvement in the quality of tourism
education, training and research.
- To contribute to the development
of the WTO.TedQual System.
- To provide assistance and mentoring to candidate institutions (to
obtain the TedQual Certification).
- To exchange knowledge and
information
- To facilitate the establishment
and dissemination of best practices in tourism knowledge creation and dissemination.
CONCEPT
The TedQual Agora is made up of
institutions and expert members who
collaborate with WTO and, specifically, the WTO.Themis Foundation,
for the continuous improvement of
quality and efficiency in tourism
education, training and research.
TYPES OF MEMBERS
- Education and research institutions with the TedQual Certification in force.
- Education and research institutions, which are official candidates
to obtaining the WTO.TedQual
Certification.
PRODUCTS AND SERVICES
- Information services and publications.
- Classroom/online TedQual and
GTAT courses.
- GTAT examinations.
- TedQual Best Practices Forum.
- WTO TedQual Practicum Alumni
Forum.
- Involvement in WTO.Sbest programme. Detailed information:
More detailed information on the membership procedure, obligations and rights for
each type of TedQual Agora member can
be obtained by contacting the WTO.HRD
Department or the WTO.Themis Foundation.
TEDQUAL MQE CONSULTANCY
CENFOTUR HAS COLLABORATED WITH WTO.THEMIS
IN THE DEVELOPMENT OF THIS NEW PRODUCT
The TedQual MQE team at WTO.Themis Headquarters in Andorra.
TEDQUAL MQE CONSULTANCY
La Fundación Themis de la OMT está
preparando un nuevo proyecto: la consultoría de gestión de la calidad de la
enseñanza del turismo, cuyo objetivo
consiste en ayudar a las instituciones
docentes de los países miembros a comprender y aplicar el sistema TedQual.
TEDQUAL MQE CONSULTANCY
La Fondation Themis de l’OMT est en
train de mettre au point un nouveau
produit –le TedQual.MQE – Gestion
de la qualité de l’enseignement touristique – Consultation–, qui a pour objet
d’aider les établissements d’enseignement à comprendre et mettre en œuvre
le système TedQual.
W
ithin the Programme of Work
that the WTO·THEMIS
Foundation has been developing
with the objective of widening its
offer of Products and Services specialized in the area of the Development of Human Resources for the
members of WTO, it has created
the TedQual Consultancy on the
Management of Quality in Educational Institutions, with the objec-
tive of helping to define and
implement the TedQual Quality
System in educational institutions,
(TedQual MQE Consulting).
The experience gained by the
WTO·THEMIS Foundation since
the launch of the WTO.TedQual
System in 1999, has permitted the
development of a complete panel
set of elements and indicators necessary for the definition and
implementation of a quality policy
in educational institutions allowing efficient collaboration with the
educational institutions that wish
to carry out this process of quality
and efficiency improvement in
their management.
This novel specialized consultancy
product has been developed in the
“Centro Nacional de Formación en
Turismo - CENFOTUR” in Peru,
from February to April 2003 with
the main objective of creating the
Institution’s Quality Manual that,
following the WTO.TedQual metho-
dology, will set out the processes,
sub-processes and procedures that
make up the management of this
educational Institution.
To that end, during the month of
February, technical experts from
the WTO·THEMIS Foundation
worked with the Institution’s
Management team – headed by the
Vice-Minister of Tourism in Peru,
Arquitecto Ramiro Salas and his
National Director, Mr. Germán
Rijalba – the technical staff and
the Faculty of the Institution, in
order to evaluate the present level
of implementation of the TedQual
System in their procedures, the
needs for improvement and the
future objectives established by the
Institution to finally determine the
best way to design them and carry
out their implementation.
Later, during the month of April,
CENFOTUR’s Quality Coordinator, Ms. Maritza Linares Pardo,
travelled to the WTO·THEMIS
Foundation Headquarters to develop the index and contents of this
Quality Manual, under the direct
management and assessment of the
Technical Team of the WTO·THEMIS
Foundation.
Once this Manual of Quality is officially approved by the Management
of CENFOTUR, the detailed development of the objectives, tasks to be
accomplished, staff implicated and
necessary resources will be carried
out for each procedure. Likewise, a
process for the evaluation and permanent control of the system will be
designed to achieve its permanent
up-dating and competitiveness. Tedqual
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p. 85
ACADEMIC RECOGNITION
GTAT
GTAT (General Tourism Achievement Test
and Courses) permite a profesionales y
estudiantes del turismo certificar sus
conocimientos sin tener en cuenta el lugar
donde han llevado a cabo sus estudios.
GTAT
Les épreuves et cours GTAT (General
Tourism Achievement Test and Courses)
permettent aux professionnels et aux étudiants de faire certifier leurs connaissances indépendamment de l’endroit où
ils ont fait leurs études.
BENEFITS OF GTAT
• To enable professionals and students to have a means of acquiring and certifying knowledge in
tourism regardless of where they
have carried out their studies.
• To facilitate the application of
credits gained in tourism studies
among institutions within the
WTO Education Council.
• To ensure that the curricular contents imparted by tourism education institutions meet the demands
of today’s tourism industry.
• To encourage compatibility in
tourism educational programs
throughout the world.
• To enable a diagnosis of strengths
and weaknesses of tourism professionals and students.
GTAT PRODUCTS
GTAT Certification
The individual who so desires can
record the results of the GTAT
exam in the WTO.Themis GTAT
Tedqual
6
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p. 86
Certification Registry to be made
available to employers, and attain
the corresponding Certificate of
Proficiency in this area.
GTAT Courses
These courses are available for those
who wish to further their knowledge
in a specific area, want to prepare for
the GTAT exam or are seeking
GTAT Certification. Courses are
currently available in Tourism Policy
and Strategy (TPS), Rural Tourism
Development (RTD), Strategic
Positioning and Communication in
Tourism (PCT), Re-engineering of
Tourism Processes (RTP), Hotel
and Catering marketing (HCM),
Museum Marketing (MM), Cultural
Tourism
Marketing
(CTM),
Strategic Innotavion (SI) and
Information technology in Tourism
(ITT). There is also a GTAT Master
in Hotel Administration, a
GTAT.TPS distance education version and a GTAT.TPS PhD standard. There are several formats –in
the classroom, a combination of
distance and classroom and only
distance.
GTAT Curricular Coordination
WTO can offer specific advice to
Members concerning recommended curricular contents for careers
in tourism or some specific areas
of knowledge in tourism. This
helps institutions to obtain credit
transfers for their students, especially with other institutions
belonging to the WTO.EdC.
GTAT Diagnosis
This software test may be taken by
tourism students and professionals
to diagnose their strengths and
weaknesses in a certain subject. If
deficiencies are found, a course can
emphasize those areas which need
strengthening and a subsequent
exam can be taken to certify better
results. GTAT diagnosis can be
offered by all institutions belonging
to the WTO Education Council.
GTAT Exams
GTAT exams provide objective
computerized examinations covering one or more areas of knowledge
in tourism. Examinations consist in
250 to 500 multiple choice questions and several case studies. This
enables students and professionals
to pinpoint their strengths and
weaknesses as well as giving educational institutions an overall view of
the effectiveness of their curriculum in different areas. GTAT exams
are currently available on Tourism
Policy and Strategy, Rural Tourism
Development, Strategic Positioning
and Communication in Tourism
and Re-engineering of Tourism
Processes. These exams may be
taken at centres members of the
WTO Education Council. GTAT.DMT
IMPROVING KNOW-HOW ON
TOURISM DESTINATION MANAGEMENT
GTAT.DMT
En el contexto de la creciente atención que la OMT dedica a los destinos turisticos, su departamento de
recursos humanos organizó un curso
GTAT.DMT sobre la gestión de destinos turisticos. Este articulo informa
sobre las características y desarrollo
de esta iniciativa que tuvo lugar en la
OMT, en octubre 2003.
GTAT.DMT
L’OMT accordant une attention croissante aux destinations touristiques, sa
section Développement des ressources humaines a organisé un nouveau cours appelé GTAT.DMT sur la
gestion des destinations touristiques.
Cet article expose les caractéristiques
de cette nouvelle initiative.
GTAT.TPS Course on Tourism Destination Management at WTO Headquarters.
T
he World Tourism Organization
has dedicated almost 30 years
of its activity to developing tourism
policy on a national and international level. However, policy is becoming more and more complex and
action at a local level is increasing
relevant. The new GTAT.DMT
(Destination Management in
Tourism) courses have been developed with this in mind and aim to
offer theoretical-practical instruments for tourism policy and management at a local level, in coordination with the macro-tourism policies
of WTO member States. These
courses have been structured on the
following areas of knowledge:
Tourism Policy:
the role of WTO in the creation of
planning and management instruments.
• Quality Standards.
• Tourism Satellite Accounts.
• Tourism Impacts: statistics.
• Human Resource Development:
specialized products and services.
MARKETING APPLIED TO
TOURISM DESTINATIONS
• Strategic Positioning
• Applied Operative Marketing
Policies.
• New Technologies applied to
Marketing.
• Relationship Marketing.
• The Role of Stakeholders in determining the Marketing Strategy of
a Destination.
• Strategic Development and
Management.
PLANNING OF
TOURISM DESTINATIONS
• The Planning Process: levels,
stages and action plan.
• The Role of Territorial and
Zoning Issues.
• Tourism Quality.
• Efficiency. Re-engineering of
tourism processes.
• Competitiveness.
• Partnerships. Tedqual
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p. 87
GTAT.TPS COURSE FOR TOURISM
DESTINATIONS IN MÉXICO
P
CURSO GTAT.TPS PARA DESTINOS
TURÍSTICOS EN MÉXICO
Este curso se celebró en diciembre de
2002 bajo el auspicio del Centro de
Estudios Superiores de Turismo (CESTUR) del Gobierno de México y fue
impartido por expertos de la
Fundación Themis. En total, 35 funcionarios de alto rango y diversas
autoridades participaron en el área de
la gestión de destinos.
COURS GTAT.TPS POUR LES
DESTINATIONS TOURISTIQUES
DU MEXIQUE
Ce cours s’est tenu en décembre 2002
sous les auspices du Centre d’études
touristiques CESTUR du gouvernement du Mexique et a été donné par
des experts de la Fondation Themis de
l’OMT. Au total, 35 hauts fonctionnaires et décideurs ont participé à ce
cours sur la gestion des destinations.
Tedqual
6
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p. 88
ublic managers of tourism
destinations are constantly
face with questions like:
- Which are the ideal tools for the
knowledge and evaluation of the
competitive positioning of Tourism
Destinations?
- How can the impacts of tourism
development be efficiently
measured and consequently how
can corrective policies be incorporated?
- What are the elements of competitive tourism supply?
- What are the key factors for success in my markets of reference?
- What communication tools are
the most indicated for a Tourism
Destination to transmit its image
and products to its reference
markets?
- Is it possible to establish quality
and reengineering processes in
the tourism destinations that will
enable the efficiency of its management to be improved and a
higher level of satisfaction of
their customers? How can these
be implemented?
- Which are our competitive
advantages? How can we increase
the added-value of our tourism
products?
- Is attaining these objectives only
a competence of public administrations? What role can or should
the private sector play?
In order to respond to these questions, the WTO Human Resource
Development Department, through
the WTO·THEMIS Foundation,
has tailored this specialized
GTAT.TPS.DMT Course, that sat-
isfactorily combines the study of
conceptual elements with a practical approach.
In this approach, the “Secretaría de
Turismo” of the Government of
Mexico, through its “Subsecretaria
de Planificación Turística”, requested WTO to hold a GTAT.TPS.DMT
Course on Tourism Policy and
Strategy for Destinations Management in Tourism aimed at the officials of their respective organisms
and public entities with competences in the planning and development of national and regional
tourism.
This course was held last December
2002 under the auspices of the
Centre of Tourism Studies CESTUR
of the Government of Mexico and
was taught by the WTO·THEMIS
Foundation. A total of 35 high-level
officials and decision-makers in the
area of destination management participated.
During the course, apart from the
theoretical study of the principal
elements and factors directly affecting the competitiveness of Tourism
Destinations, models of reference
were also analyzed and their possible application to the reality of the
country’s different tourism destinations was studied during the workshops.
A new GTAT.TPS (DMO) course
will be held in Guanajato (Mexico)
in November 2003. On this occasion, the Government of Mexico is
providing 15 scholarships for participating Government Officials of
other Latin American WTO Member
States. SUCCESSFUL GTAT.TPS COURSE
IN PRETORIA, SOUTH AFRICA
Participants at the WTO.HRD GTAT.TPS Course.
ÉXITO DEL CURSO GTAT.TPS EN
PRETORIA (SUDÁFRICA)
La Sección de Desarrollo de Recursos
Humanos y la Representación Regional
para África de la OMT organizaron un
curso y taller de cinco días sobre las últimas novedades y tendencias en política,
estrategia y marketing de turismo, que se
celebró con éxito en Pretoria (Sudáfrica).
SUCCES DU COURS GTAT.TPS DONNE
A PRETORIA (AFRIQUE DU SUD)
Un cours-atelier de cinq jours, organisé
par le Département des ressources
humaines de l’OMT et la représentation
régionale de l’OMT pour l’Afrique, a
remporté un vif succès. Donné à Pretoria
(Afrique du Sud), il portait sur les derniers développements et tendances
observés en matière de politique, de stratégie et de marketing du tourisme.
A
successful 5-day course and
workshop, organized by the
WTO Human Resource Development Department and the WTO
Regional Representation for
Africa, was held in Pretoria, South
Africa on March 15-20, on the latest developments and trends in
tourism policy, strategy and marketing, in the framework of the
WTO's Specific Programme of
Activities to Promote Tourism
Development in Sub-Saharan Africa.
This course organized for Eastern
and Southern African countries,
was attended by 53 delegates from
9 countries of this sub region, representing national governments, as
well as provincial and local governments of South Africa.
The course was opened by Dr.
Dawid de Villiers, WTO Deputy
Secretary-General, Dr. Patrick
Matlou, Deputy Director-General
for Tourism of South Africa and Mr.
Ousmane Ndiaye, WTO Regional
Representative for Africa. It was
conducted by Professor Ernie
Heath from the University of
Pretoria, a WTO Tedqual Certified
Centre, and Lionel Becherel who
works closely with the Human
Resource Development Dept. of
WTO (WTO.HRD) and covered
such areas as tourism and economic policy, marketing strategy, planning and development as well as
information in tourism and the evolution of strategy.
Leading industry practitioners
contributed to the programme on
key areas such as quality management, trends and issues in the
region, providing the latest information and practical advice.
It was an excellent opportunity to
exchange experiences and ideas and
to examine different methods used in
formulating Tourism Policy and
Strategy. Specific tourism development issues from Ethiopia,
Seychelles, Namibia, Botswana,
Malawi, Mauritius, Swaziland,
Mozambique and South Africa at
national, provincial and local levels
were investigated and deliberated.
Response from the participants to the
TedQual Evaluation Questionnaire
upon completion of the course
showed a high level of satisfaction as
well as a desire to hold more courses
of this type in the region.
The Department of Environmental
Affairs and Tourism of South Africa
provided excellent arrangements
and facilities and organized visits
and excursions around Pretoria and
Johannesburg allowing tourism professionals from all areas of South
Africa and the different countries
attending the course, the opportunity to experience the country as a
tourism destination; to network and
to build future relationships. WTO Deputy Secretary-General, Dr. Dawid de Villiers.
Tedqual
6
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p. 89
WTOPracticum
GET ACQUAINTED WITH WTO
Participants of the WTO.Practicum 2003.
OMT PRACTICUM
WHAT IS THE PRACTICUM?
El Practicum OMT es un programa de
dos semanas de duración y tiene como
objetivo familiarizar a los funcionarios
de los paises Miembros de la OMT con
los recursos, programas y personas de
la OMT. Se mejora así la comunicación
entre la Organización y sus Miembros.
El grupo de 25 funcionarios participantes tiene también la ocasión de conocer
las innovaciones en política y estrategia
del turismo. En este programa pueden
participar funcionarios con titulación
universitaria que ocupen puestos de
nivel medio o superior de las Administraciones turísticas.
• The WTO Practicum is a twoweek internship programme for
officials of National Tourism
Administrations (NTAs) of WTO
member States held at WTO
Headquarters in Madrid.
• The aim of the Practicum is to
familiarize these officials with
WTO programmes and the staff
implementing them, so as to
enhance future contacts and to
make WTO Members more aware
of the resources available to them
at WTO and WTO.HRD.
• During the Practicum, officials
participate in a five-day workshop
on Tourism Policy and Strategy
which analyses the current situation of the sector, covers areas of
knowledge necessary for officials
and takes note of the latest developments in tourism policy and
strategy which can be used by
OMT PRACTICUM
Le Practicum OMT est un programme
qui se déroule sur deux semaines, dans
le but de familiariser les fonctionnaires
des pays membres de l’OMT avec les
ressources, les programmes et le personnel de l’OMT. La communication
entre l’Organisation et ses Membres est
ainsi enrichie. Le programme permet
également au groupe de 25 fonctionnaires qui y participe de connaître les
innovations en politique et stratégie
touristiques. Se programme s’adresse
aux fonctionnaires possédant un diplôme universitaire et qui occupe des
postes de niveau moyen et haut dans
l’Administration touristique.
Tedqual
6
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p. 90
NTAs and NTOs in devising their
countries’ tourism plans. The areas
covered in the workshop are:
- Basic concepts of the theory, and
practice of tourism policy.
- New technologies in tourism.
- The effects of tourism, its planning and development sustainability.
- The use of information in
tourism: tourism statistics, satellite accounts, etc.
- Human resource development
strategies in tourism.
- Tourism marketing.
- Tourism legislation.
- Competitiveness action and tools
in tourism policy and strategy.
• This workshop is complemented
by a two to three day technical visit
to a leading tourism destination,
either in Spain or a nearby country,
to gain a firsthand knowledge of
the practical application of policy
and the strategies used to achieve
specific goals.
• The final week is spent in getting
to know more about WTO from its
officials in the different programme areas and the regional
representatives for each of WTO’s
six regions. In a seminar setting,
WTO officials speak with the
Practicum participants about their
programmes, exchange information on how WTO can best serve
its Members and what the countries’ specific needs are.
• Throughout the Practicum programme, WTO officials are available to meet individually or in
The Practicum
is a unique
intense
experience
of learning,
getting to
know many
WTO staff
members on
a daily basis
and exchanging
views with
other tourism
officials from
all regions of
the world,
knowing of
each others
challenges and
goals, forming
relationships
that last far
beyond the
stay in Madrid.
small groups with the participants
regarding issues of special interest
to them. Those who wish may consult the Documentation Centre and
the numerous WTO publications.
They get to know many staff members on a daily basis and thus
return to their countries with a
feeling that they have not only contacts at WTO but friends who can
assist them.
• All of this makes the Practicum a
unique intense experience of
exchanging views with other
tourism officials from all regions
of the world, learning of each others challenges and goals, forming
a relationship that lasts far beyond
the stay in Madrid. Our experience
is that many of the participants
continue to keep in touch and to
assist each other in their various
areas of expertise, while also keeping in close contact with WTO.
WHAT MAKES IT DIFFERENT?
- It enables tourism officials to
become well acquainted with
WTO, its programmes and its
staff during a sustained period.
- It is offered to a small group (20 to
25 partipants) of mid to high-level
officials from WTO member
States with at least two years experience in formulating their countries’ tourism policy and strategy.
- It is not a “de-luxe” official visit,
but rather the atmosphere is
relaxed, intended to be both professionally beneficial and personally enjoyable.
- The participants work on case
studies, travel together on the
technical visit over the weekend
and stay at the same lodgings
near WTO Headquarters.
- It is an open experience in which
intensive theoretical work is
complemented by social activities. Officials spend their free
time getting to know Madrid and
its cultural attractions such as
museums, sampling Spanish cuisine and shopping.
WHAT ARE THE BENEFITS?
- Gaining an in-depth knowledge
of WTO, its officials and what
the Organization is doing and
can do for their countries.
- Developing decision-making
skills by participating in a
Tourism Policy and Strategy
workshop.
- Sharing this experience with other
government officials from all
WTO regions, establishing contacts between them for the future.
- Exchanging views with officials
working in different areas of
tourism: planning, environment,
statistics, promotion, etc.
WHAT ARE THE
REQUIREMENTS FOR
PARTICIPATION?
Basic requirements for candidates
are:
- To be an official of a WTO member State NTA in a mid to highermanagement level post, with at
least two years experience in
developing tourism policy in
their country’s administration.
- To hold a university degree.
- To have an excellent knowledge
of at least one of the WTO official languages in which the
Practicum session in question is
to be held.
- To be open to new experiences,
able to adapt to a loose structure
and be willing to accept cultural,
religious and political differences among a varied group of
individuals.
• Over 240 officials from more than
110 WTO member counrties have
participated in the WTO Practicum,
since its inception in 1997.
For further information and to apply,
please see the relevant section of
www.world-tourism.org, and/or contact educa@world-tourism.org. Tedqual
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p. 91
WTO.THEMIS
TedQual PRACTICUM
Training
Programme
Specialized
in Tourism
Education,
Training and
Research for
Government
Officials
Participants of the TedQual Practicum (Autumn edition).
TEDQUAL PRACTICUM
El programa TedQual Practicum permite a los Gobiernos miembros de la
OMT conocer de forma detallada y
directa los productos y servicios especializados en Educación y Formación
Turísticas que la OMT ha desarrollado
para lograr la mejora de la competitividad turística. El programa se desarrolla
en la Sede Central de la Fundación
OMT.Themis en Andorra y en la propia
OMT en Madrid y va dirigido a funcionarios designados por sus Gobiernos
respectivos que estén dispuestos a ejercer de enlace con la OMT en materia de
Educación y Formación Turísticas.
TEDQUAL PRACTICUM
Le programme TedQual Practicum permet à tous les membres de l’OMT
de connaître en détail et directement les
produits et services spécialisés d’éducation et de formation touristiques développés par l’OMT dans le but d’atteindre
une meilleure compétitivité de ses
membres. Le programme se déroule en
Andorre, au siège central de la Fondation
OMT.Thémis, et à l’OMT à Madrid, et il
s’adresse aux fonctionnaires désignés par
leurs gouvernements respectifs et disposés à servir d’agents de liaison avec
l’OMT dans le domaine de l’éducation et
de la formation touristiques.
Tedqual
6
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p. 92
WHAT IS IT?
The
WTO·Themis
TedQual
Practicum is a specialized internship programme in Tourism
Human Resource Development –
HRD (Education, Training and
Research) for officials of WTO
Member States working in NTAs,
NTOs and National Tourism
Promotion Offices.
The TedQual Practicum programme enables Members of
WTO to gain an in-depth knowledge of the specialized Tourism
Education and Training products
and services, which WTO has
developed in order to improve the
competitiveness of its Members.
The programme has a duration of
ten days, and is conducted at the
premises of the WTO·Themis
Foundation in Andorra and at
WTO Headquarters in Madrid. It
combines attendance at specialized conferences with participation in interactive workshops.
WHAT IS THE OBJECTIVE
OF THE WTO.THEMIS
TEDQUAL PRACTICUM?
The programme has been designed
so that WTO Member States can
count with specialized officials
with up-to-date knowledge of techniques and methods in Tourism
Education, Training and Research,
as well as familiarization with the
specialized products and services
of the WTO.HRD Dept. and the
WTO.Themis Foundation. The pro-
gramme is structured to give the
participants first-hand knowledge
of the products and services developed by WTO in Education and
training in the use of these tools so
that, upon the return to their country they may act as WTO.HRD
official liaison officers. This benefits both the participants and WTO,
by establishing a closer working
relationship in the area of tourism
education, training and research.
Given the varied structure of
Tourism Administrations from
country to country, these officials
may either be entirely dedicated to
this area or combine this specialization with other duties.
WHO CAN APPLY?
Officials of WTO member States
with a university degree and at
least two years of proven experience in the Tourism Administration
of their country and a minimum
level of Chief of Service can apply.
Special merit will be given to
administrative or teaching experience in the area of Education and
Training. A good knowledge of
English, French or Spanish is
required. Applications for this programme must be made by the
respective Governments, not by the
officials themselves.
GENERAL CONDITIONS
FOR PARTICIPATION
Accommodation is covered by the
WTO.Themis Foundation and participants receive a daily allowance
to cover meals and incidental
expenses. Round trip transportation from the home country to
Andorra and Madrid is covered by
the Government sending the official. Travel by train and bus to and
from Andorra is covered by the
WTO.Themis Foundation. Candidates must also submit a medical
certificate and take out an all-risk
insurance policy.
To qualify for admission in the
WTO.Themis TedQual Practicum,
a candidate must meet the following conditions:
1) Be an official occupying a management post in the NTA, NTO or
in the national tourism education
training and research center of the
one of WTO’s Member States (or,
in the case of a decentralized
Administration, to be a regional
tourism officer, duly recommended
by both the Regional Government
and Central Government);
2) Be appointed as official
WTO.HRD liaison officer at
his/her Tourism Administration
and be willing to carry out these
duties in the future.
3) Be between twenty-seven and
forty-five years of age;
4) Have sound professional experience in the public sector equipping
him/her for increased responsibilities within the National (or
Regional) Tourism Administration
and to have had several years of
active employment there. Familiarity
with issues of tourism education and
training is desirable.
5) Have completed his/her university education validated by a diploma;
6) Have an international outlook,
without necessarily having worked
in international relations;
7) Have an excellent command of
English and knowledge of one
other official language of WTO;
8) Have sufficient adaptability - both
professional and personal - to be able
to leave his/her usual surroundings;
9) Have a clear idea of the professional objectives he/she wishes to
attain during the WTO.Themis
TedQual Practicum period and
how these are applicable to his
work at his/her country's National
Tourism Administration.
ADMISSIONS PROCEDURE
The successful candidate should:
a) Previously secure a nomination
from his/her Administration, stating that he/she will act as the
WTO.HRD official liaison officer,
which will be transmitted to WTO
in the form of a letter of introduction from the government of his
country;
b) Send a letter of intention to
WTO, stating:
1) that he/she is fully aware of the
details concerning the
content and format of the
WTO.Themis TedQual Practicum
as well as the commitment this
entails on his part (participation in
activities, attendance at the training sessions, etc.)
2) that he/she accepts his
Government's decision to appoint
him/her as the WTO.HRD official
liaison officer and agrees to carry
out these duties in the future;
3) his/her professional achievements and career goals; and how
these relate to the WTO.Themis
TedQual Practicum;
4) the professional objectives
he/she expects to attain
through his/her participation in the
WTO.Themis TedQual
Practicum, specifically in HRD;
c) Fill out the Application Form
and return it to WTO with copies
of his/her certificates or diplomas
obtained, and indicate language
abilities in order to ensure that
they are the same as those in which
the course is given;
d) Submit a medical certificate
stating that he/she is in good
health, fully fit for work and free
from infectious disease; and
e) Take out an individual all-risk
insurance policy to cover his/her
stay abroad. For more detailed info, application
deadlines and model Application
Form, please go to:
http://www.world-tourism.org/
frameset/frame_education.html
Tedqual
6
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p. 93
WTO.Sbest
INITIATIVE
Quality Human Resource Development for
Service Excellence in Tourism Destinations
INICIATIVA WTO.Sbest
La Iniciativa WTO.Sbest es un marco
conceptual para un conjunto de programas del DRH.OMT que tienen el fin
común de contribuir a la competitividad y al éxito de los destinos turísticos
mediante la excelencia en el servicio.
Ello se logra mediante actuaciones que
combinan el análisis de las necesidades
con actividades de formación de elevado valor añadido.
INITIATIVE WTO.Sbest
L’Initiative WTO.Sbest est le cadre
conceptuel d’un ensemble de programmes de la section DRH de l’OMT
qui ont pour but commun de contribuer à la compétitivité et au succès
des destinations touristiques grâce à
l’excellence des services. Pour l’atteindre, les interventions combinent
l’analyse des besoins et les activités de
formation à forte valeur ajoutée.
acterised by (i) making use of all the
expertise available in WTO and
WTO members, (ii) responding to
concrete needs and (iii) optimising
the results/resources ratio.
The framework concept for these
new products and services is that
of “achieving excellence in service
through quality training and education, and helping promote those
who join forces with WTO to this
objective”.
Thus, the WTO.Sbest Initiative is a
framework concept encompassing
concrete programmes and avenues
for action.
These are the basic elements of the
WTO.Sbest Initiative:
CONCEPT
Q
uality training and education
has become a key issue for the
competitiveness and success of
tourism destinations. Thus, WTO
members decided at the last General
Assembly that new programmes
should be started in this respect,
with an emphasis on training.
The WTO.HRD department and the
WTO.EdC have analysed the issue
of how to design innovative WTO
products and services to assist WTO
members in this area, and have proposed a range of programmes charTedqual
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The WTO. Sbest Initiative is a
framework for a range of WTO
Programmes sharing the common
goal of contributing to Tourism
Destination competitiveness and
success through excellence in
service. This is achieved through
actions combining the analysis of
needs and quality gaps with training (and education) activities of
high value added characteristics.
WTO undertakes to promote all
successful experiences achieved
within these initiatives.
CONDITIONS FOR
PARTICIPATION OF TOURISM
DESTINATIONS IN THE
WTO.SBEST INITIATIVE
1. To be a member of WTO
2. To formally express a commitment to excellence within the
WTO.Sbest
Initiative
for
Tourism Destinations.
3. To comply with the technical
requirements established in the
WTO.Sbest Initiative for each
category (type) of tourism destination.
4. To formally establish the local
WTO.Sbest Initiative Executive
Board (WTO.SIEB) made up of
representatives of (i) the public
sector, (ii) the private sector and
(iii) the tourism education and
training institutions. Launching
of specific programmes within
the WTO.Sbest Initiative, such
as the WTO.TLMO, the
WTO.Sbest Training etc. will
require specific local Executive
Boards for each one.
5. To finance in-kind and cash
expenses derived from the destination’s participation in the
WTO.Sbest Initiative.
6. To attend the Annual Plenary
Conference of WTO.Sbest Initiative for Tourism Destinations. WTO.Sbest INITIATIVE
OBJECTIVES
• First, to offer destination managers and authorities a framework
for coordinated action in the
search for competitiveness and
success, by stressing the key role
of excellence in service and using
quality tools in Human Resource
Development.
• Within this, to facilitate the analysis of needs and quality gaps in
Tourism Labour Markets, allowing
for better focusing of Human
Resource Development actions.
• Also within this framework, to
stimulate better communication
and understanding between
employers and employees and
with authorities and destination
managers, allowing for a good
climate in Human Resource
Development (HRD) and Human
Resource Management (HRM).
• Last, but not least, to promote
and help promote those tourism
destinations joining in this WTO
initiative and achieving tangible
results in service excellence.
CHARACTERISTICS
• Action based on factual knowledge
of Tourism Labour Markets and
their implications for HRD and
HRM. The basic programme in this
respect is the WTO.Tourism Labour
Market Observatory (WTO.TLMO)
which analyses the status and
trends in these markets at destination, regional and global level.
• Quality Tourism Training (and
Education) focused on needs and
quality gaps detected in the
WTO.TLMO and designed and
implemented by WTO.Education
Council members having obtained
the WTO.TedQual Certification.
The basic programme in this
respect is the WTO.Sbest Training.
• Quality Audits to certify excellence of service in key operations
and businesses of Tourism
Destinations and determine magnitude and relative importance of
quality gaps in HRD and HRM. The
WTO.TLMO allows for the continuous monitoring of the gaps while
the WTO.Sbest Audit certifies
good results in minimizing these.
• Quality Certification and Promotion of destinations achieving
compliance with WTO.Sbest
Standards
of
Excellence.
WTO.Sbest Cer tification and
Promotion is intended to help
promote those destinations
which strive for excellence within the WTO.Sbest Initiative, while
also contributing to setting
benchmarks for global action in
this respect.
WTO.Sbest
TRAINING FOR
BUSINESS
EXCELLENCE
WHAT IS THE
WTO.Sbest TRAINING?
WTO.Sbest Training is a programme included in the WTO.Sbest
Initiative and intended to improve
tourism service in businesses, institutions and destinations. Its aim is to
gain competitive advantage through
standarized on-the-job training and
simultaneous promotion of the
tourism businesses, institutions,
destinations and clusters which successfully follow this programme.
This programme is implemented
by means of an agreement between
WTO and the entities concerned,
with the support, when appropriate, of the corresponding government, and under the academic
supervision of one or more of the
WTO Education Council Centres.
Once the objectives established in
each agreement are reached, a
WTO.Sbest Audit is carried out
and, if satisfactory, WTO issues the
corresponding accreditation which
can be used for promotional purposes: i.e. “WTO.Sbest Business”.
WTO.Sbest Training certificates
will also be issued to students-professionals who successfully complete each training module imparted.
WHAT ARE THE BENEFITS
OF THE WTO.Sbest
TRAINING PROGRAMME?
Significantly improve the level of
commitment and awareness of the
human resources of the correspon-
WTO.Sbest TRAINING
El programa Sbest Training de la OMT
tiene como objetivo mejorar el servicio
turístico en los negocios, destinos y clusters. Pretende lograr ventajas competitivas
a través de la formación continua estandarizada (on-the-job training) y promoción
simultánea. Se lleva a cabo a través de un
acuerdo entre la OMT y la entidad participante, bajo la supervisión de uno o más
centros del Consejo de Educación. Una
vez completado el programa con éxito, se
otorgará a la entidad participante la acreditación WTO.Sbest, así como certificados y
diplomas a los profesionales que hayan
tomado parte en el programa.
WTO.Sbest TRAINING
L’objectif du programme WTO.Sbest
Training de l’OMT est d’améliorer les services liés au tourisme dans les domaines
tant des entreprises que des destinations
touristiques ou des clusters. Il prétend
atteindre des avantages compétitifs à travers une formation continue standardisée
(on-the-job training) et une promotion
simultanée. Sa mise en œuvre s’appuie sur
un accord entre l’OMT et l’organisme participant, sous la supervision d’un ou plusieurs centres du Conseil d’éducation. Une
fois le programme mené à son terme avec
succès, l’organisme participant recevra
l’agrément WTO.Sbest. Les professionnels
ayant pris part au programme obtiendront
des certificats et des diplômes.
ding Company, Institution and
Tourism Destination.
Increase their client’s and user’s
satisfaction.
Obtain the international accreditation issued by WTO that recognizes them as a Company, Institution or Tourism Destination with
“Excellence in Service”.
Use of this accreditation, during its
validity period, to differentiate
itself in its marketing strategies.
Tedqual
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p. 95
WHO CAN REQUEST A
WTO.Sbest TRAINING
PROGRAMME?
WHAT DOES A WTO.Sbest
TRAINING PROGRAMME
CONSIST OF?
The programme is available to all
members of WTO and can be
applied to tourism businesses, institutions or destinations under the
jurisdiction of any of the member
Governments of the Organization. In
special cases other requests can be
considered, for example, at the
request of International Agencies. It
is recommended that the programme
is applied to a destination or cluster
as a whole –including the competent
public institutions and the private
businesses involved in the operation
of the tourism destination in question, especially those which provide
direct services to tourists.
Destinations should have been
accepted previously in the
WTO.Sbest Initiative.
The training product is made up of
a minimum of three courses – two
of them obligatory and the rest
optional. Each course has a duration of between 25 to 40 class
hours, and should be given within
an annual period, counted as natural year or the year as from the termination of the high season. The
courses will have a maximum of
40 students.
The curricular content of the obligatory courses will be defined by
WTO, with the assistance of its
Education Council and the
WTO·Themis Foundation, taking
into account the specific characteristics of each case and using the
GTAT methodology. The obligatory courses will be on “Customer
Service or Front-line Service” and
“Total Quality Techniques”. The
optional courses will be determined by the entity requesting the
WTO.Sbest, although they are to
be structured on the GTAT
methodology.
In order for courses to be deemed
adequately implemented, at least
50% of the staff of each participating entity should successfully
complete the courses. In the case
of a destination requesting the
WTO.Sbest accreditation, a minimum number of participating entities will be established for each
destination. WTO will issue the
corresponding accreditations and
diplomas when the established
programme has been successfully
completed as accredited by an insite WTO.Sbest Audit. CUZCO-MACCHU PICCHU JOINS
THE WTO.Sbest INITIATIVE
A
t WTO Headquarters on 31
January 2003, Cuzco-Machu
Picchu (Peru) became the first
WTO destination to join the
WTO.Sbest Initiative in an agreement signed between the First Vice
President and Minister of Foreign
Trade and Tourism of the Republic
of Peru, H.E. Raúl Diez Canseco
Terry, accompanied by the Ambassador of Peru in Spain, H.E.
Fernando Olivera Vega and the
Vice-Minister of Tourism of Peru,
Ramiro Salas Bravo, the President
of the Region of Cuzco, Mr. Carlos
Cuaresma Sánchez, the Head of the
Chamber of Commerce of Cuzco,
Mr. Carlos Milla Vidal, the
Tedqual
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p. 96
Provincial Mayor of Cuzco, Mr.
Carlos Valencia Miranda,the Mayor
of Machu Picchu, Mr. Oscar
Valencia Aucca, the Director of
CENFOTOUR, Dr. Germán Rijalba
and the WTO Secretary-General,
Mr. Francesco Frangialli, the
Executive President of the
WTO.Themis Foundation, Dr.
Eduardo Fayos-Solá and the WTO
Director of Administration, Mr.
Peter Shackleford. Mr. Manuel
Cacho-Sousa Velásquez, Counsellor
of the Embassy of Peru in Spain
also attended the signing of the
agreement. Under this agreement,
joint programmes aimed at achieving excellence in service in the
CUZCO Y MACHU PICHU SE UNEN
A LA INICIATIVA OMT.SBEST
El 31 de enero de 2003, en la sede la
OMT, Cuzco y Machu Pichu (Perú) se
convirtieron en el primer destino turístico que se suma a la iniciativa
Sbest.OMT gracias al acuerdo firmado por el Primer Vicepresidente y
Ministro de Comercio Exterior y
Turismo de la República de Perú, Raúl
Díez Canseco Terry.
CUZCO-MACCHU PICCHU ADHERE
A L'INITIATIVE OMT.SBEST
Au siège de l'OMT, Cuzco-Machu
Picchu (Pérou) est devenue le 31 janvier 2003 la première destination de
l'OMT à adhérer à l'Initiative OMTSbest aux termes d'un accord passé
entre le premier vice-président et le
ministre du Commerce extérieur et du
Tourisme de la république du Pérou,
S.E. Raúl Diez Canseco Terry.
Authorities at WTO-Perú Sbest Initiative Agreement.
tourism sector through education,
training and research will be carried
out in Cuzco-Machu Picchu under
the WTO.Sbest Initiative. The
WTO.Sbest Initiative is designed to
enable destinations to gain a competitive advantage through quality services in tourism provided by employees at all levels, and especially at
the direct service level, which often
is the primary contact for tourists
visiting destinations. Quality education, training and research are
essential to achieving this goal.
One initial step in these activities
is the implementation of the WTO
Tourism Labour Market Observatory (TLMO), an ongoing programme to obtain qualitative information on the current situation of
human resources and trends in
tourism and to determine the effect
on tourism education and training
so as to design optimal programmes to match the industry's
needs. This also provides added
value at the moment of forming
tourism policy in the destination.
Based on the results of the TLMO,
quality education and training programmes are to be designed
through the WTO.Sbest programme. These will be carried out
with the education institution and
WTO TedQual Education Council
Member, CENFOTOUR, and
using the WTO.GTAT methodology for the development of curricular contents.
Research, conferences and think
tanks, publications and especially
education and training activities
for excellence in service and destination management in general are
also part of the WTO.Sbest
Initiative, along with activities
such as those concerning indicators, the evaluation of results, certification (WTO.Sbest Audit and
Certification), dissemination of
information, pilot projects on specific sites of tourism interest and
technical or administrative innovations among others.
Upon completing the various phases of the WTO.Sbest Initiative, the
destination Cuzco- Machu Picchu
can be designated as a WTO.Sbest
quality destination.
WTO is excited at the prospect of
working with its Member States,
and in this case Peru, to provide
the most up-to-date WTO Human
Resource Development products
and services to achieve excellence
in service and competitiveness
through quality training and education, and to helping promote
those destinations who join forces
with WTO in this objective. Under
this WTO.Sbest Agreement the
authorities of the central, regional
and local governments, the private
and education sectors of Peru will
collaborate with WTO and its
Human Resource Development
programme to ensure quality
tourism in Cuzco-Machu Picchu,
which ranks among the world's
leading tourism destinations. Tedqual
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p. 97
OMT.Sbest
GALAPAGOS (Ecuador)
WTO.Sbest GALAPAGOS
(ECUADOR)
Last January, the World Tourism
Organization and the WTO.Themis
Foundation signed an Sbest agreement
with the Government of Ecuador and
the Chamber of Tourism of Galápagos.
OMT.Sbest GALAPAGOS
(ÉQUATEUR)
Le mois de Janvier dernier, l’Organisation Mondiale du Tourisme et la
Fondation OMT·THEMIS ont signé un
accord OMT.Sbest avec le Gouvernement d’Équateur et la Chambre du
Tourisme de Galápagos.
L
a Organización Mundial del
Turismo y la Fundación
OMT.Themis firmaron el pasado
mes de Enero un acuerdo
OMT.Sbest con el Gobierno de
Ecuador y la Cámara de Turismo
de Galápagos.
Los firmantes del Acuerdo afirman
en este documento que el
Desarrollo de Recursos Humanos
(DRH) es una de las principales
esferas del Programa de Trabajo de
la OMT, que reviste particular
importancia para los profesionales
que trabajan en destinos turísticos,
y que se realizan numerosas actividades en el ámbito del Programa de
Trabajo de DRH con el objeto de
Tedqual
6
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p. 98
mejorar los servicios prestados en
el sector del turismo, a través de la
educación, la formación y la investigación; y que el Gobierno de
Ecuador y la Cámara de Turismo de
Galápagos desean alcanzar la excelencia en los servicios turísticos
fomentando la educación, la formación y la investigación en el sector
del turismo a tales fines, y que han
determinado que la educación y la
formación, la situación profesional,
las condiciones de trabajo y la competencia de los profesionales son
elementos clave para ello.
En base a ello, el Acuerdo tiene
como objeto:
a) Un aumento de los conocimientos
(investigación) sobre el destino,
en lo concerniente a su situación
estratégica, calidad, eficiencia y
sostenibilidad, con el objeto de
mejorar los resultados y el servicio a nivel de gestión para contribuir a la competitividad y al éxito
del destino. El Programa de la
OMT Observatorio del Mercado
Laboral del Turismo pertenece a
esta categoría.
b) Una educación y una formación
de calidad que aborden las prin-
cipales cuestiones derivadas de
esta investigación. La formación
incluirá las cualificaciones consideradas estratégicas en la
investigación, pero no se limitará
necesariamente a las mismas.
También podrían impartirse
conocimientos especializados.
Estos programas de educación y
formación se llevarán a cabo
invariablemente con la colaboración de una institución de educación o formación con certificación OMT.TedQual. El programa
Formación OMT.Sbest pertenece
a esta categoría.
c) Investigación, conferencias, grupos de reflexión, publicaciones y
difusión de cuestiones relativas a
la educación, la formación o la
investigación en materia de
excelencia en los servicios y en
la gestión del destino en general.
d) Otras actividades, como las
relativas a los indicadores, la
evaluación de los resultados, la
certificación (Auditoria y
Certificación OMT.Sbest), la
difusión de información, proyectos piloto, lugares específicos
de interés turístico, innovaciones
técnicas o administrativas, y el
papel que desempeñan la información, la educación y la formación en la política turística,
entre otras.
El Acuerdo WTO.Sbest Galápagos
(Ecuador) fue firmado por S.E.La
Ministra de Turismo de Ecuador, el
Secretario General de la OMT, el
Presidente de la Cámara de Turismo
de Galápagos y el Presidente de la
Fundación OMT.Themis. WTO.Sbest
THINK TANK ENTHUSIASTICALLY
REACHES CONSENSUS ON
FRAMEWORKS FOR TOURISM
DESTINATION SUCCESS
The Think Tank
discussions
identified the
destination as
the fundamental
unit of analysis
in tourism.
Think Tank participants at the WTO Headquarters.
EL GRUPO DE REFLEXIÓN ALCANZA
UN CONSENSO ENTUSIASTA SOBRE
LOS MARCOS DEL ÉXITO DE LOS
DESTINOS TURÍSTICOS
Destacados expertos del Consejo de
Educación de la OMT e importantes
profesionales de diversos destinos turísticos debatieron los puntos y conceptos
fundamentales para el éxito de la gestión
de un destino turístico y, en un grupo de
reflexión sobre gestión de destinos turísticos de tres días de duración, lograron
alcanzar un consenso en cuanto a la definición de “destino turístico local”.
OBTENTION D'UN CONSENSUS
SUR LES CONDITIONS DU SUCCES
DES DESTINATIONS TOURISTIQUES
A L'ISSUE D'UNE REUNION DE
REFLEXION ANIMEE
Lors d'une réunion de réflexion de trois
jours sur la gestion des destinations touristiques, de grands spécialistes de l'information du Conseil de l'éducation de
l'OMT et des experts d'importantes destinations ont recensé les questions et problèmes à régler pour gérer avec succès
les destinations touristiques et ont abouti à un consensus sur une définition pratique d'une destination touristique locale.
L
eading knowledge experts from
the WTO Education Council
and top destination practitioners
determined the issues and concepts
needed to achieve successful tourism destination management and
reached a consensus on a working
definition of a Local Tourism Destination at a three-day Tourism
Destination Management Think
Tank, ending on 5 December at
WTO Headquarters in Madrid. A
deeper understanding of a destination, its constituent elements and the
role it plays in the success of tourism was gained through the discussions and exercises carried out at the
Think Tank.
Many of the destinations participating will be joining the WTO.Sbest
Initiative for continuous collaboration with WTO regarding T-Destination excellence.
The Think Tank discussions identified the destination as the fundamental unit of analysis in tourism.
Local tourism destinations are the
focal point in the development and
delivery of tourism products and
the implementation of tourism policy. Although Think Tank participants recognized the many types of
destinations and complex hierarchy ranging from the single enterprise destination to destinations at
the supra-national level, local
tourism destinations were identified as the most important destination type on which to focus future
discussions.
Tedqual
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p. 99
Mr. Gede Pitana, Director of Tourism Authority, and Mr. Made Sudjana,
Director for Bali Tourism Training Institute, from Bali with Mr. Eduardo
Fayos-Solá, Director of WTO Human Resources Development Department
and Dr. Pauline Sheldon, Dean of Tourism Department at the University of
Hawaii at Manoa.
The nesting and networking of
local tourism destinations commonly creates larger destinations.
After discussions and an inter-active
exercise on the dimensions of a destination, the participants agreed on a
working definition of a local
tourism destination as follows:
WORKING DEFINITION OF A
LOCAL TOURISM DESTINATION
“A local tourism destination is
a physical space in which a visitor spends at least one
overnight. It includes tourism
products such as support services and attractions, and
tourism resources within one
day's return travel time. It has
physical and administrative
boundaries defining its management, and images and perceptions defining its market
competitiveness. Local destinations incorporate various stakeholders often including a host
community, and can nest and
network to form larger destinations.”
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Mr. Francesco Frangialli, Secretary-General, takes part in WTO
Think Tank discussions.
The Think Tank then focused on
various aspects of the measurement of a destination's success,
with an emphasis on the investigation of the structure of a destination and the inter-relationships
between various stakeholders. A
comprehensive model to study the
success of a destination including
considerations of competitive and
comparative advantages was presented and discussed.
Key factors of what makes destination management successful were
addressed by destination practitioners in a special working group. It is
interesting to note that production of
knowledge, education and training
ranked among the top three issues.
Other key factors were: shared
vision and mission, management
and optimisation of the well-being
of the host community, planning
and development; public/private
partnership, informed marketing;
policy issues governing the destination; economics of tourism; structure and function of (local) tourism
board and safety, security and crisis
management.
Future outcomes and actions from
this Think Tank are:
• Further collaboration between
WTO Members, T-Destinations
and the WTO Human Resource
Department to engage in projects such as the Tourism Labour
Market Observatory and other
programmes within the Sbest
initiative.
• Planning for a second Think
Tank on Destination Management to be held before June 2003
in the Asia-Pacific region. This
Think Tank will build on the definitional and measurement work
done in this first Think Tank, by
focusing on the optimization of
destination management.
• Surveys and pilot tests of models
in selected destinations. Results
of such pilot tests would be fed
back to the participating destinations and summaries would be
reported to WTO Members and
could be disseminated to the
tourism industry in general when
deemed appropriate. WTO.Sbest
TLM OBSERVATORY
It intends to add value to the
tourism policy measures of
WTO members by providing an
overview of supply, demand
and specific characteristics
and trends of labour markets
at international, national and
destination levels.
OBSERVATORIO MLT DE LA OMT
El Observatorio de Mercados Laborales
en Turismo de la OMT es una iniciativa
del CEd.OMT para tener una información
directa de la situación y necesidades de los
RRHH en los destinos turísticos de todo el
mundo. Este programa se enmarca en la
llamada Iniciativa WTO.Sbest para contribuir a la excelencia de los destinos turísticos mediante la educación, la formación y
la investigación aplicada en los mismos.
OBSERVATOIRE MTT DE L’OMT
L’Observatoire du marché du travail du
tourisme de l’OMT est un projet du
CÉd.OMT visant à disposer d’informations directes sur la situation et les
besoins des destinations touristiques du
monde entier en matière de ressources
humaines. Il s’inscrit dans le cadre de
l’initiative WTO.Sbest dont le but est de
contribuer à l’excellence des destinations
touristiques au moyen de l’éducation, de
la formation et de la recherche appliquée.
O
ne of the most exciting projects
presented and approved at the
5th General Meeting of the WTO
Education Council was the establishment of a WTO Tourism Labour
Market Observatory, aimed at providing a permanent assessment of
tourism labour market conditions. It
intends to add value to the tourism
policy measures of WTO members
by identifying strengths and weaknesses within their tourism labour
markets, as well as by providing an
overview of supply, demand and
specific characteristics and trends of
these markets at international,
national and destination levels. In
addition, it will also serve to define
tourism training and education elements that enhance the strengths and
mitigate the weakness in Human
Resources. This Tourism Labour
Market Observatory —that can be
applied in a range of different situations and locations— will thus facilitate the continuous monitoring of
Tourism Labour Market conditions.
Tourism activities are highly
dependent upon the availability
and quality of its labour inputs. An
understanding of labour markets is
of primary importance to tourism
in both industrialized and developing countries. Since it is labour
that drives the quality of the
tourism industry’s output, it is vital
that planning and policy authorities in tourism destinations, as well
as the entrepreneurs, have an
understanding of the needs and
capabilities in human resources.
Besides, there is a clear relationship between tourism employment
and tourism education. An understanding of tourism labour markets
is a guiding principle in the development of tourism education and
training, and the analysis of labour
market signals and behaviour is a
must for educators to devise
appropriate training and education
programmes that will develop the
human resources for the industry.
The WTO Tourism Labour Market
Observatory will be carried out
with the active participation of the
WTO.EdC institutions interacting
with Governments and other WTO
Tedqual
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p. 101
These are the basic points of the
project:
CONCEPT
The WTO.Tourism Labour Market Observatory (WTO.TLMO) is a
permanent programme (within the so-called WTO.Sbest Initiative
for Tourism Destinations) to obtain qualitative information on the
status and trends of tourism labour markets at global, regional
and, especially, destination level, and to establish the implications
for tourism training and education.
OBJECTIVES
1. To know the human resource needs of tourism activity at destination, regional and global level, as well as the satisfaction of
employers with actual conditions of HR supply.
2. To detect the needs and satisfaction of the existing HR in each
destination as well as that of prospective new professionals in
Tourism.
3. To evaluate satisfaction levels of present-day consumers with
tourism services and HRs in each destination.
4. To establish the dimension of existing quality gaps between
present-day supply of education and training in Tourism and the
needs and expectations of customers, employers, workers and
students.
The WTO
Tourism Labour
Market
Observatory
will be of great
benefit to WTO
Members when
determining
their labour
and tourism
education and
training needs.
Tedqual
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p. 102
members to obtain much needed
information on the characteristics
of tourism labour markets.
It will of course aim for compatibility with the WTO Tourism Satellite
Accounts and one of the first steps
will be to request voluntary partnerships with WTO members in collecting vital data on their labour
markets. Based on this information
and additional collections of primary data, a report of tourism
labour markets will be made regularly for monitoring of destinations,
countries and regions, including
qualitative estimates of future
labour demand and recommendations on efficient policy measures.
The WTO Education Council
strongly believes that this is an area
in which research and productive,
practical output is long overdue, and
that the WTO Tourism Labour
Market Observatory will be of great
benefit to WTO Members when
determining their labour and tourism
education and training needs.
CHARACTERISTICS
The WTO.TLMO will operate
thanks to a partnership among
Tourism Business Operators, Destination Management Organizations,
NTO’s/NTA’s, and WTO.EdC
Members. The results will be made
available to WTO Members, and
the Tourism industry in general.
The WTO.TLMO is, at its inception, a qualitative exploration of the
status and trends in Tourism Labour
Markets. It is not, at this stage, a formal statistical quantitative instrument. Further refinements and synergies with the WTO Tourism
Satellite Accounts (TSA) system
will have to be developed towards
the latter goal.
CONDITIONS FOR
PARTICIPATION OF TOURISM
DESTINATIONS IN WTO.TLMO
1. To be a member of WTO
2. To formally express a commitment to excellence within the
WTO.Sbest Initiative for Tourism
Destinations.
3. To comply with the technical
requirements established in the
WTO.Sbest Initiative for each
category (type) of Tourism destination.
4. To formally establish the local
WTO.Destination Observatory
Executive Board (WTO.DOEB)
made up of representatives of (i)
the public sector, (ii) the private
sector and (iii) the tourism education and training institutions.
5. To finance local in-kind and
cash expenses derived of the
destination’s participation in the
WTO.TLMO
6. To attend the Annual Plenary
Conference of WTO.Sbest Initiative for Tourism Destinations and
participate actively in the TMLO
sessions within that Conference. WTO.SIS
GET INTENSIVE IN YOUR LEARNING
WTO.SIS
Los WTO.SIS (Short International
Seminars) han sido diseñados para la
especialización y mejora de la formación de profesionales del turismo. El
objetivo de estos cursos intensivos es
la adquisición de conocimientos en
áreas turísticas específicas. Se imparten en las Instituciones del Consejo de
Educación de la OMT.
WTO.SIS
Les WTO.SIS (Short International
Seminars) sont conçus pour la spécialisation et l’amélioration de la formation
des professionnels du tourisme.
L’objectif de ces cours est d’acquérir des
connaissances sur des terrains touristiques spécifiques. Ils sont disponibles
dans les institutions qui composent le
Conseil de l’éducation de l’OMT.
• Meeting other participants interested in the same areas and sharing points of view.
• Establishing professional ties.
THE HONG KONG
POLYTECHNIC
UNIVERSITY HAS
JOINED THE WTO.SIS
with its “Hong Kong
Winter School”
WHO CAN APPLY
TO THE WTO.SIS?
T
• Officials from WTO member
States.
• University graduates.
• Diploma holders in tourism.
• Advanced students.
CHARACTERISTICS
OF THE COURSES
T
he World Tourism Organization
Short International Seminars
(WTO.SIS) offer a programme of
intensive courses on specific topics
for the specialization and improved
training of tourism professionals.
These seminars are offered by education and training institutions
belonging to the WTO Education
Council and can be organized at
the initiative of these institutions,
WTO Member States or tourism
destinations from these countries.
The contents of these short courses are decided jointly by WTO and
the organizer. Registration for the
courses is now handled directly by
the education institution itself.
BENEFITS OF THE WTO.SIS
• Acquiring specific knowledge
on specialized tourism areas in
record time.
• Establishing direct contact with
leading instructors and professionals who are specialists in
these areas.
• Short term: one or two weeks (20
to 40 classroom hours).
• Specialized subject matters.
• Supported by WTO and the
WTO.Education Council.
• Close contact with the professors.
• Extra-curricular programme for
the participants.
HOW TO APPLY FOR
THE WTO.SIS COURSES
• Fill out an application form for
each course and one CV form.
• Send both forms directly to the
institution concerned.
• A confirmation will be sent indicating the course in which you
have been accepted.
• The responsible institution will
provide the necessary services
(accommodation, detailed programme, etc.). For further details, please contact
tedqual.themis@andorra.ad
he Hong Kong Polytechnic
University’s School of Hotel
& Tourism Management will once
again offer the Hong Kong Winter
School in 2004 by presenting,
under the WTO.SIS programme of
the World Tourism Organization, a
five-day executive development
program for managers in the hospitality industry.
The Hong Kong Winter School
2003 was attended by over 100
managers and executives from 36
hotels and institutions in Asia. The
teaching faculty was drawn from
The Hong Kong Polytechnic
University, Cornell University,
University of Nevada, and Virginia
Polytechnic University, and included leaders from the industry.
This new edition of the Hong
Kong Winter School for this
coming year 2004 will cover the
following topics: Quality Service
Management, Crisis Management, Sales & Marketing, Human
Resources Management and
MICE Management.
This programme has been jointly
organized by the School of Hotel &
Tourism Management at The Hong
Kong Polytechnic University and
the Hong Kong Hotels Association, with the support of the
following organisations: World
Tourism Organisation, Pacific Asia
Travel Association, Asia Pacific
Education and Training Institutes
in Tourism, The Ritz-Carlton Hong
Kong, The Marco Polo Hongkong
Hotel, Hotel Asia Pacific and
Hotel-Online. Tedqual
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p. 103
THE WTO·THEMIS
INTERNSHIP
PROGRAMME
SPECIALIZED INTERNSHIP PROGRAMME IN TOURISM
AND HOSPITALITY EDUCATION, TRAINING AND RESEARCH
PROGRAMA INTERNSHIP
DE LA FUNDACIÓN THÉMIS
El WTO·THEMIS Internship es un programa de prácticas dirigido a alumnos
de últimos cursos o recién graduados en
turismo de Instituciones TedQual que
deseen profundizar sus conocimientos
en el área de Desarrollo de Recursos
Humanos. Estas prácticas se llevan a
cabo en la Fundación OMT·THEMIS,
en su sede central en Andorra y tienen
una duración de tres a seis meses.
PROGRAMME INTERNSHIP
DE LA FONDATION THÉMIS
L’Internship de la Fondation Thémis est
un stage conçu pour les étudiants de
dernière année ou les jeunes diplômés
en tourisme souhaitant approfondir
leurs connaissances dans le domaine du
développement des ressources humaines. D’une durée de trois à six mois, il
est organisé au siège de la Fondation
Thémis à Andorre.
The
WTO·THEMIS
Internship is
aimed at
students in
their final year
or who have
completed their
degree
in Tourism.
Tedqual
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p. 104
T
his is an intensive internship
programme for students or graduates of educational institutions
with WTO TedQual Certification.
The WTO·THEMIS Internship is
aimed at students in their final year
or who have completed their degree
in Tourism and who wish to deepen
their knowledge in the area of
Human Resources Development.
The internship is carried out at the
WTO·THEMIS Foundation headquarters in Andorra and has a duration of three to six months.
BENEFITS OF THE WTO·THEMIS
INTERNSHIP PROGRAMME
• Work experience at an organization
that is highly specialized in Tourism
Human Resource Development.
• Development of the skills and
techniques needed in the field of
education, training and academic
research.
• Familiarization with an inter-governmental organization of the
United Nations system and with
public tourism-sector institutions.
• Professional relationships and
contact with prestigious international educational institutions.
• Access to advanced documentation
and bibliography in this field.
WHO CAN TAKE PART IN THE
WTO·THEMIS INTERNSHIP?
This programme is aimed at finalyear students and graduates in
Hospitality and Tourism from educational institutions with WTO
TedQual Certification. Candidates
must be formally proposed by the
TedQual institution and will be
chosen based on their academic,
professional and personal qualities.
REQUIREMENTS FOR
CANDIDATES
• Candidates must be students or
recent graduates of the Hospitality
or Tourism degree programme of
a TedQual-certified educational
institution.
• Candidates must have a good
academic record and be highly
computer-literate.
• Excellent level of English.
• Special consideration shall be
given to knowledge of other languages and professional experience in education, training or
academic research.
• Interns must reside in the
Principality of Andorra for the
duration of the internship. WTO TOURISM
POLICY FORUM
The creation of a WTO Tourism Policy Forum presented
to the Joint Meeting of the WTO Executive Council and
the WTO Education Council
FORO DE LA OMT
SOBRE POLÍTICA TURÍSTICA
El Foro de Política Turística de la OMT
aprovechará la experiencia del Foro de
Política Turística original auspiciado
por la George Washington University y
reunirá a autoridades gubernamentales,
personalidades destacadas del sector,
expertos en la materia y otras personas
con una formación profunda para
analizar algunas cuestiones críticas que
afronta el turismo y establecer un
orden de prioridades y recomendaciones de política turística.
FORUM DE L'OMT SUR LA
POLITIQUE TOURISTIQUE
Le Forum de l'OMT sur la politique
touristique mettra à profit les enseignements tirés du premier Forum organisé
par l'Université George Washington.
Des responsables gouvernementaux,
de grands noms de l'industrie, des spécialistes de l'information et d'autres
experts s'y retrouveront pour recenser
les principaux problèmes qui se posent
ou vont se poser à l'industrie touristique, ainsi que pour établir un ordre de
priorité entre ces problèmes et pour les
analyser afin de pouvoir recommander
des politiques touristique.
A
t the technical session of the
Joint Meeting of the WTO
Executive Council and the
Education Council on 4 June 2003,
Dr. Donald E. Hawkins of The
George Washington University, a
WTO.TedQual institution and
member of the WTO Education
Council, presented his proposal for
the creation of a WTO Tourism
Policy Forum, which was favourably received by the representatives of both Councils.
This WTO Tourism Policy Forum
will build on the expertise of the
original Tourism Policy Forum held
by The George Washington University in 1990. Many WTO.EdC
members participated in those
events and are familiar with the
concept, which is to gather government policy-makers, industry leaders, knowledge experts and other
informed people to look at critical
issues facing tourism at present and
in the future and to prioritize and
analyze these issues so as to offer
policy recommendations.
This active policy dialogue, using
consensus building techniques
leading to issue prioritization,
analysis and recommendations,
would assist WTO and its constituencies to develop and implement proactive strategic plans and
rapid response capabilities. The
Tourism Policy Forum format uses
intelligence gathering, Delphi
Surveys, and exchange of information between governments, the private sector, universities, professional, trade and scientific
organizations and other knowledge
creation and dissemination resources
to achieve its objectives.
The WTO Tourism Policy Forum
would address in particular, and
establish a constructive dialogue on
the dynamics of globalization in
which “the revolutions in communication and transportation, especially
the advent of the Internet and jet aircraft, are shrinking time and distance, and making state boundaries
increasingly porous”1 With states
vying with nongovernmental collectivities for global power and authority, the inter-action between them is
significant, hence a growing interdependence in world affairs.
The WTO Education Council
(WTO.EdC) accepted Dr. Hawkin’s
recommendation that a WTO
Tourism Policy Forum be established
as a permanent annual activity of this
body, to be held in conjunction with
the WTO General Assembly in odd
years and with the meeting of the
WTO Education Council in even
years, and integrating the previously
established WTO.EdC Conference
and Think Tanks.
The first WTO Tourism Policy
Forum will be held in conjunction
with the 8th General Meeting of the
WTO Education Council and, probably, the WTO Executive Council
session, at Madrid in June 2004. 1
James N. Rosenau, The George Washington University
Center for the Study of Globalization.
Tedqual
6
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p. 105
WTO TOURISM
SCIENCE
PARK
FOR RESEARCH AND
DEVELOPMENT IN TOURISM
PARQUE CIENTÍFICO DE LA OMT
La relación entre turismo, ciencia y tecnología no ha sido todo lo fluida y productiva que cabía esperar de una actividad tan
dinámica como el turismo pero, alcanzada
la madurez de la industria turística en
muchas partes del mundo, conviene
replantear urgentemente esta situación y
crear instrumentos eficaces para el I+D+I.
Esta propuesta del CEd de la OMT aborda la cuestión en profundidad.
PARC SCIENTIFIQUE DE L’OMT
Les relations entre le tourisme, la science
et la technologie ne sont pas aussi fluides
et fructueuses qu’il y avait lieu de l’espérer d’une activité aussi dynamique que le
tourisme mais le secteur touristique ayant
atteint sa maturité dans de nombreuses
parties du monde, il convient d’examiner
d’urgence cet état de fait et de créer des
instruments efficaces pour le développement et la recherche en matière de tourisme. La proposition de parc scientifique
du Conseil de l’éducation de l’OMT vise
à un examen approfondi de la question.
T
he WTO Education Council
and its members have continuously expressed a deep concern
for the status of research and the
creation and dissemination of knowledge in the Tourism sector and,
also, in the activities of WTO.
Within this context, the proposals to
create a WTO Worldwide Institute
for Scientific Research in Tourism
date back almost ten years, to the
time of the re-definition of the
WTO Centres Network after the
1993 General Assembly in Bali.
More recently, meetings of the
Tedqual
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p. 106
WTO Academic Research Network
(ARNE) in 1999 and 2000, and the
WTO.EdC in 2000 and 2001 also
pointed in this direction.
However, the proposal formally
submitted to the 5th General
Meeting of the WTO.EdC goes well
beyond the simple formats considered before. The basic points of this
project are reproduced here:
CONCEPT
To create and develop a realm of
work that will allow for the effective implementation of scientific
activities (R+D) related to the creation and dissemination of knowledge in tourism and leisure and the
coordination with the global scientific and technological community
at large.
OBJECTIVES
• To create a realm of knowledge
management work focused on
tourism so as to improve the
competitiveness of the tourism
industry and destinations.
• To maintain and develop solid
contacts in the industry as well
as with tourism administrations
to assure the viability of R+D
and its subsequent dissemination
and application.
• To generate public and private
funding that will allow for the
effective realization of R+D
Programmes in Tourism.
• To establish the presence of scientific and technological, public and
private, institutions in the Park as
well as the network of centres and
scientists that will carry out the
activities in collaboration with
WTO, the WTO.Themis Foundation and the WTO.Education
Council.
• To keep solid links with the scientific and technological communities at large, so as to ensure
close coordination of efforts and
shorter time spans for innovation
in tourism and leisure.
• Centres for Quality in Tourism
Technology and Services
• Centre for Tourism Business and
Destination Development (Cradle
for new enterprises).
• Clinic for Tourism Businesses
and Destinations
• Centre for Education, Training and
Dissemination of R+D in Tourism.
• Tourism Science Theme Park
AREAS OF ACTIVITY
RESOURCES
• Avant-garde knowledge creation
on tourism and leisure (method-
• Sufficient land to assure the
future development of the Park.
ology, new areas of research,
artificial intelligence…)
• Scientific activities for the application of new technologies in the
tourism industry (equipment,
infrastructure, materials, quality
control…)
• Socio-economic and environmental studies on tourism (management models, tourism destinations, voluntary quality standards,
performance indicators…)
• Information and dissemination
activities.
• Infrastructure and equipment in
accordance with the objectives,
areas and services of the Park,
making it highly attractive to
public and private participants.
• Accommodations for researchers,
scientists and managers that will
temporarily incorporate themselves into the activities of work
or into specific think tanks, creating de facto a small real scientific
community.
• Financial means to launch and
initially manage the Park. The terrain and infrastructure will be
permanent property of the Park.
SERVICES
• Centre for Scientific and
Technological Coordination
• Centre for Administration and
Management
• Centres for Sub-sectorial Research
MANAGEMENT STRUCTURE
private bodies in collaboration
with WTO.
The WTO Science Park will be set
up as a non-profit entity and will
benefit from the status of WTO as
an inter-governmental organization.
The management team of the Park
will be made up of the following:
(i) scientific and technological
personnel, (ii) teaching/communication staff and (iii) administrative
personnel. These different categories of personnel will participate
in the promotion, development and
management of the Park.
WTO, the WTO.Themis Foundation
and the WTO.Education Council
will directly participate in the Park
and in its scientific and higher management bodies.
The Government of Andorra and
specially, the University of Andorra,
the municipality of Sant Julià de
Lloria and the Chamber of Commerce of Andorra have initiated conversations with the WTO.EdC. for the
development of the WTO Tourism
Science Park. Other WTO Members
(destinations and business) have
expressed their interest to participate
in this project. The Science Park for Research and
Development in Tourism will be
set up by the sponsoring public and
Tedqual
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p. 107
WTO TOURISM SCIENCE PARK
CENTRO NUEVAS TECNOLOGÍAS
PARA
LA
HOSTELERÍA
FEHR Y LA FUNDACIÓN FIDHOS COLABORAN CON LA OMT
E
Sr. D. José Luis Fernández Noriega, Fundación FIDHOS.
CENTRE FOR NEW
TECHNOLOGIES IN
THE HOTEL SECTOR
The Fundación Fidhos, which has already
been working with FEHR and WTO on
projects such as the “Tourism Labour
Market Observatory”, has initiated talks
with WTO in the context of the WTO
Tourism Science Park, in light of the special attention dedicated by the WTO to
tourism knowledge management.
PROJET DE CENTRE DES
NOUVELLES TECHNOLOGIES
POUR L'HOTELLERIE
La Fondation Fidhos, qui collabore déjà
avec la FEHR et l’OMT à des projets de
l’ “Observatoire du marché du travail
dans le tourisme”, a entamé des pourparlers, à la demande de cette dernière, avec
l’OMT, dans l’esprit du Parc des sciences
du tourisme de l’OMT, encouragée par
l’attention particulière que l’Organisation
apporte à l’étude de la gestion de la
connaisance en tourisme.
Tedqual
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p. 108
n España, la Fundación FIDHOS, dedicada a la Formación, Investigación y Desarrollo de
la Hostelería, como subsector éste
cada día más importante dentro del
Turismo, y colaboradora del Consejo de Educación de la Organización Mundial del Turismo
(OMT), ha emprendido una tarea
importante para el desarrollo,
modernización y calidad de las
empresas de restauración y hospedaje. Se trata de aplicar el
Convenio de Colaboración que ha
firmado dicha Fundación con la
Consejería de Economía e Innovación Tecnológica, que dirige el
Consejero D. Luís Blázquez Torres,
del Gobierno de la Comunidad de
Madrid.
Este es un marco sin precedentes
que contribuirá a implantar una cultura de la innovación en el tejido
empresarial, acercando la difusión e
información a las empresas interesadas; en este sentido se cuenta con
el apoyo de fabricantes e importadores de nuevas tecnologías, agrupados muchos de ellos entorno a la
Asociación IMEQHOS.
Gracias a dicho Convenio, ambas
partes acuerdan que la actividad a
desarrollar por la Fundación
Fidhos en este campo, contemplará fundamentalmente:
- Promover la cultura de la Innovación Tecnológica en el ámbito
empresarial de las pymes hoteleras principalmente.
- Detectar las necesidades de las
empresas y dar asesoramiento en
relación con la adopción de planes y medidas.
- Difundir los programas nacionales de la UE y de la Comunidad de
Madrid, de apoyo a las empresas.
A partir de estas premisas, y de
forma complementaria, la Fundación Fidhos considera otra serie
de objetivos tales como:
- La Formación en su concepto
escueto y definido para el sector.
- La Consultoría específica y
práctica para las Pymes.
- El fomento de proyectos de
Investigación concertados entre
Fundación, empresas privadas y
otros Centros Internacionales
homólogos como ALMA de
Bruselas, TEMPRITE INTERNATIONAL de Holanda y
Bremen.
Las áreas de trabajo en donde más
incidirá la Fundación dentro de la
actuación del Centro Internacional
de Aplicación de Nuevas Tecnologías serán:
Conocimientos básicos en:
- Química de los alimentos
- Microbiología
- Informática
- Matemáticas
- Técnicas Culinarias
La Fundación FIDHOS, dedicada
a la Formación, Investigación y
Desarrollo de la Hostelería y
colaboradora del Consejo de
Educación de la Organización
Mundial del Turismo (OMT), ha
emprendido una importante
tarea tecnológica para el
desarrollo, modernización y
calidad de las empresas de
restauración y hospedaje.
Conocimientos de Higiene y
Seguridad en:
- APPCC y Trazabilidad
- Prevención
de
Riesgos
Laborales
- Legislación
Gestión Empresarial en:
- Dirección de empresas
- Compras y Gestión de las mismas.
- RR.HH. (Gestión, motivación,
control, formación y capacitación)
Temas Técnicos en:
- Diseño de instalaciones
- Maquinaria
- Producción
- Conservación
- Dietética y Nutrición
El conjunto de actividades de este
Centro
que
desarrolla
la
Fundación Fidhos con el apoyo del
Gobierno de Madrid dentro del
Plan MADRIDINNOVA, busca
poder responder al mayor deseo
que tiene los empresarios del sector, especialmente los de la restauración, que es el poder racionalizar
la producción de sus empresas, tratando de paliar de paso la escasez
de recursos humanos que caracteriza a nuestro sector, y respondiendo al gran reto que tiene en cuanto
a garantizar en toda su amplitud,
todas las variables exigibles a una
correcta política de Seguridad
Alimentaria.
En este perspectiva es donde la
Fundación Fidhos, que ya viene
colaborando con la FEHR y la
OMT en proyectos del “Observatorio del Mercado Laboral
Turístico”, en el contexto del WTO
Tourism Sciences Park, por encargo de esta última, ha iniciado conversaciones con la propia OMT,
dada la atención especial que este
organismo mundial viene dedicando al estudio de las nuevas tecnologías en el turismo.
Éstas se centran en el análisis, por
ambas partes, de la posibilidad de
encajar el proyecto de la
Fundación Fidhos en el “Tourism
Science Park” que quiere desarrollar la OMT, sumándose así al conjunto de iniciativas subsectoriales
que conformarán este último. Tedqual
6
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p. 109
Pauline Sheldon, Ginger Smith & Kristin Lamoureaux
COMMUNITY
TOURISM
KNOWLEDGE
NETWORK
a WTO-BEST Initiative
BUILDING SUSTAINABLE
TOURISM TOGETHER
CONFERENCE BOARD (BEST)
In October 2002, an Agreement
was signed with The Conference
Board (BEST) in the USA on the
certification of tourism professionals concerned with Community
Tourism. Based on this agreement, a GTAT training course,
examination and certificate on
Community Tourism Professional
Hosts have been developed. This
is aimed at the training and certification of professional hosts to
undertake the development of
tourism in a community by mastering techniques such as interpretation, creating attractive
products (cultural and natural) for
tourists and basic organizational
skills at a local level.
Tedqual
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p. 110
Increasingly, tourism is the anchor
industry of many economies.
Tourism can provide better livelihoods for residents, enhancing the
quality of life in disadvantaged communities. It can preserve the natural
environment, sustaining cherished
landscapes. And it can celebrate local
culture, maintaining and restoring
important cultural traditions. More
than ever, travel industry companies,
individual travelers, and travel destination are embracing inherent benefits of sound sustainable efforts.
Their experience gives credence to
the idea that “sustainability is good
business” which underlies the new
alliance between WTO.HRD and
Business Enterprises for Sustainable
Tourism (BEST). This article gives
some background on this new and
promising alliance. It first describes
BEST and its activities to date, followed by the alliance with WTO and
the work that has already been
accomplished, and third it describes a
vision for how the alliance between
the two institutions could grow to
have maximum impact on the development of sustainable tourism in
communities around the world. This
vision is entitled the Community
Tourism Knowledge Network.
BEST – BUSINESS
ENTERPRISES FOR
SUSTAINABLE TRAVEL
Since its inception in fall 1998,
Business Enterprise for Sustainable
Travel (BEST) has established itself
as an authority on and repository
for innovative travel industry practices that advance the interests of
businesses, travelers, and communities. BEST is a not-for-profit venture of The Conference Board in
New York City and the World
Tourism & Travel Council, headquartered in Brussels. More information about BEST can be found
on www.sustainabletravel.org.
BEST is an initiative designed to
support the concept, promotion, and
implementation of sustainable
tourism. It was created by Michael
Seltzer with the generous support of
unrestricted grants from The Ford
Foundation, and later The Mott
Foundation. The Ford Foundation
identified BEST’s potential contribution to education outreach resulting in the formation of the BEST
Next Generation Committee, committed to the education of upcoming
managers and leaders in sustainability and the travel industry. The
founding Steering Committee
assisted BEST in developing its
vision which states that BEST:
• Encourages the adoption of sustainable practices within the
travel and tourism industry.
RED DE ESTUDIO DEL
TURISMO COMUNITARIO
En octubre de 2002, se firmó un acuerdo con The Conference Board (BEST)
en Estados Unidos sobre la certificación de profesionales dedicados al
turismo comunitario. A partir de ese
acuerdo, se preparó un curso, un examen y un certificado GTAT sobre
Anfitriones Profesionales de turismo
comunitario.
COLLABORATION DANS LE
TOURISME COMMUNAUTAIRE
En octobre 2002, un accord a été passé
avec le Conference Board (BEST) des
Etats-Unis pour la certification des
professionnels du tourisme communautaire. Aux termes de cet accord, un
cours GTAT, un examen et un certificat de professionnel du tourisme communautaire ont été mis sur pied.
BEST III Think Tank participants at INCAE, Costa Rica.
• Stimulates demand for sustainable travel and tourism among
the industry's customers.
• Helps to develop pilot sustainable enterprises for communities
that do not currently benefit from
tourism.
BEST pursues this approach through
a variety of knowledge-building, outreach and capacity-building strategies, and by working in partnership
with other key industry and development organizations. As a result,
BEST has developed a database of
over 600 best practices business
cases and supported initiatives in
travelers’ philanthropy, community
tourism, and BEST best practices
profiles in conjunction with National
Geographic Traveler magazine.
BEST THINK TANKS ON
SUSTAINABLE TOURISM
CURRICULUM DEVELOPMENT
Since its formation, BEST has
convened three Think Tanks on
Sustainable Tourism Curriculum
Development. Sixty tourism edu-
cators and professionals attended
Think Tank I at Bogani Lodge and
Game Refuge, Bongani, South
Africa in 2000. Think Tank II was
hosted by the University of Hawaii
at Manoa, School of Travel
Industry Management, Honolulu,
Hawaii in April 2002. This year’s
Think Tank III was held at INCAE
University in Alajuela, Costa Rica,
2003. Think Tank IV in July 2004
will be held at the University of
Southern Denmark in Denmark.
The purpose of the BEST Think
Tanks is to develop and provide sustainable tourism education curricula
to organizations and higher education hospitality and tourism programs and schools engaged in the
training and education of the next
generation of tourism and hospitality
professionals. Each Think Tank is
organized by an executive level
BEST Think Tank Planning
Committee comprised of international academics, host community
members, and government members.
At Think Tank III in Costa Rica, at
which Dr. Fayos-Sola of WTOHRD was the key-note speaker, 90
leading representatives of industry,
higher education, and local community gathered to advance the principles of sustainability in their work.
Specifically, they developed short
teaching modules on sustainable
strategic management for private
enterprises, sustainable strategic
management for public enterprises,
and sustainable event and meeting
management. They also exchanged
ideas and methods on the pedagogy
of teaching sustainability.
International sponsors of the
BEST Think Tanks include: the
World Tourism Organization; the
World Travel & Tourism Council;
the United Nations Environment
Programme; the International
Hotel & Restaurant Association;
the Rainforest Alliance; the Hawaii
Tourism Authority, the Caribbean
Tourism Organization; and the
Caribbean Alliance for Sustainable
Tourism, an initiative of the
Caribbean Hotel Association.
Tedqual
6
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p. 111
From left to right: Ginger Smith, Associate Dean College of Professional Studies of the George Washington
University, Audrey Tatamjarik, Graduate Student at University of Hawaii TIM School, Michael Seltzer, Former
Director of BEST, Professor University of Hawaii TIM School, Dr. Pauline Sheldon, Interim Director of Research
at the University of Hawaii TIM School, and Fredrick Collison, Professor University of Hawaii TIM School.
The significant
contribution
that BEST and
WTO can make
to these
communities is
through the
creation of a
knowledge
network
bringing small
and flexible
education and
training
modules to
communities in
the form they
need and as
they need them.
Tedqual
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p. 112
WTO-BEST ALLIANCE:
GTAT COMMUNITY TOURISM
HOST COURSE
Training and capacity building are
major components of successful
community tourism development.
At the request of some member
countries and recognizing that
there is a need for basic tourism
training at the community level,
WTO and BEST are currently
working together to develop a
GTAT examination and accompanying curriculum geared towards
tourism professionals working
within communities or rural areas.
This new GTAT program, entitled
Community Tourism Host (CTH),
examination and related curriculum
are intended for those individuals
that either own or are employed by
micro or small tourism businesses
within communities or rural areas.
These might be professionals such
as those working as inbound tour
operators, guides, transportation
providers, or interpreters. Often
these individuals are the ones that
the tourists either encounter first or
spend a significant amount of time
with. It is important that these individuals be knowledgeable in an
array of sustainable tourism and
business skills. At the same time,
often traditional tourism education
is not accessible to these individuals
or it is more advanced than these
basic tourism professionals require.
Therefore the CTH is designed to
address the basic needs of the community tourism host without requiring an advanced degree or a significant amount of time or expenditure.
The CTH curriculum and examination cover a range of skills including
basic tourism information, risk
management/safety, basic business
skills, customer service, product
development and more.
The CTH examination is divided
into 5 principle areas, each addressing a different overarching topic.
The areas are as follows:
• Principles of Tourism and
Community Tourism Hosts, which
includes tourism information systems, impacts, tourism resources,
community tourism issues, marketing, legal framework and the
role played by a Community
Tourism Host.
• Assistance and Guidance to
Tourism by CTH, which includes
assessment and management of
tourist needs, tour reception and
operational elements and assessment of service provided.
• Community Tourism (CT) Product
Creation and Development, which
includes how to access overall and
local tourism information, community tourism product design, development of CT product and facilitation of supply-side services and
assessment of CT product creation.
• Distribution and promotion of
CT products, which includes
promotion and sales of community tourism products, and
assessment of CT production,
promotion and distribution.
• CT organizational management
including acquisition of information to satisfy customer
(tourist) needs, response to
tourism related needs, efficient
planning and management of a
CT office according to local
conditions and assessment of the
CT office management.
The CTH examination is currently in
the development stage. WTO and
BEST anticipate implementing the
curriculum and examination in several pilot locations over the next year.
As is the case with existing GTAT
examinations, these exams will be
available at the request of destinations and member countries and
administered by WTO Education
Council members. It will be possible
to complete the examination without
having completed the curriculum if
the professional has sufficient understanding of the topic areas already.
It is anticipated that the CTH will
be part of a multi-level process. A
more advanced curriculum and
examination will be developed to
service those that have surpassed
the basic skills needed to obtain the
CTH. The CTH will also become
part of a broader concept and delivery network as described below.
COMMUNITY TOURISM
KNOWLEDGE NETWORK (CTKN):
A VISION FOR CONTINUED
COLLABORATION BETWEEN
WTO AND BEST
The development of the GTAT-CTH
is the beginning of a proposed mechanism whereby education and training can be made available to small,
local and rural communities that
would otherwise not have easy
access to knowledge of sustainable
practices. Sustainable practices are
not only relevant to large destinations
but especially to smaller communities in locations that are not necessarily connected with a strong education
or knowledge infrastructure. The sig-
nificant contribution that BEST and
WTO can make to these communities is through the creation of a
knowledge network bringing small
and flexible education and training
modules to communities in the form
they need and as they need them.
This concept is being called the
WTO-BEST Community Tourism
Knowledge Network (CTKN).
The components of the network
consist of the knowledge itself, the
institutions/individuals that deliver
it, and the outreach to link the network together.
• The knowledge component is the
set of modules as developed in the
Think Tanks and the GTAT courses such as CTH. These small modules are flexible and can be constructed into a product to meet the
specific needs of the community.
Since the quality of the modules
and the quality of the institutions/staff offering the training can
both be assured, the application of
this knowledge to the sustainable
development of tourism in the
community will greatly enhance
the tourism products and services
offered by that community. The
database of best practices in sustainability housed by BEST will
also provide important practical
knowledge to add to the curriculum modules. All of these components can be made available inexpensively and can be delivered in a
relatively short time frame making
them very practical and effective.
• The institutions/individuals teaching the modules (or arranging for
the teaching of the modules) will
be WTO.TedQual certified institutions and their staff. Since there
may be locations without such
qualified institutions in the vicinity, local institutions could become
part of the proposed program of
mentoring institutions under
TedQual. This would allow local
institutions to begin preparation
for TedQual certification with the
assistance of a fully qualified
institution, ensuring the quality of
the knowledge module delivery.
• The outreach to the communities
will be assisted by the WTO
through its network of member
countries. Information regarding
CTKN and the network of TedQual
education and training institutions
could be communicated through
the WTO communications network. The BEST website would be
another important linking mechanism in the knowledge network.
The grass-roots level is often where
the most creative and innovative
projects begin. This proposed network initiated by WTO-HRD and
BEST, connecting grass-roots communities with relevant and up-todate knowledge created by the best
educators in the field will provide a
stimulating and productive basis for
that creativity to be nurtured in a
sustainable manner.
Member countries or destinations
interested in this initiative should
contact the WTO.HRD department. Dr. Pauline Sheldon is Professor and Interim
Director of Research at the University of Hawaii
School of Travel Industry Management, USA,
where she served as Interim Dean for the past
three and half years. She has written a book
entitled Tourism Information Systems, and
serves on the editorial board of six tourism journals. She was co-founder of TRINET and is Vice
Chair of the WTO.Education Council.
Dr. Ginger Smith is Associate Dean, College of
Professional Studies and Associate Professor
for Tourism Studies, School of Business and
Public Management, The George Washington
University, Washington, DC. She was founding
dean of the International School of Tourism and
Hotel Management in Puerto Rico and has
ser ved in high-level positions in the U.S.
Department of Commerce in international travel
and tourism policy and management, strategic
planning, public affairs, and multilateral trade in
services facilitation.
Kristin Lamoureux is the Director of Research and
Innovation for the International Institute of Tourism
Studies at the George Washington University. She
is also an instructor with the Department of
Tourism and Hospitality Management, specializing
in the planning and development of sustainable
tourism projects in developing countries.
Tedqual
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p. 113
MEETING OF THE
INTERNATIONAL ACADEMY
FOR THE STUDY OF TOURISM
Held in Savonlinna, Finland
The Academy is
not a membership
organization as
such. Only highly
accomplished
researchers are
nominated for
membership.
Participants in the meeting of IAST hosted by the Finnish University Network for Tourism Studies.
REUNIÓN DE LA IAST
EN FINLANDIA
La Red Finlandesa de Universidades
de Estudios de Turismo, integrada por
17 universidades unidas para alcanzar
sus objetivos en investigación y enseñanza del turismo para su país y la
Unión Europea, ha sido la anfitriona
de la reunión de 2003 en Savolinna.
RÉUNION DE L’IAST
EN FINLANDE
La réunion de 2003 de l’Académie
internationale pour l’étude du tourisme (IAST) a été accueillie par le Réseau
universitaire finlandais pour les
études de tourisme dont les dix-sept
universités membres ont uni leurs
forces afin d’atteindre les objectifs
des travaux de recherche et de l’enseignement touristiques de ce pays et de
l’Union européenne.
Tedqual
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p. 114
F
ew in tourism operation may
have heard about the International Academy for the Study of
Tourism. Through time, as the
industry evolved to become one of
the largest in the world, tourism
also became a subject of study;
with its accomplishments crystallized with many academic journals
and later the formation of the
Academy in 1988. Years before its
formation, its Founding President,
Jafar Jafari (University of
Wisconsin-Stout, USA) secured
the support of the World Tourism
Organization. Dr. Willibald Pahr,
the former Secretary General of
WTO personally participated in its
Charter Meeting held in Santander, Spain. This eventually led
to a memorandum of understanding between the Academy and
WTO, signed by the Secretary
General and the Academy President in the same year.
The Academy is not a membership
organization as such. Only highly
accomplished researchers are nominated for membership. It takes a
majority vote and support from the
entire Academy for a nominee to
find his or her way to this tourism
scholarly institution.
Guided by its mission and bylaws,
the Academy has been meeting
every two years since its Charter
Meeting in Spain: 1989 in Poland,
1991 in Canada, 1993 in Korea,
1995 in Egypt, 1997 in Malaysia,
1999 in Croatia, and 2001 in
Macau. The host of the 2003 meeting was the Finnish University
Network for Tourism Studies, with
its 17 university campuses joining
forces to meet tourism research
and education objectives for the
country and the European Union.
Each biennial meeting of the
Academy results in books published
for worldwide distribution. Some of
the past books include Tourism
Alternatives: Potentials and Problems in the Development of
Tourism (University of Pennsylvania
Press, published in 1992), Tourism
Research: Critiques and Challenges
(Routledge, published in 1993);
Change in Tourism: Peoples, Places,
Processes (Routledge 1995): and
Contemporary Issues in Tourism
Development (Routledge, published
in 1999).
The 2003 program began with opening speeches by Academy President
William Gartner (University of
Minnesota, USA), Professor Arvo
Peltonen (University of Joensuu,
Finland), Academy Vice President
Stephen Wanhill (Bournemouth
University, UK), Chair of the Board
Executives John Westerholm
(Finnish University Network for
Tourism Studies, Finland), and
more. Topics addressed at this meeting ranged from tourism as an indicator of change, to formation of
tourism intensions, to tourism and
cosmopolitanism, to tourism policy,
to terrorism at potential destinations,
to space tourism, etc. These and
other papers presented at this meeting will be considered for possible
inclusion in the book resulting from
the 2003 program.
On the Web, details are provided
about the Academy, its bylaws and
work, its publications, its past meetings, and its members and officers.
Contacts with the Academy can
also be made through its
<http://www.tourismscholars.org>
website. BOARD MEETING OF ANNALS
OF TOURISM RESEARCH
A
nnals of Tourism Research, a
WTO Affiliate Member since
the early 90s and an active advisor
to the WTO Education Council
since its formation, held its editorial board meeting this July in
Savonlinna, Finland. A scholarly
journal, published since 1973 by
Pergamon Press (UK), Annals is
committed to the advancement of
knowledge in the field of tourism.
With subscribers in over 100 countries, it brings the best of research
into its quarterly folds.
A multidisciplinary periodical,
Annals studies tourism as a worldwide phenomenon and does so by
utilizing theories and methodologies of such fields as anthropology,
business, economics, ecology, geography, history, political science, psychology, religion, sociology, and
transportation, to name just a few.
Annals is the leading academic
journal in tourism, with its articles
widely cited within and without the
field. Its Founding Editor-in-Chief,
Jafar Jafari, has worked closely with
the World Tourism Organization,
from the time of its first Secretary
General, Mr. Robert Lonati, to its
present Secretary General, Mr.
Francesco Frangialli.
The Board of Annals is composed of
some 100 editors, coming from
about 35 countries. They assist in
anonymously reviewing articles submitted for possible publication in
this journal. The article process can
last for one year; at the end about,
80% of submitted articles are rejected, with the rest finding their way
into Annals of Tourism Research: A
Social Sciences Journal.
The Board conducts most of its
work and functions electronically,
Working session of the Board.
and only occasionally comes
together for face-to-face meetings.
Its last meeting in Finland, in which
30 editors participated, is among
the few occasions that the Annals
Board has met in its 30 years of
publication. At this meeting, the
work of the journal was reviewed,
editors were updated on what is
being done and how/why, as well as
challenges and opportunities ahead.
The meeting took place in conjunction with the biennial meeting of
the International Academy for the
Study of Tourism hosted by the
Finnish University Network for
Tourism Studies. A reception, hosted by the Finnish Tourist Board,
was held immediately after the editorial meeting, to which all
Academy members, Finnish professors, and their spouses were invited.
All issues of Annals are available on
the Internet to its hardcopy subscribers. A sample copy of the journal
can be viewed/downloaded free of
charge by visiting <http://www.elsevier.com/locate/annals>. Tedqual
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p. 115
Douglas C. Frechtling*
E-LEARNING COOPERATION
MODEL FOR TOURISM
EDUCATION IN
DEVELOPING COUNTRIES
MODELO DE COOPERACIÓN PARA
LA ENSEÑANZA DEL TURISMO A
TRAVÉS DE INTERNET EN LOS
PAÍSES EN DESARROLLO
El uso de las tecnologías de la información en la enseñanza no deja de crecer y ofrece ciertas ventajas sobre las
aulas tradicionales. Para trasladar sus
beneficios a los países en desarrollo,
dos instituciones con programas que
cuentan con la certificación TedQual
han preparado un modelo de cooperación para la enseñanza a través de
Internet. Este modelo se elabora a partir de la aplicación en instituciones
africanas de enseñanza superior.
ENSEIGNEMENT EN LIGNE:
MODELE DE COOPERATION POUR
L’ENSEIGNEMENT TOURISTIQUE
DANS LES PAYS EN
DEVELOPPEMENT
L’enseignement en ligne prend une
place croissante dans le monde de
l’éducation, offrant certains avantages
sur l’enseignement classique en salle de
classe. Pour que cet outil puisse aussi
profiter aux pays en développement,
deux établissements qui dispensent des
programmes ayant la certification
TedQual de l’OMT ont mis au point un
modèle de coopération pour l’enseignement en ligne. L’expérimentation de ce
modèle se fait sur le terrain dans des
établissements d’enseignement supérieur d’Afrique.
Tedqual
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p. 116
INTRODUCTION
Distance learning, online education, e-learning and other terms
have surfaced in the last decade to
describe a variety of approaches to
using the Internet and other information technologies to enable
instructors in one place to deliver
learning experiences to students
located in other places, sometimes
continents away.
The field has grown dramatically
because e-learning offers a number
of higher education advantages for
certain student populations over
the traditional single-site classroom approach, such as1 :
1. Student-centered learning rather
than faculty-centered instruction.
2. Writing intensity that improves
written expression
3. Highly interactive discussions
involving all students rather
than just extraverts
4. More closely geared to interests
of lifelong learners
5. Rapid feedback to questions and
submitted assignments.
6. Learning flexibility in a timedeficient world
7. A more intimate community of
learners
8. Expanded learning opportunities for those tied to their residences.
Two institutions of higher education
with TedQual-certified programs
–the Université du Québec à
Montréal (UQAM) and The George
Washington University (GWU)–
have developed an E-learning
Cooperation Model to enhance the
delivery of tourism education in
developing countries. This development was stimulated by the opportunities provided by the Memorandum
of Understanding on Cooperation
signed in 1999 between The World
Tourism Organization (WTO) and
The World Bank Group.
The Model is based on the project
proposal entitled “Information
Technology (IT) Strategy for
The Model is
based on the
project
proposal
entitled
“Information
Technology (IT)
Strategy for
Tourism
Education in
Africa –a Joint
Initiative of the
WTO and the
World Bank
Group” which
received the
support from
the WTO
Commission for
Africa during
its XXXVII
meeting.
While we focus
on Africa in
this elaboration
of the Model
here, it may be
applied to any
developing
regions in
the world.
Figure 1. E-learning Cooperation Model for Quality Tourism Education in Developing Countries
GOES ABOUT HERE. Source: Dr. Francois Bedard, UQAM-CIFORT.
Tourism Education in Africa –a
Joint Initiative of the WTO and the
World Bank Group” which
received the support from the
WTO Commission for Africa during its XXXVII meeting, Seoul,
Republic of Korea, 24 September
2001. While we focus on Africa in
this elaboration of the Model here,
it may be applied to any developing regions in the world.
a bank of 15 courses now delivered online. Graduate courses
from other TedQual certified
institutions might be incorporated in the curriculum options, as
well. UQAM can assist the translation of such courses into the
French language and add content
directly relevant to Francophone
countries in Africa.
OBJECTIVES AND GOALS
E-LEARNING
COOPERATION MODEL
Figure 1 summarizes the E-learning Cooperation Model, which
begins with:
• Digitalizing contents of all existing WTO GTAT courses for delivery online or on CD-ROM; and
• Adapting digitalized program
contents from participating
TedQual-certified institutions,
and developing new content
where needed. For example, the
GWU Accelerated Master of
Tourism Administration (AMTA)
graduate degree program, which
meets TedQual standards, offers
We anticipate that implementing
this Model will produce the following constructive outcomes:
• At least one group from the
GTAT series of seminars and
courses, which contents have
been digitalized and offered to
tourism managers in public and
private sector workplaces, will
be presented in each of the WTO
member states in Africa;
• At least one university from each
of the WTO member states in
Africa will present a high quality program in management of
tourism, employing IT tools for
tourism education;
Tedqual
6
1/2003
p. 117
• At least one university from each
of the WTO member states in
Africa will apply for TedQual
certification. GWU and UQAM,
in collaboration with other interested TedQual-certified institutions, will offer capacity-building activities and direct mentoring to these TedQual candidates.
• Institutions of Higher Education: Continuing education
and graduate tourism management programs;
• Public Sector: National Tourism
Administration officials;
• Private Sector: Managers in the
tourism industries.
STRATEGY IMPLEMENTATION
OPERATIONAL FRAMEWORK
As Figure 1 indicates, an international project team comprised of
all participating TedQual certified
institutions, coordinated by the
UQAM/GWU team and the WTO
Human Resource Development
Department (HRD) with the assistance of the WTO.Themis
Foundation, would accomplish
these goals by providing African
institutions of higher education
with the following distance and
field support services:
• Creating a Network of Institutions of Higher Education willing to share IT in tourism education contents and delivery
resources (e.g., Internet-based
training programs and laboratories) among themselves and with
developing countries;
• Sharing with African Institutions of Higher Education the
knowledge of using new IT in
tourism education, to help them
further improve their quality
tourism faculties, programs, and
technologies, and to eventually
satisfy TedQual standards within
the time span of the project;
• Developing Industry-University
Partnerships in Africa to help
diffuse the GTAT locally, using
new IT capabilities in tourism
education to significantly increase
the quality of human resources
and tourism management.
TARGET AUDIENCE
The main beneficiaries of this
project would be:
Tedqual
6
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p. 118
Each participating university with
at least one TedQual-certified program would partner with at least
one African university and act as its
coach during the length of the project. This mentor approach is
designed to improve the probability of reaching the objectives of
equipping the maximum number of
African institutions of higher education offering tourism programs
to earn TedQual certification.
improving the quality and productivity of operations, meeting
the TedQual certification, and
diffusing the GTAT locally.
CONCLUSIONS
An E-learning Cooperation Model
for tourism education in developing
countries is outlined in this paper. It
suggests an innovative approach
where WTO education institutions
from developing countries and
developed countries can work in
partnership, leading to enhanced
tourism higher education as validated by growing numbers of TedQualcertified programs. As a result,
National Tourism Administrations
and operating tourism companies
will benefit from a growing pool of
highly trained managers leading the
Continent toward prosperity in the
decades ahead. CONTRIBUTIONS OF
POTENTIAL PARTNERS
• The World Bank Group:
Financial contribution through the
Memorandum of Understanding
on Cooperation signed in 1999
with the WTO;
• The WTO.Themis Foundation
and the Human Resource
Development
Department:
Strategic contributions in terms
of international leadership, project management, and preparation for TedQual Certification;
• The participating institutions
of higher education of the WTO
Education Council: Intellectual
contribution by each university
through developing at least one
online course, and acting as mentor for at least one African university with a tourism management
program;
• The participating African
Institutions of higher education: Operational contribution of
each university by adopting new
IT and e-learning practices and
tools for tourism education,
* The author is indebted to Dr. François Bédard, Université
du Québec à Montréal, and Dr. Donald Hawkins, The
George Washington University, for their foundational contributions to this article.
1
Adapted from Mark Kassop "Ten Ways Online Education
Matches, or Surpasses, Face-to-Face Learning." The
Technology Source, May/June 2003. (Available online at
http://ts.mivu.org/default.asp?show=article&id=1059).
Dr. Frechtling is Associate Professor of Tourism
Studies and Chair of the Department of Tourism
and Hospitality Management at The George
Washington University in Washington, D.C. Prior
to this, he was the founding Director of the U.S.
Travel Data Center. He is a past president of the
Travel and Tourism Research Association, a
Fellow of the Tourism Society of Great Britain
and member of the International Academy for
the Study of Tourism.
UOC-FUNDACIÓN
OMT·THEMIS
UOC–WTO·THEMIS FOUNDATION
The WTO.THEMIS Foundation and the
Universitat Oberta de Cataluña (UOC)
have recently signed a joint collaboration protocol. The protocol refers initially to the design and development of
specialized multimedia tourism education and training products, which are to
be delivered through the university’s
virtual campus established in 1994.
UOC–FONDATION THEMIS DE L’OMT
La Fondation Themis de l’OMT et
l’Universitat Oberta de Cataluña
(UOC) ont signé récemment un protocole de collaboration. Ce protocole
porte principalement sur la conception
et la création de programmes d’éducation et de formation spécialisés dans le
tourisme sur des supports multimédias,
programmes qui seront dispensés sur le
campus virtuel que ladite université
possède depuis 1994.
T
ras varios meses de conversaciones y reuniones conjuntas
de trabajo entre OMT.DRH, la
Fundación OMT.THEMIS y la
Universitat Oberta de Cataluña
(UOC), se ha firmado recientemente un protocolo de colaboración conjunta. Este protocolo se
refiere en primera instancia al diseño y desarrollo de productos de
educación y formación especializados en turismo en soportes multimedia, que serán impartidos en el
campus virtual que dicha universidad posee desde el año 1994
La UOC es una de las instituciones
educativas líderes a nivel interna-
cional en al ámbito de habla hispana en la definición e implementación de programas educativos, en
formato virtual. Tiene en la actualidad más de 25.000 alumnos inscritos en sus diferentes cursos, proviniendo muchos de prestigiosas
universidades internacionales que
no disponen de este tipo de oferta
educativa y que, mediante el correspondiente convenio de colaboración con la UOC, pueden llevar a
cabo sus estudios en la misma.
La UOC ofrece en la actualidad
titulaciones universitarias homologadas (Diplomaturas, Licenciaturas
e Ingenierías Técnicas), titulaciones
universitarias propias, formación de
postgrado (másteres, programas de
postgrado, cursos de actualización
y cursos de especialización ) formación pre-universitaria y cursos a
medida para organizaciones y entidades específicas.
Igualmente, y a través de sus departamentos especializados, la UOC
está ofreciendo servicios de consultoría en el diseño, creación y puesta
en marcha de instrumentos y herramientas multimedia para la gestión
de comunidades virtuales, habiendo llevado a cabo trabajos en esta
materia para las más importantes
empresas españolas (Telefónica,
Repsol, La Caixa,...).
Del mismo modo, la creación y edición de materiales especializados
para la educación y formación, en
formato de autoaprendizaje, ha sido
una de sus líneas de trabajo durante
los últimos años. Ha constituido
también su propia editorial, que
lleva a cabo tanto la edición de materiales propios como los encargados
por otras prestigiosas empresas editoriales que desean disponer de este
tipo de productos especializados.
El protocolo de colaboración suscrito entre la Fundación OMT.THEMIS y la UOC tiene como proyecto
inicial la puesta en marcha de un
curso (máster) de postgrado en
Política y Estrategia del Turismo, de
600 horas lectivas, que será impartido a partir de 2004 en el campus virtual de esta universidad y cuya titulación será conjunta OMT-UOC.
Tras la puesta en marcha de este
curso de postgrado, se acometerá la
preparación de cursos de doctorado
sobre la misma materia, en formato
virtual. Así, la OMT y la Fundación
OMT· THEMIS van a disponer de
un instrumento de gran valor añadido para la creación y difusión de
conocimiento especializado en el
campo de la investigación turística.
Dentro de este marco de colaboración conjunta, la Fundación
OMT·THEMIS y la UOC llevarán a
cabo además la edición conjunta de
materiales y soportes multimedia
para la formación, especializados en
materias propias de la actividad turística, tanto en formato de autoaprendizaje como mixto (combinando
actividades de tipo autoaprendizaje
con otras de tipo presencial). Tedqual
6
1/2003
p. 119
WWW.WORLD-TOURISM.ORG
WWW.WORLD-TOURISM.ORG
La página web de la OMT está realizando cambios de composición, diseño y contenidos.Asimismo, como la
OMT será en breve agencia especializada de Naciones Unidas, se ha considerado importante reflejar el mismo
tipo de página web que la de otras
Organizaciones de NU.
WWW.WORLD-TOURISM.ORG
L’OMT est en train d’apporter à son
site web des transformations dans le
contenu, la composition et le design.
Compte tenu du fait que l’Organisation
mondiale du tourisme sera très bientôt
une agence spécialisée du système des
Nations Unies, il a été jugé important
d’adopter le même format qu’utilisent
les autres organisations de l’ONU.
The challenge
of the homepage
was to be able
to communicate
all that WTO
has to offer
without
overwhelming
the users.
Divided in
three columns,
the homepage
provides the
latest news,
the most recent
publications,
and the
upcoming
WTO events.
Tedqual
6
1/2003
p. 120
A
fter a major revamp two years
ago, WTO’s website is now
undergoing further structural,
design and content changes. These
changes are aimed at providing a
more streamlined, clearer and userfriendly look. In addition, as WTO
will soon be a part of the United
Nations system as a specialized
agency, it was considered important to reflect the look of other UN
organizations’ websites like UNCTAD, WHO, UNDP to name a few.
THE HOMEPAGE:
WHERE IT ALL STARTS!
The challenge of the homepage
was to be able to communicate all
that WTO has to offer without
overwhelming the users. Divided in
three columns, the homepage provides the latest news, the most
recent publications, and the
upcoming WTO events. Users can
now download the latest WTO
News publication in electronic format and have an overview of what’s
coming up in terms of events
directly from the homepage. The
column on the left provides links to
corporate information, programme
and regional activities, and projects
and expertise.
INSIDE WWW-WORLDTOURISM.ORG
Transformation is also underway
for each sub-section of the WTO
website. Europe, East Asia and the
Pacific, Africa (see below) and
About WTO are some of the sections which now sport the new
look. In the upcoming months, the
Human Resource Development
section should be completed. Also
coming up are new information
services like Lextour (a tourism
legislation
database)
and
Infodoctour (a tourism information and documentation resource
centres database). To stay
informed about the WTO.Human
Resource Development section,
browse through WTO’s website at
http://www.world-tourism.org/
education/menu.html TEDQUAL: TEN THOUSAND
COPIES
Salvador Ten, our graphic designer, and Elena Borrego, assistant editor, have enough time for a
smile after completing page 117.
T
TEDQUAL: DIEZ MIL EJEMPLARES
El deseo de los Países Miembros de la
OMT de disponer de una información
detallada del Programa de Trabajo de
la Organización en Educación y
Formación, y la imposibilidad de ofrecer toda esa información en Noticias
de la OMT, motivó la aparición de la
revista TedQual en 1999.
TEDQUAL: DIX MIL EJEMPLAIRES
C’est à la demande des Pays Membres
de l’OMT de disposer d’une information ample sur le Programme de
Travail de l’Organisation en Éducation
et Formation et dans l’impossibilité
d’offrir toute cette information dans
les Nouvelles de l ‘OMT, qu’est née la
Revue TedQual en 1999.
edQual magazine was created
in 1999 to respond to the
requests from WTO Member
States for more detailed information on the WTO Education and
Training activities, which was
impossible to include at length in
WTO News.
Since then, the magazine has
evolved in its efforts to serve as a
vehicle for greater inter-action
with the Members and to contribute to human resource capacity
building and knowledge management in tourism.
To this end, TedQual has dealt
with some of the areas of greatest
interest to WTO such as New
Technologies, Tourism Policy,
Tourism Destination Management
and the Creation and Dissemi-
nation of Knowledge in Tourism.
These subjects have been covered
through interviews with high-level
authorities and executives from the
sector, articles by members of the
WTO Education Council, news on
the WTO.HRD products and services and information on programmes being carried out and in
planned.
From the first issue, with 3,500
copies, the number has risen to
10,000 copies in order to meet the
demands of Members as well as
subscriptions from tourism destinations, education, training and
research institutions, businesses
and professionals. Starting with
issue No. 5 of TedQual, the magazine can also be downloaded from
the WTO Web Site. Tedqual
6
1/2003
p. 121
FITUR2003
FITUR 2003
En el marco de FITUR, una de las
ferias más importantes en turismo
internacional, el Departamento de
Desarrollo de Recursos Humanos y la
Fundación OMT.THEMIS organizaron una conferencia dividida en dos
temas principales: Nuevos avances en
Educación y Formación en Turismo, y
nuevas herramientas para la competividad de los Destinos Turísticos.
FITUR 2003
Dans le cadre de FITUR, une des plus
importantes foire en tourisme international, le département de développement des ressources humaines de
l’Organisation Mondiale du Tourisme
et la Fondation OMT·THEMIS ont
organisé conjointement une conférence divisée en deux thèmes importants :
Nouvelles progressions en éducation
et formation touristiques et Nouveaux
instruments pour la compétitivité dans
les destins touristiques.
W
ithin the framework of
FITUR, one of the largest
international tourism fairs, the WTO
Human Resource Development
Department and the WTO·THEMIS
Foundation organized a one-day
conference, divided into two main
topics: “New Advances in Tourism
Education and Training: A World
Panorama” and “New Tools for
Destination Competitiveness: The
Role of Training, Education and
Research in Tourism”.
The conference on “New Advances
in Tourism Education and Training:
A World Panorama” analyzed key
aspects which determine the competitiveness of education institutions with specialized programmes
in tourism and hospitality by examTedqual
6
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p. 122
ining the current needs and expectations of the tourism and hospitality industry in this area and by
reviewing the basic processes in the
value chain of tourism and hospitality education and training programmes. Key speakers were Mr.
Ramón
Estalella,
Secretary
General of the “Agrupación Hotelera de las Zonas Turísticas de
España” – ZONTUR – (Spain), Mr.
José Luis Fernández Noriega,
Director General of the Spanish
Hotel and Restaurant Federation –
FEHR – (Spain), Mr. Bruno Pujol
Bengoechea, Director of the
Tourism Area of the “Universidad
Antonio de Nebrija” (Spain) and
Mr. Germán Rijalba Holguín,
National Director of the “Centro de
Formación en Turismo” –CENFOTUR– (Peru). Mr. Javier Gallego,
Director
General
of
the
WTO·THEMIS Foundation also
spoke on the specialized Products
and Services developed by WTO
for Human Resources Development
in Tourism designed to assist the
Industry and Education Institutions
in satisfying the growing needs and
expectations of tourism consumers.In the second conference,
H.E. Doris Solís Carrión, Minister
of Tourism of Ecuador and Mr.
Cipriano Marín, Vice Secretary
General of the International
Scientific Council for Island
Development – INSULA, UNESCO
– spoke on the “New Instruments for
Tourism Destination Competitiveness:
The Role of Training, Education and
Research in Tourism”.
The new paradigm for the XXI century requires tourism destinations to
develop continuous and systematic
human resource training processes
which allow them not only to obtain
a competitive position in a specific
phase in their life cycle but also to
ensure that this competitiveness is
maintained over time.
Closing this panel of experts, Dr.
Eduardo Fayos-Solà, Director of
the Human Resource Development
Department of WTO presented the
WTO.Sbest Initiative which offers
a set of programmes that significantly contribute to achieving
competitiveness in destinations
through excellence in service. This
is accomplished through activities
which combine, on the one hand,
an analysis of the needs and the
quality gaps and, on the other
hand, high value added education
and training programmes. WTO
grants international recognition to
those destinations which have satisfactorily completed this process.
WTO.HRD CONFERENCES FOR
FITUR 2004 WILL BE:
A) Knowledge Management in
Tourism
Gestión del Conocimiento en
Turismo
B) Management for Quality in
Tourism Education
Gestión para la Calidad en la
Educación en Turismo
Both Conferences will be held at
FITUR, IFEMA Headquarters in
Madrid, on January 29, 2004. NEWS IN BRIEF BREVES EN BREF NEWS IN BRIEF BREVES EN BREF
THE GEORGE WASHINGTON
UNIVERSITY, NEW CHAIR
OF THE WTO.EdC
As a result of the elections held from 1-12
September, The George Washington
University was elected by a majority to
serve as Chair of the WTO Education
Council, with a two-year term of office
(renewable for one further two-year period)
to begin as from 19 September 2003.
WTO and the Chair of the Nominating
Committee, Prof. François Bédard, wish
to thank both of the candidates, The
George Washington University and the
University of Brighton for their support
of the WTO Education Council as evidenced by their willingness to take on
the responsibility of this position.
WTO also wishes to express its gratitude to the outgoing Chair, Dr. Brent
Ritchie, for his outstanding service to
the Education Council and to the
Organization as a whole as the first
Chair of the WTO.EdC during a historic
period in which the Education Council
was strengthened and consolidated.
LA UNIVERSIDAD GEORGE
WASHINGTON, NUEVO PRESIDENTE
DEL CONSEJO DE EDUCACION
DE LA OMT
Como resultado de las elecciones celebradas del 1 al 12 de septiembre, la
Universidad George Washington fue elegida por mayoría como Presidente del
Consejo de Educación de la OMT, por un
período de dos años (renovable por dos
años más), con vigencia desde el 19 de
septiembre de 2003.
L’UNIVERSITÉ GEORGE WASHINGTON,
NOUVEAU PRÉSIDENT DU CONSEIL
DE L’ÉDUCATION DE L’OMT
Suite aux résultats des élections qui ont
eu lieu du 1er au 12 septembre 2003,
l’Université George Washington est devenue par majorité, Président du Conseil
de l’Éducation de l’OMT, pour une période de deux ans (renouvelable deux
autres années), à partir du 19 septembre 2003.
WTO EDUCATION
CONFERENCE IN BEIJING
The WTO Education Council has organized
a Conference on The Role of Education in
Quality Destination Management, which
will be held at the 15th WTO General
Assembly in Beijing, China on 23 October.
The Conference will be inaugurated by
Francesco Frangialli, WTO SecretaryGeneral, Douglas Frechtling of The George
Washington University, which is Chair of
the WTO Education Council, and by Enric
Pujal, Minister of the Presidency and
Tourism of Andorra.
The Conference has been divided into three
panels (i) Quality Education for Quality
Destinations; (ii) Training for Excellence
and (iii) Knowledge Management: from
theory to practice, which will be moderated by Mr. André Vallerand, Tourism
Montreal, H.E. Hassan Kacimi, Secretary
General, Ministry of Tourism, Morocco, and
Dr. Edurado Fayos-Solá, Director of
WTO.HRD and Executive President of the
WTO.Themis Foundation.
CONFERENCIA DEL CONSEJO
DE EDUCACIÓN DE LA OMT
(CEd.OMT) EN BEIJING
Una importante conferencia sobre “El
Papel de la Educación en la Gestión de
Calidad de los Destinos Turísticos” ha
sido organizada por el CEd.OMT para el
día 23 de octubre de 2003, durante la
Asamblea General de la OMT en Beijing.
La Conferencia será inaugurada por
Francesco Frangialli, Secretario-General
de la OMT, Douglas Frechtling de la
Universidad George Washington, Institución que preside el CEd.OMT, y Enric
Pujal, Ministro de Turismo y Presidencia
de Andorra.
CONFÉRENCE DU CONSEIL
DE L’ÉDUCATION DE L’OMT
(Céd.OMT) À BEIJING
Une importante conférence aura lieu le
23 octobre 2003 sur “Le rôle de l’éducation dans la gestion de la qualité des destinations touristiques” organisée par le
Céd.OMT dans le cadre de la Quinzième
Assemblée Générale de l’OMT. Cette conférence sera inaugurée par M. Francesco
Frangialli, Secrétaire Général de l’OMT,
Mr. Douglas Frechtling de l’Université
George Washington et de M. Enric Pujal,
Ministre de la Présidence et du Tourisme
d’Andorre.
7TH GENERAL MEETING OF THE
WTO.EDUCATION COUNCIL
The 7th General Meeting of the WTO
Education Council will take place during
the 15th WTO General Assembly, on 23
October in Beijing, China.
It is planned to discuss the Council's formal status within the WTO Committee of
Affiliate members, its authority and
organization, initiatives in the 2004-2005
WTO Programme of Work, and plans for
growth and fostering collaboration among
WTO.EdC members to enhance its institutions instructional and research capabilities. The George Washington University,
new Chair of the WTO.EdC, looks forward
to working with Education Council members to enhance the EdC's position as the
premiere organization of tourism education institutions in the world.
SÉPTIMA REUNIÓN DEL
CONSEJO DE EDUCACIÓN DE
LA OMT (CEd.OMT)
La séptima reunión del Consejo de
Educación de la OMT tendrá lugar durante
la decimo quinta Asamblea General de la
OMT, el 23 de octubre en Beijing, China.
La Universidad George Washington, nuevo
Presidente del CEd.OMT, espera trabajar
con los miembros del CEd.OMT para resaltar la posición del Consejo como la primera organización de instituciones de educación en turismo del mundo.
SÉPTIMA REUNIÓN DEL
CONSEJO DE EDUCACIÓN DE
LA OMT (CEd.OMT)
La septième réunion du Conseil de l’Éducation de l’OMT se tiendra lors de la
Quinzième Assemblée Générale de l‘OMT,
le 23 octobre prochain à Beijing en
Chine. L’Université George Washington,
nouveau Président du Céd.OMT, espère
travailler avec les membres du dit
Conseil en sa qualité de première organisation d’établissements d’éducation
touristique dans le monde.
Tedqual
6
1/2003
p. 123
PRACTICUM2003
WTO Practicum Participants Hosted by
the Provincial Government of Tarragona
in Catalonia (Spain)
PRACTICUM 2003
Una vez más, del 11 al 22 de mayo de
2003, la OMT invitó a un selecto grupo
de funcionarios de alto nivel de turismo, procedentes de veintidós Estados
Miembros, a participar en el Practicum
de la OMT.
PRACTICUM 2003
Une fois de plus, du 11 au 22 mai dernier, l’OMT a invité un groupe restreint de hauts fonctionnaires du tourisme de vingt-deux États membres à
participer à son Practicum.
Participants in the WTO.Practicum 2003 during their technical visit to the Regional
Government of Tarragona.
O
fficials of 23 WTO member
States were received by the
Provincial
Government
of
Tarragona in Catalonia (Spain) during the 2003 session of the WTO
Practicum.
Once again, from 11-22 May 2003,
WTO invited a select group of highlevel tourism officials from twentytwo Member States to participate in
the WTO Practicum. The countries
represented were: Benin, Bulgaria,
Ecuador, Hungary, Kazakhstan,
Kenya, Kuwait, Lebanon, Lesotho,
Madagascar, Malaysia, Malta,
Mauritius, Philippines, Rumania,
Tedqual
6
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p. 124
Russia, Rwanda, Saudi Arabia,
Senegal, Seychelles, Sri Lanka and
Ukraine. During the first week, the
officials participated in a course on
Tourism Policy and Strategy and
were also briefed on tools and
instruments in tourism education
and training. The second week was
dedicated to familiarization with
WTO through presentations by and
meetings with WTO officials in
charge of the programme areas and
the regional representations.
Over the weekend, the Practicum
participants made a technical visit to
the Costa Daurada (Golden Coast)
destination in the province of
Tarragona on the east coast of Spain,
one of Spain's most varied tourism
destinations, to complement their 5day tourism policy and strategy
course held the previous week.
During their two-day stay, they were
based in La Pineda/ Vila-seca/ at the
Estival Park Hotel, a holiday complex which caters to a diverse range
of international and domestic
tourists. Upon arrival they were welcomed by the Mayor of Vila-seca,
H.E. Josep Poblet i Tous, who spoke
of the planning and development of
this destination and the efforts that
had been made to maintain and
improve the environmental quality
of its natural attractions, such as the
recuperation of beachfront. At this
brief briefing the Practicum participants also met with other local
authorities, the Chairman of the
Vila-seca Tourism Board, the
Chairman of Salou Tourism Board,
the Councilman of the Cambrils
Tourism Board as well as Dr.
Salvador Anton, the Chairman of the
Managing Committee of the School
of Tourism and Leisure of the Rovira
and Virgili University. Participants
had a further opportunity to
exchange experiences with the
authorities at dinners in Salou on
Saturday and in Cambrils on
Sunday. On Sunday morning they
visited the towns of Cambrils and
Salou to learn more in situ of the
tourism management and promotion
strategies of these towns. Sunday
afternoon was dedicated to a visit of
the destination's major entertainment attraction, Port Aventura,
(Universal Mediterránea), a theme
park which combines adventure
attractions with regional themes. It
was hosted by Mr. José Blanco, the
Director of the Area of Strategic
Alliance of Universal Mediterranea
- Port Aventura.
On the final day, after an all too
short stay in this fascinating and
varied destination, the Practicum
participants had the honour to be
received in the capital of the
Province, by the President of the
Regional Government of Tarragona,
H.E. Josep Mariné I Grau, who welcomed the officials to his region and
spoke of the importance international understanding through tourism.
These working meetings and technical visits offered the Practicum
participants a valuable insight into
tourism destination management in
Tarragona, a benchmark for natural,
cultural and leisure tourism and an
example of how to achieve optimal
quality and competitiveness in an
area. The WTO Practicum participants expressed their gratitude to
the authorities for their warm hospitality and the splendid examples
of tourism development at its best
shown to them. WTO·THEMIS
TEDQUAL
PRACTICUM
AUTUMN EDITION 2002
The WTO·THEMIS Foundation,
in collaboration with the Government of Andorra, launched the
first edition of the WTO·THEMIS
TedQual Practicum programme
for officials from the Tourism
Administrations of WTO Member
States to enable them to become
specialized officials with up-todate knowledge on techniques and
methods in Tourism Education,
Training and Research as well as
familiarization with the WTO·HRD
and WTO·THEMIS Foundation
specialized Products and Services.
The first edition of this programme
received officials, previously
appointed by their governments as
WTO-HRD Liaison Officers, from
the Fiji Islands, Aruba, Tanzania,
Slovak Republic, Botswana,
Thailand, Kenya and Costa Rica
who spent 6 days in Andorra of
which 4 were dedicated to an
intensive training course on
“Human Resources, a key factor
for competitiveness in Tourism
Destinations”.
Within this subject, the officials
had the opportunity to discover,
from the experts of the
WTO·THEMIS Foundation, the
TEDQUAL PRACTICUM 2003
En colaboración con el Gobierno de
Andorra, la Fundación OMT.Themis
ha lanzado un nuevo programa: el
TedQual Practicum de la Fundación
OMT.Themis.
TEDQUAL PRACTICUM 2003
En collaboration avec le Gouvernement andorran, la Fondation
OMT.Thémis a lancé un nouveau
programme: le TedQual Practicum
de la Fondation OMT.Thémis.
most updated international trends
in tourism and the key elements for
achieving quality and efficiency in
tourism education. Special focus
was put on the WTO Certification
System for Quality and Efficiency
in Tourism, TedQual System, and
its applicability to the tourism
milieu of each country.
Participants were officially welcomed to Andorra by the Director of
Tourism of Andorra, Mr. Sergi
Nadal and were offered visits to
several local sites of tourism interest in Andorra over the weekend.
One of these visits –to the thermal
water palace, Caldea– was enhanced
by a lunch offered by the “Comú
d’Escaldes-Engordany” with the
attendance of the Mayoress of the
Tedqual
6
1/2003
p. 125
The WTO·THEMIS
Foundation, in
collaboration with
the Government
of Andorra,
organised another
edition of the
WTO·THEMIS
TedQual Practicum.
Participants at Autumn 2002 WTO.Themis TedQual Practicum.
said Parish, Hon. Lydia Magallón,
who later invited all the participants to visit the Town Council and
to sign the parishes “Llibre de signatures d’Or”.
The participants then travelled to
WTO Headquarters were they met
the Regional Representatives and
WTO Staff. The programme concluded with an official dinner where
the Head of the Human Resource
Development Department (WTOHRD), Dr. Eduardo Fayos-Solà
awarded the participants with the
corresponding diplomas.
SPRING EDITION 2003
The WTO·THEMIS Foundation,
in collaboration with the Government
of Andorra, organized another edition
of the WTO·THEMIS TedQual
Practicum for officials from the
Tourism Administrations of WTO
Member States to enable them to
become specialized officials with
up-to-date knowledge on techniques and methods in Tourism
Education, Training and Research
Tedqual
6
1/2003
p. 126
as well as familiarization with the
WTO·HRD and WTO·THEMIS
Foundation specialized Products
and Services.
This year’s Spring edition received
Officials, previously appointed by
their Governments as WTO-HRD
Liaison Officers from Algeria,
Cambodia, Cyprus, Ghana, Korea,
Kazakhstan, Republic of Maldives,
Mexico, Malta and South Africa
who were officially received by the
Minister of Tourism of Andorra,
Mr. Enric Pujal.
Five of the seven days spent in
Andorra were dedicated to an
intensive training course on
“Human Resources: Key factor for
Competitiveness in Tourism
Destinations” where officials
received instruction on the most
updated international trends in
Tourism and the key elements for
achieving quality and efficiency in
Tourism Education. They also
received specific information on
the WTO·THEMIS Products and
Services, with a special emphasis
on the WTO.TedQual Certification
System.
Over the weekend they spent in
Andorra, the officials also participated in several extra-curricular
activities (visits to the Caldea thermal water spa, the Funicamp and
the Pas de la Casa – Grau Roig ski
station) were they enjoyed the
spectacular scenery of Andorra.
The participants then travelled to
WTO Headquarters in Madrid,
where they met the SecretaryGeneral, Mr. Francesco Frangialli,
the Regional Representatives and
WTO Staff. They also attended a
Conference given by the Head of
the Human Resource Development
Department of WTO, Dr. Eduardo
Fayos-Solà, on “The Human
Resource Development programme in Education, Training and
Research”.
The programme concluded with an
official dinner where the Secretary
General of WTO awarded the participants with the corresponding
diplomas. WTO·THEMIS PUBLICATIONS
EDUCATING THE EDUCATORS IN TOURISM
This publication is designed to be used by participants in WTO’s tourism education and training courses, but can also be used for independent study. In its approach, the book emphasizes
the importance of achieving quality in tourism education, and responding to the needs of
tourism employers and professionals. It covers curriculum design, tourism education quality
analysis, research methodology, and new trends in tourism education. It is also applicable to
the problems of training in private companies and new resorts.
( Available in English, French, Russian and Spanish)
INTERNATIONAL TOURISM: A GLOBAL PERSPECTIVE
This textbook has not only been designed to meet the needs of students in tourism, but also
to serve as a useful reference for both the private and public sectors involved in tourism. The
publication consists of 17 chapters, each indicating the learning objectives and key terms and
concepts. It provides information on travel patterns and trends, transport services, travel distribution systems, tourism market trends and travel psychology, tourism marketing, tourism
research and forecasting, contributions of tourism to economic development, the role of governments, international and regional organizations in tourism, etc.
( Available in English)
APUNTES DE METODOLOGÍA DE LA INVESTIGACIÓN EN TURISMO
La investigación turística requiere en la actualidad un considerable rigor metodológico. Este
libro presenta temas claves para la adquisición de know-how turístico, desde la metodología
de las cuentas satélites hasta la preparación y gestión de estructuras de información estadística del turismo en un país, pasando por los índices de precios turísticos o las medidas de
impactos/sostenibilidad. Imprescindible para la investigación y el desarrollo de estrategias en
turismo, así como para la formación en estas materias.
(Disponible en español)
INTRODUCCIÓN AL TURISMO
Por primera vez la OMT publica un libro de texto específicamente destinado a los estudiantes
o profesionales del turismo de habla hispana. Introducción al Turismo proporciona un conocimiento panorámico y contemporáneo de la industria turística. El amplio índice de contenidos
incluye cuestiones tan importantes como el análisis de la demanda y oferta turísticas, su concepto y tipología, la distribución, los impactos del turismo, las tecnologías, la intervención
pública y las tendencias del turismo entre otros. Esta es una obra imprescindible para tener
una visión global de la actividad económica más importante de nuestro tiempo.
(Disponible en español)
VO
NUE
N
ACIÓ
EPAR
R
P
EN
MICROEMPRESAS
TURISTICAS
Planificando y
Gestionando con Éxito
CÓMO INVESTIGAR Y CREAR CONOCIMIENTO EN TURISMO
La reciente puesta en marcha de un doctorado en Turismo y el creciente número de departamentos universitarios y de escuelas de negocios que acometen investigaciones en esta área,
aconsejan la adopción de procedimientos formales para la realización y presentación de los
trabajos. Esta publicación de la OMT aborda el tema con recomendaciones sobre pautas y
estándares para facilitar el trabado a doctorandos e investigadores. El índice incluye temas
tales como el plan de trabajo, las fuentes de documentación, los métodos de investigación,
las citas y referencias bibliográficas y la presentación de los trabajos.
MICROEMPRESAS TURISTICAS
Planificando y Gestionando con Éxito
El tejido empresarial turístico está formado mayoritariamente por microempresas, y es notoria la necesidad de formación en estas unidades organizativas. Esta publicación de la OMT
aborda un amplio panorama temático de cuestiones de estrategia y gestión para la competitividad. Es una guía imprescindible del saber-hacer en las pequeñas empresas turísticas.
These publications can be ordered from:
FUNDACIÓ OMT·THEMIS / Publications
Av. Dr. Vilanova, 9, Edifici Thaís / Andorra la Vella (Principat d’Andorra)
Phone nº: (376) 802 600 / Fax nº: (376) 829 955 / E-mail: wto.themis@andorra.ad
Tedqual
5
1/2002
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