HYBRID PROGRAMS IN TOURISM AND HOSPITALITY ∼ A Review of Strengths,
Weaknesses and Implementation Issues ∼
Author(s): J.R. Brent Ritchie, Simon Hudson and Lorn R. Sheehan
Source: Acta Turistica , July 2002, Vol. 14, No. 1, International Scientific Conference
"Rethinking of Education and Training in Tourism" 18-20 April, 2002, Zagreb, Croatia:
Key Note Speeches (July 2002), pp. 29-45
Published by: Faculty of Economics and Business, University of Zagreb
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UDC/UDK 338.48
INTERNATIONAL SCIENTIFIC CONFERENCE
,.RETHINKING OF EDUCATION AND TRAINING FOR TOURISM"
18-20 April, 2002, Zagreb, CROATIA
KEY NOTE SPEECH
J.R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan1
HYBRID PROGRAMS IN TOURISM AND HOSPITALITY
~ A Review of Strengths, Weaknesses and Implementation Issues -
that represents a learning track that is
It is traditionally accepted that degree
the tour
especially
adapted to students seeking long
ism and hospitality industry requires a large
term
careers
number of employees possessing the techni rather than simply jobs in the
and hospitality sector. This program
cal skills required to service thetourism
growing
is not necessarily
the only one of its kind
number of visitors that must be lodged,
fed,
worldwide.
For example, similar programs
and managed as they visit attractions
and
foundre
at LaTrobe University in Austra
pursue other travel experiences.are
More
lia services
(see Table 2) and at Brighton in the
cently, these tourism/hospitality/
United
(see Table 3). However,
sectors have recognized the desirability Kingdom
of
we believe
the Calgary BHRM degree pro
hiring employees who also possess
a basic
gram (see Table 1) possesses some unique
business and liberal arts education in addi
tion to their technical skills. While a certain
characteristics that have made its graduates
highly sought after—particularly in the
number of technically trained employees
North American markets.
have responded to this need by proceeding
to obtain university level degrees in busi As shown, Table 1 provides an overview
ness and the liberal arts, this has been an of the structure and context of the Calgary
BHRM program. The total learning period
Recognizing these difficulties, the Uni of this program is 4 years. During the first
two years, students follow a traditional 2
versity of Calgary in Calgary, Alberta, Can
year technical program designed to ensure
ada, has developed a hybrid Bachelor of
inefficient and ill-adapted process.
Hotel and Restaurant Management (BHRM)they have the basic entry level skills re
1 World Tourism Education & Research Centre, University of Calgary, Faculty of Management, 4"1 Floor
Scurfield Hall, 2500 University Drive N.W. Calgary, Alberta, CANADA T2N 1N4
The authors wish to express their sincere gratitude to the Canadian Pacific Foundation that has provided a
special long term enrichment grant to support the national development of the Bachelor of Hotel & Resort
Management (BHRM) program on which this paper is based.
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30 Acta turistica, Vol 14 (2002), No 1, pp 1-81
1994). In the U.S. and Canada, tou
quired by the industry. The (Koh,
best graduates
from such programs may then
pursue
a fur
ism studies
and hospitality managemen
ther two years of management
education,
courses
are integrated to a large exten
specifically designed for the
tourism
and
making
it hard
to classify all the relevan
hospitality industry. The final
product
an range of curricula and
courses
andisthe
individual possessing both the
specific techmake generalizations dif
modularization
nical skills and the broadercult.
management
Cooper et al. (1996) estimate that
education that larger firms proximately
in the tourism
30 universities, business
and hospitality sector find highly
schoolsattractive.
and colleges in the U.S. offer tour
studies
as an option or elective at either
In addition to describingism
the
rationale
undergraduate
postgraduate levels. In
and the details of the BHRM
degree,orthe
Canada,
universities
have tour
paper to be presented outlines
how11
the
pro
ism/hospitality
related
degree programs
gram has now expanded from coast to coast
whereas approximately
43 colleges have
across Canada through the development
of
two-year
Diploma
affiliation arrangements with
some
19 inprograms (Reid, 1999).
WhileAtlantic
colleges have
stitutions located in centers from
to offered tourism-related
diplomas for over 15 years, half of the uni
versity programs have been introduced since
and practical difficulties that were encoun
1995. This pattern is consistent with other
tered in the establishment, delivery, and
countries.
For example, the 1990s witnessed
marketing of the program and outlines the
the Pacific. It also describes the academic
an explosion in the provision of under
potential of similar hybrid models for other
graduate tourism education in the U.K.
industries.
There were 46 under-graduate degree
THE GROWTH OF TOURISM
EDUCATION
courses featuring 'tourism' in the title dur
ing 1998/99 and 36 institutions were in
volved in this provision (CRAC, 1999).
Tourism education has expanded rapidly
PREVIOUS RESEARCH
over the last few decades reflecting the
growing recognition of tourism (and the
Thereof
hasthe
been a wealth of literature
travel industry that serves it) as one
providing
comment on tourism education
world's most significant economic,
social
during2000).
the last decade (Ritchie, 1992; Coo
and environmental forces (Evans,
et al. 1992; Gamble, 1992; Busby,
Education and training has been per,
developed
Holloway,
at various levels, ranging from 1994;
highly
voca 1995; Ryan, 1995; Airey,
1997;
Ladkin and Middleton, 1999) and
tional courses through to higher
research
previously
degrees. The growth reflects the even
widely
held (Jafari and Ritchie, 1981).
Some
researchers
belief that one of the major challenges the have tended to focus on
the approaches
industry faces is to recruit, develop
andto the study of tourism. In
the
1980s
many
retain employees and managers with appro authors argued the case for
tourism
to be accepted as a distinct disci
priate educational backgrounds.
Although
pline (Lieper, in
198-1). Later writers such as
this rapid growth of university programs
Tribe
(1997)
and
tourism is not without critics (Evans, 1993), Echtner and Tazim (1997)
presented
contrary
arguments suggesting
the trend is generally recognized
for
its
that tourism could not be treated as a disci
merits (Ryan, 1995).
pline and at the same time pressures from
Formal study of tourism in North
the tourism industry have been exerted
America began in the 1940s but the subject
forcing tourism studies into business orien
area really started to develop in the 1980s
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J.R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan: Hybrid Programs in Tourism and Hospitality 31
tated approaches (Evans, 2000). This is
because there is some coherence and struc
specific areas that would be performed by a
manager.
ture to be observed in the field of tourism
business studies (Tribe, 1997) and it is con
sistent with many employers' views as to
THE RESPONSE
the necessary attributes required of tourism
Institutions around the world have
graduates.
sought to address these problems. Michael
Other researchers have focused attention
and Murphy (1999) have detailed the devel
on the role tourism studies should play with
opment of a model degree program in Aus
regard to serving the needs of the travel and
tralia that 'fully integrates Australia's
tourism industry (Collins, et al., 1994; Mid
industry determined vocational awards in
dleton and Ladkin, 1996; Cooper and Shep
herd, 1997; Busby, et al. 1997; Amoah and
Baum, 1997; Leslie and Richardson, 2000).
Haywood and Maki (1992) suggest that
there are differing expectations between
employers and the education sector in that
employers emphasize practical skills and
general transferable skills, whereas educa
tors are developing more conceptual and
tourism-specific materials. They contend
that this has resulted in a communications
hospitality or tourism with the rigor of a
University business degree' (p. 1). The
teaching model that evolved at La Trobe
University involved the creation of a work
ing partnership with local Technical and
Further Education (TAFE) Colleges (the
equivalent to junior/community colleges in
North America). The outcome was a pro
gram of subjects that could be cross-accred
ited or mutually recognized by both sets of
institutions. This enabled students to be
gap characterized by poor levels of commu enrolled in a degree program; but, one
nication between the two groups; a lack of where 30% of their studies in Years 1 and 2
involvement of educators in the industry; are practical hospitality or tourism industry
and, industry's role in education (through subjects taught at the TAFE colleges. The
advisory bodies, etc.) often being poorlyauthors say that due to the success of this
new model, initial skepticism and opposi
defined.
Tourism is multi-faceted and inherently tion has faded to insignificance and replaced
multi disciplinary making it difficult toby curiosity and duplication.
classify and to design syllabi which are
In the U.K. the 1990s witnessed the
integrated, academically rigorous, and rele creation of large 'hybrid' departments in
vant to the changing needs of the employ new universities providing a wide range of
ment market (Evans, 2000). Shepherd andcourses spanning tourism, hospitality, lei
Cooper (1994) believe that the diversity of sure, recreation, and in some instances
the tourism/hospitality industry makes it sports studies and service industries more
difficult for an education system to identifygenerally (Ladkin and Middleton, 1999).
the needs of the industry as a whole, and inTypically provided within an overall focus
1991 both Cotton and Leslie commented
of business studies, such large departments
that the actual fit between education proviare greatly facilitated by the modularization
sion and demand for employers in tourismof courses that permits economies of scale
and hospitality was a poor one. It was al
in teaching. On this basis, it is possible for
ways a mismatch between the expectation tourism related subjects to be selected from
of the recruiters and the actual performance
a wide range of course options on a modular
of the graduates. Kivela and Li (1998) as
basis. Credit accumulation transfer schemes
certained that the graduates from such pro
(CATS), and accreditation for prior learning
grams should attain competency in the(APEL) are further attempts to reduce the
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32 Acta turistica, Vol 14 (2002), No 1, pp 1-81
province
of Ontario,
for example,
has a
rigidity of educational
courses,
and
reduce
bleak record where college/university trans
the tensions between the academic and vo
fer is concerned.
cational emphasis of courses. In a somewhat
different vein, the International School ofAfter studying articulation agreements in
Tourism and Hotel Management (ISTHM)
Canada, Reid concludes that an articulation
has sought to adapt its programming to meet
system needs to be developed whereby
the ever changing pressures of globaliza
block transfer credits are given for related
tion. It is interesting to note that the ISTHM
programs. In this ideal model, curriculum
mission that seeks to transmit a complexfor
ofthe block is established collaboratively,
professional, technical, and intellectual
whereby the outcomes of the sending pro
skills and concepts, implicitly acknowledges
gram are matched to the requirements of the
the need for a hybrid approach to tourism
receiving program through an agreed upon
education and training (Smith and Cooper,
set of desired learning outcomes that in
2000).
clude the desired knowledge, skills and
abilities of students entering the university
In Canada, it is only in the last decade
that block transfers, or the '2+2 model' program.
have
According to Reid there are no
examples
of this approach to block transfer
become palatable to Canadian universities.
in Canada.
They generally take the form of an articula
tion agreement that allows block transfer
credits and typically allows diploma gradu
THE CALGARY PROGRAM
ates direct entry into year three of a four
year University degree program. Reid
Like many education programs in tour
(1999) attributes this slow uptake to the fact
ism, the Calgary Program has been devel
that Canadian Universities and college sys
oped in response to members of the industry
tems have different roles and mandates, and
who found that graduates from Technical
that tourism and hospitality as a discipline
Institutes had excellent entry-level skills.
has seen slow acceptance in Canadian uni
And, while many have gradually matured
and developed managerial level skills, a
The articulation agreements typically greater number have found their careers to
versities.
operate so that individual institutions con
duct evaluations of incoming transfer stu
dents and set their own standards for course
be limited by the lack of a general academic
education, and more specifically, by the
lack of strategic thinking that is engendered
requirements. Many college students areby formal programs in management educa
unable to enter university directly, due totion. Unfortunately, these constraints have
academic, monetary or geographical reafrequently not become obvious until the
sons. Transfer allows student access and
individual has advanced significantly along
opportunities for degree completion. Of his/her
the
career path, or until the industry has
11 Canadian universities offering tour
undergone major changes that have ren
ism/hospitality related degree programs,
dered past learning less than functional. As
seven have variations on this '2+2 model,'
such, some have realized too late that they
which would appear encouraging. However, could have benefited from a learning pro
Reid (1999) suggests that transferable pro gram that not only taught them how to think
grams advertised on university web sites in and act more managerially, and more strate
Canada typically do not provide links to the gically, but from a process that also taught
colleges with which they are affiliated, and them "how to learn and develop" as the
students often express dissatisfaction with industry around them was changing.
the way the transfer process is handled. The
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J.R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan: Hybrid Programs in Tourism and Hospitality 33
It was with these concerns and chal
a uniquely trained individual who is capable
of delivering
very operational skills to the
lenges in mind that the Calgary Hybrid
Pro
employee
while at the same time possessing
gram was developed and implemented.
The
to think managerially, and the
structure of this program, which has the
beenability
in
capability
of learning throughout his/her
place since 1995 is given in Table 1. As
can
be seen, the program consists of twocareer
years in order to adapt to the inevitable
evolution
of the workplace and global mar
of technical training leading to a Diploma
in
kets.
While this is the fundamental under
Hospitality studies from a recognized
Insti
lying strength of the program, it also
tute of Technology Studies. The program
provides an extensive number of other bene
initially drew from students at the Southern
fits.our
Some of these are given in Table 4.
Alberta Institute of Technology (SAIT),
primary partner, also located in Calgary.
Only the most highly qualified graduates
IMPLEMENTATION ISSUES AND
from the SAIT program were selected for
CHALLENGES
admittance.
Over the past decade, the program has It is inevitable that any program that
expanded to include a total of 19 partner
"breaks the mould" of more standard edu
institutions from coast to coast across Can
cation programs will be faced with some
ada, making this program the leading inno very special issues as it challenges tradition.
vation of its type. This ongoing long-term The BHRM program is certainly no excep
expansion of the program was made possition. While the list is long and varied, some
ble by recent enrichment funding from theof the most obvious and most significant
Canadian Pacific Foundation. As a result,
challenges the program faces are summa
the program now provides scholarships forrized in Table 5. While trying at times, these
the two or three most outstanding graduateschallenges have also made the program
that enter the program from the leadingimplementation an exciting and satisfying
Technical Institutes in Prince Edward Island
process. In particular, the program's clear
on the East Coast of Canada to Vancouver
success, both from the standpoint of indus
Island on the Pacific Coast. As such, the
try and the individual, has attracted interest
program has the unique attraction of bring
from other industry sectors. Sectors such as
ing together a total of some 40 industry
aviation and agriculture in particular have
leaders of tomorrow who might otherwise
noted the unique strength of Hybrid educa
never have had the opportunity to get
to Other will follow. As a consequence,
tion.
know each other. After graduating fromwe
the
at the University of Calgary have little
BHRM program, these individuals have
doubt that in the future (just as is the case of
proven to be so attractive to industry, cooperative
that
education programs, which we
they have received job offers from all over
also initiated at the University of Calgary),
the world.
Hybrid programs will be viewed as the
norm, rather than the exception. We cannot
STRENGTHS OF THE PROGRAM
wait!
Nevertheless, while we are waiting, we
keep
While it is undoubtedly evident from
themonitoring the world of tourism to
detect
foregoing, it merits reporting that the
pri additional changes that may yet fur
ther
shape the nature of demand for tourism
mary, overriding strength of the BHRM
education.
program is the unique way that it combines
practical skill training with more broadly
based management education. The result is
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34 Acta turistica, Vol 14 (2002), No 1, pp 1-81
LOOKING TO THE FUTURE
should continue to strengthen their position
both in the marketplace, and within the
academic setting. As such, despite all the
on academic institutions, and on
the University of Calgary studied andpressures
ad
tourism and hospitality education/training
dressed the need for the BHRM Program.
programs in particular, we remain highly
The world, and particularly the tourism
It is now well over a decade since we at
optimistic regarding the future of the Cal
world, has changed in some ways gradually,
gary BHRM program—and for all hybrid
and in some ways dramatically, over that
programs. While more complex in both
period. Some of these changes are summa
rized in Table 6. The end result of these
design and administration than traditional
programs, their ability to produce graduates
changes is that existing programs will have
having both practical skills and academic
to evolve, adjust, and do things differently.
insight
is surprisingly unique in a world that
Others may simply find that they are
no
requires both abilities. It is this unique
longer relevant and may disappear. Within
strength that will ensure both their existence
this context, we believe that Hybrid educa
and their success.
tion programs are particularly robust, and
Table 1
Overview of Calgary BHRM
(Bachelor of Hotel & Resort Management)
2 years at
Diploma Granting Institution
Diploma in Hotel
Technical education in the operation of
and Restaurant
hotels and restaurants
Management
Course work has 2 thrusts:
1. General Management knowledge
2. Hotel and Restaurant Management skills
Selection of Top two graduates
from 19 Diploma Granting Institutions
2 years at
University of Calgary
Critical thinking skills
Course work has 3 major thrusts:
1. General Management knowledge
2. Tourism Management knowledge
3. General Education knowledge
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=>
Bachelor of Hotel
and Resort Man
agement Degree
J.R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan: Hybrid Programs in Tourism and Hospitality 35
Table la
Details of Hybrid Hotel and Resort Management Program
Year 1
Diploma Granting Institution Courses
60% Core Business
20% Hotel Management
20% Food & Beverage
Year 2
Diploma Granting Institution Courses
40% General Education
25% Hotel Management
25% Food & Beverage
10% Integrative Tourism
II
Year 3
50% General Education
40% Core Business
10% Integrative Tourism
Year 4
University of Calgary Courses
50% General Education
30% Tourism Business
20% Integrative Tourism
II
Bachelor of Hotel and Resort Management Degree Awarded
by
University of Calgary
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36 Acta turistica, Vol 14 (2002), No 1, pp 1-81
Table 2
Overview of Structure and Content of the
Bachelor of Business (Tourism & Hospitality)
Latrobe University (Melbourne, Australia)
B.Bus (Tourism and Hospitality)
Year 1
Year 2
2 x TAFE Subjects
=>
1 x TAFE Subject
=>
Diploma (optional)
=>
Alternate for students not
7 x University Subjects
wanting to complete
diploma
Year 2
8 x University Subjects
Year 3
Year 4
Certificate
6 x University Subjects
8 x University Subjects
=>
Degree or Graduate
Diploma
Honours Degree
5 x University Subjects
=>
(by invitation from Head of
School)
NOTE: TAFE is the acronym for Technical and Further Education
Philosophy of the LaTrobe Multi-Entry, Multi-Exit Program
The philosophy that underpins the hospitality and tourism courses at LaTrobe see
blend vocational training with a broad management education for the industry's f
leaders. The Bachelor of Business (Tourism and Hospitality) combines the skills nee
hospitality supervision with business management and an understanding of the dyn
the tourism industry. The Bachelor of Business (Tourism Management) develops th
fessional skills required in the tourism and travel industries with a thorough backgro
general business and management.
Students can enter these degrees knowing that their career options are open and
At the end of their first year of studies, if their interests or vocation needs so det
they can leave either course with a fully recognized TAFE Certificate in Hospitalit
Tourism, and return later when their career demands higher qualifications. Similarl
can exit the course at the end of their second year with a nationally recognized Dipl
Hospitality Management or Diploma in Tourism. Students are not locked into a
nothing three-year program. In short, the course is designed to meet the student'
needs for education when they require it—providing every opportunity to advanc
qualifications as their own career develops.
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J.R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan: Hybrid Programs in Tourism and Hospitality 37
Table 2a
Details of Course Structure and Content for Bachelor of Business
(Tourism and Hospitality)
First Year
Semester 1
• Accounting for Management Decisions
• Food and Beverage Services A
• Introduction to Accommodation Management
Semester 2
• Accommodation Management Operations
• Accounting & Management for Small Business
• Introduction to Tourism Analysis
• Management Communications
Second Year
Two options are offered for 2nd Year Bachelor of Business (Tourism & Hospitalit
students. The first option allows students interested in the Hospitality field to satisfy
requirements for the Diploma of Hospitality. The second option is for students who do no
wish to complete the Diploma of Hospitality
Option One
Semester 1
• Computer Reservation Systems: Information & Analysis
• Economics for the Tourism Industry
• Food and Beverage Services B @
• Tourism and Hospitality Marketing
Semester 2
•
•
•
•
Hospitality Enterprise Management
Human and Personnel Management
Tourism and Hospitality Law
Tourism Policy & Planning
Option Two
Semester 1
• Computer Reservation Systems: Information & Analysis
• Economics for the Tourism Industry
• Tourism and Hospitality Marketing
Plus one free elective (any eligible LaTrobe University subject)
Semester 2
• Human and Personnel Management
• Tourism and Hospitality Law
• Tourism Policy & Planning
Plus one free elective (any eligible LaTrobe University subject)
NOTE: Students who have completed Option Two do not quality for the Diploma of
Hospitality.
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38
Acta turistica, Vol 14 (2002), No 1, pp 1-81
Table 2a (continued)
Third Year
Students are required to complete the entrepreneurship stream of 3 subjects, one of the
available specialization streams (of 3 or 4 subjects) and 1-2 Free Elective choices; a total
of 8 subjects. The full range of options is set out below:
NB: Subjects can only account as an elective in one stream. Subjects failing to achieve
sufficient enrolments will be cancelled and alternate subjects offered to the student.
COMPULSORY STREAM
Entrepreneurship Stream
SPECIALIZATION STREAMS
Culture & Tourism Stream
Event Catering & Management Stream
Nature-based Tourism Stream
International Tourism (English Language)
International Tourism (Foreign Language)
Marketing Stream
Wine Tourism Stream
Resort Management Stream (Mt Buller)
Rural Tourism (Shepparton")
Hospitality Management (Wodonga/Beechworth)
Community Tourism (Bendigo Campus)
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J.R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan: Hybrid Programs in Tourism and Hospitality 39
Table 3
Overview of Structure and Content of the
Tourism Management Program
at
Brighton University (Brighton, UK)
BA (Honours) Tourism Management or Hospitality Management
2 or 3 years at
Diploma Granting Institution
(UK or Overseas)*
Technical education in the operation of
hotels and restaurants
—>
Diploma in Tourism or
Hospitality Management
Tourism Management
Selection of top graduates
from Diploma Granting Institutions
Jj
1 or 2 years at
BA (Hons) in:
University of Brighton
Level 2
• Operational Management expertise
• Hospitality Management
• International Hospitality
Management
• International Tourism
Level 3
• Public Sector Tourism, Planning &
Development
• Plus specializations
Management
• Tourism Management
• Travel Management
♦Overseas Partner Institutions:
•
•
•
•
Treider, Oslo, Norway
Freibourg, Germany
Deventer College, Holland
Bad Honneff, Bonn, Germany
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40 Acta turistica, Vol 14 (2002), No 1, pp 1-81
Table 3a
Details of Structure and Content of the
Tourism Management Program
at
Brighton University (Brighton, UK)
Level 1
• Accounting in Service Industries
• Consumers and the Business Environment
• Understanding People in Service Organisations
• Development and Organisation of the Tourism Industry
• Attractions Management and Operations
• Skills for Academic and Professional Studies
• Business Communication and IT
• Options including languages
Industrial placement year
• after level 1 or 2 (optional for non-international route)
Level 2
• Managing Finance, Human Resources and Marketing in Service Industries
• Business and Consumer Law
• Impacts in Tourism
• Transport
• Society, Culture and Tourism
• Applied Management case study
• Professional Development
• Business Research Methods
• Options including languages
Level 3
• Business Strategy
• Politics and Planning in Tourism
• Tourism and Recreation in Fragile Destinations
• Dissertation
• Options
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J.R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan: Hybrid Programs in Tourism and Hospitality 41
Table 4
Some Special Strengths of the Calgary BHRM Hybrid Program
• Graduates possess a high level of technical skills in hospitality management that make
them immediately functional on job entry
• Graduates have been exposed to a significant number of courses from a wide range of
academic disciplines, thus enhancing their understanding of society as a whole
• Graduates have undertaken an in-depth study of the tourism and hospitality sector, its
components, how it functions, and how the sector contributes to the well being of soci
ety
• Graduates have learned how business works in general, as well as the roles of each of
the functional areas of business, and the skills required in each area
• Graduates have learned the fundamentals of tourism and hospitality management at both
the firm and destination level. This provides a unique understanding of a Destination
Management Organization provides leadership and coordination to tourism and hospi
tality firms, so as to make the total destination competitive on a sustainable basis
• Graduates have had the opportunity to interact with, and share ideas with the leading
students in their field from all across Canada
• Graduates have had the opportunity to form life-long friendships and relationships that
will serve them well in their careers, and be of immense value to the Canadian tourism
industry
• Graduates have been exposed to some of the leading teachers and researchers in the
field of tourism and hospitality studies. In addition to acquiring practical skills, they
have been intellectually challenged in a way that goes far beyond that of many
programs
• Graduates have access to employment opportunities and management training programs
in some of the world's leading hotel, resort, and tourism attractions. Indeed, most have
several offers from which to choose.
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42 Acta turistica, Vol 14 (2002), No 1, pp 1-81
Table 5
Issues and Challenges Facing Implementation
and Management of the Calgary Hybrid BHRM Program
• Tourism is still regarded with skepticism by many in the academic community. Much
like women, tourism research must continually demonstrate they are better than col
leagues in many disciplines in order to merit scholarly recognition
• Basic funding for tourism education in Canada still lags far behind competitors, such as
Australia in particular
• With notable exceptions (e.g. Canadian Pacific, now Fairmount Hotels & Resorts) the
tourism sector in Canada is reluctant to provide the enrichment funding that permits
good programs to become great ones
• Despite scholarship support, the fact that Canada is a vast country still makes the total
cost of studying in Calgary much high than studying at a local university
• The graduates of the leading partner technical institutes are typically flooded with job
offers after completing their technical programs. As such, it requires these individuals to
take a long term career perspective to enter the BHRM program. This is not always easy
for a young person who has lived their life to date on a very basic income
• A true appreciation of what the BHRM program will do to enhance their personal and
career satisfaction must be explained in detail by our recruiting team. This team must be
sent every year to each of the 14 partner institutions if we are to successfully convey our
message to future graduates. And since we can accept only 2-3 individuals from each
Institute, this is a high cost process. Again, without the enrichment support from Cana
dian Pacific, this essential promotional effort would not be possible in today's world of
restrained university budgets
• The accreditation standards of the American Association of College and Schools of
Business (AACSB) are aimed towards the "traditional" business school program. As
such, they have little tolerance for the idiosyncrasies of the content and structure of the
Hybrid BHRM. This requires that we constantly must seek to modify not only the pro
gram itself, but also the articulation agreements that make it possible for the program to
exist
• The recent World Tourism Organization (WTO) TedQual accreditation standards, while
optimal, create yet another costly and diversionary accreditation standard and data col
lection process for those programs that which to support WTO in its efforts to maintain
and raise the quality of tourism education
• The drafting of articulation agreements with each of the 19 cooperating partners was a
long and laborious process since each of the institutions had slightly varying program
requirements
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J R. Brent Ritchie, Simon Hudson, and Lorn R. Sheehan: Hybrid Programs in Tourism and Hospitality 43
Table 6
The Changing World of the Past Decade
(and Some Impacts on Tourism Education)
• An ongoing reduction in public funding for university level education, and a resultant
pressure for privatization
• A growing demand for computer based distance education
• Increasing consolidation of key sectors of the tourism industry (most notably airlines
and hotels)
• A growing lack of personal willing to fill many of the frontline service functions re
quired by the traditional tourism industry in developed countries, and resulting pres
sures to automate/mechanize such tasks where possible
• Cutbacks in commission levels paid to travel agencies, with resulting lower levels of
service, direct charges to customers, and transfer of certain tasks to consumers
• Increased terrorism, with a resultant fear of travel, in general, and to specific destina
tions in particular. As a consequence, the study of tourism must be re-conceptualized
• The need for increased airport security has increased both the cost and the "hassle fac
tor" of travel by air
• Growing globalization has increased the need for an international perspective on tour
ism education and training
• The changing nature of the "Travel Destination" has placed an increased emphasis on
the need for a destination approach to educational programming and supporting teach
ing materials
• The growing sophistication of many tourism positions is slowly increasing the demand
for certain highly trained specialists and for graduate level programs
• The growing sophistication of travellers is changing their expectations with respect to
the kinds of experiences, products, and service quality levels that they are expecting—
indeed, demanding.
• The qualification requirements of tourism educators are being steadily raised, with an
accompanying growth in the demand for "educating the educators" programs
• The introduction of accreditation standards (e.g. WTO TedQual) is forcing education
institutions to increase the teaching and research skills of educators
• Increasing pressure to balance economic performance with environmental stewardship
is creating pressure for adjustments in the emphasis placed on these areas within tour
ism education programming
• Certain leaders in the tourism industry are starting to realize that unless they step for
ward to support and enrich tourism education and training in a significant way, that such
programs risk being dropped by education/training institutions.
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44 Acta turistica, Vol 14 (2002), No 1, pp 1-81
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