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An international handbook of tourism education by David Airey and John Tribe (eds), Elsevier Ltd, Oxford, UK, 2005, No. of pages: 538. ISBN 0‐08‐044667‐1

An international handbook of tourism education by David Airey and John Tribe (eds), Elsevier Ltd,... purchased or accessed on an article-by-article basis. Second, extracts from the book are available via Google books. These options may provide a way to assess the value of the book to the individual and provide a more cost-effective way to access articles that are of interest to researchers. Simon Darcy University of Technology, Sydney simon.darcy@uts.edu.au AN INTERNATIONAL HANDBOOK OF TOURISM EDUCATION by David Airey and John Tribe (eds), Elsevier Ltd, Oxford, UK, 2005, No. of pages: 538. Price: £62.99 (hardback), ISBN 0-08-044667-1. This timely publication brings together 40 international academics to discuss current trends in tourism education. There has been a rapid increase in the numbers of students studying tourism and an increase in the number of higher education institutions offering tourism-related courses. The growth and development of the subject is explored along with a review of tourism education literature. The debate between vocational and academic curricular is summarised and should be read within the current context of employability as a key theme within UK higher education. Airey and Tribe make a plea for a debate on the relationship between tourism, knowledge and curriculum in terms of the diversity across international institutions. Further discussions include online learning, curriculum development and industrial work placements. The international dimension to the book covers 12 countries and compares experiences from Australasia, Europe, Latin America, the Caribbean, China, East Africa, India, North America and South Africa. These chapters reflect diversity in government policy, teaching styles, learning, assessment, research, curriculum and quality issues. An entire section is devoted to teaching, learning and assessment which will be of particular interest to practitioners. Stergiou (p. 290) provides a useful summary of factors associated with high quality teaching in tourism. The discussion broadens to include a commentary of the student experience and assesses the importance of peer-support mechanisms. Wheeller (pp. 311–318) provides a series of warnings regarding current trends and provides a candid account of his experiences. Further chapters include undergraduate dissertations, cultural issues, e-learning and community education. The next section of the book addresses resources, progression and quality. Reassuringly Stuart-Hoyle (p. 411) suggests that tourism’s most valuable asset in higher education is the tourism teacher who has been the driving force behind the growing profile of the subject. Further contributors discuss careers in the industry, quality assurance, postgraduate and PhD education. Tourism is a popular field of study and one that deserves increasing recognition. For those involved in the teaching of tourism in higher education and those engaged in tourism education research this book will enable them to reflect on current practice and to consider their own contribution. This book should be regarded as a celebration of tourism in higher education across the globe. It is highly recommended and will serve as a milestone in the development of the discipline. Alan Marvell Bath Spa University a.marvell@bathspa.ac.uk Copyright © 2007 John Wiley & Sons, Ltd. Int. J. Tourism Res. 9, 231–232 (2007) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Tourism Research Wiley

An international handbook of tourism education by David Airey and John Tribe (eds), Elsevier Ltd, Oxford, UK, 2005, No. of pages: 538. ISBN 0‐08‐044667‐1

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Publisher
Wiley
Copyright
Copyright © 2007 John Wiley & Sons, Ltd.
ISSN
1099-2340
eISSN
1522-1970
DOI
10.1002/jtr.608
Publisher site
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Abstract

purchased or accessed on an article-by-article basis. Second, extracts from the book are available via Google books. These options may provide a way to assess the value of the book to the individual and provide a more cost-effective way to access articles that are of interest to researchers. Simon Darcy University of Technology, Sydney simon.darcy@uts.edu.au AN INTERNATIONAL HANDBOOK OF TOURISM EDUCATION by David Airey and John Tribe (eds), Elsevier Ltd, Oxford, UK, 2005, No. of pages: 538. Price: £62.99 (hardback), ISBN 0-08-044667-1. This timely publication brings together 40 international academics to discuss current trends in tourism education. There has been a rapid increase in the numbers of students studying tourism and an increase in the number of higher education institutions offering tourism-related courses. The growth and development of the subject is explored along with a review of tourism education literature. The debate between vocational and academic curricular is summarised and should be read within the current context of employability as a key theme within UK higher education. Airey and Tribe make a plea for a debate on the relationship between tourism, knowledge and curriculum in terms of the diversity across international institutions. Further discussions include online learning, curriculum development and industrial work placements. The international dimension to the book covers 12 countries and compares experiences from Australasia, Europe, Latin America, the Caribbean, China, East Africa, India, North America and South Africa. These chapters reflect diversity in government policy, teaching styles, learning, assessment, research, curriculum and quality issues. An entire section is devoted to teaching, learning and assessment which will be of particular interest to practitioners. Stergiou (p. 290) provides a useful summary of factors associated with high quality teaching in tourism. The discussion broadens to include a commentary of the student experience and assesses the importance of peer-support mechanisms. Wheeller (pp. 311–318) provides a series of warnings regarding current trends and provides a candid account of his experiences. Further chapters include undergraduate dissertations, cultural issues, e-learning and community education. The next section of the book addresses resources, progression and quality. Reassuringly Stuart-Hoyle (p. 411) suggests that tourism’s most valuable asset in higher education is the tourism teacher who has been the driving force behind the growing profile of the subject. Further contributors discuss careers in the industry, quality assurance, postgraduate and PhD education. Tourism is a popular field of study and one that deserves increasing recognition. For those involved in the teaching of tourism in higher education and those engaged in tourism education research this book will enable them to reflect on current practice and to consider their own contribution. This book should be regarded as a celebration of tourism in higher education across the globe. It is highly recommended and will serve as a milestone in the development of the discipline. Alan Marvell Bath Spa University a.marvell@bathspa.ac.uk Copyright © 2007 John Wiley & Sons, Ltd. Int. J. Tourism Res. 9, 231–232 (2007)

Journal

International Journal of Tourism Research – Wiley

Published: May 1, 2007

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