Talent Development and Higher Education in Tourism ·  · 2015-12-21Talent Development and Higher Education in Tourism Álvaro de la Rica ... the bases of a tourism product from

Talent Development and Higher Education in Tourism

Álvaro de la Rica

2nd December 2015

.WTTC urges the industry – both public and private sector – to actnow to address the anticipated talent shortage. Travel & Tourismhas the power to create jobs across the economy - at different skills levels, for often marginalised sectors of society such as young people and women, and in areas where other opportunities are scarce. We are a people industry – we depend on quality people to deliver a quality product – and we need the right policies, programmes and partnerships in place to ensure that the workforce of the future knows about the opportunities in our sector, and has the appropriate skills and knowledge to support future growth.

In the years to come, progress in developing and retaining talent will require a much stronger and more co-ordinated effort between the private sector, educational establishments and government.

Key messages

1. Talent matters

2. Negative impacts of Tourism talent gaps and deficiencies

Key messages

3. Tourism industryneeds higher skilledpeople: New skills fornew jobs-New profiles fornew societies

4. Tuning: Student-centred & Competencedbased

1. Talent matters

Talent is increasingly seen as a key enabler for wider economic development, facilitator of growth and source of competitiveness.

Talent is no different to other supply-side factors like land, capital, technology and infrastructure.

However, governments generally have not prioritised human resources and training to the same extent, for example, as infrastructure.

2. Negative impacts of Tourism talent gaps

1. Talent labour shortages, where many hard-to-fill vacancies go permanently unfilled;

2. Talent vacancies, which in many cases may only be met by raising pay levels substantially and attracting staff from other sectors;

3. Talent skill gaps amongst existing employees, where positions are filled by under-qualified and under-experienced staff;

4. Talent gaps, where migrant labour has to substitute for a shortage of indigenous labour:

5. The sector’s often transient labour can limit its ability to deliver a consistently high quality visitor experience

3. New skills for new jobs

"There is no future in any job. The future lies in the person who holds the job" George W. Crane

3. New skills for new jobs

1. Upgrading, adapting and widening the skills portfolio of individuals to create and fill the jobs of tomorrow is one of the greatest challenges facing the Tourism industry. 2. Improving people’s skills is a real ‘win, win’ for all – for the economy, for society, for employers and, of course, for individuals themselves.3. Ensure that people have the right skills.4. Increased global competition means that Tourism industry will no longer be able to compete on cost and price, but need to produce higher quality and more innovative products and services, delivered by higher skilled people.

3. How can this be achieved?

1. Investment in skills must be massive and smart. It requires the right incentives to upgrade and better use skills for individuals and employers.

2. We need to bring the worlds of education, training and work closer together.

3. We must develop the right mix of skills. Specific job related competences learned throughout education and training must be underpinned by transversal /. generic competences.

4. We need to better anticipate future skills needs.

4. Tuning

Introduction to Methodology

Presentation of the Tuning project and its context

A project for/ by the universities.

A meeting point to reflect on HE.

A process of learning together.

A set of principles: ownership, respect fordiversity, closeness to needs, efficiency, action byreference points.

A methodology, an approach to design and deliverHE Degree programmes.

An articulated system of communities of learning.

A tool, an instrument to be used.

1. What is Tuning?

2. Where is Tuning in the world?

2. Where is Tuning in the world?

2. Where is Tuning in the world?

2. Where is Tuning in the world?

Module 1

GC 2

SSC 6

SSC 8

LEARNING OUTCOMELEARNING OUTCOMELEARNING OUTCOME

LEARNING OUTCOMELEARNING OUTCOMELEARNING OUTCOMELEARNING OUTCOME

LEARNING OUTCOMELEARNING OUTCOME

Number of

Credits

2. Where is Tuning in the world?

2. Where is Tuning in the world?

It is a bottom up approach.

At subject level.

It is based on mutual trust and confidence.

Totally respectful of autonomy (institution/ country/ region).

Sharing knowledge and listening very much at theessence.

Organized system according to regional needswith aims, objectives to reach at every step.

Interconnected communities of practice who adaptthe instruments and share the results.

3. How does it work?

• Is a broad concept• Represents a dynamic combination of:

- Knowledge and understanding at different levels- Skills and abilities- Attitudes and values

• Competences are used to define degree profiles• Competences are formed in various course units

and assessed at different stages.• Some competences are subject area related

(specific to a field of study) while others are generic(common to any degree programme)

Competence according to Tuning

A common language to understand and compare.

An articulated set of tools, jointly developed byacademics.

A platform for discussing and learning about HE.

Participation into the building of global reference points.

A system of developing degrees shared by many actors.

Posibility of networking, events and publications.

It is very global because it relates to internationalstandards and reference points and tries to develop themwith many regions of the world.

It is very local because in every context it takes a differentshape and outcome in accordance to the choices made bythe people of the region.

4. What does Tuning offer?

5. Tuning at a glance

103 countries involved

45 subject areas

29 thematic Networks

139 publications

+ 1.000 institutions

In 14 languages

GC1

GC2 GC3

SSC1 SSC2

SSC3

SSC4

GC4

GC5

Describes in terms of competences and learning outcomes what graduates will know, understand and be able to do by the time they have successfully completed the programme.

A set of key competences (Generic (GC) and Subject Specific (SS)) to be developed by the learners in the framework of a programme.

Should be very concise and it needs to be veryclear.

Provides a tool for: COMMUNICATION, TRANSPARENCY and RECOGNITION

6. How does Tuning designs profiles?

Degree profileUniversity B

Subject Area XDegree profileUniversity A

Degree profileUniversity C

Degree profileUniversity D

Degree profileUniversity E

Degree profileUniversity F

Degree profileUniversity G

Degree profileUniversity H

Degree profileUniversity I

Subject Area X

GC1

GC2

GC3

GC4

GC5

GC6

SSC1

SSC2

SSC3

SSC4

SSC5

SSC6

SSC7

SSC8

SSC9

List of Generic Competences

List of Subject Specific Competences

Subject Area X

Year Semester Course/Module Credits

Agricultural Chemistry and Soil Science

6Animal Production: Principles and Techniques

6Agronomy and Horticultural Crop Production

6Applied Economics, Extension and Systems

6Microbiology and Genetics I 6Agrometeorology and Climate Change 6Food Science and Technology 6Agricultural Engineering and Applications 6Statistical Methods for Agricultural Sciences 5Biochemistry and Biotechnology 6Pests, Diseases and Weeds Control 6Animal Production and Science I 6Botany and Crop Physiology 4Scientific Communication Skills 8Microbiology and Genetics II 6Animal Science and Production II 6Crop Production Technologies 6Postharvest Management and Agricultural Produce Processing 6Project I 8Agricultural Management and Marketing

6Entrepreneurship for Small and Medium Agribusiness 4Project II 8Practical Training

10

1st Semester

2nd Semester

3rd Semester

4th Semester

1

2

3

5th Semester

6th Semester

ProgrammeDegree profile

SSC3

SSC1

SSC2

GC1

GC2

GC3

SSC4

GC4

GC5

SSC5

Academics Employers Students Graduates TotalARCHITECTURE 172 124 237 161 694LAW 121 104 234 128 587NURSING 200 173 215 173 761TOURISM 148 130 195 172 645

Total 641 531 881 634 2687

NUMBER OF RESPONDENTS: GENERIC COMPETENCES

Academics Employers Students Graduates TotalARCHITECTURE 137 112 190 123 562LAW 101 82 166 105 454NURSING 103 117 120 74 414TOURISM 110 93 125 116 444

Total 451 404 601 418 1874

NUMBER OF RESPONDENTS: SUBJECT SPECIFIC COMPETENCES

Tuning MENA countries

Corporate and institutional Management

Operational Management

Basic Management

Core staff

Levels of responsibility in tourism organisations

Intermediate Vocational Training Programmes

Higher Vocational Training Programmes

Degree in Tourism

Postgraduate level in Tourism

Levels of responsibility in tourism organisations

Tourism Studies Specific CompetencesSC 1: To comprehend,

recognise, identify and analyse the

fundamentals and dimensions of

tourism.

SC 2: To analyse and diagnose resources as the bases of a tourism

product from an integrated perspective.

SC 3: To plan, organise and

manage tourist destinations.

SC 4: To know the reality and importance

of tourist demand .

Tourism Academic

Profile University of

Deusto

SC 5: To plan, organise and manage tourism companies.

SC 6: To communicate effectively in English and in a

second foreign language

SC 7: To demostrate professional

competence in the tourism industry

Capacity for abstract thinking, analysis and synthesis

Problem solving Decision making

Oral and written communication

Interpersonal skills

Critical and self-critical abilities

Teamwork

Ethical commitment

Creativity Concern for quality

Ability to work autonomously

Capacity to learn actively Computing skills

Information management skills Ability to apply knowledge in practice

Commitment to the conservation of the environment

Generic Competences

Tourism Studies Academic ModulesFundamentals

and Dimensions of Tourism

Tourism Resources, Products and Destinations

Social and communication skills applied to

Tourism

Management of Tourism Service

Companies

Tourism Academic

Profile University of

Deusto

Human Education in

Values

Placement and Dissertation

Levels of mastery of competences for Bachelor in Tourism: Example Teamwork

Recommended levels of competence and learning outcomes for different positions in tourism industry

Key messages

1. Talent matters

2. Negative impacts of Tourism talent gaps and deficiencies

3. Tourism industry needs higher skilled people: New skills for new jobs-New profiles for new societies

4. : Student-centred & Competenced based

Many thanks for your attention!!!!