Model essay on tourism management undergraduate thesis 1: the construction of tourism management practice teaching system in undergraduate colleges
Abstract: The importance of practical teaching in the teaching of tourism management specialty is increasingly prominent. This paper takes local undergraduate colleges as the research object, finds out the main problems on the basis of analyzing the current situation of their practical teaching system, and constructs a new practical teaching system based on the concept of collaborative innovation, aiming at providing useful reference for cultivating innovative compound talents with strong practical ability.
Keywords: practical teaching system; Collaborative innovation concept; Tourism management major
I. Introduction
With the rapid and diversified development of tourism, tourism is facing fierce market competition, which puts forward higher requirements for the comprehensive quality of tourism management professionals: not only have a solid theoretical foundation, but also have strong practical ability. Tourism higher education needs to keep pace with the times and constantly explore and reform the talent training mode to meet the needs of society. However, at present, in the teaching of tourism management major in local undergraduate colleges, most of them have not yet formed a truly complete practical teaching system, and the employment situation of their graduates is not optimistic. Is it high or low? A worrying situation. The reason is that there are a series of problems in the practical teaching system of tourism management specialty. Based on the concept of collaborative innovation, this paper discusses how to construct a new practical teaching system from two aspects: talent training objectives and teaching staff, which has certain theoretical and practical significance.
Second, the current situation of practical teaching system of tourism management major in local undergraduate colleges
As an important part of the teaching system of tourism management specialty, the practice teaching in most local undergraduate colleges mainly focuses on the practice inspection of scenic spots, indoor simulation training and practice in tourism enterprises and institutions. However, due to practical problems such as funds, teachers and attention, its practical teaching system often stays on the surface, but has not been really implemented.
(A) the direction of personnel training is not clear enough
This is a common problem of tourism management major in local undergraduate colleges. Because the tourism industry has a long industrial chain and involves many aspects, the professional knowledge and practical skills required by different branches of the industry are quite different. At present, the training objectives of undergraduate students majoring in tourism management in Chinese universities can be divided into four parts: hotels, exhibitions, travel agencies and scenic spots. Judging from the curriculum arrangement of colleges and universities, all courses involving tourism and management are among them. Most of the four parts are learning content. Students should not only take public courses, but also take professional basic courses, compulsory courses and elective courses. In this way, it is easy for students to lack clear goals and have a feeling that the more they learn, the more confused they are. In addition, in the professional setting of Chinese universities, the tourism management major is set in the category of business administration, which makes the curriculum setting pay too much attention to management courses and ignore the learning and mastery of the operation of management objects.
(B) insufficient attention to school cognition
As a new major, tourism management has a short development time, and its teaching position in the school is not very high, so it is difficult to get the same attention as the old major. Tourism education in local undergraduate colleges lags behind the development demand of tourism, and there is usually no special training hotel like higher vocational colleges. Some basic service skills training is only realized through simple classroom teaching. When students really go to work, the reality is seriously out of touch with teaching, which makes the students in undergraduate schools far below the social requirements for tourism management professionals. All these are closely related to the school's understanding and attention to tourism management. Practice teaching is a new requirement for tourism management specialty. How to grasp the relationship between practical teaching system and professional goal training, subject theory construction, curriculum requirements and industrial demand is an important problem to be solved urgently.
(C) the lack of relevant teaching facilities and equipment
In the teaching of tourism management specialty in local undergraduate colleges, theoretical teaching is the main body. Although practical teaching is added to the course, it is basically a formality. Indoor practical teaching is weak, and the existing practical teaching facilities, equipment and related audio-visual materials are lacking. Although some colleges and universities have established professional simulation training rooms, it is difficult to create a real service atmosphere because of its low degree of simulation and unreasonable layout. The lack of relevant supporting equipment in the training room has led to the failure of some projects, not to mention the research and design of some projects. At the same time, with the continuous development of online travel industry, how to strengthen online marketing and service is also an urgent problem to be solved. Schools should increase relevant capital investment and give students more practical opportunities.
(4)? Double teacher? Insufficient school-enterprise cooperation
The rise of double-qualified teachers conforms to the requirements of the development of tourism management specialty and is an indispensable part of the practical teaching system. Double-qualified teachers should not only have very strong professional theoretical knowledge, but also have relevant work experience. But at present, most local undergraduate tourism management teachers have no experience in hotel or tourism industry. Most graduate students or doctors are directly engaged in teaching after graduation, lacking industry work experience or business background; Some are transferred from adjacent disciplines, such as geography, history, foreign languages, etc. And their professional skills are not deep, so it is difficult to be competent for practical teaching in a short time. At the same time, there are some problems in the practice base construction of tourism management specialty, such as insufficient cooperation mechanism with related tourism enterprises outside the school. At present, the cooperation between schools and enterprises is mainly to practice in enterprises for several months when students are approaching graduation, but there are few opportunities to practice in hotels in daily teaching work, and there is a lack of a systematic teaching mechanism combining practice and training. Even fewer managers of tourism enterprises are invited to be part-time teachers, and the source of teachers is single, which is not conducive to the construction of practical teaching bases on campus and off campus.
Third, according to? Collaborative innovation? Construction of practical teaching system of tourism management specialty based on ASP.
Collaborative innovation as a new idea of running a university? This is an educational concept based on integration, cooperation, integration and enjoyment of values. It breaks through the traditional innovation mechanism and innovation mode, and emphasizes that all innovation subjects are interrelated and innovative in the overall development in a collaborative way, thus promoting the development of innovation activities. This is not only the endogenous need of running a university, but also the new requirement put forward by social development. This is not only the objective requirement of university innovation from fragmentation to integration and from decentralization to integration, but also the inevitable result of the university's own breakthrough in traditional innovation. Although the concept of collaborative innovation has not been put forward for a long time, it has achieved initial results after the test of practice, and has become the same school-running concept of universities, and has been implemented in talent training and scientific research.
(A) clear training objectives, to create a compound talent
? Value theory over practice? It is a common phenomenon of tourism management major in local undergraduate colleges, so talent training should be based on? Deep theory, strong practice and heavy ability? The general idea is to lay a good theoretical foundation and establish a market-oriented and employment-oriented method. Competency-based? The concept of cultivation. In teaching, we should make clear the teaching objectives, focus on cultivating compound talents with strong practical ability according to our own teaching resources and geographical advantages, so that students can better adapt to the development of society and the needs of the industry. By constantly improving the talent training program and increasing optional courses related to tourism management, we can provide students with diversified development space and comprehensively improve their comprehensive quality. At the same time, it is necessary to establish a special talent training mechanism in talent training, so that each student can understand the learning objectives and employment direction of his major, and reasonably choose and determine different professional directions in the tourism industry according to his own specialties. For each direction, the school should set up corresponding courses and practical teaching content.
(2) Improve the degree of attention and promote professional development.
At present, the tourism industry is developing well. In the first quarter of 20 15, the fundamentals of tourism economy were generally stable. It is estimated that the tourism revenue will reach10.7 trillion yuan in the first half of the year, up by 6.3% year-on-year, and the next 20 to 35 years will be the golden period of China's tourism development. Tourism management specialty should be fully recognized and valued by local undergraduate colleges. Schools should establish and improve the cooperative education mechanism in Industry-University-Research, and carry out joint training with local governments, tourism management departments and industrial enterprises. For example, students are regularly organized to go to relevant enterprises for job experience, and experts from tourism enterprises such as hotels, tourist attractions, travel agencies and exhibition industries are invited to conduct discussions.
(3) Increase capital investment and improve facilities and equipment.
The establishment of professional simulation training room is essential. The training room not only exercises students' professional ability and comprehensive ability, but also helps students to be better qualified for various positions in the tourism industry after graduation. Local undergraduate colleges should increase the investment in practical teaching of tourism management specialty and improve the hardware facilities such as practical teaching facilities, equipment and related audio-visual materials; Break the traditional laboratory and build a comprehensive laboratory integrating teaching, practice and vocational skill appraisal. Nowadays, information networks are all over the world, and online tourism is developing rapidly. Schools should combine the trend of this tourism era, increase investment in online and offline tourism training for students, strengthen further study, improve students' online marketing and online service capabilities, and effectively improve the quality of personnel training.
(4) strengthening? Double teacher? Establishing and deepening school-enterprise cooperation
For training? Double teacher? Local undergraduate colleges should actively encourage teachers? Go out? Give teachers more opportunities to study in enterprises, so that they can keep abreast of market information and industry development trends. At the same time, schools should strengthen teacher training, encourage teachers to obtain various professional qualification certificates related to professional development, and promote the construction of double-qualified teachers. Besides teaching, teachers with senior professional titles should also guide and train young teachers in an all-round way to promote their rapid growth. In the aspect of school-enterprise cooperation, schools should strengthen the contact with counterpart enterprises to achieve a win-win situation between schools and enterprises. Schools may invite experts and technical experts from enterprises and institutions to give lectures, train or take part-time classes; Students can be brought into enterprises and institutions for investigation, to understand the operation process, job division and promotion space of the whole enterprise, and to further understand their employment direction. Enterprises can provide students with part-time and internship positions to win high-quality talents to the greatest extent in the fierce market competition.
Four. conclusion
At present, China's economy and society are in the historical stage of industrial transformation and upgrading, and a large number of high-level applied talents are needed. Local undergraduate colleges should seize the historical opportunity, conform to social development and pay attention to the cultivation of students' comprehensive quality. As a practical subject, students majoring in tourism management should have strong practical ability. But what about most local undergraduate colleges? Value theory over practice? It is difficult for students majoring in tourism management to adapt to the needs of society after graduation. Based on the educational concept of collaborative innovation, this paper discusses the construction of practical teaching system of tourism management specialty in local undergraduate colleges. Only on the basis of fully considering their own characteristics and strength level, making clear the orientation of running a school and perfecting the education scheme can we comprehensively improve the comprehensive quality of students, cultivate high-quality innovative talents that meet the market demand and better serve the regional economic development.
References:
[1] Yang Hui, Mao Jinfeng. Research on Collaborative Innovation of Practical Teaching of Tourism Management Major in Colleges and Universities [J]. Northern Economics and Trade, 2014 (3):175-176.
[2] Don Dunrong, Hu Ying. On the idea of collaborative innovation in universities [J]. China Higher Education Research, 20 12( 10):4-8.
[3] Wu. The basic idea of strengthening the practical teaching of tourism management specialty [J]. Journal of Education College of Bingtuan, 2007(3):46-49.
[4] Yang, Yuan Yaoqing. Local undergraduate tourism management professional practice teaching system [J]. Commercial Economy, 2009(03):98- 100.
Fan Wen-er: Research on Teaching Quality Dimension of Tourism Management Undergraduate
[Abstract] Tourism management undergraduate teaching quality research, you can learn from Parasuraman and others' service quality model (SERVQUAL) and Cronin and others' performance perception quality evaluation model (SERVPERF), combined with the characteristics of tourism management undergraduate and the development trend of contemporary higher education in China, design a questionnaire to analyze the teaching quality dimension of tourism management major in colleges and universities. Taking the third and fourth grade students majoring in tourism management in Nanjing Forestry University as the investigation object, the factors of evaluation variables are extracted through factor analysis, and it is concluded that the dimensions of evaluating the teaching quality of tourism management undergraduate majors are embodied in six aspects: interest, practicality, accuracy, reliability, materiality and security. Based on this, some suggestions are put forward to improve the teaching quality of tourism management specialty in colleges and universities.
[Keywords:] tourism management; Undergraduate major; Teaching quality; Factor analysis; practicability
First, the quality of teaching services in colleges and universities
The main targets of teaching activities in colleges and universities are students, including undergraduates and graduate students. Among them, undergraduate teaching occupies the basic position of university teaching. Teaching activities in colleges and universities can be regarded as a service activity, whose main purpose is to meet the needs of students to acquire knowledge and master skills. In 20 12, the Ministry of Education issued "Several Opinions of the Ministry of Education on Comprehensively Improving the Quality of Higher Education", emphasizing the importance of comprehensively improving the teaching quality of colleges and universities, and striving to promote the improvement of the quality of higher education. It can be seen that how to improve the quality of teaching services in colleges and universities has become one of the major issues in China's higher education reform. How to measure the quality of higher education service is the basis of improving the quality of teaching service. Compared with other traditional disciplines, the teaching service standard of tourism management specialty has not been fully established. In 20 14, the National Tourism Administration issued three norms for practical teaching of tourism major, namely, norms for students majoring in tourism to practice in scenic spots, norms for students majoring in tourism to practice in travel agencies and norms for students majoring in tourism to practice in hotels, but there is no special service norm or evaluation standard for the comprehensive teaching quality of tourism management major. Based on the general service quality evaluation model, this paper designs a questionnaire for undergraduate teaching quality analysis of tourism management specialty, and makes an empirical analysis by taking Nanjing Forestry University as an example. By using factor analysis, it discusses the main dimensions of teaching quality evaluation of undergraduate tourism management specialty, with a view to laying a foundation for the research on teaching quality evaluation of undergraduate tourism management specialty in China.
Second, a summary of related research.
Since 1980s, management scholars have been paying attention to the study of service quality. American marketers Parasuraman, Zeithaml and Berry (1985) put forward the famous service quality model (referred to as SERVQUAL) based on the theory of total quality management and the characteristics of service industry. [1]SERVQUAL model divides the service quality into five aspects: materiality, responsiveness, assurance, empathy and reliability, and evaluates the service quality by measuring the gap between the service quality expected by customers and the service quality actually perceived. In practical application, it is found that it is difficult to measure the service quality expected by customers and the service quality actually perceived. Therefore, Cronin and Taylor( 1994) put forward a performance perception quality evaluation model (referred to as SERVPERF) which can directly measure the service quality perceived by customers. [2] The study of service quality evaluation in the field of management provides enlightenment for the study of service quality in higher education. As early as 1995, scholar Anderson (1995) made an empirical study on the service quality of higher education with reference to the service quality model. Research shows that higher service quality has lower empathy, but higher reliability and responsiveness. [3] With the rapid development of global tourism, the research on the quality of higher education in tourism-related majors has attracted more and more attention from relevant scholars, and some research results have been produced in recent years. For example, Cooper and Xihu (1998) studied the curriculum of tourism-related majors from the perspective of stakeholders. [4]Leal(20 10) studied how to dynamically adjust the teaching activities of tourism management major in Brazilian universities according to the feedback from both students and teachers. [5] At present, there are more than 430 universities in China offering tourism management majors, with about 200,000 graduates each year. The practical ability of undergraduate students majoring in tourism management is often inferior to that of graduates majoring in tourism at other levels, such as junior college and vocational high school. Therefore, the improvement of practical ability of undergraduate students majoring in tourism management has attracted much attention. The research on the service quality of tourism higher education mostly revolves around practical teaching. For example, Zhang Peiyin, Shi (2006) put forward the teaching system of innovative education in tourism higher education, including knowledge training system, practical ability training system and innovative education quality management system. [6] Wang (2006) systematically discussed the implementation principles, teaching environment construction, teaching content, teaching methods and teaching organization of experiential teaching for tourism management majors in colleges and universities, and constructed the talent training mode of experiential teaching for tourism management majors in colleges and universities. [7] Feng, Han Zhongchun (2009), (20 10) discussed the problems existing in the practical teaching of tourism management major in colleges and universities [7] and how to evaluate the quality of practical teaching of tourism management undergraduate major [8]. To sum up, foreign research focuses on quantitative empirical research, while domestic research tends to use qualitative analysis. This study will learn from the service quality evaluation model and combine the characteristics of tourism management teaching in colleges and universities to explore the dimensions of evaluating the teaching service quality of tourism management specialty in colleges and universities by combining qualitative and quantitative methods.
Third, research ideas and methods.
Although the service quality model and the performance perception quality evaluation model are controversial on whether it is necessary to measure customers' expectations of products and services, both of them divide service quality into 22 items in 5 aspects. First of all, based on these 22 basic questions, combined with the characteristics of higher education and tourism management specialty, through expert interviews, this study listed 365,438+0 items to evaluate the teaching service quality of tourism management specialty in colleges and universities (as shown in Table 65,438+0). All questions are measured by Likert 5 scale to measure students' evaluation of the teaching quality of tourism management specialty. Where 1 means very dissatisfied and 5 means very satisfied. Secondly, based on the above problems, a questionnaire was designed and distributed among senior students majoring in tourism management to collect sample data. Thirdly, according to the sample data, factor analysis is carried out, and the common factors in the variables are extracted and named, and the main dimension of teaching service quality of tourism management specialty in colleges and universities is obtained.
Four. case study
(A) sample characteristics
2010110/0 in October, questionnaires were distributed among the third and fourth grade students majoring in tourism management in Nanjing Forestry University, and 9 1 copy was distributed, and 100% was recovered. In these 9/kloc-0 questionnaires, the proportion of girls is as high as 83.5%. This result reflects the gender imbalance of tourism management major in colleges and universities in recent years, that is, the number of female students is much higher than that of male students. See table 1 for the mean and standard deviation of the variable 3 1 used to measure the teaching service quality of tourism management specialty.
(B) Factor analysis results
Input the recovered questionnaire data into SPSS statistical analysis software. Firstly, the maximum variance rotation method is used to analyze the original data, and the common factors are extracted from the variable correlation matrix, so that the number of variables with the highest load on each factor is the least, and each factor covers the most closely related variables. The results of preliminary factor analysis show that some variables have low commonality. Therefore, six variables with * * * identity lower than 0.5 were deleted, and factor analysis was conducted for the second time. The result of factor analysis shows that the other 25 variables are concentrated on 6 factors, with the total variance of 69.747% and KMO value of 0.842. The load of each variable on its own factor is close to or greater than 0.5, while the load on other factors is less than 0.5. Therefore, factor analysis has a good effect again and can be used for further analysis.
(3) Naming and explanation of common factors.
The variable is divided into six common factors according to the load, and the name of each common factor is shown in Table 2. The first common factor in Table 2 has a great load on the variables Q3, Q6, Q7, Q 12, Q 13, Q 15, Q 19 and Q26. These eight variables are all related to the interesting aspects of teachers' teaching forms and teaching contents, so they are called interesting factors. The second common factor is heavily loaded in variables Q24, Q27, Q28, Q29, Q30 and Q3 1. These six variables are related to the practicality of tourism teaching practice or teaching content, so they are called practicality. The third common factor has a great load on the variables Q 17, Q 18 and Q20, which are about correctness, understandability and teachers' trustworthiness, respectively, and are called accuracy. The fourth common factor has a great load on the variables Q2 1, Q22 and Q23, all of which are related to good communication between teachers and students. The fifth common factor has a great load on the variables Q8 and Q9, which is about teaching facilities and equipment, and the sixth common factor is in the variable Q 1. These three variables are the basic contents to ensure the normal teaching of tourism specialty. Therefore, referring to the SERVQUAL model, the fourth, fifth and sixth common factors are named as reliability, importance and assurance respectively. Therefore, through the sample data, it is found that the dimensions of evaluating the teaching quality of tourism management specialty include three aspects: interest, practicality and accuracy, in addition to the reliability, materiality and supportability concerned in the general service quality SERVQUAL model.
(4) Factor score
Calculate the variable mean of each factor with SPSS, and arrange them in the order from small to large, as shown in Table 3. It can be seen that the students majoring in tourism management surveyed think that what they are not satisfied with in the current teaching of tourism specialty is the practicality of teaching. This phenomenon is universal. The undergraduate majors of tourism management in China universities are scattered in the departments of language, geography, management and history. Coban? Those who come from poor backgrounds are mostly transferred from their original mother subjects to teach tourism. Such professional teachers often have strong research ability, while the practical experience of first-line tourism enterprises is limited. However, in recent years, the tourism industry has changed rapidly, which leads to the fact that classroom teaching is often based on theoretical teaching, with limited practical teaching links and poor results. Secondly, the average scores of interesting and tangible factors are also low, which also reflects the characteristics of contemporary college students and students majoring in tourism management. It is generally believed? Travel? This is always an interesting thing. Although? Tourism management? Not how to teach? Travel? However, many students reported that they applied for this major because they were interested in tourism. Therefore, from the perspective of tourism management teachers, we should pay special attention to the interest of teaching, use various multimedia technologies to make the teaching form lively and interesting, and constantly update the teaching content according to the industry trends to make the teaching content rich and colorful. The other three factors, reliability, assurance and accuracy, are higher than the average of the other three factors, which shows that students are relatively satisfied with these three factors, especially the accuracy of teaching. Reliability, assurance and accuracy should be the most basic aspects when evaluating the general service quality, including teaching quality. Although the evaluation is good, we can't relax the maintenance of these aspects while improving other aspects.
Verb (abbreviation of verb) conclusion
On the basis of service quality model and performance perception quality evaluation model, a questionnaire for teaching quality evaluation is designed, which conforms to the characteristics of tourism management specialty in colleges and universities. Taking the tourism management major of Nanjing Forestry University as an example, a questionnaire survey was conducted among the third and fourth grade students in this school to collect sample data. Factor analysis is used to explore the main dimensions of evaluating the teaching quality of tourism management undergraduate major, and the average value of each factor is used to analyze students' satisfaction with the teaching quality of our school. Research shows that:
(1) The teaching quality evaluation dimension of tourism management undergraduate major is consistent with the general service quality SERVQUAL model, namely, reliability, tangibility and assurance, but it also has its uniqueness, including three aspects: interest, practicality and accuracy. Therefore, in the future, the evaluation of the teaching quality of tourism management undergraduate major can focus on six aspects: interest, practicality, accuracy, reliability, materiality and assurance.
(2) Students' recognition of practical teaching in tourism management undergraduate teaching is not high, and practical teaching can't satisfy students. Therefore, the integration of resources inside and outside the school is the key to improve the teaching quality of tourism management undergraduate.