The Importance of Tourism Education and Student Perceptions
The tourism industry has undergone rapid growth and transformation in recent years, with various economic sectors becoming increasingly integrated into the tourism landscape. As the tourism sector evolves, it requires tourism practitioners to adapt and develop new skills and competencies. To meet these changing demands, universities must also adapt their tourism curriculum and educational practices to ensure students are equipped with the necessary knowledge and abilities to succeed in the industry.
However, a persistent challenge facing the tourism industry is the difficulty in recruiting and retaining qualified employees. Many tourism students are less than enthusiastic about pursuing careers in the industry after graduation, leading to a talent shortage. Understanding the factors that influence students’ perceptions of tourism careers and their intention to work in the industry is crucial for universities, tourism businesses, and policymakers to address this mismatch between supply and demand.
Factors Influencing Tourism Students’ Career Intentions
Numerous studies have explored the various factors that shape tourism students’ career intentions and their willingness to work in the tourism industry. These factors can be categorized into four main groups: work conditions, social identity, school education, and self-perception.
Work Conditions
The nature of the work, salary, environmental conditions, and interpersonal relationships within the tourism industry can significantly impact students’ career intentions. Students tend to be drawn to jobs that align with their interests, provide reasonable compensation, offer a comfortable work environment, and foster positive relationships with colleagues.
Research has shown that the demanding and fast-paced nature of many tourism jobs, as well as the industry’s reputation for low pay and poor working conditions, can deter students from pursuing careers in the sector. Conversely, tourism businesses that prioritize employee well-being, offer competitive salaries, and foster a positive work culture are more likely to attract and retain talented graduates.
Social Identity
The social status and career prospects associated with tourism jobs also play a crucial role in shaping students’ career intentions. If the tourism industry is perceived as having low social status or limited opportunities for career advancement, students may be less inclined to consider it as a viable option.
Changing societal perceptions and promoting the diverse career paths available in the tourism sector can help address this challenge. Highlighting the industry’s contributions to the local economy, cultural preservation, and sustainable development can enhance its social standing and appeal to prospective students.
School Education
The quality of tourism education and the opportunities for practical experience, such as internships, are essential factors in students’ career decision-making. High-quality academic programs that integrate industry-relevant curriculum, hands-on learning opportunities, and effective career guidance can significantly influence students’ attitudes towards the tourism industry.
Internships, in particular, provide students with valuable insights into the realities of tourism work, allowing them to form more informed perceptions and intentions about their future careers. Positive internship experiences that align with students’ expectations can increase their willingness to pursue employment in the tourism sector.
Self-Perception
Students’ self-perceived competencies, such as employability, self-efficacy, person-organization fit, job satisfaction, and outcome expectations, also shape their career intentions. When students feel confident in their abilities, believe they are a good fit for the industry, and anticipate positive outcomes from working in tourism, they are more likely to express a strong intention to pursue a tourism career.
Fostering these positive self-perceptions through targeted educational and career development initiatives can enhance students’ commitment to the tourism industry.
The Influence of Student Grades and the Impact of COVID-19
The impact of these factors on tourism students’ career intentions can also be influenced by the students’ academic level and the broader economic and social context, such as the COVID-19 pandemic.
Differences in the depth of industry exposure and professional knowledge between lower-level (freshman and sophomore) and upper-level (junior and senior) students can lead to variations in the relative importance of these factors. For example, upper-level students with more practical experience may place a greater emphasis on work conditions and internship opportunities when considering their career paths.
Similarly, the COVID-19 pandemic has had a significant impact on the tourism industry, leading to job losses, reduced stability, and heightened uncertainty. These adverse effects have the potential to shape students’ perceptions of the industry and their willingness to pursue tourism careers, although the extent of this influence remains an area of ongoing research.
Implications for Educators and the Tourism Industry
The insights gained from understanding the various factors that influence tourism students’ career intentions can inform the efforts of universities, tourism businesses, and policymakers to address the talent shortage in the tourism industry.
Universities should focus on enhancing the quality of tourism education, ensuring that curriculum, teaching methods, and practical experiences align with the evolving needs of the industry. Strengthening students’ employability, self-efficacy, and person-organization fit can be achieved through comprehensive career development programs, industry partnerships, and mentorship opportunities.
Tourism businesses, on the other hand, must strive to improve work conditions, offer competitive compensation, and foster a positive and supportive work culture to attract and retain talented graduates. Collaborating with universities to provide meaningful internship experiences and showcasing the diverse career paths available in the industry can also help shape students’ perceptions and intentions.
Policymakers and industry associations can contribute by promoting the tourism sector’s social status and highlighting its contributions to economic development, cultural preservation, and sustainable tourism. Providing targeted support and resources to help the industry navigate challenges, such as the COVID-19 pandemic, can also bolster students’ confidence in the industry’s long-term viability.
Conclusion
Understanding the factors that influence tourism students’ perceptions of the industry and their intention to pursue tourism careers is crucial for addressing the talent shortage faced by the tourism sector. By addressing the work conditions, social identity, educational experiences, and self-perceptions of students, universities, tourism businesses, and policymakers can work together to create a more attractive and rewarding career path in the tourism industry.
Through these collaborative efforts, the tourism sector can better attract, develop, and retain the skilled professionals needed to navigate the evolving landscape and contribute to the sustainable growth of the industry. By investing in the next generation of tourism leaders, the industry can ensure its continued success and resilience in the years to come.
For more information on careers in the tourism industry and resources available to Stanley Park High School students, please visit https://www.stanleyparkhigh.co.uk/.
