Tourism business workersmotivations and expectations of future employees

  1. Daniel Dorta-Afonso 1
  2. María Cantero-García 2
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Universidad Loyola Andalucía
    info

    Universidad Loyola Andalucía

    Sevilla, España

    ROR https://ror.org/0075gfd51

Revista:
Pasos: Revista de Turismo y Patrimonio Cultural

ISSN: 1695-7121

Any de publicació: 2020

Volum: 18

Número: 1

Pàgines: 101-111

Tipus: Article

DOI: 10.25145/J.PASOS.2020.18.006 DIALNET GOOGLE SCHOLAR lock_openRIULL editor

Altres publicacions en: Pasos: Revista de Turismo y Patrimonio Cultural

Objectius de Desenvolupament Sostenible

Resum

This research had three objectives: to know professional expectations of first‑year students on the Bachelor’s degree in tourism, their main reasons for choosing the studies and what kind of jon they were interested in. Data was collected in a class assignment on the course of organizational behavior. Results suggest that students show few differences in either expectations or motivations. The vast majority of students consider hotel and travel agencies as their main outlet jobs after their studies. In addition, most of them chose their studies to speak foreign languages, travel and meet other people and cultures. When looking for a job, their motivations mainly include self‑fulfilment, but also money and recognition. The implications of the study for tourism firms are discussed and future lines of research are highlighted.

Referències bibliogràfiques

  • Abarca, S. 1995. Psicología de la motivación. San José, C.R.: Editorial Universidad. Estatal a Distancia. Alonso Tapia, J. 1995. Motivación y aprendizaje en el aula. Cómo enseñar a pensar. Madrid: Santillana.
  • Álvarez, R. P. 2004. Formación superior basada en competencias, interdisciplinariedad y trabajo autónomo del estudiante. Revista iberoamericana de educación, 35,1‑33.
  • Bacon, Ch. 1993. Student responsibility for learning. Adolescence, 28,199‑211.
  • Barron, P. E., & Arcodia, C. 2002. Linking learning style preferences and ethnicity: International students studying hospitality and tourism management in Australia. Journal of Hospitality, Leisure, Sport and Tourism Education, 1, 15‑27.
  • Baum, T. 2015. Human resources in tourism: Still waiting for change? –A 2015 reprise. Tourism Management, 50, 204‑212.
  • Braten, I. & Olaussen, B. 1998. The relationship between motivational beliefs and learning strategy use among Norwegian college students. Contemporany Educational Psychology, 23, 182‑194.
  • Cagle, J. A., & Baucus, M. S. 2006. Case studies of ethics scandals: Effects on ethical perceptions of finance students. Journal of Business Ethics, 64, 213‑229.
  • Cothran, C., & Combrink, T. E. 1999. Attitudes of minority adolescents toward hospitality industry careers. International Journal of Hospitality Management, 18, 143–158.
  • Dachary, A. C., & Arnaiz, F. C. 2016. Educación universitaria y turismo. Revista Latino‑Americana de Turismologia, 2, 8‑17.
  • Deci, E., & Ryan, R. M. 1985. Intrinsic motivation and self‑determination in human behavior. Springer Science & Business Media.
  • De La Cruz, Mª A. 2003. Taller sobre el proceso de aprendizaje‑enseñanza de competencias. Zaragoza: Instituto de Ciencias de la Educación. Universidad de Zaragoza.
  • Dorta‑Afonso, D. 2018. Docencia universitaria en turismo: la metodología de casos aplicada a las áreas de organización de empresas, marketing, comercialización e investigación de mercados. Atlante Cuadernos de Educación y Desarrollo, (noviembre).
  • Dorta‑Afonso, D. 2019. Teaching organizational behavior in the bachelor of tourism through the case study method. Journal of Hospitality, Leisure, Sport & Tourism Education, 25, 100204.
  • Falkenberg, L., & Woiceshyn, J. 2008. Enhancing business ethics: Using cases to teach moral reaso‑ ning. Journal of Business Ethics, 79, 213‑217.
  • García, M. E. C. 2008. La evaluación por competencias en la educación superior. Profesorado. Revista de curriculum y formación de profesorado, 12, 1‑16.
  • García, T., & Pintrich, P. 1996. The effects of autonomy on motivation and performance in the college class‑room. Contemporany Educational Psychology, 21,447‑486.
  • Green, A. J., Tanford, S., & Swift, A. 2018. Determinants of Student Satisfaction with Using Instructional Technology: The Role of Active Learning. Journal of Hospitality & Tourism Education, 30, 1‑10.
  • Hernández, C. C., Martín, C. A., Jiménez, A. R., Domínguez, C. S., & Bermúdez, I. V. 2010. La formación en turismo en España: pasado, presente y futuro en el nuevo Espacio Europeo de Educación Superior. Cuadernos de Turismo, 25, 45‑67.
  • Honey, P., & Mumford, A. 1986. The manual of learning styles (2nd ed.). Maidenhead, Berkshire, UK: Peter Honey Publications Ltd.
  • Huertas, J.A. 1997. Motivación. Querer aprender. Buenos Aires: Aique.
  • Juaneda, C., Herranz, R., & Montaño, J. J. 2017. Prospective student’s motivations, perceptions and choice factors of a bachelor’s degree in tourism. Journal of hospitality, leisure, sport & tourism education, 20, 55‑64.
  • Kim, S. S., Guo, Y., Wang, K. C., & Agrusa, J. 2007. The study motivations and study preferences of student groups from Asian nations majoring in hospitality and tourism management programs. Tourism Management, 28, 140–151.
  • Kusluvan, S., Kusluvan, Z., Ilhan, I., & Buyruk, L. 2010. The human dimension: A review of human resources management issues in the tourism and hospitality industry. Cornell Hospitality Quar‑ terly, 51, 171‑214.
  • Ladkin, A. 2011. Exploring tourism labor. Annals of Tourism Research, 38, 1135‑1155.
  • La Lopa, J. M., Elsayed, Y. N. M., & Wray, M. L. 2018. The State of Active Learning in the Hospitality Classroom. Journal of Hospitality & Tourism Education, 30(2), 95‑108.
  • Lashley, C. 1999. On making silk purses: Developing reflective practitioners in hospitality management education. International Journal of Contemporary Hospitality Management, 11, 180‑185.
  • Lashley, C., & Barron, P. 2006. The learning style preferences of hospitality and tourism students: Observations from an international and cross‑cultural study. International Journal of Hospitality Management, 25, 552‑569.
  • Lee, M. J., Kim, S. S., & Lo, A. 2008. Perceptions of hospitality and tourism students towards study motivations and preferences: A study of Hong Kong students. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre‑2012), 7, 45.
  • Lepper, M. 1988. Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289‑309.
  • Limón, M. y Baquero, R. 1999. Teorías del aprendizaje. Universidad Nacional de Quilmes. Ma, E., Kim, S. S., & Lee, M. 2007. HTM study motivations and preferences: the case of Hong Kong and mainland Chinese master’s students studying in Hong Kong. Asian Journal of Tourism and Hospitality Research, 1, 99–112.
  • March, A. F. 2010. La evaluación orientada al aprendizaje en un modelo de formación por competencias en la educación universitaria. REDU: Revista de Docencia Universitaria, 8, 11‑34.
  • March, A. F. 2006. Metodologías activas para la formación de competencias. Educatio siglo XXI, 24, 35‑56.
  • Merseth, K. K. 1991. The early history of case‑based instruction: Insights for teacher education today. Journal of Teacher Education, 42, 243‑249.
  • Minguéz‑Palermo, M. 2005. El núcleo de una estrategia didáctica universitaria: motivación y comprensión. Revista Electrónica de la Red de Investigación Educativa, 1, 1, 11.
  • O’Mahony, G. B., McWilliams, A. M., & Whitelaw, P. A. 2001. Why students choose a hospitality‑degree program: An Australian case study. Cornell Hotel and Restaurant Administration Quarterly, 42, 92‑96.
  • Patiar, A., Ma, E., Kensbock, S., & Cox, R. 2017. Hospitality Management Students’ Expectation and Perception of a Virtual Field Trip Web Site: An Australian Case Study Using Importance–Performance Analysis. Journal of Hospitality & Tourism Education, 29, 1‑12.
  • Pintrich, P., D. Smith, T. García y W. McKeachie 1991. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. University of Michigan.
  • Reeve, J. 1994. Motivación y emoción. México: Mc Graw Hill.
  • Rianudo, M. C., Chiecher, A., & Donolo, D. 2003. Motivación y uso de estrategias en estudiantes universitarios. Su evaluación a partir del Motivated Strategies Learning Questionnaire. Anales de Psicología/Annals of Psychology, 19, 107‑119.
  • Riesco‑González, M. 2008. El enfoque por competencias en el EEES y sus implicaciones en la enseñanza y el aprendizaje. Tendencias pedagógicas, 13, 79‑ 105.
  • Ryan, R. M., & Deci, E. L. 2000. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25, 54‑67.
  • Schiefele, U. 1991. Interest, learning and motivation. Educational Psychology, 26, 299‑323.
  • Schoffstall, D. G., & Brown, E. A. 2018. First‑year hospitality students: an exploration into their background and the initial importance of career success aspects. Journal of Teaching in Travel & Tourism, 18, 284‑296.
  • Schunk, D. 1991. Self‑efficacy and academic motivation. Educational Psychology, 26, 207‑231.
  • Wong, K. K., Pine, R. J., & Tsang, N. 2000. Learning style preferences and implications for training programs in the hospitality and tourism industry. Journal of Hospitality & Tourism Education, 12, 32‑40.
Fuente de los datos: Dialnet