Edited by Pierre Benckendorff and Anita Zehrer
The focus of tourism programs on industry and career outcomes has raised concerns about opportunities to equip graduates with the ‘practical wisdom’ needed to be ‘philosophical practitioners’. It is proposed that the development of research skills could achieve some of these outcomes. A review of tourism graduate, employment and employability profiles highlights common demand for broadly characterized research skills. Reflecting the academics’ propositions, employers and graduates have also identified research skills as important. Research is a systematic process of learning, and is based upon six interrelated skills of: embarking and clarifying; finding and generating; evaluating and reflecting; organizing and managing; analyzing and synthesizing; and communicating and applying. The Research Skill Development (RSD) Framework combines these research skills with different levels of autonomy. The RSD is applied in tourism for research skill assessment, enhancement, and to design learning environments. Reflections highlight RSD advantages of clear and explicit setting of expectations, common conversation artifacts, time saving, and rewards for skill enhancements. In addition to adoption of the RSD, future direction should be for multiple student exposures to it. The use of RSD in tourism highlights many aspects needing consideration for its effective implementation.
You are not authenticated to view the full text of this chapter or article.
Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.
Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.
Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.