Handbook of Teaching and Learning in Tourism
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Handbook of Teaching and Learning in Tourism

Edited by Pierre Benckendorff and Anita Zehrer

This comprehensive Handbook provides an international perspective on contemporary issues and future directions in teaching and learning in tourism. Key topics include assurance of learning, development of skills, learning in the field, work integrated learning, sustainability and critical studies, internationalisation, technology enabled learning, links between teaching and research, and graduate student supervision. Within these topics attention is devoted to the discussion of curriculum, pedagogy, assessment, students, educators and trends and issues. The Handbook provides a valuable resource for understanding teaching and learning theory and practice in tourism.
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Chapter 16: Self-authorship development through tourism education: rethinking the outcomes of work-integrated learning

Julia Caldicott and Erica Wilson

Abstract

There are calls in tourism higher education for alternative learning models that will produce graduates able to cope with the personal and work-related complexities of the twenty-first century. This chapter explores the concept of ‘self-authorship’, commonly described as the capacity to internally generate beliefs, identity and social relationships, and its potential role in tourism higher education. A term not widely known in tourism education literature, self-authorship has applicability for a range of university disciplines looking to prepare learners for their future professional, civic and personal lives. In this chapter, we argue that facilitating the development of self-authorship can deliver a more liberal and reflective tourism curriculum. Work-integrated learning (WIL), a common component in tourism curricula, is discussed with regard to the role it can play in fostering self-authorship development. Whilst WIL is generally regarded as a way of increasing the ‘employability’ outcomes of tourism graduates, such a narrow view may overlook the potential outcomes of WIL. A self-authorship perspective may expand this view by encouraging learners to be more critical in their decision-making processes if underpinned by an awareness of their approaches to knowledge and relationships with self and others.

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