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 32: Teaching–research nexus in tourism, hospitality and event studies

Johan R. Edelheim

Abstract

Teaching and research are the foundation of a teacher’s work in both higher education as well as in other modes of education. Teaching seems self-evident – it is even part of the title of the profession – to be a teacher is what we first and foremost started off doing: ‘to teach’ in order for others ‘to learn’. Research is also on the surface easy to understand, but has, on closer inspection, plenty of different meanings. This chapter will investigate the connection between these two concepts. The purpose of the chapter is to illuminate not only how teaching is inextricably linked with research, but how this is emphasized differently in different settings, and in different understandings of ‘teaching’ or ‘research’. The key approach I will take in investigating these matters is by unraveling the etymology and different meanings of the words, and based on these findings show how they shape practice. I will thereafter touch upon the debates surrounding the teaching–research nexus (TRN). The chapter is rounded off with an empirical case showing an institute teaching TH & E in three separate dimensions. The institute is analyzed using the Curriculum Space model and a Curriculum Design TRN model, which will practically illustrate implications for teaching and learning theory; it will challenge earlier ideas about TRN being purely a matter of concern for higher education, and it will suggest new ways of creating inclusive curricula and useful cooperation.

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