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.
|Title of host publication||Handbook of Teaching and Learning in Tourism|
|Editors||Pierre Benckendorff, Anita Zehrer|
|Place of Publication||Cheltenham UK|
|Publisher||Edward Elgar Publishing|
|Number of pages||18|
|Publication status||Published - 27 Jan 2017|