Search

Search Results

• Educational Tourism: a Conceptual Framework

  30-37

  László Árva

  Erika Könyves

  Views:

  89

  Though educational tourism has already emerged in the early times in Europe, the theoretical analysis of educational tourism is relatively recent. The firts books on educational tourism were only published in 2003. In Hungary the weight of educational tourism is not hight - less then 1% of tourism arrivals and less than 4% of total tourism spending - but per capita spending is the highest among tourists arrivinh in Hungary with educational purposes. Surprisingly  tourists arriving for longer than one day with an educational purpose had more than 100% higher spendig during the last couple of years than tourists arriving for more than one day with business purposes. Because this high spending educational tourism is very important for the towns, where foreign students pursue their studies. Not only foreign student mobility can be regarded as educational tourism but internal student movement as well. Students who live other towns and who come to a town to entrol at a university have important contribution to the economy of this town - just like the non-educational, traditional tourists to do.

• The Youth Tourism Motivations Based on Interviews French and English Students

  240-245

  Márta Kóródi

  Views:

  138

  The study summarizes the results of two short term research study visits, and the outline of the situation of the Hungarian topic. The results of surveys conducted among students of higher educational institutes of the three cities in the three countries (Bordeaux – France, Durham – United Kingdom, Szolnok – Hungary) are presented is comparison with highlighted of similarities and differences. The identified variations of costumer’s habits are useful for development of supply.

• Tourism Competencies Development – Contradictious Perceptions of Stakeholders

  126-141

  Anita Mondok

  Views:

  103

  Tourism and hospitality sector has an important role in the national economy as it has high  labour intensity, generates foreign currency income and improves the local economy by multiplier effect. Tourism labour market employs a wide range of employees from non-qualified to highqualified people. Tourism tertiary educators in Hungary continue their operation by national-level legislation, and accreditation and students who complete tourism courses (should) be capable of professional occupation. The post-Bologna system offered more opportunities in tourism and hospitality education; two distinguished courses were available on the educational market to educate hospitality or tourism experts. After 2006, by launching Bologna system, institutions are allowed to commence just one, Tourism and Catering bachelor programme. A questionnairebased survey was conducted among graduating bachelor students with tourism and catering major, tutors teaching tourism and catering students and actors of tourism market, who going to be the employers of tourism graduates. The main aim of the research was to explore the personal or organizational expectations of stakeholders for professional competence development as a result of tourism and catering bachelor-level education. The bust majority of students stated that their primary aim is to gain professional competencies in tourism and hospitality to be able to fulfil managerial positions or to continue their studies on master-level. Although generic competences as communication skills in foreign languages, social sensitivity, problem solving or creativity have salient influence on job performance, students did not believe that they would be
  essential. However, these factors were thought to be the most crucial by tutors and tourism service providers despite the fact that generic skill development is not in focus in tourism and catering bachelor-level education in Hungary. Not just the educational institutions but tourism companies providing work placement for students were considered to be an appropriate basis for competencies development that raised the question of monitoring and assessment. The findings can be profitable for all stakeholder group or policy decision makers in bachelor-level curriculum development.