TEACHING-RESEARCH SYNERGY WITHIN HIGHER SCHOOL –
INDUSTRY COOPERATION
OLGA A. BURUKINA1, ALEXANDER N. YANDOVSKY2
The Institute for Quality in Higher Education under the NRTI “MISiS” (RUSSIA)
2
Moscow State Institute for Tourism Industry n.a. Yu.A. Senkevich (RUSSIA)
[email protected], [email protected]
1
Abstract
The Bologna declarations have identified and determined fundamental cornerstones lying in the basis
of the European Higher Education Area and primary streamlines following which higher schools are
sure to reach the aims of the Bologna process. Yet, the implementation of Bologna’s ambitious goals
is the responsibility of major stakeholders – higher education institutions, teachers and students,
employers and employees. Higher schools are in the vanguard of the undergoing processes and are
the main builders of the European Higher Education Area.
Keywords: Professional education, tourism industry, employability, best practice, benchmarking.
INTRODUCTION
The topic of this article pulls together two partnerships that so far used to be considered separately –
that of teaching and research and that of higher school and industry. The author considers the case of
an applied higher school and believes that, unlike ‘classic universities,’ applied institutes training
specialists for particular industries should not separate these two partnerships as only together they
allow applied higher schools to create an integrative basis for preparing highly qualified bachelors and
masters for such demanding industries as tourism and hospitality industry.
BOLOGNA’S STREAMLINES
The Communiqué of the Conference of European Ministers Responsible for Higher Education held in
Leuven and Louvain-la-Neuve on 28-29 April 2009 established the priorities for the European Higher
Education Area (EHEA) for the next decade – up to 2020. Facing the challenges of an ageing
population, globalisation, accelerated technological developments, a changing labour market, and
consequences of a global financial and economic crisis, European higher education has to become
dynamic and flexible and strive for innovation on the basis of the integration between education and
research at all levels [1]. Thus, the 10 priorities set by European ministers responsible for higher
education include Social dimension: equitable access and completion; Lifelong learning; Employability;
Student-centred learning and the teaching mission of higher education; Education, research and
innovation; International openness; Mobility; Data collection; Multidimensional transparency tools; and
Funding. They seem to be equally, or at least primarily important for the moment. Yet, in the long-run
perspective their importance and significance differ greatly facilitating the task of their differentiation
and identification of Bologna’s fundamentals. In our opinion, the list of fundamentals includes lifelong
learning; student-centred learning and the teaching mission of higher education; education, research
and innovation; international transparency, and employability.
1.1
Lifelong Learning
Lifelong learning involves obtaining qualifications, extending knowledge and understanding, gaining
new skills and competences or enriching personal growth. Lifelong learning implies that qualifications
may be obtained through flexible learning paths, including part-time studies, as well as workbased
routes.
1.1.1 Knowledge Change
Today, when the scope of knowledge changes every 2 or three years, it is not possible to become a
professional once and for all – to remain a professional one has to constantly develop his/her
personality.
Key competences for lifelong learning are a combination of knowledge, skills and attitudes appropriate
to the context. They are particularly necessary for personal fulfilment and development, social
inclusion, active citizenship and employment. Key competences are essential in a knowledge society
and guarantee more flexibility in the labour force, allowing it to adapt more quickly to constant changes
in an increasingly interconnected world. They are also a major factor in innovation, productivity and
competitiveness, and they contribute to the motivation and satisfaction of workers and the quality of
work [2].
Yet, when it comes to discussing professional lifelong learning, we cannot ignore a relatively new
theoretically substantiated phenomenon andragogic competency.
1.1.2 Andragogic Competency
Andragogic competency is a personal professional phenomenon formed in the process of an
individual’s systematic continuous professional education and self-development.
Specialist’s andragogic competency is a scope of a specialist’s knowledge, skills, experience,
inmterrelated professional, communicative and individual qualities providing his/her motivational,
cognitive, technological and practical readiness for acting in socio-cultural environment.
The resources of andragogic competence providing a specialist’s constant professional development
include well-formed professional competences; practice (working and life experience); additional
vocational training [3].
Lifelong learning, being "lifelong, voluntary, and self-motivated" pursuit of knowledge for either
personal or professional reason, not only enhances social inclusion, active citizenship and personal
development, but also competitiveness and employability [4]. And thus, this key construction is
inseparable from another Bologna streamline – that is of student-centred learning.
1.2
Student-Centred Learning
Student-centred learning requires empowering individual learners, new approaches to teaching and
learning, effective support and guidance structures and a curriculum focused more clearly on the
learner in all three cycles [1].
1.2.1 Quality Teaching
According to Communiqué of the Conference of European Ministers Responsible for Higher
Education, the higher education institutions are to pay particular attention to improving the teaching
quality of their study programmes at all levels. This should be a priority in the further implementation of
the European Standards and Guidelines for quality assurance [ibid.].
Quality teaching has become an issue of importance as the landscape of higher education has been
facing continuous changes: increased international competition, increasing social and geographical
diversity of the student body, increasing demands of value for money, introduction of information
technologies, etc. The governments, the students and their families, the employers, the funds
providers increasingly demand value for their money and desire more efficiency through teaching [5].
1.2.2 Learning Outcomes
Learning outcomes, being broad goals that describe what the learners are supposed to know or be
able to do, are key issues of any teaching and studying process whether they are seen as intended or
unintended. Academics, in close cooperation with student and employer representatives, continue to
develop learning outcomes and international reference points for a growing number of subject areas
[6].
1.3
Education, Research and Innovation
Higher education should be based at all levels on state of the art research and development thus
fostering innovation and creativity in society. Consequently, the number of people with research
competences should increase. Public authorities and institutions of higher education are seen as
promoters of career development of early stage researchers [1].
1.4
International Transparency
Following Bologna’s commandments, higher education institutions all over the world keep
internationalising their activities and engaging in global collaboration for sustainable development.
Competition on a global scale is complemented by enhanced policy dialogue and cooperation based
on partnership with other regions of the world, involving a variety of stakeholders [ibid.].
International transparency issue is intertwined with mobility, which still faces many obstacles, ranging
from problems in gaining entry to and permission to reside in a foreign country, or problems in home
countries recognising courses and qualifications obtained abroad, to portability of pensions, social
benefits, financial support, student fees and future professional opportunities [7].
1.5
Employability
Employability empowers the individual to fully seize the opportunities in changing labour markets. All
stakeholders are interested in raising employees’ initial qualifications, while major stakeholders aim at
maintaining and renewing a skilled workforce through close cooperation between governments, higher
education institutions, social partners and students. This allows institutions to be more responsive to
employers’ needs and employers to better understand the educational perspective [1].
HIGHER SCHOOLS’ MISSIONS
According to Barton and Coley, the mission of the high school is redefined and implemented to
prepare all students to be both college- and career-ready. That mission should be ambitious: to
prepare all students for whatever paths they choose in their transition to adulthood – for jobs and
careers, for postsecondary education and training, and for the lifelong learning that will be
required for work now and in the future [8].
1.1
Educating
Educating is the main mission of schools in general and higher schools in particular as they continue
forming personalities on the one hand and building national and global education areas, with teaching
and researching being inseparable parts of educating.
1.2
Teaching
Teaching remains a paramount task of higher schools as the mankind has not developed any other
methods of acquiring one’s knowledge, forming one’s competences and developing one’s skills but
through learning, which, actually, largely depends on teaching, which makes the earning process more
optimal and efficient.
1.3
Researching
Researching has always been a prerogative of higher schools, particularly of classical universities.
The world of today, which reflects the developing knowledge economy, makes researching an
obligatory part of any higher school functions and goals.
1.4
Teaching-Research Synergy
As is known, research cannot be implemented without teaching young researchers and teaching in
applied spheres can only be based on researching, as applied spheres (tourism and hospitality
industry included) develop and change too fast to ‘rest on the laurels’ of the previously acquired
knowledge. Most targets, vital for contemporary higher schools’ development cannot be achieved
without comprehensive research – including assessment of competence formation, teaching and
learning results, principles and actual procedures of curricula harmonization, etc. Teaching and
research combined produce a synergetic effect, which multiplies the qualities of both.
HIGHER SCHOOL – INDUSTRY COOPERATION
As stated by M. Vrtacnik and S.A. Glazar, over the past decade a new form of school-industry
cooperation has evolved (especially in the United Kingdom and the United States) based on
partnerships that aim to bring about change in the school curriculum to promote students'
understanding of industry and industrial society [9]. For a partnership to succeed, all the partners must
contribute and receive something in return that they value. Industry is interested in education to attract
talented and motivated students, and through general education to address the public understanding
[10] of science and technology [11].
1.1
Industry as a Major Stakeholder
Pan-Chyr Yang correctly identifies three major reasons motivating industrial partners to increase
interaction with universities. They include access to manpower, access to upfront research, and
solutions to specific problem [12].
1.2
Higher Schools – Business cooperation Typology
Dr. T. Deissinger offers a typology of university/business cooperation including research cooperation,
including basic and applied research; joint development of initiatives to strengthen the employability of
graduates; curricular cooperation through joint study programmes; internships in companies and
trainee programmes during and after graduation; funding of chairs/professorships by industry; private
universities funded by industry and the public sector; common activities to raise students‘ interest in
more applied and/or technology-orientated higher education programmes [13].
Dr. T. Deissinger’s typology seems to be comprehensive. Yet, despite the number of identified tracks
of University-Industry cooperation, its development in many countries is still in the initial phase owing
to a considerable number of obstacles on the way to seamless cooperation.
1.2.1 Obstacles to University-Industry Cooperation
P.-Ch. Yang determines major obstacles on the way to University-Industry cooperation, i.e. value
conflict, information dissemination restrictions, and intellectual property right (IPR) problems [12].
1.2.2 Measures To Improve University-Industry Cooperation
P.-Ch. Yang, offered a list of plausible measures for improving university-industry cooperation that
contains relaxing the restrictions of Law and adjusting compensations, establishing incentive
mechanisms for university-industry cooperation, accreditation system for cultivation of S&T talents,
promoting university-industry alliances for the development of key technologies, establishing regional
university-industry cooperative centres, enhancing the mediating mechanisms for university-industry
cooperation, and promoting the concept of university-industry cooperation [ibid.].
1.3
Employability in Different Industries
The degree of employability differs largely from industry to industry, which depends on the speed and
scale of certain industries’ development, the market potential and applicability of innovative
technologies. Tourism and hospitality industry has some specificities, which help it stand out of the
row of counterparts.
SPECIFICITIES OF TOURISM AND HOSPITALITY INDUSTRY
Tourism and hospitality industry has been among the fastest growing industries all over the world.
Tourism ownership by national and multinational corporations increases demand for qualified
managers and other skilled employees who can deliver premium services and professional
management skills. Employees can also be expected to have sophisticated business knowledge and
be equipped to master the complexities of modern hospitality [14].
1.1
Tourism Industry
The demand for tourist product has individuality and high cost as its distinguishing features. Tourist
products of different countries (including cognitive, religious, educational, and event tourism) remain
unique despite the current universalization of standards and general global tendencies in the world
economy.
1.1.1 Basic Vectors of Commercial Enterprises’ Wishes and Possibilities Areas
Basic vectors of commercial enterprises’ wishes and possbilities areas include financial power
(finance possession or access to large-scale financial flows); self-improvement (technology
development, qualification increase, deepened experience); information conncetions (possession of
the newest exclusive information able to drastically change the quality of the production process);
relationship with government auhorities (relations with controlling and regulating authorities, possibility
to lobby enterprises’ interests); corporate and coalition links (reputation among colleagues and
partners, power of authority, company’s positive image), organisation’s power, its positins on the
market (market share, offers competitiveness, availability of permanent clients and counteragents)
[15].
1.1.2 Transnational Tourism Business
Transnational tourism business has been recognised in a wider scale as the only sustainable and
practically independent of fluctuations of regional tourist markets’ state. The factors contribute to
transnational tourism business’ hyperpositioning.
1.1.3 Tourism Industry’s Opportunities
Actually, it is practically impossible to separate tourism industry from hospitality industry as well as
from other adjoining fields like catering, transportation, event industry providing a realm of employment
and career opportunities.
1.2
Hotel Industry
Hotel industry keeps changing, too. According to Distribution Channel Analysis: A Guide for Hotels,
the “pillars of progress” helping today to build a better tomorrow for hotel industry are the following –
professional development, advocacy, products and services, and community involvement [16]. The
main idea that seems to be a generator of success in hotel industry is that supporting the human
talent, research, and initiatives most vital to the progress and prosperity of the lodging industry [ibid.].
1.2.1 Diversification Hotel Industry Stakeholders
The range of hotel industry stakeholders differs greatly – from small private bed and breakfast roomsfor-rent to several hundred years old hotels that are considered to be as important for national culture
and history as famous art galleries or historic monuments, and huge transnational hotel corporations
having an unprecedented scale and few competitors among their equals. It is clear that they provide
different working conditions and career opportunities to their employees and, though the final decision
is vested with higher school graduates, it is higher schools’ obligation and responsibility to educate
and train their students so that they could choose and not just chosen but welcomed.
1.2.2 Tourist Transnational Hotel Corporations
Transnational hotel corporations are able to smooth over the fluctuations of the world tourist market
and level its “falls” and “threats” (transforming international economic connections into innercorporation ones). The irregularity of the international tourist market, its cyclic rippling capacity, the
multi-factor character of tourism as a socio-economic phenomenon (with a diversity of factors
influencing the state of national tourism – from environmental safety to military and political events)
remain fundamental reasons for corporations’ transfer to the transnaional level of their economy [15].
Tourist transnational hotel corporations can transform their production process (having a network
structure) without any tangible consequences; carry out operative proposal restructuring; change the
quantity of parties (affiliated in the overall corporation structure) involved in tourist product
manufacture. Traditional tourist minor and middle-sized enterprises are also entitled to operative
reaction to unplanned changes in the current state of tourist market, yet, the scale of negative
consequences coming as a result of such changes for small or middle-sized hotel and a large-scale
tourist transnationa hotel corporation differ greatly (in relative expressions) [ibid.].
TOURISM AND HOTEL EDUCATIONAL INSTITUTIONS
National and international data indicates that there is a contributing shortage of suitably qualified
and skilled workers for the tourism and hospitality industry. To support the industry’s success,
and facilitate this projected growth, industry and higher schools must work together to ensure we
have access to suitable skilled labour. Appropriately skilled, quality personnel are integral to the
success of business in any industry, and can provide a competitive advantage [17].
1.1
Challenges of Tourism and Hospitality Education
Tourism and hospitality higher education providers are confronting various challenges including
changing requirements of he global education market, changing students’ preferences and even
depletion of teaching expertise due to social and economic reasons.
1.1.1 Employers’ High Requirements
Employers want people with international qualifications and a level of training and education that
means they deliver the highest quality of experience. Employers need to look beyond traditional
workforce issues and consider how they can develop attractive, productive workplaces [ibid.].
1.1.2 Customers’ High Demands and Profound Responsibilities
An increasingly demanding customer expects higher service levels, and increasing the
productivity of the workforce requires an innovative and flexible approach to the employed and
potential staff [bid.].
1.2
Benefits of Tourism and Hospitality Education
International travel is growing, and so are the industries that service travelers. In the hospitality,
tourism and events industry, standards and expectations are climbing ever higher and the advantages
that a skilled graduate can bring to the workforce are highly prized and rewarded [14].
1.2.1 A Wide Range of Career Opportunities
Hospitality and tourism offer a rich diversity of career opportunities to the smart, educated and
ambitious to improve their skills and expand their knowledge [ibid.].
1.2.2 Educational and Working Practice
Through education and work placements, students become familiar with the practicalities of the
hospitality and tourism industry [ibid.], receive essential working experience and find jobs while
studying at hotel and tourism higher schools.
1.3
Best Practice in Tourism and Hotel Education
Understanding the benefits of tourism and hotel education, higher schools can meet the challenges
while improving their methods of reaching their objectives. Gearing towards industry needs leads to
better hotel and tourism education and training.
1.3.1 Applied Universities and Institutes
Unlike classical universities, applied universities and institutes tend to be closer to employers and thus
more deeply integrated into the national and global labour markets. They are more practically oriented
and aim at their students mastering a certain craft, which will support them all through their lives.
1.3.2 Moscow Institute for Tourism Industry n.a. Yu.A. Senkevich
Moscow Institute for Tourism Industry n.a. Yu.A. Senkevich founded in 1966 began its history as a
minor educational institution but has gradually developed into a key stakeholder in the tourism and
hotel education field in Russia. What contributed to this breakthrough?
First, the Institute keeps striving for perfection and thus, self-improvement at all levels. Second,
education and training quality is made a priority and personal responsibility of both teachers and
administration. Third, the Institute keeps developing its international relations in order to provide more
opportunities to its students and staff members. Fourth, understanding that teaching today cannot
demonstrate high quality without researching, research has been made a key responsibility of every
teacher along with lecturing and holding seminars. Fifth, the Institute is the only non-linguistic higher
school in Russia that provides its students an opportunity to study English professionally along with a
second foreign language, which can be chosen from the list of 28 European and Asian foreign
languages. Sixth, the students at Moscow Institute for Tourism Industry n.a. Yu.A. Senkevich enjoy the
provided opportunities to gain experience in the best hotels, resorts and travel agencies both in
Moscow and all over the world.
1.3.3 Centres of Excellence
The International Centre of Excellence in Tourism and Hotel Education (THE-ICE) is an international
accreditation body that also helps prospective students to find their 'best-fit' study opportunities [18].
1.3.4 International Conferences
International conferences devoted to topical issues of tourism and hotel education
Along with EDULEARN12, the 5th International Panel of Experts Forum 2011, Kuala Lumpur,
Malaysia can serve as an example of large-scale international conferences, which topics reflect the
streamlines of European higher education reforms – education, research, innovation; higher schools –
industry cooperation and graduates’ employability and include education and training trends (the
emerging issues facing both educators and the industry), re-thinking the curriculum and course design
(innovations in teaching and learning, e-learning), experiential learning (teaching outside of the
traditional classroom, innovations in internship), industry training facilities (using the industry facilities,
or building them on-campus), developing students for a global industry (cross-cultural teaching in
tourism and hotel), industry-education partnerships (new developments, delivery and relationships),
graduate retention (career paths of hotel and tourism graduates in the industry), matching graduates
outcomes to industry needs (balancing academic theory with industry practices) [19].
1.3.5 Internet Networks
In the Internet era, Internet networks play a very role in uniting interested actors, gathering and
sharing information, promoting best practices within the industry and beyond, and advertising current
research results in published books and articles.
Among interesting examples of Internet networks we can choose LinkBC, the tourism and hotel
education network for British Columbia, which shares research findings, tourism knowledge and
resources with its network partners to promote best practices in tourism education. The list of its
partners contains 20 colleges and universities with tourism and hotel programs, and LinkBC's four
initiatives include: serve as an industry and education information hub; connect industry to students
and grads; strengthen the Tourism Learning System; promote BC as an international tourism and
hotel learning destination [20].
LinkBC’s multi-year strategy “Connecting Industry to Students and Graduates” can be called an
example of best practice. This involves special events and awareness campaigns, including speed
networking events for managers and students, the annual BC Tourism and Hotel Student Case
Competition at the Tourism Industry Conference, and Hire BC's BEST: a guide to hiring students and
Grads of BC's tourism, hotel, adventure, and culinary programs [21].
Another prominent example of a successful Internet network is the Educational Institute, established in
1953 as a nonprofit educational foundation of the American Hotel & Lodging Association, which
provides online learning currently used in over 15,000 hotels worldwide, training DVDs, videos,
distance learning programs and certification for the industry, while serving as a major source of
curriculum and textbooks around the world [22].
1.3.6 International Journals
International journals including the Journal of Hotel and Tourism Systems publish refereed
articles/papers on best practices of tourism and hotel management and education, applied research
studies, and critical reviews on major issues affecting the tourism and hotel industry [23].
CONCLUSIONS
The current research was not specifically designed to evaluate all factors related to Professional
education in the sphere of tourism and hospitality – it rather had a generalized character stipulated by
the necessity to identify and emphasize certain vital features of its contemporary state. This paper has
given an account of the current processes in European higher education and, within the perspective of
the undergoing Bologna reforms and construction of the European Higher Education Area, has
determined the streamlines for future development. The study has gone some way towards enhancing
our understanding of the importance of two prominent combinations – teaching-research synergy and
higher school / industry tandem. The following conclusions can be drawn from the above
considerations –
1.1
Binary Character of Contemporary Education
Contemporary education has a binary character, with teaching as a part of educating on the one hand
and researching as a basis for teaching and its logical development on the other.
Teaching-research combination involves a deliberate, systematic, and reflective use of research
methods to develop and implement teaching practices that advance the learning experiences and
outcomes of students and teachers [24].
1.2
New Applied Education Environment
The conditions of today’s world stipulate the need for a new learning environment for comprehensive
development of both applied higher schools and their graduates.
Moscow Institute for Tourism Industry n.a. Yu.A. Senkevich can be viewed as a developer of a new
learning environment for tourism and hospitality industry and a promoter of lifelong learning principles.
1.3
Tourism and Hospitality Industry Education
Education for tourism and hospitality industry has been changing to a larger extent. Today a tourism
and hospitality higher school graduate is a high-level professional speaking at least two foreign
languages fluently, a confident PC user (including electronic systems of airticket management), having
considerable working experience at several tourist or hotels including foreign ones. The changing level
of education at tourism and hospitality higher schools is stipulated by tourism and hotel enterprises’
attitudes, as well as the challenges that tourism and hospitality higher schools have to face and meet.
1.4
Tourism and Hospitality Industry’s Attitudes
Tourism and hospitality industry, being in today’s world one of the most economically significant and
highly labour-demanding industries, can no longer be satisfied with ‘whatever-quality’ personnel. So,
they commission both researches and high-quality personnel training and require specialists’ lifelong
self-improvement.
1.5
Tourism and Hospitality Higher Schools’ Challenges
European higher schools educating and training future specialists for tourism and hospitality industry
face a number of challenges including their involvement into national reforms of higher education
aimed at building the European Higher Education Area, which requires their primary attention to such
significant issues as language training, researching and using research results in everyday teaching
practice, developing relationships with tourist agencies and hotels including transnational hotel chains,
developing academic mobility, and promoting the idea of lifelong learning.
1.6
Tourism and Hotel Higher Schools’ Response
In strive for perfection, higher schools cannot help adapting their curricula to the all-European and
their international partners’ standards, they support research initiatives, seek for research grants,
establish partnerships with foreign higher schools, and enhancing cross-disciplinary and cross-country
training.
Moscow Institute for Tourism Industry n.a. Yu.A. Senkevich can be considered a good example of this
strive – the Institute develops its international relations to strengthen both students’ and teachers’
mobility, builds e-learning mechanisms, the Institute has a number of prominent partners among large
Moscow hotels (like The Cosmos Hotel) and transnational hotel chains (including Holiday Inn), and the
administration has made a decision to turn the institute into an English zone, which means that every
student, teacher and administration officer it to speak English at least at the Intermediate level.
Moscow Institute for Tourism Industry n.a. Yu.A. Senkevich as a forerunner of European Higher
Education Reform in Russia sets benchmarks for other Russian higher schools training specialists for
tourism industry providing best practice both in mutual benefits of teaching and research development
and those of tourism and hospitality industry and their deepening partnership with higher schools.
1.7
Higher Schools – Industry Partnership
So, the tandem ‘higher-school – industry’ contributes both to universities and institutes functioning and
development and to widening industry’s perspectives. The streamlines considered above are
important for higher schools at large, yet they are particularly significant for higher schools specializing
in tourism and hospitality industry.
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