Managing Visitor Attractions, Second Edition: New Directions

Lincoln Repository
Free download. Book file PDF easily for everyone and every device. You can download and read online Managing Visitor Attractions, Second Edition: New Directions file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Managing Visitor Attractions, Second Edition: New Directions book. Happy reading Managing Visitor Attractions, Second Edition: New Directions Bookeveryone. Download file Free Book PDF Managing Visitor Attractions, Second Edition: New Directions at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Managing Visitor Attractions, Second Edition: New Directions Pocket Guide.

enter site The challenge is to cement that link with tourism. Tourism is not a by-product of education. Education is a by-product of tourism. Youth Travel is a highly specialised and valuable market sector that until recently had been largely ignored by the mainstream players. As a result of this relative invisibility there is scant understanding of its value and dynamics.

After World War 2 it was evident that young people travelling and, therefore, communicating across nationalities and cultures could help avoid future conflict. As a result special visa and transport regulations were created to encourage them to travel. This established the sector and through the decades the historic legacy has evolved with the essential values intact.

This has not restricted its scale and there are some very large global organisations EF and STA Travel for example sharing space with a large number of small and medium sized enterprises. In recent years the sector has become a target for takeover by reflecting its maturing value in terms of content, cash-flow and profit. The opportunity is presented by the numbers. They not only spend more than the average tourist because of longer trips, but this.

With constant growth, the portents for the future look good too! A third of countries worldwide recognise youth travel as a specific market. Those countries with integrated policies on youth travel covering visas, educational provision, work programmes, exchanges and youth accommodation such as Australia and New Zealand have seen their youth travel markets grow considerably in recent years.

Learning is now an international business and the young seek to take advantage of this. The driver is usually their and their families longer term career aspirations where international exposure is now critical for success in many professions. The average length of a work experience trip is just under 7 months, to destinations across the globe.

For countries whose young undertake. Increased trust and tolerance is stimulated by having more contact with local people and customs. The majority feel that they have broadened their horizons and become more open-minded, flexible, confident and tolerant as a result of their travel for education experience. For tourism the young can be an attractive proposition particularly as they are much less deterred by disaster or terrorism and as such offer a more stable source of income.

They also can offer high quality margins as they are more likely to visit developing and out of the way places avoided by many short duration or older tourists and business travellers. Again by way of example Australia has extended their working holiday scheme for those who agree to spend half their time working in more remote locations. Of course, like any sector challenges abound, not more of them but often they are very different from other market segments. There are constant new consumers entering the market as they begin to make their own travel decisions and this constantly refreshes customer expectations more rapidly than in other sectors.

Remaining in touch and relevant requires concise structure and appropriate staffing and management. Operators from other sectors struggle to get a share of this market as they tend to rely simply on promotional tools. To be successful, full engagement with dedicated management, relevant product and brand and constant invention and credible market presence has been proven necessary. Whereas the individual youth traveller.

They often travel with valuable possessions including phones and iPods and are travelling much more often and apart from being overseas for employment and education they travel for shorter periods. The result is that the hostels of old are catering more and more to these upgraded expectations and are becoming more like the budget end of the hotel trade.

Similarly other styles of product are adapting to respond to these changes. This move to look like mainstream tourists masks the reality of the underlying and rapid shift of trends and fashions which are unique in the young traveller. For Governments worldwide and for the travel industry generally, future growth seems assured. It is important, therefore, that they understand the current economic and long-term strategic value of the sector. In this time of rising tensions about immigration and potential rising. It has successfully put the youth travel agenda into the minds of politicians and has helped temper some of the more extreme changes to immigration by reminding society of the value this brings.

It has a regularly updated political manifesto and has concentrated on the strategic issues important to continued success for Britain. In summary this valuable sector is exciting, resilient and provides real long term opportunity for organisations engaged in and specialised enough to deal with its challenges. Governments understanding its value and dealing with it strategically can reap a rich reward. This indicated that little was being done to encourage visits from those under 16, as groups or as a part of a family.

However, also saw the appointment of a new Curator and new Commercial Manager. The priorities in the short term were to change the rate card and to gain approval from the All England Club for an Education Department to be opened. This was approved following a better than expected trading in and opened in the Centre Court in Focus group research was then undertaken to find what the marketplace required.

At a secondary level we deliver a. These courses have attracted a significant and growing number of school visits, particularly from the local boroughs, and in the case of the secondary schools, from further afield.

Teaching Interests

The most challenging of these are the MBA groups who come through the International Business Seminars organisation, and require a 90 minute presentation with 45 minutes of questions afterwards! This is targeted at schools within the borough of Merton and provides intensive courses for children who require assistance with literacy and numeracy skills.

Two courses are run each evening over the period of a term, meaning each child has a chance to attend 10 times. This initiative has been running for 4 years now and results are astonishing in many cases, with some children returning to their schools ahead rather than behind in their ability and with a transformed attitude towards learning. Awards ceremonies are arranged each term to give those who have applied themselves with the greatest effort a real sense of achievement. Outside of The Championships both education teams are housed in some of the corporate hospitality suites in the No.

Not only have these education initiatives exposed the Museum to new markets; they have also offered a depth and credibility to the Museum as a research and educational facility that is also a lot of fun to visit! International students will be fingerprinted and made to carry a biometric ID card; that is, if they meet the requirements of the new points system to obtain their student visa.

But whilst we must applaud the notion of stamping out bogus colleges, we should be wary of the repercussions. The UK continues to represent an attractive prospect for international students in all aspects of the tourism spectrum. But are we at risk of putting them off? A skills shortage has hit employers across the UK hard, and our sector is no different. International students are queuing up to come and train on the specialist courses offered by colleges and universities and to gain the industry skills they want to acquire and that we so desperately need.

I hope that these new measures will safeguard our strong reputation for education without deterring those future tourism professionals with the genuine dream of. I have my own dream: to open a hotel that is run entirely by students, and that hotel would be filled with aspiring staff, not just from the UK but from all over the world. A fully-operating hotel school like this would be able to offer more than simple work placements.

Students could work to gain credits towards a qualification and obtain vocational qualifications across the whole sphere of tourism, hospitality and leisure. I work with many institutions in the UK and further afield, such as Salford, Brighton and Thames Valley universities, to not only train my own staff, but to host interns to help them gain the practical experience to match the theory learnt in the classroom. At Umi, students join the team to work on placements as concierges, chefs and managers and we have taken on interns from Italy to India, all of whom are keen to learn and experience different cultures and working practices.

Thankfully, those overseas students with genuine ambitions to study here are to. The student will be given further opportunity to practice their new skills in the country where they were acquired and our sector will reap what it sowed from the students it has produced, perhaps even in the businesses where they completed their work placements.

Everyone wins! I am currently in discussions with a university about a pilot scheme for the student-run hotel school, which would see Umi provide the operations side and the university the academic accreditation. This kind of innovation — working in partnership with education providers to offer an enhanced and superior experience to all students - is how our industry should be developing in order to continue drawing authentic international students to the UK, even if we do make them jump through more hoops to get here.

How do you prove you have more to offer than the next applicant? Are educational qualifications the most valuable tool you can offer? How do employers retain good staff? The gap travel market is big business.

Download Managing Visitor Attractions Second Edition New Directions

Taking a gap break provides immeasurable skills to an individual. Travellers gain not only physical or academic skills but transferable life-skills such as problem-solving and interpersonal skills as well as the confidence to cope with situations on their own. Some of this is down to the. Almost two-thirds of employers offer some form of extended leave or career break which is increasingly seen as part of a package of measures to make work more flexible and improve work-life balance.

The core benefit to the employer is the increase in employee retention. Not to mention that staff return motivated and loyal so there is a saving in recruitment costs and the need to train replacements. The benefits to the employee are huge — taking a break from the rat race, experiencing a new way of life and learning new skills come top of their list. I have returned to the UK with a renewed energy for life and I am sure that this is reflected in my work.

Volunteers on the Kenya Camp Life programme, they lived and worked in a rural Kenyan village working on an ongoing community development programme involving the local primary school. We hope that we have helped the school and local community. For more information visit www. Over the past few years Malta has featured as one of the preferred destinations for those who want to learn English or who want to hone their speaking and writing skills.

The schools provide all sorts of courses from elementary English to more specialised courses such as those in business English or those relating to professional fields such as medicine, technology or even diving. Experienced and certified teachers conduct classes consisting of manageable groups of students or hold one-to-one conversation classes in a more informal set-up. The language schools can also organise different sorts of accommodation options for students who may chose to stay with host families, hotels, apartments, school residences or summer camps.

These factors make Malta a very convenient option for potential students but there are others which make it a unique learning location. Many might not know it, but the local theatre scene is alive and well and awash with. Although there are a number of smaller theatres scattered in towns and villages, Malta boasts two theatres where large scale productions are held regularly, both are situated in the capital city of Valletta.

The Manoel Theatre is the oldest theatre in Europe; a visit to the place is an experience in itself. Take diving, for example, Malta is a splendid diving destination. Reputable diving schools are to be found in Malta and the sister island of Gozo. They cater for beginners, intermediate and advanced divers. The dives take place at the sites and wrecks which are part of the underwater scenery around the islands. Visitors can choose to go solo or team up to experience walks through rural parts of Malta. Expect pretty country lanes, rubble walls, wayside chapels and lots of local colour.

A gentle round of golf at the Royal Malta Golf Club could be just the thing after an abundant meal. The club is found in Marsa, having been established in So if learning English as a second language conjures up images of fusty class rooms and incessant drilling as to the correct use of verbs and tenses, think again. This makes for an enjoyable and fruitful learning experience for the student visitors — one which makes them glad to be learning the language in Malta. Malta Tourism Authority www. The five host boroughs are, as yet, not used to hoards of coaches depositing their interested passengers close to the Olympic site in Stratford.

I took up the challenge and set about making sure that our profession took this seriously. By February , the first venues course had been held and we had Blue Badge Tourist Guides with the accreditation. More guides then qualified in The plan is to hold the accreditation course annually until Each outing with a Blue Badge Tourist Guide covers both tourism and education, often conducted in a language other than English.

As Chair of the Blue Badge Committee, I held a small survey of my colleagues for the type of tours they have taken to the boroughs. I was amazed by the diverse responses from colleagues and here are some examples of groups: I Chinese stewards improving their English ahead of the Beijing games I British school groups covering a range of topics for their syllabuses such as citizenship, careers, regeneration, sports management I Russian project managers specialising in large construction sites I Coventry University sports management students I Florida State University sports degree students.

At present, although temporary, some of the viewpoints require considerable determination. Some Blue Badge Tourist Guides report that the majority of their work is with student groups, in one case 46 consecutive student groups! We conduct coach tours, wheelchair tours, public transport tours, walking tours, cycling tours, driver guide tours, river tours, chauffeur driven tours and so on, for ages 5 plus!

I realise just how lucky we are in our. Each day brings a new challenge and as Blue Badge Tourist Guides we can give information tailored to each situation, each group, each individual. We offer bespoke tours for visitors whatever their origin and interest, often in a range of languages. The Blue Badge Tourist Guides are trained to put together practical knowledge and an ability to research information to deliver a unique product.

This works very well for so many people. In summary, the games will afford a unique lifetime opportunity to be involved in. There will be opportunities for British citizens to participate as athletes, stewards, volunteers, spectators….. Blue Badge Tourist Guides are already part of the success with their knowledge, languages and logistics expertise.

The effects are spreading to all parts of the UK, as we are already experiencing with visits to the homes of the modern day Olympics at Much Wenlock and the Paralympics at Stoke Mandeville. Let's all participate! Findings from QA Research A national survey has unearthed some fascinating findings for attractions and destinations looking to encourage school trips.

Carried out by QA Research, the main aim of the survey was to generate information for providers about the attitudes, behaviours and requirements of teachers who organise out of school trips.

Specific objectives of the research included: I Profiling teachers who organise out of school trips I Understanding the barriers and challenges involved in organising trips I Measuring the effectiveness and impact of different information sources I Understanding what teachers want from providers. Teachers are also looking for trips which demonstrate clear links to the curriculum and offer tangible educational value. Well trained front line staff who understand the needs of students and offer suitable activities appropriate for the group involved can have a positive impact on organiser and visitor perceptions.

This could mean that everyone, from maintenance staff who keep the toilets going, to secretaries and the education team, has a vital marketing role. Visit www. What attractions and destinations need to know While demand for quality out of school trips is strong,. UCAS now lists tourism courses delivered by universities and colleges. Such a variety in provision begs a fundamental question. These landmark benchmark statements set out what tourism employers could expect a graduate of tourism to be able to know and do. Although some academics argued that this would lead to homogenized course curricula, this has clearly not been the case.

The revised benchmarks provide the means for a diversity of courses differentiated by teaching, learning and assessment approaches, as well as the knowledge, understanding and skills that underpin each course type. They continue to be a non-prescriptive, external and contemporary source of reference which explicitly allow for flexibility and innovation in course design. Review of Existing Tourism Provision Tourism education continues to be multidisciplinary, bringing together a wide range of subjects. The current portfolio of qualifications at diploma, foundation degree or honours degree level demonstrate a commitment to enterprise as well as enabling the education sector to respond positively to the recommendations contained within the Leitch Report for increased engagement with employers in the industry.

Work placement opportunities, residential programmes, industrial visits. Course recognition and accreditation from professional bodies such as the Tourism Management Institute and the Chartered Institute of Marketing is also significant in strengthening qualifications and raising the profile of the industry from a career development perspective. Foundation degrees which build upon expertise and experience in work-based learning and rapid growth at degree level has helped to generate expansion of tourism teaching in schools and colleges with tens of thousands studying a myriad of level 3 diplomas, vocational qualifications and other accredited awards.

The launch of the new tourism diploma in also augurs well for future recruitment. Worryingly, many institutions have ceased to offer language as part of tourism programmes. Given current recruitment pressures and the need to maximise course fee incomes, it seems that the recent expansion in international student numbers is set to continue which may lead to universities becoming financially dependent on the higher fees of overseas students. This should be viewed against the need to maintain an optimum mix amongst student cohorts as well as the development of truly international curricula. The Diplomas will be available at three levels — Foundation, Higher and Advance, with the Advance Diploma equating to 3.

There are many features of Diplomas that make them very different to existing qualifications, not least the way that they have been developed. Considerable and wide-ranging consultation took place during the first year to eventually develop a criteria document, which was made available to awarding bodies from August onwards, and which they are currently using to develop the actual qualification for first teaching in September The Diploma will be a qualification designed for a wide range of learners from the most capable, seeking progression to demanding programmes of university education, to learners who better engage with a different style of learning and to those who seek progression to work or occupational training.

The delivery of the Diploma will also be totally different to existing provision. The Diploma will be delivered by. A great deal is expected of employers therefore, so consortia will be expected to engage with their industry partners sensitively and in a planned strategic manner, taking advantage of the many existing examples of collaboration with employers.

There are opportunities at all levels for learners to extend their learning through for instance, individual projects or additional specialised learning. The Diploma will encourage a lifelong approach to education which maximises flexibility and creates a learning environment that mirrors the massive and rapid development of communication and digital technologies associated with travel and tourism. The programmes involve young people in the construction of their own learning, reflecting their individual aspirations and learning habits and developing a range of pathways that allow exploration of individual interests.

The Diploma in Travel and Tourism will be the new benchmark, and employers and tourism practitioners will have a key part to play. For more information see www. The story actually began in September When TUI completed a review of the available HE programmes and concluded that the work based, travel specific, management development programmes and qualifications we were looking for did not exist.

We recognised the need to develop higher level skills in our workforce and wanted to; offer a progression route into higher level learning for our increasing number of Advanced Apprentices; develop both the existing and new leaders and managers needed to shape the future of the travel sector; provide career progression and continuous professional development. Over the past three years,TUI have been working closely with Foundation Degree Forward, a number of other travel employers, the sector skills council People 1st and a group of universities, University of Wolverhampton, Coventry University and University College Birmingham..

Starting with a blank sheet of paper, the project team agreed what. Its focus is on the development of the entrepreneurs, leaders and managers needed to succeed in an increasingly competitive and changeable environment. It is designed to support the travel sector by encouraging learners to develop realistic solutions to contemporary work based problems, helping those who are in work but have never gained higher qualifications reach the standards needed for internal promotion, providing a continuous professional development route through higher education HE. In addition the Foundation Degree Arts Travel Operations Management is designed to help businesses succeed by developing the higher level skills their people need to improve customer satisfaction, increase profitability and reduce staff turnover.


The Foundation Degree offers employers and employees the chance to map in-house training to national standards and provides trainees with nationally recognised qualifications with which to pursue their careers. The FDA is an excellent tool to motivate, retain and develop talent. The course is mostly delivered through online tutorials that students complete in. The experience to date has been very positive and through continuous reviews the programme is being further enhanced. Partnerships between Education and Industry are vital if we are to provide the best possible learning experience for students and ultimately develop the best possible talent for the UK travel sector.

TUI also offers year old students the opportunity to complete work experience placements over 1 or 2 weeks.

Those that enjoy the placements are invited to apply to join the Apprenticeship programme when they are ready to leave school. A key initiative is the push for teachers and lecturers to complete industry placements and gain a real understanding of industry needs. TUI has engaged directly with HE to organise placement opportunities. Through this activity the education system can truly provide the education experience that will ensure the student is fully aware of, and equipped with, the knowledge and skills they will require to take up their first role without the need to complete a development programme.

The MA is an intense and challenging course. The speed of things can be both exciting as well as overwhelming. Yes, I perfectly agree, especially when it comes to describing the experience of being a foreign student studying a masters program MA Tourism Management in London with the University of Westminster. Our class comprises 24 students and most of the group were foreign except for one student from London, the one from Northern Ireland. Why study in London?

This will be different for everyone. For me it was the experience and challenge of a different education system and studying in an international environment. I also believed the experience would enhance my CV, and help me to acquire new skills. I was very curious about the experience and in many ways it was a dream come true because I have been studying English since I was 7, and am very interested in English history, literature and lifestyle, and I have always wanted to come and see what it is all about.

As for my fellow students, I believe their reasons were somewhat similar, but I can say that we are all the very best that our countries have to offer! We are all excellent students and for most of us this has proved to be the greatest challenge of our academic careers so far. The speed of things can be both exciting as well as overwhelming! Why MA Tourism Management? Romania is quite limited in tourism; the focus is more on hospitality, travel agencies, accommodation and catering.

I chose this course because it promised a different perspective on tourism. My favorite modules, Policy and Planning, Urban Tourism and Business Tourism, all offered new knowledge and challenged my Romanian perception of tourism. My interest was especially captured by destination marketing, a concept unheard of in my country, and by having the opportunity of an internship with TourEast London the Destination Marketing Organisation for East London as well as an elective choice of module I chose Destination and Venue Management, which is also taught on the MA Conference and Events Management programme , I was able to gain both theoretical knowledge and practical.

Events and exhibitions also captured my interest and thanks to Flo at the Tourism Society I was able to help out at some of their events which helped me to better understand the events sector. I also volunteered for ACE Association for Conferences and Events where I gained practical experience of being on a stand at different trade shows. These experiences have all been great fun, as well as important learning curves. What I take with me from this experience? I take with me a year full of quality memories of people, places and events. I also take the knowledge and skills that I have been working so hard to acquire.

After graduation I would like to find a job where I can make good use of my research skills and I am looking forward to my PhD studies. A big thank you to you all! Once established, the TMI professional qualification should be part of recruitment specifications for destination management posts. In an increasingly turbulent sector, continuing professional development CPD is key to maintaining competitiveness, both from the perspective of individual members and their destinations.

TMI members predominantly work in public sector tourism, which has changed dramatically in recent years. In many areas, the local authority tourism officer has been replaced by the chief executive of a strategic, sub regional partnership whose remit goes beyond local tourism development and promotion. The resulting increased emphasis on strategic working and partnerships needs leadership and excellence at management level. Already recognised as providing high quality annual events TMI Convention and Hot Topic conferences , TMI will deliver a CPD programme to enable members and those entering destination management to acquire, develop and hone their skills and.

Developed in partnership with Leeds Metropolitan, Bournemouth and Lancaster Universities, this will be launched in October, with the first module delivered from January I TMI Accreditation scheme for recognising existing university degree courses which meet TMI criteria as being relevant to destination management. CPD is not just about qualifications, as is reflected in the types of activity TMI recognises as eligible. The programme allows members to reflect on those experiences and gain. Weidenfeld, A. Events management and Visitor attractions. Garrod, B. Visitor attractions VAs play a crucial role in the success of a tourism destination, where they act as key motivators for visits and as resources for local communities.

The range of stakeholders involved means their effective management This Progress in Tourism Management paper reviews and reflects on research publications in relation to this sector. It sets the wider research context and identifies the key management issues experienced at VAs.

The paper identifies the limitations of current work in this field and establishes how factors such as ownership and visitor volume help to explain the complexities encountered in managing VAs. The paper then covers a set of themes to structure discussion of previous research activity and offers a model of factors involved in the effective management of VAs. The paper concludes with the development of a research agenda for VA researchers.

Tourism Management , Visitor studies , and Visitor attractions. Heritage Tourism. Robertson, M. Events management , Tourism , and Festivals. Fyall, A. Hospitality Management and Tourism. International Journal of Tourism Research Volume 9 pp. Tourism Studies and Visitors Management.

Visitor Attraction Development and Management. Visitor Attraction Development and Management and Tourism managment. Tourism Studies , Tourism Management , and Visitor studies. Conferences and Conference tourism. International Journal Tourism Research, Vol 3 4 pp.

Conference tourism.

Log in to Wiley Online Library

It sets the wider research context and identifies the key management issues experienced at VAs. Previous ed. Very Good in softcover. ISSN: Sluiten Lezersrecensie Bedankt voor uw reactie Uw reactie is inmiddels op de website geplaatst en zal door onze redactie beoordeeld worden.

Yield Management in Hotels and Tourism Enterprises. Tourism Studies , Tourism Management , and Visitor attractions. Edited work — book chapters and reports. Event Management and Visitor Attention.

Telusuri video lainnya

Bakiewicz, J. McCleery, A. Bowers, J. Tourism Studies. Routledge Handbook of Events, Routledge, Abingdon more.

  • The visitor attraction | Buy Essay Club.
  • RC4 Stream Cipher and Its Variants.
  • Consumer-Citizens of China: The Role of Foreign Brands in the Imagined Future China (Routledge Contemporary China Series 60)!
  • GeoSpatial Semantics: First International Conference, GeoS 2005, Mexico City, Mexico, November 29-30, 2005. Proceedings.

Goulding, P. Conference presentations and papers. Invited speaker with Bakiewicz, J. Tourism Studies and Film Induced Tourism. Invited speaker with McCleery, A. Keynote speaker with Barron, P.