An international curriculum in tourism business development an example from the Central Baltic Area

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1 An international curriculum in tourism business development an example from the Central Baltic Area Dr Sanna-Mari Renfors Satakunta University of Applied Sciences, Finland

2 Background Skills development is a key element in destination competitiveness, an important dimension in the tourism development strategies. The growth of international tourism needs to be taken into account in HE curricula. Skills should be aligned to develop CB Area as a common destination. Simultaneously, internationality in HEIs is changing towards joint curriculum development.

3 The same target markets (Russia, neighbouring countries, Germany, growth from Asia) and challenges (seasonality, quality of products, reaching niche markets, supply of skilled personnel) Foreign overnights grew 17 % in 2017 Growth of 7% in 2017 Growth of 13.7% in 2017

4 Photo: Visit Finland

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6 Tourism curriculum should be developed with those who are influenced by and who can influence the direction of tourism development at the destination. How the curriculum was developed? 103 interviews of industry professionals Review of the existing curricula Review of the national tourism strategies and sector reports

7 Product and experience design and development Multichannel marketing communication and sales Multisectorality, cooperation and networking Management of business operations Cultural awareness and internationalisation Digitalisalisation, personal development, language skills

8 Product and experience design and development Multi-channel sales and marketing communication Multi-sectorality, cooperation and networking Cultural awareness and internationalisation Managing business operations Developing innovative and authentic tourism products and experiences of high quality Designing and offering diversified products to specific segments Developing versatile offerings from the interfaces of tourism and other fields; use of local natural and cultural heritage Tackling the challenges of seasonality; offering off-season products Using ICT as part of a tourism product Streghtening economic sustainability in product development Understanding buying behaviour in tourism Using digital tools to enhance online visibility of destinations and products: use of social media, mobile technology and interactive websites Designing creative, high quality visual materials Using thematic sales channels and models for searching and selling products online Improving personal selling skills Cooperation between different stakeholders and different sectors Theme-based cooperation Establishing, managing, and evaluating cooperation Using innovative cooperation models Collaborative product development, marketing communication and sales Identifying international target groups Applying customer know-how and market knowledge Understanding the special characteristics of different cultures and their impact on business activities Enhancing international customer service skills Knowledge of the special features of one's own culture Managing human resources, especially the younger staff members Understanding the key pricing factors and factors related to a profitable tourism business Implementing risk management strategies Identifying the operating environment with all its sectors and actors Developing analytical foresight skills and awareness of trends Developing an entrepreneurial attitude Using digital technologies in business operations

9 Curriculum Purpose: Boosting the Growth of Tourism Business - Supporting the Development of the Central Baltic Area as a Coherent Tourism Destination Outcomes: Students acquire sector-specific skills and knowledge in tourism business development relevant to various tourism-related sectors and actors for boosting the growth and competitiveness of the industry. The curriculum enables students to develop skills and knowledge needed in coping with the changing circumstances of tourism business, especially with the growth of international tourism in the area. Content: The courses were created around the most relevant topics that should be covered in the curriculum according to the research findings. Resources: The courses are offered online, except one of the courses, which is implemented as an innovation camp in Estonia.

10 Translating the skills into a curriculum and courses The curriculum design was guided by the rationale and purpose of the curriculum and research results. Team of lecturers translated needs and expectations of the industry into the purpose, key learning outcomes and contents of eight courses. Team of lecturers (n=12) chose the topics of the courses and shared them for further course design in the workshop1. They worked jointly online to develop the preliminary course descriptions. The team elaborated the course descriptions jointly to avoid overlapping contents and gaps between the courses in the workshop2.

11 Tourism Product and Experience Design Digital Marketing Communication and Content Management Increasing Competitiveness by Cooperation, Boosting Sales in Tourism Cultural Competence in Customer Service Forecasting Tourism in the Age of Uncertainty Proactivity and Creative Performance Innovation Camp in Product Development

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13 A variety of international study materials are incorporated into course content. Examples and practices from different countries and target markets with the focus on the Central Baltic Area, which are investigated and compared in the courses. Delivery is created around meaningful, real-life industry cases. Students study in multicultural groups online when resolving cases. Innovation camp in Estonia, where the students meet and exchange ideas.

14 BOOSTED-hanke Hankkeessa kehitettiin matkailualan koulutusta Keskisellä Itämerellä, mukana korkeakouluja Suomesta, Virosta ja Latviasta. Hankkeessa tunnistettiin ja linjattiin alueen matkailun liiketoimintaosaamisen osaamistarpeet haastattelemalla yli 100 alan toimijaa. Tunnistettujen tarpeiden perusteella luotiin opetussuunnitelma (33 ECTS). Opetussuunnitelma pilotoidaan tutkinto- ja vaihto-opiskelijoiden sekä elinkeinon kanssa.

15 Tärkeimmät opit Opetussuunnitelman tulee pohjautua tarvekartoitukseen tärkeää on ymmärtää koko opetussuunnitelman taustalla olevat syyt, motiivit, konteksti millaiseen tarpeeseen koko opetussuunnitelma vastaa ja millaisessa toimintaympäristössä se toteutetaan. Opetamme liian usein sirpaleisia, yksittäisiä operationaalisia taitoja pitäisikö opintojen alussa luoda paremmin ensin strateginen, holistinen viitekehys? Kehittyykö matkailu keskittymällä yksittäisiin operationaalisiin taitoihin? Elinkeinon kyky tunnistaa omia osaamistarpeita onko tätä? Opetuksen digitalisaatiossa on oppilaitoksittain huimia eroja. Onko toimijoilla valmiuksia lähteä mukaan? Tulkinta samoista asioista on pienelläkin maantieteellisellä alueella hyvin erilainen. Puhutaanko samoista asioista samoilla nimillä? Tiedetäänkö mitä ollaan tekemässä?

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17 Kiitos!