05-hera oktadiana-the future we want in tourism education

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“ Hera Oktadiana “ Page 1 of 12 THE FUTURE WE WANT FOR THE INDONESIA’S HOSPITALITY AND TOURISM EDUCATION: AN OVERVIEW OF THE CURRENT ISSUES AND PROBLEMS Hera Oktadiana Lecturer and Head of Hospitality & Tourism Management BINUS International, BINUS University [email protected], [email protected] Mobile: 0812 9339170 ABSTRACT The growth of hospitality and tourism industry must be balanced with the availability of skillful, competence and qualified workforce. This, of course, can only be obtained through good education and training system. Indonesia, which relies on tourism sector as one of the biggest revenue generated, should pay more serious attention on the development of hospitality and tourism study. Following the recognition of hospitality and tourism as an independent study in 2008, there has been an increase in the development of hospitality and tourism study program. However, there are still some problems and challenges facing this study program. First is the soft image and negative perception of the study. Second is the lack of research activities by lecturers. Third is the limitation of study program and curriculum which affecting the output and level of competencies, and the accreditation body. Fourth is the education-industry interface. Thus, this is the tasks of hospitality and tourism educators, supported by industry and the government to come up with strategic initiatives to overcome those issues. The data and information for this paper was collected from academic literature, websites, and interview with students, lecturers and parents. Key words: Hospitality and Tourism Education, Indonesia, Problems and Challenges INTRODUCTION Tourism and hospitality industries offer excellent employment and business opportunities. The industry is progressing at enormous speed in all parts of the world and is growing to be the largest provider of employment opportunities in the century. In many countries, tourism is the largest commodity in international trade and it ranks among the top three industries. Globally, international tourist arrivals are forecast to reach 1.6 billion in 2020, with average annual growth rate of 4.3 percent between the year 1995 and 2020. The tourism growth of Asia Pacific region is quite rapid in the last decade. Travel Intentions survey conducted by Visa and PATA (Pacific Asia Travel Association) in 2010 stated that Asia Pacific ranked as the top holiday destinations in the next two years and is the most popular holiday region. Three out of four travelers said they prefer to vacation in Asia Pacific. In Indonesia, Mari Elka Pangestu, Indonesia’s Minister of Tourism and Economic

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Page 1: 05-Hera Oktadiana-The Future We Want in Tourism Education

“ Hera Oktadiana “

Page 1 of 12

THE FUTURE WE WANT FOR THE INDONESIA’S HOSPITALITY AND TOURISM EDUCATION: AN

OVERVIEW OF THE CURRENT ISSUES AND PROBLEMS

Hera Oktadiana Lecturer and Head of

Hospitality & Tourism Management BINUS International, BINUS University

[email protected], [email protected] Mobile: 0812 9339170

ABSTRACT

The growth of hospitality and tourism industry must be balanced with the availability

of skillful, competence and qualified workforce. This, of course, can only be obtained through good education and training system. Indonesia, which relies on tourism sector as one of the biggest revenue generated, should pay more serious attention on the development of hospitality and tourism study.

Following the recognition of hospitality and tourism as an independent study in 2008, there has been an increase in the development of hospitality and tourism study program. However, there are still some problems and challenges facing this study program. First is the soft image and negative perception of the study. Second is the lack of research activities by lecturers. Third is the limitation of study program and curriculum which affecting the output and level of competencies, and the accreditation body. Fourth is the education-industry interface. Thus, this is the tasks of hospitality and tourism educators, supported by industry and the government to come up with strategic initiatives to overcome those issues.

The data and information for this paper was collected from academic literature, websites, and interview with students, lecturers and parents. Key words: Hospitality and Tourism Education, Indonesia, Problems and Challenges INTRODUCTION

Tourism and hospitality industries offer excellent employment and business

opportunities. The industry is progressing at enormous speed in all parts of the world and is growing to be the largest provider of employment opportunities in the century. In many countries, tourism is the largest commodity in international trade and it ranks among the top three industries. Globally, international tourist arrivals are forecast to reach 1.6 billion in 2020, with average annual growth rate of 4.3 percent between the year 1995 and 2020. The tourism growth of Asia Pacific region is quite rapid in the last decade. Travel Intentions survey conducted by Visa and PATA (Pacific Asia Travel Association) in 2010 stated that Asia Pacific ranked as the top holiday destinations in the next two years and is the most popular holiday region. Three out of four travelers said they prefer to vacation in Asia Pacific. In Indonesia, Mari Elka Pangestu, Indonesia’s Minister of Tourism and Economic

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Creative stated that the growth of Indonesia’s tourism has always been exceeding the growth of Indonesia’s economy. In 2011, the country’s income from tourism was amounting to USD 8.5 billion, an increase of 11.8 percent than 2010. While the economical growth was 6.5 percent, and the world’s tourism growth was 4.5 percent. Tourism sector is ranked 5 after oil and gas, crude oil, coal and rubber (Kompas.com, January 6, 2012). Mari also said that tourism is crisis resilient. The same thing was mentioned at the 42nd World Economic Forum/ WEF in Davos, Switzerland at the end of January 2012. For examples, the tourism growth in Spain and Greece that suffered from bad crisis still reached 9 percent to 10 percent (Kompas.com, February 9, 2012).

However, data from 5th UNWTO International Conference on Tourism Statistics mentioned that Asia Pacific region is experiencing a lack of skilled labour required to meet the demand from the tourism industries. Indeed, the shortage of skilled labour is the most critical issue for the tourism industries in many countries in the Asia Pacific region. In the 21st century, an educated and skilled workforce is considered crucial to ensure the sustainable growth of tourism. To meet the demand of skilled labour, training and education is highly important. In Indonesia itself, there is a need for stardardization and increased capacity in the education and training system to meet demand for skilled labour in the tourism industries (Ruhanen, 2009). The National Restaurant Association (NRA) predicted the hospitality and tourism industries needs thousands of supervisors and managers (Walker, 2009). However, the industry is growing faster than it can supply qualified people at managerial levels. The industry is also facing a shortage of the skilled workers.

As a people business, hospitality and tourism mainly relies on the quality of service. Managers of tomorrow of this industry need to have the advanced academic background and perfect understanding of relevant technologies. Only those who acquire such demanding skills will have the advantage for the best employment opportunities in the hospitality job market. Clearly there is and will be considerable international demand for highly skilled, management-qualified professionals to promote the growth.

Indonesia must be able to compete successfully at national and international levels. Therefore, Indonesian manpower must be skillful and professional in their respective jobs. There will be a demand for Indonesian staff all through Asia but their qualifications must be recognized in Asia. To anticipate the demand of well-qualified human resources in the tourism industry, professional training and education in the hospitality and tourism field is highly important. Novendi Makalam, Marketing Directorate General Secretary of Ministry of Indonesia Culture and Tourism said that quality of education institutions should be improved, starting from the quality of syllabus and curriculum, adding the practical sessions and development of professional attitude for students. He also mentioned that education is the basis for development of tourism and hotel industry in Indonesia, considering that among 17,000 islands, only the western parts of Indonesia are cultivated by investors. The eastern part is still lacking. In education and training sector, the number of tourism education programs and facilities is still quite small in relation to the size of the sector despite the rapid growth of tourism (UNWTO, 2002). There are still the needs for education and training at all levels to meet the needs of professionals and management roles, to occupational, skill-specific training programs and a need for standardization in the education and training system to meet demand for skilled labor in the tourism industries.

The recognition of hospitality and tourism education in Indonesia as an independent discipline in 2008 has resulted 12% growth in the hospitality and tourism education institutions for the last two years. However, it is not followed by strategic initiatives for

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further development of the study. As a result, the emergence of new study programs in hospitality and tourism are not in line with the spirit of the new born of this study. Hospitality and tourism educators therefore need to develop strong foundation for this study through several initiatives such as setting up the classification and name of the study program, determining the learning outcomes and its competencies, and establishing the research roadmap. This paper is aimed to increase the awareness of Indonesia’s hospitality and tourism educators in regards to the issues in hospitality and tourism education in Indonesia which include soft image of the study, lack of research activity conducted by lecturers, study program, curriculum and accreditation body and the education-industry interface. It is hoped that Indonesian hospitality and tourism educators can work together to face those issues in order to enhance the country’s manpower for the better future of Indonesia’s tourism. LITERATURE REVIEW

According to Barrows and Powers (2009), the scope of hospitality is quite broad - not

only limited to hotels and restaurants – which include kinds of institutions that offer shelter, food or both to people away from their homes. As quoted from Oxford English Dictionary, they also mentioned hospitality is the reception and entertainment of guests, visitors or strangers with liberality and good will. Tavangaran (2009) stated that hospitality management is the study and practice of effectively running a business relating to tourism. He said that since traveling and lodging industries continue to grow and competition increases, hospitality management is becoming a more important study. Referred to Nailon (1982), Morrison and Mahony (2002) wrote that the hospitality management education development has been evolutionary, and the curriculum was originated from a vocational base and practices. Furthermore, they said that hospitality knowledge has been strained from the industry rather than from some disciplines. But now, hospitality management education has begun to break out from its vocational and action orientation.

As defined by Walker (2009, p. 37), tourism is considered as a dynamic, evolving, consumer-driven force industry and the world’s largest industry, or collection of industries, when all its interrelated components are placed under one umbrella: tourism, travel, lodging, convention, expositions, meetings, events; restaurants, managed services; assembly, destination and event management, and recreation. In the educational field, as Airey’s stated, which was affirmed by Cooper et al (1996), tourism is seen as a newcomer. In the developing countries, tourism was not established until between 1970s and 1980s. It developed in an ad hoc and unplanned way. Some tourism courses were run under the sport and recreation department in a college or university, some under geographic department and others were delivered as part of business studies. This makes tourism subservient and less credible as an academic activity in its own right.

As the hospitality and tourism industry continues to evolve and there are needs to satisfy industry and/or stakeholder demands, multidisciplinary majors in tourism study should be adopted in a curriculum development since they tend to place greater emphasize in industry orientation, management related courses, language training and courses which relate tourism planning to environmental issue (Scotland, 2006). Furthermore, as we are in the globalization era, there is a need for a hospitality and tourism higher education to promote course and curriculum development that give emphasize to the “internationalization”, that will help students to become a responsible global citizen in a world of rapid change.

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As written by Bourn et al (2006), adapted from Development Education Association or DEA, employers are looking for high quality graduates who can make positive contribution to the economic wellbeing and be able to live and work in a global society. This means that students will not only have knowledge and skills in information and communication technology and speaking foreign language, but they also should have the ability to deal with complex problems, dealing with uncertainty, critical thinking skills, and be culturally sensitive. Teaching and learning activities should be designed to encourage students’ creativity and innovation. Another issue, the diversity of industry size and sectors, as well as the fast growth of the industry, create difficulty for educators to meet the industry’s demand and needs. Quite often the skills and knowledge of the graduates are not suitable to meet the needs of the industry.

In early years, hospitality and tourism schools in Indonesia could not offer bachelor, master and, let alone, doctorate degree programs. The schools could only provide diploma-level degrees or at a tertiary level. A tertiary level refers to official postsecondary education institutions that educate professional personnel at the degree level which includes diploma and vocational certificate in specific area (Lee, 2004, as stated by Thitthongkam and Walsh, 2011). If a school desired to open an undergraduate or a postgraduate program in hospitality and tourism, it had to be managed under a different discipline, such as economics, business, management, social, science, culture or literature. This made hospitality and tourism educators not attentive and adaptable to the fast changes and dynamic innovations occurring in the tourism world. The consequence was, of course, this study stayed stagnant.

There was a very slow growth of the hospitality and tourism schools in Indonesia from 1968 to 2008. It was after a long unflinching struggle by the Indonesian hospitality and tourism educators and the Association of the Indonesian Tourism Education Institute (Hildiktipari) since 1985, that finally on March 31, 2008, the Indonesian higher education authorities legally recognized the hospitality and tourism as an academic independent study. Now, the growth of hospitality and tourism education in Indonesia has been increasing 12% after its recognition.

The first hospitality and tourism education in Indonesia at a diploma level was first offered in Hotel and Restaurant Academy (APP-Akademi Perhotelan dan Perestoranan) in Bandung, as a public school. This school had changed its name and program several times until 1993. It is now called Bandung Tourism Institute (STP Bandung) which offers Diploma IV and bachelor program with four years of study (equal to a bachelor degree). In 1969, the first private school in hospitality and tourism, Hotel and Tourism Academy of Trisakti, was established in Jakarta. It offered a Diploma III degree until 1999, when it changed the name into Trisakti Institute of Tourism. Currently, there are 238 hospitality and tourism study programs in Indonesia, which cover Diploma III, Diploma IV, Bachelor degree and Master’s degree levels.

These numbers, of course, are still inadequate with the growth and development of Indonesia’s tourism, as one of the important sectors for the country’s economy support. The development of sustainable tourism for Indonesia requires supply of qualified employees, not only for rank and file positions, but also for managerial levels. As for the public sector, the needs of qualified researched, planners and decision-makers are relatively high. Therefore, the role of hospitality and tourism education and training are important to enhance Indonesia’s tourism (Ernawati, 2002). Still according to Ernawati (2002) as quoted from Bendhi (1994), a research conducted by Department of Tourism and Culture showed that only 7.29% of the hotel employees possess and education and training. Furthermore, lack of

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research in tourism and tourism education contributes to insufficient tourism databases at national level (Ernawati, 2002, as quoted from Gunawan, 1997). RESEARCH METHODOLOGY a. Participant

There were 322 respondents being interviewed by phone and face-to-face in 2009,

2010 and 2011. They consisted of 173 prospective students, 137 students of hospitality management of B University in Jakarta, 10 lecturer and 2 students’ parents.

b. Data Collection and Analysis

This research is an exploratory study. The data and information collected for this paper were obtained through a combination of in-depth interviews, focus group and literature reviews from web sites, journals and textbook related with hospitality and tourism education (secondary data). The in-depths interview was used to gain information from lecturers and parents, while the group interview was conducted with the students. Since the interviews were aimed at seeking exploratory information, not to test hypotheses, the interview tended to be open and was less structured. In addition, in-depth interviews were chosen since the topic of research was still at a preliminary stage and can still be developed into larger study (Veal, 1997, p. 133).

After having been told the purpose of the study, students were asked about the most preferred area of work in hospitality industry and the reasons of studying hospitality. Lecturers were questioned about the teaching experience, number of papers or research being written or conducted during their tenure, level of publication and the major issues in writing a paper. As for the parents, they were asked about their perception of hospitality and tourism study program. DISCUSSION

Before 2008, hospitality and tourism study in Indonesia was considered non-academic

and received indifferent attention and no credit from the Government. It was viewed as inferior compared to other disciplines and not possessing the status, recognition and credibility of a discipline. After a long unflinching struggle by Indonesian hospitality and tourism educators and the Association of the Indonesian Tourism Education Institute (Hildiktipari) since 1985, finally the Indonesian higher education authorities recognized hospitality and tourism study as a fully fledged academic discipline on March 31, 2008. It meant that hospitality and tourism institutions could offer bachelor, master and doctorate degree levels.

The government’s great leap forward to support Indonesian tourism by raising the status of tourism education marked a new phase in tourism higher education in Indonesia, and a rise in the profile and quality of industry-oriented tourism education that will result in greater contributions to the advancement of tourism in the country. The new tourism education policy provides better opportunities for Indonesian schools of tourism to act more resourcefully and independently in catering for the rising need of more qualified personnel at all levels, especially those holding post secondary qualifications through specifically

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Figure 2 – Reasons for Studying Hotel Management

Figure 2 – Reasons of Studying Hospitality and Tourism As for tourism study, their mental picture of it is confined to the knowledge and skills

related to merely traveling and leisure. Most of them are not aware that the hospitality and tourism industry is multilateral with an almost infinite variety of sectors. Many Indonesian people still think that hospitality and tourism courses have no prestige and the graduates in the hospitality courses can only work as servers or cooks in restaurants or hotels. Low wages, long irregular working hours, unfavorable working conditions in some parts of the sectors and a lack of career advancement opportunities, all add to the negative image of hospitality and tourism courses.

Parents of prospective students often ask many questions before they enroll their son or daughter studying hospitality and/or tourism. The most common questions are the career and job opportunities upon graduation, and the subjects to be learned. Many of them will think that the job opportunities are only limited in working at a hotel and restaurant as a server and a cook. They are quite surprise when learning that the career opportunities, as well as the job opportunities are quite broad, and the subjects cover managerial studies, such as accounting, finance, human resources, feasibility study, strategic management and sales and marketing.

Secondly, there is a lack of research activities conducted by lecturers and students, and the limited numbers of hospitality and tourism journals available. Most of the journals are only local or institutional journals. It is quite difficult to find a national-level journal, even more so accredited one. Based on the interview with ten lecturers from four hospitality and tourism institutions in Jakarta, the average of teaching experience is accounted 5.7 years with the average paper/research being produced is 2.5 papers within that period. It shows that only 0.4 paper is written by each lecturer per year – less than 1 paper per year. As for the publication, out of 25 papers in total, 92% are published in local journals, and 4% each in national and international proceeding. When they were asked about the major issue and problem in writing a paper, 38.5% mentioned having lack of time due to teaching activities and other duties, 30.8% having problem in finding an idea or topic for research, and another 30.8% lack the knowledge in research methodology.

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Figure 3 – Level of Paper Publication

Figure 4 – Issues in Writing a Paper

Another second issue in the research area is the National Research Agenda (NRA)

that was established in 2008. Based on NRA, there are six focus of the research: food safety and security, new and renewable energy, technology and transportation management, information and communication technology, defense technology and security and health technology and medicines. It is a pity that hospitality and tourism sector, which is one of the biggest contributors in the country’s income is not specifically included in the NRA.

Third issue is the study program. Study programs offered by hospitality and tourism institutions in Indonesia are still limited to Hotel Management and Tourism or Travel Management. In 2008, the Indonesia Higher Directorate of Education recorded 187 study programs in hotel and travel, consisting of 100 hotel study programs and 87 travel study programs (Kusmayadi, 2010). In Jakarta and West Java, among five prominent hospitality and tourism higher education bodies, four of them offering Hotel and Travel/Tourism study programs. Only one institution offers Hospitality and Tourism Management apart from Hotel Management study program. However, this program is still running under the Marketing study. As the world’s largest archipelago, Indonesia consists of around 17,500 small and large islands and is the fourth most populous country with more than 200 million inhabitants. Comprising more than 300 ethnics groups and 200 languages, the population is very diverse in language, traditions, cuisine, culture and religions. This makes Indonesia a multi-diverse country. Indonesia also has beautiful landscape, ranging from flourishing rainforests, rice

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lands, savannah grasslands to snow-capped peaks. It is a home of various flora and fauna, some of them are very unique, such as Raflesia Arnoldi (the largest flower in the world) and komodo (the prehistoric giant lizard). Many distinctive heritage sites, cultural landscape and historic monuments and building can be found in Indonesia. Considering the richness and uniqueness of the country, Indonesia hospitality and tourism higher educational institutions should offer various hospitality and tourism study programs that can fulfill the needs of professional human resources, to ensure the success and long-term sustainability of the country’s tourism development. Particularly tourism itself is not restricted to lodging (hotels, motels, resorts), restaurants and foodservice, but it also covers travel and tourism (airline, cruise ships, rail, coach, automobile), assembly and event management (meetings, conventions, expositions, events) and recreation (attraction, gaming, parks, recreation) (Walker, 2009). Another issue in the study program is the accreditation process. It is now mostly assessed by assessors with non-hospitality and tourism backgrounds, thus the judgment and the scoring may be affected due to the inadequate knowledge of the assessors. Fourth issue is the industry-education interface. Strong partnership between hospitality and tourism education and industry are very crucial. As stated by Cooper et al (1996), industry and education must work in partnership to promote the acceptability of tourism as an activity. Without good affiliations, it would be difficult for educators to meet the industry’s demand and needs due to the diversity of industry size and sectors and the fast growth of the industry. Unfortunately, industry boards are not yet common in Indonesia’s hospitality and tourism education.

SUGGESTIONS

To answer the above mention problems and challenges, Indonesian’ tourism institutions, supported by the government must carry out the following: 1. Set up programs which will produce an educated and skilled workforce with high

competencies, creativity and innovative vision. It will become essential to have tailor-made curricula and course designs, as tourism and hospitality education becomes better established, with sophisticated, mix-and-match combinations of local and international content. A naming or coding of the study program is crucially required to be set up. Therefore, graduates of hospitality and tourism education will also It is also necessary to educate public in regards to the hospitality and tourism study by creating events or other activities that can promote the study program.

2. Educators will need to have both a good grounding in and understanding of the theoretical and practical areas of study and be motivated to do more research in hospitality and tourism areas. A research roadmap in hospitality and tourism also needs to be developed. Support from government for hospitality and tourism education institutions in establishing master and doctorate degree programs are required in order to meet the lecturers’ qualifications standard as stated in the government decree No. 14 year 2005. Another outstanding issue is the need for recognized prior learning in which diploma degree with certain years of industry experience at the managerial level will be considered equal to bachelor degree through certification.

3. Indonesia’s hospitality and tourism higher educational institutions should open various study programs such as leisure and sport management, event management, restaurant and catering management, hotel and resort management, destination management,

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culinary and many more. Furthermore, more hospitality and tourism educational institutions should open bachelor, master and doctorate degree programs, since the studies have been recognized as an independent discipline since March 2008. Therefore graduates of hospitality and tourism schools can hold a degree in hospitality or tourism, and no longer a degree in economics or any degrees from other studies.

4. It is necessary to have different approaches on the curriculum. There should be standard competencies on each level, in order to produce the most suitable career or positions for working in hospitality and tourism sectors. For example, curriculum approach for diploma level as vocational study can be in the format of practical activities, demonstration, and simulations. As for undergraduates and postgraduates level, it should emphasize case studies, problem solving, projects, research work, and analysis.

5. It is essential to have an independent accreditation body for hospitality and tourism study to elaborate a fair and qualified assessment.

6. It is required for hospitality and tourism educational institution to develop a group of industry experts such as an Industry Advisory Council, to provide feedback and direction to ensure industry standards are met. Education and industry should also meet on a regular basis to discuss trends and issues in the industry via forum group discussion, association meetings, guest lecturers, seminars and any other activities.

CONCLUSION AND FUTURE RESEARCH The development of Indonesia’s hospitality and tourism study program upon its recognition as an independent discipline in 2008 should be followed by strategic initiatives to overcome problems and challenges. Hospitality and tourism educators must pay attention to the soft image and negative perception of study program, lack of research activities and the development of research framework, study program and the accreditation, and education-industry interface.

Indonesian’ tourism institutions must set up programs which will produce a workforce which is creative and innovative with qualified skills and high competencies. Tailor-made curricula and course designs should combine both local and international content. The naming of study program should also be well classified, so that the output of study program is clearly defined. The classification will make it easier for people to have a better understanding about this study, so as to eliminate or minimize the negative perception from the public. A research roadmap needs to be developed as a basis for lecturers in conducting a research and writing papers. An independent accreditation body for hospitality and tourism study is also required for better and fair assessment. Strong relations and collaboration with the industry is essentials in order to meet the demand of the industry.

Due to the limitation of this research and narrowed-scope of study, future research may explore more deeply the most suitable curriculum design and teaching methodology that will meet the industry standards, the development of research activities and research framework, and the establishment of classification and accreditation for hospitality and tourism study. REFERENCES

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Asdhiana, Made (9th February 2012). Tourism is Crisis Resilient. Available: http://tekno.kompas.com/read/2012/02/09/11040921/Tenang.Saja.Pariwisata.Tahan.Krisis (retrieved: April 15, 2012)

Barrows, Clayton W. and Tom Powers (2009). “Introduction to Management in the Hospitality Industry, 9th ed.”. New Jersey: John Wiley & Sons, Inc. (p. 4) Bourn, Doug, Aileen McKenzie and Chris Shiel (2006). The Global University: The Role of the Curriculum. Available: http://www/international.ac.uk/resources/dea_global_university_curriculum.pdf (Retrieved: October 5, 2011)

Cooper, Chris, Rebecca Shepherd and John Westlake (1996). “Educating the Educators in Tourism: A Manual of Tourism and Hospitality Education”. World Tourism Organization and University of Surrey (p. 13, 15, 32, 46-49)

Ernawati, Diyah (2002). “Tourism Education at the Tertiary Level in Indonesia from the Perspective of the Tourism Educators, Government Officials, Industry Professionals and Students”. A theses of doctor of philosophy, School of Business, James Cook University. Hildiktipari and Directorate General of Higher Education (2011). “The Policy of Higher Education in the Development of the Study Program”. Cirebon

Hildiktipari (2009). “Strategy of Tourism Human Resources Development”. Jakarta Kusmayadi (2010). Challenges and Opportunities of Tourism Workforce Overseas.

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Veal, A.J (1997). “Research Methods for Leisure and Tourism: A Practical Guide, 2nd ed.”. London: Financial Times Management (p. 133) Walker, John R. (2009). “Introduction to Hospitality, 5th ed.” New Jersey: Pearson International Edition (p. 4, 5, 37) Contact detail: Hera Oktadiana Lecturer and Head of Hospitality & Tourism Management BINUS International, BINUS University [email protected], [email protected] Mobile: 0812 9339170 Home: Cipulir Permai Blok W-28 Cidodol, Kebayoran Lama Jakarta Selatan 1220