Redressing the balance: inverted hierarchies in the tourism classroom

Pappalepore, I. and Farrell, H.C. (2017) Redressing the balance: inverted hierarchies in the tourism classroom. Journal of Hospitality, Leisure, Sport & Tourism Education, 21 (Part B). pp. 144-153. ISSN 1473-8376

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Official URL: https://dx.doi.org/10.1016/j.jhlste.2016.10.001

Abstract

The research evaluates a collaborative case study to co-create the curriculum for a tourism undergraduate module. In three course design team (CDT) meetings, students selected and discussed topics and learning styles. Qualitative analysis revealed that the students involved strove to be independent learners. They favoured active learning styles and ‘non-vocational’ aspects of tourism. However, university bureaucracy represents a block in the design process. The paper concludes by advocating a more equal relationship between students and tutors. This involves a shift in power relations, inverting traditional hierarchies in which teachers act as gatekeepers of knowledge and students are passive recipients.

Item Type: Article
Uncontrolled Keywords: co-creation, student engagement, participation, module design;
Subjects: University of Westminster > Architecture and the Built Environment
SWORD Depositor: repository@westminster.ac.uk
Depositing User: repository@westminster.ac.uk
Date Deposited: 01 Dec 2016 14:56
Last Modified: 02 Dec 2017 23:02
URI: http://westminsterresearch.wmin.ac.uk/id/eprint/18036

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