This article examines the role of sandwich education and presents the findings of an investigation into the expectations and experiences of students studying tourism management courses. Significant variances are identified between students' actual experiences and their perceptions, weaknesses in the practices involved are highlighted, and overall comparisons are drawn with earlier studies. Recommendations are presented with the aim of enhancing the realization of the benefits attributable to this aspect of education.
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References
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Committee on Research into Sandwich Education (RISE), Assessment of the Costs and Benefits of Sandwich Education, Department of Education and Science, London, 1987; LaveryP., The Future Higher Education in the European Community, Interim Report, Employment Department Group and University of Humberside, 1992.
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See Leslie, Op cit, Ref 3; PurcellK., ‘Equal opportunities in the hospitality industry: Custom and credentials’, International Journal of Hospitality Management, Vol 12, No 21993, pp 127–140; WestA.J.JamesonS.M., ‘Supervised work experience in graduate employment’, International Journal of Contemporary Hospitality Management, Vol 2, No 2, 1990, pp 29–32.
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For example, see ParsonsD.J.CaveP., Developing Managers for Tourism, National Economic Development Office, London, 1991; Department of National Heritage, Competing with the Best, HMSO, London, 1996; Wealth of Attraction, Confederation of British Industry, London, 1997.
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Leslie, op cit, Ref 3.
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For example: Airline operations; airports; tour operators; travel agents; coach tour companies; ferry operators; tourist boards and hotel and catering operations.
13.
Such opportunities were invariably offered by those departments which also offer hospitality degrees.
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See Supervised Work Experience in Educational Programmes, CNAA Development Services Unit Paper 2, CNAA, London, 1983; Review of Tourism Courses, CNAA, London, 1993; EIESP, Education for Careers in European Travel and Tourism, American Express Foundation and EIESP, 1991.
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NVQs are National Vocational Qualifications. These have been developed in the UK to enable employees to gain accredited qualifications for the development of skills — ie competencies — in the workplace. There are five levels, ranging from basic skills in operational areas to management competencies. The various levels are considered to correlate with the strata of further and higher education provision in the UK.
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Leslie, Op cit, Ref 3.
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See Purcell, Op cit, Ref 6; OrrN.E.J.MurrayA.E.McKennaM.A., ‘Hospitality graduate and diplomate labour market experiences’, Journal of European Industrial Training, Vol 16, No 31992, pp 17–24; LittleF.PooleA.‘The silent voice’, paper presented to the ‘Partnership in Placement’ Seminar, London, January 1989.
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For a discussion of work-experience programmes, see: Watson, Op cit, Ref 15; JowettV.JacksonJ.‘Learning contracts in hospitality management industrial placements’, Discussion Paper, Hospitality Management, No 9, Leeds Metropolitan University, Leeds, Autumn 1993.
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See RoyS., ‘Graduate to a new approach’, Caterer and Hotelkeeper, 25 August1988; Orr, op cit, Ref 18.
