【作者】 沈少剑；

【导师】 崔大庸；

【作者基本信息】 山东大学 ， 专门史， 2012， 博士

【摘要】 旅游业已成为当今世界上最大的产业之一,并日益显现出其巨大的发展潜力。旅游行业的巨大发展不但有力地促进了地方经济的全面发展,成为经济发展的支柱产业,同时对当地的社会文化、环境也产生了多方面的影响。由此可见,旅游发展是一项复杂的活动过程。而这个活动过程则完全靠旅游人才来展开,否则再好的旅游资源和设施也只能在那望而兴叹。旅游人才是旅游事业发展、旅游业竞争取胜的关键。在旅游业发展过程中,谁拥有一支素质好、技能精、业务强、知识新的旅游专业队伍,谁就能在激烈的竞争中占有优势,争得更多的客源,获得更好的经济、社会和环境效益。因此,旅游教育的重要性对于旅游业的可持续发展不言而喻,必须重视对旅游教育的研究。世界上第一所专门培养酒店管理人才的学校创建于1893年,是由瑞土旅馆管理者协会创办的洛桑饭店管理学校,至今,国外旅游教育已有100多年的发展历史。从总体上看,国外旅游教育,尤其是欧美等发达国家的旅游教育都积累了相当多的经验。英国是世界经济强国之一,也是现代旅游业发展最早的国家。依靠发达的经济、高质量的教育背景和政府支持,不论在实践还是理论研究方面,英国的旅游高等教育都走在世界的前列,值得我们借鉴学习。英国不但是当今世界上旅游业最发达的国家之一,也是世界上高等教育最发达的国家之一,历经几百年的沿革,其教育质量享有很高的声誉。英国旅游高等教育是为了适应快速发展的旅游业而产生,迄今为止有40多年的历史。英国旅游高等教育目前得到了空前的繁荣,同时也引发了诸多的争议。但英国旅游高等教育在满足旅游业的需要,为学生提供多样、高质量的旅游教育和对政府的经济贡献等方面所起到的巨大作用是毋庸置疑的。进入到21世纪,世界形势发生了新的变化,随着经济全球化的进一步深入,全球竞争压力的加剧,对诸如气候变化等生态、环境保护问题的更加关注,信息和通信技术持续的快速发展,全球性的力量已成为当前成熟市场和供应的主导力量,因此,同全球经济的所有部门一样,旅游业目前也在经历着重大变革而且更加难以预测。面对这种不断变化的环境,英国旅游高等教育如何生存和发展?是否出现了新的形势和特点?还存在哪些主要问题?未来将会面临什么样的挑战和机遇?在目前的知识经济时代,知识的重要地位与日剧增,知识的多样性将会成为竞争优势,未来的旅游人才需要掌握怎样的知识和技能?这些问题都是未来旅游高等教育发展不可忽视的方面。因此,加强对英国旅游高等教育的研究,具有重大的理论和实践意义,有助于构建更合理的旅游高等教育理论,以促进旅游高等教育问题的实际解决。然而遗憾的是,国内外学术界至今还没有一部系统研究英国旅游高等教育的学术专著问世,以此为专题的研究性论文也很少。尤其是目前国内还没有人对英国旅游高等教育的发展历程、课程、质量保障和存在问题进行全面、系统的研究。本文通过研读英国旅游高等教育的相关文献作品,对英国旅游高等教育的发展历程、课程、质量保障和存在问题进行较为全面、系统的阐述。本论文的主要思路为：导言概述了英国旅游高等教育的研究背景、研究现状、研究意义以及本文的研究方法和研究思路。第一章明确了英国旅游高等教育的相关概念,概述了英国旅游高等教育产生与发展的历程。第二章分析了英国旅游高等教育的现有结构,从课程的目标、内容、课程实践到课程国际化等各方面论述了英国旅游高等教育的课程这一核心问题。第三章阐述了英国旅游高等教育的另一关键问题—质量保障。第四章对当前英国旅游高等教育的存在问题进行剖析。第五章探讨了英国旅游高等教育的发展趋势及启示。结语部分,对全文进行了回顾与总结,评价了英国旅游高等教育的价值和局限性。本论文主体框架分为导言、正文及结语部分,主要内容如下：导言部分简要概述了英国旅游高等教育的研究背景、研究现状、研究意义以及本文的研究方法和研究思路。本部分首先评述了英国旅游高等教育的研究背景；国内外学者对英国旅游高等教育研究的总体情况；进而阐述了英国旅游高等教育丰富补充当今旅游高等教育的理论意义和有助于解决当代旅游高等教育问题的现实意义；指出本文是以跨学科的研究视野,采用文献分析等研究方法,思索其中关于英国旅游高等教育的诸多方面；说明了从分析英国旅游高等教育的产生与发展,到探讨英国旅游高等教育的现状,进而论述英国旅游高等教育的存在问题、发展趋势及启示的研究思路。正文共分五部分：首先,界定了英国旅游高等教育的相关概念,分析了英国旅游高等教育的发展历程,展示了在变化动荡的社会环境下英国旅游高等教育生存发展的独特过程。首先,对旅游高等教育及其相关概念做出界定。先后阐述了旅游教育的概念和分类；旅游高等教育的概念、特点和意义。其次,论述了英国旅游高等教育的产生与发展,这一部分分为三个阶段,分别是职业阶段、分化阶段和基准阶段。英国旅游高等教育的第一个发展阶段是职业阶段,时间大约是从20世纪的60年代到70年代。职业阶段的主要特点是大学所开设旅游专业的目的和内容高度职业化。英国旅游高等教育的第二个发展阶段是分化阶段,时间大约是从20世纪的80年代到90年代。这一阶段又可分为两部分,20世纪80年代到90年代初的动荡期和20世纪90年代中期到末期的不安期。分化阶段的主要特点是院校规模、学生数量、课程数量在前期迅速增长,导致到后期供过于求；课程内容出现分化与争议。英国旅游高等教育的第三个发展阶段是基准阶段,这个阶段的主要标志是2000年英国发布了包括旅游在内的一系列的学位学科的基本内容,这是首次对旅游学习内容的一次广义上的解释。基准阶段的特点主要表现为旅游高等教育结构上的纵向延伸；课程设置上具有国家统一的核心课程；授课方式灵活多样化、高科技化；旅游高等教育质量保障系统渐趋完善。在上述分析基础之上,本章进一步以具体的院校为例进行深入的个案分析,力求从微观的角度真实再现其所处于的发展阶段。其次,探讨了英国旅游高等教育的课程。首先,以《英格兰、威尔士和北爱尔兰高等教育资格框架》为蓝本分析了英国旅游高等教育的结构。按照《英格兰、威尔士和北爱尔兰高等教育资格框架》,英国旅游高等教育的结构分为4到8级,第4级到第6级相当于本科层次教育,第7、8级为研究生教育。同时,概述了英国旅游高等教育的基础学位和研究生教育。其次,从课程培养目标、核心课程内容、课程实践、国际化等方面对英国旅游高等教育的课程这一核心要素加以分析。英国旅游高等教育具有很强的职业导向,与旅游业和雇主有着紧密的联系,注重行业的实践和操作。这一特点在课程上体现得尤为明显,具体体现在旅游专业的课程大纲,课程名称和提供旅游课程的院系这三个方面。当前英国旅游高等教育的主要特点之一就是在课程设置上具有国家统一的核心课程。核心课程内容包括：理解旅游作为一门学术和应用研究领域的概念和特点；考察旅游者的性质和特点；分析受影响的社区和环境中的旅游；研究旅游业的产品、结构、运营与交易。然后,本部分分析了英国旅游高等教育的课程实践和课程国际化。在以上分析的基础上,本部分以具体的院校为例对英国旅游高等教育的课程进行了深入的个案分析。再次,分析了英国旅游高等教育的质量保障。质量保障是英国旅游高等教育的另一关键要素。首先论述了英国旅游高等教育的质量保障机构和评估标准。英国高等教育质量保证学会是英国旅游高等教育主要的质量保障机构,制订了一系列的标准和规则,使质量保证有了统一的准绳。英国旅游高等教育的质量评估标准主要有四项组成部分：高等教育学术资格框架、学科基准声明、专业规格和实施规则。其次,论述了英国旅游高等教育的内部质量保障体系。英国旅游高等教育质量保障体系包括学校内部质量保障和学校外部质量监控两方面。英国大学与学院大部分都是独立自治、自我管辖的机构,对各自的学术标准和质量负有主要责任。因此,学术标准和学术质量是内部质量保障的关键。英国旅游高等教育的学术标准包括英国高等教育质量保证学会制定的旅游学科知识、智力技能和转换技能。英国旅游高等教育的学术质量指的是为使学生获得某一学位或学历所提供给学生的学习条件如何。英国旅游高等教育内部质量保证机制主要包括：日常监控、周期评审和校外检查。最后,阐述了英国旅游高等教育的外部质量保障体系。英国各提供旅游教育的高等院校除了设有学校内部的质量保证机制,同时,为了确保专业和学位的质量和标准,还要接受来自学校外部的质量审查,而其外部质量监控的机构就是英国高等教育质量保证学会。在经历了质量评估和学科评审等质量监控办法之后,自2002年开始,英格兰和北爱尔兰的高等院校又接受了英国高等教育质量保证学会的学院审核,从2011年9月开始,英国高等教育质量保证学会开始施行新的学院评审。在以上分析的基础上,正文探讨了英国旅游高等教育发展中存在的问题。首先,重点从教育质量、教育目的和国家核心课程三个方面剖析了英国旅游高等教育发展存在的主要问题。英国高等教育大众化、产业化,旅游专业和学生数量的增多不可避免地使人们对英国旅游高等教育的质量、教育目的和课程内容等方面比以往更加关注,产生更多的质疑。人们不但担心教育质量的滑坡,而且对英国旅游高等教育发展具有重要意义的教育目的也存在着职业性和通识性的分歧。各界人士为平衡二者的关系,构建一个合理的英国旅游高等教育做出种种尝试。除此之外,旅游课程的内容设置在英国学界和业界也一直是一个争论不休的问题,对是否应该设立国家统一的旅游核心课程以及现有旅游核心课程内容的合理性上人们也是各持己见。其次,分析了政府、社会和市场对英国旅游高等教育发展的影响。在此基础之上,正文最后阐释了英国旅游高等教育的未来趋势和启示。首先,论述了英国旅游高等教育的发展趋势。社会、经济和教育以及旅游业的变革,信息和通信技术的影响,变化的学生特点和环境对旅游教育者和教学方法都会产生巨大的影响。因此,在未来英国旅游高等教育为谋求自身的发展必然会从各个方面顺应世界的潮流并积极加以应对。在总结分析学者们关于旅游高等教育未来发展建议的基础上,勾勒出英国旅游高等教育在课程、教学、学习、学生、学科发展等方面多样化、创新性的发展趋势,显示了英国旅游高等教育令人充满信心和希望的未来。其次,总结了英国旅游高等教育给中国旅游高等教育带来的启示。结束语对全文进行了总结。在肯定英国旅游高等教育对中国旅游高等教育具有积极的启示作用的基础上,指出了其局限性和不成熟性。英国旅游高等教育毕竟是特定时代环境下的产物,具有较强的地域性和一定的特殊性。此外,英国旅游高等教育产生于20世纪60年代中期,发展历史较短,必然具有一些不成熟的表现。要使英国旅游高等教育发挥应有的作用,我们应该立足于中国当代旅游高等教育的实际情况,创造性地吸收英国旅游高等教育积极的一面,逐步探寻出一条适合中国国情的、与时俱进、更为合理的促进中国旅游高等教育可持续发展的新出路。更多还原

【Abstract】 Tourism has become the largest industry in the world, exhibiting its great development potential as time goes by. With its fast development, tourism has not only become the pillar industry of local economic development, but also influenced the local society, culture and environment, which shows that tourism is a complex activity, completely dependent on tourism talent. Tourism talent is the key to the development and success of tourism industry. It is the well-trained tourism talent with professional expertise and knowledge that owns the competitive edge, more tourists and better economic, social and environment effect. Therefore, it is self-evident that tourism education is significant to the sustainable development of tourism industry and it deserves serious study.Founded in1893, the Ecole hoteliere de Lausanne was the first hotel management school in the world offering high-level studies to students who are aiming for careers in the hotel industry. With a history of over100years, tourism education in western countries, especially in Europe and America, has accumulated plenty of experiences. Britain is an economic power and the origin of modern tourism in the world. Drawing on its highly developed economy, high quality education and government support, British tourism higher education ranks the foremost in the world both in practice and theory, and thus is the example for other countries.Britain is also one of the most developed countries both in tourism industry and higher education. Over hundreds of years of development, the quality of British higher education enjoys a very high prestige. Beginning about more than40years ago, British tourism higher education came into being as a result of the fast development of tourism industry and not without problems. However, it is undeniable that it has played an important role in meeting the industry need, providing diversified and high quality tourism education as well as making contributions to the economy.In the twenty-first century, new changes have taken places across the world, including the deepening of economic globalization and global competition, more concern about ecological and environmental issues such as climate change, and the continued fast pace of information and communication technology. We are looking at a mature market and a mature supply in which global forces are the main driving forces. Accordingly, like all the other sectors in global economy, the tourism industry is experiencing seismic changes and the future is rather harder to predict. How will British tourism higher education survive this always changing world? Does it have any new features, major problems at the present and challenges or opportunities in the future? In the era of knowledge economy knowledge plays an increasingly important role, and knowledge on diversity will become a competitive advantage, so what kind of expertise will the future tourism graduates possess? Theses are all aspects that cannot be neglected in the future development of tourism higher education. Consequently, the research on British tourism higher education has both theoretical and practical significance, contributing to the construction of more reasonable tourism higher education theories and solution of practical tourism higher education problems.However, it is really a pity that there hasn’t been such a systematic academic monograph in China or abroad. And there are much less research papers in this field. In particular, no one has made a comprehensive and systematic study on the development, curriculum and quality assurance of British tourism higher education in China. Based on the various original resources this dissertation gives a relatively comprehensive and systematic analysis in these aspects by reading and analyzing relevant literature.The framework of the dissertation consists of Introduction, Body and Conclusion. The main contents are as follows:Introduction gives a general overview of the background, status, significance, method and clue of this research. After the research background and the general research status in China and abroad, it illustrates its theoretical significance of enriching and complimenting contemporary tourism higher education theories and practical significance of facilitating solving practical tourism higher education problems, and then points out its interdisciplinary perspective and literature analysis and other research methods. Furthermore, it outlines the research clue from the origin and development, to the present status and then to the problems and tendency of British tourism higher education.The Body of the dissertation falls into five chapters:Chapter One provides some relevant definitions and analyzes the course of development of British tourism higher education, revealing its unique process of surviving in an always changing society. Firstly, it defines tourism higher education and its related aspects, including the definition, characteristics and classification of tourism education; the definition, characteristics and significance of higher tourism education. Secondly, it discusses the origin and development of British tourism higher education in three stages:industrial stage, fragmented stage and benchmark stage. The Industrial Stage is from1960s to1970s. The tourism programs of this period were highly vocational in aim and content. The Fragmented Stage is from1980s to1990s, which can be again grouped into two periods:turbulence (1980s-early1990s) and unease (mid to late1990s). The expansion of number of institutions, tourism courses and students in the early period led to the oversupply in the later period. This was a period dominated by debates and uncertainty about the content of the curriculum and accompanying fragmentation. The third stage is referred to as the Benchmark Stage, which takes its title from the exercise in the United Kingdom (UK) to capture the essential contents of subjects for degree level studies, including tourism. This, for the first time, produced a broad codification of what it means to study tourism. This stage was characterized by the diversified structure, a national core curriculum in tourism, various teaching methods and a continual improved quality assurance system. On the basis the above analysis, this chapter further explores two institutions as a case study to recapture the reality of the period.Chapter Two discusses the structure and curriculum of British tourism higher education. Firstly, based on the framework for higher education qualifications in England, Wales and Northern Ireland, it analyzes the structure of British tourism higher education. According to the above framework, the structure of British tourism higher education has five levels that are numbered4-8, three of which are undergraduate and two are postgraduate. Also, it discusses the Foundation Degrees and postgraduate education in tourism. Secondly, it focuses on the curriculum, one of the key elements in British tourism higher education, from its objective, core curriculum, work placement and the internationalization of tourism curriculum. British tourism higher education is dominated by highly vocational aims, which is reflected in the course syllabi, the range of titles in tourism degree courses and the range of departments in which those courses are located. A testament to the confidence placed in the idea of a national curriculum in tourism was the issuing of a series of subject benchmarks by the government’s regulatory body, the Quality Assurance Agency in2000, has a great impact on the tourism curriculum. The core curriculum includes:a consideration of the concepts and characteristics of tourism as an area of academic and applied study; an examination of the nature and characteristics of tourists; an analysis of tourism in the communities and environments that it affects; a study of the products, structure, operations and interactions within the tourism industry. On the basis of the above analysis, this chapter analyzes the work placement as well as the internationalization of tourism curriculum.Chapter Three elaborates on the quality assurance of British tourism higher education. Firstly, it introduces the institution and the assessment standards of the quality assurance of British tourism higher education. As the major quality assurance institution, the Quality Assurance Agency and the UK higher education sector have worked together to develop the Academic Infrastructure. This set of UK-wide agreed guidelines and reference points is key to setting and maintaining quality and standards across UK higher education. It includes the following four components——Frameworks for higher education qualifications. Subject benchmark statements, Program specifications, Code of practice——three are mainly concerned with setting standards and one (the Code of practice) is concerned with the management of quality. Secondly, it discusses the internal quality assurance system of British tourism higher education. All universities and colleges that provide higher education in the UK are autonomous. Each university and college of higher education is responsible for the standards of the awards it makes and the quality of the education it provides to its students. Therefore, there are two key headings for quality assurance in the UK:academic standards and academic quality. Academic standards describe the level of achievement that a student must attain to gain an award, gain a specific grade or classification of award, or progress from one level of an award to the next level. Academic quality describes how well the learning opportunities made available to the students enable them to achieve their awards. Each university has its own internal quality assurance procedures:routine monitoring, periodic review and external examining. Whereas the Quality Assurance Agency for Higher Education checks how well they meet their responsibilities, identifying good practice and making recommendations for improvement.Chapter Four explores the problems of British tourism higher education. Firstly, it analyzes the problems of British tourism higher education from teaching quality, educational aim and national core curriculum. The mass higher education in Britain, the expansion of the number of tourism programs and students inevitably lead to more concern and debate about the teaching quality, educational aim and national core curriculum. People are not only worried about the degradation of the teaching quality, but also disagree between the vocational and liberal aims of tourism education. In order to balance the two aims, various attempts have been tried to construct reasonable British tourism higher education, among which was Tribe’s "philosophic practitioner". Besides, the content of the tourism courses has been a debatable issue at the beginning of the appearance of the program. Secondly, it analyzes the influences of government, society and market on the development of British tourism higher education.On the basis of this, Chapter Five outlines the tendency of the development of British tourism higher education. Changes in society, economics, education, information and communication technology, students and environment have a tremendous impact on the educators and teaching methods, which requires British tourism higher education to adapt to these changes in order to develop. Based on the proposals of the future development of tourism higher education, it outlines the diversified and innovative tendency of British tourism higher education in curriculum, teaching, learning, students and subject construction, revealing a convincing and hopeful future. Then, it summarizes the implications of British tourism higher education for Chinese tourism higher education.Conclusion gives a summary of the body. While affirming its positive enlightenment to Chinese tourism higher education, it points out the limitation and immatureness of British tourism higher education. After all a product in a milieu different from China, British tourism higher education is regional, particular and additionally immature due to its short history of development. If we want to bring it into its full play, we should adopt its positive aspects and combine them with contemporary Chinese tourism higher education theories and practices to explore a new and more reasonable way of promoting the sustainable development of Chinese tourism higher education.更多还原