Caldicott, J & Wilson, E 2017, 'Self-authorship development through tourism education: rethinking the outcomes of work-integrated learning', in P Benckendorff & A Zehrer (eds), Handbook of teaching and learning in tourism, Edward Elgar Publishing Limited, Cheltenham, UK, pp. 231-245. ISBN: 9781784714796
Contribution to Book
Self-authorship development through tourism education: rethinking the outcomes of work-integrated learningHandbook of teaching and learning in tourism
Document TypeBook chapter
AbstractThere are calls in tourism higher education for alternative learning models that will produce graduates able to cope with the personal and work-related complexities of the twenty-first century. This chapter explores the concept of ‘self-authorship’, commonly described as the capacity to internally generate beliefs, identity and social relationships, and its potential role in tourism higher education. A term not widely known in tourism education literature, self-authorship has applicability for a range of university disciplines looking to prepare learners for their future professional, civic and personal lives. In this chapter, we argue that facilitating the development of self-authorship can deliver a more liberal and reflective tourism curriculum. Work-integrated learning (WIL), a common component in tourism curricula, is discussed with regard to the role it can play in fostering self-authorship development. Whilst WIL is generally regarded as a way of increasing the ‘employability’ outcomes of tourism graduates, such a narrow view may overlook the potential outcomes of WIL. A self-authorship perspective may expand this view by encouraging learners to be more critical in their decision-making processes if underpinned by an awareness of their approaches to knowledge and relationships with self and others.