21st century skills in tourism

Teaching and Learning in Tourism: The Case of Tourism Laboratory

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• G. Dinis   ORCID: orcid.org/0000-0002-5484-022X 6 , 7 , 8 ,
• C. Melo   ORCID: orcid.org/0000-0003-3097-4108 8 , 9 , 10 &
• J. Sousa 6  

Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 256))

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Tourism is one of the largest- and fastest-growing economic sectors in the world, which has been stimulating the creation of new businesses and a continuous adaptation to the changes of the worldwide environment in which it operates. The growth of tourism businesses and their need for constant reinvention highlight the importance of innovative approaches in tourism education practices that can provide students and tourism professionals the opportunity to develop the necessary skills for their future integration and progression in the labour market, whereas simultaneously afford tourism companies the possibility to recruit highly qualified human resources that will contribute to the companies’ success. Despite the existence of many different approaches, the paradigm of teaching in tourism studies moves towards the application of active and student-centred methodologies that allow the student's involvement in the teaching–learning process, increasing their motivation and autonomy. The aim of this study is to better understand how project-based learning and simulation methodologies can be applied in the context of tourism higher education, based on an analysis of a specific curricular unit, Tourism Laboratory. The results indicated that students consider this methodology more demanding but also more enriching, and that it is equally challenging for the teachers. Despite its exploratory nature, the research will contribute to deepen the knowledge and reflection about the application of these methodologies, especially relevant in the current context.

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Acknowledgments

This work was financially supported by the research unit on Governance, Competitiveness and Public Policy (UIDB/04058/2020) + (UIDP/04058/2020), funded by national funds through FCT—Foundation for Science and Technology.

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Dinis, G., Melo, C., Sousa, J. (2022). Teaching and Learning in Tourism: The Case of Tourism Laboratory. In: Mesquita, A., Abreu, A., Carvalho, J.V. (eds) Perspectives and Trends in Education and Technology. Smart Innovation, Systems and Technologies, vol 256. Springer, Singapore. https://doi.org/10.1007/978-981-16-5063-5_45

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Home > Books > Tourism

Effective Leadership in the 21st Century: Lessons for the Tourism Sector in the African Continent

Submitted: 19 June 2020 Reviewed: 01 September 2020 Published: 18 September 2020

DOI: 10.5772/intechopen.93844

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Although Africa has been one of the world’s fastest growing tourism regions, when comparing it to the rest of the world, tourism still lags behind. Tourism is a dynamic and a competitive industry that continues to develop whilst the tourists’ preferences are changing. Consequently, leading and managing in the tourism sector is of great importance, particularly in the 21st century. The purpose of this paper is to explore leadership concepts to draw lessons for the tourism sector in the African continent. Leadership in the African continent remains questionable and controversial; the nature of effective leadership has been the subject of great debate. The findings reveal the prominent African leadership concepts from Ubuntu, Culturally embedded values, Communalism, Common good and Paternalism as some of the existing leadership concepts that could be applicable to an effective leader in the 21st century in the tourism sector in Africa.

• effective leadership

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Portia pearl siyanda sifolo *.

• Tshwane University of Technology, Pretoria, South Africa

*Address all correspondence to: [email protected]

1. Introduction

The employees play an essential role in the delivery of quality tourism products or services, therefore, Africa needs capable institutions and transformative leadership at all levels to achieve the African Union (AU) Agenda 2063 aspirations. Tourism is among the priority areas in the Agenda 2063 (a blueprint to drive Africa’s development and transformation for the next 50 years) that have immediate potential for growth and job creation in Africa [ 1 ]. The tourism sector is identified as one of the diversified economy for expanded strength to outside financial stuns whilst being the sector that would see intra-African trade escalating [ 1 ]. Moreover, the United Nations World Tourism Organisation (UNWTO) estimate that by 2030, there will be 1.8 million international tourist arrivals - which means an average of 5 million people crossing international borders (consuming tourism products and services) every single day [ 2 , 3 ]. This indicates the resilience of the tourism sector, whilst challenging the leaders in the travel and tourism industry to be more effective and efficient. Being the industry with low barriers to entry, tourism sector provide job opportunities to the well qualified and low skilled people at a domestic and international level. A number of global trends and risks ranging from wider fiscal deficits, unorthodox monetary policies, and slow economic growth after COVID-19 lockdown, political risks, global supply chains, security risks, and inflation easily influence the tourism scene. Therefore, effective leadership is necessary globally for the tourism sector to thrive due to global competitive environment and other unpredictable complexities challenging various organisations. It is paramount to achieve the continental aspiration set in the Agenda 2063.

We live in the world where travellers demand greater value for products and services, hence, Destination Marketing Organisations (DMO) work tirelessly to promote and market high quality tourism products and services. Leadership is crucial in achieving positive outcomes; therefore, the cultivation of leaders with exceptional character and skills is important to Africa’s tourism landscape. This chapter presents the state of leadership in the African context, draws lessons for the tourism sector in Africa from early approaches of leadership and African concepts ranging from Ubuntu, Culturally embedded values, Communalism, Common good and Paternalism.

2. Why leadership in Africa?

There is enough coverage of development and application of leadership perspectives in western organisations; information is limited on tourism leadership in Africa. “Leadership in the African continent remains questionable and controversial; the nature of effective leadership has been the subject of great debate. Masango asserts, “African leaders who used traditional method of leadership were viewed by some westerners as barbaric” [ 4 ]. Dieke [ 5 , 6 , 7 ] states that the problems in Africa’s tourism are “closely related to structural imbalances in their overall development pattern, and there are no clear strategies for development in general due to tourism not being integrated with other economic sectors”. Okupe, Ward and Ogechi concur that lack of political is an impediment to tourism development in Africa. Furthermore, “lack of implementable tourism master plans contributes to the under-development of the African tourism industry” [ 8 , 9 , 10 , 11 ].

A study conducted by Zhang, Khan, Kumar, Golpîra, and Sharif on tourism, logistical operations and environmental degradation warns that the carbon emissions and fossil fuel emissions associated with logistics development may pollute environmental sustainability in the end and create negative effects on inbound tourism [ 12 ]. Hence, there is a need for responsible and effective leaders. Therefore, contributing to the academic gaze, the prominent African leadership concepts for the tourism sector in Africa is critical. Several studies have contributed to leadership and management in Africa [ 13 , 14 , 15 , 16 ]. Among them is a study by Nicolaides on management and leadership in the hotel industry in South Africa, where he indicate the adoption of paternalistic approach by managers due to their vital role as business leaders [ 16 ].

There is still limited information on travel and tourism management that consider African leadership concepts. Okupe identify leadership as one of the key gaps in the operation and management of tourism in Africa [ 10 ]. The online poll results on tourism leadership conducted by the Southern and East African Tourism Update revealed that 58% of the participants thought that South Africa’s collective tourism leadership was severely lacking in May 2020 when it comes to recovery post-COVID-19 [ 17 ]. Whilst 28% indicated that during the time, there were plenty of discussion but no action and only 14% believed that leaders were doing their best in trying times [ 17 ]. With myriad of factors covered in the literature, the development and application of leadership concepts embracing cultural values among African organisations that incorporate “African Leadership” in their practice, still needs attention. The difference in the underlying principles of management in Africa and the West remain evident. According to Nkomo, African states are described as ‘irremediably corrupt’; ‘hopeless’; ‘criminal’; ungovernable’ or generally in ‘chaos’ [ 8 ]. Although the challenges facing the travel and tourism industry in the continent are vast, this chapter embraces the Ubuntu, Culturally embedded values, Communalism, Common good and Paternalism to draw leadership lessons. Dieke [ 5 ] states that is it essential for the tourism sector to attract the quality staff to meet the increasingly globalised service standards. A background on the state of the tourism industry in the African continent is of importance.

3. The state of travel and tourism in the African continent

Africa remains a continent with authentic and diverse cultures. There are several top-quality natural and man-made attractions, high standards of accommodation and infrastructure and a good transportation network with the potential to attract millions tourists annually [ 5 ]. Although Africa has been one of the world’s fastest growing tourism regions, tourism still lags behind when comparing it to the rest of the world. The World Travel and Tourism Council (WTTC) Competitiveness 2019 report by the World Economic Forum (WEF) indicates that the Sub-Saharan Africa’s travel and tourism market is very small. In 2018, the travel and tourism industry’s gross domestic product (GDP) of African countries totalled approximately $42.1 billion, with 37.4 million tourist arrivals in 2017, about 1.6% and 3.0% of the global total, respectively [ 18 , 19 ].

Furthermore, the COVID-19 widespread disturbance brought universal travel to a sudden stop and altogether influenced the tourism industry. Worldwide and household tourism esteem chains were disturbed. COVID-19 widened the gap in the total number of tourist’s receipts when comparing with the rest of the world. According to the United Nations Conference on Trade and Development [ 3 ], worldwide compression in tourism entries may have obliterating financial results as a few creating nations are profoundly subordinate on tourism. One may ask a question of whether COVID-19 responses by leaders from different tourism organisation could be a good start to determine the African leadership styles and behaviours. It is during challenging times where effective leadership could be explored in this dynamic and a competitive industry.

Prior COVID-19, there were 1407 million international tourist arrivals in 2018, a 6% increase on the previous 4 years; tourism receipts amounted to $1480 billion, an increase by 4.4% higher than global GDP growth as in the previous 8 years [ 20 ]. Opportunities for tourism development remain vast, yet limited due to various challenges facing the leaders in the continent; therefore, understanding the travel and tourism sector trends and issues in Africa is paramount to achieve the aspirations on the sector as indicated in the Agenda 2063, as well as to provide practical leadership solutions. This chapter is by no means proposing solutions to the myriad challenges facing the tourism sector in Africa, but merely intends to draw leadership lessons from African concepts.

Table 1 presents the summary of the selected challenges in the travel and tourism industry in Africa.

Top challenges confronting leaders in the travel and tourism industry in Africa.

Globally, the tourism industry is dynamic, and it is viewed as a major force in the construction and development efforts of governments in developing countries. For example, the study conducted by [ 12 ] on tourism logistical operations and environmental degradation in Thailand pleads with “governmental authorities to enforce green practices in logistical and transport-related operations, and need to increase tourist safety and security, to attract foreign tourists respectively”. The industry needs leaders and managers with a sense of current and future developments and the ability to work with various stakeholders. “A changing world demands a new leadership style emphasising societal impact and commitment to the common good” [ 36 ]. Furthermore, African leadership has become valuable in the 21st century. In today’s world, effective leadership is significant for the travel and tourism sectors to thrive; the industry underpins much of the global economic activity. The United Travel predicts that 8 million new jobs will be created in Africa because there was jobs rise in the total number of travel and tourism from 22.8 million in 2017 to 30.8 million in 2028 [ 3 , 5 ]. The previous statistics provide hope for the sector. A glimpse of the general leadership approaches is significant to better explore leadership theories.

4. Lessons from the early approaches of leadership concepts

There are many schools of thought and approaches to leadership; therefore, reviewing theories of leadership is essential. Early approaches to the study of leadership adopted universal or a generic perspective. Mullins produced the framework for the study of managerial leadership as indicated in Figure 1 [ 37 ]. The primary composed approach to examining leadership dissects individual, mental, and physical characteristics of solid pioneers. For the last four thousand years, each generation has written about the art and science of leadership [ 38 ]. “Most leadership theories have been developed in capitalist western countries up to now and do not take into account the view and learnings from countries that have been in deep crises for many years” [ 13 , 32 ]. Early approaches to leadership in the African tourism industry are captured by Gyr who revealed the early forms of travel and types of journey occurring in Africa. In his article, the “History of Tourism: Structures on the Path to Modernity” reveals that a well-travelled writer with an interest in both history and ethnology visited Egypt, North Africa, the Black Sea, Mesopotamia and Italy. This is one of documented early forms of travel and types of journeys occurring in Africa. Leading often means having the ability to effectively direct and guide a team to achieve, and sometimes exceed, objectives set, which contributes to the company’s overall results.

Framework for study of managerial leadership. Source: Mullins (2018).

There are common themes about the nature of leadership and leaders captured in every continent in the context of politics, the military, philosophy and businesses. Research literature on tourism reveals that leadership has not received the necessary attention in both tourist destinations and networked environments in general [ 39 ]. The work by [ 28 ] covers tourism and environmental degradation in China, while Zhang, Khan, Kumar, Golpîra, and Sharif covered logistical operations and environmental degradation from Thailand perspective [ 12 ]. Although tourism businesses in Africa are not isolated from developed and developing communities, there is interdependence of the different sectors, individuals and groups involved in tourism [ 4 ]. Hence, there is a school of thought on various contingency or situational leadership, where the behaviour of the leader is explored by looking at the situation at hand or the context. For example, the environment in which the tourism sector operates is increasingly complex and competitive, leaving organisations to structure themselves in order to get quick, flexible and innovative responses. There has been a rise within the number of tourism organisations experiencing changes due to increasing tough financial climates, competitive advertising conditions and continuous technological changes over the final few decades. This ever-changing global landscape has led to a number of challenges as well as opportunities that organisations, its leaders and employees can embrace. Numerous tourism organisations that have had to re-assess their working models. The tourism sector continues to develop whilst the tourists’ preferences are changing as the tourism consumers are more mindful of the significance of their free time and are more specific in their choice. Pechlaner, Kozak, Volgger & Volgger [ 13 , 39 ] refer to the contingency theory by Fiedler, the leader-member exchange (LMX) theory by Graen and Uhl-Bien and transactional/transformational theory by Bass, Avolio [ 40 ] and Spencer et al. as successful theories in describing and explaining effective leadership in firms and other organisations. Consequently, leading and managing in the tourism sector is of great importance, particularly in the 21st century. Therefore, creative thinking enables leaders to contribute novel insights that can open up new opportunities or design mutually beneficial effective work groups.

In the 16th century, the focus of organisations was on management and improving productivity (refer to Figure 1 ). According to Iszatt-White , et al. , in the 1880s and 1890s the core ideas of ‘scientific management’ were developed by Frederick Winslow Taylor and first published in 1903; they were later expanded to the principles of scientific management [ 41 ]. Among Tylor’s co-workers was Henry Laurence Gantt who left legacies to production management by coming up with the ‘task and bonus’ system that is linked to the bonus paid to managers to how well they taught their employees to improve performance [ 41 ]. Among Gantt’s contribution is a Gantt chart commonly used in project management (which is also used in the travel, tourism and hospitality sectors) [ 42 ]; it is one of the most popular and useful ways of showing activities (tasks or events) displayed against time. Research into travel, tourism and hospitality has an established tradition of investigating leadership issues (although not always appearing under the label of “leadership”) [ 39 ]. In this chapter, Gantt’s contribution is highlighted because of its use on tracking project schedules (an essential component in effective leadership in the tourism sector). Gantt chart shows additional information about the various tasks or phases of the project; for example, how the tasks relate to each other, how far each task has progressed, what resources are being used for each task and so on.

We live in the world where dynamism of the markets and the current business scenarios require companies to have effective leaders that will be able to manage several projects simultaneously. Projects in the tourism industry are not new, the projects in a corporate context take about 50% of the organisational budget; hence, the nature of leadership and the characteristics of great leaders are debated intensely.

In the 20th century, the trait theories were developed where attributes or characteristics of ‘great men’ were examined. These theories presumed that leaders are born and that successful leaders have similar traits. The trait theory is concerned with the characteristics or traits that a person brings to the field in which leadership is worked out. Authors cite leadership traits to include, intelligence, assertiveness, good vocabulary, attractiveness, self-confidence and other attributes [ 22 , 43 ]. Behavioural theories sought to measure the observable characteristics that leaders demonstrate, while theorists researched leadership as a set of behaviours. Pioneering studies are those from the University of Ohio State in the 1950’s that identified two behavioural dimensions, consideration and initiating structure; and from the University of Michigan which found two categories of leadership behaviour (employee orientation and production orientation). Another Behavioural approach to leadership is the Managerial Grid from early leadership studies developed in the early 1960s by management theorists Robert Blake and Jane Mouton as the basis for developing a two-dimensional grid for appraising leadership styles. It used the two behavioural dimensions “concern for people” and “concern for production” and evaluated a leader’s use of these behaviours, ranking them on a scale from 1 (low) to 9 (high).

The 21st century present new approaches or leadership paradigms that “share a number of common themes relating to the emotional or symbolic aspects of leadership” [ 41 ]. The 21st century refers to an era where characteristics of the new competitive landscape are driven by the continuing technological revolution and the increasing globalisation of business and economic activity [ 26 ]. In this era, leadership is often of a transactional nature in complex, competitive, tough financial climates and continuous technological changes. Andersen states that the managers and leaders have the responsibility to carry out risk analysis to reveal threats to ensure successful strategic execution [ 44 ]. The tourism industry is interlinked and prone to rapid developmental trends. Therefore, looking at the leadership approaches in Figure 1 , one may argue that there are many skills required from the travel and tourism managers or leaders.

The characteristics of a leader range from personal management and the ability to motivate a team [ 45 ]. Leaders are famous for being proactive and positive, they communicate well and are good listeners, and they have integrity. They are approachable and are role models. They tend to focus on strengths and have respect and trust for the employees (which is part of servant leadership; it is an effective leadership approach that enhances work engagement). They observe the ‘golden rule’ and are sensitive to others. These characteristic are essential for a travel and tourism leader as they apply structured methods to allocate resources effectively. In other words, travel and tourism leaders are expected to be proactive (lead by an example in case there is a need for problem prevention), reactive (constant presents of there is a problem) and inactive at some point (trusting the group of stakeholders or a team will achieve common goal). Since there are numerous definitions of leadership, perhaps capturing few definitions is prudent.

5. Leadership definition

Leadership has been extensively studies for centuries. The concept is famous for being defined from individuals’ perspectives and the aspects that interests them most. Emanating from a historical and impactful leadership definition by Stodgill, “leadership is the initiation and maintenance of structure in expectation and interaction” [ 14 ]. The study by Masango on leadership in the African context reveals that, “leadership is a group phenomenon’, meaning that, there “are no leaders without followers” [ 14 ]. In other words, a definition of leadership in the African context must consider the collective aspect. He further stated that “leaders use influence to guide groups of people through a certain course of actions or towards the achievement of certain goals”, leadership is therefore, goal directed, and plays a significant part in the life of a group, tribe or community” [ 14 ].

With the changes in the societies, markets, customers, competition, and technology around the globe, organisations are forced to clarify their values, develop new strategies, and learn new ways of operating; hence, the definition of leadership has evolved to suite a certain context. Meyer and Boninelli concur that leadership has no sequential beginning or end, it is rather critical to understand perspectives on what leadership is about, and the implications for organisations in the modern economy [ 38 ]. One may then argue that leadership is a choice and being a good leader is a skill that anyone can learn. Some believe that leadership is inherent in certain individuals; hence, it is referred to as an essential in achieving the vision of the organisation. Others believe that leaders rise from the masses when the situation demands it. According to Amanchukwu, Stanley and Ololube, good leadership is developed through a never-ending self-study, education, training, and the accumulation of relevant experience [ 13 ].

Leadership should be visionary, motivating, and stimulating for the team members; hence, the transformational leadership style is advocated for tourism leaders [ 40 ]. Thomas distinguishes leadership from management by identifying five nuances not found in management such as giving direction, providing inspiration, building teams, setting an example and being accepted as a leader [ 46 ]. Leadership is viewed as a process (focusing on what leaders actually do) and as a property (the set characteristics attributed to individuals perceived to be leaders) [ 47 ]. Therefore, looking at the travel and tourism organisations, cooperation as the base in the organisations and their environment is critical. This permeates through the consistent travel and tourism management practices, processes, procedures, tools and techniques (value chain). Leadership is an effective tool to be used by the travel and tourism managers to influence outcome, otherwise, lack of leadership skills could be directly associated with failure which my negatively affect the contribution of tourism in the country and the rest of the continent. Perhaps, distinguishing the differences between leadership and management in projects is paramount.

6. Difference between tourism leadership and tourism management

Linking the association between leadership characteristics and successful managers offers invaluable information. Henceforth, differentiating between the roles of a manager or a leader in context of tourism leadership and management is difficult. Welch differentiated between the manager (someone who works to carry out the aims of the organisation) and the leader (serves to create new aims, tweak old ones, or initiate new courses of action) [ 48 ]. Drawn from [ 49 ] work, the difference between tourism leadership and tourism management in this chapter is summarised as follows;

Tourism management “refers to the oversight of all activities (related to the travel, tourism and hospitality industries) of planning and organizing through decision-making process which enhance effectiveness and efficiency of the tourism industry”.

Tourism Leadership is a “process of leading others for achievement of objectives; the concept encompasses motivating and guiding people to realize their potential and achieve tougher and challenging organizational goals in travel, tourism and hospitality industry”.

Leaders and managers are there to serve the organisational need [ 9 ]. Normally they require a multi-functional inclusion. Understanding the internal and external perspective of management as a manager and as a leader has a significant effect to the success in the organisation. An internal perspective of management is within the organisation is where by scarce resources are used more effectively while improving the existing procedures and methods to ensure efficient product or a service. An external perspective focuses on developing and improving quality of life. Therefore, tourism manager or a leader needs to have knowledge of both the internal and external perspective to deal with a number of global trends and risks (wider fiscal deficits, unorthodox monetary policies, slow economic growth after COVID-19 lockdown, political risks, global supply chains and security risks and inflation) among others. The performance of a tourism manager and the effectiveness of a leader are both measured in terms of the performance of the team. Therefore, managerial and emotional competencies (as factors of leadership) have important causative effects in determining the success of a tourism organisation; although it is important to note that success can be negatively affected if the wrong leadership style is chosen and/or if the tourism manager or a leader is inexperienced (Novo, Landis and Haley, 2017). Although management and organisational aspects have been explored, it is critical to highlight that the focus of this chapter remains with exploring effective leadership in the 21st century. The following section will focus on the dynamic tourists’ preferences in the 21st century, with an intention to highlight the need for effective leadership.

7. Why effective leadership in the 21st century?

Effective leadership is one of the main and primary drivers for growth, development and innovation. Effective leadership is meaningful, impactful and profound. Effective leadership is one of the main and primary drivers for growth, development and innovation in the 21st century. According to [ 26 ] effective strategic leaders have to operate under conditions of uncertainty; they must view a volatile environment as presenting opportunities and employ an entrepreneurial mindset that allows them to identify and exploit those opportunities in contexts with significant ambiguity.

Effective leaders are able to keep their teams engaged. Kumar concur that effective leaders influence the entire organisation and people outside the organisation [ 50 ]. Their influence extends beyond the boundaries of the organisation as they continually identifying and interrogating the ethical issues [ 38 ]. They adapt and modify their leadership styles in order to maintain employee engagement, even if there are four generations in the workplace. It is critical to engage stakeholders, whilst minimising risk to adopt and maximise benefits through a focus on the organisational, cultural and people aspects of business transformations. Effective leaders must also understand the modern tourist concept. Vail, Moreland and Wilson warns against the high-quality tourist services that require skilled and motivated employees and that quality service, in turn, is the key to both higher profitability and good jobs [ 33 ].

Why the focus on a ‘modern tourist’? Modern tourists exhibit a growing concern about the impact of their acts; the manner in which they choose to consume the tourism products and services has significantly changed. Tourists make choices based on different factors, from personal factors such as personality or aspirations, together with household factors like lifestyle or decision-making style; these affect their decisions [ 51 ]. A new type of consumer (in this case ‘modern tourist’) was born as a result of the technological evolutions of the late 20th century as well as a consequence of globalisation, hence today’s tourists are increasingly connected [ 51 ]. This is evident from the work of Vail, Moreland and Wilson who define the modern tourists as a growing market segments with many baby boomers with ample discretionary time and income; they are experiential tourists seeking low-stress outdoor activities, supplemented by quality dining, lodging, shopping, and cultural amenities. They further state that “many younger adventurers seek destinations offering outstanding expedition hiking, cross country skiing, and mountain biking, but they also want cell phone and internet coverage, a great meal, lively night life, and a comfortable bed after their exertions” [ 51 , 52 ]. This point is also emphasised by [ 52 ] that “millennials don’t simply represent another generation of travellers; their preferences and lack of predictability make them different”, as a result, tourists demand greater value, more experiences and higher levels of quality ([ 24 ]: 01), hence, the new ethos in the tourism industry allows the tourists to take responsibility when travelling.

Tourists prefer to engage in physically and intellectually active holidays, with a growing demand for not only recreational activities, sport and adventure, but for knowledge of the history, culture and environment of the places being visited [ 24 ]. These new types of tourism are more closely linked to culture, nature, health, religion, etc., are growing three times faster than forms that are more traditional. Therefore, it is essential for a 21st century leader to possess the characteristics that makes them see opportunities everywhere; they should strive for excellence and live with an entrepreneurial spirit. They must work with a generous purpose and embrace culture in order to cater for the 21st century tourists.

Leadership in the 21st Century should be based on three pillars: values based leadership, network leadership and systemic resilience. Good leadership in Africa always shares life to others [ 32 ]. More lessons can also be drawn from the concept of responsible leadership for a leader to be 1) able to make informed ethical judgements about existing norms and rules; 2) displaying moral courage and aspiring to positive change; 3) engage in long-term thinking and in perspective taking; 4) communicate effectively with stakeholders; and 5) participate in collective problem-solving. In the 21st century, the leader must have company’s intention to do the right things and act in ways that are good for society. Ethical leadership has a major impact on the behaviour and attitudes of employees as it encourages the employees to perform a higher quality of work performance [ 7 , 50 , 53 ].

Effective leadership is gained through a combination of business knowledge and personal skills including determination, being open-minded, self-reflection, and excellent communication and team-building skills. Therefore, enhancing innovation is paramount in managing or leading in the services sector. Critical thinking is a primary tool for dealing with dilemmas and paradoxes, the support and encouragement of critical thinking is a key characteristic of effective leadership processes [ 54 ]. Stošić and Milutinović state that service excellence and innovation is a necessity in the tourism sector [ 48 ].

8. African leadership concepts: lessons for the tourism sector

There are factors influencing development and application of African leadership perspective. These factors vary from one country to country and from continent to continent. Drawing from the work by Nzelibe, there are certain trends that have influenced modern thought-system of management in Africa; these are guided by certain basic, traditional values, assumptions, and principles [ 55 ]. Hence, he refers to them as traditionalism, which has to do with adherence to accepted customs, beliefs, and practices that determine accepted behaviour, morality, and the desired characteristics of the individual in African society [ 21 , 55 ]. Based on Nzelibes’ proposition, one may argue that effective leaders can apply the principles and practices in their management systems in the tourism sector for common good. For example, destinations are reinventing themselves using socio-cultural assets to attract tourists. This has been a common practice, particularly in leadership, where cultural expression involves issues and conflicts connected to the leaders and followers inside a variety of international, national, regional and organisational contexts [ 56 ]. Figure 2 presents the African leadership concepts.

Selected African leadership concepts.

Another African concept is “communalism”, which stems from the belief that the individual is not alone, but belongs to the community [ 55 , 57 ]. Communalism focuses on the community above the individual [ 50 ]. It implies a way of decision-making which is based on consensus [ 57 ]. African communalism is about communal feelings, world views, moral and cultural values based on closed-knit relationship among their kith and kin within a socio-cultural setting [ 57 ]. In other words, an effective tourism leader in the 21st century must see himself/ herself as part of the community, respect the values followed in that cultural specific setting and be in a position to live by the principles favouring the position held and the community. The tourism industry leadership cannot work effectively without community support and involvement [ 4 ]. Tourism is a community product, and it is therefore necessary to have community and local capabilities such as community leadership and formal and informal networks directly involved in tourism development and promotion efforts [ 30 ]. In Dieke’s words “tourism must be profitable to the communities to compensate for any dislocation of everyday life; it should gain the acceptance of the communities in relation to the type, scale and location of tourism development and planners should consider the need for protection of certain communities and sites and to meet their acceptable cultural standards” [ 5 , 50 ].

The third African concept covered in this chapter is “Ubuntu” which is an African value meaning ‘humanness’, sometimes referred to as humanity to others. It also means ‘I am what I am because of who we all are’, or ‘a person is a person through people’ [ 18 , 21 ]. The concept of Ubuntu goes beyond a sense of loyalty to something that is more deep-seated; is provides a sense of belonging and purpose [ 58 ]. As indicated earlier, that leadership is a group phenomenon that plays a significant part in the life of a group, tribe or community, hence, the trust relationship is of critical importance. The key values entrenched in African leadership include, being respectful to others and treating them with dignity. These values are reflected in the tourism sector where service excellence is at the centre of customer care and stakeholder engagement. Service excellence, customer care and stakeholder engagement cannot be obtained without trust and common good. Ubuntu is a critical African concept to an effective leader in the tourism industry as it promotes responsible tourism.

The forth concept is Paternalism, which is an African concept based on interconnectedness and solidarity [ 4 , 41 ] Paternalism is defined as the managers’ personal interest in workers’ off-the-job lives and personal problems, and managers’ effort to support the employees to achieve personal goals and improve welfare [ 35 ]. Paternalism is a policy or practice that is fundamental for leaders to make and base their decisions on, so that they can act accordingly for the common good; whilst, constructing proper organisational practices. This concept can be beneficial to the leaders in the tourism sector. For example, [ 59 ] refer to paternalistic leadership behaviour and affective organisational commitment as a concept that will have direct and indirect effects on performance of small businesses and therefore the performance of tourism destination. Paternalism is conceptualised in two types: authoritaritative and benevolent. Authoritaritative paternalism values job and does not include a sincere generosity, whilst benevolent paternalism emphasises the commitment of the subordinate and an intimate care of the manager for the subordinate.

Learn from their culture and customs.

Listen to what they have to say.

Create a platform for dialogue and participation.

Build on local wisdom and community assets.

Build the community’s capacity to find solutions to their own problems.

Build sustainable solutions and encourage ownership of assets.

Identify and prioritise the community’s needs with the community.

It is expensive in the short term, but cheap in the long term, which means the impact will be felt long after the fact.

Work with legitimate and credible community leadership.

Build-up process is slow, deep and strong.

Serve the community’s agenda and build the relationship.

Donor money and time is well invested for future generations.

“Most African businesses experience dilemma when choosing leadership approaches” [ 38 ]. African traditional leadership has been confined to communal areas and practiced African leadership that is “centred on culturally embedded values such as communalism, togetherness, rationalism, consensus and unity; these are encapsulated in the ethos of Ubuntu” [ 4 , 41 , 60 ]. Africa’s tourism industry requires leaders that understand the industry, its complexity and their role within it [ 8 ]. Ubuntu as a “traditional African value that prompts the establishment of a two way trust relationships as the essence of successful leadership” [ 41 ]. Leaders such as Nelson Mandela, Kwame Nkrumah and Desmond Tutu are famous for their culturally embedded values/approaches. There is a great need for the African continent to consider service leadership and ethical leadership, which is characterised by integrity, competence, responsibility, accountability, fairness and transparency. Companies often face challenges building leadership potential and effectively managing the project. There is a need to train the employees to move into leadership positions, not only for succession purposes but also for empowerment and acknowledgement. According to [ 9 , 16 ], cultural enlightenment and awareness of employee diversity are critical leadership trait that encourages cross-cultural teamwork. This trait is important in the travel, tourism and hospitality sector where there is a higher proportion of women. Women generate higher returns on equity, while running balance sheets that are more conservative when it comes to business performance. In fact, where women account for the majority role players in the tourism sector, inclusion is necessary. The UN report indicated that in January 2017, only 10 women were serving as Head of State and 9 were serving as Head of Government [ 3 ]. This is an indication of the limited opportunities as far as the inclusion of women is concerned in the world. However, women such as Ellen Johnson Sirleaf, the former President of Liberia, the first elected female head of state in Africa, Joyce Banda, who has made history becoming Malawi’s first female president and only the second woman to lead a country in Africa are inspiring.

9. Conclusions

There is a lot that has been written on leadership from a business perspective to the philosophers’ viewpoints; even politicians and historians among others have dissected the concept of leadership. Leaders as people, play an important role in an organisation and to the society. This chapter presented the concept of leadership in the 21st century in the tourism industry as one of the services sectors in global economic growth, and Africa in particular. Effective leadership examples in the tourism industry can be drawn from large destinations with strong performance like Kenya, Côte d’Ivoire, Mauritius and Zimbabwe in sub-Saharan Africa. Although South Africa, reported slower growth in arrivals in 2017, there was a strong increase in receipts, more lessons from the tourism leaders in the sub-region’s top destination can be useful. Island destinations Seychelles, Cabo Verde and Reunion, all reported double-digit growth in arrivals.

Acknowledgments

The author thanks Tshwane University of Technology.

Conflict of interest

The authors declare no conflict of interest.

Notes/Thanks/Other declarations

Thank you to Tebogo Ramoneng, Tumelo Rampheri and Zime Mzelemu.

Appendices and Nomenclature

Case study 1, africa’s young leaders face a testing 2020.

Two “dinosaurs” who were forced out of politics in 2019 – Abdelaziz Bouteflika, the 82-year-old president of Algeria, who had ruled since 1999, and Omar al-Bashir, 75, in power in Sudan since 1989 – fell victim to mass movements spearheaded by young protesters, though in each case the once-powerful rulers were left vulnerable when armed forces withdrew their support.

One of the most striking recent appointments was in Angola, where its president, João Lourenço, appointed Vera Daves de Sousa, a 34-year-old former researcher and analyst, to be the new finance minister. Elderly men, especially senior soldiers who fought in the decades-long civil war, have long dominated the political system in the former Portuguese colony. Vera Daves de Sousa, 34, is finance minister in Angola, where elderly men, many of them veterans of the long civil war, previously dominated politics.

Alex Vines, director of the Africa programme at London’s Chatham House, said Lourenço’s appointment of a swath of younger people, including many women, to senior positions within the government was a gamble. “He has leapfrogged a generation to appoint more technocratic, able people, including many women, to key posts. He sees them as change agents … Next year will be the litmus test for the reform process,” Vines said.

Perhaps the most high profile of the young leaders is Abiy Ahmed, the 43-year-old prime minister of Ethiopia and winner of 2019’s Nobel peace prize. Since coming to power in 2018, Abiy has ended a nearly 20-year military stalemate with Eritrea, and pushed through reforms at home, dramatically changing the atmosphere in what was regarded as a repressive state. Nick Cheeseman, professor of democracy at the University of Birmingham and an expert in African politics, said Abiy was facing a hard choice between a shift towards authoritarianism, or the difficult task of generating confidence and belief in his reforms. “What happens in Ethiopia has massive implications for the countries around it,” Cheeseman said.

In Sudan, the protest movement that swept away Bashir has opened the way to younger political figures. Nevertheless, some may not be any more progressive or less predatory than their former rulers. One is Mohamed Hamdan Dagalo, a 43-year-old warlord accused of systematic human rights abuses, who has emerged as perhaps the most powerful man in the country. He is now deputy chairman of the sovereign council that still holds supreme power.

Elsewhere some young leaders who have challenged entrenched interests have stumbled. In South Africa, Mmusi Maimane, a 39-year-old once breathlessly hailed as the Obama of Soweto, resigned as leader of the opposition Democratic Alliance following disappointing election results.

Julius Malema, the 38-year-old leader of the populist, radical leftwing Economic Freedom Fighters.

In Uganda, Bobi Wine, an opposition MP and popular music star, has generated international attention but is yet to build the kind of political machine that would challenge the country’s veteran leader.

Yoweri Museveni, while in Zimbabwe, Nelson Chamisa, a 41-year-old former pastor who has led the Movement for Democratic Change since 2018, has struggled to mobilise sufficient numbers to destabilise the ruling Zanu-PF government under 78-year-old Emmerson Mnangagwa.“They have inherited, or are opposing, deep-seated neo-patrimonial systems. You can destabilise them, you can even bring down a leader, but the transitional politics are very, very difficult and sometimes they just don’t work out,” said Vines.

The young rulers and challengers remain a minority. The average age of African leaders is more than 60, which means that the continent with the youngest citizens has the oldest rulers.

Source: https://www.theguardian.com/world/2019/dec/31/africas-young-leaders-face-a-testing-2020

Chapter review activity

How would you describe the leadership styles of the above-mentioned “Politicians in their 30s and 40s”?

Which leader/“politician” has principles of African leadership and why?

Due to the testing times in 2020, such as the COVID 19, advise the Africa’s young leaders on the issues of change management and state the importance of project leadership.

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Wide open employment in the tourism industry leads to the urgent needs for ready to work manpower. In the tourism industry, the readiness of the workforce in addition to the operational skills of the work is the ability of foreign language that is widely used globally in the world, in this case is English. Tourism education institutions as tourism human resources factories not only must prepare operational skills, but also English skills which is important to avoid complaints from graduates’ saying that educational institutions do not provide sufficient English supplies. In order to provide sufficient English supplies, student’s English proficiency should be known at this time along with the reason, to know what can improve student’s spirit of learning, because English for Tourism Purposes (ETP) can not be measured only by tests such as TOEFL / TOEFL / IELTS. The results of this study is expected to be a improvement material to improve the quality of every tourism student’s English ...

Procedia Economics and Finance

Daniel Bulin

Nicola Wakelin-Theron

Higher education institutions (HEIs) are under increasing pressure to equip graduates with the necessary knowledge, skills, and attributes that would make them employable and highly versatile in various tourism sectors. This means that the various qualifications in tourism that are awarded by HEIs should reflect the tourism industry’s needs and expectations. Consequently, it is important to identify the kind of knowledge skills that need to be developed in tourism graduates to prepare them for the working world. The purpose of this article is to identify the perceptions of tourism graduates and the tourism industry on the important knowledge and skills required in the tourism industry. The research adopted a sequential explanatory mixed method, which entailed combining quantitative and qualitative methods. However the findings, both from the quantitative and qualitative phases highlight the important knowledge and skills required. In terms of important knowledge and skill, both part...

Romer C . Castillo

This study ascertains the contributions of on-the-job training (OJT) program of a university to the development of skills, personal qualities and competencies of tourism students. The study is descriptive and uses survey questionnaire for data gathering. Respondents consist of 74 tourism graduates from 2009 to 2013, which is 75.5% of the total number of graduates. Results show that the OJT program of the university has significant contributions to the development of students’ basic skills, thinking skills, personal qualities and competencies on resources, interpersonal, information, systems and technology. Further, the similarities of OJT contributions for males and females imply that there is no gender bias in the training places while the differences on OJT contributions for self-employed, casual, contractual and permanent employees indicate that those with more skills and competencies are more inclined to entrepreneurial activities than to employment. The OJT program is also consistent throughout the years in providing skills and personal qualities as indicated by the non-difference on OJT contributions when grouped according to graduation year. Of immediate concern, however, is the decline of OJT contributions to the competencies of 2013 graduates. The study recommends that the university should tie-up with more tourism industry partners that can give excellent trainings for students and offer more international OJT for them to be more globally competitive. The training of students should also be regularly monitored by university training coordinators. Finally, the university may also consider and study ways on how to develop the entrepreneurial skills of tourism students.

Paramita Suklabaidya

Purpose: Tourism Education, a professional course, must impart knowledge and skill sets suitable for immediate employment in the tourism industry. This study aims to explore the expectations of tourism educators and industry, with respect to the important skill sets and knowledge required by the tourism students. Further, the study compares the views of tourism educators and industry representatives on the knowledge and skills imparted by tourism educational institutes in the country. Design/Methodology/Approach: This is a Descriptive study wherein both qualitative and quantitative approaches were used. For this study, data was collected from both primary and secondary data sources. In-depth interviews and questionnaires were the tools used to collect primary data while the secondary data have been collected from various university websites, journals, and tourism magazines. Findings: The major finding of the study showcases that there exists a difference of opinion between the touri...

Eurasian Journal of Analytical Chemistry

Elena Nikolskaya

KLINIK RADEN SALEH

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Dalton Trans.

Mohammed El-Bana

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21st Century Skills: 12 Essential Competencies for Global Citizens

Framework for 21st Century Learning

Definition of 21st Century Skills

The term “21st century skills” is a buzzword frequently found in contemporary education curricula, and for good reason: it refers to a diverse array of skills, competencies, knowledge, and character traits that are widely believed by academics and employers to be necessary for success in current times. In the 21st century learning framework above, 21st century skills comprise the outer ring of the semicircle.

You might be thinking “what makes 21st century skills so special that they have been given a special name?”. Well, the 21st century presents unique challenges that had not existed in previous centuries. The emergence of new types of obstacles results from the changing state of the world, with increasing globalization, technological advancement, and climate change. Naturally, new capabilities are required to address these issues.

History of 21st Century Skills

In response to the novel challenges presented by the 21st century, the Partnership For 21st Century Skills (P21) was formed by private corporations and US government entities. It is a non-profit organization dedicated to embedding 21st century skills in the US education system. Despite the formal focus on the US, the movement has inspired educators around the world to include 21st century skills in education. The Global Citizen (TGC) Education Group is dedicated to helping pupils develop these skills so they can fulfill their roles as global citizens.

The 3 Categories of 21st Century Skills: Learning Skills, Literacy Skills, Life Skills

21st Century Learning Skills: The 4C’s

Critical Thinking

Critical thinking is defined as the ability to analyze the facts in a particular circumstance, and subsequently come up with solutions to challenges. To think critically is to exercise an analytical mindset, which involves asking the right questions and verifying the accuracy of information. This kind of skepticism is especially apt for the 21st century, where there is an abundance of data and information with potentially questionable accuracy. Eventually, based on analysis, critical thinkers proceed to formulating an effective solution to the problem at hand. To do this, creative thinking is needed.

Creative Thinking

Creative thinking can be defined as the ability to think laterally. Simply put, being able to think creatively means possessing the ability to switch perspectives and see a problem from different angles to come up with innovative solutions. Fostering creativity develops resilience, as being able to innovate means being able to adapt as times change, which is especially pertinent to the 21st century, where change is the only constant thanks to rapid technological advancement. Creative thinking really is a skill that pays dividends.

Collaborating

Are you familiar with the sayings “two is better than one” and “the more, the merrier”? Well, collaboration embodies those adages. To collaborate is to work with other people in pursuit of a common goal, which often requires making compromises for the greater good. In today’s world, collaboration is essential, particularly when it comes to global issues, such as climate change, when the collective effort of all countries are needed. The skills required for effective collaboration include communication, social and leadership skills.

Communicating

Great ideas resulting from critical and creative thinking are wasted when they are poorly, or worse, not communicated. Furthermore, communication is essential for collaboration. Without clear objectives and targets, collaboration will be done in vain and conflict will likely result. Communication consists of two fundamental components: sending a message, whether orally or in written form, and listening. Unfortunately, listening is often overlooked and people tend to just wait for their conversation partners to finish speaking before their turn. However, listening is key to understanding the other side’s needs, values, and concerns, which is necessary for effective collaboration.

21st Century Literacy Skills: IMT

Information Literacy

Information literacy is defined as the ability to understand and produce information, which may be in the form of facts, figures, statistics, and data. To understand information is to accurately comprehend its meaning and implications, which may be wide in scope. To produce information is to utilize the communication skills discussed in the previous section to convey new knowledge, be it orally, in writing or in diagrams. Information literacy is the cornerstone of all other skills, as it allows an individual to learn about the world around him/her. The 21st century is often known as the Information Age, so the ability to see beyond the deluge of misinformation is important.

Media Literacy

Media literacy is defined as a familiarity with the various channels and media through which information is produced and disseminated. Again, communication skills come into play here, where individuals must recognize the sender, the recipient, the purpose, and the context of the message. Knowledge of these four elements will enable individuals to make astute judgments of the information’s significance. In the 21st century, media bias is rife, so having media literacy in your toolbox is your best bet at avoiding misinformation and making informed decisions.

Technology Literacy

Technology literacy is defined as an understanding of the tools and software that exist in the world today. As technology grows an ever more dominating presence in 21st century life, individuals need to understand its purpose, workings and implications, to prevent abuse/misuse and to use them for solving problems effectively. Furthermore, technology literacy could foster innovation and growth.

21st Century Life Skills: FLIPS

Flexibility

Flexibility is defined as the ability to adapt and change plans as required by the circumstances. This quality is absolutely essential for resilience in the 21st century, which has been defined by volatility and uncertainty. For example, the COVID-19 pandemic took the world by storm in 2020, disrupting virtually all aspects of life, from work to travel. To be flexible, individuals need to be humble enough to accept that they do not know and are not in control of everything that happens. Subsequently, individuals need to plan for the worst and always be open to change.

Leadership refers to the ability to set goals, and facilitating collaboration and inspiring others to achieve said goals. Children should develop leadership skills starting from a young age, as they will be the leaders of corporations and countries in the future. They need to learn how to motivate others and resolve conflict among team members. The best leaders know how to communicate with their audience, and are flexible. Leadership is essential for mobilizing a large group of people towards a common goal, such the United Nations’ Sustainable Development Goals.

A person with initiative may be known as a self-starter and self-director. Without being asked or commanded, he/she is willing to set goals for him/herself and work towards realizing an idea. Taking initiative means taking risks, and learning to deal with setbacks and failure. It involves creating a plan of action, and staying committed to the goal. Leadership and initiative often go hand in hand.

Productivity

Productivity is the ability to stay focused and efficient amidst distractions. Being productive means staying on task, and reaching goals in a prompt fashion. The 21st century is filled with distractions; from the news to social media, our attention reserves are being depleted at warp speed. To stay productive, individuals need to learn to set goals, plan, and manage their time.

Social Skills

Finally, social skills refer to the ability to form relationships with other human beings. Connecting with fellow humans requires an open mind, a listening ear, and empathy. Communication skills are definitely needed in relationships, as well as the ability to trust others. In the 21st century, where communication not only takes place in real life but also online, social skills do not lose their importance. If anything, they have become even more indispensable as online communication is prone to misunderstanding, which could lead to conflict.

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Soft Skills vs. Hard Skills in Tourism

This chapter presents a qualitative study, resulting from a systematic literature review using a text analysis technique through the NVivo software, version 10.0. This technique involves grouping words that reveal semantic similarity to each other and results indicate that considerations around soft and hard skills in tourism have been different over time. In short, it might be said that it is hard skills that lead people to job interviews, but it is soft skills that allow them to be recruited for employment. Hence, it is the combination of the two skill types that enables people to have a job in the tourism industry, manage a career, and contribute to the differentiation of tourism companies in the tourism global marketplace that tends to be increasingly competitive.

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Purpose The purpose of this paper is to see whether attitudes toward older workers by managers change over time and what might explain development over time. Design/methodology/approach A unique panel study of Dutch managers is used to track the development of their attitudes toward older workers over time (2010–2013) by focusing on a set of qualities of older workers aged 50 and older. A conditional change model is used to explain the variation in changes by focusing on characteristics of the manager (age, education, gender, tenure and contact with older workers) and of the firm (composition staff, type of work and sector, size). Findings Managers have significantly adjusted their views on the so-called “soft skills” of older workers, like reliability and loyalty. Attitudes toward “hard skills” – like physical stamina, new tech skills and willingness to train – have not changed. Important drivers behind these changes are the age of the manager – the older the manager, the more likely a positive change in attitude toward older workers can be observed – and the change in the quality of contact with older workers. A deterioration of the managers’ relationship with older workers tends to correspond with a decline in their assessment of soft and hard skills. Social implications Attitudes are not very susceptible to change but this study shows that a significant change can be expected simply from the fact that managers age: older managers tend to have a more positive assessment of the hard and soft skills of older workers than young managers. Originality/value This paper offers novel insights into the question whether stereotypes of managers change over time.

Analisis Kebiasaan Belajar Mahasiswa yang Aktif Organisasi Maupun Bekerja dengan IPK Cumlaude di Perguruan Tinggi Jakarta dan Depok

This study aims to determine the study habits of students who are active in organizations and works with a GPA of 3.75 (cumlaude) in universities in Jakarta and Depok. The research method used a descriptive qualitative. The subjects of this research were 12 students, i.e. four students were each from the UI, UNJ, AL-Azhar and UNPAM campuses. The selection of sources was categorized as students having a GPA of 3.75 while working or being active in organizations. The instrument used was an interview guide validated by a reviewer and the data collection technique was through interviews. The data analysis technique used source triangulation technique. The results of the study founded that students who studied while working or participating in an organization with a GPA of 3.75 had learning habits such as the followings: 1) Students must have good time management in utilizing soft skills and hard skills by setting a priority scale in the learning process, active organization and work. 2) Students must create habits with certain patterns for the goals to be achieved, by adjusting each individual's ability to study, organize and work. 3) Students must know the strengths and weaknesses of each to find out what supports and hinders the learning process, organization or work.

SOFT SKILLS PROBLEM ON ELEMENTARY SCHOOL

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Problem-Based Learning Model for Teaching Writing: A Literature Review

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Tourism in the 21st Century

Tourism in the 21st Century: The nature, forms, characteristics, need and demand of tourist for travel have changed rapidly over the periods of time. Travel has now become more sophisticated, structured and hassle free. This swift change is certainly inevitable due to increasing disposable income, development in technology, easy travel formalities and greater global connectivity.

Due to this it is growing at a much faster rate and every country is directly or indirectly part of international tourism business. The top five countries – USA, France, Spain, Germany and China are leading the race and dominating the international tourism business in the world.

The tourism business is in forward-looking mode and are more related to the contemporary issues like cross border terrorism international border conflict, , natural resources and energy conservation, pollution and waste management, globalization, urban development, information management technology & communications, market and workforce and other issues. 

In 21st century tourism will be dominated by the third world and developing countries. It is considered as a foremost employment generating sector. Tourism is a worldwide concept and it involves significant contribution of intermediaries such as attractions, accommodation, transportation, infrastructure, environment, human resource, education, trade and commerce, economy, etc.

In the new millennium a lot of tourism potentials is needed to be exploited despite of its complex nature. There is urgent need of efficiency and professionalism among tourism professional to manage the growth of tourism arrivals. 

Tourism is an emergent industry rising into new heights in the 21st century. Due to globalization and digitalization it has become more accessible than ever before to a larger section of the global population and resulted in equal economic opportunities for emerging destinations and developed countries around the world. The major challenges tourism is facing are not only in attracting and serving increasing tourism demand. Another daring task is to mitigate the numerous negative impacts resulting from tourism’s rapid growth.

Successful destinations sustain balance in developing tourism by engaging tourism stakeholders and communities, monitoring best suitable international trends, ensuring benefits of tourism outweigh potential negative threats.

In 21st century tourism will maintain more equitable distribution of revenue earned from tourism between the developed countries and backward region or areas. There is abundant potential of tourism to bringing in a large sum of foreign exchange and equally generates a huge number of employment opportunities in developing and backward region also.

For example, India is a country rural people, having a dynamic rural economy. A new potential of tourism is to be identify various new tourism products to bring a must needed transformation in life of rural people. Due to its dynamic nature of tourism the countries across the world should identify and find ways and means to achieve constant growth and development throughout the globe through a wide knowledge of existing best practices across the globe. 

Tourism is a fortune industry of 21st century’s. This thriving industry is catalyst for bringing far-reaching positive changes in the host destinations with economic development and employment creation. There are several unwanted changes which may occur but can be acceptable because the impact will be bearable to an extent in the short run. If it is not managed, controlled and sustained, it may take the form of a killer industry in the long period. 

Owing to the rising disposable income, available leisure time, development of infrastructure, advancement of communication network and mostly destination knowledge and branding the growth of tourist arrivals is rising significantly not only in the Western countries but also in Asia- pacific region. This paramount industry is witnessing a major paradigm shift as per the projection of the World Tourism Organisation. 

The flow of tourists has changed dramatically and unstoppable and unprecedented due to destination marketing and customization of tourism products which has laid the foundation of outstanding changes in the destination image. With the growing number of tourist destination, development agencies have strengthened the infrastructure and superstructure to cater tourist demands of international and domestic tourism at the public and private level.

Although dependence on the natural resources is also increasing around the transit and destination regions and it would be amazingly doubled or tripled in the near future. Development is the backbone of tourism industry but due to unplanned and vertical development of built-in infrastructure, tourist destination are the sheer sufferers of over unstructured development and over consumption of physical and natural resources.

Now many of authentic and novelty tourist destinations have. been frequently visited by mass tourists. Destination development agencies should target mass tourist at tourist destinations not merely for revenue generation but also for reverse negative effects of tourists.

In the 21st century the distance between the countries has disappeared due to the revolution of in transportation and communication technology. In the time globalization and liberalization, the relationship among the countries has improved and paved the way for tourism to make cosmic noise beside political boundary. 

Tourism is often recognized as a green promoter and in the 21st century. Ttourists are more motivated for nature related attractions. Demand for eco and nature travel has increased significantly in recent years and created employment in unorganized sector in natural and rural areas.

21 st Century Travel Styles.

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A Student Guide to Mastering DECA's Role-plays

Let’s Talk About Performance Indicators

Whether this is your first year or your fourth year as a DECA member you probably know the term “performance indicators.” You’ve heard your advisor mention them, you’ve seen them on decadirect.org, you’ve read them on sample events – but what are performance indicators and why are they so important?

What are performance indicators?

In business and industry, key performance indicators (KPIs) are critical criterions of progress toward an intended result. KPIs align to a goal and are measurable.

In DECA, performance indicators are specific knowledge and skills that students are expected to address and perform through competition. They represent the current, actual skills and knowledge needed by employees in the workplace, and members who can demonstrate these performance indicators are sought after by employers.

For example, one performance indicator is “Write professional emails.” Employers expect their employees to be able to communicate via e-mail in a professional manner and according to the company’s standards. Your role-play may include your manager asking you to prepare a training on effective communications skills for new employees. During the role-play, you may need to explain to the judge (your manager) how to “write professional emails” by describing that employees should use complete sentences, ensure the message is grammatically correct and error free, and use an appropriate, descriptive subject.

Why Are Performance Indicators Important?

In most of your classes, you have assignments, exams, projects and papers. The work you do likely has a rubric, or scoring guide, that helps your teachers grade your work. Think of a rubric as a blueprint of what you should include in your work to earn a satisfactory, or even exceptional grade.

In DECA competitions, the judges use the performance indicators to evaluate you and determine your score ! You should use the performance indicators provided in your role-play to develop your solution, because your judge will evaluate how you addressed the performance indicator when presenting your solution to the challenge. And the cool part – you have access to all the performance indicators in advance!

How Are Performance Indicators Organized?

The performance indicators that DECA uses are first grouped by career cluster . There are performance indicators lists for business management and administration , marketing , finance , hospitality and tourism and entrepreneurship .

Within each of these career cluster lists there are instructional areas . Instructional areas are broad topics that encompass a lot of specific skills. Examples of instructional areas include: customer relations, economics, financial analysis, marketing, promotion and selling.

Performance indicators are specific skill statements within each instructional area. For example, in the economics instructional area, there are 45 performance indicators! Here are a few:

• Explain the principles of supply and demand
• Explain the concept of competition
• Describe factors that affect the business environment

The performance indicator lists are industry-validated and aligned with National Curriculum Standards. Not only are you learning about specific performance indicators in the classroom, but the performance indicators are also used in all workplace industries!

When you compete, you receive the performance indicators that are used on the judge’s evaluation form before you see the judge. This means you know what the judge will be looking for in your presentation!  Looking over the list of performance indicators and making sure you correctly reference all of them in your event will likely ensure a higher score.

In your competition, it is important to not only define the performance indicator, but to tie it into the scenario. If one of the performance indicators is “Explain the concept of competition,” you should not only define competition, but perhaps also discuss potential competitors and their effects as it relates to the solution for the scenario. This will prove your understanding of the terms and your ability to apply it in a career-related scenario.

How Do Performance Indicators Relate to My Event?

If you are competing in Principles of Business Administration, Personal Financial Literacy, Individual Series or Team Decision Making events, here is additional information about the performance indicators.

Principles of Business Administration – Each event has four performance indicators and all four of them will be from the same instructional area.

Team Decision Making – Each event has seven performance indicators. At least four of them will be from the same instructional area. The other three can be from any instructional area. None of them will be from the pathway list.

Individual Series – Each event has five performance indicators. These events are special and include additional performance indicators in a career pathway list. The career pathway has unique skills needed for specific jobs. For example, when competing in Hotel and Lodging Management Series Event, the career pathway is Lodging pathway. A performance indicator in the Pricing instructional area in the Lodging pathway is: “Explain considerations in hotel/lodging room pricing.” At least three performance indicators will be from the same instructional area and at least one will be from the career pathway.

Personal Financial Literacy – This event has three performance indicators and all three will be from the same instructional area. The list of Personal Financial Literacy performance indicators is produced by Jump$tart Coalition for Personal Financial Literacy and can be found here .

Bonus: All the role-play events also have performance indicators tied to 21st Century Skills. These remain constant on the evaluation form for each type of event. They evaluate your critical thinking, problem solving, communication and creative abilities in the role-play.

What Are Some Tips for Competition?

• Read the performance indicators and think about what each one means
• As you read the scenario, make notes on where in the scenario the performance indicators pop up or could pop up in your presentation
• Take time to gather your ideas and form your solution
• Use your scratch paper and pencil to write an outline of your presentation, ensuring you not only define the performance indicators but tie them directly to your solution to the scenario

In preparation for district-level competition, you can view the list of instructional areas being used in the principles, team decision making and individual series events here . Once you know the instructional area, find it on the competitive events page by clicking on the individual events .

Make yourself familiar with all performance indicators in the instructional area. If you are in an individual series event, also find your career pathway list and familiarize yourself with those performance indicators.

Bonus: Performance indicators are also extremely useful in studying for the career cluster exams. Each question on the exam is linked to a specific performance indicator. The questions are written to determine if you understand the performance indicator – another reason why they are important and why you need to study them!

Confidence in performance indicators will translate to confidence in your role-play event!

Randi Bibiano is DECA's competitive events specialist. In this role, she conceptualizes and authors role-play scenarios for the collegiate and high school division’s competitive events programs. She also manages DECA's online competitive events and serves as a liaison to volunteer efforts at DECA's educational conferences.

Discussion Questions

• 1 What is the difference between an instructional area and a performance indicator?
• 2 Why is it important to address all of the performance indicators listed on the competitive event when presenting your solution to the judge?
• 3 What are five strategies you can use to master performance indicators for competition preparation?
• 4 How does learning specific DECA performance indicators translate to preparation for a career?

Classroom Connection

Career cluster:, instructional area(s):, performance indicators:.

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