The Core Curriculum Beyond Tourism

The argument is based on the grounds that the soul of the entire system would be taken away if done so. Woollard (1996) carries out the argument for a standard curriculum to deal with a crisis of accountability witnessed in higher education. This would enable the public to compare curriculum across disciplines, institutions or degrees. Without such standard curricular content, the public would be denied the basic right to do so. He further engages in a discussion of how the three key issues that are the open-ended nature of higher education, threats for academic autonomy and bureaucracy, presented against such core curriculum can be addressed. Using France and Germany as successful examples, he shows that their national curriculum upholds academic autonomy in not being a straight jacket but specifying discipline-specific qualifications. Also, bureaucracy is minimized by emphasizing outcomes over processes and by clearly specifying them. However, Fletcher (1996) argues that the purpose of higher education is to train the minds to think effectively, which would enable students to learn better.
­Squires (1987) observes that specifying what needs to be included and developing a curriculum for a vocational disciple from such specifications could be theoretically possible. However, translating market needs and job requirements directly into curricula is not always possible in practice (Squires, 1987). He goes on, to sum up, that incessant dissatisfaction, constant struggle and skillful maneuver for positions, and negotiation characterize vocational training, and that these will never be resolved due to the multiple demands on the curricula that are inherently present. Moreover, such curricula are also subject to criticism as being extremely narrow or broad, short-sighted or old fashioned, and rigid or unrealistic.
The desire and need for a core curriculum&nbsp.have been a focal point of argument in vocational and professional disciplines too. To illustrate, in the UK, the Association of Business Schools is has been developing a core curriculum at the national level in order to help check standards (Baty, 1997). In 1977, the first major study in the area of hospitality management was carried out (Johnson, 1977) and is under regular review (Messenger, 1992).&nbsp.