COLLEGE OF POLYTECHNICS JIHLAVA Department of Travel/Tourism
Comparison of Travel/Tourism Studies in the Czech Republic and Portugal
Author: Jan Hasenkopf Supervisor: Zdislava Kratochvílová Jihlava 2010 Anotace
Bakalářská práce si klade za cíl vystihnout podobnosti a odlišnosti dvou vysokoškolských institucí z dvou odlišných zemí – České republiky a Portugalska. Práce je rozdělena do třech částí. V první, teoretické části, se autor zabývá hodnocením kvality vysokých škol a portugalským vysokoškolským systémem. Druhá a třetí část je věnována prezentaci studia cestovního ruchu při Vysoké škole polytechnické v Jihlavě a Institúto politécnico de Viana do Castelo.
Klíčová slova
Obor cestovní ruch, Portugalsko, vysokoškolské vzdělávání, porovnání, ESTG, VŠPJ
Annotation
This bachelor thesis aims to describe the similarities and differences between the two higher education institutions from two different countries – the Czech Republic and Portugal. The work is divided into three parts. In the first, theoretical part, the author deals with assessing the quality of universities (colleges) and the Portuguese higher education system. The second and the third part are applied to the presentation of the Travel/Tourism studies at the College of Polytechnics Jihlava and the Viana do Castelo Polytechnic Institute.
Key words
Travel/Tourism course, Portugal, higher education, comparison, ESTG, VŠPJ 2
Acknowledgement First, I would like to thank to my supervisor of this thesis, Zdislava Kratochvílová, for her guidance and advice. I would like also to thank to Carlos Fernandes, the Head of the Travel/Tourism Department of the IPVC, and in addition, to Carlos Domingues, my former classmate from Viana do Castelo, for their helpfulness in answering my questions.
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Prohlášení
Prohlašuji, že předložená bakalářská práce je původní a zpracoval jsem ji samostatně. Prohlašuji, že citace použitých pramenů je úplná, že jsem v práci neporušila autorská práva (ve smyslu zákona č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů, v platném znění, dále též „AZ“).
Souhlasím s umístěním bakalářské práce v knihovně VŠPJ a s jejím užitím k výuce nebo k vlastní vnitřní potřebě VŠPJ.
Byl jsem seznámen s tím, že na mou bakalářskou práci se plně vztahuje AZ, zejména § 60 (školní dílo).
Beru na vědomí, že VŠPJ má právo na uzavření licenční smlouvy o užití mé bakalářské práce a prohlašuji, že souhlasím s případným užitím mé bakalářské práce (prodej, zapůjčení apod.).
Jsem si vědom toho, že užít své bakalářské práce či poskytnout licenci k jejímu využití mohu jen se souhlasem VŠPJ, která má právo ode mne požadovat přiměřený příspěvek na úhradu nákladů, vynaložených vysokou školou na vytvoření díla (až do jejich skutečné výše), z výdělku dosaženého v souvislosti s užitím díla či poskytnutím licence.
V Jihlavě dne 20. 5. 2010
Podpis:
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Table of Contents
1 INTRODUCTION ...... 6
2 THEORETICAL PART ...... 8
2.1 THEORY OF EVALUATION AND COMPARISON OF HIGHER EDUCATION INSTITUTIONS ...... 8 2.1.1 Research Organizations ...... 9 2.1.2 Methodology for Establishing Quality ...... 10 2.2 THE PORTUGUESE HIGHER EDUCATION SYSTEM ...... 12 2.2.1 Financing of Higher Education in Portugal ...... 15 2.2.2 Academic Degrees in Portugal ...... 16 2.3 THE TRAVEL/TOURISM STUDY ...... 17 2.3.1 Tourism in the Czech Republic and in Portugal ...... 18 2.3.2 Employability of Graduates ...... 18
3 PRACTICAL PART ...... 20
3.1 THE COLLEGE OF POLYTECHNICS JIHLAVA (VŠPJ) – INTRODUCTION ...... 20 3.1.1 The Travel/Tourism Department ...... 21 3.2 THE VIANA DO CASTELO POLYTECHNIC INSTITUTE (IPVC) – INTRODUCTION ...... 30 3.3 THE FACULTIES OF THE IPVC ...... 31 3.3.1 Teacher Training College (ESE) ...... 31 3.3.2 School of Business Studies - (ESCE) ...... 31 3.3.3 Agricultural College – (ESA) ...... 31 3.3.4 School of Nursing – (ESEnf) ...... 32 3.3.5 School of Technology and Management (ESTG) ...... 32 3.3.6 The Travel/Tourism Course at the ESTG ...... 35 3.4 STUDENT EXCHANGE PROGRAMME ...... 41 3.4.1 Erasmus – Viana do Castelo...... 41
4 CONCLUSION ...... 43
5 BIBLIOGRAPHY ...... 46
6 INTERNET SOURCES ...... 47
7 APPENDICES ...... 52
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1 Introduction
“Over the decades, tourism has experienced continued growth and deepening diversification to become one of the fastest growing economic sectors in the world.” (I-1)
To this statement, it should be added that it is also needed to have professionals who can meet the highest requirements from the offer side. “Human resources are crucial for the creation of knowledge and represent one of the factors that determine the innovation potential of each company.”(I-2) This side is represented by customers and their raising needs regarding to quality of products. Costumers will be always searching for new destinations and products. Considering this, the tourism trade needs the human resources to educate them at the highest level.
The main objective of this bachelor thesis consists of comparison of higher education system of travel/tourism studies in Portugal, the Viana do Castelo Polytechnic Institute (further only the IPVC) to the same system of study at the College of Polytechnis Jihlava (further only the VŠPJ).
The subject matter was chosen according to my study experience by participating at the Erasmus study programme. I spent in Portugal more than 5 months (in the year 2008) to study the Travel/Tourism course at the IPVC for one semester. During my stay I realized some contrasts but also similarities between my sending university and my receiving one and I wanted to implement this observation and this experience to a work, where that kind of information could be found.
The first, theoretical part of the thesis, describes the meaning of words “comparison” and “evaluation” by using it with comparing two different systems of study. Theoretical problems about the higher education in Europe, even in the Czech Republic, are solved at the level of specialized organizations, such as OECD, for example.
Then for better understanding, the Portuguese higher education system and its financing are approached. The Portuguese system is different from the Czech one, so it is better to try to understand it firstly, before to start with comparing single study plans.
Developing of tourism is a prerequisite to an existence of schools providing Travel/Tourism courses in each country. Summary information about tourism in the 6
Czech Republic and Portugal are given in one chapter. The second part begins with the opening information in the form of introductions to the colleges including its history, location and other important facts.
Study plans, system of internship, systems of admission exams and other important elements for comparison are mentioned in the main part. These data are relevant mainly for representatives of travel/tourism departments, who are in charge of it.
In this bachelor thesis, the problem of employment or unemployment of graduates is also mentioned.
The last part of this thesis is devoted to the author´s experience of the Erasmus exchange programme, and furthermore, conditions for foreign students are mentioned there too.
Also, in the beginning of the work, it is ought to be mentioned that the difference between the IPVC and the VŠPJ is evident. The main difference is that the IPVC is divided into five faculties. That means it has a bigger capacity and, in general, more possibilities. No less important is its history. The IPVC is very well known in the northern part of Portugal.
It would be inappropriate to compare the whole IPVC with the VŠPJ. Therefore, it should be preferable to write only about one faculty, which offers the Travel/Tourism study. The School of Technology and Management (further only the ESTG) has a fully responsibility for the running of this course.
By reading some parts of this work, not only the Erasmus participants will have an opportunity to realize the differences and a certain degree of similarity of both schools, but also the leaders from both institutions could have awareness about their potential partner for the future.
In this thesis, data are sometimes given in a form of charts or graphs, mainly the curricula, organizational structures and other additional information.
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2 Theoretical Part
2.1 Theory of Evaluation and Comparison of Higher Education Institutions
The quality of higher education institutions is often examined. The word “quality” plays important role in a comparison of one, two or more institutes. In the Pedagogy Dictionary, the word “quality” is described as: “Quality education means theoretically desirable or optimal level of functioning and its product. Particularly in a market economy, the higher institutions are considered as a part of public services and pupils, namely their parents, the clients of schools. It is also considered that the achieved quality of schools is crucial to its successful existence. To this purpose, various evaluations have been conducted trying to identify the quality of schools and measure…” (B–1).
It follows that the research of education tends to be more focused on quality. Assigning of the level of a certain quality could be a basis for comparison of two or more entities.
There have already been written researches by various authors connected to preservation and improvement of the quality of higher education. In 2005, the Aula, the annual periodical was out. This issue focuses on assessing the quality of universities. The authors are experts to this topic and work in research institutions dealing with the study of higher education. The journal is published by the Center for the Study of Higher Education, Prague.
For example the “quality evaluation” is described here as “process quality assessment, finding of value of something.” Instead of the word “something” could be study programme or study course. Quality measurement is regarded to single faculties or departments. In this work, only the study courses between two schools are explored.
“Quality assurance” includes not only the accreditation and quality evaluation and also “all activities and mechanisms, by which the higher education is sustained and developed. This is sometimes subrogated by the term “quality management”. (B-2)
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2.1.1 Research Organizations
To get to know the quality of a subject of measurement, in our case the educational institution, and more concretely the Travel/Tourism course, the various institutions provide necessary information. By doing an analysis (or a research) we need often statistical data. In the Czech Republic, among the most known providers of needed information include the Czech Statistical Office and others commercial research organization.
In Europe, the EUROSTAT is the greatest provider of information. “Eurostat is the statistical office of the European Union situated in Luxembourg. Its task is to provide the European Union with statistics at European level that enable comparisons between countries and regions. “(I-3)
To get closer to the Europe´s educational policy, the Organization for Economic Co- operation and Development (OECD) is mentioned. It is the institution which carries out the surveys related to the education development, helpful statistical data or monitoring of rates of youth unemployment. The OECD also describes the need of quality education: “Both individuals and countries benefit from education. For individuals, the potential benefits lies in general quality of life and in the economic returns of sustained, satisfying employment. For countries, the potential benefits lie in economic growth and the development of shared values that underpin social cohesion.” (I-4)
At the international level, there is an effort to deepen integration, even in the field of education – the European integration. The European Association for Quality Assurance in Higher Education (ENQA) expands “information, experiences and good practices in the field of quality assurance in higher education to European QA agencies, public authorities and higher education institutions.” (I-5)
At European level, there exist various other organizations related to higher education, its quality measurements, providing information about education and to universities offering its membership usually for an annual membership fee. These are namely:
· The European University Association (EUA)
· The European Association of Institutions in Higher Education (EURASHE)
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· The European Students Union (ESU/formally known as ESIB)
The most important are named above. As regards the Czech Republic, the National Academic Recognition Information Center (NARIC), established in Prague, operates here. This centre co-operates with other European centers and they build the NARIC network. On the website, their main purpose is indicated: “Dealing with matters concerning recognition of diplomas gained abroad, with the aim of facilitating mobility and creating a space for collaboration in the field of education.” (I-6)
About the educational policy is decided by the individual EU countries alone, but they also try to define common goals and share best practices. Higher education management at the national level falls within their specialized ministries. Portugal has two ministries relating to education – The Ministry of Education and The Ministry of Science, Technology and Higher Education which is responsible for university education and research in Portugal.
2.1.2 Methodology for Establishing Quality
The ministries (of education) across the Europe have communicated together about the future of higher education since the 90ties very intensively. “To create a European Higher Education Area until 2010 has been the priority of the ministries. (I-7)
In the past, various projects were found to help the former countries of Central and Eastern Europe and most of these projects dealt with comparing development in the West and in the East and the Czech Republic had been naturally also involved. For example, one good known project was the Project Phare. Quality Assurance in Higher Education, Final Report and Project Recommendations, (November 1998) summarizes the reasons for establishing quality in higher education in this way (B-2):
a) “ Ensure accountability of using public funds;
b) Improve the quality of products in higher education;
c) Providing information for decisions about funding;
d) Informing of students and employers;
e) Stimulate competition within and between the institutions;
f) Control of quality of new (often private) institutions; 10
g) Confirm the status of the institution;
h) Support the transfer of authority of states to the institutions;
i) Assist with the mobility of students;
j) Enable international comparisons.”
The determination of quality is very important for many partners of the institution and it is sometimes very problematic. As it has been already written in the previews chapter, institutions concerned with higher education issues are our secondary data sources to getting know about it. The aim of the evaluation of quality is a detection of potential defects and improvement of activities. Michal Karpíšek says: “The evaluation of quality of higher education institution or a study means an independent estimation of the education system at each institution and achieved effects. The evaluation is usually related to its own goals and intentions of the institution. The evaluations might be both, information for the school itself, or some form of information to the interested public (those interested in studying, practice leaders, national or regional authorities, etc.)”(B-3)
A lot of external partners affect the quality of the school environment. In the schema bellow (from the journal Aula, 2005), they are mentioned. (B-4):
Labor Office Graduates State
Cooperating Media Colleges
College, Prospective Students Academic Community, students Management and Stuff
Community Other colleges
Families of Secondary Practice students schools
Schema 1: Clients and Partners Interested in the Quality of Education
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Other external factors include: Accreditation Committee, international partners, project promoters, professionals and local community.
The important role of the educational institution is evident. It involves the partners by their decision. For example, students willing study at a college are interested in the quality of the school and in case of a public institution the state cares too.
The quality of any school could be measured objectively by an accreditation commission or by the school itself using questionnaires for students, e. g. The school can do a survey how the students are satisfied in school or how the employers are satisfied with graduates.
For an analysis, there are not any official rules comparing two higher education institutions of non-university types from different countries, nevertheless, for this thesis, it is possible to compare two courses of study – the Travel/Tourism study of each polytechnic and draw the conclusion.
2.2 The Portuguese Higher Education System
“The Portuguese university education belongs to the one of the oldest in Europe. The first and long learning was based in Lisbon in 1290.” (B-5) The others most famous are the following: the Coimbra University, the University of Oporto and the Lisbon Technical University. From the 70th of the last century, nine new universities have been found. The only one “open” university provides life-long education - Universidade Aberta, the first in distance education in Portugal. “The largest university in Portugal is the University of Oporto with about 28, 000 students. (I-8)
Nowadays, the Portuguese higher education system is binary, based on of university education and non-university - polytechnic education. (I-9) The number of these institutions has increased in Portugal, much like in the world. “Public higher education institutions include universities (ensimo superior universitário) and polytechnics (ensimo superior politécnico).” (I-9) In Portugal, there are 15 public universities and more than 10 private universities. Concerning the private institutions, the organization of study and also academic degrees conferred are not different from the public universities.
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Portuguese universities and polytechnic institutes adopted the Bologna process in 2006. (I-10)
The private sector plays the important role in higher education in Portugal. “The two systems of higher education (universities and polytechnics) are linked and one can transfer from one to the other. One can also transfer from a public institution to a private one and vice versa.” (I-11) Private institutions need to be approved by the Ministry. In general, the privates, and especially polytechnics, are more suited to the labor market needs.
“The university education is provided by schools (escholas), institutes (institutos), faculties (faculdades), departments (departamentos), etc. Basically, it is focused on theory. This education must content innovative elements, critical analysis and scientific and also technical training. The scientific research is a necessary part applied in various fields.”(I-9)
The Portuguese universities offer a wide range of degree programs. And they are often similar to some another European education system, such as the Czech one. In the concrete, for example, it means the study of humanities, medicine, communication sciences, social work, pharmacy and dentistry, theology, arts, social sciences (anthropology, economics, psychology, sociology, European studies), veterinary medicine, business management, public administration, natural sciences, in the exact sciences, engineering and technology, computer science, art and design, physical education and sports, music, military, etc.
“The polytechnic education can be provided by schools (escholas) and institutes (instituto superores). The training is based on theory and practical knowledge and its application with regard to their use in professional activities. Statute of polytechnics is given for non-university higher education institutions by the Law No. 54 of 1990.”(I-9)
The areas of study, at these polytechnic institutions, are again very similar to Czech ones. It is worth noting some of them, which can represent the majority: management, marketing, tourism, teacher training for primary schools, nursing, accounting, business, administration, agriculture, computer science, performing arts, etc.
“State higher polytechnic education, composed of 15 polytechnic institutes and 16 non- integrated polytechnic schools, includes agrarian higher schools, higher education schools, 13 higher institutes of accountancy and administration, higher institutes of engineering and higher schools of technology and management and higher schools of fine arts and design (Ministry of Science, Technology and Higher Education, 2006).” (I-12)
Each Portuguese higher education institution has the responsibility for its own study plan (curriculum) and the scientific council is responsible for the organization of this system.
The study must be in a form of lecture, seminar, conference, laboratory, work, practical training or study visits. The lectures can be formed theoretically just as practically or combined.
The period of exams is usually put on the end of each semester (winter or summer/first or second). Subjects studied during only one semester are mostly tested in the end of that semester. The regular subjects studied during an academic year are tested in the end of it.
The academic year is separated in two semesters with a month break. The academic year begins October 1 and ends on 31 July. The higher education institute can organize the whole academic year according to their own ideas, the same with the structure of study. (I-9)
The European Credit Transfer System (ECTS) has worked there since 1980, when this was proclaimed by the specific announcement. “Students have to get 12 credit as the minimum and 35 as the maximum per annum.”(I-9)
Each credit is equivalent to:
· 15 classes of theoretical teaching or,
· 40 classes of practice or,
· 22 classes of theory-practical teaching or,
· 30 classes of training or seminars. (I-9)
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2.2.1 Financing of Higher Education in Portugal
In the Portuguese higher education system, each student enrolled in a public higher institution has to pay an annual fee fixed by each institution - the minimum and maximum amount. These fees paid by a student do not cover the total amount of real costs. (I-12)
The privatization of higher education in Portugal has been in place since the eighties. Due to the creation of new universities (and polytechnics) and probably some budgetary increases, the higher tuitions fees have been implemented by Portuguese governments in the beginning of 90ies. Because of this happened, many private institutions were established.
“At the present (2008), tuition fees in public universities are fixed by the respective institutions between a minimum of 1.3 times the minimum monthly wage and a maximum determined by updating the value of 1941 to inflation” (I-50)
Graph n. 1: Evolution of the Tuition Fee Value fixed from 1993/1994 to 2007/2008 in public higher education (Portugal) (I-50)
Tuition fees are varied in private institutions. The fees are usually paid per each month.
It doesn´t make any differences on the social status of a student. The tuition fees are determined for each year and it creates its own financial income for the public
15 institutions. “The amount of the tuition fees paid for the year is equal to the value of the minimum monthly wage.” (I-9)
Students are given two kinds of social support (scholarship) – direct and indirect. The direct social support includes support for study and urgent needs. The indirect social support is intended to cover costs, such as: accommodation, health insurance, meal, other educational activities and sports and cultural activities. (I-9)
2.2.2 Academic Degrees in Portugal
Portuguese academic system of granting degrees is similar to the others in Europe or even in the world. Universities and polytechnics are linked by that system and “movement between the two systems is quite possible. In general, a university degree is more highly regarded than the equivalent from a polytechnic due to the greater selectiveness and popularity.” (I-13) It is understood, by this statement, that the universities have a greater prestige than the polytechnics. The same situation is in the Czech Republic.
“In accordance with Article 13 of Law no. 115/97, of 19 September, which amended the Basic Education System Law, university courses lead the following degrees: bacharelato (first degree), licenciatura (full first degree), master’s and doctorate.” (I-14) This quotation is not competent with the actual situation. Portuguese system of awarding degrees was changed in 2005. It was happened due to the Bologna Process.
“The Bologna process creates the European Higher Education Area and makes academic degree standards and quality assurance standards more comparable and compatible throughout Europe.” (I-10)
The first academic degree is known also as a first cycle - “Licenciado”. “The Licenciado is awarded after a period of study of 180 credits corresponding to six semesters. In certain cases, namely education and training leading to regulated professions, the Licenciado is awarded after seven or eight semesters, corresponding to 210 to 240 credits.” (I-15) This is very similar to the bachelor study at the College of Polytechnics Jilhlava, and which is actually the only one public non-university type of higher education institutions in the Czech Repubic.
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However, the duration of study (Licenciado) is 3 years at the Portuguese polytechnics, in some particular circumstances extended to 8 semesters, but this is regarding with others study courses, such as medicine, e.g.
The second cycle - “Mestre”- represents a thorough knowledge of science and ability to conduct a research. “The Mestre degree is awarded after a period of studies of three to four semesters, corresponding to 90 to 120 credits. Access to the Mestre is open to holders of the Licenciado…” (I-9)
“Doutor” – third cycle, reflects the high level of education and ability to do a research in the specific area of knowledge.
2.3 The Travel/Tourism Study
Tourism builds one part of the tertiary sector in the economy. It belongs to the service sector and is mostly influenced by the potential economic crisis. In a time of crisis, the people usually give priority to the primary needs and the traveling to spend their free time is a non-essential need.
Despite of these words, the tourism is a driving force in some countries, such as: Spain, Greece, Italy but also Portugal. Tourism is widespread in Central Europe too, and especially the sightseeing is the reason why tourists from southern countries travel to the North.
The Czech tourism market opened to the West after the Velvet Revolution. That was the suggestion of the creation of new tour operators with no or very less experience in this branch and lots of them became bankrupt. From the 90ties, the specific secondary schools but also various private higher education institutions have been found to bring up new professionals in tourism.
In Portugal, there were established various polytechnics offering the study of the Travel/Tourism course. The Polytechnic Institute of Viana do Castelo is a good example or also very popular is one in Porto. In general, the study of that course has a greater history and experience in Portugal than in the Czech Republic.
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2.3.1 Tourism in the Czech Republic and in Portugal
Comparing the tourism in the Czech Republic and Portugal it is ought to be said that Portugal has more possibilities due to its geographical locality and nature resources. Tourism in Portugal is mainly known for its coast and beaches. “With nearly 2000 km of coastline, Portugal’s culture, gastronomy, lifestyle and people have always had a close relationship with the sea.” (I- 16)
In the Czech Republic, there are tour operators offering tour or excursion to Portugal. There are also specialists in Portuguese tours only, such as: Snail Travel or Olimar. The Algarve Resort is the most mentioned name of a Portuguese resort in the Czech catalogues; then Madeira, Azores and a sightseeing of Porto and the capital – Lisbon. The northern Portugal is not offered so much. Incoming tour operators and agencies provide then services to clients from the Iberian Peninsula.
On the other side, the Portuguese travel agencies (or tour operators) do not offer usually something else than the Czech capital – Prague, and Prague is very often involved in one excursion together with other cities in the Central Europe, such as: Budapest, Vienna or Krakow.
The Czech Tourism Office cares about the marketing of its land abroad. And on the other hand, “Tourismo de Portugal” has a full responsibility for the presentation its country in the Czech Republic. The main objective of these institutions is to propagate its countries abroad to increase the incoming rates. Both are established by relevant ministries.
“The tourism activity in Portugal is 8 % of the product and employs 10 % of the total labour force.” (I-17) The contribution of tourism to GDP (Gross Domestic Product) is 3, 4 % (2008) in the Czech Republic, according to the Czech Statistical Office. (I-18)
2.3.2 Employability of Graduates
The employability of graduates has been a problem, in the time of the lingering economic crisis in the Czech Republic. The problem is also in the mentioned quality of education and the growing number of new universities (colleges), and especially the privates.
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Graduates are selected by future employers according to the awarded degrees but also according to the educational institution. The name and the prestige of the higher education institution could be more important than an awarded degree when applicants apply for a job.
The importance of higher education in Portugal can be seen in the following table. The chart bellow describes the unemployment in the relationship to the education in Portugal in July 2009. The regions of Portugal are in the first column - units at NUTS II level. Overall, there was 472 873 people out of work and from that only 37 692 with higher education.
Chart n.1: The Unemployment in Portugal; the Institute of Employment and Vocational Training (under the Ministry of Labour and Social Solidarity Portugal)
According to the Czech Press, Mladá Fronta DNES (27th January, 2010, page D5), the unemployment rate of the graduates from the VŠPJ is 16, 9 % and the total number of unemployed graduates has been specified at 21 from 124 graduates, “studying not anymore , finished studies from 1st May 2008 to 30th April 2009”. (The unemployed graduates of the College are “job-seekers registered at the Employment Office to the September 2009.”)
From the correspondence with Mr. Carlos Fernandes, the supervisor of the Travel/Tourism department at the School of Technology and Management, Viana do Castelo, it was found, that in accordance to the National Employment Institute in Portugal (2009) the 91, 7 % of the IPVC´s students are employed. 19
3 Practical Part
3.1 The College of Polytechnics Jihlava (VŠPJ) – Introduction
College of Polytechnics is situated in Jihlava. Jihlava is a town “in the middle of a wide hilly region, with many forests and ponds, known as Bohemian-Moravian Highlands. The town is ancient and is the oldest of among the Bohemian mining towns.” (I-19) The College is located in the centre of the town and the main bus station is nearby.
College of Polytechnics Jihlava was established by Act No. 375/24 Coll. of 3rd June 2004 as the first public college of non-university type. In the Czech Republic, this kind of a non-university type higher education institution has the same status as universities. The difference is that the college is not divided into faculties as universities. Then, the college can´t run doctoral study and the institution has an academic council. (I-20)
“The main aim of study is to provide the applicants with the possibility to get professionally oriented education with strongly practical output” (I-21) Student needs to pass the final state examination and defense his/her bachelor thesis to achieve a diploma – the bachelor degree (“Bc.”). After successfully passing exams, the student works or continue with studying in following Master programmes at some other higher education institution in the Czech Republic or abroad.
Nowadays, courses are accredited in 3 study programmes: Economy and Management, Electrical Engineering and Informatics, Nursing. All of them have its duration for 3 years. It used to be 3 and half, but because of the overall modernization of branches, it has changed.
The College currently offers the following courses: Travel/Tourism, Finance and Management, Computer Systems, Applied Informatics, General Nursing, Midwifery. The courses are studied by a present or a distance learning (only some of them). The length of study is 6 semesters (three years). The academic year is separated into teaching in the winter semester (beginning from the end of September, finished in January) and the summer semester (beginning from the end of February, finished of May to June).
“VŠPJ also runs programmes of life-long education, including the Third Age University.” (I-21) 20
Students do not have to pay tuition. But there are some fees that are charged. Some of them are determined by law and the others according to school regulations. The fees are mainly related to its administrative function such as: for admission exams, extension of standard period of bachelor study, another bachelor programme studied, administrative services (library, pc hall, post services), sports activity (renting of sports hall, etc.)
At the College, almost 2.500 students study, now. (I-21) For comparing, in the academic year 2005/2006 the number was 627. The College has run from that academic year.
3.1.1 The Travel/Tourism Department
The Travel/Tourism Department of VŠPJ provides teaching of mandatory or optional subjects. The department consists from teachers employed by the College or extern professionals having other profession relations to other universities. Each of teachers has its own consulting hours. It is used for solving student´s problems connected with not-understanding of subject-matter or help with seminar works.
Proficiency tests for guiding are one of other activities this department provides together with the Department of Languages. (I-22)
The highest representative of the College is rector. He is elected by the Academic Senate. Rector is nominated or called off by the president of the Czech Republic on a recommendation of the Academic Senate. Vice-rectors represent his person in specified ranges to certainly measure. Management and other administrations fall under bursar, named by rector.
Other authorities are: Academic Senate, Academic Council, Disciplinary Committee and Administrative Board. (I-23)
3.1.1.1 Projects and Innovation The College of Polytechnics builds new strategies for developing its activities. Keeping relationship with other partners is important. These partners could include employers and foreign schools.
Cooperation of colleges in the field of tourism is one of the projects of professional learning. The Jihlava College cooperates with the Tourism and Management Institute, 21
Vienna. These two places are relatively close to distance and are part of Czech and Austrian border region. The main objective of the project is to create conditions for bringing together experts, academics and students. They also organize students workshops and conferences which taken place in turns in Jihlava and Vienna. The main aim of these activities is changing of experiences between each other, enhancing cooperation, meetings of experts, etc.
Forms of tourism are changing rapidly and are significantly influenced by the quick development of computer systems. The complete innovation of the Travel/Tourism course has been started. It happens due to improving of students possibilities at job market. The project is also co-financed with the European Funds. To the main goals belong: Deeper specialization (more professional subjects), implementation of distant study form, re-organization of language study, new term – sustainable development is also implemented into the study plan, deeper internationalization of education, higher number of subjects studied in English, etc. (I-24, I-25)
3.1.1.2 The System of Admission Exams Potential candidates may use the chance to participate the Open Day, when they can obtain useful information about system of study of the Travel/Tourism course. It takes only one day during a year. This event is usually set in January. On this occasion it is possible to see the classrooms, lecture halls, library, pc hall, student´s hostel and dining room.
Teachers provide many kinds of information in class rooms according to schedule of this day. The date of open-day is published on the web-site of the Travel/Tourism department.
The school entrance exams have two rounds. Each applicant has to pay the administration fee for the process of admission - 450 CZK. The Study Department is responsible for the process of admission exams.
Here is no need to have any doctor´s certification approving study in this course.
The successful leaving examination is a must to declare it by students to the Study Department of the College. Then, the student is invited by a letter to demonstrate his/her knowledge by writing a test. The test is on computer. In a report of the recruitment
22 process (academic year 2008/2009) is noticed that the content of the entrance examination is the test from English or German voted by students election and the test of general knowledge. Both parts of test itself are composed of questions with 3 possible responses. (Only one is correct.) Some samples of the tests are published on the College´s website.
Successful applicants have to attend one-week concentration training. Enrollment, familiarization with the organization of higher education system, training of schedule making and sport activities are part of it.
Decision on the outcome of the recruitment process the candidates were notified by electronic form and writing into their own hands. The result of the admission procedure may be still appealed. The following chart bellow can be seen the number of students who were enrolled in the study. On the other hand, there is also the number of unsuccessful candidates.
In academic year 2009/2010 was enrolled 312 students to the Travel/Tourism course in the form of full-time study. Compared to the first academic year 2005/06 (211) the number of students is getting higher. The average number of students enrolled from 2005 to 2009 is 271 students for one academic year. (I-48)
Graph n. 2: The Travel/Tourism Course - Admission Exams
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3.1.1.3 The Plan of study for the Travel/Tourism course Curricula are continuously updated and amended. The following paragraphs describe the curriculum for the youngest academic year – 2009/2010. Study plan is only an advisory. It is up to each student, how the schedule will be organized to fit him the best.
Bellow, its main characteristics are mentioned:
· Teaching is through exercise, lectures or seminars; · The courses are ended by examination or just finished by granting credits; · Each subject has its own supervisor who is responsible for it; · Studied subjects are divided into compulsory, voluntary, compulsory optional and foreign languages; · The languages are compulsory selected. · A – the first language, B – the second language Title (Compulsory subjects) ECTS Lecture Exercise Finished by 1st year, 1st semester Law 2 2 0 Cr. Company Economics – basics 4 2 1 Ex. Microeconomics 5 2 1 Ex. Management 3 1 1 Ex. Cultural Heritage and Tourism I 3 1 1 Ex. European Economics Integration 3 1 1 Ex. English A/1 3 0 3 Cr. German A/1 3 0 3 Cr. Mathematics 1 5 2 2 Cr. 1st year, 2nd semester Methods of Tourist Guiding 1 5 2 2 Cr. Database Systems for Economists 4 1 2 Cr. Financial Accounting 1 4 1 2 Cr. Macroeconomics 5 2 1 Ex. Marketing A 4 2 1 Ex. Commercial Law 3 2 0 Ex. English A/2 3 0 3 Cr. English B/1 2 0 2 Cr. German A/2 3 0 3 Cr. German B/1 2 0 2 Cr. French B/1 2 0 2 Cr.
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Russian B/1 2 0 2 Cr. Spanish B/1 2 0 2 Cr. Italian B/1 2 0 2 Cr. Mathematics 2 6 2 2 Ex. 2nd year, 3rd semester Methods of Tourist Guiding 2 6 2 2 Ex. Tourism 1 6 2 2 Ex. Financial Accounting 2 5 1 2 Ex. Geography of Tourism 1 3 2 1 Cr. Management of Tour Operators 4 1 1 Ex. Probability and Statistics 6 2 2 Ex. English A/3 4 0 3 Ex. German A/3 4 0 3 Ex. English B/2 2 0 2 Cr. German B/2 2 0 2 Cr. French B/2 2 0 2 Cr. Spanish B/2 2 0 2 Cr. Russian B/2 2 0 2 Cr. Italian B/2 2 0 2 Cr. 2nd year, 4th semester Tourism 2 6 2 2 Ex. Geography 2 4 2 1 Ex. Marketing of Tourism 3 1 1 Cr. Statistical Methods 6 2 2 Ex. Sustainable Tourism 4 1 1 Ex. Public finance 6 2 2 Ex. English A/4 3 0 3 Cr. German A/4 3 0 3 Cr. English B/3 2 0 2 Cr. German B/3 2 0 2 Cr. Spanish B/3 2 0 2 Cr. Italian B/3 2 0 2 Cr. Russian B/3 2 0 2 Cr. French B/3 2 0 2 Cr. 3rd year, 5th semester Applied Social Psychology 3 1 1 Ex. Diploma Seminar 2 0 2 Cr. Information and Reservation Systems 3 1 2 Cr. Destination Management 3 1 1 Ex. Management of Accommodation Facilities 3 1 1 Ex.
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English A/5 4 0 3 Ex. German A/5 4 0 3 Ex. English B/4 3 0 2 Ex. German B/4 3 0 2 Ex. French B/4 3 0 2 Ex. Italian B/4 3 0 2 Ex. Russian B/4 3 0 2 Ex. Spanish B/4 3 0 2 Ex. 3rd year, 6th semester Practice 28 0 0 Ex. Chart n. 2: The Subjects for the Travel/Tourism course (the VŠPJ)1 Students can choose from the following offer of optional subjects:
Animation in Tourism, Ecotourism, Gastronomy and Service, Geography of the Czech Republic (in English), Geography of population and Settlements, History and Basic Facts of the Czech Republic (in English), Interactive Communication, Balneology, Modern History, Human Resources in Tourism, Planning and Regional Development in Tourism, Entrepreneurial Activity in the Catering Facilities, Politics for Tourism, Operation of Tour Operator, Culture Psychology, Personality Psychology, Gender Equality – an introduction to Gender Studies, Sales Foundations including Prospecting (in English), Touristic Sights of the Czech Republic, Introduction to the History of Art, Introduction to Geography, Introduction to International Relations, Introduction to the Study of Tourism, Public Displaying, Using of GIS in Tourism. (I-27, I-28)
3.1.1.4 The Information System Each student has his/her account in the Information System of VŠPJ. To every account, it is belonged nickname and password. This system works for teachers too; they mark students, write out terms of exams, etc.
Through information system is possible to compile schedules. Times of scheduling are announced in advance to avoid inconveniences. Students usually build their own timetable in the beginning of semester.
1 Exam – Ex., Credit – Cr.; ECTS – European Credit Transfer System
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Each has to book the subjects selected, firstly, to find out for what kinds of voluntary subjects is the most interest. Then, the all kinds of subject (compulsory, optional, sports) are selected to schedule. To students, times and capacity options of that subjects are offered and they try to enroll them in to satisfy their individual needs. By choosing subjects, students mostly follow the recommended study plan. Name of teacher and times can be influenced by the choice of each student. Eventually, it is possible to see the entire schedule and print it.
In the section “Study Plane”, the student can check his actual results, marks, subjects completed, length of study, arithmetic average of marks, number of sport activities completed and other details.
Ordering of different kinds of meal is possible through this system as well. Each one can pay a deposit in the office and use the ISIC cards to verify the payment for food serving.
Through using of the System, it is possible to register in final exams or in defending of bachelor thesis. Students can save their own data on disc, which was built for them. It is useful while working on a seminar work at school, e.g. On the contrary, each teacher has its own folder where each student has an access for reading their study materials.
Other important items of the Information system include: “Teachers” (consulting hours, reporting absence of teachers), “Personal Information” and “News”.
3.1.1.5 The System of Internships In the beginning, it is necessary to inform that students ought to find a suitable provider of practice on they own. They search for an organization where they can practice they theoretical knowledge. The department of travel/tourism can provide advices and the students can also use the database of the organizations – place for practice already used.
The directions of scholar internships have been changed several times. The demands to the students are rising.
The department usually makes a recommendation how chronologically the students should accomplish the internship. If students have problems they turn to the practice assistant. For the needs of individual problems the supervisor of internships is defined. The supervisor is responsible for the entire department
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According to current study plan, student should meet the 22 weeks obligated practice. The practice is divided into several sub-sections. The sixth semester after followed the 14-weeks continuous practice. The one-weekly-practices at the end of 2nd and 4th semester are made through the tours. Tour must be provided by the tour operator of the college. Tours take place during the summer examination period. The tours are headed to countries such as Hungary, Spain, France and Austria; however, it could be a domestic tour. During these tours, students are assigned tasks that have to be met. Here is applied knowledge of guides activities, history, etc. The student has to make out a seminar work about this experience. All the conditions for this ought to be met until the registration for next semester.
The multi-weekly practices are carried out at hotels, travel agencies or agencies, information centre, public institutions of tourism and others connected with tourism. The practice of students can be performed both in the Czech Republic and abroad. Practice should correspond with the field, the student does. Unskilled activities are not eligible. Students should be in contact with clients and don’t do too many ancillary works.
The data of practice is filled in the information system by the student itself. It is necessary to announce the date of enter to practice one month before the beginning. The practice assistant makes an approval decision. Ensuring of practice is supported by writing form – contract between college, student and organization. Each party shall receive one form. There isn’t this obligatory for one-week practice made by a tour. Contracts must be handed in on time and in proper terms. In case of infringement of conditions, the whole practice could be rejected.
The completing of diary belongs to the conditions mentioned above. This should be done during the internship. Student fills in there all his/her working activities. This procedure is a part of controlling system of students.
One condition is also the evaluation of student practice by itself and evaluation, which an organization gives assessing of the students activities during the stay.
The credits can be granted after all done practice (22 weeks). Each practice doesn’t have to be performed at the same place (at the same employer, organization).
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The anticipation to Erasmus program isn’t recognized as a part of scholar internships as well as trips realized through the Methods of Tourist Guide Activities. (I-29)
3.1.1.6 Career Opportunities for Future Applicants choose their university or college according to their motivation. The motivation can be various. Before accepting, each student should think it through, what kind of opportunities for future he will have after studying his branch. Bearing in mind, what posts could be occupied by a graduate.
In the following paragraph, some areas, as well as occupations are described that can be suitable for graduates. Especially for students graduated at the College of Polytechnic.
The graduate may apply in all areas of tourism. He/she can start an own business and run it as well as be employed. Otherwise, graduates will be able practice management activities in public or entrepreneurial organizations, organization of work of subordinates, social communication, coordination of working processes, professional activities in the field of active or passive tourism, providing basic HR functions, guiding and delegating activity, apply marketing management in tourism. Furthermore, in their qualifications are activities such as: active using of IT-technology for use in proceedings, knowledge of law and regulations of tourism, operating legal bases of accounting, using of integrated information systems and other information technologies by providing touristic services, planning and budgetary activity, analytical work, etc.
Tourism graduates find employment primarily as: assistants of top-management of large and medium-sized companies in the area of tourism, officers at medium levels of management in the field of HR, clerks at municipality or at regional authority, managers in small and medium-sized companies, officers of tourist information centers, tourism guides, administrators of cultural monuments, employees of tour operators, travel agencies, hotels, restaurants, businesses in the field of transport. And eventually, as it was mentioned above – an independent businessman. (I-30)
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3.2 The Viana do Castelo Polytechnic Institute (IPVC) – Introduction
According to the Act n. 303/80 of 16 of August, the Polytechnic Institute of Viana do Castelo was found in 1980. It is situated in North-western part of Portugal, in Alto Minho, touristic region, territory in which the human activities are developed in a tradition of using nature resources. The IPVC develops the human, cultural, scientific and technical qualities, performs the necessary research and carries out its long-term mission. The IPVC also cooperates with regional community in perspective and permanent dialog.
In the network of higher education in Alto Minho, the IPVC disposes of a high number of the fields of study.
The Institute is divided into five different faculties or schools. They are offering 34 undergraduate and postgraduate degree courses. Due to the national and international collaboration with other polytechnic institutions and universities, the studies of the courses could be always developed. They also provide specialized courses and other courses.
From the beginning, the institute has being made research projects and offers them to community. Due to its great experience from the Management of the European Funds the IPVC has got great professionals, who know about the rules and the negotiating in the Funds mentioned above. They are aware of government procurement, environment, information and promotion and equal opportunity between man and woman.
IPVC Quality Management is certified in accordance with international regulation the ISO 9001:2000 for following activities: undergraduate education, research and development and their supported activities. In the touristic region Alto Minho, the IPVC is on the first places in the collaboration with the private and public sectors.
The IPVC has the right to collaborate with 48 European international institutions in part off students and staff exchange programs such as: Erasmus, Leonardo da Vinci and Commenius. (I-31, I-32)
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3.3 The Faculties of the IPVC
3.3.1 Teacher Training College (ESE)
This school was founded in 1984. This faculty provides trainings for future teachers, and especially for early childhood, primary and middle schools. As well as they offer in-service courses for teacher to practice their previous skills and make researches in the associated areas. There is an emphasis on cooperation with the territorial community and also on the collaboration with the international organizations, mainly in Portuguese- speaking countries.
The faculty is situated on the periphery of the town, but there is a good access for transport, accommodation, shopping, evating, postal services and other facilities. There is an own library, playing field, gymnasium and refectory in the area. (I-33, I-34)
3.3.2 School of Business Studies - (ESCE)
It was created in 2001. The School of Business Studies is the youngest of the IPVC's faculties. The place is settled in Valença, Portuguese town 50 Kilometers north of Viana do Castelo, and on the Spanish border.
It is situated in the place, which is mainly characterized by its developing economic activity and taking advantage of its closeness to Spain. This school aims to produce skilled professionals that can meet the needs of the economy, both in Portugal and in the neighboring Spanish region - Galicia. Because of its advantageous geographical location, it also draws students from across the border.
ESCE offers post-graduate courses in addition to undergraduate courses. (I-35, I-34)
3.3.3 Agricultural College – (ESA) The Agricultural College was found in 1985. It is situated nearby Ponte de Lima. The faculty is settled down in an old monastery and the original buildings have been newly restored. This restoration was done by Fernando Távora, a famous Portuguese architect. In this modern complex is incorporated all the necessary modern facilities needed. The land, which surrounds the Agricultural College, provides the resources and infrastructures allowing its students to learn the skills they will need in their future professional careers.
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Thanks to the new investments coming into this project of renewal the College, students can derive benefit of using new technology and laboratories. Thus means that the School produces highly qualified professionals ready to promote the North region of the country. (I-36, I-34)
3.3.4 School of Nursing – (ESEnf)
The School of Nursing was created in 1974. It used to be an independent school, lately, in 2001 joined The Polytechnic Institute of Viana do Castelo.
It is situated in the centre of this town, in neighboring of the District Hospital. The ESEnf offers undergraduate and postgraduate courses, as well as in-service training. The school educates highly trained people who will be able to work in the Portuguese health system, whether in public or private institutions. (I-37, I-34)
3.3.5 School of Technology and Management (ESTG)
The School of Technology and Management was established in Viana do Castelo in 1985. Its location is very attractive. It was built on the opposite of the local town beach of the Atlantic Ocean. This place is the main seat for the whole polytechnic institute.
In this complex, quite big library was founded for over than 300 of capacity seats with the view to the ocean. That area, located in the outskirts of the town, has a wide range of outdoor sports facilities too.
This school (or faculty) is not only a place of study in general, but it is also a scientific and technological centre providing high level of knowledge and many professional researches.
Main branches studied at the ESTG are connected with technology, management or design.
The aim of the school is to develop scientific activities and provide them to the community, especially, to the community of the North Region of Portugal. The North Region of Portugal has being developed also because of higher education promoted there. New motivated professionals could always raise the social and economical level of regional development.
The ESTG has 4 departments:
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· The Scientific and Computer Technology Department, · The Business and Economy Department, · The Department of Engineering Sciences and Technology, · The Department of Social Sciences and Technology.
The ESTG offers not only first degree courses but also post-graduate studies, masters degree and technological specialized courses - “Os Cursos de Especialização Tecnológica”.
The post-secondary courses (“pós-graduaçoes”) are developed as a response to raising changes in technological area. Developments of new technologies and new forms of planning need to be considered with business competition. The post-secondary courses meet the growing needs of the economy to the level of middle management, capably response to the labor market. In general, they provide these courses to suit the new requirements of development.
At courses, it is possible to deepen the level of scientific and technological knowledge in the field of basic vocational training, to develop personal and professional skills – all doings are practically oriented. Successful completion of technology specialized courses is estimated by diploma having the same equivalence of certain courses of higher education.
The Technology Specialization Courses for the academic year 2009/2010 are following: Computer Application Management, Accounting and Management, Development of Multimedia Product, Quality Management and Environmental Systems, Management of Tourist Activities in Rural Areas, Network Management and Systems, Techniques and Hotel Management. They provide also other courses, which are not in relation with tourism sector (such as Food Technology or Ceramics).
To the post-graduate studies belong: Audit Control and Information Systems, Health Communication, Consulting and Auditing Food, Entrepreneurship and Innovation in Industry, Nursing Rehabilitation, Nursing Mental Health and Psychiatry, Oncology Nursing, Finance and Banking, Environmental Management and Planning, Quality Management and Wine Marketing.
The Master degrees studies (“Mestrados”) are provided by the IPVC in contrast with the VŠPJ. Successful applicants can study in various fields connected with tourism area: 33
Accounting and Finance, Art Education, Environmental Management and Planning, Arts and Cultural Management, Quality Management in Laboratories, Organizational Management - Business Management Branch, Educational Innovation and Change, Technology and Management Information Systems and Tourism, Development and Innovation. (I-34, I-38, I-39, I-40)
3.3.5.1 Material Equipment The School of Technology and Management as a part of the IPVC provides many kinds of facilities. The student services are designed to contribute to the health, social, academic, career, sports, cultural, moral, intellectual, and physical well-being of students.
There are facilities for necessities in Viana do Castelo such as: two halls of residence, two refectories, a 320-seat library and a Sports Centre.
This library and other places (such as the residence and other students-public places) are covered by a wireless internet network.
Sports equipment included a multi-use pavilion in the centre of town, a football field and a running track. For the supplement, there are other more small playing fields. These fields ant the track is built in nearby of the ESTG. But students of all rest schools of the IPVC can also used them. (I-41)
3.3.5.2 Cultural Events The Institute Day is one of the most important dates in the IPVC's calendar. The date is set of 15th of May and also forms one of the days of Graduation Week. The Graduation Week is when students receive their diplomas. During this period, the whole institute celebrates in a very big style. The stages are built inside the school areas and they are here until the end of the week, and for that time, the teaching is stopped.
One of a day in this week, decorated vehicles go in the streets of Viana do Castelo. It is a procession of students of various courses, dressed in masks, vested in colorful creative clothing and dancing or singing in the rhythm of music. The traffic in the town is regulated by the local policemen to pass the pageant from the ESE to the ESTG. During this route, many people stop working and go for watching it. It is something like
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“Majáles”, but it is incomparable due to its extension. This part of celebration is allowed by the Town Hall.
The student festival, “Semána académica”, is organized every year by students and attracts hundreds of party goers, local musicians and DJ´s. This event is organized not only by the IPVC but as well by the others school of the country. The biggest events are traditionally in Porto and Lisbon.
3.3.5.3 Bachelor Degree Courses Studied at the ESTG The “Licenciaturas” are bachelor degree study programs in Portugal. The standard length of study is three years of each.
The Travel/Tourism course is very popular to study there, so that the management of the ESTG has decided to give a possibility to study the course also such as a “work and study” programme.
At that faculty, fourteen courses are studied, nowadays (I-42):
· Ceramic Art, · Design of Environment, · Product Design. · Food Engineering, · Renewable Energy Systems Engineering, · Civil Engineering and the Environment, · Electronics Computer Networks Engineering, · Engineering and Technology of Materials, · Informatics Engineering, · Management (“work and study”) · Graphic Computing and Multimedia Engineering · Travel/Tourism · Travel/Tourism (“work and study”)
3.3.6 The Travel/Tourism Course at the ESTG
This course was established in 1989. It means that it has existed more over than 10 years till now. If we compare the Travel/Tourism course at the VŠPJ and the ESTG, it
35 should be said that the Portuguese system is much more experienced and seems to be more professional. On the other hand, the ESTG does not provide any distance study for the Travel/Tourism course.
The first academic degree “Licenciatura” (bachelor study) in the Travel/Tourism study has its duration of three years, there. To finish this course, students need to achieve 180 ECTS credits. The plan of study is based on management, language skills and communication. The curriculum is also based on learning and the teachers try to present the theoretical topics to students as the real situation that students may face in the workplace. Students are suggested to operate with marketing products (destination management), developing new touristic routs and knowing of their implementation. There is also an emphasis on experience with planning tourism programs.
The course has its position in the World Travel Organization (UNWTO) and the school is a member of the Association for Tourism and Leisure Education (ATLAS).
The students are given the option of completing one part of their semesters abroad. (I-43) Main aims of the Travel / Tourism course at the ESTG · To supply the sector of tourism with professionals having national and international prestige through the real, practical and modern educational process; · to provide students with necessary knowledge for competitiveness, development and expedience; · to prepare students for using the information technology in the field of tourism; · to provide future professionals with the adequate scale of language skills for business communication; · to develop student´s abilities so that they can work as an employees in private or public sector, or run a business; · to supply an understanding of the structure, function and organization of tourism industry, and relationship between suppliers and consumer of services. (I-44)
3.3.6.1 The System of Admission Exams Future students of the Portuguese polytechnic apply for the admission in the end of their last year in their secondary school. This student has to pass through the Secondary Education National Exams (“Exames Nacionais do Ensino Secundário”) (I-45). In
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Portugal, there are also independent organizations or government agencies to centralize the administration of standardized admission exams and its whole process.
The enrollment is limited and each year, the number of places available is established. The total number of assumed students changes almost for every academic year. It depends on the situation of each faculty and their actual possibilities.
To pass the process at the ESTG, the Travel/Tourism course, the secondary school average marks are count for the final exam scores. As regards to the applying to enter the school, this is a free service.
Each applicant can visit his/her faculty for getting more information before he/she decides to fill-in the electronic application form for the school. For the newcomers, no incentive meeting is provided, just during the first week and during the first lessons, the students are given the necessary information about the system of study at the ESTG.
The exams are conducted on computers and are consisted of three following tests:
· Geography, · History, · Portuguese.
The interesting point is that by the admission procedure - the faculty prefers up to 20 % of applicants coming from regions of Porto, Braga or Viana do Castelo. (I-46)
The Travel/Tourism Department of the ESTG usually announces that is has 35 (max. 40) vacancies. The process of admission has two rounds. (The second round is additional.) The number of candidates is normally over 200 (since the year 2007). (I-47)
The First Round and its Year The Number of Candidates 2007 228 2008 248 2009 212 Chart n.3: The Number of Candidates for the Travel/Tourism course.
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3.3.6.2 The Plan of Study for the Travel/Tourism course Students can choose from two time possibilities of study. The ESTG provides study from the morning (until 14 p.m.) and in the afternoon (until 21 p.m.). So called “pós- laboral” study is provided especially for those who work in the morning.
Not only students from secondary schools can build the class, but also older people (over 23), who are experienced but they still do not have any higher education.
In the following chart bellow, there are the subjects for the Travel/Tourism course studied at the ESTG, the first cycle -“licenciatura”. The subjects are: Theoretical and practical, Laboratory, Tutorial, Seminars. (I-48)
Subjects + ECTS Subjects + ECTS
1st year, 1st semester 1st year, 2nd semester
Principles of Tourism 4 Principles of Financial Management 6
Operation Management in Services 6 International Tourism 7
Geography of the Environment 3 Principles of Economy 3
Research Methods 6 Sociology of Leisure 6
Introduction to Heritage Studies 3 Foreign Languages II 8
Foreign Languages I 8
2nd year, 1st semester 2nd year, 2nd semester
Economics of Tourism 6 Cultural Anthropology 6
Hospitality Management 6 Tourism Planning 6
Business Strategy 6 Events Management 3
Travel Agencies and Tour Operators 6 Portugal Natural Heritage 3
Foreign Languages III 6 Portugal Culture Heritage 6
Foreign Languages IV 6
3rd year, 1st semester 3rd year, 2nd semester
Tourism Market Analysis 8 Museum Studies and Heritage 6
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Tourism Animation 6 Tourism Information and Strategies 6
Marketing 4 Tourism Itineraries 4
Tourism Destination Management 6 Information and Comm. Technology 4
Human Resources Management 6 Project in Tourism 10
Chart n. 4: The Subjects for the Travel/Tourism course (the ESTG)
3.3.6.3 Information System Information system is primarily used for student information. It is a communication channel between students and college (or university). (The sense of using the IS has already been mentioned in the chapter relating to the VŠPJ´s information system.)
The ESTG´s information system and its parts are compared to the VŠPJ´s, as indicated in the following chart pointed bellow:
Item VŠPJ ESTG Actualities Yes Yes Personal Data Yes Yes Scholarship Validating Yes Yes Subjects Selecting Yes No Marks Yes Yes Overview of the Study Plan Yes Yes Registration to Exams Yes No Messages Yes Yes Scholar Internships Yes No Refectory Yes No State Examination (and Bachelor thesis) Yes No Chart n.5: The Information System From the table above, one difference is obvious. Portuguese students do not select their subjects to the system according to their needs. They just have to follow the organization of study plan intended by their Travel/Tourism Department.
State or any final examinations are not demanded in the end of their study. Students of the IPVC have just to finish by accomplishment of all the subjects and passing partial exams. But also some disciplines are finished by elaboration of a project. Every subject
39 has its own supervisor having a total responsibility for the process of teaching and teacher determines the kind of the exam.
The Project in Tourism (“Projecto em Turismo”) is good to mention. This is the most important subject of the curriculum. During this learning, students ought to develop a touristic project that should face very real. The project could be made by a small group of students (max. 3) or by only one person. The project is presented in front of teacher and others students or a representative from employers interested in that project.
3.3.6.4 System of Internships There is a real difference between the VŠPJ and the ESTG. The school internships of the ESTG haven’t been opted by the management of the Travel/Tourism department as an obligatory part of the course. The internship is only voluntary. The role of the department is to assist tourism students in finding suitable internships for their career development.
However, it is provided assistance for Portuguese students to undergo a practical training period. For example, in this academic year 2009/2010 will be sent almost 40 students to Greece for an internship of about three months at a five star hotel chain2.
The faculty is also in touch with various Portuguese local employers as:
· Travel agencies (Sweet Travel, Halcon, Avic, Atlas) · Hotels (Pousada de Viana do Castlo, Axis Viana Business & SPA Hotel, Residencal Laranjeira, Hotel do Parque, Hotel Flôr de Sal, Albergaria Margarida da Praça)
3.3.6.5 Career Opportunities for Future The course is promoted by giving examples of using students in the job market in the field of tourism.
Students could work in commercial area, mainly in accommodation units, travel agencies or tour operators, entertainment, working on tourism projects and statistical researchers in tourism. As well, they can run their own business or working in the
2 According to the correspondence with Mr. Carlos Fernandez, the Head of the Travel/Tourism Department of the ESTG. 40 public sector – tourism organizations such as “Toursimo de Portugal”, ministries or other similar organizations (town halls, municipalities, etc.).
In general terms, it could be said that the opportunities for graduates from the VŠPJ and the ESTG are very similar with comparing them. If it is thought to find out a distinction, so it is that some of the Portuguese students work then in a specific area of tourism, which aren’t so common in the Czech Republic.
The rural tourism is one of the less-common kinds of tourism in the Czech Republic and it is still developing here, whereas it is developed in Portugal. (The rural tourism is represented mainly in domestic tourism.) (I-49)
3.4 Student Exchange Programme
Each university or each college of Europe gives students a chance to participate in a student exchange programme. The Erasmus Programme, together with a number of other independent programmes, is one of the most common used by higher institutions in the Czech Republic and even in Portugal. Not only students, but also teachers participate.
The ESTG provides to students the same possibility as the VŠPJ does – participating in the ERASMUS programme in various European countries, such as: Germany, Spain, Estonia, Finland, France, Greece, Island, Italy, Lithuania, Latvia, Norway, Poland, Great Britain, Romania and the Czech Republic (the VŠPJ).
Usually, the subjects taught in English are offered to them. The ESTG provides the intensive Portuguese language course, but the VŠPJ does not teach the Czech language. But it should be added that the VŠPJ can surely compete with the ESTG in terms of subjects in English – Business Communication, Project Management, Sales Foundation, Geography of the Czech Republic, History of the Czech Republic, English, Spanish and other foreign languages.
3.4.1 Erasmus – Viana do Castelo
Students studying the Travel/tourism course ought to try any kind of staying abroad for a longer time. Portugal is a country where a lot of tourists go every year and studying tourism could improve their theoretical and also practical knowledge.
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The ESTG provides necessary information to the new incoming Erasmus students as the same as to their own students when traveling abroad. There is an office for international relations which carries out the support to the students for the whole stay in Viana. For the really beginning, some voluntary students of the ESTG are chosen to help the new comings with the first administration process.
The Portuguese language course takes place every semester and it is studied together with other Erasmus students.
Main subjects studied at the ESTG for the Erasmus students are selected according to the study plans of each department and the availability of appropriate teachers who could teach in English. (The system of learning for the Erasmus students is different from the common students.) Lectures are provided in English, mainly. But there is no problem if someone can speak Portuguese to participate in classes with other Portuguese students.
Personal consultations built the main part of the Erasmus study. The ECTS credits are commonly assigned after a project making or passing a test. A group of students from one sending institution (e.g. the VŠPJ) and the same department (the Travel/Tourism department) has usually to think up a project which will be finally together performed in front of the teacher only or in front of the Portuguese students.
The Project in Tourism, the Tourism Animation Techniques, the Information and Promotion in Tourism are usually selected for the VŠPJ students. They are also given a possibility to participate in Hotel Flôr de Sal, hotel in Viana, to do a part of practice exercise, there. After passing the obligatory Portuguese study course, the student will receive the ECTS credits also. Studying of languages is the important part, which is not so much different from the system at the VŠPJ. To the contrary, it is more talk-active during the lessons. It is probably better than only sitting in front of the teacher and waiting for his questions to answer them. Many tests are written during semester and not only in the end of it.
Portuguese students are more loudly than ours but this is probably connected with the different types of culture and its mentality.
Incoming students are accommodated in a residence only for Erasmus students. But there is still a possibility to rent an apartment in the town but this is the more expensive 42 possibility. The Erasmus students in Jihlava are placed in residence together with the common students. It is not possible to compare the material equipments in detailed information because, in general, the ESTG has a lot more opportunities for incoming students than the VŠPJ does.
4 Conclusion
The main purpose of this thesis was to bring closer and investigate differences and similarities between two higher education institutions, two polytechnics, in particular – the Czech VŠPJ and the Portuguese ESTG and their systems of study. The personal experience, dialogues with Portuguese students and correspondence with the Head of the Study Department of the Travel/Tourism of the ESTG were my main base of sources for making this work.
The number of students and the number of study courses of the institutions, compared to each other, are the most important and most visible differences. On the contrary, due to the complex innovation of the Travel/Tourism course at the VŠPJ, the similarity of the length of study is obvious (3 years).
In the main differences is included the thing that the Portuguese polytechnic is allowed to run the Master degree Travel/Tourism course. Next, the fixed schedule helps people with studying in the afternoon. This is appreciated by people working in the morning.
As for the other important changes in this kind of study course, it is necessary to mention the fact that to the Portuguese students of the ESTG, it is not allowed to build the own schedule according to their personal needs. It is also not possible to choose any other supplementary subject. So, the schedule is predetermined by the Department.
As regards languages, the Portuguese students choose the second language only between the French and the German. The English has to be the first choice. The interesting thing is that the test of English does not built a part of the admission exams. And what is more, the study of languages takes only 4 semesters in the curriculum.
The similarity is in the structure of study plan. Subjects are differently rewarded by the number of ECTS´s but the guiding principle is the same as in Jihlava. In Portugal, teachers give more possibilities for discussion. Usually, the practical using of theoretical knowledge is utilized by working in groups (as: Travel Agencies and Tour Operators, 43
Tourism Destination Management, Tourism Information and Promotion, etc.). At the VŠPJ, often only one person elaborates the seminar work.
Especially for graduates, the practice is very important. The system of internships is really different. While this is integrated in the schedule for students in Jihlava, the Portuguese representatives of the Travel/Tourism department do not require the practice such as the important condition. They decided like this, probably, because of the fixed schedule again. The students can work and gain experience in the afternoon from Monday to Friday.
It is not possible to decide objectively which of the two colleges is better. They are not comparable to each other by any objective methods. The known facts, meaningful objective values do not come from primary sources, such as the research or similar marketing methods. This may be associated with a reminder that the work might have been added by carrying a survey. Yes, I was thinking about this possibility to interview the students from both sides about their satisfaction with their study of the Travel/Tourism course. But with the highest probability, their answers would be more suitable for another bachelor thesis. What is more, I think it would have been useless if I had written this work in Czech only. If we analyze two international subjects, and it does not matter if educational or not, we should preferably translate it into English, and that could be worth reading also for our potential partners, as this could be the case of that college in Viana do Castelo.
Such a summary could also create an incentive to consider the structure of single subjects of the Travel/Tourism study in both countries. This work could be also used for the Erasmus coordinators from both sides, especially in the case of providing information to potential candidates for participation in the Erasmus program in Jihlava or in Viana do Castelo.
Regarding my own assessment and own experience, I would say that subjects are taught in more creative, practical and interesting form at the ESTG. Students are more involved in discussions relating to the problematic issues, they learn how to work within three to four-member groups, they create a real project and its implementation and their presentations are more intensive with using the modern computer technologies.
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The College of Polytechnic Jihlava is still not so much experienced and should follow the needs of its partners (as it was described in the theoretical part). The curriculum of the Travel/Tourism course could be always amended and reorganized according to the actual needs. The examples could be copied from the previous experiences of other similar polytechnics, such as the IPVC and its own course.
Colleges (or polytechnics) are more practically oriented. They should behave more flexibly. They should response to the labour market in the country, in the region and in the town where the educational institution is located. The single study departments should cooperate more with town halls and with all tourism organizations. And the potential employers of graduates should be more involved into the process of the creation of study plan.
Academic institutions will always play an important role in the dissemination of knowledge. Since the development of the Internet, the spread of knowledge has taken on a new meaning and the globalization in education is the result of it. In Europe, the Bologna process is a good example of such globalization. Not only the European economy can integrate, but also the education. Economics and education belong to one imaginary box, which is not possible to divide into two separate spaces. One could not be without the other. Only high-quality workers create the values among the main pillars of Western developed countries.
In the end, we are getting back to thinking about the quality of education, (not only the higher education). More important than achieving a certain quality is to maintain the same quality. This is also what exactly the Czech president, Václav Klaus, said a few years ago when the College of Polytechnics Jihlava (the VŠPJ) was established. Nowadays, in the Czech Republic, much like in Europe, the number of new universities, colleges or other different types of schools is rising. These include mainly the private institutions, and their main function should never serve to their founders. On the contrary, the aims of establishing of a new institution ought to serve to its community, primarily.
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5 Bibliography
B–1: MAREŠ, Jiří; PRŮCHA, Jan; WALTEROVÁ, Eliška. Pedagogický slovník. Praha: Portál, 2009. 400 s. B–2: ŠEBKOVÁ, Helena. Rozbory výsledků projektů Phare: Terminologie a definice. In AULA - Hodnocení kvality vysokých škol. Praha: Centrum pro studium vysokého školství, 2005. s. 128. B-3: KARPÍŠEK, Michal. Zahraniční přístupy k zabezpečení a hodnocení kvality neuniverzitních vysokých škol: Přístupy k zabezpečení a hodnocení kvality školy, terminologie. In AULA - Hodnocení kvality vysokých škol. Praha: Centrum pro studium vysokého školství, 2005. s. 128. B-4: KARPÍŠEK, Michal. Zahraniční přístupy k zabezpečení a hodnocení kvality neuniverzitních vysokých škol: Kvalita vysokoškolského vzdělávání, její definice a zainteresované skupiny. In AULA - Hodnocení kvality vysokých škol. Praha: Centrum pro studium vysokého školství, 2005. s. 128. B-5: BERKA, Oldřich; LÁNSKÁ, Věra. Minulost a přítomnost vysokého školství. Ostrava : Slezská univerzita, 1996. 69 s.
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6 Internet sources
Note: These pages were last visited on 11th and 12th May 2010.
I–1: About UNWTO [online]. c2006 [cit. 2010-05-10]. World Tourism Organization, Dostupné z WWW:
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I-24: Vysoká škola polytechnická Jihlava [online]. 2009 [cit. 2010-05-12]. Komplexní inovace oboru cestovní ruch na Vysoké škole polytechnické Jihlava. Dostupné z WWW:
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I-35: Institúto Politécnico de Viana do Castelo [online]. 2009 [cit. 2010-05-12]. Escola Superior de Ciências Empresariais. Dostupné z WWW:
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I-45: Wikipedia [online]. 2009 [cit. 2010-05-12]. Exames Nacionais do Ensino Secundário. Dostupné z WWW:
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7 Appendices
ESTG – Viana do Castelo Source: http://alunos.estg.ipvc.pt/~eerc/wp-content/uploads/2009/03/estg.jpg
IPVC - logo VŠPJ - logo
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