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Issue 23
.
North West Labour .
Market Partnership
.

July 2001
LMI Briefing
.

mouth. Both have refocused atten-
tion on the assets needed to ensure
CAREER TRAJECTORIES long-term tourism development.
Inside this Issue FOR NW EDUCATED Sustainable tourism is a major part
of leisure development and a key
GRADUATE AND HIGHER part of any evolving enterprise is
1
Introduction
LEVEL LEARNERS IN the quality and performance of the
Methodology labour force needed to support the
TOURISM ENTERPRISE design and development of the
IN THE NW OF ENG- long-term operating and delivery
structures of the industry.
2
Findings
LAND
Recommendations for Higher education has a major part
Action
Philip Johnson and Lynette Gray, to play. The scale of the tourism
Centre for Learning & Teaching industry and its uncertain bounda-
Development, Manchester Metro- ries relies on rapid change as the
politan University very nature of its existence. The

3
Recommendations for speed of change and its close con-
Higher Education and Introduction tact with customers calls for fast
Employers responding problem solvers and
This research project evolved from
decision-makers. HE has the capa-
the North West (NW) labour market
bility to respond to the delivery of
partnership research and develop-
4
Recommendations for these and other related key skills.
ment initiatives co-ordinated by the
Government Action
Enterprise Centre for Learning and
Actions in progress at Curriculum Innovation at the Uni-
Methodology
Manchester Metropolitan versity of Manchester. It is one part Fifty regional tourism employers
University of an eleven part series reporting responded to a postal survey en-
Labour Market Intelligence (LMI) for quiring into skill needs and percep-
Contacts
the NW region. tions of graduate employment. Nine
A skills-need survey of Tourism em- graduates employed in tourism re-
ployers and graduates working in plied to a postal questionnaire and
The research outlined in this recorded their career development.
the NW of England was completed
briefing paper was funded by: Six recruitment agencies, respond-
by researchers in the Department of
Hospitality and Tourism Manage- ing to detailed telephone interviews,
ment at Manchester Metropolitan identified specific employment crite-
University. This research carried ria and skills demanded by employ-
out over the period September 2000 ers from graduates.
to February 2001, represents intro- The numbers of students studying
ductory views of regional employ- on HE courses in the sector is in-
ment conditions and records opinion creasing and this study contributes
and comments regarding skill sup- to the understanding of the range of
ply/demand issues. skills valued for career progression.
There are many arguments for mak- It identifies regional courses avail-
ing the region’s “tourism” a special able and attempts to compare those
case for development. Its rich past available to demand side skill needs.
history as a provider of leisure for Finally, the study provides points of
local, national and international us- contact for career support informa-
ers is worthy of proclamation in the tion and services in the region to
claim for development resources encourage work based training and
and regional and national funding. personal development over the long
Tourism issues are now more criti- term. It is hoped that individuals
cally highlighted by recent problems and organisations can benefit from
facing farmers – BSE followed by this network of organisations.
the disabling outbreak of foot and

. . . . . . . . . . . . .
1
This could also allow employers to that could realistically be ' tourism-
review the content of the courses to related' are substantial. Combining
Findings make contributions to their devel- these options with the options
opment within course weighting and related
Demand for graduate and classification can potentially offer
Analysis of graduate output many paths for misinterpretation.
higher level skills
from regional Tourism
The majority of questions asked courses Record details of govern-
about the skills necessary for gradu-
NW regional HESA student returns ment and intermediate
ates to succeed in Tourism employ- agencies in the region
for 1999/00 showed 2,220 students
ment have been asked and an-
studying Catering and Institutional
swered many times before and cer- Target activity was to identify con-
Management2. Of these, 660 gradu-
tainly have been identified in related tacts and catalogue these for easy
ated in 2000. 102 of which were
hospitality industry studies. It is no access.
recorded as taking employment in
surprise to find this survey reported
the industries classified in N7. 48 The data sources that have been
key skills important by employers
(47%) of this cohort remained in identified are better serviced
and graduates at work in the tour-
employment in the NW. through the Internet and are now
ism industry and by professional
located for easy access at:
recruiters as: The MMU Hospitality and Tourism
Management Department dataset www.hollings.mmu.ac.uk/cltd/frame
Communication, Customer Care,
recorded 39 as taking employment s.htm
People Skills, Team Building and
in the industries classified in N7. 14
Management Skills, Time Manage- An important information issue is
(36%) remaining employed in the
ment, Leadership Skills. that many employers are not aware
NW. It is significant to note that
although 14 are recorded as taking of the initiatives for skills’ develop-
Due to limited time and resources
employment in the NW the total ment in the region and how to ac-
creating restrictions on employer
qualifying cohort numbered 180 in cess support.
capabilities for work-based training.
It would appear that these are skills 2000, which would suggest only Career paths for graduates
which should be available as a result 7.7% may have remained in the NW
of undergraduate study. in N7 industries - a substantial dif- Small firms dominate the tourism
ference. industry employment profile with
Although training is a priority gov- 99% of firms classified as SME’s.
ernment objective, the impact of a The data capture problems are
regional multi-skilling programme many and whilst time scales of col- Regional development and educa-
could create the incentive for lection are critical to capture accu- tion based support policies must
greater levels of employer participa- rate data about graduates in em- reflect this and accept that in such a
tion. The value to the regional cover ployment at first destination, a ma- diverse industry the approach to the
of labour could be significant. jor question remains about the clas- industry will never have a clear and
sification of data. specific approach path.
Data on tourism courses in
Two institutions known to offer The range of services provided in
the NW
courses in Tourism did not appear in the name of Tourism offers new
Data was assembled from 139 tour- the N7 HESA dataset at all. Possible areas for research into graduate
ism-related courses available within reasons for this are that the courses opportunities.
NW HE/FE colleges1. Some 800 core could be classified as combined i.e.
Entrepreneurial/small business de-
and elective studies were listed to outside the capture of subject area
velopment should be a key compo-
attempt a matching between the N7, or could be classified in a data-
nent of undergraduate programmes
areas of study and the call by em- set based on the weighting given to
in Tourism.
ployers for active delivery of some the major/minor subjects of the
of the skills identified within the course. Many such major/minor Graduate responders to the survey
study areas. The descriptive termi- options could be seen in the Tour- identified skills’ gaps, which did not
nology used for units/modules in ism courses identified in the region. limit their access to first destination
many cases defeated comparison In many cases a substantial Tourism employment but did affect their
and it was not possible to use the component could be opted for in development and progression.
data for matching. combination with many other disci- When asked to identify the addi-
plines. tional skills they would have to ac-
The data could be developed to
quire to progress they specified
provide searchable information for When the range of the classifica-
clearly:
prospective students and to inform tions, which shows industry activity
careers guidance services. that may have part or full time par- IT, Management skills, more work
ticipation in Tourism, are consid- experience.
ered, the permutations of industries
1
This is not a complete listing but was a When asked to reflect on their most
valid sample for the researchers to real- used academic studies the most
ise that the scope of the task was out- 2
Subject area N7 the area that on speci- frequent responses were:
side the resources available for this pro- fication appeared to capture all Tourism
ject. data. IT, Accounts, Marketing, HRM.

. . . . . . . . . . . . .
2
Clearly IT and its application to Continuing analysis  Employers must contribute to
business needs should be a priority the development of co-ordinated
in undergraduate curricula. There is  Participation between HE/FE, course content to match their em-
general agreement across all sectors employers and the NWDA should be ployability specifications. HE needs
of the industry that the unit man- encouraged to facilitate co- to provide more business/life skills
agement role requires an actively ordinated activity in the region, thus that are useful in the workplace.
applied mix of people skills, com- supporting continuing analysis of
the fast developing Tourism sector  Links between industry, tourist
mercial skills and technical skills. A boards and education could assess
'Reach Out' policy by HEI's for post- and its labour market. The use of
market data should be extended to standardisation possibilities in train-
graduate support at the workplace ing needs and subsequent training
is identified as valuable. Location of maintain accurate career informa-
tion, relevant course content and to delivery and also to determine in-
employment appears to be a key volved costs to participants.
factor in graduate choice for em- inform course marketing.
ployment. HEI's need to build on The process of change Contribution of work place-
this potential for the region. Putting ment
more resources into creating path-  Equipping graduates with new
skills and making them the focal  The value of quality placements
ways to encourage students to work is recorded in this report – the ac-
in the region is recommended. Pro- point of industry changes could help
to sustain Tourism growth in NW tion plan is to create unified quality
viding more support once they are contracts with employers that offer
at work, particularly in the early regional development by focusing
on service skills and quality. mutual benefits.
development stages of their
First destination survey da-
work/career, is important. It is clear
that whilst tourism is a key focus for
Recommendations ta-longer term career feed-
long-term regional development, for higher education back
little research has been undertaken
to bring employers and educa-
and employers  A review of the SIC/SOC
framework is needed in the tourism
tion/training providers closer to- The flow of information sector to improve data capture and
gether to match supply to demand.
 HE should provide support ser- analysis.
Recommendations vices to industry and a pro-active Availability of regional data
provider of information services to
for Action the Tourism industry in the region.
on Tourism undergradu-
This can be achieved by developing ate/diploma courses
Regional employee training
links with companies who employ More detailed regional HEI course
support graduates, and by making these data could be made available in an
 Training should provide incen- links the basis of active communica- interactive searchable form. This
tives to all involved. For example, tion on skill development issues. An data-resource could be used to:
possibilities for career development interactive computer system could
be developed to enable frequent  attract more learners to the
to the trainee, the introduction of
contact with employers. region
new skills to a company and easy
access to training at low cost for Course marketing segmenta-  create greater understanding of
small firms. Partnership between education opportunity to Post
tion
industry and education can help to 16 leavers and their
facilitate this.  Live computer based links with study/career and family sup-
schools to all careers staff and pu- porters
Graduate employment and pils to discuss course opportunities HEI's role in lifelong learn-
skills mismatch with tutors could help to target
ing
promotion of Tourism and Hospital-
 Employer contributions to
ity as a career path.  Anticipating the evolution of a
course information and content
Success from employer links new Foundation degree policy and
could help to improve the matching
its work-based implications can be
of graduate skills and expectations
 Access to workplace operations the start point for the development
to the labour market demand. Life-
would permit the tracking of gradu- of lifelong learning contracts with
long learning can be used as an
ates and maintain the process for employees and employers.
opportunity for stronger, frequent
higher quality case studies.
and durable links between the em- Support SME's in the region
ployers and HE.  Tracking regional FDS data to
create and maintain links with em-  Improve utilisation of graduate
Skills’ supply issues ployers and graduate employees in labour through innovation in job
their companies. structures
 Graduates need to be located
into regional enterprise to transform  Investigation of the feasibility of
jobs with the knowledge they bring. introducing pay/reward incentives
Small firms can then utilise this po- for successful performance could The graduate facilitator
tential to help them "draw the busi- help with the recruitment and reten- scheme
ness”. tion of Tourism graduates.
 Provides resources to deliver

. . . . . . . . . . . . .
3
support to SME's in the form of planned non-seasonal locations on a taking part in sandwich course
graduate facilitators with university contractual rather than casual basis. placements.
support to regional SME business RDA to support the creation of a
Active participation in the support
groupings rather than single SME's. model of this concept for testing in
and maintenance of links with re-
The facilitators should address is- the region with research into possi-
gional employer groupings and the
sues such as - operations problem ble incentive structures for employ-
use of the links to deliver business
solving - training provision - closer ees to participate.
development support is the key fo-
business/education links - potential
Support multi-skilling development cus of an ERDF bid being prepared
to increase graduate employment.
initiatives with regional strategy and for action in January 2002.
Financially supported graduates
funding.
could act as facilitators supporting A new on-line training service is
training and managing other prob- Revised classification and sampling being prepared to assist the devel-
lem solving issues with a group of using SIC/SOC codes to be a fre- opment of the skills needed by hos-
SMEs. This proactive support could quent regional research process pitality service providers supporting
managed by graduates from age carried out by regional HEI's and co- the Commonwealth Games 2002.
groups in touch with younger ordinated centrally.
workers. HEI's would provide a
centre for resources with “agency” Assess the value of increased study
agreements to deliver services. activity in small business planning
and management and entrepreneu-
Research into SME's in Tour- rial skills at undergraduate HE level
ism and its impact on skills gaps and
shortages in the regions Tourism
 Use the ‘The National Survey of

Contacts…
industry.
small Tourism and Hospitality Firms’
(2000), Leeds Metropolitan Univer-
sity as a benchmark for SME surveys
Actions in progress
of the Tourism employment market. at Manchester Met-
 Implement joint em- ropolitan University For further copies of this or
ployer/education action plans and
negotiate resources based on out-
Hospitality & Tour- any of our other publications,
comes from this targeted sector ism Management please contact:
specific research.
Department
 Investigate the concept that LMI Co-ordinator
training “gaps” could be reduced by A new undergraduate course in
Tourism has been launched. The Curriculum Innovation & Enterprise
using older workers in a mentor
course, starting September 2001, University of Manchester
process to bring stability to a rela-
tively unstable industry. has attracted over 100 firm applica- John Owens Building
tions. The LMI from the region has Oxford Road
Recommendations informed the design and develop-
ment of this course.
Manchester, M13 9PL
Tel: 0161 275 2316
for government A web based access point has been Fax: 0161 275 2872
agencies designed to make contact with E-mail: enterprise@man.ac.uk
Support continuing research to iden-
alumni. Further information and all our
tify regional and sub-regional Tour- A pilot scheme to interact with publications are also available
ism employment specifications, val- schools and employees at work in on-line.
ues and needs the Tourism industries using com-
puter based audio-visual conferenc-
Promote research into career oppor-
ing and discussion group capabilities
tunities, career development, feed-
- testing is on target for September
back from current employees, skill
2001. Visit our website at:
needs - research carried out by re-
gional universities informing a cen-
tral dissemination service.
A formal bid for ESF financial sup-
port has been made to implement
www.lmi4he.ac.uk
the concept of graduate 'facilita-
Support improved communication
tors/ambassadors' building business
systems between employers and
groups to link the University to the
education – with open access and
small and medium Tourism and
interchanges of information with
Hospitality enterprises in the region.
supported web based discussion
centres – deliver commercial infor- Work based learning and placement
mation in support of business resources and services are being
developed on-line to be accessed by
Formalised tourism staff exchanges
employers and students planning or
– seasonal workers move to pre-

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4