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Lebenslanges Lernen von Fachkräften im Tourismus – eine Lernprofilanalyse

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New Work, Leadership und Human Resources Management im Tourismus

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Zusammenfassung

Das sich schnell verändernde Umfeld vieler Branchen, so auch des Tourismus, führt vermehrt zu einer Veränderung bestehender Arbeitsplätze sowie zur Entstehung gänzlich neuer Positionen und Tätigkeiten. Fachkräfte benötigen folglich neues Wissen und zusätzliche Kenntnisse, um den damit verbundenen neuen Arbeitsanforderungen gerecht werden zu können. Lebenslanges Lernen ist deshalb für viele Beschäftigte in der Tourismusbranche zu einer Grundvoraussetzung geworden. Allerdings sind nicht alle Fachkräfte bereit, sich auf einen kontinuierlichen Lernprozess einzulassen. Dies hängt stark mit dem Grad ihrer Lernorientierung zusammen. Der Begriff der Lernorientierung beschreibt die Neigung einer Person, nach Wissen zu streben. Auf Basis der unterschiedlichen Ausprägungen von Lernorientierung lassen sich verschiedene Cluster von Fachkräften identifizieren. Anhand einer Stichprobe von 474 Hochschulabsolventen der Fachbereiche Tourismus- und Hospitality Management der Hochschule München wurden konkret drei Cluster von Fachkräften identifiziert: Superlerner, Durchschnittslerner und Lernunwillige. Die Lernprofile dieser drei Cluster stehen dabei in Zusammenhang mit der sogenannten „proteischen Karriereorientierung“, der Risikoorientierung und den Persönlichkeitsmerkmalen der jeweiligen Alumni. Ein Zusammenhang zwischen den identifizierten Lernprofilen und soziodemografischen Merkmalen konnte hingegen nicht festgestellt werden. Aus den Ergebnissen dieser Studie lassen sich praktische Implikationen für zukunftsorientierte Personalentwicklungsstrategien ableiten.

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Notes

  1. 1.

    Die Bezeichnung „proteisch“ leitet sich vom griechischen Gott Proteus ab, der seine Gestalt je nach Situation verändern und anpassen kann, und steht deshalb sinnbildlich für eine Karriereauffassung, die von einer hohen Anpassungsfähigkeit, Flexibilität und Selbstverantwortung geprägt ist (Inkson 2006).

  2. 2.

    Vor der Bologna-Reform Anfang der 2000er Jahre absolvierten die Studierenden Diplomstudiengänge und erhielten einen entsprechenden Diplomabschluss. Das Bachelorstudium schlossen Studierende an der Fakultät für Tourismus der Hochschule München erstmalig 2009 ab.

  3. 3.

    Bei nicht-probabilistischen Stichproben wird eine Gruppe von Befragten aus einer größeren Population ausgewählt, wobei ganz klar ist, dass einige Mitglieder der Population keine Chance haben, befragt zu werden.

  4. 4.

    Als Geschlecht wurden von den Befragten ausschließlich die Optionen „männlich“ oder „weiblich“ gewählt. Keine/r der Befragten bezeichnete das eigene Geschlecht als „divers“.

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  1. Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, Spanien

    Laura Schmidt & Desiderio J. García-Almeida

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  1. Fakultät für Tourismus, Hochschule München, München, Deutschland

    Celine Chang

  2. Hochschule Kempten, Kempten (Allgäu), Deutschland

    Marco A. Gardini

  3. Fakultät für Tourismus, Hochschule München, München, Bayern, Deutschland

    Simon Werther

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Schmidt, L., García-Almeida, D.J. (2024). Lebenslanges Lernen von Fachkräften im Tourismus – eine Lernprofilanalyse. In: Chang, C., Gardini, M.A., Werther, S. (eds) New Work, Leadership und Human Resources Management im Tourismus. Springer Gabler, Wiesbaden. https://doi.org/10.1007/978-3-658-42932-4_17

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