Examining the Alignment of Tourism Management Related Curriculum with the United Nations Sustainable Development Goals (SDG’s) in Higher Education Institutions in Ireland

Kelly Maguire (), Noelle O’Connor, Redmond Condron, Paul Archbold, Christoffer Hannevig and David Honan
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Kelly Maguire: Department of Hospitality, Tourism and Leisure Studies, Technological University of the Shannon: Midlands Campus, N37 HD68 Athlone, Ireland
Noelle O’Connor: Department of Hospitality, Tourism and Wellness, Technological University of the Shannon: Midwest Campus, V94 EC5T Limerick, Ireland
Redmond Condron: Department of the Built Environment, Technological University of the Shannon: Midwest Campus, V94 EC5T Limerick, Ireland
Paul Archbold: Department of Civil Engineering and Trades, Technological University of the Shannon: Midlands Campus, N37 HD68 Athlone, Ireland
Christoffer Hannevig: Department of Civil Engineering and Trades, Technological University of the Shannon: Midlands Campus, N37 HD68 Athlone, Ireland
David Honan: Department of the Built Environment, Technological University of the Shannon: Midwest Campus, V94 EC5T Limerick, Ireland

Sustainability, 2024, vol. 16, issue 19, 1-16

Abstract: The purpose of this research is to examine current alignment of tourism, hospitality, culinary, events, and sports management curriculum with the United Nations Sustainable Development Goals (SDG’s) across two departments in Higher Education Institutions in Ireland. To do this, a quantitative approach was adopted utilising a content analysis of programme learning outcomes and surveys with programme specific educators. This permitted an evaluation on the current status of incorporation of SDG’s within existing curricula and an insight into the motivations and challenges of Education for Sustainable Development (ESD) integration from the perspective of educators. Findings revealed weak levels of current alignment of learning outcomes to SDG’s for tourism, hospitality, culinary, events, and sports management curriculum across two sampled departments while educators emphasised a need to upskill on the subject matter in an effort to ensure more comprehensive ESD integration across modules and programmes. The Results overall highlighted the need to ensure future curriculum review and development takes appropriate cognisance of ESD and through communities of Practice within Higher Education Institutions, educators can better embed and advance ESD within third level curricula. The findings presented in this study may have lessons to be learned for other Higher Education Institutions across Ireland and internationally.

Keywords: education for sustainable development (ESD); learning outcomes; communities of practice; Ireland; higher education; higher education institutions; curricula; SDG’s (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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