Determination of Perceived Quality Dimensions for Non-Formal Vocational Tourism Training

Öz

The quality of training investments to be made by tourism enterprises to gain knowledge and skills for their employees is one of the issues that should not be ignored. The aim of this study is to determine perceived quality dimensions of non-formal vocational tourism training. For this purpose, scale development process was followed by using both qualitative and quantitative research techniques. The data of the study were obtained from 216 people who participated in reservation and ticketing trainings within the scope of commercial and ground services trainings considered as one of the non-formal vocational tourism trainings given by private institutions. As a result of the process, it was found that the perceived quality of non-formal vocational tourism training consists of eight dimensions with 68 items, namely “interaction”, “material”, “content and method”, “output”, “ambient conditions”, “purpose”, “spatial order” and “time”. In this direction, suggestions have been offered for researchers and practitioners.

Anahtar Kelimeler

• Non-Fomal Vocational Training,Training Quality,Tourism

YAYGIN MESLEKİ TURİZM EĞİTİMİ İÇİN ALGILANAN KALİTE BOYUTLARININ BELİRLENMESİ

Öz

Turizm işletmeleri tarafından çalışanlarına bilgi ve beceri kazanmaları için yapacakları eğitim yatırımlarının kalitesi göz ardı edilmemesi gereken konulardan biridir. Bu çalışmanın amacı yaygın mesleki turizm eğitiminin algılanan kalite boyutlarını belirlemektir. Bunun için hem nitel hem de nicel araştırma tekniklerinden yararlanılarak ölçek geliştirme süreci takip edilmiştir. Çalışma verileri özel kuruşlar tarafından verilen yaygın mesleki turizm eğitimlerinden biri olarak değerlendirilen ticari ve yer hizmetleri eğitimleri kapsamında rezervasyon ve biletleme eğitimlerine katılan 216 kişiden elde edilmiştir. Süreç sonucunda yaygın mesleki turizm eğitiminin algılanan kalitesinin 68 ifadeden oluşan “etkileşim”, “materyal”, “içerik ve yöntem”, “çıktı”, “ortam koşulları”, “amaç”, “mekânsal düzen” ve “zaman” olmak üzere sekiz boyuta sahip olduğu tespit edilmiştir. Bu doğrultuda araştırmacılar ve uygulamacılar için öneriler sunulmuştur.

Anahtar Kelimeler

• Yaygın Mesleki Eğitim,Eğitim Kalitesi,Turizm

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