CUSTOMER’S OPINION ABOUT ONLINE TRAVEL AGENCIES IN

CHANDIGARH

SUBMITTED BY: PUPPALA RANJITHA KUMARI

ENROLMENT NO: 184512500

SUBJECT CODE: MTTM 16

SUBMITTED TO

INDIRA GANDHI NATIONAL OPEN UNIVERSITY MAIDAN

GARHI, NEW DELHI — 110068

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ANNEXURE A

DISSERTATION PROPOSAL PROFORMA

Candidate’s Information (to be filled by the candidate) Date

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Name ______________________________________

Programme Code: MTTM Course Code: MTTM-16

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Title of the Dissertation

_______________________________________________________________ (Enclose the
proposal/synopsis)

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LETTER/CERTIFICATE OF APPROVAL

(by the supervisor)

I hereby certify that the proposal for the Dissertation entitled

__________________________________

_______________________________ by (Candidate’s Name)

________________________________ has been prepared after due consultation with me. The
proposal has my approval and has, to my knowledge, the potential of developing into a
comprehensive Dissertation Work. I also agree to supervise the above mentioned Dissertation till
its completion.

(Signature of the Supervisor)

Name _____________________________________

Designation ________________________________

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 1. INTRODUCTION

Tourism has become a major science taught in higher education. Tourism education has been
taught in the structure of vocation school for first time (Airey and Tribe, 2005) then in the
growth it evolved to be taught as a study in more academic nuances. This means that tourism
education has been developed to balance the tourism development demand for rewarding the
broader perspective of managing tourism. The industry needs more comprehensive analysis
than just providing the skilled graduates to be able to work in the tourism business. This
notion is in line with Lewis (2005) proportion which stated that “Balancing the vocational
and moderate aspects of tourism education is crucial to producing a well-rounded graduate.
This balance develops students who are mostly educated and knowledgeable about, and
responsible in, tourism development as well as occupationally efficient in tourism.
Concentrating on just the vocational impoverishes students and renders them less likely to be
able to respond to stakeholders in a developing tourist society.”

Since there are a number of stakeholders in tourism management, the industry has
called for graduates with more academic insight to solve tourism management problems in
the society. Thus, the need for developing tourism education with academic viewpoint has
been enlarged. However, though the tourism education has been developed in emphasizing
model learning in academic point of view, there were still the needs of understanding for the
occupational knowledge. Hence, the tourism education was also dealing with internship or
on-the job training program for the students. Based on this circumstances, Busby (2003) has
stated that “internships and apprenticeships in the industry, as well as academic subjects
closely related to specific needs in the field such as: marketing; finance; management; and
human resources; improve student development and proficiency.”

The understanding of industry condition in the real circumstances would lead to

strong benefit for the students’ competency. Tribe (2001) study showed that “Internships also
increase the ability of students to critically reflect on the tourism business. Furthermore, the
real world condition also has contributed to the curriculum development or the tourism
education organization. Moreover, to meet the requirement of tourism industry, the graduates
has also been taught about the notion of sustainable development. There were a tourism
education institution, called Business Enterprises for Sustainable Travel (BEST), has
developed a set of curriculum modules to teach students the relevance among values of
sustainable tourism and definite management techniques, and how to apply such knowledge.
The modules contained the programs that aimed to make the students could “identify,
understand and address how current and future sustainability issues might impact their
operation and their stakeholders” (Jurowski, 2002: 544).

In the broader context, the education tourism was not only meant for scholars, but
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also for all people who wanted to improve their knowledge and experience in their travel or
tourism 3 activities. Thus, this notion would also call far a competency in tourism education,
especially in arranging the tourism education activities.

One of the issues in developing curriculum for sustainable tourism development is

by experiencing the real condition of tourism expansion. The aimed was for educating the
students to recognize and understand problems existence in sustainable tourism development.
Hence, one of learning method developed to fulfill the need for experiencing the real
condition is through field study or field trip. The activities has been created into the form of
tourism called as education tourism (edu-tourism) or tourism actions that were proposed to
gain better knowledge and understanding for scholars.

Therefore, there would be an connection for developing the education for tourism
and developing the tourism education. This paper would analyzed the connection of this
notion and how the tourism education would respond to the edu-tourism development

2. RATIONALE OF THE STUDY

With the rapid development of education in tourism, educational institutes and

Universities has become an important tool in tourism, which has a major
impact on tourism business world. Institutes has significantly revolutionized
the travel industry in the last decade. In the early days education system taught as
vocational schools, these vocational study centers had competed with traditional
tourism studies by providing studies at lower prices. With an increasing number of
educational institutes participating in the educational market, the initial the
educational qualification to compete in the Travel and Tourism studies. Therefore,
tourism educational institutes operating in the educational market need to find
something else to attract their students to their educational services.

Despite many studies conducted in terms of the traditional educational quality,

relatively few studies have been done in the education systems, and even less on the
education quality. This study shall be focuses on the analysis of e-service quality
measures in the internet market with the empirical study on online travel service.
The purpose of this study is to develop a scale to evaluate education quality, which
provides fresh insight into the dimensions of education quality.

Educational institutes mainly provide intangible service to industry. Thus in this

study the meaning of education indicates any service activity over the educational

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institutes provided by knowledge based organizations, not tangible product-related
services.

3. OBJECTIVES OF THE STUDY

The main objective of the thesis is to analyze the role of educational institutes in
tourism development. The aim of the thesis consists different type of objectives.

1. To find out Educational Institutes responsibility in tourism development.

2. To describe the value of practical training in helping the Global Academy of
Professional Studies.

3. To identify the quality dimensions of tourism organizations towards tourism

industry point of view;

4. To measure the beliefs and attitude of consumers in Chandigarh towards

educational institutes;
5. To give general suggestions to upgrade the course curriculum.

4. RESEARCH METHODOLOGY

This chapter will help the reader to understand the objective of the thesis report and the
research method used during the thesis writing and data collection. In this topic the
chosen method of research and the data collection method will be discussed.

RESEARCH METHOD

A successful research depends upon a selection of appropriate research method.

Qualitative method will be used in a such a way that it tends to acquire great level of data
information from a relatively small area of a study.

COLLECTION OF DATA

There are two types of data that can be used for the research.

Primary Data- Primary data is the data collected which is pure, new and real in its
findings.

Research will approach to respondents in following ways-

Face to Face interview-An audio/ Video will be developed to know the reviews of the
tourist.

Pre-structured Questionnaire- A Questionnaire will be created which will be filled by

the employees to find desired outcomes.

Telephonic Interview- Some respondents will approached through telephonic

conversation.

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Secondary Data- Secondary data is the data collected which is impure, old and not real
in its findings with the sources.

5. SUGGESTIONS AND CONCLUSION:

1. Education institutes should modify their syllabus. The courses should be made industry
integrated so that students can learn practical knowledge of doing work in hospitality and
tourism industry.

2. Educational Institutes should strictly follow the nomenclature of Hospitality and

Tourism degrees as specified by UGC.

3. Educational Institutes should develop their infrastructure in order to provide quality

education to the students.

4.Internships to the students should be provided in reputed hotels and tourism

organizations so that students can able to learn the ways of doing work in big
organizations

5. More emphasis should be make international linkages with institutions as well as with
the hospitality and tourism industry

6. Faculty resources should be upgraded. Faculty Development programs should be made

compulsory part of teaching.

7. Educational Institutes should made students aware about the current trends in
hospitality and tourism industry.

Conclusion

There were an intersection between the concept of edu tourism and tourism education.
Edutourism could encourage the scholars to understand and experience more for their
study. However the tourism study also has evolved into mature stage that was indicated
by the multi-, inter-, and trans-discipline approaches. Thus approaches could be
implemented by using the 7 edu-tourism activities. However, more scholars participated
in the edutourism activities wolud encouraged the tourism education to also provide more
insights or content of managing the edutourism itself. In the concept development, the
edu-tourism was not only participated by the scholars, but also all the ducated tourists
who seek for knowledge enrichment and enhancement during their travel.