Article Analysis: "Soft skills in the tourism industry of the future: a comparison between Italy and

Spain" by Laura Rienda, Lorena Ruiz-Fernández, and Rosario Andreu

Summary:
This article, "Soft skills in the tourism industry of the future: a comparison between Italy and
Spain," addresses the alignment of higher education training with the future soft skills needs in the
tourism sector across these countries. The main argument posits that while European higher education
aims to standardize qualifications, the distinct soft skills needs of the tourism industry in Italy and Spain
suggest a necessity for tailored educational approaches to meet future sector-specific demands effectively.
The most crucial information supporting this argument includes empirical data from qualitative and
quantitative research within the European Next Tourism Generation (NTG) Project. This evidence
illustrates varying current levels of soft skills among employees and divergent future skills needs between
the two countries, underscoring the significance of personal, communication, cultural understanding, and
diversity attention skills.
Key concepts essential for understanding the authors' reasoning include the definitions and importance of
soft skills in tourism, the role of higher education in preparing students for the workforce, and the concept
of educational homogeneity versus country-specific needs in the context of the European Higher
Education Area (EHEA). The primary assumptions underpinning the authors' thinking are that the current
European approach to higher education in tourism might not fully account for the nuanced, country-
specific needs of the industry and that addressing these specific needs is crucial for the future
competitiveness and sustainability of the sector in Italy and Spain.
Taking this line of reasoning seriously implies that educational institutions and policymakers should
consider more flexible, adaptive curricula that accommodate specific industry needs within different
cultural contexts. This approach would potentially lead to a more competent workforce, better prepared to
meet the evolving demands of the tourism sector. Regarding my reaction, the argument is convincing due
to its grounding in empirical research and its alignment with broader educational and industry trends.
However, questions remain about the scalability of such tailored approaches across Europe and other
sectors, the specific mechanisms for integrating these adaptations, and how to balance between
standardization and customization in education.
I would inquire about the practical implications of implementing the recommended changes, including
potential challenges and the steps needed to persuade educational institutions and policymakers of their
necessity. Additionally, I wonder how the findings might translate to other sectors with similar challenges.
The authors establish authority through their methodical research approach, affiliating with the NTG
Project, and providing a comprehensive analysis of the data. Their expertise is further evidenced by their
detailed understanding of the European educational landscape and the tourism industry's needs.
Their overall style—analytical yet accessible—effectively aids their argument. The use of clear, direct
language, combined with detailed findings and thoughtful recommendations, ensures the article is
informative and persuasive. The structure of presenting evidence followed by implications allows readers
to follow the logical progression of their argument.
The authors pique interest by highlighting the discrepancy between current educational practices and the
future needs of the tourism industry—a crucial issue given the sector's significant economic impact in
both countries. Their approach assumes the reader recognizes the importance of aligning education with
industry needs, making the case for why this issue deserves attention.
The study employs a mixed-methods approach, integrating qualitative interviews with 29 companies in
Italy and 35 in Spain, and quantitative surveys involving 509 tourism organizations. This methodological
choice allows for a nuanced understanding of current soft skills in the tourism sector and anticipated
future needs, bridging the gap between qualitative insights and quantitative breadth. The qualitative phase
ensures depth and context-specific insights, while the quantitative phase adds generalizability and
statistical validation to the findings.
Critique of Methods:
While robust, the methodology has limitations. First, the selection criteria for interviewees and survey
respondents are not detailed, which raises questions about sample representativeness and bias.
Additionally, the reliance on self-reported data in surveys can introduce subjective biases, potentially
skewing the perception of skill levels and needs. A more detailed explanation of how the qualitative data
informed the survey design could also enhance the methodological transparency.
Analysis of Findings:
The findings reveal significant differences between Italy and Spain in the perception of current soft skills
levels and future needs, particularly in personal skills, communication, and cultural understanding. This
suggests a nuanced landscape of skill requirements within the European tourism sector, highlighting the
necessity for education systems to adapt to these varying needs.
However, the study's focus on Italy and Spain might limit the generalizability of its conclusions. The
assumption that findings from these countries can inform broader European educational strategies in
tourism might not hold in regions with different cultural and economic contexts.
Objective Opinion on the Study's Value:
This study offers valuable insights into the evolving needs of the tourism industry, particularly the
increasing importance of soft skills in personal interaction, cultural competence, and adaptability. Its
contributions to heritage management and gastronomy are multifaceted:
1. Heritage Management: The emphasis on cultural awareness and understanding underscores the
importance of preparing tourism professionals who can respectfully engage with and contribute to
heritage conservation. By highlighting the skills gap in this area, the study indirectly calls for
educational programs that better integrate heritage management principles, potentially enhancing
the sustainability of heritage tourism practices.
2. Gastronomy: The findings related to communication skills and cultural sensitivity are
particularly relevant to gastronomy tourism, which relies heavily on storytelling and cultural
exchange. The study suggests a growing need for professionals who can navigate the
complexities of local food cultures and convey their significance to diverse audiences, thereby
enriching the gastronomy tourism experience.
Predicted Influence:
The study's insights could stimulate a reevaluation of curriculum development in tourism education,
advocating for a more tailored approach that considers the specific cultural and economic contexts of
different regions. This could lead to more effective training programs that better prepare graduates for the
challenges and opportunities of the tourism industry, including heritage management and gastronomy.
Furthermore, by highlighting the importance of soft skills, the study may encourage a broader industry
shift towards more sustainable and culturally sensitive tourism practices.
In conclusion, while methodological limitations warrant caution in interpreting the findings, this study
significantly contributes to understanding the dynamic skill needs of the tourism sector. Its implications
for heritage management and gastronomy underline the critical role of education in preparing
professionals capable of contributing positively to these fields.
Gaps in Existing Literature:
The existing literature on soft skills in the tourism industry often emphasizes the general importance of
these skills without delving deeply into the specific nuances and needs of different cultural and economic
contexts. Most studies offer a broad perspective, neglecting the intricate variations between countries
within the same industry. This article identifies a significant gap in understanding how soft skills
requirements in the tourism sector vary between countries like Italy and Spain, despite their geographical
proximity and shared European educational policies. The nuanced approach of comparing these countries
based on empirical data fills this gap, providing insights into tailored educational strategies that can better
align with the specific soft skills needs of the tourism industry in different cultural contexts.
Hypothesis (Purpose):
The study hypothesizes that the current one-size-fits-all approach to soft skills education in the European
Higher Education Area (EHEA) does not adequately prepare tourism industry professionals in Italy and
Spain for future sector-specific demands. It aims to explore the differences in current and future soft skills
needs between these two countries and suggest how higher education can evolve to better meet these
distinct needs.
Data Collection and Sample:
Data was collected through a mixed-methods approach, combining qualitative interviews and quantitative
surveys. The qualitative component consisted of structured interviews with 29 and 35 tourism companies
in Italy and Spain, respectively. These interviews aimed to gather in-depth insights into the current soft
skills landscape and future needs within the tourism sector from an industry perspective. The quantitative
component involved a survey administered to 509 tourism organizations across both countries, seeking to
validate and generalize the findings from the interviews. The sample included various sub-sectors within
the tourism industry, providing a comprehensive overview of the sector's soft skills requirements.
Discussion and Intervention Evaluation:
In the discussion, the authors reflect on the discrepancy between the current educational offerings and the
identified future needs for soft skills in the tourism industry. They argue that the educational system must
become more adaptable and country-specific to effectively prepare students for the challenges of the
tourism sector. The intervention, in this case, is the proposed shift towards a more tailored educational
approach. While the study demonstrates a clear need for this shift, the discussion also acknowledges the
complexities of implementing such changes within the rigid structures of higher education.
Critique and Unexpected Influences:
One critique of the study could be its limited geographical scope, focusing only on Italy and Spain, which
may not fully represent the diversity of the tourism industry across Europe. Additionally, the reliance on
self-reported data could introduce biases in the perceived importance of different soft skills. An
unexpected influence highlighted by the authors is the potential impact of cultural factors on the
perceived importance of various soft skills, suggesting that cultural nuances play a significant role in
shaping the soft skills landscape of the tourism industry.
Future Research Suggestions:
Future research could expand on this study by exploring the soft skills needs in other countries within and
beyond Europe to ascertain whether the findings are applicable across different cultural and economic
contexts. Additionally, longitudinal studies could examine how the implementation of tailored educational
strategies impacts the preparedness of tourism industry professionals over time. Investigating the role of
digital skills alongside soft skills in the evolving tourism sector could also offer valuable insights into the
comprehensive skill set required for future success in the industry.