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Students’ Perceptions towards Working in the Tourism and Hospitality

Industry in United Arab Emirates

Article  in  Al-Adab Journal · December 2020

DOI: 10.31973/aj.v1i135.842

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Al-Adab Journal – No. 135 (December) 2020 / 1442
Students’ Perceptions towards Working in the Tourism and
Hospitality Industry in United Arab Emirates

Dr. Maryam Taha Mannaa

Assistant professor, Department of History and Islamic
Civilization, College of Arts, Humanities and Social Sciences,
University of Sharjah, Sharjah, UAE;
Lecturer, Faculty of Tourism and Hotels, Alexandria University,
Alexandria, Egypt
[email protected]
[email protected]
Mohamed Abou-Shouk
Associate professor, Department of History and Islamic
Civilization, College of Arts, Humanities and Social Sciences,
University of Sharjah, Sharjah, UAE;
Assistant professor, Faculty of Tourism and Hotels, Fayoum
University, Fayoum, Egypt
[email protected]
Abstract
There are few studies on student perceptions of working in the
tourism sector in Arab and Islamic countries. Taking into account the
factors related to the cultural dimensions and to the society, the
current study aims to examine the factors that influence the perception
of tourism students in United Arab Emirates (UAE) to work in the
tourism sector after graduation. Based on a random sample of students
enrolled in the tourism program at the university level and using the
structural equation modelling technique of analysis, the findings
revealed that the commitment of students to work in the tourism sector
is negatively influenced by the social aspects, the nature of work and
the pay and promotion benefits. The current study is useful for all
policy makers in education and tourism businesses to improve the
image of tourism jobs in the minds of tourism students in the UAE, as
well as to attract and retain skilled national employment and reduce
the leakage of tourism income resulting from a high percentage of
non-national employment.
Keywords: Commitment to work, Students‟ perceptions, Tourism
career, Tourism study, UAE
Introduction
Tourism is a rapidly growing industry and a major source of
employment. One of the main arguments for indorsing tourism
development is that it creates a large number of jobs, both directly in
sectors where tourism spending occurs and indirectly across the links
between industries (Gebbels, Pantelidis, & Turner, 2020). However,
while tourism industry growth generates new jobs, these jobs are also
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Al-Adab Journal – No. 135 (December) 2020 / 1442
identified by certain unfavourable characteristics. These
characteristics include young foreign workers, low pay rates, a high
proportion of low-skilled jobs, a large proportion of hours worked
beyond regular business hours and a large number of seasonal workers
(Gebbels et al., 2020; Guzeller & Celiker,2020; Frye, et al., 2019; Goh
and Lee, 2018; Hawkins, 2018; Baum, 2015; Brown, Thomas &
Bosselman, 2015). As a result, the tourism sector is notorious for its
heavy turnover of workers and the shortage of professional labour
(Frye, et al., 2019; Gebbels et al., 2020; Guzeller & Celiker, 2020;
Lusby, 2017; Roney & Oztin, 2007; Kusluvan & Kusluvan, 2000)
In the United Arab Emirates (UAE), tourism plays a crucial role
in the development of the economy, and its impact seems likely to
continue in the years ahead (John, 2018). Over the last four decades,
the UAE and other GCC (Gulf Co-operation Council) countries have
relied on oil revenues as their primary source of income. The UAE has
used oil sales to develop modern infrastructure and fund business
ventures. However, in order to ensure its socio-economic development
and its long-term progress and prosperity, the country has decided to
diversify its sources of income and to develop service industries,
including tourism (UAE Business, 2016). Over the last two decades,
the UAE has been able to become one of the biggest tourist
destinations drawing millions of visitors from all over the world every
year (Gulf News Business, 2018; Sutton, 2016). For example, the total
number of overnight visitors in 2018 reached 21,286 million (World
Tourism Organization [WTO], 2019) which reflects a rise of 5 million
relative to 2014 (WTO, 2019).
Tourism is currently the most important non-oil economic
sector in the UAE. In 2018, the travel and tourism sector made a
significant contribution of AED164.7 billion to the country's GDP,
accounting for 11.1% of total GDP (Emirates News Agency, 2019).
Tourism spending is projected to grow by more than 4% each year
from 2018 to 2027 (WTTC, 2017).
As for employment, the tourism sector generated 10.4% of
overall employment in the UAE in 2016, or 617,500 jobs, including
indirectly endorsed jobs. That is projected to rise by 2.0 % to 770,000
jobs in 2027 (11.1% of total employment). With regard to directly
generated jobs in the tourism industry, 317,500 jobs have been
created, which constitutes 5.4% of the total employment in the
country. This was also projected to rise by 2.4 % to 410,000 jobs (5.9
per cent of total employment) in 2027 (World Travel and Tourism
Council, 2017). These expectations, of course, became irrational and
doubtful after the outbreak of Covid-19 at the beginning of 2020.
Investments in the travel and tourism sector in UAE in 2016
totalled AED 26.2 billion (US$ 7.1 billion), 7% of total investment. It
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Al-Adab Journal – No. 135 (December) 2020 / 1442
is anticipated to rise by 11.0% over the next ten years to AED 74.5
billion (US$ 20.3 billion) in 2027, representing 11.2% of total
investments (World Travel and Tourism Council, 2017).
The UAE is currently the most competitive tourism country in
the Middle East and North Africa region (Travel and Tourism
Competitive Report, 2017). Yet the alarming fact of the tourism
industry in the UAE is the low number of Emirati people working in
tourism and hospitality sectors. The Emiratis account for just 1% of
the tourism workers in the UAE (Insight Magazine, 2016), which
leads to a high rate of tourism income leakage from the local
economy. While more citizens join UAE-based airlines and hold
leading positions in different tourism businesses, it does not seem that
many UAE nationals are opting for hotel and other hospitality-related
jobs (Sahoo, 2014). These facts are the rationale behind conducting
this study. The aim of the study is to investigate the factors that
motivate Emirati students to join the tourism and hospitality sector
after graduation. One main issue in the UAE is the social factors (i.e.
society look and cultural aspects) and how it affects students‟
perceptions towards tourism and hospitality jobs.
To maintain the UAE‟s boom in the tourism sector, the industry
should rely on the employment of trained, motivated and dedicated
citizens who are satisfied with their work. In the light of the above, if
the UAE wants to boost its competitive position in the international
tourism industry, tourism enterprises and entrepreneurs need to
enhance the quality of tourism-related jobs in order to raise their
appeal to young Emirati. Therefore, this study focuses on examining
the perceptions of students studying tourism in the UAE towards
tourism careers. The current study will be useful to policy-makers in
education and in tourism sector in the Arab countries with similar
culture and social traditions. It will help forming an understanding of
the perceptions toward tourism jobs and studying tourism major. In
addition, studies of student attitudes towards working in the tourism
industry in Arab-Islamic countries are scarce (Alananzeh, 2014;
Gomaa & Sobieh, 2014; Al Mazro'ei, 2010). This study will add to
knowledge an additional evidence of students‟ perceptions toward
tourism work in Arab-Islamic countries.
Literature review
A qualified, inspired and dedicated workforce is essential to the
growth of business in the tourism and hospitality market. Staff
attitudes, performance and behaviour are crucial for customer
satisfaction and loyalty (Richardson, 2009). Pfeffer (2005) stated that
fierce competition between international companies has led businesses
to use staff as a strategic advantage over rivals. However, several
studies show that the tourism industry has an underprivileged
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reputation in the eyes of tourism students, which means that the
industry may face the challenge of attracting and retaining skilled staff
(Gebbels et al., 2020; Guzeller & Celiker, 2020; Goh and Lee, 2018;
Hawkins, 2018; Baum, 2015; Richardson, 2009; Barron et al., 2007).
There is also evidence of many graduates in tourism and hospitality
management leaving the industry or not joining a tourism career after
graduation. Studies have shown that this issue relates to low work
satisfaction, poor working conditions and lack of motivating factors
resulting in a high turnover of staff and a shortage of skilled and
experienced workers (Gebbels et al., 2020; Guzeller & Celiker, 2020;
Frye, et al., 2019; Richardson, 2009; Doherty et al., 2001; Jenkins,
2001). Baum (2015) also pointed out that, after assessing the different
dimensions of work, such as nature of work, social status, industry-
personal congeniality, physical working conditions, pay and benefits,
promotion opportunities as well as the relationship between
employees and managers, they concluded that tourism-speciality
students have a weak commitment to work in the tourism industry.
Attraction and retention of trained employees have become a
big challenge facing the tourism and hospitality industry worldwide
these days (Gebbels et al., 2020; Guzeller & Celiker, 2020; Hawkins,
2018; Lusby, 2017; Baum, 2015; Ferris, Berkson & Harris, 2002;
Hinkin and Tracey, 2000). A range of factors related to the tourism
and hospitality industry have been attributed for creating this problem.
These include young foreign workers, low rates of pay, a high
proportion of low skilled jobs, a large proportion of hours working
beyond regular business hours, a negative image of the industry in the
eyes of prospective employees, a large number of seasonal workers
and high levels of staff turnover (Gebbels et al., 2020; Guzeller &
Celiker,2020; Frye et al., 2019; Goh and Lee, 2018; Hawkins, 2018;
Baum, 2015; Brown et al., 2015; Richardson, 2009; Barron et al.,
2007; Kusluvan & Kusluvan, 2000).
This has led to several recent studies addressing issues related
to the willingness of students to enter the tourism and hospitality
industry thereafter (Wena, Leunga, Lic & Kwonb, 2018; Lusby, 2017;
Menemenci & Sucuoglub, 2015; Huang & Lo, 2014; Wan, Wong &
Kong, 2014; Richardson, 2009; Roney & Oztin, 2007; Aksu &
Koksal, 2005; Kusluvan & Kusluvan, 2000).
Nevertheless, studies dealing with student attitudes towards
working in the tourism industry in Arab-Islamic countries are scarce.
It is important to investigate the effect of the Arab-Islamic culture on
young people's desire to work in the tourism sector (Al Mazro'ei,
2010). These cultural issues in Islamic countries have received little
attention from researchers (Dumbrăveanu et al., 2016; Young, and
Chapman, 2016; Afifi and Al-Sherif, 2014; Al Mazro'ei, 2010). As
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Al-Adab Journal – No. 135 (December) 2020 / 1442
the UAE struggles to attract locals to work in the tourism sector, it is
vital to explore the perceptions of tourism students regarding working
in the tourism sector. Accordingly, this research focused on studying
the main aspects that affect the perspective of Emirati students to
pursue their careers in the tourism industry.
The perceptions of tourism students are essential for tourism
and hospitality entrepreneurs to understand the elements that
graduates are looking for in their careers. Through offering these
features, the tourism and hospitality industry in the UAE would be
able to improve the appeal of tourism employment in the eyes of
prospective skilled workers.
Research framework and hypotheses
Based on the literature review (i.e. Lusby, 2017; Wan, et al.,
2014; Richardson, 2009; Aksu & Koksal, 2005; Kusluvan &
Kusluvan, 2000;), the researchers have end up with six main variables
that affect students‟ commitment to work in tourism after graduation
(Figure 1). These factors are the positive and negative aspects of work
nature in tourism, social factors, industry-person congeniality, pay
benefits and opportunities of promotion to managerial positions, and
students‟ choice to study tourism willingly.

Figure 1. Research framework and hypotheses

Based on the research framework (Figure 1), six research
hypotheses were developed as follows:
Students‟ commitment/ intention to work in tourism after
graduation is affected by:
H1. Positive aspects of tourism work nature
H2. Negative aspects of tourism work nature
H3. Social factors
H4. Industry-person congeniality
H5. Pay/ promotion benefits
H6. Choice to study tourism major.
Research Methods
The current study employs the deductive approach based on the
quantitative method. Data were collected through an online survey

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over 12 weeks from January till March, 2020. A simple random
sampling technique was employed to collect data from the target
population. The target population for this study was the students of the
University of Sharjah (UOS) who study tourism as their major
specialty to investigate their commitment/intention to work in tourism
career after their graduation. The sample was collected from four
branches of the university in four different cities; Sharjah, Kalba, Al-
Dhaid and Khorfakan. The questionnaire was designed based on
literature studies for validity concerns (i.e. Lusby, 2017; Richardson,
2009; Kusluvan & Kusluvan, 2000).
The questionnaire form was prepared in English then translated
into Arabic language, as it is the mother language of respondents. The
form includes seven constructs: nature of work in tourism (positive
aspects), nature of work in tourism (negative aspects), social factors
(society perception), industry-person congeniality, pay benefits and
promotion opportunities, choice of tourism major to study, and
commitment to work in tourism after graduation. The questions of the
form used 5-poit Likert scale (1=strongly disagree to 5=strongly
agree) to collect the level of agreement from respondents. 30 items
were used to measure the 7 constructs included in the study (presented
in details in Table 9).
The survey was pre-tested amongst colleagues with master‟s or
PhD degrees. The final version of the survey was created after minor
changes based on comments received. The survey was available in an
online version only as it is much easier and more appealing to the
target audience. Email and WhatsApp were used to contact the
students requesting participation in the survey and forwarding it to
their colleagues in the same major. In total, 227 usable questionnaires
were used for analysis after discarding invalid participation. The
initial results of the questionnaire (first 50 forms) were checked for
validity and reliability and results showed good Cronbach‟s alpha
values for each construct (exceeding the threshold of 0.7), and
corrected-item total correlation statistics were also calculated and
provided an evidence of construct validity.
Structural equation modelling (SEM) was used for data analysis
and hypotheses testing. SEM used the WarpPLS Software Program
(version 7) for data analysis. SEM is an advanced multivariate
technique that is used to analyse models with latent variables and
reveals valid and reliable measurement models. Internal consistency is
measured through Cronbach‟s alpha, and composite reliability is also
checked. Construct validity, including convergent and discriminant
validities, are also revealed using the values of average-variance
extracted (AVEs).

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Results and discussion
Descriptive statistics/ Respondents’ profile
The majority of respondents are female (86.8%) referring that
the majority of students enrolled in tourism specialty are females, 33%
are fresh students, 30.4% are junior students, and 36.6% are senior
students. When students were asked about the preferable fields of
work they would like to join if they were to work in the tourism sector
after graduation, the majority (54.6 %) chose governmental tourism
authorities and working as local guides at a particular location (i.e. -
museum, park, etc.) as shown in the table 1. The preference of jobs
reflects the tendency of students to work in governmental authorities
with specific and regular work hours. It is obvious that the preference
of students to work in accommodation institutions comes last as
shown in Table1.
Preference to work after graduation %
1 Governmental tourism authorities 54.6 %
2 Local guides at a specific location (i.e.museum, reserve, etc.). 48.9 %
3 Travel agencies or with tour operators 30.4 %
4 Airlines 29.5 %
5 Accommodation facilities 16.7 %
Table 1. Preference of respondents for work after graduation
Respondents’ level of agreement (mean and std. deviation for
research model constructs)
This part looks at the perception of respondents on the research
model constructs. It depicts mean and standard deviation statistics for
each dimension. From Table 2, it is clear that respondents have
positive perceptions towards the factors relating to the nature of
tourism work. The respondents‟ agreement ranges from „jobs in
tourism are enjoyable‟ (mean value of 4.33), „pleasant work
environment (4.32), opportunity to communicate with foreigners
(4.07), „it is easy to find colleagues to get along with in tourism work‟
(mean value of 4.07), to the ability to combine work in tourism and
parenthood (3.82).
Nature of work (+) Mean Std.
Deviation
I find jobs in the tourism industry enjoyable. 4.33 .734
I think the working environment in tourism is pleasant 4.32 .786
A job in tourism can be combined with parenthood 3.82 .885
It is nice to have the opportunity to communicate with
4.07 .887
foreigners while working in the tourism industry
I can find colleagues that I can get along with in tourism career 4.07 .902
Grand mean 4.122
Table 2. Respondents’ perceptions on positive factors relating to
nature of work in tourism.

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Table 3 shows that respondents have neutral opinions towards
the negative aspects of tourism industry work. This includes the long
hours of work (mean value 3.19) and job stability (3.39). These
results reflect the perceptions of Emirati students towards the nature of
work in tourism in terms of long hours of work and instability
comparing to their peers who may join regular public jobs with stable
income and reasonable work hours, particularly for women who have
to balance between work and family concerns.

Nature of work (-) Mean Std.

Deviation
Working hours are too long in the tourism 3.19 .985
industry
It is very difficult to find a stable job in 3.39 .995
tourism due to seasonality
Grand mean 3.29
Table 3. Respondents’ perceptions on negative factors relating to
nature of work in tourism.
The results showed that students see that society does not find
working in tourism to be a respectable (valuable) career, particularly
for women (mean value of 3.40). Table 4 indicates that respondents'
perceptions regarding the community's view of working in tourism
and the preference of male tourism providers over female workers

Std.
Social Factors Mean Deviation
I think that those working in the tourism industry 3.40 .970
are not
valued in the society specially women
Working in tourism is a not respected 3.09 .922
(prestigious) vocation in society specially for
women
Tourism entrepreneurs prefer male employees to 3.28 .948
females
Working in tourism is more suitable for men than 3.15 .936
women in my society
Grand mean 3.23
were "neutral"(3.28).
Table 4. Respondents’ perceptions on social factors
Table 5 indicates that respondents believe they have the
capacity to work in the tourism industry (mean value of 4.24).
Potential ability, skills (4.17) and willingness to serve and enhance
customer satisfaction (4.41) are aspects that all respondents agree
with.
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Industry-person congeniality Mean Std.
Deviation
My character fits great for working in the 4.07 .803
tourism industry
I can use my abilities and skills in tourism jobs 4.17 .740
I get pleasure while working in the tourism 4.29 .806
industry
I like to see satisfied customers when serve 4.41 .783
them
Grand mean 4.24
Table 5. Respondents’ perceptions on industry-person
congeniality
Table 6 shows that respondents have "neutral" views, but are
close to "agree" on low wage benefits (mean value of 3.41) and
incentives for promotion in the tourism sector (3.52). They find that
the tourism career is a low-paid job that is not enough for a satisfying
life (3.29). They also see limited prospects for progress in the

Pay/ Benefits and promotion opportunities Mean Std.

Deviation
I think the pay is low for most jobs in the 3.41 .976
tourism industry
I think that the pay for most tourism jobs is not 3.29 .982
sufficient to lead a satisfactory life
Considering the long hours and work load I 3.38 .959
find the pay low in the tourism industry
The opportunity of getting promoted to 3.52 .986
managerial positions is limited in the tourism
industry
Grand mean 3.40
management roles of the tourism sector.
Table 6. Respondents’ perceptions on pay/ benefits and promotion
opportunities in tourism.
Table 7 shows that the respondents "agreed" on the factors
relating to their choice of tourism as the main subject of the study.
They confirmed that they had voluntarily chosen tourism as their field
of study (mean value of 3.99), that it was their first preference in the
college (3.78), that it was easy to join (3.97), and that it was a right
decision to make (4.20).
Std.
Choice to study tourism Mean Deviation
Choose to study tourism willingly 3.72 .979
Studying tourism was my first choice in college 3.78 .953
I have chosen this program because it is easy to 3.97 .928
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enter
Compared to other fields, it is easy to study this 4.29 .832
field
Studying tourism major in university was a 4.20 .883
correct decision
Grand mean 3.99
Table 7. Respondents’ perceptions on choosing to study tourism
major
Table 8 demonstrates the positive perceptions of the
respondents to work in the tourism industry in the future (mean vale of
4.20). They are happy to choose tourism as a career path (4.23), plan
to work in the industry after graduation (4.24), and will do their

Career intention/ commitment to work in Mean Std.

tourism Deviation
I am very happy to have chosen tourism as a 4.23 .852
career path
I intend to work in the tourism industry after 4.24 .839
graduation.
I would like to work in the tourism industry after 4.22 .849
graduation
I see my vocational (professional) future in the 4.17 .810
tourism industry
I will do my best to acquire a job in the tourism 4.16 .893
industry
Grand mean 4.20
utmost to get a profession in the tourism sector (4.16).
Table 8. Respondents’ perceptions on career intention/
commitment to work in tourism
Measurement Model
The measurement model looks at the validity and reliability of
the measurement scale. It examines the relationships between
indicators and their relevant constructs. Conducting the SEM analysis
using the WarpPLS Software program (Ver. 7), the measurement
model showed good model fit indices according to (Kock, 2020):
Average path coefficient (APC)=0.233, P<0.001, average R-squared
(ARS)=0.727, P<0.001, average adjusted R-squared (AARS)=0.720,
P<0.001, average block VIF (AVIF)=2.497 (ideal), average full
collinearity VIF (AFVIF)=2.521 (ideal), Tenenhaus GoF (GoF)=0.707
(large), Sympson's paradox ratio (SPR)=0.833 (acceptable), R-squared
contribution ratio (RSCR)=0.937 (acceptable), statistical suppression
ratio (SSR)=1 (acceptable), and Nonlinear bivariate causality direction
ratio (NLBCDR)=1 (acceptable).

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Construct Indicators Loading α CR AVE √
Nature of work (+) I find jobs in the tourism industry enjoyable. 0.889
I think the working environment in tourism is pleasant 0.899
A job in tourism can be combined with parenthood 0.886 0.882 0.915 0.685 0.828
Opportunity to communicate with foreigners 0.835
I think I can find colleagues that I can get along with easily 0.811
Nature of work Working hours are too long in the tourism industry 0.895
(-)
0.750 0.889 0.800 0.895
It is difficult to find a stable job in tourism due to seasonality 0.875
Social Status People working in tourism are not valued in the society 0.793
Working in tourism is a not respected job in society 0.891
0.867 0.910 0.717 0.847
Tourism entrepreneurs prefer male employees to females. 0.893
Working in tourism is more suitable for men than women 0.806
Industry-person My character fits great for working in the tourism industry 0.675
Congeniality I can use my abilities and skills in tourism jobs 0.730
0.787 0.798 0.550 0.742
I get pleasure while working in the tourism industry 0.772
I like to see satisfied customers when serve them 0.805
Pay/ Benefits and I think the pay is low for most jobs in the tourism industry 0.845
promotion opportunities The pay for tourism jobs is not sufficient for satisfactory life 0.898
0.873 0.914 0.726 0.852
Long hours and work load versus low-pay in tourism jobs 0.854
Getting promoted to managerial positions is limited 0.809
Choice to study tourism I chose to study tourism willingly 0.710
Studying tourism was my first choice in college 0.538
I have chosen this program because it is easy to enter 0.861
0.828 0.881 0.605 0.778
Compared to other fields, it is easy to study this field 0.863
Studying tourism major in university was a correct decision 0.862
Joining tourism major was a rationale decision 0.710
Career intention/ I am very happy to have chosen tourism as a career path 0.893
Commitment I intend to work in the tourism industry after graduation. 0.942
I would like to work in the tourism industry after graduation 0.939 0.951 0.962 0.836 0.914
I see my professional future in the tourism industry 0.902
I will do my best to acquire a job in the tourism industry 0.893
Table 9. Measurement model
Note: α: Cronbach’s alpha, CR: composite reliability, AVE: average-variance extracted

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As for reliability concerns (Table 8), the measurement model
showed good internal consistency and construct reliability where all
constructs in the model exceed the threshold of 0.7 (Hair et al., 2016;
Hair et al., 2010; Field, 2009). In terms of validity, it is found that
convergent validity is evident where average-variance extracted
(AVEs) values for all constructs exceed the threshold of 0.5 (Fornell
& Larcker, 1981). Discriminant validity is also existed where the
square root of AVEs is greater than the inter-correlation values among
constructs (Kock, 2020).
Structural Model
The structural model examines the causal relationship among
the constructs (i.e. the hypotheses). The structural model has shown
that some factors related to the nature of tourism work have a positive
impact on the commitment and intentions of Emirati students to work
in the tourism sector (β = 0.21, P < 01, and the first hypothesis is
supported). This means that the respondents see tourism career as an
enjoyable and pleasant career. Meanwhile, some other factors related
to the nature of work in tourism are negatively affecting students‟
commitment to work in the career (β = -0.15, P <01, and H2 is
supported). This result indicates that participants considered tourism
jobs unstable due to seasonality in addition to long working hours
compared to jobs in the government.
In addition, results show that social factors, particularly related
to the view of society, are negatively affecting the commitment of
students to work in the tourism sector (β=-0.11, P<05 and H3 is
supported). This result is also crucial as it explains that tourism jobs
are not valued by the society and there is a preference to employ
males over females in the sector. Regarding, pay and promotion
prospects in the tourism industry, it has been found that they have a
negative effect on the willingness of Emirati students to work in the
tourism field (β=-0.17, P<01 and H5 is supported). Furthermore, the
finding shows that students believe that salary for jobs in the tourism
sector is low compared to other jobs given the long daily working
hours. Besides, the results show that students think that female
employees have limited access to managerial positions in tourism
related jobs.
Moreover, the commitment of students to work in the tourism
sector has been positively impacted by both industry- person
congeniality (β=0.27, P<01, and H4 is supported) and their choice to
study tourism (β=0.48, P<01, and H6 is supported). This means that
students have the skills required to work in tourism and they selected
tourism major willingly. These six aforementioned factors explain 73
per cent of the variance of students‟ commitment to work in the
tourism sector in the UAE (Figure 2).
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Figure 2. The structural model

Conclusion and implications
The current study looked at the attitude of undergraduate
tourism students towards different aspects of working in the tourism
industry. First interesting finding of the study was that certain factors
relating to the nature of tourism work have a positive effect on the
interest and intentions of Emirati students to work in the tourism
industry. Respondents perceive some advantages of working in
tourism sector, as tourism job is enjoyable, the work environment is
pleasant, the interaction with foreigners while working is exciting and
it is very possible to get along with colleagues in the tourism
profession. All this is in line with previous studies, except that the
respondents found that tourism work can easily be combined with
parenthood (Goh and Lee, 2018; Richardson, 2009; Barron et al.,
2007; Kusluvan & Kusluvan, 2000). The study also found that the
commitment of students to work in the tourism sector was positively
affected by the industry/ person congeniality and the students‟ free
choice to study tourism.
Another key finding of the study was that three work-related
elements were generally unfavourably evaluated by the respondents.
These elements contribute to adverse working conditions in the
tourism sector, negative views of society for employees in the tourism
sector, poor salaries and limited promotion opportunities to
managerial positions.
Factors related to long working hours and the instability of
many jobs in tourism sectors due to seasonality have negatively
affected the students‟ commitment and intention to pursue a job in
tourism industry after graduation. This result agrees with the finding
of some existing studies such as Goh and Lee (2018), Brown et al.
(2015), Richardson (2009), Barron et al. (2007) and Kusluvan &
Kusluvan, (2000).

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Al-Adab Journal – No. 135 (December) 2020 / 1442
Social status has been identified as a major barrier that could
hinder students from joining the industry. This aspect may be affected
by the common belief in the local community that those who study
tourism and hospitality should work in service jobs. In addition, there
is a common misconception in the Arab and Muslim world that
working in the tourism industry is incompatible with religious values
and causes individual moral failure. This misconception also hinders
students to enter the industry after graduation particularly females.
This is due to the workplace atmosphere that is subjected to
promiscuity, excessive entertainment and the consumption of
alcoholic drinks. This concept relates to the hospitality sector more
than other tourism sectors such as airlines, governmental authorities or
travel agents (Al-Ismail, Carmichael & Duberley, 2019). This finding
is fully in agreement with Tan et al. (2016) and Alsawafi (2016) who
also found that the commitment of students to work in the tourism and
hospitality industry in Malaysia and Oman respectively was adversely
affected by Muslim community's misconception of tourism jobs in
both countries.
With regard to pay and promotion prospects, respondents find
that the income of workers in the tourism industry is low and not
commensurate with working hours compared to other regularly
working hours in the public sector. They also believe that the
opportunities for promotion in this field are low particularly for
women. This result agrees with the studies done by Hawkins (2018),
Tan et al. (2016), Baum (2015) and Kusluvan & Kusluvan (2000).
The study of Losby (2017) has similar findings for the three
unfavourable factors. Losby found that both American and Chinese
tourism students lacked the commitment to work in the tourism and
hospitality sector after graduation due to the instability of jobs, low
social status and low pays.
The factors listed above justify the preference of the majority of
respondents to work in the public tourism authorities or as permanent
tour guides in museums after graduation in order to overcome most of
the unfavorable conditions related to tourism industry. Working in a
public tourism authority or as a tour guide in a museum ensures an
acceptable level of income, an appropriate number of working hours, a
prestigious social image of work, as well as addressing seasonality
problems and job instability. The same factors also explain the reasons
behind the reluctance of young people specially females to work in the
hotel industry, where the image of work is related to long working
hours, unsociable working hours and night shifts.
The findings of the research are crucial to understand why
Emirati male citizens are reluctant to work in the tourism sector. The
findings also explain the factors that led to male students' reluctance to
46
Al-Adab Journal – No. 135 (December) 2020 / 1442
choose tourism as a university study field. Male students at the
University of Sharjah and its branches (the subject of the study
survey) constitute just 19 per cent of total students enrolled in the
tourism program, which explains the small contribution of male
students in the test sample (13.2 per cent). In the Arab Islamic culture,
the husband or father is the household 's key breadwinner, even
though the wife is working. The Emirati males therefore do not
consider jobs in the tourism sector because they do not believe that the
income from these jobs is sufficient for them and their household to
maintain a decent life (Al Zubaibi, 2012).
Another point worth noting is that the regulations for university
entrance to various disciplines in the United Arab Emirates depend on
the degree earned by the student in the General Secondary Certificate
(High School Diploma). This might compel a student to enroll in a
discipline that is not one of his best preferences. In the case of the
tourism program at the University of Sharjah, the low entry standards
of the program can induce a significant number of students to enroll in
this specialty without real knowledge of the field of tourism or a real
desire to work in the field.
Recommendations
In order to attract and maintain skilled national labor and reduce
the leakage of tourist income resulting from a high proportion of non-
national employment, it is necessary to change the attitudes of
students towards the tourism industry from negative to positive. Here,
two major issues need to be addressed.
The first issue concerns tourism and hospitality educators. It is
said that many students enter tourism and hospitality programs
without a real understanding of the working conditions in the sector
and with a simple idea of the workplace practices in the industry.
Tourism and hospitality educators can help to solve this issue by
providing all prospective students in the tourism and hospitality field a
comprehensive overview of the types of positions available in the
industry and the current working conditions, including pay rates,
employment incentives and career pathways offered. By providing
prospective students with realistic knowledge about their jobs in the
industry, their decision to study tourism at the university level can rely
on a genuine desire and determination to undertake postgraduate
tourism work. This is likely to help decrease the number of qualified
employees who leave after graduation, or fail to join the industry.
High school career guidance and counseling can play an
important role in developing students' perceptions of tourism and
making their expectations more realistic. This would minimize the
likelihood of disappointment at graduation or while carrying out an
internship program with a tourist service provider that would
47
Al-Adab Journal – No. 135 (December) 2020 / 1442
eventually contribute to their unwillingness to work in the tourism
industry.
In addition, the policy of university enrolment in UAE, which
admits students in tourist schools based on the General Secondary
Certificate, should be revised. The admission policy for students
wishing to join tourist and hospitality schools should be more
selective. For example, the current policy should be complemented by
personal interviews and/or psychological tests, and priority should be
given to students with practical experience in the field of tourism.
The second, and perhaps most important, issue is the need to
improve working conditions for all workers in the sector. Conditions
relating to the nature of employment, wages/ benefits, hours of service
and incentives for promotion must be strengthened. Most of the time,
the private sector will be unwilling to play a significant role in this
regard and, as a result, public sector legislators are recommended to
enforce effective human resource corrective policies and practices in
the industry. Regulations may, for example, define minimum wages,
maximum working hours and final benefits such as medical insurance,
a pension scheme, disability insurance and maximum weekly or daily
working hours.
In conclusion, it can be said that it is in the interest of the
tourism industry to improve students' negative perceptions of working
in the industry. As a result, this would further increase the number of
university students joining and pursuing their careers in the industry.
Otherwise, the industry will continue to lose such highly qualified and
educated citizens, contributing to the consequent leakage of a
significant proportion of income of tourism outside the region.
Further recommended research
Future work can be conducted on the experiences of
undergraduate tourism students. First, the relationship between the
social, economic and demographic variables of students and their
attitudes towards tourism employment can be examined. Second,
given that the Gulf Cooperation Council countries have a common
ethos; future research on tourism students can be conducted in the
Gulf Cooperation Council countries to explore differences and
similarities in their attitudes towards the tourism professions.
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51
 ‫)‪Al-Adab Journal – No. 135 (December‬‬ ‫‪2020 / 1442‬‬
‫تصورات الطالب تجاه العمل في صناعة السياحة والضيافة‬
‫في دولة اإلمارات العربية المتحدة‬

‫د‪ .‬مريم طو مناع‬

‫أستاذ مساعد‪ /‬قسم التاريخ والحضارة اإلسالمية ‪ /‬كمية اآلداب والعموم اإلنسانية‪ /‬جامعة‬
‫الشارقة‪ /‬اإلمارات العربية المتحدة‪.‬‬
‫مدرس بكمية السياحة والفنادق‪ /‬جامعة األسكندرية‪/‬جمهورية مصر العربية‬
‫‪[email protected]‬‬
‫د‪.‬محمد أبوشوق‬
‫أستاذ مشارك‪ /‬قسم التاريخ والحضارة اإلسالمية‪ /‬كمية اآلداب والعموم اإلنسانية‪ /‬جامعة‬
‫الشارقة‪ /‬اإلمارات العربية المتحدة‪.‬‬
‫أستاذ مساعد بكمية السياحة والفنادق جامعة الفيوم‪ /‬جمهورية مصر العربية‪.‬‬
‫‪[email protected]‬‬
‫الملخص‬
‫ا ااق الا ا ا ق‬ ‫لل ما ااس ا ا‬ ‫هنا ااقل المل ا ااس ما ااو الص اواا ااقب للنا ااققس ل ا ااقواب ال ا ا‬
‫ا ا الا ااصقس ال وال ا ا قانا ا ا م ه ما ااو هنا ااق لةا ااصا ها ااي الص اوا ا ا ل ا ا م و ا ا ال قاما ااس الل ا ا‬
‫ا ااق‬ ‫ا ا ا انم ا ااقواب ال وال ا ا ا المل ا ااص لل م ا ااس ا ا ا‬ ‫الاا ا ا ق‬ ‫ل ا ااى و ولا ا ا ل ا ااقو ا ا ا‬
‫ال ا ا ااص اللخ ا ا ااوله ما ا ا ا ا خ ا ا ااي ا ا ا ا ا ولال ا ا ااقو ال قام ا ا ااس ال مق ا ا ا ا قالص ن ا ا ا ا المم ا ا ا ا‬ ‫الاا ا ا ا ق‬
‫الملل ما ا ا و الالون ا ااقم الاا ا ا ق‬ ‫م ا ااو ال ا ا ا‬ ‫اقا ولا ا ا و نا ا ا و ا ا اقا‬
‫للمجلما ا ا ال والا ا ا ى الن ا ا ئ‬
‫ولا ا ا ا الما ا ا االقد الج ا ا ااقم قالقا ا ا االخصاف لمن ا ا ا ا نم جا ا ا ا الم قصلا ا ا ا الة ل ا ا ا ا ا ا ا ا الل ل ا ا ااسه‬
‫الالق ال ال ا ا ال ما ااس‬
‫ا ااق الا ا ا ق ل ا ا و اا ا ئ‬ ‫القل ما ااس ا ا‬ ‫ا االب النلا ااق مو الل ا ا اف ال ا ا‬
‫ا ا ا مجا ا ااقس الا ا ا ا ق ق ا ا اايلل الوى ا ا ا المجلم ا ا ا لل ا ا ااقمل و ا ا ا الم ا ا ااق قالماا ا االقد ا جا ا ااقو‬
‫ى ل ا ااص الص اواا ا ا ال قل ا ا ا مل ا ااص قهقما ا ا لقا ا ا ا‬ ‫ا ا ا القد ا ااق ا الاا ا ا ق‬ ‫ق ال ا ا ا اللو ا ا ا‬
‫ااقو القدا ااق ا‬ ‫م ااو مج ااس ال م ااس ولا ا ل اا ا و‬ ‫ااقو الل لا ا ف قالاا ا ق‬ ‫الا قا ااقب ا ا‬
‫ا ا صقل ا ا انما ااقواب ال وال ا ا المل ا ااص ه‬ ‫الص اواا ااقب الا ا ا ق‬ ‫ا ا ميها ااقو اا ا‬ ‫الا ا ا ق‬
‫قاااا االالمقا ال مقل ا ا ا الق ن ا ا ا الما ا ااقهو قال ا ااص م ا ااو لاا ا ااو ال ا ااصخس الا ا ا ا ق‬ ‫ق اا اايلل لجاا ااي‬
‫النقل وو اوللق ناال ال مقل غ و الق ن ى‬
‫المل ص ه ال مس المجقس الا ق ه‬ ‫الكممات المفتاحية‪ :‬ا لل اف القل مسه انمقواب ال وال‬
‫ه صواا الا ق ى‬ ‫ل قواب ال‬

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