King Saud University, in Riyadh, Saudi Arabia, established the College of Tourism and Archaeology in 2005, in which, the actual studies began in the academic year 2006/2007. The new college then included three academic programs offered by three academic departments: the Department of Archaeology, the Department of Tourism and Hotel Management, and the Department of Heritage Resources Management and Tour Guiding. The latter department offers a single program with two tracks of specialization, one in Heritage Resources Management and the other in Tour Guiding. The study, at the college, begins at the first level with the university requirements courses in a joint preparatory semester, after which the student joins the department to study, in the following four semesters, a general study of the two program tracks, then the student chooses to specialize in one of the two tracks of the department to study the last three semesters in the precise specialization [1].

Since its establishment, the department orientations have reflected the keenness to prepare students for the labour market in both fields heritage resource management, and tour guiding, due to Saudi Arabia's need for qualified graduates in these fields, given the state's focus on its diverse heritage resources and the activation of the tourism industry as one of the non-oil sources of income. The department's strategic plan included preparing students scientifically and professionally in a way that contributes to developing their knowledge and professional skills. Therefore, an entire semester of the study program was allocated to field training, which is the eighth and final semester of the program. In this semester, the student studies only two courses: practical application in tour guiding (10 hours per week), in which the student is trained in the field on all the skills and knowledge that he studied theoretically in the previous levels. Training is conducted in a number of heritage, archaeological and tourist sites, with a focus on one of the major Saudi heritage sites that listed in the UNESCO World Heritage List. The second course is the research project (2 hours per week), in which the student submits a research project that includes designing a guided tour of a site or group of sites, proposing the arrangement of the path, and the mechanisms and techniques used to provide the best possible tourist experience through that tour [1].

Definition and Roles of Tour Guide

The linguistic definition of the tour guide according to the Oxford Dictionary is “a person who shows other people the way to places especially somebody employed to show tourists interesting places” [2]. According to The European Committee for Standardization (CEN), the Professional definition of the tour guide is “A person who guides visitors in the language of their choice and interprets the cultural and natural heritage of an area which person normally possesses an area-specific qualification usually issued and/or recognised by the appropriate authority”. the World Federation of Tourist Guides Associations (WFTGA) has adopted the same definition [3]. The European Federation of Tourist Guides Associations (FEG) and the International Association of Tour Managers (IATM) had a similar definition in which the tour guide is defined as “A person who guides groups or individual visitors around the buildings, sites and landscapes of a city or region; and who interprets in the language of the visitor’s choice, the cultural and natural heritage and environment” [4].

According to the definition of the tour guide, many scholars define the roles of tour guides. Originally, Tilden defined interpretation as an educational activity aimed at revealing meanings and relationships to people about the places they visit and the things they see and do there [5]. Holloway considers a guide’s role as educator to be the most important one [6]. Cohen described the dual roles of the 'original guide' as being both pathfinder and mentor [7]. Ang opines that the tour guides exist not merely as a mouthpiece, mindlessly rattling information or as a merciless shopping sales person, but the entire experience of the tourist lies in their hands [8]. Pond has suggested five roles for modern tourist guides [9].

According to her, guides must play important roles as leaders, educators, public relations representatives, hosts, and conduits. Pond indicates that these five may appear as separate roles, but they are in practice “interwoven and synergistic.” Other authors have outlined the roles of guides specific to a particular context [9]. In context of ecotourism, for example, Black, Ham, and Weiler define the activities that tour guides perform: “to communicate and interpret the significance of the environment, promote minimal impact practices, ensure the sustainability of the natural and cultural environment, and motivate tourists to consider their own lives in relation to larger ecological or cultural concerns” [10]. Tour guides have also been described as “culture broker” [11], and “middleman” [12], Zhang and Chow have summarized the different roles of a tour guide [13].         

Tour guiding is a very important profession within the tourism industry. Tour guide is a strategic factor in the representation of a destination area and in influencing the quality of the tourist experience, the length of stay, and the resulting economic benefits for a local community [14]. Guides are portrayed as people who build bridges among different groups of people through the deployment of money, services, access, and information [15]. Tour guides are key front-line players in the tourism industry [16]. They represent the company and the destination visited. They make visitors dream come true [17].

Training in Tour Guiding

Education and training are regarded to be the paramount strategies for human capital acquisition [18]. Training is identified as the human capital component that workers acquire after schooling and often associated with some set of skills useful for a particular industry [19]. In the tour guiding, training is argued to be one of the fundamental mechanisms that can assist guides in discharging their roles as well as enhancing their performance [20]. Guide training varies depending on the level of training, the area of specialisation such as ecotourism or indigenous culture or historic site guiding and the reason for training [21].

Despite the fact that the problems of tour guides’ role, performance, training and administration system have found their partial coverage in certain scientific works, some aspects of the problem of training professional tour guides remaining sufficiently studied [22].

Cherem stresses the importance of skill of delivery over actual knowledge when he claims all guides are interpreters first, and subject specialists second. He recommends inputs in interpretive methods, field courses, research and theory [23]. Pond observes that training, evaluation and regulation of guides yields great rewards not only for travellers and guides but also for sites, cities and whole societies as well [9]. Pond believed that guides need many qualities to perform his roles, and many of these qualities can be developed through training [9]. Knudson, Cable and Beck [24] focus on effective speaking as the most important skill for tour interpretation- amiability, spontaneity, energy, confidence, delivery, and ability to organise- are some of the things that contribute. However, they opine that education alone cannot develop all these traits though training will still be important. It is now generally accepted that trainees with little or no experience as guides would require training on three important components: knowledge, language, and interpretive guiding skills [25]. Ap and Wong believed that a limited or lack of training opportunities will impede attempts to increase the professionalism and recognition of tour guiding [26]. Weiler and Ham recommend that for training to meet the needs of a country or region and contribute to sustainable development, the impetus for training must originate in the host country [27].

After delivering a training course for tour guides in Panama, Weiler and Ham concluded five lessons. Among these necessary lessons are: collaborative teaching and learning trainees must be encouraged to learn and perform at their own levels, training in-country trainers is essential for ensuring that ecotourism is of benefit to host economies. They also designed 6 stages for the training course [28]. Among the principles that Ham & Weiler put for tour guide training are: Training content and methods should be informed by the literature on what constitutes good or best practice; Training efforts must be systematically evaluated; and Training can and should be made accessible, both logistically (location, time and cost) and intellectually [29].

There have been different approaches to guide training and development. Broadly, they can be divided into two. According to Lugosi and Bray one approach considers guiding as a professional service and advocates for professionalization and certification for tour guides [30]. It is the same view that earlier opined by Christie and Mason [31], Black and Ham [4]. The second approach to tour guide training is based in social scientific inquiry. Researchers belonging to this school (Holloway [6]; Cohen [7]; Fine and Speer [32]) focus on performance of tour guides, roles they assume and the experience of the guided tour that includes tourist-guide encounter.

Chowdhary and Prakash, in their study [33], used World Federation of Tourist Guide Association (WFTGA) framework for the analysis of the content of the tour guide training programme.

In this frame work the deliverables are divided into four elements: practical guiding skills, applied knowledge, cultural studies, and business studies. They also suggested adding two more dimensions knowledge of tourism products and tourism context increasing these to six.

In developing countries, inputs from different sources help develop the content for tour guide training programme [34]. In some countries like Australia and Canada, industry bodies identify competency standards for competency-based interpretive tour guide training [35].

Black, Ham and Weiler concluded that to perform the numerous roles required of them by their employers, guides require a range of knowledge and skills, most of which can be delivered or enhanced through effective training programs [36]. Another important consideration is that the training courses that are developed must be based on learning outcomes and methods that were educationally sound and industry relevant. At the same time the existing competencies of the tour guides must be assessed and an estimate of learning needs must be prepared [27].

As for the content of training, Cherem suggests that tour guide training should include courses in interpretive methods, as well as field courses, research and theory [23]. As noted earlier, Pond recommends training for desired qualities like broad-based knowledge about the area they are guiding within, enthusiasm, commitment to lifelong learning, empathy and sensitivity for people, flexibility, pride in serving others and “the ability to interpret by painting mental pictures” [9]. Knudson et al. stress upon the oratory skills of the tour guides. They suggest skills required to be an effective speaker are amiability, enthusiasm, confidence, delivery and organisation [24].

Kassawnh et al. concluded that tour guide's behaviours impact on the guiding of tourist groups differently depending on the experience and training courses variables [37]. Guides who have trained, are mostly able to deal with tourists in a suitable manner that takes into account the leisure and cognitive needs of tourists. Training of guides will likely increase their confidence when guiding and by extension improve their performance [17].

Guide training programmes are diverse in their curriculum and modus operandum, but all aim to integrate ecotourism principles into their roles and promote long-term positive outcomes on the tourists, the community where the industry is based, the target species, and overall sustainability of CBT [38]. Indeed, inspiring passion and motivating future guides are the goal of training. In the process of training, the future tourist guides will gain and practice their leadership skills which they can successfully demonstrate at each guided tour [22].

In most countries, licensing of guides before their training or training them before they are licensed are two options for controlling this issue of counterfeit or bogus, or at least preventing underprepared guides from misleading tourists. In certain cases, for example in the United States, Australia, and New Zealand, there is no licensing of guides; however, training is a norm in industry. Most European countries have a formal guide licensing mechanism and professional association accreditation. In countries like France and Britain that receive a large number of tourists, there is a licensing system for guides while their training takes place either at university or college or on the job [39].

Developing training specifically for local guides assists these (often small) communities to achieve know-how and professional growth that can lead to economic sustainability and independence [27].

This study adopts the descriptive analytical approach that relies on the accurate collection of data, then studying and analysing this data. This study also follows the case study approach, as it is dedicated to a specific case, which is the field training program for tour guiding students at King Saud University, specifically during the last five years (2019-2023). The study relied on collecting its data on three main sources: the first is the annual reports of field training program of the department, especially during the last five years. The second is the focus groups that were held with trainees before, during and after each training program, in which the researcher participated in his capacity as the supervisor of the tour guiding field training program. The third is the questionnaires that are distributed at the end of each training program to evaluate the program and survey students' opinions. All results from focus groups and questionnaires are included in the annual reports of the training program. All data and information have been carefully studied and analysed to make up the elements and components of this study.

Training Program of King Saud University

Benefits of Training Program

The benefits that the student gains from practicing field and practical training are many [40], including:

-Gaining experience and confidence, as the theoretical study of the specialization differs in many details from the knowledge and skills gained from an actual work environment, which adds to the trainee's confidence and experience.

-The possibility of turning the temporary training period into a permanent job, as many training partners use training programs as a tool for recruitment by selecting from among the best trainees.

-Training gives the trainee the opportunity to practice professional skills in a practical way on the reality ground.

-Gaining real work experience that is added to the CV of the trainee student.

-Working with profession colleagues provides the opportunity to build a network of relationships that is very useful in obtaining advice and information about new job opportunities.

Training Objectives

The tour guiding field training program, provided by the department, seeks to achieve a number of objectives [41-45], including:

-Providing students with the correct professional skills that must be practiced in the fields of tour guiding.

-Applying knowledge and sciences in the field of tour guiding according to scientific and methodological foundations.

-Providing trainees with the skills of being able to implement tourism programs, taking responsibility, and adhere to deadlines.

-Introducing students to the areas of actual work in the various relevant institutions.

-Introducing the relevant institutions in the field to the human competencies expected to enter the labour market.

-Preparing the department's students and integrating them into the labour market environment in which they are expected to be employed after graduation.

-Achieving compatibility between the department's outputs and the requirements of the labour market.

Training Team

The training team usually includes one the department faculty member who specializes in tour guiding, this is done in rotation among faculty members every semester. A number of licensed tour guides may also participate for some time to introduce the trainee student to the reality of the actual practice of the tour guiding profession. In addition to the trainers, academics and practicing professionals (licensed guides), the training team includes a number of department employees to undertake logistical tasks such as providing and following up on transportation, accommodation, food, etc. The team is usually headed by the head of the department [44, 45].

Training Stages

The study semester usually includes fifteen weeks, the field training program is divided, during the semester, into three stages:

Stage 1: Preparation and Introduction to the Training Program

This stage takes three weeks, it starts with a meeting between the training team and the students to introduce the training program, including: Introducing the students to the training objectives, how to achieve the required standards, and identifying the planned training sites. Presenting the schedule for the field training program, and the schedule for completing the research project. Introducing the students to the mechanism required to document the training program, and write reports.

This stage also includes holding several workshops and training sessions to train students on report writing specifications, the desk research and collecting information about the training sites, as well as information about the research project, and training on the skills of writing and documenting scientific research [41-45].

Stage 2: Field Training

This stage lasts for eight weeks, it is the basic phase in the training program. During this stage, students are trained in all the tourist guidance skills included in the training program at the scheduled training sites. The training sites usually differ in each semester due to several considerations, including: the budget allocated for training, the number of students, and the cooperation of the training partners.

Stage 3: Writing and Submitting Reports and Research Projects

This stage takes the last four weeks of the semester, during which students complete the writing and submission of training program reports, as well as the completion of the research project dedicated to designing a guided tour of a city or site, the students are tested on this through oral discussions [44, 45].

Training Patterns

This training program is usually implemented in one of two training patterns:

1-Training by academics and professionals: This is the most commonly applied pattern in most semesters, in which the training process is undertaken by one of the department academics specializing in tour guiding in order to provide students with the correct scientific and academic knowledge necessary to practice the profession of guidance. Some licensed tour guides are hired to provide the trainee students with the skills actually used in implementing tourism programs and tour guiding operations [43, 44].

2-Training through specialized training bodies: This is the least applied pattern in most semesters, in which the trainee students are distributed to a number of training bodies concerned with the field of tour guiding, such as tourism companies, tour operators, and the administrations of some of the distinguished heritage sites in Saudi Arabia. The specialists in those bodies take the responsibility to train the students on the necessary skills to work in the field of tour guiding, such training pattern is implemented according to a training program developed by the department, and monitored and supervised by a specialized academic from the department [44, 45].

Training Sites

In general, it can be said that the field training program focuses on a number of regions and cities in Saudi Arabia that are characterized by the availability of diverse tourism and heritage attractions that help in providing real opportunities for training. These regions usually include:

Riyadh Region

Riyadh Region is the second largest region in the Kingdom of Saudi Arabia after the Eastern Region, it includes the city of Riyadh, the capital of the Kingdom, in addition to 22 other governorates. Due to the vastness of this administrative region, it is distinguished by its possession of many heritage and tourist sites that are very suitable for training students. In the field of cultural heritage, the region includes two World Heritage Sites, one of which is the At-Turaif neighbourhood in historic Diriyah, the first capital of Saudi Arabia, and the other is the Al-Faw Village site, flourished nearly eight centuries between the 4th century BC and 4th century AD. In the field of natural heritage, the region includes a natural World Heritage Site that is the only one of its kind in Saudi Arabia, which is the natural reserve 'Uruq Bani Ma'arid. The capital, Riyadh, also includes a number of distinguished museums, including the National Museum, the King Saud University Museum, the Saqr Al-Jazirah Aviation Museum, and others. The capital also includes a number of heritage buildings such as Al-Masmak Palace, a number of heritage markets, in addition to a large number of modern landmarks that reflect the modern development in the country [46]. All of these elements make Riyadh, the city and the region, a suitable venue for the training program for the tour guiding students.

Al-Madinah Al-Munawwarah Region

Al-Madinah Al-Munawwarah Region is the third largest region in the Kingdom of Saudi Arabia in terms of area. This administrative region is distinguished by the fact that it includes the second most important holy city for Muslims, which is the city of Al Madinah, which Muslims come to from all over the world to pray in the Prophet's Mosque and visit the tomb of the Prophet Muhammad, may God bless him and grant him peace, in addition to the presence of many Islamic visit sites in that holy city [47]. This administrative region also includes one of the most important archaeological and heritage cities in Saudi Arabia, which is the city of Al Ula, which is known as the capital of Saudi antiquities, as it includes the largest and most important heritage and archaeological site in the country, the site of Al-Hijr (Madain Saleh), the first Saudi site to be inscribed on the UNESCO list of World Heritage Sites in 2008, in addition to a large number of diverse heritage and archaeological sites in Al Ula that date back to different historical periods, as well as many charming and unique natural rock formations that represent some of the landmarks of the natural heritage in Al Ula [48]. All of these elements make it necessary that Al Ula and the Al Madinah Region to be one of the most important training sites for the tour guiding students, not only for King Saud University students, but for all tour guiding students in Saudi universities.

Makkah al-Mukarramah (Mecca) Region

Makkah al-Mukarramah Region is the fourth region in the Kingdom of Saudi Arabia in terms of area. This administrative region is distinguished by the fact that it includes the most important holy city for Muslims, the city of Makkah al-Mukarramah, which is considered the religious capital of the country, including the Grand Mosque (al-Masjid al-Haram) and the holy sites to which Muslims from all over the world make pilgrimages [49]. This administrative region also includes the city of Jeddah, which is considered the second largest city in Saudi Arabia after the capital, Riyadh, Jeddah is considered the economic capital of the country. Jeddah includes a world heritage site, Historic Jeddah, which has been inscribed on the UNESCO world heritage list since 2012. Jeddah also includes a number of distinguished private museums such as the Abdul Raouf Khalil Museums (Al-Tayebat museum, the Heritage Museum, and the Home Arts museum), the House of Islamic Arts museum, Al-Makkatain museum, as well as some gistoric houses museums such as Ba’ashan House, Al-Matbouli House, and others [50]. Moreover, there are many modern landmarks, which makes Jeddah, and the Mecca Region, very suitable sites for implementing the field training program of the tour guiding students.

Skills That Are Trained In

The tour guiding skills that trainee students are trained in are varied, due to the diversity of training sites and fields. In general, the most important of these skills can be summarized as follows:

Tour Guiding Skills in Cultural and World Heritage Sites

As interpretation has much influence on the total tourist experience, and this can affect tourists' satisfaction with heritage attractions or even with the whole tour [51], So Students are trained in interpretation, guiding and explaining skills in cultural heritage sites in a number of Saudi World Heritage Sites. In Riyadh, they are trained in At-Turaif site, in Madinah, they are trained in Al-Hijr (Madain Saleh) site, and in Makkah, and they are trained in Historic Jeddah site. In each of these sites, students are trained to explain the historical introduction to the site, then how to design a guided tour track at the site, then how to manage the guided tour along the specified track, then the skills and methods of explanation and guidance, after which the students begin to simulate the role of a tour guide, where each of them explains to his colleagues in front of the training supervisor as a type of test. After passing that test and gaining sufficient confidence, the students begin the explanation and guidance processes for groups of visitors to the site [44, 45].

Tour Guiding Skills in Museums and Indoor Galleries

Museum tours are a prominent and persistent feature of museum visitor programmes [52], so the tour guide should be trained in interpretation skills in museums. In this program, students are trained in tour guiding skills in museums or indoor galleries and exhibitions in a number of museums in different regions of the Kingdom. In Riyadh, training is provided in the National Museum, Masmak Palace Museum, King Saud University Museum, and the museums of Al-Turaif District in Diriyah. In Madinah, training is provided in the Hejaz Railway Museum and the Islamic Pilgrimage Road Museum. In Makkah region, training is provided primarily in the Tayebat International City Museum, as it is the largest private museum in Jeddah, in addition to a number of other museums, including: the Museum of Heritage, the Museum of Home Arts, the Museum of the House of Islamic Arts, Al-Makkatain museum, the Ba’ashan House Museum, and Al-Matbouli House Museum. The training begins with explaining the introduction to the museum, then designing the guided tour track, then explaining the museum halls and their contents. After that, students are trained to simulate the role of the tour guide, before they later assume the actual role of the guide and lead groups of museum visitors to explain the museum and guide them through its various halls and galleries [44, 45].

Tour Guiding Skills in Open Museums and Sites

Training on guiding skills in open sites is mainly conducted at the site of Jeddah Sculpture Open Museum, which is an open-air museum on the Jeddah beach [50, 53], it includes a collection of 20 sculptures of artworks by famous international artists such as: Henry Moore, Victor Vasarely, Cesar Baldaccini, Jean Miro, and others. The training is conducted in three stages, starting with explaining to the students, then the students playing the role of the guide to each other, then they guide some visitors.

Tour Guiding Skills in Modern Landmarks

City tour, with interpretation of the city old and new landmarks, is essential part of most of tourism types [54], hence it is necessary to train students of this program in the skills of explaining modern landmarks through repeated tours of the most important modern landmarks in the city where they are trained. In Riyadh, they are trained to explain its most famous modern landmarks, including, for example: the Kingdom Tower, Al Faisaliah Tower, King Abdullah Financial District (KAFD), King Fahd Stadium, in addition to a number of universities, major hospitals, and shopping centres. In Jeddah, they are trained to explain a number of its distinguished modern landmarks, including, for example: the Jeddah flagpole, Jeddah Dome, modern towers in Jeddah, modern mosques, as well as the famous squares decorated with international artworks such as the squares of: the Globe, Lanterns, Bicycles, Accident (Crazy Speed), and others [50].

Tour Guiding Skills in Historic City Centres

Training on the skills of guiding at the historic city centres is mainly conducted through two specific sites: the old city of Riyadh and the historic city of Jeddah. In both sites, training is conducted on defining historical city centres, their importance, explaining that they represent the origin and centre around which the urban expansion of the city began and extended. Students are trained on explaining the planning of city centres, the functions of urban planning, the urban expansion of the old city and its transformation into its current expansion [44, 45].

Tour Guiding Skills during Transportation              

Students are trained on tour guiding skills on the bus, ass the bus, or the tourist mean of transportation in general, is one of the most important tools for implementing the tourism program. Due to the long time in which the guide spends with the tourists, it becomes necessary for the guide to explain and interpret inside the bus. The students are trained on the skills of: using microphone, standing on the bus while explanation, managing the tourist group on the bus, as well as skills of communicating with tourists during travel or internal transportation [45].

City Tour Design Skills

Students are trained on the skills of designing a comprehensive city tour in which they are being trained. This begins with training on designing a general tour of the city to learn about its most important landmarks. After the students succeed in this, they are trained on designing specialized tours within the city, such as designing a tour to visit only the city's museums, or a tour to learn only about the city's heritage markets, or a tour to explain the city's modern landmarks. All of this is done by dividing the trainees into groups, each of whom is asked to design a general tour of the city that is different in terms of the starting point, the end point, and the landmarks in between. Then each group is asked to design a specialized tour. After the trainees design the general and specialized tours, they actually implement the tour and explain the designed tour to their colleagues. The groups swap roles, and the experience is evaluated by the training supervisor [44, 45].

Skills of Designing On-Site Guided Track

Students are trained on the skills of designing a guided trail within the visited site, this is implemented in all the sites where training is conducted, whether in Riyadh, Al-Ula, or Jeddah. Students are divided into groups, each of them is asked to design an integrated track for the guided tour of the site, each group should design a different track, each track should include a starting point, a number of selected landmarks on the site and stop points for interpretation arranged according to location, and an end point. Then the trainees in each group conducted the guided tour, where they explain the track to the trainees from the other groups, the experience is evaluated, in terms of adherence to design standards and the level of implementation, by the training supervisor [45].

Skills of Tourism Program Implementation

Students are trained on the skills of implementing the whole tourism program, this is practised in all the sites where training is conducted in different Saudi regions. This group of training skills includes a large number of skills such as: time management, the necessity of literal implementation of the program without postponing or cancelling any of its components, distributing tasks among the members of the program’s executive team, and matching what is implemented from the designed program with what was promised to the tourist when purchasing that designed tourism program [44, 45].

Skills of Visitor Management

Students are trained in management skills of tourist groups and visitors; this is practised in all training sites in different regions. Tourist management skills include a large number of skills such as: skills for receiving and welcoming tourists at the first meeting, helping to complete the arrival procedures at the destination, completing the check-in process at hotels, managing tourists in hotels and accommodations, managing tourists at visit sites and tourist attractions, communication skills with members of the tourist group, finishing the check-out process for leaving hotel or place of accommodation, as well as the procedures for leaving the tourist destination [41-45].

Skills of Tour Guiding Techniques

Students are trained on the skills used in the techniques of explaining, interpreting and guiding tourists, the skills that represent the foundations upon which the success of a tour guide is based, these skills including: the skill of explanation and narration, the skills of simplifying and facilitating information, visual communication skills, employing body language, skills of employing voice tones, skills of choosing the right standing angles during explanation in different sites, as well as skills of attracting the attention and focus of the tourist [41-45].

Skills of Using Guiding Tools

Students are trained in the skills of using guidance tools and media, whether they are available on the site, such as panels, maps, explanatory cards, visual presentations, and barcodes, or whether these tools are invented by the trainee, such as designing explanatory information cards, a photo album for a site or landmark, designing a presentation, or designing a barcode with a link to information. The student is trained on how to employ all of these tools in the guided tour in order to ensure the greatest possible enjoyment of the tourist and his satisfaction [41-45].

Skills for Searching For Information

Students are trained on the mechanisms and methods of scientific search for the information needed to explain the sites to the tourist. They are trained on searching for information through the use of traditional and modern methods. Traditional methods include searching in printed publications such as published scientific books, specialized articles in scientific journals, and university theses through public libraries or digital means. The modern methods of searching for information include using the modern technologies represented in the sources of the World Wide Web, provided that this is achieved through reliable academic scientific search engines such as Google Scholar, or through official trustworthy and authorised websites such as the websites of the Ministry of Tourism, the Ministry of Culture, the Ministry of Foreign Affairs, various universities, and others. Students are tested on the mechanisms of obtaining information about some sites and landmarks that are specified for them by the training supervisor [41-45].

Skills of Guiding In the Religious Holy Sites

The Kingdom of Saudi Arabia is distinguished as the Qiblah (destination) of Muslims around the world, as it includes the two most important holy cities for Muslims, which are: Makkah Al-Mukarramah and Madinah Al-Munawwarah. These two cities receive about three million visitors during the Hajj season every year, and the number exceeds ten million during all the year round outside the Hajj season. Therefore, training on explanation, interpretation and guidance skills in the holy sites is of particular importance to Saudi tour guiding students, so that they will be able to lead groups of pilgrims and Umrah performers in the future. The training in Makkah Al-Mukarramah includes training on explaining the rituals of Hajj and Umrah, as well as explaining the Grand Mosque (al-myMasjid al-Haram), and explaining the religious landmarks in Makkah Al-Mukarramah such as: Mount Arafat, Muzdalifah, Mina, Jamarat Bridge, Hira Cave, the factory of Kaaba Kiswa (the cloth that covers the Kaaba), and others. In Madinah Al-Munawwarah, training is provided on explaining the Prophet’s Mosque, in addition to the most important religious sightseeing in Madinah, including: Quba Mosque, al-Qiblatayn Mosque, Martyrs’ Cemetery of Uhud Battle, the site of the Battle of the Trench, and others [44, 45].

In general, it could be concluded that the training program for tour guiding students, in the Department of Heritage Resources Management and Tour Guiding, King Saud University, is a very good program overall.

In terms of time, a full semester, out of the eight semesters of the department’s program, is allocated to implement this training program, which is a very sufficient period, if used properly, to provide trainee students with the skills needed for the labour market. As for those in charge of training, the program combines academic experience and professional experience. Academic experience is represented by the presence of an academic supervisor from among the department members responsible for designing and implementing the program, the professional experience is represented by the participation of some distinguished licensed tourist guides in implementing some stages of the program. As for the content of the training program, the program includes almost all the skills that a guide must acquire in order to succeed in performing his mission in the best possible way, including guidance, interpretation, visitor management skills, and effective communication.

Training on all of these skills is conducted in locations of different nature, including cultural heritage sites, museums and indoor galleries, open museums, as well as guiding skills in vehicle during transfers, in addition to explanation, interpretation, and visitor management skills in the holy sites. The program is also distinguished by the diversity in the selection of training sites to cover more than one region of the Kingdom, including Riyadh, Mecca, and Medina.

Finally, the good quality of this program does not mean that it is a model program without disadvantage, as there are certainly some cons, included in this program, that require a further detailed study that includes a SWOT analysis in order to define the strengths, weaknesses, opportunities and threats of this training program.

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