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��ࡱ�>��	�����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������[���:�bjbjYY	>�;p\;p\��+���������TTTTT����hhh8��4ThwF��������/v1v1v1v1v1v1v$Jy�|RUviT�����UvTT��H�v�"�"�"��T�T�/v�"�/v�"�"�O�+T������S5 ������!�KQ,v�v0wwQ�R|�"@R|X+T+T`R|T�X����"�����UvUv�"���w������������������������������������������������������������������������R|����������>:Evaluation of the Organizational Personalities of the Tourism Schools in Cyprus: A Comparative Case Study *

ABSTRACT
The aim of this study is to compare the organizational personalities of the tourism schools in two universities in North and South Cyprus. The data were collected by means of an interview schedule and examined using content analysis. The results showed that the tourism schools of both countries had distinct personalities due to the differences in the higher education systems, management styles, organizational structure and administrative behaviors of their universities. For both parts of the island, the results showed that international accreditations, collaborations, and dual programs with international bodies and different universities will enhance student satisfaction and success of the current universities. The researchers suggest that both institutions should take into account the needs of the industry and improve their cooperation with the stakeholders of the tourism sector in order to promote their curricula.

Keywords: Comparative case study; North and South Cyprus; Organizational personality; Organizational Culture; Tourism schools 





* The summary of this paper was presented in 1st International Higher Education Studies Conference (IHEC), Istanbul, Turkey, October 14-16 2015.

Introduction 
Cyprus with two communities have distinct ethnic, linguistic and religious backgrounds and separate educational systems (Psaltis, 2016; Psaltis & Cakal, 2016, p.230). South Cyprus is a member of the European Union as the Republic of Cyprus whereas North Cyprus declared her independence in 1983 as the Turkish Republic of Northern Cyprus and is officially recognized only by Turkey. Since national cultures shape organizational cultures (Katz, 2005), it is expected that the differences in national cultures are reflected into organizational cultures of universities of the two countries. 
The study therefore aims to examine the personality traits of Tourism Schools of two private universities, separately located in the capital city (Nicosia) of North and South Cyprus. Ozgit and Caglar (2015) mentioned that an effective �hospitality management� education is significant to satisfy customers during the delivery of services by skilled staff. Therefore it is crucial for the researchers to analyze the organizational structures and cultures of the tourism schools in Cyprus universities. 
The current study is expected to provide insights on the development of the tourism schools in both universities. For sustainable development of human resources and future success within the sector, the tourism schools of universities can analyze their organizational structures and cultures. The researchers also believe that this study is significant for looking at the differences in the personalities of tourism schools of two universities and how these personalities were influenced by the aforementioned cultural differences. Therefore, this study aims to find out answers to the following research questions:
How are the higher education systems of North and South Cyprus?
What are the perceptions of the participants on the management styles and organizational structure of the tourism schools of the two universities?
What are the perceptions of the participants on the socialization processes and job motivation?
What are the metaphors of their schools?  





Organizational Culture and Universities
Organizations are open systems, which have their own particular cultures and personalities as people have traits with the ability to influence others which is critical to each member�s overall effectiveness (Anderson, Sapataro, & Flynn, 2008; Erdem, 2016; Natoli, 2001). Moreover, organizations are operated with their own social psychological and processes. They are also seen as social collectives, which are formed by people connected to an organization (Erdem, 2016; Yolles & Fink, 2011). Therefore, the main goal of understanding an organizational culture is to minimize the occurrence of cultural conflicts in the organization and promote the development of shared values (Tierney, 1988). 
Schools as complex organizations contain complex individuals from different cultures, who come together to experience effective teaching and learning. Strong organizational culture with clear procedures, guidelines and lines of accountability are needed for schools to function effectively (Mescht & Tyala, 2008). On the other hand, universities with their academic and autonomous organizational structure perform education, conduct basic and scientific researches, and carry out the community's duty functions to improve a particular organizational culture (Erdem, 2016). Schneider and Smith (2004) explained organizational culture as the cause of personality. They stated that organizational performance is affected by organizational culture thus; individual performance is a significant determinant for the development of personality. Besides, individuals work with a variety of personalities, values, and attitudes (Carpenter, Bauer, & Erdogan, 2009). Silman, Ozgit, and Oksuzoglu (2009) pointed out that universities are in strong competition in training successful people for the global market. Therefore, performances of academic staff, qualifications of graduates and management styles of administrators will affect the education provided in the faculties. Universities need to meet the increasing expectations from a range of stakeholders, such as students, employers, employees, and governments, for the quality of teaching and learning that they provide (Radloff, 2005). Hence, stakeholders need to differentiate their university from the other (Erdem, 2016). With their multicultural structure, universities need to develop strong organizational cultures to motivate all stakeholders involved in organizations. The strong culture will shape the universities� organizational identity, which is significant for their image. In this case, it is important for the administrators to help the development of the school culture that embody shared norms, values, beliefs, and attitudes. Administrators have an impact on the creation of the organizational culture and the practices which are important on the level of involvement by followers in the decision making process (Walumbwa, Wang, Wang, Schaubroeck, and Avolio 2010).

Organizational Structure and Motivation
Motivation is an internal state, like emotions and attitudes that only the individual can control (Banks, 1997:7). Magee and Galinsky (2008) said that, if effective human resource procedures are in place, individuals of higher rank possess a greater combination of skills, ability, and motivation to accomplish the work of the organization than do lower-ranking individuals, giving the formal hierarchy a high degree of legitimacy to its members. Dobre (2013) mentioned that understanding employees� feelings about a particular situation provides feedback on their needs. The author adds that empowering employees for better productivity through more control over their own jobs would be one of the essential driving force for the organizational success.
 Yukl (2002) emphasizes that bureaucratic structure of an organization makes decisions difficult due to the the lack of knowledge of the administrators. Therefore, through empowerment and employee participation in the decision making process, administrators can deal with some restrictions, rules, standard procedures, and required authorizations, regarding the strategies and objectives of the organization (Dobre, 2013; Yulk, 2002). Magee and Galinsky (2008) in their study focused on two functions of organizational hierarchy, which impact the establishment of the order and facilitate coordination and also the motivation of individuals. Similarly, Banks (1997) mentioned that managers can create a good work environment through motivating their employees by maintaining open communication with them and improving performance through rewards. Dobre (2013) also implied that employee performance depends on different factors, such as motivation, job satisfaction, training and development. 
According to Drucker (2008) there are no more important decisions within an organization than people�s decisions, so that staffing a job, placing people into jobs and assignments, and promoting them are crucial for their motivation. In order for employees to have task fulfillment as suggested by Dobre (2013) organizations need to possess a strong and positive relationship among staff.


Socialization
Socialization, like induction and orientation, prepares an individual for a smooth transition between jobs or organizations (Chow, 2002, p.720). For universities socialization occurs through some symbols like open doors, informal flow of organizational communication, access along the organization, commitment to hard work and to excellence for students (Tierney, 1988). Chow (2002) describes socialization as a change process that involves the communication of significant norms and values to employees. He emphasized the significance of organizational socialization for the employees to ensure conformity and being aware of the norms and values of the organization to maintain control. 

Higher Education in Cyprus
Cyprus is politically divided into two parts as North and South Cyprus. North Cyprus as an island state benefits from tourism and education services (Ozgit & Caglar, 2015) as well as South Cyprus. There are six universities in North Cyprus which have Tourism Schools (Ozgit & Caglar, 2015). Higher education in South Cyprus is based on three distinct cycles in accordance with the Bologna process; bachelor (first cycle), masters (second cycle) and doctorate (third cycle) degrees (Andreou & Koutsampelas, 2015). Andreou and Koutsampelas (2015) state that all private universities started their operations in September 2007 and they are registered with the Ministry of Education and Culture by which they are all accredited. There are three state and four private universities in South Cyprus and four of them have Tourism Schools. 

Methods
Research Design
This research is a comparative case study. The primary data of the study were obtained with qualitative reseach methods. Goodrick (2014) stressed that comparative case studies include the analysis of the similarities and differences of two or more cases. They are suitable when �how� and �why� questions are being asked about the research outcome. 

Participants
In this study, maximum variety sampling method has been used. With this strategy each case based of the selected sampling can be identified in detail (Y1ld1r1m & Simsek, 2006, p.107). Seven participants from the tourism school of a private university in North Cyprus and eight participants from the tourism school of a private university in South Cyprus comprised the sample of the study. 
The Two Case Studies
North Cyprus University Tourism and Hotel Management School: The case study was conducted in Nicosia, the capital city of North Cyprus. The School of Tourism and Hotel Management of the university is one of the oldest academic programs, which was set up as a vocational school. The university was established in 1998. There are ten academic staff (two of them are administrative staff) currently employed in the school. There are approximately 120 students studying tourism and hotel management.
South Cyprus University Tourism and Hospitality Management School: The case study for South Cyprus University was carried out in Nicosia. The School of Tourism and Hospitality Management of the university is functioning under the School of Business. The university was established in 1980 as a college and transformed from college into university in 2007. There are 2 administrative and six academic staff in the school. There are approximately 90 students in the school.

Data Collection Tool and Data Collection Process
Regarding to the aim of the study relevant literature has been reviewed to gather theoretical data. Semi-structured interview schedule developed by the researchers was used to collect data. The schedule was designed in four sections (-higher education systems of North and South Cyprus, perceptions on the management styles and organizational structure of their organizations, perceptions of socialization processes and job motivation, and metaphors of organizations and education systems-) with eleven questions. The interviews ended in twenty days and each interview conducted using voice recorder. Duration of each interview was 30-55 minutes on average. In order to compose reliable and valid results, the interview schedule was reviewed by three experts, specialized in the field of educational sciences and qualitative study, and piloted with three academicians from a private university in North Cyprus. The schedule was revised with regard to the comments and the pilot study. Some of the sample questions of the interview schedule have been mentioned below:
How do you evaluate the managerial structure of the general education system of your country?
How do you evaluate the administrators� behaviors of your working environment?
How do you evaluate the organizational structure of your organization?
What are your positive and negative views about the job motivation applied within your organization?
How do you evaluate the necessity of the socialization activities for academic staff within your faculty? 
If we ask you to define your organization with an object or a living thing how do you define it?

Data Analysis	
Data were analyzed through content analysis technique. Content analysis is capable of encompassing a richer sense of concepts within the data due to its qualitative basis (Stepchenkova, 2012, p.443) Data were distributed to manageable categories and discussed under themes emerged in the study. During the analysis of this study, participants (academic staff and administrative staff) were identified with abbreviations (such as NCU for North Cyprus Private University) according to their schools, administrative duties and academic statues. 

Findings and Results
The academic and administrative staff employed in the Tourism and Hospitality Management Schools of the North and South Cyprus private universities were asked questions to elicit their perceptions on the following themes: higher education systems of North and South Cyprus, management styles and organizational structure of the tourism schools of two universities, socialization process and job motivation, and metaphors of organizations, which are all believed to reflect the organizational culture (personalities) of these organizations. 

Higher education systems of North and South Cyprus
The findings revealed that South Cyprus benefits from the opportunities of the Bologna process as a member of the European Union whereas North Cyprus has serious difficulties in attracting international students to their universities due to political boundaries. Both parts are having difficulties in adopting their higher education systems to the global competitive conditions. The authorities of the general education system within each country are seen by the majority of the participants as the main reason behind this. Compared to South Cyprus, North Cyprus seems to have more experience in the higher education sector. Nevertheless, both have similar managerial structure problems in their Higher Education systems. In terms of number of universities, North Cyprus has reached more than eleven universities within more than thirty years of experience whereas South Cyprus has approximately ten years of experience specifically for private universities.  
SCUH1 said:
�I do not think that our education policies are enough. Everyone has a university degree just to get a job� But science is always developing and growing�you still have to go through accreditation, bring your degree to the ministry, and show them the degree that is an equivalent degree for Cyprus laws.� 
SCUH1 points out the difficulties which universities face through their graduates� job enrollment. Although South Cyprus has the opportunities of Bologna process, the bureaucratic structure of the higher education system affects their performances negatively. The above statement shows that South Cyprus higher education system has not been institutionalized. Nevertheless, the higher education system is still growing and universities are also developing through international accreditations as part of the Bologna Process. This may also help them develop stronger organizational culture of their institutions.  
On the other hand, another participant (SCUAS1) also mentioned the difficulties faced by South Cyprus Higher Education system:
��we have many other negatives that developed with no support. I mean the government does not support private universities, it has always been a barrier�� 
With respect to the managerial structure of the higher education system in South Cyprus another participant (SCUVH1) said: 
��there is a bureaucratic at the same time a centralized structure in the Cyprus higher education system. For example, you need to get accreditation for every single decision. However, there is a centralized system but from primary education to higher education I think they kept -the governments- as the authority in hand. We are involved in the European Union but still have problems in higher education system, so if they delegate the autonomy to make decisions, for example, related to their student number, it would increase the competition.� 
SCUVH1 also emphasizes the lack of empowerment in the higher education system. This is seen as a negative point as it restricts the autonomy of universities. The bureaucratic and centralized higher education system decreases the opportunity of universities for competitive advantage, even for South Cyprus, which is involved in the Bologna process. 
The three participants of the South Cyprus University have also shown that the general higher education system has not been renewed or upgraded accordingly to the new requirements of the competitive world conditions. In order to compete within the global economic conditions, universities need to have the autonomy in terms of attracting students. In doing so, financial support and decision making authority become crucial for the development of a private university. Another significant point is that a common vision for a healthy higher education system development needs to settle down otherwise competitive and comparative disadvantages will cause serious problems for the whole system.
Compared to South Cyprus, higher education system participants of the North Cyprus University also responded with almost similar answers to the questions related to the higher education system of their country in terms of the managerial structure. The most significant difference between two education systems is pointed out as the autonomy of private universities in North Cyprus. Hence, the general higher education system restricts the development of private universities in South Cyprus contrary to this North Cyprus has autonomy to attract students based on their own criteria. 
One of the participants (NCUH1) said:
�we walked a long and hard road to establish higher education sector in North Cyprus�but things are going wrong because politicians want to have the authority in their hands�of course political embargos and constraints are important to behave more careful but I think universities need to be involved in the strategic development plans of the higher education system together with the government. Here the Ministry of Education is the authority who decides on the programs that are going to be opened in the universities.  We have autonomy in selecting our students but not in opening new education programs. Therefore, how can we attract new students to educate them according to the demand of the world trade market or meet scientific needs?�
Another participant (NCUAS1) pointed out that there is a lack of planning and monitoring in higher education system of North Cyprus. According to this participant lack of control and plans create huge problems for the quality and decrease the image of the private universities in North Cyprus. NCUAS1 said:
�The biggest problem of us is the student attraction and their numbers here�there is no control and no plans about the need of the graduates in all fields in North Cyprus. We have YODAK as the Higher Education authority and the Ministry of education but they both are not satisfying the needs of the community�there are a lot of unemployed graduates especially from private universities because there is no control, I mean quota about the real need of each sector. For example there are lots of business or law graduates with less need of the country but we cannot find tourism graduates to send to the sector. This is related with support of the government. They need to come together with the universities and set plans for each sector together.� 
The participant NCUAS2 focused on the effect of this system on education quality and performance of the academic staff as:
�The history of Higher Education in North Cyprus is started more than 25 years ago, but in last the 10 years the quality of the students have decreased�we accept each student who wants to have degree but our criteria are not clear�there must be standards when you get a student to your university�yes we have autonomy in student selection but if we have specific standards academicians will also have higher performances.�  
Apart from the problems in Higher Education system in South Cyprus, North Cyprus higher education system is not under the pressure of burocracy but as mentioned earlier strategic collaboration between universities and the sector representatives are problems which effect a strong organizational culture negatively.

Management styles and organizational structure of the tourism schools
The participants of this study gave different answers to the issues related to behaviors of their administrators for both schools. Participants from the school in South Cyprus think that their tourism school has autonomy and the management style of their school and university is democratic. On the other hand, the participants from the university in North Cyprus revealed that the university has autonomy but academicians do not have academic freedom because of the organizational structure and the management style of their university. Nevertheless, the autocratic management style prevents them from improving themselves academically since there are a lot of nonacademic chores waiting for them. As it is said by Dobre (2013) strong and positive relationships in organizations direct employees towards task fulfillment. Therefore delegation of the authority and employee participation is needed to create stronger organizational culture.  

Administrative behaviors in the schools
One of the participants coded as SCUH2 stated the administrative behavior in their school as:
��here democracy is the case because we have an administrative structure where they listen to you and if there is any kind of a problem they try to solve it. More importantly we have school councils and representatives. So it is a big opportunity for all of us, as we can also become one of the representatives�� 
SCUH2`s quote provides information on participative management style where the participant continued to stress this as follows:
�I have not seen any behavior such as punishment here�we are happy because we understand each other. We are committed for excellence as it is the main goal of this institution�they created this in the reality for the workers from top to bottom.�
SCUAS3 also stressed the management style, of their school as democratic. The participant focused on the communication and decision making authority and her answer was:
��there is two-way communication I think�we do have responsibilities and our administrators from schools and from rectors office sometimes delegate the authority to us�
On the contrary to South Cyprus university participants� perceptions to the management styles and organizational structure, NCU participants stressed negative opinions about their university administrators� management styles and the organizational structure.
NCUAS1 stressed the importance of the effect of the administrators on their development. In this manner he believes that within a centralized organization administrators also behave in autocratic manner as they are not empowered to manage their schools and staff. Moreover one-way communication and lack of empowerment have been seen significant factors of the autocratic management style in their organizations. The participant said:
�there is an illness for private universities here�in our university as well� the owner of the university is deciding and the rest of the organization obeying to the given decisions�when you ask to go to a conference they do not support you�your duty is to teach and do what the director is telling you�each semester they might assign you different lectures and do not ask if you can teach it or not�they just decide and you learn later�we have the autonomy as university but the only delegation of authority given to the academicians is about their lectures�
NCUH1 also mentioned organizational structure of their school as centralized. The participant said:
��I want to inform my instructors about the decisions made by the university but sometimes head of schools learn about them after they have been made�we need to work on the same vision with the management and our staff need to do so��
Regarding the working environment of their school, one of the participants from SCU define it as democratic. 
��we are not only teaching and writing academic papers here, but and in this organization, there are also many opportunities to be involved in. Therefore, I think our working environment is democratic here� said SCUAS4.
Contrary to this, North Cyprus university answers about their working environment focused more on the friendship instead of the organizational structure in general. NCUAS 3 explained this as;
��our friendship is good here�there are some people who are trying to be close to the top management�but they are also not involved in the decisions of course�we are trying to support each other within a peaceful environment as much as we can�� 

Socialization and job motivation
�The term socialization is distinct in that operates through a (lateral, within domain) structural coupling process that lies outside the normative personality� (Yolles & Fink, 2011, p. 26).  With regard to the socialization process, the participants of the university in North Cyprus are forced to organize events on behalf of their school, but this does not improve their job motivation as it is seen as a compulsory duty. The participants from the university in South Cyprus are more motivated due to the shared values and cooperation within their schools. This also gives us insights about the organizational cultures of two schools while analyzing the socialization and job motivation of the academic staff of the schools. Related to this subject following quotes are to show that South Cyprus university has stronger organizational culture than North Cyprus university due to the shared values and cooperation of the academic staff in their schools. 
SCUH2`s perception on socialization process in their school is as:
��we have dinner or sometimes lunch on weekends twice in a month together with our families�here in the school we organize conferences which improve our motivation towards our job because we meet different people and gain knowledge.� 
Another participant of North Cyprus university, NCUAS6, explained the socialization process in their school as a compulsory duty.
��each week all academicians have a free day�do not misunderstand this is not for research�we have to organize a trip with our students and head of school forcing us to do it�we do it with attendance� I mean we are taking attendance for students and for academicians and we have to attend��

Metaphors of Organizations 
There are several research studies which analyzed education systems through the use of metaphors (Houston, 2007; Palmberg, 2009; Silman & Simsek, 2006; Taylor & Aspin, 1984; Van Den Hoven & Litz, 2016; Yudkevich, Altbach, & Rumbley, 2016). Metaphors are effective tools used for understanding organization and management (Morgan, 1998). �Metaphors are used to understand one element of experience in terms of another. For instance when we say the �man is a lion� lion is a metaphor used to emphasize the lion like characteristics of the man� (Morgan, 1998, p.4). Morgan (1998) believes that metaphors help us read and understand organizational life. 
In the current research, metaphors were used to understand the effectiveness of the tourism schools� organizational structures and cultures. Participants were asked to define their organizations using metaphors. North Cyprus university participants described their organizations with different metaphors. NCUAS1 described her organization as �greyhound�. Another participant`s (NCUAS5) description for the North Cyprus university was �panther�. 
The participants used these metaphors to imply the rapid development of their university and the school in terms of number of students, number of different programs offered in the university and different activities. Another participant NCUAS3 mentioned the significance of the experience in higher education sector. The participant described his organization as �government� due to the long experience of her institution in the higher education sector. On the other hand South Cyprus university participants also described their organizations with different metaphors. For instance description of SCUH1 was �c`lock� due to the positive impacts of their organizational structure on development of their schools and operations. With this metaphor he mentioned that it is crucial to have a democratic organizational structure in higher education sector. On the other hand, SCUVH2 used the metaphor �vibrant� for his school as they have different academic and social activities and SCUAS1, description was �a living Organism� where all stakeholders -including students, academic and administrative staff, and sector representatives � are included in the development of their system.  In terms of the organizational structure which effect the culture results showed that most of the metaphors for North Cyprus university indicated autocratic management whereas South Cyprus university metaphors are likely showing more democratic working environments for the participants. 
Discussion and Conclusion 
The aim of this study was to examine the personality traits of Tourism and Hospitality Management Schools of two private universities, separately located in the capital city (Nicosia) of North and South Cyprus. The political situation of both countries has a huge influence on their higher education system. South Cyprus is a member of European Union, therefore all their universities are accredited by the European Union (Bologna process). Universities in South Cyprus have a wider range of diversity in terms of students� national backgrounds but the strict bureaucratic higher education system prevents them from attaining the targeted number of students. On the other hand, North Cyprus is a politically unrecognized country which is only recognized by Turkey. Therefore, the majority of students come from Turkey. There are students coming from the Middle East and Africa. Yet, if universities were part of the Bologna Process, students from Europe would also come to North Cyprus. This situation would increase the diversity and therefore the internationalization processes in the universities of North Cyprus. In both countries the universities had difficulties in adapting their higher education systems to the global competitive conditions. This result may stem from the fact that the university in South Cyprus was transformed from a college in 2007 and therefore it is a new university. Being a new Higher Education Institution may negatively influence their competitive position in the global environment. On the other hand, the university in North Cyprus has difficulties in competing with others due to being in a politically unrecognized country. Even though the higher education is more institutionalized and autonomous due to its background, there is still a need to improve the institutionalization of the system.  	
The researchers elicited some personality traits of the two tourism schools of both countries depending on the findings of the study. Concerning the first research question, the participants had both negative and positive opinions about the general education systems of North and South Cyprus. The higher education system of South Cyprus benefits from the opportunities of Bologna process as a member of the European Union, while North Cyprus has serious difficulties in attracting international students to its universities. Even though South Cyprus enjoys the education services offered by the Bologna Process, their higher education system still needs to be developed. The participants form the university in South Cyprus believes that their tourism school has an autonomous and a democratic management style and the decision making authority is delegated to lower level managers and employees.
The participants from the North Cyprus University revealed that the university had an institutional autonomy but academicians did not have individual autonomy because of the organizational structure and the management style of their schools probably influenced by the general structure and management approach of their university. The autocratic management style of their school prevented them from improving themselves professionally as they are assigned a lot of nonacademic duties. 
Uslu and Welch (2016) found out that, the general atmosphere in the universities also affects academics� organizational perceptions. With regard to the socialization process, the participants of North Cyprus University are forced to organize events on behalf of their school but this does not improve their job motivation as it is seen as a compulsory duty. Thus the personality trait of the school regarding the socialization process can be defined as �coaction� as activities are forced by the administrators. On the contrary, the participants from the university in South Cyprus seem to be more motivated due to the shared values and cooperation within their schools. Hereby, �cooperative� can be the personality trait of their school. In conclusion, as it is mentioned by Argyris and Sch�n (1978, p. 326-327) tourism and hospitality management need to note that �organizations as small societies in which people create for themselves shared meanings, symbols, rituals, and cognitive schemas, which allow them to create and maintain meaningful interactions among themselves and in relation to the world beyond their small society, are those with strong cultures�. This is true for the tourism and hospitality management schools of both countries as they are one of the most significant stakeholders of the tourism sectors. Tourism education is significant due to its impact on the tourism sector directly or in directly (Ayikoru, Tribe, & Airey, 2009). Hence, with their strong organizational cultures and managerial structures they will be able to educate future employees for the sector with more awaraness of the importance on how to reach success with mutual benefit in their future proffessional lives. 
The North Cyprus university participants described their school with the metaphors of �greyhound� and �panther� implying the rapid development of their schools. These metaphors may show that the participants� main focus was on the development rather than on the organizational structure. On the other hand, the metaphors �clock�, �vibrant� and �a living organism� used by the South Cyprus university participants emphasized more the organizational structure, socialization processes and the shared decision making approach of their school. They said that their school worked like a clock with no negative interference owing to the democratic organizational structure. Their school is �vibrant� because of the energy created by the interaction of people for a common purpose. The description of �a living organism� may imply that the school has an open system that gives importance to adapting to the changing environment with the efforts of the stakeholders having a team spirit.
This study examined the personality traits of Tourism and Hospitality Management Schools of two private universities, separately located in the capital city (Nicosia) of North and South Cyprus. The results of the study revealed that the general education system of South Cyprus needs to be improved according to the new education paradigms. The North Cyprus education system also needs to be developed and accelerated more on the basics of internationalization. It should be noted that student mobility will not be enough for the successful development as the new developments in the world should take in account so that new policies which will also support the tourism sector�s development can be composed.  Hereby in the national and international extent integrations with the sector can be taken place with more strong organizational structure and culture. Ozgit and Caglar (2015) in their study mentioned that tourism is one of the most important sectors of the service industry. Therefore universities need to take into account the needs of the industry and have a strong link between the industry needs and their vocational curriculums. Moreover, for both parts of the island, the results showed that international accreditations, collaborations, and dual programs with international bodies and different universities will enhance student satisfaction and success of the current universities. As indicated by Ozgit and Caglar (2015, p. 403), universities Tourism and Hotel Management programs need to improve their relations and cooperation with tourism sector stakeholders to educate sector-ready graduates. For the aforementioned reasons there should be an adaptable and a flexible organizational behavior in the universities. 
In the future, more comprehensive research that will examine the organizational identities and personality traits of all Tourism and Hotel Management programs can be conducted. In the scope of another research all faculties and schools might also be included so that the problems in their organizational structure can be fixed and they can draw a road map for internationalization.  
Restructuring of tourism education should be considered as the main aim of the tourism and hotel management programs in order to meet the needs of the tourism sector. As a result, a research should be carried out to develop a consensus between the sector and the tourism and hotel management programs. 

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