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This study examines perceptions of university-level tourism, hospitality and events (THE) graduates with regards to whether the degree prepared them for a successful career. "Success" is a highly nuanced term that can be interpreted narrowly as producing job ready graduates or more broadly as producing graduates who have a quality and enjoyable education that equips them with a desire for lifelong learning, a positive value set, and the skills to develop their careers in a dynamic work environment. Listening to the graduates' voices reveals that a successful educational experience involves far more than making them job ready and instead involves creating passionate future employees who want the chance for personal development and who feel valued in the workplace. However, some issues did arise relating to a relatively high attrition rate from the sector and concern over the degree of practical training provided. The study findings help inform curriculum of programmes. [ABSTRACT FROM AUTHOR]

This paper applies bibliometric and integrative review approaches to examine the pattern of growth, conceptual and social structure of hospitality and tourism internship research using 167 articles retrieved from Scopus database published between 1986 and 2020. The contribution of journals, scholars, institutions, and countries in the production of hospitality and tourism internship research was assessed. Descriptive statistics of the bibliographic data was conducted using "Bibliometrix" tool whiles VOSviewer software was used for network analysis. Findings indicate that hospitality and tourism internship research is about three decades old however, the knowledge domain remains underdeveloped. Busby G, University of Queensland and the USA are the most productive author, institution and country, respectively in hospitality and internship research. Research efforts have focused on internships and students' attitudes toward hospitality work, benefits of internships to students, industry and institutions, and internship satisfaction. There has been less international collaboration in the knowledge domain. [ABSTRACT FROM AUTHOR]

This paper reviews the state-of-art articles on instructional technologies for hospitality and tourism education. The types of technologies, roles in instruction, theoretical underpinnings, assessments, benefits, and challenges are synthesized. Education context, knowledge, skills, and attitudes developed through instructional technologies are also explored. Virtual reality, virtual games, social media, online courses, and simulations have been primarily used. Instructional technologies were applied to facilitate content delivery, practice, communication, assessments, feedback, and authentic learning experiences. Most studies did not ground their educational technologies in defensible learning theories. Only a limited number of studies employed adoption theories to examine the intention of using technologies. Further studies should investigate whether certain instructional technologies provide significant benefits to learning relative to their costs. [ABSTRACT FROM AUTHOR]

Despite an increased commitment to sustainability, some argue that the hospitality industry and its supporting academic field remain "light green" as actual sustainability initiatives are shallow and decoupled from stated commitments. We address this concern via a case study at one U.S. university, comparing its hospitality program with a strong sustainability commitment to other academic programs with weaker commitments. Survey data of 192 undergraduate students collected via an online survey tool indicate decoupling as hospitality student environmental sustainability attitudes and skills do not translate as well as expected into intentions to practice sustainability in the workplace. In fact, the hospitality program's sustainability impacts are not significantly stronger than the other academic programs, thereby failing to instill the change needed to assure student sustainability dedication. With the uncertain transition from sustainability education to actual practice, we present sustainability as a threshold concept to move students to deep, transformational sustainability commitment. [ABSTRACT FROM AUTHOR]

Due to the growing application of information and communication technology (ICT) in education, teachers are encouraged to choose on-line or hybrid teaching approaches to redesign and teach courses in order to promote learning outcomes. Our exploratory research demonstrates how the hospitality courses blended with the team-based learning approach and digital resources can facilitate learners' learning enjoyment and increase their intercultural awareness (IA) in a Taiwan hospitality and tourism university. Our evidence confirms that knowledge sharing is a significant mediator connecting perceived enjoyment, team effectiveness and perceived individual learning in our blended team-based learning model; also, the learners' IA is notably promoted. This can be attributed to the strong willingness to cooperate with peers from various learning experiences. Our study suggests that teachers, as activity directors, facilitators, monitors and evaluators in team-based learning situations provide learners opportunities and platforms to empower them to interact, cooperate and construct and share their knowledge. [ABSTRACT FROM AUTHOR]

Collaborative learning groups are frequently used in hospitality undergraduate pedagogy to build the crucial industry competence of teamwork skills. Although research has investigated the effects of collaborative learning, it is sparse in examining its process. The process-orientation approach helps educators design and implement collaborative learning environments to mitigate the challenges associated with group work. This single embedded design case study focused on process-orientation to uncover the factors of a collaborative learning group: the individual learner (teamwork orientation), task (complexity, support, guidance, assessment), and team (size, roles, composition). Data were collected through student focus groups (n = 66), professor interviews (n = 12), and student surveys (n = 410). The findings provide insights into stakeholder experiences and offer strategies that professors can implement to enhance learning in the collaborative environment. [ABSTRACT FROM AUTHOR]

In evaluating the service quality of hospitality education, few studies have considered the perspectives of faculty. This study measured how service quality, service value, sacrifice, and satisfaction affected faculty's behavioral intentions. A survey was conducted with a sample of 134 faculty members from top institutes of hotel management in India. Results showed that service quality had a significant positive indirect impact and total impact on the behavioral intentions of the faculty in institutes of hotel management; that satisfaction had a significant positive direct impact on behavioral intentions, as well as a significant mediating impact on the relationship between service quality and behavioral intentions; and that service value had a significant mediating impact on the relationship between service quality and behavioral intentions. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This study explored hospitality and tourism industry managers' perceptions of sustainability in the industry, education, and training during the coronavirus pandemic. It is based on in-depth interviews with 14 managers in the United States in the state of North Carolina. The context of the project was as a Scholarship of Teaching and Learning (SoTL) study, to help inform further educational endeavors. Five themes related to education and training emerged from the interviews. These included providing consistent definitions and concepts; focusing on evidence and practice, with opportunities to learn from others' sustainability practices that have already being implemented; learning how to engage with the community in connection with sustainability; incorporating entrepreneurial concepts and practices; and understanding more about marketing and promotion as they relate to sustainability. Implications for education and training are provided. [ABSTRACT FROM AUTHOR]

Tourism and hospitality industry require competent and skilled human resources to meet the industry's needs and keep it competitive. This study, undertaken at Makerere University, Uganda, examined gender segregated core skills desired by employers in the tourism and hospitality industry and students' perception of internship training. Using documentary review and focus group discussions, data were collected and subjected to content and thematic analysis, an independent t-test and exploratory factor analysis. Results reveal that different skill sets categorized under personal and adaptability attributes are desired by employers in Uganda's tourism and hospitality industry. Gender did not influence students' choice of organizations for internship training. However, there were gender-based variations that influenced the training outcomes. The study recommends strengthening of training to enhance skills in communication, team work, time management, and presentability desired by employers in the industry. A pathway is proposed to enable tourism and hospitality training to become gender transformative. [ABSTRACT FROM AUTHOR]

Tourism is intrinsically interdisciplinary and draws elements from numerous academic fields, but only a small number of foundational disciplines are formally presented to students in undergraduate hospitality and tourism textbooks, namely, introduction to tourism or hospitality, accounting/finance, operations, and marketing. This research explored the effectiveness of broadening the range of disciplines to which students are exposed through the use of a unique final project. Seventy-six students across three academic years were assigned a lesser-covered academic discipline, such as Music or Astronomy, and instructed to explore the intersection of this discipline with tourism to create original in-class presentations. As co-creators of classroom content, students developed and improved their self-directed learning and research skills, multidimensional knowledge and global competency. Results verify the potential of this pedagogical method, one that can easily be adopted and adapted to refocus student efforts on revealing niche tourism amenities in any country or culture. [ABSTRACT FROM AUTHOR]

Hospitality/tourism career forums are events at which a panel of successful travel industry professionals provide career advice to students and answer their questions about getting started, and succeeding, in the travel industry. A long-standing forum annually conducted in Hawaii is evaluated in this article. An analysis of data collected by surveying student attendees of the forum immediately after its conclusion revealed that students highly rated the event and would likely recommend it to other students. Advice on working in the travel industry, course selection, and working with others significantly contributed to students' overall rating of the event, suggesting that future events should include such information. Students with travel industry experience, on average, rated the event more highly than others in terms of advice on career advancement and working in the industry, suggesting the importance of dispensing advice not only on starting careers in hospitality/tourism but also on successfully continuing them. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the effects of the integrated curriculum on hospitality university students' service attitudes. We adapted a four-stage process to implement an integrated course in service-learning and applied the text mining technique to analyze meaningful themes. The findings suggest that university students' reflections indicate a developing understanding of attitudes in the context of hospitality and the acquisition of supporting attributes such as friendliness, empathy, enthusiasm, and problem solving. The attributes are comprised of 71 main themes of service attitude derived from the course. Specific theoretical and practical implications are provided on integrating service-learning into hospitality courses. [ABSTRACT FROM AUTHOR]

Due to ever-changing student engagement and shifting industry demands the classroom environment is being impacted. Though quality has always been at the heart of the university's education mission, staying relevant with teaching methods that keep student's attention yet convey substance is critical. The purpose of the current study was to explore the effectiveness of using microlearning in hospitality classrooms in higher education. Five microlearning modules were developed and tested in various hospitality courses. Results showed an increase in student's self-reported knowledge after the microlearning module. Students agreed that microlearning helped them develop reasoning skills, was an interesting way to learn, as well as assisted them in understanding the content. Furthermore, students agreed they would like to see more microlearning modules in other classes. [ABSTRACT FROM AUTHOR]

This study explores the negative disposition of many hospitality higher education faculty toward MOOCs, an increasingly prominent delivery mode in pedagogical discourse which potentially enriches student learning. Such enrichment is particularly welcome in the case of hospitality because of its diverse stakeholders and student learning needs. The researchers conducted an in-depth and qualitative exploration with faculty members in mainland China. They combined the Diffusion of Innovation (DOI) approach and theory of motivation to propose five dimensions that account for groupings of resistance to deploying MOOCs. These are attributes and complexities, perceived incompatibility, unsuitability for trial, and lack of observational capacity. The study contributes to knowledge by examining the perspectives of faculty who have the capacity to constrain the deployment of MOOCs. The authors suggest that faculty members should be encouraged to embrace MOOCs as an innovative medium for learning and teaching. [ABSTRACT FROM AUTHOR]

The purpose of this study was to find out more about what hospitality and tourism educators think about grading to add to the dialog about this subject that is relevant to both instructors and their students. A survey was completed by 118 educators from around the world to learn about instructors' perceptions of grading practices. Those sampled used predominantly absolute grading based on criteria and the letter system grading in the format of A, B, C, and D. Respondents viewed education as a continuing process of improvement, perceived that grading primarily provides information about student performance, and placed importance on papers and other written assignments when assigning grades in courses. Themes identified in the study included: assigning and grading a variety of items to measure student performance, using portfolios of student work, and providing meaningful feedback regarding academic performance. Based on the findings, suggestions for improving grading practices are provided. [ABSTRACT FROM AUTHOR]

Many countries in Latin America have been offering hospitality and tourism programs in higher education, as tourism is becoming a major source of their gross domestic products (GDP). Despite the flourishing tourism activities and businesses in Latin America, few studies have been documented to understand how the hospitality and tourism programs in higher education have been educating their students to cater to the tourism industry's needs. This study aims to assess the current status of hospitality and tourism education (H&TE) in five Latin American countries (i.e., Argentina, Colombia, Costa Rica, Mexico, and Peru) by identifying the characteristics of each program that offers the bachelor's degree in hospitality and tourism management. The findings of this study provide hospitality and tourism educators in these countries with pedagogical suggestions and directions for program enhancement. [ABSTRACT FROM AUTHOR]

Influenced by Chinese culture, educators are highly respected in Chinese communities. However, the work of hospitality educators is not a highly regarded position in society because Chinese people commonly perceive hospitality management studies as unnecessary. These conditions place hospitality educators in a contradictory position, in that society respects them as educators but does not value their subject. On this basis, this paper investigates the influence of perceived occupational prestige on the occupational commitment of hospitality educators and the moderating effects of their industrial and education work experiences. The findings show that perceived occupational prestige is strongly related to the occupational commitment of hospitality educators. It is also found that work experience does not always have positive moderating effects on their occupational commitment. This study provides essential information on how hospitality educators' occupational commitment is influenced by perceived occupational prestige and the work experiences of hospitality educators in Hong Kong. [ABSTRACT FROM AUTHOR]

Although we have entered the new normal created by the COVID-19 crisis, few studies have offered guidance for the future of hospitality and tourism education. This study attempts to fill this gap by adopting two theories – curriculum theory and stakeholder theory. Thirty participants, consisting of hospitality and tourism students, faculty members, and industry professionals, were interviewed in focus groups. The results demonstrate curricula with a heavy emphasis on technology (artificial intelligence, virtual reality, or big data), marketing, culture/diversity, safety/crisis management, and entrepreneurship; and soft competencies focusing on creativity, self-confidence/positivity, self-care/wellness, critical thinking, leadership and teamwork. Many of these hard and soft skills reflect a greater need for new innovative business ideas and safety/health concerns in the post-COVID era. We hope these results serve as a foundation for educators and other stakeholders involved in setting plans and strategies for hospitality and tourism education in the years to come. [ABSTRACT FROM AUTHOR]

Many college educators have concerns about their students' writing in general and within disciplines and may wish to understand more about their students' writing practices and preferences. Therefore, this Scholarship of Teaching and Learning (SoTL) case study investigated hospitality and tourism students' perceptions of their own writing. For this case study, 111 surveys were collected from hospitality and tourism students at a university in the southeastern United States. Several themes connected to their writing habits were identified. Based on the results of the study, implications are discussed, strategies for enhancing writing skills are provided, and further research is suggested. [ABSTRACT FROM AUTHOR]

Students are seeking ways to enhance their networking and skills to secure employment opportunities after graduation. To facilitate this endeavor, hospitality programs are taking on different initiatives to engage students with the hospitality industry. This study explores student perceptions of the importance of a variety of career engagement initiatives. An online survey was adopted, and 295 completed surveys were collected. The results of this study show that personal preparation, social interaction, and industry participation were perceived as the most important factors in career engagement. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe and understand the role, the operations, and potential role of student-run commercial food operation in four-year hospitality education programs. Schools have a variety of curricular approaches to the study of food and beverage management and operations. The study examined six programs with food and beverage labs in the form of student-operated restaurants. Interviews were conducted with faculty from those programs, courses, and labs. Specifically, the questions focused on learning outcomes that students experience in the SOR, crucial components to enhance experiential learning, how they fit into the curriculum and the extent of involvement of faculty in the operation. The researchers performed a content analysis on the interviews resulting in the emergence of key themes and observations which held across all six subject programs. Other programs can thus benefit from understanding what these six programs had in common and considered important to achieving student experiential learning. [ABSTRACT FROM AUTHOR]

Participating in associations can benefit professional development. Nevertheless, hospitality and tourism (H&T) researchers have focused on understanding conference attendance, neglecting the role and functions of the associations organizing such conferences. This study investigated membership and involvement in professional associations by H&T academics, specifically the world's leading scholars, and the factors motivating and inhibiting their participation. A questionnaire was designed and distributed amongst "leading scholars," defined as the most prolific H&T scholars since 2000 and the chief editors of H&T journals. Findings revealed ICHRIE, TTRA, APTA, and CAUTHE as the most popular professional associations. Some notable cases of past, current, and future membership patterns were observed. Leading academics' motivations to join associations included: personal growth, diverse opportunities, skill enhancement, and future industry development. The constraining factors of association participation were also identified. For the "most important" association for their professional development, respondents were its member for an average of 16.6 years, performing various roles and utilizing association services. By identifying the reasons for leading scholars to continue/discontinue their memberships, this study helps professional associations understand member needs. Moreover, graduate students and junior faculty members can learn how leading academics engage with H&T associations for networking and developmental purposes. [ABSTRACT FROM AUTHOR]

There is very little research, past or present, which fully discusses the experiences and outcomes from participating in a hospitality and tourism study abroad program to Iceland. With the inclusion of two Iceland short-term study abroad groups in back-to-back years, and focusing on qualitative results, the authors feel they provided a more comprehensive look at the topic. Given its meteoric rise in international visitors of the last few years, its hospitality and tourism industries have expanded exponentially to accommodate its newfound prominence within the global hospitality and tourism industry, thus, providing a unique learning opportunity. The current exploratory study was developed to look at the impact of a short-term study abroad program in the hospitality and tourism context more holistically, expanding beyond the traditional summer-long study-abroad program. [ABSTRACT FROM AUTHOR]

Many of the leading hospitality and tourism degree programs around the globe are nested within business schools accredited by the Association to Advance Collegiate Schools of Business (AACSB). These programs offered within AACSB business schools include various formats such as undergraduate majors, concentrations, and minors involving specialized hospitality courses as well as general business courses in their core requirements. This study reviews the undergraduate curricula of all 43 AACSB accredited programs worldwide to identify variance in course offerings. Along these lines, this study finds that several general core business courses are offered more frequently inside the U.S. in comparison to curricula outside the U.S.; similarly, several specialized hospitality and tourism courses are more commonly offered outside the U.S. It is hoped that educators preparing students for careers in this field will find this benchmarking data useful in their own program development efforts within colleges of business. [ABSTRACT FROM AUTHOR]

Hospitality education has long integrated experiential and problem-based learning for their positive effects on students' learning outcomes. Yet, these types of learning have inherent shortcomings – whereas experiential learning is mostly conducted outside the classroom and thereby costly, time consuming and complex in ensuring learning outcomes, in-class problem-based learning suffers from an abstraction from reality. To address these shortcomings, this study conducted an in-class experiential problem-based learning activity within the corporate strategy class in 2018 at a university in Switzerland. The study showcases how a combined learning approach allows us to marry the best of both worlds. Further, these insights contribute to research on experiential and problem-based learning by extending knowledge beyond what the benefits of both approaches are to how these benefits are generated. The inductive method applied generates insights that explicate the levers in making the learning process successful and warrants important boundary conditions. [ABSTRACT FROM AUTHOR]

This research evaluates whether the attainment of certification could affect the career perspectives of hospitality and tourism graduates. It collects a set of survey data on 729 tourism and hospitality graduates from 38 colleges and vocational schools in Taiwan. The resultant data demonstrate that those acquiring a professional certificate are more likely to have a full-time job. The level of starting salaries mainly depends on academic credentials, language proficiency, and academic performance. Findings show that students often develop a secondary job skill (e.g., a foreign language) to enhance their career path. Surprisingly, the possession of tourism/hospitality-related certificates has no significant impact on starting salaries, a departure from students' general perception. [ABSTRACT FROM AUTHOR]

This study explores student housing attributes in a satellite campus and evaluates their effects on behavioral intention. The mediating role of attitude was emphasized in the research framework. Results show that major housing attributes had different effects on attitude and, subsequently, on behavioral intention. Additionally, those effects were significantly different between on-campus and off-campus students. The results entail the importance of benefits, product quality, service quality, perceived value, familiarity, and perceived value. The concepts of consumer attitude illustrate a need for further investigation as a consequence of their seemingly important role in student housing. [ABSTRACT FROM AUTHOR]

This article investigates the decision-making factors for pursuit of hospitality and tourism Bachelor's degrees from a consumer behavior perspective. Based on the 5-stage decision-making process model, the 7Ps of the marketing mix were examined. Qualitative in-depth semi-structured group interviews with Hong Kong students were conducted using NVivo and the Framework Method. The findings show that marketing strategies can act as supporting and facilitating tools in attracting more potential students. Higher education institutions can promote their programs by helping students to visualize their future careers in the hospitality and tourism industry. [ABSTRACT FROM AUTHOR]

College educators may have concerns about the reading habits of their students in general and within disciplines, and may wish to understand more about their students' reading habits. Therefore, this Scholarship of Teaching and Learning (SoTL) study investigated students' perceptions of their own reading habits; 124 surveys were collected from hospitality and tourism students at a university in the southeastern United States. Students at higher levels reported reading more than others, grade point average was related to reading, and several themes connected to their reading habits were identified. Based on the results of the study, implications are discussed, strategies for encouraging reading are provided, and further research is suggested. [ABSTRACT FROM AUTHOR]

Higher education (HE) programs in hospitality/leisure management studies offer the theoretical knowledge which should prepare graduates to be effective thought leaders for a changing global workplace. Previous research examined HE institutions' role in preparing students for their professional careers by applying innovative and sustainable solutions to everyday problems. This study examines the top 50 international hospitality/leisure management programs of 2017 through a content analysis of their sustainability curriculum, mission/vision statement, and projects to establish a link between school reputation, sustainability courses and practices, and authentic student engagement. The premise is that top ranked hospitality/leisure management programs will be leaders in sustainability courses and practices. The results demonstrate that the majority of top ranked programs currently offer between zero and five sustainability courses in their undergraduate hospitality/leisure management programs. Hospitality/leisure management programs worldwide need to reconsider their undergraduate programs to prepare positive social change agents for the 21st century workplace. [ABSTRACT FROM AUTHOR]

The peer review process is an important part of the academic research process; yet, little is known about the perceptions of the process held by those who participate in it, including within the hospitality and tourism discipline. This study surveyed hospitality and tourism scholars to determine their views of the peer review process. Most of those surveyed were involved in the peer review process in several roles; valued a truly double-blind, timely review process; and overall did not think that the review process in the hospitality and tourism discipline is unethical or deteriorating. However, while the survey results indicated that hospitality and tourism scholars had relatively positive views of the peer review process in their field, they felt that the process could be improved. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has brought the most significant disruption to education in history (United Nations, 2020), not least in Tourism, Hospitality, and Events (THE). While growing evidence explores the reshaping of higher education in a COVID-19 era, limited discussion exists on the specific impacts for current and future students of THE and the challenges of rebuilding student and wider stakeholder confidence in THE education and careers. This paper advances this discussion by focusing on the impact of COVID-19 on the THE educational experience. A case example approach is adopted to illustrate the responses of four universities in the pre, during, and post phases of students' educational journey. Common approaches are drawn using lesson drawing, broader implications and issues affecting institutions and students are explored and lessons for the future of THE education are extrapolated. Finally, the paper also suggests avenues for future research. [ABSTRACT FROM AUTHOR]

This study explored virtual internship practices and the adaptation to changes brought by the current COVID-19 pandemic crisis by interviewing a small group of interns and site supervisors to understand how virtual internships were practiced in the wake of COVID-19. The findings of the study provided several insights into virtual internships. Overall, just like the conventional fieldwork, well-planned and designed virtual internships could be an empowering learning experience that allows students to capitalize on the practical strengths while applying classroom learning experiences to actual management situations. The study also discussed the advantages and challenges of virtual internships perceived by the student interns. The implications of the study and suggestions for future research were addressed. [ABSTRACT FROM AUTHOR]

Grounded in the Community of Inquiry framework in the online teaching context, the purpose of this mixed-methods study was to determine the role of social (peer) presence in predicting hospitality students' engagement and satisfaction in an online culinary or beverage lab. Findings included the indirect effect of social presence on satisfaction with the online lab through emotional cognitive engagement. Qualitative results revealed that while students did not have as many opportunities to engage with each other as they hoped for, the opportunities they did have were "meaningful". Results also study revealed that instructors, rather than peers, became the proxy for social presence as the semester progressed. Theoretical implications demonstrate the importance of emotional and cognitive engagement as the underlying mechanisms linking social presence to online lab satisfaction. Practical implications offer guidance for hospitality instructors to build and enhance opportunities for student engagement and peer-to-peer interaction. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between emotional intelligence (EI) and academic performance among hospitality Master students. Using data on 60 hospitality Master students from an Australian University, EI scores, measured using the Trait Emotional Intelligence scale are regressed against self-reported grade point average (GPA) scores. The regression is significant, underlining that EI indeed plays an important role in academic performance. The four components of the Trait EI scale, namely Well-being, Self-control, Emotionality, and Sociability were distinguished, and each component was modeled as an independent driver of the GPA score. Of the four components, Emotionality was significant implying that hospitality Master students' ability to perceive and express emotions and use them to develop and maintain relationships is a critical predictor of GPA. [ABSTRACT FROM AUTHOR]

This study aims to investigate an extension of experiential learning—education learning space (ELS) principles' effectiveness in improving students' satisfaction and its effect on performance, skills learned, learning motivation, learning attitude, and social awareness. Accounting, being quantitative in nature, and Event Management, being highly practical skill oriented, are the two courses of different natures designed for carrying out the study. A total of 252 usable samples were collected. The research results reveal that the application of the principles brought about not only short-term improvements of students in learning motivation and performance but long-term contribution on skills learned and enhancement of social awareness of students as well. A higher intention of students to participate in future social activities is also demonstrated. This study contributes to the empirical evidence of applying education learning space (ELS) principles to different teaching typologies and provides insights for educators on pedagogical activities planning and improvement. [ABSTRACT FROM AUTHOR]

Ethical concerns in the hospitality industry have become challenging and critical. This study investigated perceptions of ethical issues in practitioners and students to identify gaps in the perceptions. A self-administered questionnaire and 1,009 surveys were completed for data analysis. The findings of this study indicated that participants generally agreed on ethical issues. Ethical issues under "personal behavior" and "customer equity" must be emphasized repeatedly. Gaps in perceptions of ethical issues between practitioners and students were found. Agreement on ethical items under the "manager leadership" factor was lower in practitioners, whereas ethical items under "personal behavior" and "customer equity" were lower in students. Implications for the academia would be emphasizing ethical issues such as ways to handle bribes or tips and providing timely and correct information to customers. For industrial practitioners, focusing on workload allocation and verbal communication is suggested. [ABSTRACT FROM AUTHOR]

This study examines hospitality management students' expectations and acquisition of knowledge and skills through the use of a Virtual Field Trip (VFT) platform. In total 135 students in Australia responded to pre- and post- open-ended questionnaires. The pre-questionnaire sought students' expectations of knowledge and skill acquisition, whereas the post-questionnaire sought their perceptions of actual acquisition of knowledge and skill after engagement with the VFT. The empirical material was thematically analyzed using the textual analysis program Leximancer, facilitating an iterative process moving between codes and participants' responses. Concept maps were generated thus visualizing thematic relationships. Findings reveal VFT provides a technology-enhanced solution to practice-based knowledge and employability skill acquisition that is successful in supporting assessment tasks and enhancing learning outcomes. Students also reported improvements in their knowledge about the functioning of hotels and an increase in their abilities to operationalize food and beverage systems after using the VFT. Hence, VFT can be an effective technological learning tool for the acquisition of knowledge and skills in hospitality and other fields. [ABSTRACT FROM AUTHOR]

Hospitality higher education institutions struggle to ensure students' learning outcomes are relevant to the requirements of workplaces. Therefore, it is important that these institutions begin to close the gap between the skills that students graduate with, and the skills the industry requires. This paper examines the curriculum and pedagogic requirements that contribute to beneficial graduate outcomes for Australian hotel management students. Specifically, the study seeks to identify the necessary competencies that make hotel management graduates more employable and achieve successful careers in the contemporary Australian hotel industry. Key findings from this study highlight the importance of "soft skills" and the need for hotel managers to possess sound leadership, communication, customer service, people, and financial capabilities. To inform this study, a range of Australian hotel managers are used as research participants and the outcomes appraise, advance and potentially reposition hotel management curriculum in Australia. [ABSTRACT FROM AUTHOR]

A review of the extant hospitality literature reveals a paucity of research on student workers' motivations at work. Cognizant of the importance of international students to New Zealand hospitality organizations, this study, informed by Herzberg's motivation theory and using the IPA (Importance-Performance Analysis) model, examines international students' motivational factors in hospitality workplaces and investigates the relationships between their perceptions of motivational factors and their turnover intentions. A survey was conducted with 161 international students in Auckland, New Zealand. In contrast to Herzberg's theory, the findings reveal that good pay, work-life balance, and a comfortable working environment are the most important motivations for international students to work in hospitality. Besides, and consistent with Herzberg's theory, results also indicate that hygiene factors appear more effective than motivators in predicting turnover intentions. The discussion provides practitioners with insights into motivating and retaining student workers. [ABSTRACT FROM AUTHOR]

Whilst numerous scholars have investigated topical issues in hospitality and tourism higher education, few have examined the macro trends over multiple successive decades. This paper addresses the gap in the context of a major international provider of hospitality and tourism higher education – Australia – by exploring key trends over a 40-year period. The authors focus on four aspects (public University provision, hospitality and tourism programs, Hotel Schools, and Regulatory Bodies) and proceed to examine impacts for future hospitality and tourism education and workforce in Australia. [ABSTRACT FROM AUTHOR]

The present study aimed at exploring the level of idiomatic expressions mastery, the strategies for understanding them, the obstacles, English skills and functional English that the students of Hospitality and Tourism Institutes need. The study applied mixed-methods. Data were collected with Needs-analysis, Document, Test, and Interview analyzed with descriptive statistics and qualitative. It indicates that the mastery of idiomatic expressions mastery of the students of Hospitality and Tourism is "Low", no idiomatic expressions teaching, lack familiarity with strategies for understanding idiomatic expressions, the priority English skills include Speaking, Listening, Writing, and Reading; and the primary Functional English needed are General Conversations, Providing Services, Giving information Offering Help and Asking for Co-operation. Therefore, the Hospitality and Tourism educations should improve the quality of the English language teaching. [ABSTRACT FROM AUTHOR]

This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective. [ABSTRACT FROM AUTHOR]

It is widely known that the hospitality industry is rife with sexual harassment of especially female employees, yet every year hospitality programs send out thousands of students to complete internships making them vulnerable to sexual harassment, which is a violation of their Title IX rights. The purpose of this descriptive study was to be the first to survey US hospitality students to see if they experienced sexual harassment during a recently completed internship. The majority of the 297 respondents did not experience sexual harassment but a sufficient number experienced sexist and sexual hostility mostly from male managers, coworkers, and customers. The majority of respondents were not informed as to the inappropriate sexual behaviors they may encounter during their internship; over half were given no training by the internship coordinator or employer on what to do if harassed. It is clear that more needs to be done by internship coordinators and employers to protect student interns Title IX rights. [ABSTRACT FROM AUTHOR]

In this article, recent salary data are reported from a survey of hospitality educators' compensation. As with the 2008 and 2012 studies, data were collected from many regions of the world (all results presented in US$ for analytical purposes). Comparisons are made between the 2008, 2012, and recent salary studies and changes are highlighted, most of which are discussed in light of the deep, worldwide recession and economic recovery that occurred during the 2008–2018 time period. Data are presented by faculty rank, gender and type of institution, among other variables. [ABSTRACT FROM AUTHOR]

This research note aims to explore hospitality faculty member perceptions on the purpose of faculty development while bringing increased awareness to the overall significance of educational development to the hospitality education discipline. The study examines the three dimensions of faculty development – faculty development, instructional development, and organizational development, in the context of data collected from a survey of hospitality management faculty members at one international hospitality management school in Switzerland. Analysis of the initial findings indicates that these faculty members view faculty development in the more traditional sense as a resource for supporting their teaching activities opposed to a strategic change agent within the institution. Areas for future research include expansion of the study to multiple institutions, the consideration of the needs of industry-centric and traditional academic faculty members, and shifting perspectives of stakeholders within the three dimensions of faculty development. [ABSTRACT FROM AUTHOR]

The study aimed to explore students' perception of careers in the hospitality and tourism industry and their intention to pursue careers in Ghana's hospitality and tourism industry. This study used a sample of 441 students studying hospitality and tourism management at University of Cape Coast. The results indicated that, overall, the perceptions of students toward careers in the hospitality and tourism industry were unfavorable. It was also observed that: opportunity to care for others, establish own jobs, gain transferable skills, further training and education are important factors students consider in their choices of careers but they believe the hospitality and tourism industry offers something else. The study, therefore, has some implications for career counseling, guidance, and reorientation of students toward careers in the industry. [ABSTRACT FROM AUTHOR]

This scholarship of teaching and learning study explored students' views of their most positive, memorable learning experiences in hospitality and tourism education. A sample of 168 undergraduate hospitality management students in the United States described the positive course experiences, teaching methods, and educational activities that they believed were most memorable. The results indicate that hands-on learning experiences, authentic projects, connections with others, and selected instructor behaviors are most memorable. Implications for teaching and future research, based on the findings, are provided, as are suggestions for the use of stories and storytelling to enhance opportunities for memorable learning experiences. [ABSTRACT FROM AUTHOR]

This article examines what kind of competencies Russian hotel industry employers expect from hospitality master's program graduates and compares them to current Russian academic standards. The main data collection methods included content analysis of professional and educational standards and semistructured interviews with hotel industry experts. The results of the study revealed that the competencies of master's program graduates were generally determined by state educational standards. However, there was a discrepancy between the educational standards and new professional standards applied in the hotel industry. Therefore, the need to monitor and match educational outcomes with industry requirements appears to be 1 of the main developmental problems in the Russian hotel sphere. This knowledge will improve understanding of the complexities of the Russian hotel industry, which in turn will help Russian universities meet the hotel industry's needs. [ABSTRACT FROM AUTHOR]

More than 18 years ago, scholars from Pennsylvania State University captured the structure of undergraduate hospitality course offerings in 16 leading U.S. schools (Bartlett, Upneja, & Lubetkin, 1998). Considerable time has elapsed since the publication of that original article. This study serves as a useful update to the original study and adds incremental value by comparing current course offerings to those discussed in the previous research while also attempting to identify changes that have occurred in response to and as a result of new trends. Our selection process resulted in a final sample of 21 schools to pinpoint relevant trends under the applied criteria. This article aims to offer guidance and insight to curriculum developers about how to improve hospitality curricula. The information offers guidance to curriculum developers and can serve as a benchmark for future studies. [ABSTRACT FROM AUTHOR]