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COVID-19 has significantly disrupted global landscapes and forced a quick adaptation towards new ways of conducting higher education, with almost all tertiary institutions compelled to embrace online teaching and learning quickly. In addition, this crisis presents an opportune moment to reflect on the why and how higher education assessments should be framed through a blue ocean strategy for disciplines such as tourism and hospitality. While the blue ocean strategy has emerged within tourism and hospitality practice, little is known as to how this is manifested in the context of educational settings, and especially academic voices as part of such radical transformations following COVID-19. To address this gap in knowledge, this research traces the journeys of 16 Chinese academics transitioning as educators before, during, and after the outbreak of COVID-19 through the theory’s four actions framework of eliminate, reduce, create, and raise. The findings revealed how the pandemic challenged their philosophical stances of who we are as assessors, the dilemmas of technology-mediated learning and assessment, indicators of professional development, and assessing outside one’s comfort zone. Derived from these outcomes is a conceptual framework around a blue ocean strategy to repurpose the role of assessments from a narrative of what and how, to what now and how else of tourism and hospitality education. [ABSTRACT FROM AUTHOR]

The present study aimed to assess faculty satisfaction on the delivery of tourism and hospitality management programs in the flexible learning mode at the onset of the COVID-19 pandemic. It employed a purposive sampling design where 85 Tourism and Hospitality Management (THM) faculty members, across 27 Higher Education Institutions (HEIs) in the Central Luzon, Philippines, participated. While findings indicate that the faculty members are generally satisfied with the conduct of flexible learning in their institutions, they generally agree on items relating to having higher workloads, longer preparation time for a course, lack of human interaction by not seeing students face-to-face, lower participation of students, technical and connectivity problems, and the need to employ creativity and resourcefulness in the development of learning aids. As the better normal ushers in, flexible learning will still be implemented with the addition of limited face-to-face delivery. As such, faculty members play a vital role in the success of program delivery. That is, when they are satisfied with their conditions, students perform better which leads to better learning and outcome. Effective institutional support services are thus key to ensuring quality flexible learning environments. For continuous improvement, recommended actions should constantly be reviewed, modified, and enhanced to respond to uncertainties and the changing times. HEIs need to recalibrate their curriculum grounded on a deeper understanding of flexible learning to address these challenges; capacitate the faculty with innovations available to enhance student engagement; upgrade infrastructure designed to provide timely feedback and to ease out connectivity issues; and lastly, review policies on faculty workload and number of preparations to consider longer preparation time. Received: 29 December 2021 Accepted: 8 March 2023

COVID-19 has accelerated the adoption of online teaching and learning modes. It has also abruptly changed the traditional teaching and learning methods that originally relied on physical attendance, including student internships. In-house training programs were launched by the university to offer students an alternative to their regular internships. The study is designed to investigate how university students in tourism and hospitality education perceive the usefulness of their in-house training in absence of industry placements. An exploratory methodological approach was adopted by conducting 25 semi-structured in-depth interviews with student interns to understand their experiences during the in-house training. The empirical findings revealed that the in-house program, in its current state, is not to be considered a permanent alternative for tourism and hospitality undergraduate students. The article concludes by presenting implications for educators, policymakers, and education researchers derived from the academic and practical discussions based on the findings.

Academic dishonesty is a pervasive problem in Chinese higher education, with both motivational and contextual factors influencing students' behavior. This study integrates self-determination theory (SDT) and the motivation-opportunity-ability (MOA) model to investigate why students engage in academic dishonesty during thesis writing and their decision-making processes. SDT emphasizes intrinsic motivation and the satisfaction of basic psychological needs, including competence, autonomy, and relatedness. The MOA model posits that behaviors result from the interaction of motivation, ability, and opportunity. Through qualitative interviews with students majoring in tourism and hospitality, this research demonstrates that students with lower levels of self-determination (i.e., lack of autonomy, lack of competence, and lack of relatedness) show a limited willingness to complete thesis tasks in a moral manner. Moderated by ability frustration and opportunity frustration, the motivation to be dishonest leads to actual immoral behavior. This study sheds light on the complex factors driving academic dishonesty and offers insights for addressing this issue in higher education. • Examining students' motivations for engaging in academic dishonesty. • Investigating the decision-making mechanism of students regarding academic dishonesty. • Integrating self-determination theory and the motivation-opportunity-ability model. [ABSTRACT FROM AUTHOR]

The growing infrastructure and the surge of world-renowned retailers in Macao has led to the new demand for knowledgeable managers and practitioners. This study aims to identify views from retail and marketing experts in order to unearth essential and relevant learning outcomes which in turn support the review and improvement of the Tourism Retail and Marketing Management program at Macao Institute for Tourism Studies. Kolb's experiential learning theory and Bloom's taxonomy are adopted to explain the expectations from industry experts in order to provide clearer understanding. An integrated 'Bloom-Kolb Learning Design Canvas' is proposed to support future design of training and learning activities. Through purposive sampling, nine industry experts from different retail companies were approached and interviewed to generate data for this study. Thematic analysis revealed desirable competencies of the retail graduates, as well as gaps that existed between industry practice and education programs in areas including knowledge, skills, and attitudes that are essential for graduates to possess. The findings were valuable for improving the existing program to become more relevant to the graduates and industries. [ABSTRACT FROM AUTHOR]

This research presents a joint project between Texas A&M University and CBS International Business School, designed to bring awareness to students' understandings of other people, cultures, feelings and behaviors. While both explicit and implicit cultural knowledge helps shape our interactions with others, it is the deeper level of understanding that creates cultural competence, allowing one to work and communicate effectively with varying cultures. Applying the Iceberg Concept of Culture and Deardorff's understanding of intercultural competence, we show the effect virtual interaction can have on higher-level cultural learning amongst students. Through interactions, knowledge was co-constructed organically and caused a frame of reference shift. Pre- and post-interaction culture themes demonstrate a move toward cultural competence. This study shows the value of human interaction and the importance of education by offering face-to-face cultural exchanges through virtual discussion. Implications for educators and the potential of virtual travel experiences are discussed. [ABSTRACT FROM AUTHOR]

Understanding teachers' and students' perceptions of online teaching and learning has been an important and popular research topic. As the COVID-19 outbreak has made online learning the best available option under social distancing and quarantine policies, the conversation on the effectiveness of online learning and its potential to strive in the future continues. However, as this conversation has received relatively less attention in the tourism and hospitality literature, this study investigated the online teaching and learning experiences of university teachers and students respectively the tourism and hospitality programs. Using an online survey distributed in March 2020, data were collected from 117 academic staff members and 491 students from over 15 higher education institutions that offer tourism and hospitality subjects in China. The two data sets (teachers and students) were compared using independent samples t-test and multi-group structural equation modeling. The findings reveal the similarities and differences between the two groups in terms of the factors affecting online teaching and learning satisfaction. Managerial implications are suggested to institutions and educators to enhance teachers' online teaching satisfaction and students' online learning satisfaction. [ABSTRACT FROM AUTHOR]

This paper aims at evaluating students' acceptance of universities’ contribution to their training and employment. Such contribution is achieved through communication and collaborating with the tourism and hospitality enterprises. A sample of 120 students in Tourism and Hospitality Management Programs in Jordanian universities filled a questionnaire that focused on aspects related to study plans, training and following up with graduates on their employment progress. A general low level of acceptance is indicated by results regarding courses content, training provided while pursuing the degree and coordinating with employment market. It is recommended that universities should give more priority to enhancing their programs' quality through more involvement of the industry in the design of curricula and students’ training, as well as facilitating the access of students to jobs.

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Storytelling is a fundamental component of human communication. As a teaching method, its introduction can lead to a wide range of benefits. Despite this, storytelling is not commonly employed by educators in tertiary education in Japan. As a result, students' reactions to it as a pedagogic approach are relatively underreported in that context. Consequently, this study investigated the perceptions of undergraduate students (n = 132) enrolled in the Faculty of Tourism and Business Management at a university in Japan following the introduction of storytelling into the curriculum. It was found that the participants felt it improved their understanding of the tourism and hospitality industry, was a positive aspect of their course, and improved their perceptions of their English abilities and confidence when using English. It is therefore suggested that storytelling be incorporated more into tourism and hospitality courses. [ABSTRACT FROM AUTHOR]

The aim of this theoretical paper is to unpack the process of learning whilst understanding Bloom’s taxonomy. The research questions which guide this review are: How is Bloom’s taxonomy linked to learner outcomes? How can the use of Bloom’s taxonomy guide a systematic assessment of and for student learning? How can student learning be further enhanced? Studies have shown how the appropriation of Bloom’s taxonomy can enhance active student engagement and, consequently, create a conducive learning environment when applied to learner outcomes, learner objectives and during assessments and activities. Bloom’s taxonomy was developed to apply multiple domains of thinking and not just the knowledge of learning. Students within the field of tourism and hospitality are expected to enter an ever changing, client-focused and demanding enviroment which requires constant paticipation, enthusiasm and the ability to work with people. Literature reflects how students entering university may not necessarily be academically prepared as high level of drop outs exist. Findings from the literature also reflect challenges for educators and students alike, which may hinder the learning process are, inter alia overcrowded classrooms, diversity in student cultures, language differences and styles of teaching. The learning process is also challenged by the concept of selfstudy and facilitation as the passive form of instruction is minimised. In addition, the learning process could be affected by the educator’s enthusiasm, knowledge and experience. Recommendations, therefore, include empowering educators with skills to understand the different styles of learning and implementing learner profiles, as well as encouraging case-based learning with a variety of activities in order to promote higher-order learning. By applyiing the most appropriate learning approach, with the style relevant to the student, positive results can be obtained. Lecturers must apply Bloom’s taxonomy to accommodate a variety of students’ learning needs, and ensure full cognitive development.

This paper aims at evaluating students' acceptance of universities' contribution to their training and employment. Such contribution is achieved through communication and collaborating with the tourism and hospitality enterprises. A sample of 120 students in Tourism and Hospitality Management Programs in Jordanian universities filled a questionnaire that focused on aspects related to study plans, training and following up with graduates on their employment progress. A general low level of acceptance is indicated by results regarding courses content, training provided while pursuing the degree and coordinating with employment market. It is recommended that universities should give more priority to enhancing their programs' quality through more involvement of the industry in the design of curricula and students' training, as well as facilitating the access of students to jobs. [ABSTRACT FROM AUTHOR]

Research on professional socialisation in higher education has been conducted in nursing, pharmacy, teaching and law, but there is a lack of studies on professional socialisation in tourism and hospitality education. This paper contributes to the body of knowledge by revising the professional socialisation framework ‘Conceptualising Graduate and Professional Student Socialisation’ through the findings of a broader study on the professional socialisation of Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university. The study examined diverse stakeholders’ perceptions of attributes needed by Chinese graduates with Australian university qualifications in tourism and hospitality management entering the Chinese hotel industry. The revised framework, ‘Higher Education Students’ Professional Socialisation Framework’, suggests different processes for enhancing the socialisation and career development of Chinese international students with an Australian tourism and hospitality management degree through work-integrated learning; language learning and communication; teamwork and mentoring; and interactions among different stakeholders. Furthermore, workplace socialisation emphasises mentoring and recognises different approaches to career development. Finally, the revised framework explains how the different stakeholders impact on the professional socialisation of students and graduates. The revised framework, which has a cross-cultural dimension, is generic and can be applied to other fields of study and to both international and domestic students in higher education. [ABSTRACT FROM AUTHOR]

Internships are commonly promoted as beneficial to students, educators, and employers, but the impact internships have on students' perceptions of the tourism and hospitality industry are often not considered. It is imperative that students' perceptions are investigated as by gaining a better understanding of them, more positive attitudes to the industry can be fostered. Using a questionnaire, this study investigated the perceptions of undergraduate students (n=77) enrolled at a university in Japan and found statistically significant differences based on internship participation. Twelve follow-up interviews with students who had completed internships were then conducted in order to explore the factors influencing those perceptions. By providing some insight into current students' perceptions of the industry, it is hoped that stakeholders will be able to better understand current students' attitudes and the impact that internships have on them, especially in the context of Japan. [ABSTRACT FROM AUTHOR]

Active learning connects students to the real life situations they will encounter in their future jobs. In hospitality education, active learning implements various lively, fun activities to introduce practical scenarios students may experience in their hospitality careers. This study identifies 18 essential active-learning items of hospitality education through a comprehensive literature review and in-depth personal and focus group interviews with 19 hospitality educators and eight hospitality students in Asia. This paper discusses the potential benefits of using active learning, and its relationship with two major student engagement themes: 'knowledge seeking' and 'skills enhancement.' [ABSTRACT FROM AUTHOR]

Educators commonly promote English as beneficial to future employability, but students’ perceptions of the importance of English in the tourism and hospitality industry are often not considered. It is important that students’ perceptions are examined as gaining better insights could allow more positive attitudes to both English and the industry being fostered. This study investigated the perceptions of students (n = 71) enrolled at a university in Japan and found no statistically significant differences based on gender, country of origin, year of study, work experience, or future work intentions. However, it was indicated that communicative competence, confidence, English listening, and English speaking were the factors perceived to be most important by the students. Consequently, it is suggested that tourism and hospitality courses should incorporate components that focus mainly on these skills, but not to the detriment of English reading and writing, which were also perceived as important. [ABSTRACT FROM PUBLISHER]

COVID-19 has accelerated the adoption of online teaching and learning modes. It has also abruptly changed the traditional teaching and learning methods that originally relied on physical attendance, including student internships. In-house training programs were launched by the university to offer students an alternative to their regular internships. The study is designed to investigate how university students in tourism and hospitality education perceive the usefulness of their in-house training in absence of industry placements. An exploratory methodological approach was adopted by conducting 25 semi-structured in-depth interviews with student interns to understand their experiences during the in-house training. The empirical findings revealed that the in-house program, in its current state, is not to be considered a permanent alternative for tourism and hospitality undergraduate students. The article concludes by presenting implications for educators, policymakers, and education researchers derived from the academic and practical discussions based on the findings., Competing Interests: The author declares no competing interests., (© 2022 The Author(s).)

Augmented Reality and Virtual Reality are regarded as smart and digital technologies that made their impact in many industries and settings. On the other hand, the ongoing pandemic of COVID-19 raises a series of issues and challenges for the tourism education, one of the main being the shift from the conventional/face-to-face to digital/hybrid learning forms and tools. The adoption and usage of these digital technologies raise a series of challenges for all stakeholders involved. The research question and study's aim were the influencing factors that determine the acceptance of Augmented Reality and Virtual Reality applications in the tertiary tourism education within the context of current pandemic. To address this aim, the study was drawn on the theoretical basis of Technology Acceptance Model (TAM). It takes a students' perspective to suggest a research model that was empirically investigated within the Chinese context (tourism departments in Chinese universities). The sample population consisted of 604 Chinese students and data was collected during February 2021. The data were analyzed using PLS-SEM. Findings indicated that perceived usefulness, hedonic motivation and price value are important predicting factors for Chinese students' adoption and use of these applications. These findings contribute to the extension of the TAM theory and the effective implementation of digital technologies in university settings. The study is completed by summarizing theoretical and practical implications of findings. • Extended TAM model for the adoption of AR/VR technologies in tertiary education. • Perceived enjoyment/hedonic motivation and perceived price value. • Usefulness, hedonic motivation and price value influence students' intentions to use AR/VR. • Extension of knowledge in tourism digital/hybrid education. [ABSTRACT FROM AUTHOR]

This study aims to determine how the COVID-19 pandemic affects career anxiety of tourism students, who are the potential future employees of tourism and hospitality industry. Data was collected using an online survey with 1097 undergraduate students in the field of tourism in Turkey. The results of the study revealed that perceived risk of infection and fear of COVID-19 significantly impact students' career anxiety, and fear of COVID-19 mediate the relationship between perceived infection risk and career anxiety. In addition, the results indicated that psychological resilience, which is an individual resource against difficulties, represents a factor that reduces career anxieties of students in the face of pandemic-related negative impacts. The findings contribute to the understanding of how pandemic diseases affect career anxiety in students, who are the future workforce of the tourism sector, and to determine the role of individual resources such as psychological resilience in this process. [ABSTRACT FROM AUTHOR]

While the notion of external referencing has been undertaken across a range of disciplines, its adoption in a tourism setting remains largely fragmented. This project applies a 'floating classroom' as part of a virtual Community of Practice (CoP) to enable tourism policy and planning educators to perform a benchmarking exercise for maintaining teaching quality despite geographical separation and social distancing mandates. Virtual CoPs can help maintain teaching quality at a time when universities are increasingly required to uphold international standards of excellence and as the coronavirus continues to make face-to-face interactions risky. The CoP enabled mutual support and knowledge sharing for the design of teaching approaches, materials, and authentic assessments. The paper was limited to three educators teaching similar courses in Anglophone institutions and reports the results of a one-off study. But findings will assist educators interested in maintaining or enhancing teaching quality over the course of the pandemic and post-COVID-19 futures. [ABSTRACT FROM AUTHOR]

Despite the importance of understanding tourism and hospitality (T&H) students' career choices for both high education institutions and industry practitioners, scarce empirical research exists which limits drawing reliable conclusions on the antecedents of T&H students' post graduate behavioral intentions. Drawing on data collected from 267 undergraduate T&H students in Turkey, the results show that perceived education quality is positively associated with T&H students' intention to join the industry but not to pursue a postgraduate degree. The findings also confirm the mediating role of academic self-efficacy on the relationship between perceived education quality and T&H students' intention to pursue postgraduate degree. [ABSTRACT FROM AUTHOR]