Abstract
Higher educational institutions (HEIs) play a substantial role in the development of knowledge and skills that can cope with the demands of industries in the fourth industrial revolution (4IR). This study examined the alignment between the current assessment practices used by HEIs and the competencies demanded by the hospitality and tourism industry. It also aimed to develop an assessment strategy typology that could specifically target the competencies required by the industry. In addition, the study was able to determine the three most and the three least preferred assessment methods as perceived by the hotel and restaurant management students in a private university in Mandaluyong City, Philippines. The findings revealed the common assessment methods employed by teachers in Hospitality and Tourism Managemnt (HTM) major courses. The study argues that the use of these identified assessment methods likewise contribute in developing the emerging skills in the 4IR such as sense-making, social intelligence, novel and adaptive thinking, and new media literacy. Further, the innovative strategies in the application of the assessment methods were found to be effective in student learning. Accordingly, hospitality educators are encouraged to continuously hone their knowledge and skills to provide quality education and produce competent graduates ready to face the challenges of today’s technological era.
Highlights
The emergence of different sophisticated technologies in the tourism and hospitality industry, the adoption of robots, artificial intelligence and service automation, is basically a response to the fourth industrial revolution (4IR) where several benefits, such as labour cost savings, value creation for customers, and image of an innovative high-tech company, are enjoyed by the industry (Ivanov & Webster, 2017)
Examining the alignment between the educational assessment methods and the competencies demanded by the tourism and hospitality industry under the 4IR, this study looked into the emerging skills described in various literature
As the main purpose of this study is to examine the alignment between the assessment practices on hospitality students and the graduate competencies demanded by the industry in the fourth industrial revolution, this paper intends to fill the gap in the literature investigating the effectiveness and usefulness of the current assessment methods being utilized by Hospitality and Tourism Management (HTM) faculty to the students in the development of knowledge and skills required by the tourism and hospitality industry under the 4IR
Summary
The emergence of different sophisticated technologies in the tourism and hospitality industry, the adoption of robots, artificial intelligence and service automation, is basically a response to the fourth industrial revolution (4IR) where several benefits, such as labour cost savings, value creation for customers, and image of an innovative high-tech company, are enjoyed by the industry (Ivanov & Webster, 2017) With these complex developments, higher educational institutions (HEIs) offering tourism and hospitality programs need to align their program, students, and course outcomes or goals to match the demands of this 4IR which, according to Benešová & Tupa (2017), significantly affect production, labor market, and education. The underlying purpose of assessment and evaluation is to support and enhance the student learning experiences
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