Hospitality Course Research Articles

Exploring the Post-COVID-19 Work Integrated Learning (WIL) Placement Experiences of Hospitality Students

The coronavirus disease 2019 (COVID-19) outbreak disrupted many industries including the hospitality industry. Work-integrated learning (WIL) placement within the hospitality sector was also affected by changes that occurred during the pandemic. The pandemic resulted in the closure of hospitality establishments, enforcement of health and safety protocols, retrenchments and a transformed hospitality work environment. All these changes affected the experiences of students under WIL placement. Accordingly, this study sought to explore the post-COVID-19 WIL placement experiences of hospitality students. The study collected data using the qualitative research methodology. The study population consisted of university students who were enrolled on a hospitality and tourism management course. A purposively selected sample of 20 participants was interviewed using semi-structured providing data on WIL placement experiences in the post-pandemic period. The data were analysed and presented using thematic analysis. The main findings of the investigation revealed that there is a significant change in employment readiness, skills gap as well as career prospects uncertainty. Furthermore, students are facing challenges in handling the transition, dealing with negative career prospects and coping with digital competence requirements. Based on these findings, the study recommends the restructuring of the curriculum to accommodate changes in the hospitality industry, stakeholder consultations regarding WIL placement activities and training to accommodate all changes that affect the efficient delivery of WIL placement within the hospitality industry.

Enhancing TVET Students' English Speaking Skills at Community College Using the Snake & Ladder Game

The students in this community college's Hospitality Course had several difficulties speaking English, including anxiety of making mistakes, fear of being laughed at by their friends, and a lack of understanding of the pronunciation and grammar that they used. This study aims to determine the students speaking skills by enhancing their motivation level and also to determine how students can communicate effectively when games are integrated in the lesson. This research was implemented with SPM leavers who are attending Hospitality Course in a community college. Hence snake and ladder game being used as a way out to develop students’ motivation in speaking English. When snake and ladder game is induced in the learning process, students will learn to speak spontaneously while playing the games and indirectly they will be able to motivate and train themselves in being a skillful speaker gradually. The researchers used pre-test and post-test, the researchers’ observation and interviews with a few students. When students participated in speaking tasks, particularly during games, they felt more liberated, free, and confident, according to the findings. They work together, support each other, and interact. Furthermore, when they had to perform in small groups, they were relaxed and joyful. Games have been and will always be an important part of learning a second or foreign language. Researchers have pointed out the importance of using snake and ladder game in the English learning process. This game is motivating and exciting experiences for students to develop the speaking skills.

What can hospitality educators learn from students about effective teaching and learning at the beginning of an asynchronous, online class?

ABSTRACT This Scholarship of Teaching and Learning (SoTL) study focused on finding out about hospitality students’ perceptions of teaching and learning, and their learning preferences, at the beginning of a course instead of at the end of one to understand where students were in terms of their learning environment and to find out what they hoped to gain from completing a course. The results were based on 271 survey responses completed by students enrolled in an asynchronous, introductory hospitality course, during several different semesters. Students indicated that they valued well organized courses, wanted the instructor to be engaged with the students and the course, and preferred creative assignments. Gathering this information at the beginning of a course, instead of at the end of one could be helpful to instructors so that they can possibly make adjustments to a course as they teach one, and also help them to plan future courses.

Keigo Learning in Building Omotenashi no Kokoro through a Communicative Language Teaching Approach

In building interpersonal relationships through omotenashi no kokoro (Excellent Service), Keigo is a crucial aspect to consider when communicating in Japanese. Keigo, both in terms of grammar and its usage concept, is quite complicated. Therefore, the role of instructors in delivering Keigo learning materials is expected to motivate students to improve their communication skills while mastering the art of creating interpersonal connections. Communicative Language Teaching (CLT) is chosen as the teaching method. This research aims to provide an alternative teaching experience focusing on omotenashi no kokoro. The research method used is descriptive with a qualitative approach. The research subjects are students of the Japanese Language Program at Universitas Teknologi Yogyakarta (UTY) taking the hospitality course. The research is conducted through observation by analyzing CLT-based learning activities using three steps: mechanical practice, meaningful practice, and communicative practice. The study results indicate that with the CLT method, students can use Keigo through word or phrase repetition, understand the meaning of words and expressions in sentences, and freely actualize themselves through improvisation and exploration of conversational contexts. A new finding from this research is that the CLT teaching method is effective when applied to the hospitality course, emphasizing building interpersonal relationships through omotenashi no kokoro.

Experiential learning and hospitality research for the public good: a study of DUI and the F&B industry

ABSTRACT This paper reflects the findings of research that studied DUI [driving under the influence of alcohol or drugs] issues in Charleston, South Carolina, a tourism-oriented Southern USA city. The results of that study provided local police with a detailed analysis of the city’s DUI arrests over an extended period of time and provided recommendations for both deterrent and enforcement improvement. What makes the research appropriate for this journal is that the work was done with undergraduate student assistance and also that it became the focus of a class project for an upper-level hospitality and tourism management course. We are pleased to share the results of the study and the class assignment so that others wishing to do so may replicate the valuable learning exercise into their teaching.

Application of Augmented Reality Technology to Hospitality French Learning

The delivery of teaching materials in lectures is one of the parts that determine students' understanding of the material presented, especially when lecture materials are things that demand equipment that supports outdoor activities or requires practicum devices that are not possible to be applied to the room, for example in the Unimed French Language Education study program in semester 6. Students will meet the practicum course in the l'hôtellerie or hospitality course this course requires students to imagine being in a hotel directly with all existing activities with a long enough duration. If this course is delivered only in words and sometimes monotonous delivery bores students so that they are less interested in difficulty in mastering the lecture material. One way that can be done to overcome this is to use visual equipment so that what is conveyed in a visual way makes students interested in the material presented and then brings the imagination that they are in a real hotel so that they live the learning in this hospitality course. However, visual delivery in the room is also a problem when the number of learners is large. For this reason, equipment is needed that can provide information visually and is easy to use or carry that can spur student activities to interact. Media augmented reality is a visual model that can provide new experiences in interacting between real objects and virtual objects that are formed in three-dimensional form, using augmented reality packaged as learning material can help students to understand the teaching material in l'hôtellerie lectures.

Proses dan hasil pengkajian pembelajaran berbasis pendidikan karakter pada kursus hotel hospital

This Community Service Program aims to strengthen the implementation of Strengthening Character Education in tourism LKP Training through Lesson study models. There are three main stages implemented in the lesson study program, namely plan, do, and see. Two classes with a total of 21 and 23 students respectively along with two structures at LKP OTC Bali were appointed as models that opened classes in lesson study activities. Through discussions of curriculum studies and lesson plans, hospitality courses are selected in this program. Lesson study activities are carried out in two cycles each for each class and model instructor. The observers of this activity are 65 instructors, OTC management staff throughout Bali as internal observers and academics from Ganesha University of Education as external observers. Data on the instructor’s ability to design, implement and evaluate learning is obtained through guided observation carried out by all observers. Data on the character of religious, discipline, hard work and curiosity of students are measured before the program is implemented and after the program ends. The data were analyzed descriptively and percentage. The results of observations show that there is an increase in the ability of instructors in designing character-based learning activities, implementing KDP, and evaluation abilities in cycle II. Based on the results of measuring the character of religious, discipline, endurance and curiosity of students participating in the course can be found an increase in all the characters aspect between before and after taking the hospitality course that integrates the strengthening of character education.

Comparison of Online and face-to-face Learning Experience: A Case Study of Higher Vocational Hospitality Education in China

ABSTRACT Online learning has attracted attention from academics and educators for several decades. Online learning plays a significant role in many educational institutions, including higher vocational hospitality colleges, especially during the COVID-19 outbreak. However, students’ learning experience of online and face-to-face higher vocational hospitality courses is scarcely understood. To fill this research gap, a higher vocational college in China is selected as a case study to conduct a comparative study. Results show that students scored higher in face-to-face hospitality course learning experience than in online courses. Theoretical and practical implications are provided accordingly.

Enhancing industry-ready competence and skills through design thinking integration: evidence from a CLIL-based hospitality course

PurposeThe purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods.Design/methodology/approachA quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter.FindingsFindings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking.Originality/valueThis paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course.

A study of online hospitality management students’ information literacy

ABSTRACT This Scholarship of Teaching and Learning (SoTL) study focuses on understanding more about how hospitality management students enrolled in online courses define and use information literacy, and what they think is meaningful with regard to information literacy skills connected to their major field of study, before and after completing an online module about information literacy. Students enrolled in an online introductory hospitality course at a public university in the southeastern United States (U.S.) during six different semesters (in 2020 and 2021) participated in the study. The study included having the students complete a survey, read and take a quiz over a module about information literacy, and reflect over information literacy after they completed those steps. Results indicated that students, instructors, and librarians could potentially do more to enhance information literacy in the hospitality discipline. Suggestions for teaching, recommendations for further research, and limitations are presented.

Integrating Curriculum on Service Attitude with Service-Learning into a Hospitality Course

ABSTRACT 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.

The Effectiveness of Interactive Learning Based on Quizziz Applications Among Students of Tourism and Hospitality Marketing

Various techniques and approaches are introduced to ensure the teaching process more interesting and efficient. In line with global progress, educators are beginning to be interested in integrating the R&D process with technological advances, such as; the same online application available for free or for free. Quizziz application is one of the methods in today's interactive learning. It is an alternative method that enhances student motivation in classroom learning. The purpose of this study is to look at the effectiveness of this method on students taking Tourism and Hospitality course to understand and remember the concept of marketing in tourism and hospitality industry. Besides that, through class through online can increase their desire to build student self-esteem. In this study, researcher involve third semester of Tourism Management students in Politeknik METrO Betong Sarawak which only have 15 students in the class to be the respondent for this study. Based on previous observations made through the knowledge test in the classroom, it was found that the results obtained by the student sample were at a poor level. The use of the Quizziz application portal in the form of personal trainings, reviews and online assignments has shown that students are increasingly stimulated and excited to learn the concept of marketing in tourisn and hospitality industry. The findings show that there is an increase in student achievement where the comparison between the Pre-Action Test and the After-Action Test towards these 15 students has showed good improvement. In addition, the findings from the questionnaire also showed that students also showed interest and interest in the teaching method. Therefore, this online teaching method is an effective alternative medium for teaching DTM5043 Tourism and Hospitality course.

The effectiveness of ICT-enhanced learning on raising intercultural competencies and class interaction in a hospitality course

ABSTRACT This study examines the effects of technology-enhanced interventions in hospitality curricula using an overarching research hypothesis - Does a course that features multi-model inputs, web-based learning opportunities and interactive communications prepare students well for their internships? Through an exploration of various influences within blended learning, this study unpacks students’ responses to the pedagogical design, technology-enhanced interactions and in turn, assess for their intercultural competencies. The theoretical framework informing this study confirms the hypothesis that these multifaceted classroom activities demonstrated pedagogical effectiveness for knowledge retention. The findings showed that students’ intercultural competences were significantly promoted. Students’ learning interactions also improved due to the processes of video-making, sharing and discussions in the classroom. Moreover, these classroom activities significantly raised students’ intercultural awareness. With regards to the effectiveness of the course for internship preparation, students showed moderate levels of satisfaction. Theoretical and practical contributions to the embedding of ICT within hospitality courses are provided.

Applying the technology acceptance model to understand hospitality management students’ intentions to use electronic discussion boards as a learning tool

ABSTRACT The main purpose of this study is to understand hospitality management students’ perceptions and motivations around using electronic discussion boards as part of their hospitality course delivery. The technology acceptance model was chosen as the key theoretical framework. Thirty-two undergraduates enrolled in a hospitality degree program were interviewed. Results of exploratory research revealed that seven aspects of perceived usefulness, four aspects of perceived ease of use, and five attitudinal features influenced students’ engagement with the electronic discussion board platform. Ease of posting and reflections on course material were the two most common motivational items. These findings have important implications for higher education institutions regarding the use of electronic discussion boards in hospitality and tourism–related coursework.

The Relationship between Hospitality Industry Certification and Course Performance across Multiple Semesters

ABSTRACTThis study reports the findings of an investigation into the relationship between hospitality industry certification and course performance among undergraduate students. By analyzing the course performance of undergraduate students who enrolled in a hospitality course from Fall 2016 to Fall 2018 across the seven semesters, the study establishes a positive association between getting certified and course performance. Specifically, temporal differences in passing the certification exam revealed that earlier exam takers showed higher course performance than later exam takers. Significant differences in course performance across academic status were also found. Regression results showed that class attendance is a strong predictor of course performance. Overall findings revealed a consistent pattern across multiple semesters. The pedagogical implications of these findings are discussed, along with suggestions on how to maximize the academic and motivational benefits of industry certification programs in classes.

Mutual Benefit: How Vocational Training Programs Utilize Employer Engagement and Refugee Strengths to Facilitate Integration

Successful integration of newly arriving refugees requires the engagement of the receiving community and active facilitation of integration through provision of employment, access to housing, and protection of basic rights. Understanding how local entities effectively facilitate integration is important for policymakers and scholars interested in identifying best practices and replicating outcomes. This study examines the integration outcomes of refugees who participated in a vocational hospitality training program in Chicago, Illinois between 2008 and 2012. In particular, we explore the integration experiences—using employment, housing, and homeownership—of Bhutanese origin refugees who represented the largest country of origin group in the hospitality course. We find that the Bhutanese refugees who participated in the course had high rates of homeownership, stable employment, higher wages and experienced socioeconomic upward mobility—positive indicators of integration. In our analysis, we identify three reasons the program is successful in facilitating integration: a practice of selective enrollment, active employer engagement, and informed industry selection. Importantly, our findings suggest a positive benefit for employers in addition to refugee employees.

Benchmarking Hospitality Management Curricula: A Comparison of Top U.S. Programs—A Repeat Study

ABSTRACTMore 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.

The relation among self-efficacy, learning approaches, and academic performance: an exploratory study

ABSTRACTSelf-efficacy influences students’ activities, effort and persistence, and it can help predict their motivation and academic performance. This study attempts to investigate the relationship between self-efficacy, preferred learning methods, and academic performance under different learning methods in a unique hospitality course setting. The results indicate that hospitality management students prefer a “learn by doing” approach instead of computer-based learning and lecturing. This study concludes that self-efficacy affects the academic performance in both lecturing and practical learning in hospitality education. However, students’ preference in terms of learning methods does not influence their academic performance. Emphasizing “learn by doing” in the hospitality higher education curriculum is recommended in addition to recruiting faculty members with extensive industry experience. Conversely, it is recommended that faculty find the means to increase students’ self-efficacy when adopting different teaching approaches.

Contextualizing Learning: Becoming A Tourism and Hospitality Professional

Over three years, a final semester, undergraduate project-based tourism and hospitality course was successively refined using action research processes. The course required students to integrate and put into practice learnings from all courses. Each offering of the course required students to develop, implement and evaluate a tourism and hospitality project specifically related to their interests. The majority of students developed projects in conjunction with industry partners, a few with hypothetical industry partners, and several with themselves as entrepreneurs. Initially, role-play was variously used to engage students in experiential profession-based learning. By the third year of offering, role-play was replaced by simulation. Students became a community of practice, wherein each week’s face-to-face contact involved a focused round-table departmental meeting. During meetings, there was a strong emphasis on intrapersonal, interpersonal and oral communication skill development. Project assessment involved 5-minute pitches, a written proposal, ethics “test”, an oral presentation and a written report. Students were required to self-evaluate all assessment tasks. In addition, students anonymously voted and provided written feedback on the best project pitch, as well as written feedback on all oral presentations. Student involvement in self and peer assessment aided personal reflection and constructive feedback with respect to professional practice.

Changing Perception of Students toward Hospitality Industry: A Comparative Analysis

Hospitality Management Institutes have seen a tremendous growth in the recent years. More and more students are inclining to pursue hospitality related course from the institutes at national level or at different universities or from private institutes. The popularity of this course among the young aspirants is because of various factors such as, job opportunities, different avenues, popularity of various television program based on cooking skills, parents of students already into hotel business, eligibility criteria, entrepreneurship plans, overseas job opportunities, passion and interest, etc. Whenever a student takes admission to the hospitality course he does think positive about the industry. But by reaching to the final year this positivity turns into the negativity and the student takes a decision either not to join the industry or to pursue something else. Therefore, a study is conducted to understand the difference between the perception of 1st year and final year students studying hospitality courses toward the hospitality industry. A structured questionnaire was designed in which 21 variables were included on the basis of review of the literature. Further, T-test was applied to find out the significant difference between the perceptions of 1st year and final year students. Fifteen variables were found where no significant difference exists between the perception of 1st year and final year students. Six variables were found with a significant difference between the perception of 1st year and final year students. The results show that overall a significant difference is there between the perception of 1st year and final year students and null hypothesis is rejected. The study also reveals the fact that 1st year students do have positive perception toward the industry as compared to the final year students.