Pub Date : 2022-07-03DOI: 10.1080/15313220.2022.2096173
R. Maniram
ABSTRACT Several studies suggest that graduates lack the critical thinking skills required for problem-solving and effective financial decision-making in the hospitality industry. Since higher education may not be able to meet all the demands and needs of the hospitality industry; such institutions struggle to provide students with the necessary critical thinking skills. Authentic assessment is one possible strategy, which is recognized, to develop critical thinking skills amongst hospitality graduates. Hence, the purpose of this research is to explore to what extent authentic assessment enables critical thinking skills amongst first-year students in hospitality financial management. This article employed a qualitative case study research design within an interpretative lens. Twenty-four, first-year, hospitality financial management students, were purposively engaged in online reflections and semi-structured interviews. The findings of the study presented three themes that resonate with the critical thinking frameworks.
{"title":"Enabling students critical thinking dispositions in hospitality financial management","authors":"R. Maniram","doi":"10.1080/15313220.2022.2096173","DOIUrl":"https://doi.org/10.1080/15313220.2022.2096173","url":null,"abstract":"ABSTRACT Several studies suggest that graduates lack the critical thinking skills required for problem-solving and effective financial decision-making in the hospitality industry. Since higher education may not be able to meet all the demands and needs of the hospitality industry; such institutions struggle to provide students with the necessary critical thinking skills. Authentic assessment is one possible strategy, which is recognized, to develop critical thinking skills amongst hospitality graduates. Hence, the purpose of this research is to explore to what extent authentic assessment enables critical thinking skills amongst first-year students in hospitality financial management. This article employed a qualitative case study research design within an interpretative lens. Twenty-four, first-year, hospitality financial management students, were purposively engaged in online reflections and semi-structured interviews. The findings of the study presented three themes that resonate with the critical thinking frameworks.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"22 1","pages":"262 - 278"},"PeriodicalIF":2.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48960798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15313220.2022.2110550
J. Shi, L. Cai, K. Wolfe
Hospitality and tourism higher education has experienced fundamental shifts and dramatic changes for decades across the global landscape. The outbreak of the COVID-19 pandemic further interrupted traditional teaching and learning activities. Both students and educators grappled with the immediate transition from face-to-face to online or hybrid teaching and learning modalities (Park & Jones, 2021). In response, how to transform the existing curriculum to ensure student learning experience and outcomes became critical (Seo & Kim, 2021). The pandemic not only promoted the urgency for educators to seek alternative instructional formats in adapting to the changing learning environment and demands, but also afforded the opportunities for scholars to inspire transformative and active learning. Facing characteristic shifts in global mobility and student learning styles, Shi et al. (2021) illustrated a case study of redesigning an introductory tourism course from traditional teaching to student-oriented active learning. Their study demonstrated that transformative and active learning is conducive to developing the students’ intercultural competence, critical thinking, problem-solving, and analytical skills. Equipped with such competencies and skills, hospitality and tourism graduates are better prepared to meet the dynamic and evolving societal needs. It is essential for hospitality and tourism educators and scholars to identify emerging demands for these competencies and skills, to become innovative in curriculum design and delivery, and to timely disseminate best practices. Since the onset of the pandemic, hospitality businesses and tourism organizations have witnessed an unprecedented onslaught on the normality of any sort. The pandemic has accelerated the challenges in coping with and the opportunities in leveraging the advancement in technological innovations as well as the continuing changes in demographics and people’s lifestyles. There is a greater complexity in destination images, marketing strategies, and tourists’ and residents’ behaviors (Zenker & Kock, 2020). Recognizing the prevalence of technology in people’s daily life including travel, an increasing number of tourism businesses and destinations have employed influencer marketing as a strategy to promote the destinations and communicate with potential tourists (Femenia-Serra et al., 2022). Mobile technology and social media serve as
几十年来，酒店和旅游高等教育在全球范围内经历了根本性的转变和巨大的变化。新冠肺炎疫情的爆发进一步中断了传统的教学活动。学生和教育工作者都在努力应对从面对面到在线或混合教学模式的直接转变(Park & Jones, 2021)。因此，如何改变现有课程以确保学生的学习体验和成果变得至关重要(Seo & Kim, 2021)。大流行不仅促使教育工作者迫切需要寻求替代教学形式，以适应不断变化的学习环境和需求，而且还为学者提供了激发变革和主动学习的机会。面对全球流动性和学生学习风格的特征转变，Shi等人(2021)展示了一个案例研究，该案例研究将旅游导论课程从传统教学重新设计为以学生为导向的主动学习。他们的研究表明，变革和主动学习有助于培养学生的跨文化能力、批判性思维、解决问题和分析能力。具备了这些能力和技能，酒店和旅游专业的毕业生就能更好地满足动态和不断变化的社会需求。酒店和旅游教育工作者和学者必须确定对这些能力和技能的新需求，在课程设计和交付方面进行创新，并及时传播最佳做法。自大流行爆发以来，酒店企业和旅游组织目睹了前所未有的对正常生活的冲击。大流行病加速了应对挑战和利用技术创新进步以及人口结构和人民生活方式的持续变化的机会。在目的地形象、营销策略以及游客和居民的行为方面存在更大的复杂性(Zenker & Kock, 2020)。认识到技术在人们日常生活中的普及，包括旅游，越来越多的旅游企业和目的地采用网红营销作为推广目的地和与潜在游客沟通的策略(Femenia-Serra et al.， 2022)。移动技术和社交媒体起到了作用
{"title":"Advancing hospitality and tourism education and research through global crises","authors":"J. Shi, L. Cai, K. Wolfe","doi":"10.1080/15313220.2022.2110550","DOIUrl":"https://doi.org/10.1080/15313220.2022.2110550","url":null,"abstract":"Hospitality and tourism higher education has experienced fundamental shifts and dramatic changes for decades across the global landscape. The outbreak of the COVID-19 pandemic further interrupted traditional teaching and learning activities. Both students and educators grappled with the immediate transition from face-to-face to online or hybrid teaching and learning modalities (Park & Jones, 2021). In response, how to transform the existing curriculum to ensure student learning experience and outcomes became critical (Seo & Kim, 2021). The pandemic not only promoted the urgency for educators to seek alternative instructional formats in adapting to the changing learning environment and demands, but also afforded the opportunities for scholars to inspire transformative and active learning. Facing characteristic shifts in global mobility and student learning styles, Shi et al. (2021) illustrated a case study of redesigning an introductory tourism course from traditional teaching to student-oriented active learning. Their study demonstrated that transformative and active learning is conducive to developing the students’ intercultural competence, critical thinking, problem-solving, and analytical skills. Equipped with such competencies and skills, hospitality and tourism graduates are better prepared to meet the dynamic and evolving societal needs. It is essential for hospitality and tourism educators and scholars to identify emerging demands for these competencies and skills, to become innovative in curriculum design and delivery, and to timely disseminate best practices. Since the onset of the pandemic, hospitality businesses and tourism organizations have witnessed an unprecedented onslaught on the normality of any sort. The pandemic has accelerated the challenges in coping with and the opportunities in leveraging the advancement in technological innovations as well as the continuing changes in demographics and people’s lifestyles. There is a greater complexity in destination images, marketing strategies, and tourists’ and residents’ behaviors (Zenker & Kock, 2020). Recognizing the prevalence of technology in people’s daily life including travel, an increasing number of tourism businesses and destinations have employed influencer marketing as a strategy to promote the destinations and communicate with potential tourists (Femenia-Serra et al., 2022). Mobile technology and social media serve as","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"22 1","pages":"199 - 204"},"PeriodicalIF":2.5,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47647955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1080/15313220.2022.2080149
Julie Dort, Mimi Gough
ABSTRACT During the past two years, faculty pivoted their face-to-face courses to an online platform in haste due to the pandemic, while others were fine-tuning their online offerings having already made the transition. Although each one was integrating curriculum either for the short term or in continuation for the foreseeable future, one teaching principle, Service-Learning (S-L), seems to have never been widely adapted to the online platform. According to the article, E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population, many institutions share concern that Service-Learning (S-L) is too challenging to adapt online; however, the authors acknowledge that since it produces greater benefits for all involved including students, faculty and community partners by increasing engagement and connecting to real-world applications, it should be incorporated. This paper will explore why Service-Learning (S-L) should be adapted to the online platform to expand student’s civic involvement as well as to better comprehend course content. It will also share examples of in-person service learning with suggested methods to transition particular projects to the online format.
{"title":"Enhancing online courses with civic engagement through service learning","authors":"Julie Dort, Mimi Gough","doi":"10.1080/15313220.2022.2080149","DOIUrl":"https://doi.org/10.1080/15313220.2022.2080149","url":null,"abstract":"ABSTRACT During the past two years, faculty pivoted their face-to-face courses to an online platform in haste due to the pandemic, while others were fine-tuning their online offerings having already made the transition. Although each one was integrating curriculum either for the short term or in continuation for the foreseeable future, one teaching principle, Service-Learning (S-L), seems to have never been widely adapted to the online platform. According to the article, E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population, many institutions share concern that Service-Learning (S-L) is too challenging to adapt online; however, the authors acknowledge that since it produces greater benefits for all involved including students, faculty and community partners by increasing engagement and connecting to real-world applications, it should be incorporated. This paper will explore why Service-Learning (S-L) should be adapted to the online platform to expand student’s civic involvement as well as to better comprehend course content. It will also share examples of in-person service learning with suggested methods to transition particular projects to the online format.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"23 1","pages":"98 - 108"},"PeriodicalIF":2.5,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.1080/15313220.2022.2076767
J. Bae, Haeik Park, T. J. Kim
ABSTRACT This study aimed to study factors affecting hospitality and tourism student satisfaction and their intention to stay in the program. A model with nine factors was proposed and tested. The results showed that curriculum, hospitality & tourism degree commitment, student life, self-efficacy, and goals positively affect undergraduate student satisfaction with the program whereas curriculum, hospitality & tourism degree commitment, student life, and financial support affect their intention to stay in the program. This study also tested all hypothesized relationships to see if those relationships differ between underclassmen and upperclassmen. Implications for hospitality and tourism educators and administrators are provided.
{"title":"Factors influencing student satisfaction and intention to stay in the hospitality and tourism program","authors":"J. Bae, Haeik Park, T. J. Kim","doi":"10.1080/15313220.2022.2076767","DOIUrl":"https://doi.org/10.1080/15313220.2022.2076767","url":null,"abstract":"ABSTRACT This study aimed to study factors affecting hospitality and tourism student satisfaction and their intention to stay in the program. A model with nine factors was proposed and tested. The results showed that curriculum, hospitality & tourism degree commitment, student life, self-efficacy, and goals positively affect undergraduate student satisfaction with the program whereas curriculum, hospitality & tourism degree commitment, student life, and financial support affect their intention to stay in the program. This study also tested all hypothesized relationships to see if those relationships differ between underclassmen and upperclassmen. Implications for hospitality and tourism educators and administrators are provided.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"23 1","pages":"130 - 158"},"PeriodicalIF":2.5,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43095367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.1080/15313220.2022.2076768
Faruk Seyitoğlu, O. Atsız, Seda Taş, Fazıl Kaya
ABSTRACT This study investigates the perspectives of undergraduate tourism and hospitality students on working with robots and the influence of the widespread use of robots on future careers. Accordingly, interviews were conducted with thirty students. The findings include two main categories: working with robots in the tourism and hospitality industry (advantages of working with robots, disadvantages of working with robots, and willingness to work with or implement robots) and future career impacts of the widespread use of robots (threatening human employment, reducing the motivation toward working in the industry, unfair competition between humans and robots, negative psychological impact/feeling of being less skilled than robots, and giving up/changing the industry). This research contributes to the literature by revealing the dimensions of working with robots and the future career impacts of the widespread use of robots. A model of future career impacts of the widespread use of robots was also proposed.
{"title":"Double-edged perspectives on service robots: working with robots and robots’ future career impacts","authors":"Faruk Seyitoğlu, O. Atsız, Seda Taş, Fazıl Kaya","doi":"10.1080/15313220.2022.2076768","DOIUrl":"https://doi.org/10.1080/15313220.2022.2076768","url":null,"abstract":"ABSTRACT This study investigates the perspectives of undergraduate tourism and hospitality students on working with robots and the influence of the widespread use of robots on future careers. Accordingly, interviews were conducted with thirty students. The findings include two main categories: working with robots in the tourism and hospitality industry (advantages of working with robots, disadvantages of working with robots, and willingness to work with or implement robots) and future career impacts of the widespread use of robots (threatening human employment, reducing the motivation toward working in the industry, unfair competition between humans and robots, negative psychological impact/feeling of being less skilled than robots, and giving up/changing the industry). This research contributes to the literature by revealing the dimensions of working with robots and the future career impacts of the widespread use of robots. A model of future career impacts of the widespread use of robots was also proposed.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"23 1","pages":"1 - 19"},"PeriodicalIF":2.5,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The study sought to explore the training challenges being faced in Zimbabwe’s tour guiding sector as perceived by the tour guides. A qualitative research methodology was followed whereby an interview guide was administered to 46 tour and field guides in Victoria Falls, Zimbabwe. Purposive and snowball sampling techniques were applied to identify respondents. Data was thematically analysed using the NVivo software. Challenges noted include a disjointed tour guide training curriculum, a limited tour guide training curriculum, lack of a foreign language, limited tour guide training facilities, poor trainers, exorbitant training fees and lack of training programme evaluations and refresher courses and training programmes that are too theoretical. The study recommends an evaluation of the current tour guide training syllabi and the training durations, incorporation of experiential-based training approaches, train the trainers programmes, review of training fees and the unification of the current tour guide training institutions in Zimbabwe.
{"title":"Zimbabwe tour guide training challenges: perspectives from tour guides in Victoria Falls","authors":"Brighton Hurombo, Getrude Kwanisai, Ngonidzashe Chiedza Mutanga","doi":"10.1080/15313220.2021.1908870","DOIUrl":"https://doi.org/10.1080/15313220.2021.1908870","url":null,"abstract":"ABSTRACT The study sought to explore the training challenges being faced in Zimbabwe’s tour guiding sector as perceived by the tour guides. A qualitative research methodology was followed whereby an interview guide was administered to 46 tour and field guides in Victoria Falls, Zimbabwe. Purposive and snowball sampling techniques were applied to identify respondents. Data was thematically analysed using the NVivo software. Challenges noted include a disjointed tour guide training curriculum, a limited tour guide training curriculum, lack of a foreign language, limited tour guide training facilities, poor trainers, exorbitant training fees and lack of training programme evaluations and refresher courses and training programmes that are too theoretical. The study recommends an evaluation of the current tour guide training syllabi and the training durations, incorporation of experiential-based training approaches, train the trainers programmes, review of training fees and the unification of the current tour guide training institutions in Zimbabwe.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"22 1","pages":"360 - 377"},"PeriodicalIF":2.5,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42650405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.1080/15313220.2022.2062523
A. Weaver, H. Clark
ABSTRACT This paper applies the concept of identity – typically associated with individuals and self-definition – to the study of a degree program, a collective educational enterprise. Faculty members and senior administrators at a community college in Canada with ties to the development of a hospitality degree program were interviewed. This paper examines identity within a different empirical and scalar context (a degree program rather than individuals) and in a manner that is different conceptually (addressing the idea that identity has both enduring and changing features). The competitive academic marketplace has shaped the identity of the hospitality degree program at Niagara College Canada. Commercial pressures, themselves fixed and in flux, have driven the formation of an identity that has attributes that are fixed and in flux. The notion of identity is interwoven with business imperatives and may offer guidance to hospitality degree programs in the context of a post-pandemic economic recovery.
{"title":"Fixed and in flux: the identity of a hospitality degree program at a Canadian community college","authors":"A. Weaver, H. Clark","doi":"10.1080/15313220.2022.2062523","DOIUrl":"https://doi.org/10.1080/15313220.2022.2062523","url":null,"abstract":"ABSTRACT This paper applies the concept of identity – typically associated with individuals and self-definition – to the study of a degree program, a collective educational enterprise. Faculty members and senior administrators at a community college in Canada with ties to the development of a hospitality degree program were interviewed. This paper examines identity within a different empirical and scalar context (a degree program rather than individuals) and in a manner that is different conceptually (addressing the idea that identity has both enduring and changing features). The competitive academic marketplace has shaped the identity of the hospitality degree program at Niagara College Canada. Commercial pressures, themselves fixed and in flux, have driven the formation of an identity that has attributes that are fixed and in flux. The notion of identity is interwoven with business imperatives and may offer guidance to hospitality degree programs in the context of a post-pandemic economic recovery.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"23 1","pages":"79 - 97"},"PeriodicalIF":2.5,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42800822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/15313220.2022.2056562
C. Tsai, C. Su, Li-Chun Lin, Eric A. Brown
ABSTRACT Plastic waste has now spread to every corner of the globe. To avoid wreaking additional havoc on our world, wholesale change is needed. Collaboration, creative rewards, forward-thinking businesses, and consumer demand are all needed for viable and sustainable changes. Starbucks believes a call to action is necessary not only to innovate more environmentally friendly solutions but also to share those solutions in response to an almost unavoidable crisis. To this end, Starbucks has introduced Borrow a Cup, a cup rental program in line with its mission of reducing disposable plastics. This case study has implications for teaching by encouraging students to consider how they might deal with a similar situation if they were in the shoes of those executives, as well as practical implications for what hospitality companies can do to halt nature loss and foster an environment-positive economy.
摘要塑料垃圾现在已经蔓延到全球的每一个角落。为了避免对我们的世界造成更多的破坏，需要进行大规模的变革。合作、创造性奖励、前瞻性企业和消费者需求都是可行和可持续变革所必需的。星巴克认为，呼吁采取行动不仅是为了创新更环保的解决方案，也是为了分享这些解决方案，以应对几乎不可避免的危机。为此，星巴克推出了Borrow a Cup，这是一项杯子租赁计划，符合其减少一次性塑料的使命。这项案例研究通过鼓励学生考虑如果他们站在这些高管的立场上，他们可能会如何应对类似的情况，对教学有影响，也对酒店公司如何阻止自然损失和促进环境积极型经济有实际意义。
{"title":"Keep CUP the good work! Is sustainable consumption a promise or all talk?","authors":"C. Tsai, C. Su, Li-Chun Lin, Eric A. Brown","doi":"10.1080/15313220.2022.2056562","DOIUrl":"https://doi.org/10.1080/15313220.2022.2056562","url":null,"abstract":"ABSTRACT Plastic waste has now spread to every corner of the globe. To avoid wreaking additional havoc on our world, wholesale change is needed. Collaboration, creative rewards, forward-thinking businesses, and consumer demand are all needed for viable and sustainable changes. Starbucks believes a call to action is necessary not only to innovate more environmentally friendly solutions but also to share those solutions in response to an almost unavoidable crisis. To this end, Starbucks has introduced Borrow a Cup, a cup rental program in line with its mission of reducing disposable plastics. This case study has implications for teaching by encouraging students to consider how they might deal with a similar situation if they were in the shoes of those executives, as well as practical implications for what hospitality companies can do to halt nature loss and foster an environment-positive economy.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"22 1","pages":"415 - 424"},"PeriodicalIF":2.5,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-30DOI: 10.1080/15313220.2022.2056561
Jie Wang, Chelsea Gill, Kuan-Huei Lee
ABSTRACT Work-Integrated Learning (WIL) programs play an important role in the learning experience of students in higher education and are widely used in many institutions. Within a large public research-intensive university in Australia, WIL approaches are used in many faculties, although this paper is focused on WIL within the tourism discipline. One of the capstone subjects in the undergraduate and postgraduate tourism programs utilise a WIL framework, whereby mentors assist groups of students to conduct projects for industry clients during a 13-week semester. This study aims to explore effective mentoring processes within the WIL program environment by interviewing mentors to identify their guidance and coaching experience, skills and capabilities and their self-development in this mentoring process. This study’s outcome can assist to better understand the role of mentor in WIL for the design of future WIL programs.
{"title":"Effective mentoring in a work-integrated learning (WIL) program","authors":"Jie Wang, Chelsea Gill, Kuan-Huei Lee","doi":"10.1080/15313220.2022.2056561","DOIUrl":"https://doi.org/10.1080/15313220.2022.2056561","url":null,"abstract":"ABSTRACT Work-Integrated Learning (WIL) programs play an important role in the learning experience of students in higher education and are widely used in many institutions. Within a large public research-intensive university in Australia, WIL approaches are used in many faculties, although this paper is focused on WIL within the tourism discipline. One of the capstone subjects in the undergraduate and postgraduate tourism programs utilise a WIL framework, whereby mentors assist groups of students to conduct projects for industry clients during a 13-week semester. This study aims to explore effective mentoring processes within the WIL program environment by interviewing mentors to identify their guidance and coaching experience, skills and capabilities and their self-development in this mentoring process. This study’s outcome can assist to better understand the role of mentor in WIL for the design of future WIL programs.","PeriodicalId":46100,"journal":{"name":"Journal of Teaching in Travel & Tourism","volume":"23 1","pages":"20 - 38"},"PeriodicalIF":2.5,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1080/15313220.2022.2056560
C. Deale, K. Webb
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.
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