Pub Date : 2022-04-07DOI: 10.1080/10963758.2022.2056468
R. Y. Nutsugbodo, Christopher Mensah, E. F. Amissah, Nancy Grace Baah
ABSTRACT The study examined online learning anxiety and the consequences of COVID-19 induced parental job losses on the social support systems of hospitality and tourism students. An online questionnaire survey was used to collect data from 434 hospitality and tourism students across tertiary institutions in Ghana. Data were analyzed using descriptive statistics, independent samples t-test, and one-way analysis of variance. The results showed that students were most anxious about online learning, particularly the challenges of internet usage while family assistance was most available during the COVID-19 pandemic followed by support from people deemed special. Students who had their guardians losing their jobs during the pandemic were more nervous with online learning and reported lower levels of social support from family, friends, special relations, and the university. The implication of these findings for managers of academic institutions are discussed.
{"title":"COVID-19, Parental Job Losses, Online Learning Anxiety, and Social Support of Hospitality and Tourism Students","authors":"R. Y. Nutsugbodo, Christopher Mensah, E. F. Amissah, Nancy Grace Baah","doi":"10.1080/10963758.2022.2056468","DOIUrl":"https://doi.org/10.1080/10963758.2022.2056468","url":null,"abstract":"ABSTRACT The study examined online learning anxiety and the consequences of COVID-19 induced parental job losses on the social support systems of hospitality and tourism students. An online questionnaire survey was used to collect data from 434 hospitality and tourism students across tertiary institutions in Ghana. Data were analyzed using descriptive statistics, independent samples t-test, and one-way analysis of variance. The results showed that students were most anxious about online learning, particularly the challenges of internet usage while family assistance was most available during the COVID-19 pandemic followed by support from people deemed special. Students who had their guardians losing their jobs during the pandemic were more nervous with online learning and reported lower levels of social support from family, friends, special relations, and the university. The implication of these findings for managers of academic institutions are discussed.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"4 1","pages":"251 - 264"},"PeriodicalIF":2.9,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88007238","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: 10.1080/10963758.2022.2034119
Joseph M. La Lopa, J. Beck
ABSTRACT This qualitative study had a singular focus; it was to determine if hospitality students were being informed that their Title IX rights followed them off campus during an internship that was required to complete their degree. As it turned out most of those internship coordinators who participated in the study did not inform the students that they had a legal right not to be harassed during their internship under Title IX. Furthermore, students were given no training as to what to do if they were harassed during their internship when their Title IX rights were being violated. It is recommended that internship coordinators do a better job informing students of their rights before they embark on their internship, and what to do if those rights are violated as an intern.
{"title":"Are Internship Coordinators Protecting Students’ Title IX Rights?","authors":"Joseph M. La Lopa, J. Beck","doi":"10.1080/10963758.2022.2034119","DOIUrl":"https://doi.org/10.1080/10963758.2022.2034119","url":null,"abstract":"ABSTRACT This qualitative study had a singular focus; it was to determine if hospitality students were being informed that their Title IX rights followed them off campus during an internship that was required to complete their degree. As it turned out most of those internship coordinators who participated in the study did not inform the students that they had a legal right not to be harassed during their internship under Title IX. Furthermore, students were given no training as to what to do if they were harassed during their internship when their Title IX rights were being violated. It is recommended that internship coordinators do a better job informing students of their rights before they embark on their internship, and what to do if those rights are violated as an intern.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"4 1","pages":"300 - 306"},"PeriodicalIF":2.9,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83647847","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 : 2022-03-11DOI: 10.1080/10963758.2022.2034120
C. Kuo, T. Chen, F. Okumus
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.
{"title":"Integrating Curriculum on Service Attitude with Service-Learning into a Hospitality Course","authors":"C. Kuo, T. Chen, F. Okumus","doi":"10.1080/10963758.2022.2034120","DOIUrl":"https://doi.org/10.1080/10963758.2022.2034120","url":null,"abstract":"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.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"3 1","pages":"159 - 168"},"PeriodicalIF":2.9,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75287005","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 : 2022-02-23DOI: 10.1080/10963758.2022.2034115
Francisco M. P. Mugizi, J. Ayorekire, Obua Joseph, R. Nsibirano
ABSTRACT 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.
{"title":"Gender Disaggregated Perspectives of Tourism and Hospitality Training in Uganda","authors":"Francisco M. P. Mugizi, J. Ayorekire, Obua Joseph, R. Nsibirano","doi":"10.1080/10963758.2022.2034115","DOIUrl":"https://doi.org/10.1080/10963758.2022.2034115","url":null,"abstract":"ABSTRACT 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.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"18 1","pages":"198 - 212"},"PeriodicalIF":2.9,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78936198","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 : 2022-02-09DOI: 10.1080/10963758.2022.2034121
Pratik Ghosh, Deepika Jhamb, Larry Yu
ABSTRACT 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.
{"title":"Faculty Behavioral Intentions in Hospitality Education: Effect of Service Quality, Service Value, Sacrifice, and Satisfaction","authors":"Pratik Ghosh, Deepika Jhamb, Larry Yu","doi":"10.1080/10963758.2022.2034121","DOIUrl":"https://doi.org/10.1080/10963758.2022.2034121","url":null,"abstract":"ABSTRACT 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.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"31 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89084472","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 : 2022-02-09DOI: 10.1080/10963758.2022.2034117
Linda Joyce Forristal
ABSTRACT 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.
{"title":"Students as Co-Creators of Interdisciplinary Tourism Content: A Strategy to Help Prepare Creative, Problem-solving, Research Savvy, and Globally-Competent Hospitality Employees","authors":"Linda Joyce Forristal","doi":"10.1080/10963758.2022.2034117","DOIUrl":"https://doi.org/10.1080/10963758.2022.2034117","url":null,"abstract":"ABSTRACT 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.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"62 1","pages":"237 - 250"},"PeriodicalIF":2.9,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90999245","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 : 2022-02-09DOI: 10.1080/10963758.2022.2034118
Yi Liu, Jason Draper, M. Dawson
ABSTRACT Educational experiences include coursework and career development activities offered by the educational institution, which contribute to students’ self-efficacy. In an academic discipline such as hospitality and tourism, students frequently get practical work experience(s) to build up their self-efficacy. This study surveyed hospitality students to examine the mediation role of the five sub-factors of career decision-making self-efficacy in the relationship between work experience and career expectations. All five sub-factors of self-efficacy are significant and positive mediators of the relationship between work experience and career expectations. The mediation results provide possibilities for hospitality educators to combine the work or internship experiences with assignments or exercises to help students build their self-efficacy and better understand the interrelationship of the two. An example assignment is comparing and contrasting what is learned in the classroom with a work or internship experience.
{"title":"The Relationship between Work Experience and Career Expectations: Career Decision-Making Self-efficacy as Mediator","authors":"Yi Liu, Jason Draper, M. Dawson","doi":"10.1080/10963758.2022.2034118","DOIUrl":"https://doi.org/10.1080/10963758.2022.2034118","url":null,"abstract":"ABSTRACT Educational experiences include coursework and career development activities offered by the educational institution, which contribute to students’ self-efficacy. In an academic discipline such as hospitality and tourism, students frequently get practical work experience(s) to build up their self-efficacy. This study surveyed hospitality students to examine the mediation role of the five sub-factors of career decision-making self-efficacy in the relationship between work experience and career expectations. All five sub-factors of self-efficacy are significant and positive mediators of the relationship between work experience and career expectations. The mediation results provide possibilities for hospitality educators to combine the work or internship experiences with assignments or exercises to help students build their self-efficacy and better understand the interrelationship of the two. An example assignment is comparing and contrasting what is learned in the classroom with a work or internship experience.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"1 1","pages":"213 - 224"},"PeriodicalIF":2.9,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75060778","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 : 2021-09-09DOI: 10.1080/10963758.2021.1963745
Barkathunnisha Abu Bakar, A. Price, Diane Lee, E. Wilson
ABSTRACT This paper presents the findings of a qualitative inquiry into the integration of spirituality in tourism higher education from the perspectives of tourism academics. A thematic approach was employed to develop a nuanced understanding of the ways in which the spiritual worldviews of 22 tourism academics informed their pedagogy. Analysis of the academics’ narratives gained through semi-structured interviews revealed that their spiritual worldviews influenced their roles as tourism educators in significant ways, including their pedagogy, scholarship, student interactions, and agency. Their spiritually-based pedagogy was grounded on the principles of humanizing the educational experience, engaged learning, and authenticity. Their pedagogy was transformative and included stories, reflection, the arts, mindfulness, dialogic discourse, and service learning. This study advances a stronger conceptual understanding for the inclusion of spirituality in tourism higher education and provides some possibilities and challenges for the use of spirituality as an approach to enhance tourism higher education.
{"title":"Spirituality and Pedagogy in Tourism Higher Education: Voices of Tourism Educators","authors":"Barkathunnisha Abu Bakar, A. Price, Diane Lee, E. Wilson","doi":"10.1080/10963758.2021.1963745","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963745","url":null,"abstract":"ABSTRACT This paper presents the findings of a qualitative inquiry into the integration of spirituality in tourism higher education from the perspectives of tourism academics. A thematic approach was employed to develop a nuanced understanding of the ways in which the spiritual worldviews of 22 tourism academics informed their pedagogy. Analysis of the academics’ narratives gained through semi-structured interviews revealed that their spiritual worldviews influenced their roles as tourism educators in significant ways, including their pedagogy, scholarship, student interactions, and agency. Their spiritually-based pedagogy was grounded on the principles of humanizing the educational experience, engaged learning, and authenticity. Their pedagogy was transformative and included stories, reflection, the arts, mindfulness, dialogic discourse, and service learning. This study advances a stronger conceptual understanding for the inclusion of spirituality in tourism higher education and provides some possibilities and challenges for the use of spirituality as an approach to enhance tourism higher education.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"278 1","pages":"15 - 29"},"PeriodicalIF":2.9,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80088397","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 : 2021-09-07DOI: 10.1080/10963758.2021.1963750
J. Kosmaczewska, S. Jameson
ABSTRACT Although the main purpose of international student mobility is to study, it can also be considered a type of tourist activity. The purpose of this study is to identify and profile international exchange students by their attitudes toward education and traveling during their exchange programmes. This study adds to the literature in the field of “study abroad programmes” in three important ways. First, this study focuses on incoming students, whereas the vast majority of studies on study abroad/exchange students focus solely on the outgoing community. Second, this study describes two types of international exchange students, identified based on their attitudes toward “education first” and “tourism first.” Finally, it identifies the predictor variables that significantly distinguish between international exchange students’ preferences for “education first” or “tourism first.” Finally, the combination of these three factors offers a unique perspective on a student population and on constructs that have received very little focus in research published to date. The study found that these students were motivated by “tourism first” rather than pursuing study goals in foreign countries and this decision was based on factors such as personal savings, anticipated duration of study in Poland and the student’s home country.
{"title":"“Education First” or “Tourism First” — What Influences the Choice of Location for International Exchange Students: Evidence from Poland","authors":"J. Kosmaczewska, S. Jameson","doi":"10.1080/10963758.2021.1963750","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963750","url":null,"abstract":"ABSTRACT Although the main purpose of international student mobility is to study, it can also be considered a type of tourist activity. The purpose of this study is to identify and profile international exchange students by their attitudes toward education and traveling during their exchange programmes. This study adds to the literature in the field of “study abroad programmes” in three important ways. First, this study focuses on incoming students, whereas the vast majority of studies on study abroad/exchange students focus solely on the outgoing community. Second, this study describes two types of international exchange students, identified based on their attitudes toward “education first” and “tourism first.” Finally, it identifies the predictor variables that significantly distinguish between international exchange students’ preferences for “education first” or “tourism first.” Finally, the combination of these three factors offers a unique perspective on a student population and on constructs that have received very little focus in research published to date. The study found that these students were motivated by “tourism first” rather than pursuing study goals in foreign countries and this decision was based on factors such as personal savings, anticipated duration of study in Poland and the student’s home country.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"26 6","pages":"143 - 158"},"PeriodicalIF":2.9,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72454166","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}
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