Pub Date : 2021-09-07DOI: 10.1080/10963758.2021.1963973
May Ling Siow, L. Lockstone-Binney, B. Fraser, C. Cheung, Joongwon Shin, Rachel Lam, S. Ramachandran, Margarida Abreu Novais, Tom Bourkel, T. Baum
ABSTRACT The COVID-19 pandemic has brought the most significant disruption to education in history (United Nations, 2020), not least in Tourism, Hospitality, and Events (THE). While growing evidence explores the reshaping of higher education in a COVID-19 era, limited discussion exists on the specific impacts for current and future students of THE and the challenges of rebuilding student and wider stakeholder confidence in THE education and careers. This paper advances this discussion by focusing on the impact of COVID-19 on the THE educational experience. A case example approach is adopted to illustrate the responses of four universities in the pre, during, and post phases of students’ educational journey. Common approaches are drawn using lesson drawing, broader implications and issues affecting institutions and students are explored and lessons for the future of THE education are extrapolated. Finally, the paper also suggests avenues for future research.
{"title":"Re-Building Students’ Post-COVID-19 Confidence in Courses, Curriculum and Careers for Tourism, Hospitality, and Events","authors":"May Ling Siow, L. Lockstone-Binney, B. Fraser, C. Cheung, Joongwon Shin, Rachel Lam, S. Ramachandran, Margarida Abreu Novais, Tom Bourkel, T. Baum","doi":"10.1080/10963758.2021.1963973","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963973","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has brought the most significant disruption to education in history (United Nations, 2020), not least in Tourism, Hospitality, and Events (THE). While growing evidence explores the reshaping of higher education in a COVID-19 era, limited discussion exists on the specific impacts for current and future students of THE and the challenges of rebuilding student and wider stakeholder confidence in THE education and careers. This paper advances this discussion by focusing on the impact of COVID-19 on the THE educational experience. A case example approach is adopted to illustrate the responses of four universities in the pre, during, and post phases of students’ educational journey. Common approaches are drawn using lesson drawing, broader implications and issues affecting institutions and students are explored and lessons for the future of THE education are extrapolated. Finally, the paper also suggests avenues for future research.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"30 1","pages":"270 - 287"},"PeriodicalIF":2.9,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78769901","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: 10.1080/10963758.2021.1963744
Isabell Handler, Caroline S.L. Tan
ABSTRACT This paper examines whether the tourism programs offered by the higher education institutions in Japan address the aspect of sustainability and corresponding concerns and challenges faced in the tourism industry. This study identifies the main issues based on thematic analysis from 62 sustainable tourism event publications identified based on key search terms and relevance. The findings highlight a major shortage in addressing the concerns found in the analysis which, shows that there is a need for the higher education institutions in Japan to revamp their existing curricula. There are strong critical voices that call for necessary reforms in management practices to include collaboration with residents. Given the importance the Japanese government has placed on the role of tourism for invigorating the economy and revitalizing rural communities, a lot must be done in higher education for tourism to be successfully, and sustainably managed.
{"title":"Are We Teaching Enough? A Literature Review on Sustainable Tourism Events and the Implications for Japanese Higher Education","authors":"Isabell Handler, Caroline S.L. Tan","doi":"10.1080/10963758.2021.1963744","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963744","url":null,"abstract":"ABSTRACT This paper examines whether the tourism programs offered by the higher education institutions in Japan address the aspect of sustainability and corresponding concerns and challenges faced in the tourism industry. This study identifies the main issues based on thematic analysis from 62 sustainable tourism event publications identified based on key search terms and relevance. The findings highlight a major shortage in addressing the concerns found in the analysis which, shows that there is a need for the higher education institutions in Japan to revamp their existing curricula. There are strong critical voices that call for necessary reforms in management practices to include collaboration with residents. Given the importance the Japanese government has placed on the role of tourism for invigorating the economy and revitalizing rural communities, a lot must be done in higher education for tourism to be successfully, and sustainably managed.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"12 1","pages":"170 - 184"},"PeriodicalIF":2.9,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82908044","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: 10.1080/10963758.2021.1963739
Nicole Rosenkranz
ABSTRACT Hospitality education has long integrated experiential and problem-based learning for their positive effects on students’ learning outcomes. Yet, these types of learning have inherent shortcomings – whereas experiential learning is mostly conducted outside the classroom and thereby costly, time consuming and complex in ensuring learning outcomes, in-class problem-based learning suffers from an abstraction from reality. To address these shortcomings, this study conducted an in-class experiential problem-based learning activity within the corporate strategy class in 2018 at a university in Switzerland. The study showcases how a combined learning approach allows us to marry the best of both worlds. Further, these insights contribute to research on experiential and problem-based learning by extending knowledge beyond what the benefits of both approaches are to how these benefits are generated. The inductive method applied generates insights that explicate the levers in making the learning process successful and warrants important boundary conditions.
{"title":"The Best of Both Worlds: Experiential Problem-Based Learning Approaches in Hospitality Education","authors":"Nicole Rosenkranz","doi":"10.1080/10963758.2021.1963739","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963739","url":null,"abstract":"ABSTRACT Hospitality education has long integrated experiential and problem-based learning for their positive effects on students’ learning outcomes. Yet, these types of learning have inherent shortcomings – whereas experiential learning is mostly conducted outside the classroom and thereby costly, time consuming and complex in ensuring learning outcomes, in-class problem-based learning suffers from an abstraction from reality. To address these shortcomings, this study conducted an in-class experiential problem-based learning activity within the corporate strategy class in 2018 at a university in Switzerland. The study showcases how a combined learning approach allows us to marry the best of both worlds. Further, these insights contribute to research on experiential and problem-based learning by extending knowledge beyond what the benefits of both approaches are to how these benefits are generated. The inductive method applied generates insights that explicate the levers in making the learning process successful and warrants important boundary conditions.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"27 1","pages":"111 - 123"},"PeriodicalIF":2.9,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83960749","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 : 2021-08-23DOI: 10.1080/10963758.2021.1963751
Anastasia Luong, Craig Lee
ABSTRACT This study investigates the motivational effects of entrepreneurial desires and entrepreneurial self-efficacy (ESE) as drivers of entrepreneurial intentions in tourism and hospitality (T&H) students. Additionally, the antecedents of entrepreneurial desires, such as anticipated emotions and entrepreneurial role models, are explored to understand motivational processes that lead to entrepreneurial intentions. Data from 177 surveys of T&H students in New Zealand were analyzed using Partial Least Squares Structural Equation Modeling to test the study’s hypotheses. The results found that ESE and entrepreneurial desires directly influenced entrepreneurial intentions. Additionally, the effect of entrepreneurial desires on entrepreneurial intentions was partially mediated by ESE. Also, entrepreneurial role models significantly predicted T&H student’s ESE and entrepreneurial desires. Finally, positive anticipated emotions predicted T&H student’s entrepreneurial desires. The study provides important implications to theory and practice to promote entrepreneurship in tourism and hospitality education.
{"title":"The Influence of Entrepreneurial Desires and Self-Efficacy on the Entrepreneurial Intentions of New Zealand Tourism and Hospitality Students","authors":"Anastasia Luong, Craig Lee","doi":"10.1080/10963758.2021.1963751","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963751","url":null,"abstract":"ABSTRACT This study investigates the motivational effects of entrepreneurial desires and entrepreneurial self-efficacy (ESE) as drivers of entrepreneurial intentions in tourism and hospitality (T&H) students. Additionally, the antecedents of entrepreneurial desires, such as anticipated emotions and entrepreneurial role models, are explored to understand motivational processes that lead to entrepreneurial intentions. Data from 177 surveys of T&H students in New Zealand were analyzed using Partial Least Squares Structural Equation Modeling to test the study’s hypotheses. The results found that ESE and entrepreneurial desires directly influenced entrepreneurial intentions. Additionally, the effect of entrepreneurial desires on entrepreneurial intentions was partially mediated by ESE. Also, entrepreneurial role models significantly predicted T&H student’s ESE and entrepreneurial desires. Finally, positive anticipated emotions predicted T&H student’s entrepreneurial desires. The study provides important implications to theory and practice to promote entrepreneurship in tourism and hospitality education.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"10 1","pages":"44 - 61"},"PeriodicalIF":2.9,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90700586","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 : 2021-08-23DOI: 10.1080/10963758.2021.1963746
C. Deale, Seung-Hyun Lee
ABSTRACT The purpose of this study was to find out more about what hospitality and tourism educators think about grading to add to the dialog about this subject that is relevant to both instructors and their students. A survey was completed by 118 educators from around the world to learn about instructors’ perceptions of grading practices. Those sampled used predominantly absolute grading based on criteria and the letter system grading in the format of A, B, C, and D. Respondents viewed education as a continuing process of improvement, perceived that grading primarily provides information about student performance, and placed importance on papers and other written assignments when assigning grades in courses. Themes identified in the study included: assigning and grading a variety of items to measure student performance, using portfolios of student work, and providing meaningful feedback regarding academic performance. Based on the findings, suggestions for improving grading practices are provided.
{"title":"Hospitality and Tourism Educators’ Perceptions of Grading","authors":"C. Deale, Seung-Hyun Lee","doi":"10.1080/10963758.2021.1963746","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963746","url":null,"abstract":"ABSTRACT The purpose of this study was to find out more about what hospitality and tourism educators think about grading to add to the dialog about this subject that is relevant to both instructors and their students. A survey was completed by 118 educators from around the world to learn about instructors’ perceptions of grading practices. Those sampled used predominantly absolute grading based on criteria and the letter system grading in the format of A, B, C, and D. Respondents viewed education as a continuing process of improvement, perceived that grading primarily provides information about student performance, and placed importance on papers and other written assignments when assigning grades in courses. Themes identified in the study included: assigning and grading a variety of items to measure student performance, using portfolios of student work, and providing meaningful feedback regarding academic performance. Based on the findings, suggestions for improving grading practices are provided.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"96 1","pages":"1 - 14"},"PeriodicalIF":2.9,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87934418","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 : 2021-08-23DOI: 10.1080/10963758.2021.1963741
Ayaka Yazawa, Tatsuki Kikuoka
ABSTRACT The number of visitors to Japan, particularly from Islamic regions, has increased in recent years. It can be inferred that the increased opportunities for Muslims to visit and reside in Japan may require dietitians and nutritionists to respond to the demand for halal foods. Hence, this study investigated the knowledge of halal foods among 82 university students enrolled in a training course for registered dietitians. Overall, 15% of the students answered that they could explain halal foods, and 52% answered that they “did not know about halal foods at all.” However, 92% responded that as aspiring dietitians, they needed an opportunity to learn about halal foods. Furthermore, these students also felt that knowledge regarding halal foods was necessary, and with the increasing number of Muslim visitors to Japan, it seems necessary to actively establish an opportunity to learn about halal foods through registered dietitian training courses in the future.
{"title":"Knowledge of Halal Foods by University Students Enrolled in a Dietitian Training Course in Japan","authors":"Ayaka Yazawa, Tatsuki Kikuoka","doi":"10.1080/10963758.2021.1963741","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963741","url":null,"abstract":"ABSTRACT The number of visitors to Japan, particularly from Islamic regions, has increased in recent years. It can be inferred that the increased opportunities for Muslims to visit and reside in Japan may require dietitians and nutritionists to respond to the demand for halal foods. Hence, this study investigated the knowledge of halal foods among 82 university students enrolled in a training course for registered dietitians. Overall, 15% of the students answered that they could explain halal foods, and 52% answered that they “did not know about halal foods at all.” However, 92% responded that as aspiring dietitians, they needed an opportunity to learn about halal foods. Furthermore, these students also felt that knowledge regarding halal foods was necessary, and with the increasing number of Muslim visitors to Japan, it seems necessary to actively establish an opportunity to learn about halal foods through registered dietitian training courses in the future.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"17 1","pages":"179 - 186"},"PeriodicalIF":2.9,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74759545","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 : 2021-08-23DOI: 10.1080/10963758.2021.1963740
Patrick C. Lee, Sungsik Yoon, M. Lee
ABSTRACT Hospitality management schools have to ensure that their graduates are “ready” to start their career; hence, it is important to explore the perceived career readiness of graduates. The research goal of this paper is to explore the attributes contributing to the perceived career readiness of hospitality management students. An online survey was adopted and 302 completed surveys were collected. The results indicate that students’ perception of career readiness is significantly impacted by the curriculum of hospitality management programs. Our finding suggests the need for collaboration between industry and industry training partners (i.e. educational bodies) to make sure the curriculums of hospitality management programs are updated in accordance with industry trends, and students’ are able to learn the requisite skills and knowledge of the industry.
{"title":"Are You Ready? Perceived Career Readiness Attributes of the Hospitality Management Students","authors":"Patrick C. Lee, Sungsik Yoon, M. Lee","doi":"10.1080/10963758.2021.1963740","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963740","url":null,"abstract":"ABSTRACT Hospitality management schools have to ensure that their graduates are “ready” to start their career; hence, it is important to explore the perceived career readiness of graduates. The research goal of this paper is to explore the attributes contributing to the perceived career readiness of hospitality management students. An online survey was adopted and 302 completed surveys were collected. The results indicate that students’ perception of career readiness is significantly impacted by the curriculum of hospitality management programs. Our finding suggests the need for collaboration between industry and industry training partners (i.e. educational bodies) to make sure the curriculums of hospitality management programs are updated in accordance with industry trends, and students’ are able to learn the requisite skills and knowledge of the industry.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"49 1","pages":"157 - 169"},"PeriodicalIF":2.9,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87028979","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 : 2021-08-23DOI: 10.1080/10963758.2021.1963971
Lianping Ren, Jieqi Guan, Pimtong Tavitiyaman
ABSTRACT As a result of the COVID-19 pandemic, most tertiary teaching and learning activities, including hospitality programs, have shifted to online platforms for an extended period. This is probably the first time that hospitality institutions have implemented mandatory synchronous online classes. While this has been deemed the best available solution, various issues and hurdles have hindered the learning process and harmed students’ learning experience. Drawing mainly on qualitative data from a large-scale qualitative survey and seven focus group interviews involving 44 students, this study identifies factors that cause students anxiety and frustrate their learning process. These are categorized into interaction barriers, technical barriers, psychological and emotional barriers, perceived learning outcomes, lecturers’ experience, class and course administration, and physical discomfort. Recommended adjustments to practice are discussed.
{"title":"What Frustrates Hospitality Students at the Mandatory Synchronous Online Classes?","authors":"Lianping Ren, Jieqi Guan, Pimtong Tavitiyaman","doi":"10.1080/10963758.2021.1963971","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963971","url":null,"abstract":"ABSTRACT As a result of the COVID-19 pandemic, most tertiary teaching and learning activities, including hospitality programs, have shifted to online platforms for an extended period. This is probably the first time that hospitality institutions have implemented mandatory synchronous online classes. While this has been deemed the best available solution, various issues and hurdles have hindered the learning process and harmed students’ learning experience. Drawing mainly on qualitative data from a large-scale qualitative survey and seven focus group interviews involving 44 students, this study identifies factors that cause students anxiety and frustrate their learning process. These are categorized into interaction barriers, technical barriers, psychological and emotional barriers, perceived learning outcomes, lecturers’ experience, class and course administration, and physical discomfort. Recommended adjustments to practice are discussed.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"32 1","pages":"2 - 14"},"PeriodicalIF":2.9,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78557830","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 : 2021-08-23DOI: 10.1080/10963758.2021.1963972
Yejia Guo, B. Ayoun
ABSTRACT Using Social Cognitive Career Theory as a basic framework, this study explored hospitality students and recent graduates’ attitude toward working in the industry, career seeking experiences, and factors influencing their career decisions during the current COVID-19 global pandemic. Semi-structured interviews were conducted with 22 participants from eleven universities located in ten states around the U.S. Over half of the participants continue to have positive attitudes to working in the industry, as long as the businesses follow proper health guidelines. Professors and social media become the major platforms to collect career information and connect with potential employers. For career decisions, job security, stable working hours and a source of income become the important factors they consider. The insights revealed by the current analysis will assist hospitality management programs’ decision makers and career advisers to better prepare their graduates to succeed in their career during turbulent times.
{"title":"Starting a Career During a Global Pandemic: Telling Stories of Hospitality Management Graduates’ Decision Making","authors":"Yejia Guo, B. Ayoun","doi":"10.1080/10963758.2021.1963972","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963972","url":null,"abstract":"ABSTRACT Using Social Cognitive Career Theory as a basic framework, this study explored hospitality students and recent graduates’ attitude toward working in the industry, career seeking experiences, and factors influencing their career decisions during the current COVID-19 global pandemic. Semi-structured interviews were conducted with 22 participants from eleven universities located in ten states around the U.S. Over half of the participants continue to have positive attitudes to working in the industry, as long as the businesses follow proper health guidelines. Professors and social media become the major platforms to collect career information and connect with potential employers. For career decisions, job security, stable working hours and a source of income become the important factors they consider. The insights revealed by the current analysis will assist hospitality management programs’ decision makers and career advisers to better prepare their graduates to succeed in their career during turbulent times.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"102 1","pages":"15 - 32"},"PeriodicalIF":2.9,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86767669","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 : 2021-08-20DOI: 10.1080/10963758.2021.1963743
Wei-Jue Huang, B. King, R. Law
ABSTRACT Participating in associations can benefit professional development. Nevertheless, hospitality and tourism (H&T) researchers have focused on understanding conference attendance, neglecting the role and functions of the associations organizing such conferences. This study investigated membership and involvement in professional associations by H&T academics, specifically the world’s leading scholars, and the factors motivating and inhibiting their participation. A questionnaire was designed and distributed amongst “leading scholars,” defined as the most prolific H&T scholars since 2000 and the chief editors of H&T journals. Findings revealed ICHRIE, TTRA, APTA, and CAUTHE as the most popular professional associations. Some notable cases of past, current, and future membership patterns were observed. Leading academics’ motivations to join associations included: personal growth, diverse opportunities, skill enhancement, and future industry development. The constraining factors of association participation were also identified. For the “most important” association for their professional development, respondents were its member for an average of 16.6 years, performing various roles and utilizing association services. By identifying the reasons for leading scholars to continue/discontinue their memberships, this study helps professional associations understand member needs. Moreover, graduate students and junior faculty members can learn how leading academics engage with H&T associations for networking and developmental purposes.
{"title":"To Engage or Not? Leading Scholar Memberships and Involvement in Hospitality and Tourism Associations","authors":"Wei-Jue Huang, B. King, R. Law","doi":"10.1080/10963758.2021.1963743","DOIUrl":"https://doi.org/10.1080/10963758.2021.1963743","url":null,"abstract":"ABSTRACT Participating in associations can benefit professional development. Nevertheless, hospitality and tourism (H&T) researchers have focused on understanding conference attendance, neglecting the role and functions of the associations organizing such conferences. This study investigated membership and involvement in professional associations by H&T academics, specifically the world’s leading scholars, and the factors motivating and inhibiting their participation. A questionnaire was designed and distributed amongst “leading scholars,” defined as the most prolific H&T scholars since 2000 and the chief editors of H&T journals. Findings revealed ICHRIE, TTRA, APTA, and CAUTHE as the most popular professional associations. Some notable cases of past, current, and future membership patterns were observed. Leading academics’ motivations to join associations included: personal growth, diverse opportunities, skill enhancement, and future industry development. The constraining factors of association participation were also identified. For the “most important” association for their professional development, respondents were its member for an average of 16.6 years, performing various roles and utilizing association services. By identifying the reasons for leading scholars to continue/discontinue their memberships, this study helps professional associations understand member needs. Moreover, graduate students and junior faculty members can learn how leading academics engage with H&T associations for networking and developmental purposes.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"39 1","pages":"185 - 198"},"PeriodicalIF":2.9,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82179768","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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