Pub Date : 2021-07-03DOI: 10.1080/10963758.2021.1929531
Soobin Seo, Hyun Jeong Kim
The outbreak of COVID-19 in 2020 entirely disrupted everyone’s daily life including the education system (UNESCO, 2020). The pandemic influenced nearly 1.6 billion learners in more than 190 countries and all continents; universities in the world closed their campuses to avoid the spread of virus and offered online or hybrid classes through online platforms (United Nations, 2020). Students experienced mental stress derived from excessive online classes; faculty also struggled to teach via online platforms and experienced the extra burden because of the new mode of class delivery (Lei & So, 2021). Despite its negative impacts on the Hospitality and Tourism (H&T) education, the COVID 19 pandemic situation has helped uncover the opportunities of alternative teaching and learning methods. Instructors have sought numerous active learning strategies to enhance student engagement and satisfaction in a virtual format; industry practitioners have designed customized virtual internships; and students have adopted the new mode of learning including Zoom classes, online discussion, and virtual group projects (Park & Jones, 2021; Zhong et al., 2021). Hospitality industries are changing rapidly (Kim & Jeong, 2021); in part, the COVID-19 pandemic has necessitated the changes in hospitality industries. Service robots or advanced technologies are being adopted; social media marketing is becoming prevalent; and new business models are rampant, such as Airbnb or Uber Eats, just to name a few. To place our students in a better position for their future employment, H&T educators may want to consider designing interdisciplinary courses or multidisciplinary class projects with other majors such as, but not limited to, software or mechanical engineering, and enhance our students’ knowledge of big data analysis and artificial intelligence. Virtual internships can be further refined and utilized in the future as a means to broaden our students’ perspective (Park & Jones, 2021). We imagine our students take virtual internships all over the world to learn how to manage and operate international operations and interact with foreign customers. Through this special issue, “The Impact of COVID-19 on Hospitality and Tourism Education,” we share a glimpse of massive changes that both H&T educators and students have recently undergone. We encourage further empirical research on teaching and learning following the pandemic; if possible, longitudinal studies, with a focus on long-term effects, are highly recommended. Thanks to a tremendous interest in this special issue, we received a large number of submissions. This special issue includes five selected articles. The articles accepted late will appear in regular issues. We hope you will find the information to be useful and helpful. We appreciate constructive comments from reviewers and hard work of authors. Cheers to our better future!
{"title":"How COVID-19 Influences Hospitality and Tourism Education: Challenges, Opportunities, and New Directions","authors":"Soobin Seo, Hyun Jeong Kim","doi":"10.1080/10963758.2021.1929531","DOIUrl":"https://doi.org/10.1080/10963758.2021.1929531","url":null,"abstract":"The outbreak of COVID-19 in 2020 entirely disrupted everyone’s daily life including the education system (UNESCO, 2020). The pandemic influenced nearly 1.6 billion learners in more than 190 countries and all continents; universities in the world closed their campuses to avoid the spread of virus and offered online or hybrid classes through online platforms (United Nations, 2020). Students experienced mental stress derived from excessive online classes; faculty also struggled to teach via online platforms and experienced the extra burden because of the new mode of class delivery (Lei & So, 2021). Despite its negative impacts on the Hospitality and Tourism (H&T) education, the COVID 19 pandemic situation has helped uncover the opportunities of alternative teaching and learning methods. Instructors have sought numerous active learning strategies to enhance student engagement and satisfaction in a virtual format; industry practitioners have designed customized virtual internships; and students have adopted the new mode of learning including Zoom classes, online discussion, and virtual group projects (Park & Jones, 2021; Zhong et al., 2021). Hospitality industries are changing rapidly (Kim & Jeong, 2021); in part, the COVID-19 pandemic has necessitated the changes in hospitality industries. Service robots or advanced technologies are being adopted; social media marketing is becoming prevalent; and new business models are rampant, such as Airbnb or Uber Eats, just to name a few. To place our students in a better position for their future employment, H&T educators may want to consider designing interdisciplinary courses or multidisciplinary class projects with other majors such as, but not limited to, software or mechanical engineering, and enhance our students’ knowledge of big data analysis and artificial intelligence. Virtual internships can be further refined and utilized in the future as a means to broaden our students’ perspective (Park & Jones, 2021). We imagine our students take virtual internships all over the world to learn how to manage and operate international operations and interact with foreign customers. Through this special issue, “The Impact of COVID-19 on Hospitality and Tourism Education,” we share a glimpse of massive changes that both H&T educators and students have recently undergone. We encourage further empirical research on teaching and learning following the pandemic; if possible, longitudinal studies, with a focus on long-term effects, are highly recommended. Thanks to a tremendous interest in this special issue, we received a large number of submissions. This special issue includes five selected articles. The articles accepted late will appear in regular issues. We hope you will find the information to be useful and helpful. We appreciate constructive comments from reviewers and hard work of authors. Cheers to our better future!","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"33 1","pages":"147 - 147"},"PeriodicalIF":2.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80654614","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 : 2021-04-28DOI: 10.1080/10963758.2021.1907197
Yunying Zhong, J. Busser, V. Shapoval, K. Murphy
ABSTRACT Taking the perspective of positive education, this study aims to examine the state of hospitality and tourism students’ hope during the COVID-19 pandemic. It also investigates the role of academic program engagement efforts in imparting students’ hope, their academic satisfaction, and loyalty intention to remain in hospitality and tourism as a major and career. The results show that student’s engagement experience is positive despite the crisis. Engagement activities, especially from faculty and the overall campus environment, significantly instilled hope among students. Hope and academic satisfaction were two powerful predictors for student’s major and career loyalty. The study results not only provide a timely snapshot on hospitality and tourism students’ engagement experience, academic satisfaction, and loyalty intention during the COVID-19 pandemic, but also offers a hope-centered framework to guide academic programs on their engagement and student success efforts going forward.
{"title":"Hospitality and Tourism Student Engagement and Hope During the COVID-19 Pandemic","authors":"Yunying Zhong, J. Busser, V. Shapoval, K. Murphy","doi":"10.1080/10963758.2021.1907197","DOIUrl":"https://doi.org/10.1080/10963758.2021.1907197","url":null,"abstract":"ABSTRACT Taking the perspective of positive education, this study aims to examine the state of hospitality and tourism students’ hope during the COVID-19 pandemic. It also investigates the role of academic program engagement efforts in imparting students’ hope, their academic satisfaction, and loyalty intention to remain in hospitality and tourism as a major and career. The results show that student’s engagement experience is positive despite the crisis. Engagement activities, especially from faculty and the overall campus environment, significantly instilled hope among students. Hope and academic satisfaction were two powerful predictors for student’s major and career loyalty. The study results not only provide a timely snapshot on hospitality and tourism students’ engagement experience, academic satisfaction, and loyalty intention during the COVID-19 pandemic, but also offers a hope-centered framework to guide academic programs on their engagement and student success efforts going forward.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"61 3","pages":"194 - 206"},"PeriodicalIF":2.9,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10963758.2021.1907197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72459941","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 : 2021-04-21DOI: 10.1080/10963758.2021.1907195
Natalia Zapata-Cuervo, M. I. Montes-Guerra, H. Shin, Mi-Kyeng Jeong, Minho Cho
ABSTRACT Due to COVID-19, universities have shifted to offer online learning for their students from traditional face-to-face learning. Despite various efforts made by university administrators for their students’ online learning during the COVID-19 pandemic, not much has been identified about how students perceived online learning and what factors affected their online learning engagement and outcomes. Examining students’ motivation, self-efficacy, and anxiety as key factors for their online learning engagement and outcomes, this study conducted a self-administered online survey with college students in three countries: the U.S., South Korea, and Colombia. This study used SEM to test hypotheses and conducted a multi-group analysis to find differences among students. The findings indicated that students’ self-efficacy and anxiety significantly impacted their online learning engagement, influencing online learning outcomes. Although students were highly engaged in online learning, their perceived online learning was not so effective and rigorous compared to face-to-face learning.
{"title":"Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries","authors":"Natalia Zapata-Cuervo, M. I. Montes-Guerra, H. Shin, Mi-Kyeng Jeong, Minho Cho","doi":"10.1080/10963758.2021.1907195","DOIUrl":"https://doi.org/10.1080/10963758.2021.1907195","url":null,"abstract":"ABSTRACT Due to COVID-19, universities have shifted to offer online learning for their students from traditional face-to-face learning. Despite various efforts made by university administrators for their students’ online learning during the COVID-19 pandemic, not much has been identified about how students perceived online learning and what factors affected their online learning engagement and outcomes. Examining students’ motivation, self-efficacy, and anxiety as key factors for their online learning engagement and outcomes, this study conducted a self-administered online survey with college students in three countries: the U.S., South Korea, and Colombia. This study used SEM to test hypotheses and conducted a multi-group analysis to find differences among students. The findings indicated that students’ self-efficacy and anxiety significantly impacted their online learning engagement, influencing online learning outcomes. Although students were highly engaged in online learning, their perceived online learning was not so effective and rigorous compared to face-to-face learning.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"67 1","pages":"108 - 122"},"PeriodicalIF":2.9,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80637408","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 : 2021-04-16DOI: 10.1080/10963758.2021.1907194
Melissa A. Baker
ABSTRACT COVID-19 has necessitated the largest and quickest transformation of pedagogy ever seen in contemporary education. This research addresses the gaps surrounding teaching in the time of coronavirus by examining student perceptions before and after the coronavirus pandemic using mixed-methods. Study 1 qualitatively content analyzes student responses to the most and least effective aspects of teaching before and after the transition. Study 2 quantitatively analyzes differences in student pedagogical perceptions for the most effective and least effective courses before and after the transition. The results find that student performance and engagement have the most significant decrease for the most effective course, while the technical delivery was also a significant issue for the least effective course. Results also find that supportive and compassionate teaching is critical. The results build upon the gaps in crisis management, blended learning, and synchronous and asynchronous content by examining the student perspective.
{"title":"Educational Distancing: A Mixed-Methods Study of Student Perceptions in the Time of Coronavirus","authors":"Melissa A. Baker","doi":"10.1080/10963758.2021.1907194","DOIUrl":"https://doi.org/10.1080/10963758.2021.1907194","url":null,"abstract":"ABSTRACT COVID-19 has necessitated the largest and quickest transformation of pedagogy ever seen in contemporary education. This research addresses the gaps surrounding teaching in the time of coronavirus by examining student perceptions before and after the coronavirus pandemic using mixed-methods. Study 1 qualitatively content analyzes student responses to the most and least effective aspects of teaching before and after the transition. Study 2 quantitatively analyzes differences in student pedagogical perceptions for the most effective and least effective courses before and after the transition. The results find that student performance and engagement have the most significant decrease for the most effective course, while the technical delivery was also a significant issue for the least effective course. Results also find that supportive and compassionate teaching is critical. The results build upon the gaps in crisis management, blended learning, and synchronous and asynchronous content by examining the student perspective.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"18 1","pages":"207 - 221"},"PeriodicalIF":2.9,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78948841","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 : 2021-04-07DOI: 10.1080/10963758.2021.1907193
Marissa Orlowski, Cynthia Mejia, Robin M. Back, Jason Fridrich
ABSTRACT Grounded in the Community of Inquiry framework in the online teaching context, the purpose of this mixed-methods study was to determine the role of social (peer) presence in predicting hospitality students’ engagement and satisfaction in an online culinary or beverage lab. Findings included the indirect effect of social presence on satisfaction with the online lab through emotional cognitive engagement. Qualitative results revealed that while students did not have as many opportunities to engage with each other as they hoped for, the opportunities they did have were “meaningful”. Results also study revealed that instructors, rather than peers, became the proxy for social presence as the semester progressed. Theoretical implications demonstrate the importance of emotional and cognitive engagement as the underlying mechanisms linking social presence to online lab satisfaction. Practical implications offer guidance for hospitality instructors to build and enhance opportunities for student engagement and peer-to-peer interaction.
{"title":"Transition to Online Culinary and Beverage Labs: Determining Student Engagement and Satisfaction During COVID-19","authors":"Marissa Orlowski, Cynthia Mejia, Robin M. Back, Jason Fridrich","doi":"10.1080/10963758.2021.1907193","DOIUrl":"https://doi.org/10.1080/10963758.2021.1907193","url":null,"abstract":"ABSTRACT Grounded in the Community of Inquiry framework in the online teaching context, the purpose of this mixed-methods study was to determine the role of social (peer) presence in predicting hospitality students’ engagement and satisfaction in an online culinary or beverage lab. Findings included the indirect effect of social presence on satisfaction with the online lab through emotional cognitive engagement. Qualitative results revealed that while students did not have as many opportunities to engage with each other as they hoped for, the opportunities they did have were “meaningful”. Results also study revealed that instructors, rather than peers, became the proxy for social presence as the semester progressed. Theoretical implications demonstrate the importance of emotional and cognitive engagement as the underlying mechanisms linking social presence to online lab satisfaction. Practical implications offer guidance for hospitality instructors to build and enhance opportunities for student engagement and peer-to-peer interaction.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"7 1","pages":"163 - 175"},"PeriodicalIF":2.9,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89658572","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 : 2021-04-07DOI: 10.1080/10963758.2021.1907196
Sut Ieng Lei, A. So
ABSTRACT Understanding teachers’ and students’ perceptions of online teaching and learning has been an important and popular research topic. As the COVID-19 outbreak has made online learning the best available option under social distancing and quarantine policies, the conversation on the effectiveness of online learning and its potential to strive in the future continues. However, as this conversation has received relatively less attention in the tourism and hospitality literature, this study investigated the online teaching and learning experiences of university teachers and students respectively the tourism and hospitality programs. Using an online survey distributed in March 2020, data were collected from 117 academic staff members and 491 students from over 15 higher education institutions that offer tourism and hospitality subjects in China. The two data sets (teachers and students) were compared using independent samples t-test and multi-group structural equation modeling. The findings reveal the similarities and differences between the two groups in terms of the factors affecting online teaching and learning satisfaction. Managerial implications are suggested to institutions and educators to enhance teachers’ online teaching satisfaction and students’ online learning satisfaction.
{"title":"Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions","authors":"Sut Ieng Lei, A. So","doi":"10.1080/10963758.2021.1907196","DOIUrl":"https://doi.org/10.1080/10963758.2021.1907196","url":null,"abstract":"ABSTRACT Understanding teachers’ and students’ perceptions of online teaching and learning has been an important and popular research topic. As the COVID-19 outbreak has made online learning the best available option under social distancing and quarantine policies, the conversation on the effectiveness of online learning and its potential to strive in the future continues. However, as this conversation has received relatively less attention in the tourism and hospitality literature, this study investigated the online teaching and learning experiences of university teachers and students respectively the tourism and hospitality programs. Using an online survey distributed in March 2020, data were collected from 117 academic staff members and 491 students from over 15 higher education institutions that offer tourism and hospitality subjects in China. The two data sets (teachers and students) were compared using independent samples t-test and multi-group structural equation modeling. The findings reveal the similarities and differences between the two groups in terms of the factors affecting online teaching and learning satisfaction. Managerial implications are suggested to institutions and educators to enhance teachers’ online teaching satisfaction and students’ online learning satisfaction.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"9 1","pages":"148 - 162"},"PeriodicalIF":2.9,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77979953","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 : 2021-04-06DOI: 10.1080/10963758.2021.1907198
Minkyung Park, T. Jones
ABSTRACT This study explored virtual internship practices and the adaptation to changes brought by the current COVID-19 pandemic crisis by interviewing a small group of interns and site supervisors to understand how virtual internships were practiced in the wake of COVID-19. The findings of the study provided several insights into virtual internships. Overall, just like the conventional fieldwork, well-planned and designed virtual internships could be an empowering learning experience that allows students to capitalize on the practical strengths while applying classroom learning experiences to actual management situations. The study also discussed the advantages and challenges of virtual internships perceived by the student interns. The implications of the study and suggestions for future research were addressed.
{"title":"Going Virtual: The Impact of COVID-19 on Internships in Tourism, Events, and Hospitality Education","authors":"Minkyung Park, T. Jones","doi":"10.1080/10963758.2021.1907198","DOIUrl":"https://doi.org/10.1080/10963758.2021.1907198","url":null,"abstract":"ABSTRACT This study explored virtual internship practices and the adaptation to changes brought by the current COVID-19 pandemic crisis by interviewing a small group of interns and site supervisors to understand how virtual internships were practiced in the wake of COVID-19. The findings of the study provided several insights into virtual internships. Overall, just like the conventional fieldwork, well-planned and designed virtual internships could be an empowering learning experience that allows students to capitalize on the practical strengths while applying classroom learning experiences to actual management situations. The study also discussed the advantages and challenges of virtual internships perceived by the student interns. The implications of the study and suggestions for future research were addressed.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"8 1","pages":"176 - 193"},"PeriodicalIF":2.9,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84709233","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 : 2021-04-03DOI: 10.1080/10963758.2020.1868308
W. Lei, C. Lam
ABSTRACT This study aims to investigate an extension of experiential learning—education learning space (ELS) principles’ effectiveness in improving students’ satisfaction and its effect on performance, skills learned, learning motivation, learning attitude, and social awareness. Accounting, being quantitative in nature, and Event Management, being highly practical skill oriented, are the two courses of different natures designed for carrying out the study. A total of 252 usable samples were collected. The research results reveal that the application of the principles brought about not only short-term improvements of students in learning motivation and performance but long-term contribution on skills learned and enhancement of social awareness of students as well. A higher intention of students to participate in future social activities is also demonstrated. This study contributes to the empirical evidence of applying education learning space (ELS) principles to different teaching typologies and provides insights for educators on pedagogical activities planning and improvement.
{"title":"Towards a Perfect Mix of Teaching Typology: An Application of Education Learning Spaces Principles","authors":"W. Lei, C. Lam","doi":"10.1080/10963758.2020.1868308","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868308","url":null,"abstract":"ABSTRACT This study aims to investigate an extension of experiential learning—education learning space (ELS) principles’ effectiveness in improving students’ satisfaction and its effect on performance, skills learned, learning motivation, learning attitude, and social awareness. Accounting, being quantitative in nature, and Event Management, being highly practical skill oriented, are the two courses of different natures designed for carrying out the study. A total of 252 usable samples were collected. The research results reveal that the application of the principles brought about not only short-term improvements of students in learning motivation and performance but long-term contribution on skills learned and enhancement of social awareness of students as well. A higher intention of students to participate in future social activities is also demonstrated. This study contributes to the empirical evidence of applying education learning space (ELS) principles to different teaching typologies and provides insights for educators on pedagogical activities planning and improvement.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"12 1","pages":"126 - 139"},"PeriodicalIF":2.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75324229","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 : 2021-02-26DOI: 10.1080/10963758.2020.1868309
A. Dang, Patrick J. Moreo
ABSTRACT The purpose of this study was to describe and understand the role, the operations, and potential role of student-run commercial food operation in four-year hospitality education programs. Schools have a variety of curricular approaches to the study of food and beverage management and operations. The study examined six programs with food and beverage labs in the form of student-operated restaurants. Interviews were conducted with faculty from those programs, courses, and labs. Specifically, the questions focused on learning outcomes that students experience in the SOR, crucial components to enhance experiential learning, how they fit into the curriculum and the extent of involvement of faculty in the operation. The researchers performed a content analysis on the interviews resulting in the emergence of key themes and observations which held across all six subject programs. Other programs can thus benefit from understanding what these six programs had in common and considered important to achieving student experiential learning.
{"title":"Hospitality Education Program Student-Operated Restaurants: An Applied Analysis","authors":"A. Dang, Patrick J. Moreo","doi":"10.1080/10963758.2020.1868309","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868309","url":null,"abstract":"ABSTRACT The purpose of this study was to describe and understand the role, the operations, and potential role of student-run commercial food operation in four-year hospitality education programs. Schools have a variety of curricular approaches to the study of food and beverage management and operations. The study examined six programs with food and beverage labs in the form of student-operated restaurants. Interviews were conducted with faculty from those programs, courses, and labs. Specifically, the questions focused on learning outcomes that students experience in the SOR, crucial components to enhance experiential learning, how they fit into the curriculum and the extent of involvement of faculty in the operation. The researchers performed a content analysis on the interviews resulting in the emergence of key themes and observations which held across all six subject programs. Other programs can thus benefit from understanding what these six programs had in common and considered important to achieving student experiential learning.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"39 1","pages":"217 - 228"},"PeriodicalIF":2.9,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87507333","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 : 2021-02-11DOI: 10.1080/10963758.2020.1868317
C. Deale, S. H. Lee
ABSTRACT College educators may have concerns about the reading habits of their students in general and within disciplines, and may wish to understand more about their students’ reading habits. Therefore, this Scholarship of Teaching and Learning (SoTL) study investigated students’ perceptions of their own reading habits; 124 surveys were collected from hospitality and tourism students at a university in the southeastern United States. Students at higher levels reported reading more than others, grade point average was related to reading, and several themes connected to their reading habits were identified. Based on the results of the study, implications are discussed, strategies for encouraging reading are provided, and further research is suggested.
{"title":"To Read or Not to Read? Exploring the Reading Habits of Hospitality Management Students","authors":"C. Deale, S. H. Lee","doi":"10.1080/10963758.2020.1868317","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868317","url":null,"abstract":"ABSTRACT College educators may have concerns about the reading habits of their students in general and within disciplines, and may wish to understand more about their students’ reading habits. Therefore, this Scholarship of Teaching and Learning (SoTL) study investigated students’ perceptions of their own reading habits; 124 surveys were collected from hospitality and tourism students at a university in the southeastern United States. Students at higher levels reported reading more than others, grade point average was related to reading, and several themes connected to their reading habits were identified. Based on the results of the study, implications are discussed, strategies for encouraging reading are provided, and further research is suggested.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":"24 1","pages":"45 - 56"},"PeriodicalIF":2.9,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85161949","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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