Pub Date : 2021-01-15DOI: 10.1080/10963758.2020.1868311
Lin Lin, Pei-Chuan Mao, Tuan-Liang Hong
ABSTRACT This aim of this study is to explore how kitchen interns report and reflect on workplace violence and harassment. Content analysis methods were applied, and 2,256 reports from 210 interns were analyzed based on four levels of reflection. This study indicates different types of kitchen violence and harassment, and their influences on students. Verbal violence and mismanagement were the most common incidents, and most students provide only lower-level reflections on violence/harassment incidents. Students with higher-level reflective skills were better able to adapt to and improve on the relevant event. Finally, this research offers suggestions to curriculum design for internship courses as well as internships planning in the hospitality industry.
{"title":"Kitchen Violence and Harassment: Perspectives and Reflection from Student Interns","authors":"Lin Lin, Pei-Chuan Mao, Tuan-Liang Hong","doi":"10.1080/10963758.2020.1868311","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868311","url":null,"abstract":"ABSTRACT This aim of this study is to explore how kitchen interns report and reflect on workplace violence and harassment. Content analysis methods were applied, and 2,256 reports from 210 interns were analyzed based on four levels of reflection. This study indicates different types of kitchen violence and harassment, and their influences on students. Verbal violence and mismanagement were the most common incidents, and most students provide only lower-level reflections on violence/harassment incidents. Students with higher-level reflective skills were better able to adapt to and improve on the relevant event. Finally, this research offers suggestions to curriculum design for internship courses as well as internships planning in the hospitality industry.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81604696","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 : 2021-01-15DOI: 10.1080/10963758.2020.1868318
Tevfik Demirciftci, Amanda Belarmino, Chihchien Chen, G. Cetin
ABSTRACT Revenue management (RM) is vital for a hotel’s success. Qualified revenue managers are required to maximize the hotels’ profit. Hospitality schools’ RM courses are critical for preparing students for these roles. Even though hospitality schools and associations provide RM classes, lack of qualified candidates is considered a significant challenge. Therefore, the purpose of this study is to revisit this issue and identify the gap between the competencies needed for RM professionals and the RM courses offered by universities. A descriptive analysis was conducted comparing the competencies described in job descriptions with the competencies described in the course catalog descriptions for hospitality RM courses (undergraduate level). Interpersonal communication, communications, marketing, and strategic management are frequently mentioned in the job descriptions but are not mentioned in the course descriptions. Risk management emerged as a new competency from the interviews but was not in the job descriptions or course descriptions.
{"title":"Understanding the Gap between University Revenue Management Courses and the Job Market","authors":"Tevfik Demirciftci, Amanda Belarmino, Chihchien Chen, G. Cetin","doi":"10.1080/10963758.2020.1868318","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868318","url":null,"abstract":"ABSTRACT Revenue management (RM) is vital for a hotel’s success. Qualified revenue managers are required to maximize the hotels’ profit. Hospitality schools’ RM courses are critical for preparing students for these roles. Even though hospitality schools and associations provide RM classes, lack of qualified candidates is considered a significant challenge. Therefore, the purpose of this study is to revisit this issue and identify the gap between the competencies needed for RM professionals and the RM courses offered by universities. A descriptive analysis was conducted comparing the competencies described in job descriptions with the competencies described in the course catalog descriptions for hospitality RM courses (undergraduate level). Interpersonal communication, communications, marketing, and strategic management are frequently mentioned in the job descriptions but are not mentioned in the course descriptions. Risk management emerged as a new competency from the interviews but was not in the job descriptions or course descriptions.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86939495","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 : 2021-01-14DOI: 10.1080/10963758.2020.1868316
L. Zizka
ABSTRACT Higher education (HE) programs in hospitality/leisure management studies offer the theoretical knowledge which should prepare graduates to be effective thought leaders for a changing global workplace. Previous research examined HE institutions’ role in preparing students for their professional careers by applying innovative and sustainable solutions to everyday problems. This study examines the top 50 international hospitality/leisure management programs of 2017 through a content analysis of their sustainability curriculum, mission/vision statement, and projects to establish a link between school reputation, sustainability courses and practices, and authentic student engagement. The premise is that top ranked hospitality/leisure management programs will be leaders in sustainability courses and practices. The results demonstrate that the majority of top ranked programs currently offer between zero and five sustainability courses in their undergraduate hospitality/leisure management programs. Hospitality/leisure management programs worldwide need to reconsider their undergraduate programs to prepare positive social change agents for the 21st century workplace.
{"title":"Sustainability in Top Hospitality/Leisure Management Programs: Teaching for a Sustainable Future?","authors":"L. Zizka","doi":"10.1080/10963758.2020.1868316","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868316","url":null,"abstract":"ABSTRACT Higher education (HE) programs in hospitality/leisure management studies offer the theoretical knowledge which should prepare graduates to be effective thought leaders for a changing global workplace. Previous research examined HE institutions’ role in preparing students for their professional careers by applying innovative and sustainable solutions to everyday problems. This study examines the top 50 international hospitality/leisure management programs of 2017 through a content analysis of their sustainability curriculum, mission/vision statement, and projects to establish a link between school reputation, sustainability courses and practices, and authentic student engagement. The premise is that top ranked hospitality/leisure management programs will be leaders in sustainability courses and practices. The results demonstrate that the majority of top ranked programs currently offer between zero and five sustainability courses in their undergraduate hospitality/leisure management programs. Hospitality/leisure management programs worldwide need to reconsider their undergraduate programs to prepare positive social change agents for the 21st century workplace.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75161272","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 : 2021-01-13DOI: 10.1080/10963758.2020.1868307
David J Kwun
ABSTRACT This study explores student housing attributes in a satellite campus and evaluates their effects on behavioral intention. The mediating role of attitude was emphasized in the research framework. Results show that major housing attributes had different effects on attitude and, subsequently, on behavioral intention. Additionally, those effects were significantly different between on-campus and off-campus students. The results entail the importance of benefits, product quality, service quality, perceived value, familiarity, and perceived value. The concepts of consumer attitude illustrate a need for further investigation as a consequence of their seemingly important role in student housing.
{"title":"Consumer Attitude in Student Housing Evaluation: A Case of A Hospitality Satellite Campus","authors":"David J Kwun","doi":"10.1080/10963758.2020.1868307","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868307","url":null,"abstract":"ABSTRACT This study explores student housing attributes in a satellite campus and evaluates their effects on behavioral intention. The mediating role of attitude was emphasized in the research framework. Results show that major housing attributes had different effects on attitude and, subsequently, on behavioral intention. Additionally, those effects were significantly different between on-campus and off-campus students. The results entail the importance of benefits, product quality, service quality, perceived value, familiarity, and perceived value. The concepts of consumer attitude illustrate a need for further investigation as a consequence of their seemingly important role in student housing.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89167591","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 : 2021-01-13DOI: 10.1080/10963758.2020.1868313
Chris Brown, B. McLeod, Thorir Erlingsson
ABSTRACT There is very little research, past or present, which fully discusses the experiences and outcomes from participating in a hospitality and tourism study abroad program to Iceland. With the inclusion of two Iceland short-term study abroad groups in back-to-back years, and focusing on qualitative results, the authors feel they provided a more comprehensive look at the topic. Given its meteoric rise in international visitors of the last few years, its hospitality and tourism industries have expanded exponentially to accommodate its newfound prominence within the global hospitality and tourism industry, thus, providing a unique learning opportunity. The current exploratory study was developed to look at the impact of a short-term study abroad program in the hospitality and tourism context more holistically, expanding beyond the traditional summer-long study-abroad program.
{"title":"Study Abroad Iceland: A Hospitality and Tourism Learning Experience","authors":"Chris Brown, B. McLeod, Thorir Erlingsson","doi":"10.1080/10963758.2020.1868313","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868313","url":null,"abstract":"ABSTRACT There is very little research, past or present, which fully discusses the experiences and outcomes from participating in a hospitality and tourism study abroad program to Iceland. With the inclusion of two Iceland short-term study abroad groups in back-to-back years, and focusing on qualitative results, the authors feel they provided a more comprehensive look at the topic. Given its meteoric rise in international visitors of the last few years, its hospitality and tourism industries have expanded exponentially to accommodate its newfound prominence within the global hospitality and tourism industry, thus, providing a unique learning opportunity. The current exploratory study was developed to look at the impact of a short-term study abroad program in the hospitality and tourism context more holistically, expanding beyond the traditional summer-long study-abroad program.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75734715","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 : 2021-01-13DOI: 10.1080/10963758.2020.1868314
Lea R. Dopson, Patrick C. Lee, M. Lee, A. Lara
ABSTRACT Students are seeking ways to enhance their networking and skills to secure employment opportunities after graduation. To facilitate this endeavor, hospitality programs are taking on different initiatives to engage students with the hospitality industry. This study explores student perceptions of the importance of a variety of career engagement initiatives. An online survey was adopted, and 295 completed surveys were collected. The results of this study show that personal preparation, social interaction, and industry participation were perceived as the most important factors in career engagement.
{"title":"Perceived Importance of Career Engagement Initiatives in Hospitality Education","authors":"Lea R. Dopson, Patrick C. Lee, M. Lee, A. Lara","doi":"10.1080/10963758.2020.1868314","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868314","url":null,"abstract":"ABSTRACT Students are seeking ways to enhance their networking and skills to secure employment opportunities after graduation. To facilitate this endeavor, hospitality programs are taking on different initiatives to engage students with the hospitality industry. This study explores student perceptions of the importance of a variety of career engagement initiatives. An online survey was adopted, and 295 completed surveys were collected. The results of this study show that personal preparation, social interaction, and industry participation were perceived as the most important factors in career engagement.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89874197","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 : 2021-01-12DOI: 10.1080/10963758.2020.1868319
J. Crotts, V. Magnini, Z. Shuai
ABSTRACT Many of the leading hospitality and tourism degree programs around the globe are nested within business schools accredited by the Association to Advance Collegiate Schools of Business (AACSB). These programs offered within AACSB business schools include various formats such as undergraduate majors, concentrations, and minors involving specialized hospitality courses as well as general business courses in their core requirements. This study reviews the undergraduate curricula of all 43 AACSB accredited programs worldwide to identify variance in course offerings. Along these lines, this study finds that several general core business courses are offered more frequently inside the U.S. in comparison to curricula outside the U.S.; similarly, several specialized hospitality and tourism courses are more commonly offered outside the U.S. It is hoped that educators preparing students for careers in this field will find this benchmarking data useful in their own program development efforts within colleges of business.
{"title":"An Analysis of the Curriculum Requirements among Hospitality and Tourism Management Programs Worldwide in AACSB Colleges of Business","authors":"J. Crotts, V. Magnini, Z. Shuai","doi":"10.1080/10963758.2020.1868319","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868319","url":null,"abstract":"ABSTRACT Many of the leading hospitality and tourism degree programs around the globe are nested within business schools accredited by the Association to Advance Collegiate Schools of Business (AACSB). These programs offered within AACSB business schools include various formats such as undergraduate majors, concentrations, and minors involving specialized hospitality courses as well as general business courses in their core requirements. This study reviews the undergraduate curricula of all 43 AACSB accredited programs worldwide to identify variance in course offerings. Along these lines, this study finds that several general core business courses are offered more frequently inside the U.S. in comparison to curricula outside the U.S.; similarly, several specialized hospitality and tourism courses are more commonly offered outside the U.S. It is hoped that educators preparing students for careers in this field will find this benchmarking data useful in their own program development efforts within colleges of business.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83519307","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 : 2021-01-12DOI: 10.1080/10963758.2020.1868312
Leiyan Shen, Sandy C. Chen, Yinggui Qiu
ABSTRACT This study investigates the status of intercultural competence (IC) education in hospitality and tourism programs in mainland China. The empirical data showed that IC education in hospitality and tourism academic programs has begun to adapt to market trends, that educators are fully aware of the importance of IC education, and that they have taken steps to develop students’ IC through foreign language studies, in-class discussions of cultural concepts, case studies, site visits to regional international enterprises, and guest speakers from multicultural backgrounds. The data also revealed a set of challenges in the nation’s IC education. These findings have significant implications for policy makers, educators, industry practitioners, potential investors, and researchers as they push for academic programs more responsive to industry needs. This study also extends the current IC literature in the hospitality and tourism context, which is very limited.
{"title":"An Investigation on the Status of Intercultural Competence Education in Mainland China","authors":"Leiyan Shen, Sandy C. Chen, Yinggui Qiu","doi":"10.1080/10963758.2020.1868312","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868312","url":null,"abstract":"ABSTRACT This study investigates the status of intercultural competence (IC) education in hospitality and tourism programs in mainland China. The empirical data showed that IC education in hospitality and tourism academic programs has begun to adapt to market trends, that educators are fully aware of the importance of IC education, and that they have taken steps to develop students’ IC through foreign language studies, in-class discussions of cultural concepts, case studies, site visits to regional international enterprises, and guest speakers from multicultural backgrounds. The data also revealed a set of challenges in the nation’s IC education. These findings have significant implications for policy makers, educators, industry practitioners, potential investors, and researchers as they push for academic programs more responsive to industry needs. This study also extends the current IC literature in the hospitality and tourism context, which is very limited.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78828707","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 : 2021-01-12DOI: 10.1080/10963758.2020.1868310
Sonja Martin Poole, Thomas A. Maier, Barry Wiss, S. Smith
ABSTRACT This quantitative wine aroma educational study was conducted to evaluate whether hospitality student participants (N = 154) had enhanced engagement levels and interest in learning more about wine when participating in wine aroma wheel game-based learning (GBL) activities versus those who participated in traditional learning-based wine aroma lectures. Study findings indicated that GBL activities yielded a higher level of interest in learning more about wine aromas and suggested that the participants preferred learning about wine aromas in a social context and enjoyed learning about wine in the company of others. GBL activities indicated a significantly higher intention to conduct business with the subject’s winery than those who participated in the lecture-style wine aroma educational activities on site.
{"title":"Game-Based Learning in Wine Education","authors":"Sonja Martin Poole, Thomas A. Maier, Barry Wiss, S. Smith","doi":"10.1080/10963758.2020.1868310","DOIUrl":"https://doi.org/10.1080/10963758.2020.1868310","url":null,"abstract":"ABSTRACT This quantitative wine aroma educational study was conducted to evaluate whether hospitality student participants (N = 154) had enhanced engagement levels and interest in learning more about wine when participating in wine aroma wheel game-based learning (GBL) activities versus those who participated in traditional learning-based wine aroma lectures. Study findings indicated that GBL activities yielded a higher level of interest in learning more about wine aromas and suggested that the participants preferred learning about wine aromas in a social context and enjoyed learning about wine in the company of others. GBL activities indicated a significantly higher intention to conduct business with the subject’s winery than those who participated in the lecture-style wine aroma educational activities on site.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91387298","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 : 2020-10-01DOI: 10.1080/10963758.2019.1685891
J. Caldicott, E. Wilson, J. Donnelly, Johan R. Edelheim
ABSTRACT Work integrated learning (WIL), in its various forms, continues to be a central element of university tourism programs. Internships, the most common form of WIL, provide opportunities for both personal and professional development. This article presents findings of a content analysis of WIL programs in Australian tourism, hospitality and events (TH&E) undergraduate degrees. Publicly available unit/subject guides were gathered through an internet-based review. This analysis of secondary data identified that the majority of WIL curricula in the Australian university TH&E programs focus on career development, followed by academic achievement and thirdly, personal development. It is argued that the opportunity to facilitate students’ personal growth and the achievement of advanced learning outcomes through WIL is not being fully realized. Through the lens of ‘self-authorship’, meaning in this case, the student’s use of their internal voice to guide their beliefs, identity and relationships, this paper explores the opportunities for WIL programs to be (re)designed to meet industry needs while also facilitating the individual, personal development of future tourism, hospitality and events leaders.
{"title":"Fostering Self-Authorship Through Work Integrated Learning in University Tourism Programs: A Missed Opportunity?","authors":"J. Caldicott, E. Wilson, J. Donnelly, Johan R. Edelheim","doi":"10.1080/10963758.2019.1685891","DOIUrl":"https://doi.org/10.1080/10963758.2019.1685891","url":null,"abstract":"ABSTRACT Work integrated learning (WIL), in its various forms, continues to be a central element of university tourism programs. Internships, the most common form of WIL, provide opportunities for both personal and professional development. This article presents findings of a content analysis of WIL programs in Australian tourism, hospitality and events (TH&E) undergraduate degrees. Publicly available unit/subject guides were gathered through an internet-based review. This analysis of secondary data identified that the majority of WIL curricula in the Australian university TH&E programs focus on career development, followed by academic achievement and thirdly, personal development. It is argued that the opportunity to facilitate students’ personal growth and the achievement of advanced learning outcomes through WIL is not being fully realized. Through the lens of ‘self-authorship’, meaning in this case, the student’s use of their internal voice to guide their beliefs, identity and relationships, this paper explores the opportunities for WIL programs to be (re)designed to meet industry needs while also facilitating the individual, personal development of future tourism, hospitality and events leaders.","PeriodicalId":46390,"journal":{"name":"Journal of Hospitality & Tourism Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78548842","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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