Artificial intelligence (AI) is rapidly reshaping higher education, yet limited guidance leaves students uncertain about appropriate use and future implications. This qualitative study used critical realism and a Participatory Action Research (PAR)-informed methodology to examine how four doctoral students navigated AI-ambiguity and negotiated their identity. Three themes emerged, revealing a shift from perceiving AI as a threat to recognition as a cognitive partner. Theoretical implications demonstrate how PAR elucidates doctoral identity development within a small-N design, while practical implications show how institutions can ground academic policy in lived experiences, incorporate AI pedagogically, and use structured reflection to reposition students AI-ambivalence.
{"title":"Doctoral students as emerging educators: Learning in the AI age","authors":"Midori Yamazaki, Burcin Turkkan Zencirli, Natasha Cruz Millheim, Cynthia Mejia","doi":"10.1016/j.jhlste.2026.100599","DOIUrl":"10.1016/j.jhlste.2026.100599","url":null,"abstract":"<div><div>Artificial intelligence (AI) is rapidly reshaping higher education, yet limited guidance leaves students uncertain about appropriate use and future implications. This qualitative study used critical realism and a Participatory Action Research (PAR)-informed methodology to examine how four doctoral students navigated AI-ambiguity and negotiated their identity. Three themes emerged, revealing a shift from perceiving AI as a threat to recognition as a cognitive partner. Theoretical implications demonstrate how PAR elucidates doctoral identity development within a small-N design, while practical implications show how institutions can ground academic policy in lived experiences, incorporate AI pedagogically, and use structured reflection to reposition students AI-ambivalence.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"38 ","pages":"Article 100599"},"PeriodicalIF":4.1,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-10DOI: 10.1016/j.jhlste.2026.100597
Jeffrey Pittman ll
{"title":"From trade to profession: Elevating culinary careers in the modern era","authors":"Jeffrey Pittman ll","doi":"10.1016/j.jhlste.2026.100597","DOIUrl":"10.1016/j.jhlste.2026.100597","url":null,"abstract":"","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"38 ","pages":"Article 100597"},"PeriodicalIF":4.1,"publicationDate":"2026-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145926046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-23DOI: 10.1016/j.jhlste.2025.100593
Zhaohui Su
This reflective piece uses poetic verses to explore the depth of human experience, focusing on themes of emotion, memory, and personal growth. Through a series of concise, rhythmic reflections, the manuscript addresses universal experiences such as joy, grief, struggle, and reconciliation, offering insight into how individuals navigate the complexities of life. Situated within the context of higher education in healthcare and hospitality, the work underscores the significance of emotional intelligence and reflective practice in these fields. By highlighting the interplay between personal reflection and professional practice, the verses invite educators, researchers, practitioners, policymakers, and other stakeholders to consider the emotional and experiential dimensions that shape their roles in these industries. The piece calls for greater integration of emotional resilience, empathy, and reflective thinking into curricula, suggesting that such practices are essential for preparing future professionals to thrive in the dynamic, human-centered environments of these fields.
{"title":"Layers of existence: Reflections on experience in healthcare and hospitality education","authors":"Zhaohui Su","doi":"10.1016/j.jhlste.2025.100593","DOIUrl":"10.1016/j.jhlste.2025.100593","url":null,"abstract":"<div><div>This reflective piece uses poetic verses to explore the depth of human experience, focusing on themes of emotion, memory, and personal growth. Through a series of concise, rhythmic reflections, the manuscript addresses universal experiences such as joy, grief, struggle, and reconciliation, offering insight into how individuals navigate the complexities of life. Situated within the context of higher education in healthcare and hospitality, the work underscores the significance of emotional intelligence and reflective practice in these fields. By highlighting the interplay between personal reflection and professional practice, the verses invite educators, researchers, practitioners, policymakers, and other stakeholders to consider the emotional and experiential dimensions that shape their roles in these industries. The piece calls for greater integration of emotional resilience, empathy, and reflective thinking into curricula, suggesting that such practices are essential for preparing future professionals to thrive in the dynamic, human-centered environments of these fields.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"38 ","pages":"Article 100593"},"PeriodicalIF":4.1,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-08DOI: 10.1016/j.jhlste.2025.100596
Mykolas Kavaliauskas , Rhiannon Lord , Gavin Thomas
Despite high popularity, economic and social value of the sport and exercise sciences (SES) courses in the United Kingdom (UK), there has been no attempt to provide an overview of its higher education (HE) provision. Therefore, the aim of this study was two-fold. Firstly, to provide a thorough overview of the curricula of the Chartered Association of Sport and Exercise Sciences (CASES) endorsed undergraduate SES degree programmes in the UK. Secondly, to present a foundation of discussion points and considerations for those shaping and (re)designing sport degree programmes.
Curricula data from 2024 to 2025 were collected from 53 UK universities (44 English, 4 Scottish, 4 Welsh and 1 Northern Irish) offering CASES endorsed SES courses. Due to different degree structures in Scotland (a 4-year BSc (Hons) degree) and the rest of the UK (a 3-year BSc (Hons) degree), the data were summarised and presented separately as ‘Scotland’ and ‘RUK’. A total of 1328 modules were analysed by type (either ‘core’ or ‘optional’) and categorised into one of fifteen domains.
The results show that RUK universities were more prescriptive than those in Scotland, with 57 % of all SES modules being core compared to 45 % in Scottish institutions. However, the number of optional modules increased over the years in both systems reflecting the generally flexible structure of the SES degree. The curricula of Scottish and RUK SES degree programmes were predominantly multidisciplinary allowing institutions to tailor content in response to emerging fields and/or staff expertise. These findings have implications for future (re)design of SES degree curricula, not just in the UK but in similar settings. The current challenges curriculum developers face in keeping SES programmes relevant and preparing graduates for the workplace are discussed. Finally, we offer recommendations for overcoming these challenges.
{"title":"Shaping the future: Exploring the Chartered Association of Sport and Exercise Sciences (CASES) endorsed undergraduate sport and exercise science curricula in the United Kingdom","authors":"Mykolas Kavaliauskas , Rhiannon Lord , Gavin Thomas","doi":"10.1016/j.jhlste.2025.100596","DOIUrl":"10.1016/j.jhlste.2025.100596","url":null,"abstract":"<div><div>Despite high popularity, economic and social value of the sport and exercise sciences (SES) courses in the United Kingdom (UK), there has been no attempt to provide an overview of its higher education (HE) provision. Therefore, the aim of this study was two-fold. Firstly, to provide a thorough overview of the curricula of the Chartered Association of Sport and Exercise Sciences (CASES) endorsed undergraduate SES degree programmes in the UK. Secondly, to present a foundation of discussion points and considerations for those shaping and (re)designing sport degree programmes.</div><div>Curricula data from 2024 to 2025 were collected from 53 UK universities (44 English, 4 Scottish, 4 Welsh and 1 Northern Irish) offering CASES endorsed SES courses. Due to different degree structures in Scotland (a 4-year BSc (Hons) degree) and the rest of the UK (a 3-year BSc (Hons) degree), the data were summarised and presented separately as ‘Scotland’ and ‘RUK’. A total of 1328 modules were analysed by type (either ‘core’ or ‘optional’) and categorised into one of fifteen domains.</div><div>The results show that RUK universities were more prescriptive than those in Scotland, with 57 % of all SES modules being core compared to 45 % in Scottish institutions. However, the number of optional modules increased over the years in both systems reflecting the generally flexible structure of the SES degree. The curricula of Scottish and RUK SES degree programmes were predominantly multidisciplinary allowing institutions to tailor content in response to emerging fields and/or staff expertise. These findings have implications for future (re)design of SES degree curricula, not just in the UK but in similar settings. The current challenges curriculum developers face in keeping SES programmes relevant and preparing graduates for the workplace are discussed. Finally, we offer recommendations for overcoming these challenges.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"38 ","pages":"Article 100596"},"PeriodicalIF":4.1,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-05DOI: 10.1016/j.jhlste.2025.100592
Giovanna Bertella , Lucia Tomassini
This commentary introduces the dimension of identity into the recent discussions about tourism academics’ challenging work environment and focuses on the possibility for improvements. We conducted a literature study building on a 2024 letter to the editor and 11 related papers. Through a narrative analysis, we identified three main issues (health, justice, research quality) framing the perceived challenges, four identities (victims, accomplices, advocates for change, activists), and two critically important elements (reflexivity, creativity). We close our commentary reflecting on to what extent and how improvements in tourism academic work environment could be achieved.
{"title":"Who are we? identity in tourism academia","authors":"Giovanna Bertella , Lucia Tomassini","doi":"10.1016/j.jhlste.2025.100592","DOIUrl":"10.1016/j.jhlste.2025.100592","url":null,"abstract":"<div><div>This commentary introduces the dimension of identity into the recent discussions about tourism academics’ challenging work environment and focuses on the possibility for improvements. We conducted a literature study building on a 2024 letter to the editor and 11 related papers. Through a narrative analysis, we identified three main issues (health, justice, research quality) framing the perceived challenges, four identities (victims, accomplices, advocates for change, activists), and two critically important elements (reflexivity, creativity). We close our commentary reflecting on to what extent and how improvements in tourism academic work environment could be achieved.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"38 ","pages":"Article 100592"},"PeriodicalIF":4.1,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Thai tourism sector urgently needs evidence-based pathways to sustainability but lacks a clear understanding of how tourism students transform “environmental knowledge” into “actionable behaviors.” This study examines the relationships among ecological literacy, green mindfulness, social contingency thinking, and sustainable tourism behaviors among Thai Generation Z students in tourism and hospitality programs. Grounded in Social Learning Theory (SLT) and aligned with Sustainable Development Goals (SDGs) and Environmental, Social, and Governance (ESG) frameworks, quantitative cross-sectional data were collected from 401 respondents (aged 18–24) and analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that ecological literacy significantly predicts green mindfulness and social contingency thinking, with green mindfulness also reinforcing social contingency thinking. Both green mindfulness and social contingency thinking drive sustainable tourism behaviors, while the direct path from ecological literacy is nonsignificant. These findings suggest that cognitive knowledge must be “translated” through mindfulness and contextual mechanisms to produce sustainable actions, with green mindfulness emerging as the most influential mediator. Theoretically, this study advances an integrated “SLT + framework” that combines cognitive, affective, and contextual pathways to better explain youth sustainable behaviors in emerging economies. Practically, it emphasizes embedding Education for Sustainable Development (ESD) initiatives in curricula, fostering service-learning collaborations with local communities, and designing green-by-default tourism experiences supported by performance indicators aligned with SDGs 4, 8, 12, 13, and 17. Collectively, these insights offer evidence-based strategies to accelerate the pathway from “Knowledge → Awareness → Contextual Thinking → Action,” fostering a more responsible and sustainable tourism future.
{"title":"How do ecological literacy, green mindfulness, and social contingency thinking shape sustainable tourism behaviors of Thai Gen Z hospitality students?","authors":"Bussalin Khuadthong , Rachanon Taweephol , Pornpisanu Promsivapallop , Narinthon Imjai , Somnuk Aujirapongpan","doi":"10.1016/j.jhlste.2025.100584","DOIUrl":"10.1016/j.jhlste.2025.100584","url":null,"abstract":"<div><div>The Thai tourism sector urgently needs evidence-based pathways to sustainability but lacks a clear understanding of how tourism students transform “environmental knowledge” into “actionable behaviors.” This study examines the relationships among ecological literacy, green mindfulness, social contingency thinking, and sustainable tourism behaviors among Thai Generation Z students in tourism and hospitality programs. Grounded in Social Learning Theory (SLT) and aligned with Sustainable Development Goals (SDGs) and Environmental, Social, and Governance (ESG) frameworks, quantitative cross-sectional data were collected from 401 respondents (aged 18–24) and analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that ecological literacy significantly predicts green mindfulness and social contingency thinking, with green mindfulness also reinforcing social contingency thinking. Both green mindfulness and social contingency thinking drive sustainable tourism behaviors, while the direct path from ecological literacy is nonsignificant. These findings suggest that cognitive knowledge must be “translated” through mindfulness and contextual mechanisms to produce sustainable actions, with green mindfulness emerging as the most influential mediator. Theoretically, this study advances an integrated “SLT + framework” that combines cognitive, affective, and contextual pathways to better explain youth sustainable behaviors in emerging economies. Practically, it emphasizes embedding Education for Sustainable Development (ESD) initiatives in curricula, fostering service-learning collaborations with local communities, and designing green-by-default tourism experiences supported by performance indicators aligned with SDGs 4, 8, 12, 13, and 17. Collectively, these insights offer evidence-based strategies to accelerate the pathway from “Knowledge → Awareness → Contextual Thinking → Action,” fostering a more responsible and sustainable tourism future.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100584"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145570914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.jhlste.2025.100585
A. Hibbs, C. Thornton, P. Hayes, K. Johns, C. Bruce-Martin, N. McCullogh, D. Peart, K. Baker, P. Rumbold
With strong competition for student recruitment, UK higher education institutions require effective programme marketing strategies. Aiming to inform such strategies, 424 sport and physiotherapy students at one university were surveyed on course choice decisions. Seven factors were identified through exploratory factor analysis: subject/location; sport participation; employability/placement; course delivery; course administration; entry/web presence; opinions of others. Some factors were more influential in the decisions of physiotherapy students (course delivery, employability/placement, entry/web presence) or sport students (sport participation). Many participants (45.5 %) chose courses without attending open days. Marketing may therefore be most effective when targeted and when employing approaches supplementing open days.
{"title":"University course choice: Views and experiences of undergraduate sport and physiotherapy students from a United Kingdom higher education institution","authors":"A. Hibbs, C. Thornton, P. Hayes, K. Johns, C. Bruce-Martin, N. McCullogh, D. Peart, K. Baker, P. Rumbold","doi":"10.1016/j.jhlste.2025.100585","DOIUrl":"10.1016/j.jhlste.2025.100585","url":null,"abstract":"<div><div>With strong competition for student recruitment, UK higher education institutions require effective programme marketing strategies. Aiming to inform such strategies, 424 sport and physiotherapy students at one university were surveyed on course choice decisions. Seven factors were identified through exploratory factor analysis: subject/location; sport participation; employability/placement; course delivery; course administration; entry/web presence; opinions of others. Some factors were more influential in the decisions of physiotherapy students (course delivery, employability/placement, entry/web presence) or sport students (sport participation). Many participants (45.5 %) chose courses without attending open days. Marketing may therefore be most effective when targeted and when employing approaches supplementing open days.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100585"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the impact of game-design experiential learning (GDEL) on financial literacy and learning outcomes among graduate hospitality finance students. Using a purposive sampling method, data were collected from a graduate-level hospitality finance course in Taiwan, with 70 participants in the pre-test and 64 in the post-test. The curriculum included four board games and one online gamified learning platform. Pre- and post-test results showed significant improvement in financial literacy attitudes. Statistical analysis indicated collaboration reduces performance disparities. Mediation analysis revealed that GDEL enhanced perceptions of financial management (PFM), promoted deep learning (DL) and increased learning satisfaction (LS) and effectiveness (LE). Multiple-group analysis found the online game had a stronger direct effect on LS and LE; physical games more strongly influenced PFM and DL.
{"title":"From play to proficiency: Analyzing the role of game-design learning experiential strategies in hospitality investment and finance education","authors":"Chin-Yi Fang Fred, Shan-Lin Huang, Yu-Ju Hsueh Penny, Pin-Hsuan Sung Michelle","doi":"10.1016/j.jhlste.2025.100583","DOIUrl":"10.1016/j.jhlste.2025.100583","url":null,"abstract":"<div><div>This study examines the impact of game-design experiential learning (GDEL) on financial literacy and learning outcomes among graduate hospitality finance students. Using a purposive sampling method, data were collected from a graduate-level hospitality finance course in Taiwan, with 70 participants in the pre-test and 64 in the post-test. The curriculum included four board games and one online gamified learning platform. Pre- and post-test results showed significant improvement in financial literacy attitudes. Statistical analysis indicated collaboration reduces performance disparities. Mediation analysis revealed that GDEL enhanced perceptions of financial management (PFM), promoted deep learning (DL) and increased learning satisfaction (LS) and effectiveness (LE). Multiple-group analysis found the online game had a stronger direct effect on LS and LE; physical games more strongly influenced PFM and DL.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100583"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.jhlste.2025.100582
Austin Rong-Da Liang
In response to labor shortages and declining birthrates, vocational hospitality education must consider how to design distinctive courses. This study aims to develop an innovative leisure planning teaching module (ILPTM) by integrating elements of experiential education and storytelling and to evaluate its impact on student learning outcomes. Two teaching experiments were conducted to compare students' learning outcomes in experimental and control groups before and after the course. The findings revealed that: (1) Both traditional and ILPTMs enhanced student learning outcomes, but students in the innovative module demonstrated higher participation willingness and achieved superior learning outcomes. (2) Utilizing past students' project proposals and feedback from senior students helped current students better grasp the course's unique traditions. (3) This study found that a teaching environment characterized by constrained freedom, combined with well-structured rules and practical operational scenarios, significantly enhanced the learning effectiveness of vocational hospitality students, highlighting the role of societal forces.
{"title":"Developing a creative leisure planning module and examining its effects on tourism students’ performance","authors":"Austin Rong-Da Liang","doi":"10.1016/j.jhlste.2025.100582","DOIUrl":"10.1016/j.jhlste.2025.100582","url":null,"abstract":"<div><div>In response to labor shortages and declining birthrates, vocational hospitality education must consider how to design distinctive courses. This study aims to develop an innovative leisure planning teaching module (ILPTM) by integrating elements of experiential education and storytelling and to evaluate its impact on student learning outcomes. Two teaching experiments were conducted to compare students' learning outcomes in experimental and control groups before and after the course. The findings revealed that: (1) Both traditional and ILPTMs enhanced student learning outcomes, but students in the innovative module demonstrated higher participation willingness and achieved superior learning outcomes. (2) Utilizing past students' project proposals and feedback from senior students helped current students better grasp the course's unique traditions. (3) This study found that a teaching environment characterized by constrained freedom, combined with well-structured rules and practical operational scenarios, significantly enhanced the learning effectiveness of vocational hospitality students, highlighting the role of societal forces.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100582"},"PeriodicalIF":4.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-18DOI: 10.1016/j.jhlste.2025.100581
Charalampos Giousmpasoglou , Ioannis Pantelidis
This article is unapologetically reflective. As hospitality educators, we find ourselves caught in the crossfire between institutional demands, industry pressures, and the everyday realities of teaching students who arrive with their own dreams, frustrations, and quirks. Drawing from joint experiences in over eight universities we reflect on our shared journey, we grapple with four stubborn challenges: the suffocating rise of managerialism in business schools, the relentless inflation of faculty workloads, the awkward tug-of-war between academic theory and industry relevance, and the rather unhelpful persistence of academic snobbery; all complicated by students whose expectations evolve faster than our committees can draft new module descriptors and their attention span is shorter than a Tik-Tok reel. These are not abstract irritations; they are the things that creep into staff meetings, weigh on our teaching practice, and spark both frustration and humour in our classrooms. Yet, despite the challenges, we remain hopeful. In some very few ‘fortresses’ across the UK and the rest of the world, we have seen examples of curricula that are unapologetically industry-connected, inclusive, and experiential. We have seen some hospitality departments supported and protected. These pockets remind us that hospitality education can be both rigorous and real, respecting scholarship while embracing the messy, people-driven world that hospitality represents. Our call, therefore, is not for the impossible, but for more of the possible: a more balanced model of hospitality education that values vocational relevance as much as academic prestige, and in doing so, better prepares us our students and the sectors we serve for the future.
{"title":"The contemporary hospitality education challenges: The educators' perspective","authors":"Charalampos Giousmpasoglou , Ioannis Pantelidis","doi":"10.1016/j.jhlste.2025.100581","DOIUrl":"10.1016/j.jhlste.2025.100581","url":null,"abstract":"<div><div>This article is unapologetically reflective. As hospitality educators, we find ourselves caught in the crossfire between institutional demands, industry pressures, and the everyday realities of teaching students who arrive with their own dreams, frustrations, and quirks. Drawing from joint experiences in over eight universities we reflect on our shared journey, we grapple with four stubborn challenges: the suffocating rise of managerialism in business schools, the relentless inflation of faculty workloads, the awkward tug-of-war between academic theory and industry relevance, and the rather unhelpful persistence of academic snobbery; all complicated by students whose expectations evolve faster than our committees can draft new module descriptors and their attention span is shorter than a Tik-Tok reel. These are not abstract irritations; they are the things that creep into staff meetings, weigh on our teaching practice, and spark both frustration and humour in our classrooms. Yet, despite the challenges, we remain hopeful. In some very few ‘fortresses’ across the UK and the rest of the world, we have seen examples of curricula that are unapologetically industry-connected, inclusive, and experiential. We have seen some hospitality departments supported and protected. These pockets remind us that hospitality education can be both rigorous and real, respecting scholarship while embracing the messy, people-driven world that hospitality represents. Our call, therefore, is not for the impossible, but for more of the possible: a more balanced model of hospitality education that values vocational relevance as much as academic prestige, and in doing so, better prepares us our students and the sectors we serve for the future.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100581"},"PeriodicalIF":4.1,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号