Journal of Hospitality Leisure Sport & Tourism Education最新文献

It is important for young people studying and working in the hospitality/tourism field to help foster a sound society by avoiding norms and practices that harm humanity. This study explored biased perceptions of a moral rebel who speaks up for doing the right thing. The study examined differences in perceptions among actors and internal and external observers and between two contexts—the school (students) and the workplace (employees). Focusing on the perceptions of females, the study found differences inherent in their psychological mechanism according to whether they belonged to the same group (internal or external) and according to their context (student or employee). The study discusses the implications of these findings.

The present study analyses how experiencing challenge-based learning (CBL) may affect student teachers' basic psychological needs and the perceptions of their teachers’ styles in comparison with being involved in a traditional teaching (TT) methodology. A quasi-experimental study with experimental and control groups was carried out. A total of 128 responses (n_control = 71; n_experimental = 57) were reported by 83 student teachers from the Physical Activity and Sport Sciences Degree (M_age = 20.07, SD = 1.82; range = 17–27 years) who completed some self-reported validated questionnaires. Analyses based on non-parametric test to compare independent and related groups showed that, after the 14-week intervention, student teachers in the CBL condition exhibited higher competence satisfaction (M_CBL = 4.21vs.M_TT = 3.80) and lower competence (M_CBL = 1.87 vs. M_TT = 2.46) and relatedness (M_CBL = 1.58 vs. M_TT = 1.99) frustration than the TT group. As for teaching styles, student teachers in the CBL-based experience perceived their professors as using more strategies supportive of autonomy and structure than student teachers in the TT group. The results of the study outline that CBL might be a valid methodological approach for student teachers to achieve motivational consequences in university context and in their future as teachers.

First-year international tertiary students face numerous challenges, with the COVID-19 pandemic shifting many to online learning. These challenges can lead to higher than ideal stress and anxiety, negatively impacting mental health. Applying a ‘writing across curriculum’ approach this study examines whether a ‘writing in discipline’ intervention influences stress/anxiety for such students studying Tourism, Hospitality and Events in Australia. A modified DASS was administered to four cohorts during 2020 and 2021, and pre-post-tests conducted. The intervention helped buffer significant increases in stress, promoted skill development, and enhanced academic confidence. This scaffolded-learning approach is applicable at course/subject, degree, and university levels.

It is typical that tourism and hospitality management (THM) students negatively perceive finance track courses, misvalue their future benefits, and hardly consider them relevant to a hospitality career. However, perceptions can change over time. Accordingly, we investigated the change in student thoughts of finance courses longitudinally in a qualitative panel at two intervals (before and four years after graduation). Our observations indicated a maturity effect which mainly revealed itself in lengthier (shorter) responses at time 2 (time 1), expressing regret (criticism) to some extent in statements that convey mixed (negative) perceptions of 'course value' ('course content' and 'course execution').

This study aimed to investigate the efficacy of TikTok as a video aid on MICE (Meetings, Incentive Travel, Conferences and Exhibitions) learners' learning motivation and oral proficiency. The study sample include 60 MICE learners. Participants were equally divided into control and experimental groups, with 30 MICE learners in each group. The experimental group was taught with TikTok, while the control group was instructed by traditional teaching methods. Pre-test and post-test were performed for both groups. The survey results showed that MICE learners who underwent the TikTok experiment had significantly improved learning motivation and oral proficiency compared to their counterparts who used only the traditional teaching method. This study proposed to embed TikTok as a video aid in the classroom for MICE education to improve learning motivation and oral proficiency among MICE learners.

The aim of the study is to examine the attitudes of hotel managers towards cooperation with tourism academy and to determine the status of cooperation between hotel businesses and tourism academy. Data were obtained from the general managers of eighteen five-star hotels from seven regions of Türkiye by qualitative analysis method. The study found that R&D collaboration is insufficient. However, it was stated that universities assist with digital marketing and promotion. Furthermore, it has been determined that the majority of collaboration between the university and the industry is in the fields of internship and practical training.

Higher Education Institutions (HEIs) were required to rapidly respond to the COVID-19 pandemic, integrating online and blended learning approaches to sustain teaching and learning provision. However, limited evidence exists to understand the student experience and perception of the various methods of online learning, in particular across different levels of study (new and continuing students). Therefore, the aim of this study was to compare the experiences of online learning transition, between new first year undergraduate students and continuing second and third year students, enrolled on various undergraduate sport programmes. A total of 182 students responded to an online survey, which investigated the students’ perceptions of online learning approaches. Participants were split according to level of study; [Level 3 (Foundation Year) and 4 (First Year Undergraduate) combined N = 62, Level 5 (Second Year Undergraduate), N = 51 and Level 6 (Third Year Undergraduate), N = 69]. Key findings highlight that both new and continuing students had an overall negative perception of online learning but did acknowledge that online learning provided a more flexible approach to their overall learning experience compared to face-to-face. Face-to-face teaching was deemed more engaging and sociable, in particular for the practical aspects of the programmes. Overall, there were no significant differences between the different levels of study for any of the questions asked. Although continuing students raised the difficulties of conducting practical sessions online, whereas this was not mentioned by new students. To conclude, this study provides novel insights into the experience of new and continuing students, and we advise that future blended learning strategies should consider the programme as a whole, rather than tailoring pedagogic strategies based on the level of study.

This study aims to examine the relationship of personal interest (P), the environment (E) (i.e., pandemic, social unrest, international disputes) and P-E fit, with the five selected career-related outcomes (i.e., intent to join tourism industry, lifelong commitment, leadership self-efficacy, resilience, and anxiety). Structural equation modelling was used to analyse 380 data from tourism students in Hong Kong higher education institutions. The results show that P strongly predict Intent, Lifelong, Leadership self-efficacy, and Resilience, while E strongly predicted Anxiety. Tourism educators and employers should facilitate a healthy match of P and E to attract new employees to the industry.

The present paper shares a learning and teaching experience built on a project-based methodology using Instagram accounts to improve technical vocabulary in the ESP classroom. Participants were 75 undergraduate sports science students who attended our English for Professional and Academic Communication ESP course at the Universidad Politécnica de Madrid (Spain) and participated in the project during the spring semester of 2022. To achieve our objective, the participants were divided into 16 self-arranged groups, each expected to develop a fitness project based on Instagram accounts. At the end of the experience, participants were invited to complete an ad hoc designed questionnaire giving their opinion about the use of Instagram accounts as a learning tool to acquire specific vocabulary in the field of sports science. The learners reported high positive perceptions towards using Instagram to develop technical vocabulary. This paper recommends observing quality standards when integrating Instagram content into English for Specific Purposes (ESP) courses.