Journal of Hospitality Leisure Sport & Tourism Education最新文献

The aim of the article is to analyse the requirements concerning education, experience, personal qualities, language and other skills and any other knowledge required in the recruitment process by tourism industry. Through the content analysis and text mining approach (using the WordStat software tool), the structured data from 978 online job advertisements (569 companies) in the tourism industry was processed. The labour market does not provide enough job offers that would explicitly require higher education. When defining required personal qualities and skills, employers prefer their soft version. From the employers’ point of view, the data obtained is important for tailoring recruitment messages and writing job advertisements. At the same time, they allow academic institutions to adapt tourism study programs better to the market needs. The article presents the first comprehensively processed results of one of the Central European countries.

Entrepreneurship has been indicated as a fundamental approach to solve a number of social and economic problems. For that reason, it is important to understand the factors that influence the entrepreneurial intention, particularly at moments in life when people have to make decisions about their careers. This study aims to analyse the entrepreneurial intention of higher education students, particularly in the area of sport, and analyse whether this entrepreneurial intention is affected by gender. A quantitative study was carried out, by applying a questionnaire to 332 students on Sport degree courses provided by higher education institutions in Portugal. The results indicate that students have confidence and are positive regarding their entrepreneurial capacities and competences, they are greatly attracted by this career option and are willing to take on the risks associated with entrepreneurial activity. Analysing entrepreneurial intention according to gender, male students show greater interest in being entrepreneurs, and more confidence in their entrepreneurial skills and competences than females. Concerning the value society gives to the entrepreneurial career, this dimension is found to have a negative influence on women's entrepreneurial intention. This result is no surprise, as society does not yet look favourably on female entrepreneurs, the idea persisting that this is a career for men. Therefore, the study suggests reflecting on entrepreneurship education and the need to update curricula in the field of sport, aiming to contribute to higher rates of entrepreneurship, particularly among women.

Despite the convergence of multiple disciplines, little attention was paid to the interdisciplinary course modules. The current study employed an interdisciplinary project-based learning (IPBL) collaboration of Hospitality Business Management, Electrical Engineering, and Communication majors in a course— the STEM-oriented alliance of research (SOAR)— to enhance multidisciplinary understanding, entrepreneurial engineering mindsets, and promote transformational learning using three different data sources and mixed methodologies. Results indicate that students showed improvements in their overall confidence to engage across these facets. We discuss the implications of this approach to transform interdisciplinary understanding and confidence as students go onto their professional careers.

This paper presents a model to evaluate the curriculum of a gastronomy undergraduate program in Turkey. The Data Envelopment Analysis (DEA) method and fuzzy logic are applied to determine the educational performances of the curriculum courses. The evaluation was made by considering the perspectives reflecting the educational vision of the gastronomy department. The results reveal that each course contributes differently to various perspectives of gastronomy education, a number of courses may be removed from the curriculum, and the status of certain courses should be changed. The model is also effective in comparing the different curricula that provide the same education.

Based on the social cognitive theory and reflective thinking theory, this study constructs a research model to examine the roles of different internship environmental factors (skills variety, learning opportunities, supervisor support, and interpersonal relationships) influencing students’ career intentions through the reflective thinking processes. The results of a survey in Hong Kong and Macau indicate that only interpersonal relationships affect habitual action, four factors affect understanding, but supervisor support does not affect reflection and critical thinking. For career intentions, all the reflective thinking levels except habitual action have a significant effect but understanding has the greatest effect.

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').