Teaching for critical thinking: preparing hospitality and tourism students for careers in the twenty-first century

Twenty-first century tourism educators and career-seeking graduates are faced with a host of novel challenges. Given the dynamic, complex nature of the contemporary tourism industry, students must be equipped with relevant twenty-first century skills. To address this need, critical thinking is currently being promoted, via university initiatives, as an employable skill. This study assesses the extent to which critical thinking is being transmitted to tourism students at a large southeastern university in the United States. Precourse and postcourse data were collected from students (n = 85) who participated in a tourism management class, that emphasized case study learning, during the fall 2014, spring 2015, and spring 2016 semesters. Uncorrected results indicate significant positive increases in overall critical thinking and two of five sub-domains – inference and deduction; however, in the conservative, corrected results there are no significant effects. Recommendations for improving critical thinking and three sub-domains – analysis, evaluation, and induction – are discussed.