Course Materials—Syllabus and Textbooks

ABSTRACT

Course materials such as the syllabus and textbook set the tone for a course. Therefore, careful planning must go into developing a syllabus and choosing a textbook. An effective syllabus can increase the number of successful students and decrease the number of problems that arise throughout a course by communicating the instructor's expectations for students in the course. A syllabus usually includes standard information like the logistics of when, where, and who; a well-written syllabus also answers questions like what and why. Student learning correlates more with the textbook than the instructor; consequently, choosing a textbook is an important aspect of teaching a course. The most critical component to consider is whether or not the textbook supports the course objectives. This paper covers these aspects, as well as provides guidelines to assist in developing a syllabus and choosing a textbook.     

Does hospitality diversity education make a difference in undergraduate students’ emotional intelligence

Soft skills are typically referred to as the attributes exhibited or contained by an individual that display his/her ability to interact with others. Two types of soft skills that are often discussed within the hospitality industry are diversity awareness and emotional intelligence. Diversity may be explained or defined as a state of unlikeness, the conditions of being different, and all things that make us different. Areas where differences may exist include race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political affiliation and emotional reaction. Emotional intelligence (EI) has been defined as the ability to perceive, understand, regulate, and harness emotions in the self and others. How one deals with emotion is one characteristic that varies from culture to culture. Research has shown that EI may be a contributing factor in a moment of truth being considered a failure or success. The purpose of this study was to examine if undergraduate student EI scores change after completing a diversity issues course. Students completed the Assessing Emotions Scale on the first class day. At the conclusion of the 15-week course covering approximately 20 diversity issues concepts students completed the same EI assessment. Paired sampled t-testing was conducted to determine whether mean differences existed when comparing post and pre-course scores. Results of this study suggest that certain components of EI are significantly changed after taking the diversity issues course.     

Restaurant Management and Operations

Abstract

Virtual enterprise (VE) is an inter-disciplinary business simulation, where students use technology to trade products and services through a global e-commerce network of more than 3,000 firms. VE CAANESA International Restaurant utilizes the Internet as a major part of the daily enterprise operations. This inner city community of students worked in an on-campus office environment as managers of different departments, using a web-based instructional platform. The paper is an empirical study, demonstrating the course design, development and dissemination of information using regular classroom instruction in business and marketing techniques, as well as the Internet accessed instructional program. The course information could be accessed at any time day or night. The usage information is detailed within. The shift in the comfort level of the students in various skills was measured at the beginning and end of the semester when the students took a self-evaluative skills inventory assessment survey. The survey measured their competency; their ratings are included.     

Development of Computer-Mediated Teaching Resources for Tourism Distance Education

ABSTRACT

This article presents a qualitative account of the development of computer-mediated tourism distance learning resources. A distance learning model was developed at the Centre for Tourism, University of Otago (New Zealand) in 1998-1999. The article reviews the development of this Internet-based learning resource explaining the design and development of Programme links (providing study information for students) and Paper links (course material and learning features). The design of course material is reviewed with emphasis given to consistency of presentation between papers. The template for course material is described and illustrated and the article concludes with an overview of important design considerations.     

Effects of experiential learning on students: an ecotourism service-learning course

Experiential learning is used to address the abstractness of classroom discussion and motivate long-lasting learning. The aims of this study were to measure the effects of a tourism service-learning course on the development of students’ generic competencies and to evaluate the influence of experiential learning on hospitality and tourism education. Preproject and postproject self-administered surveys and postproject reflective journals were completed by students enrolled on a service-learning course entitled Ecotourism in Rural and Developing Regions. The majority of the students were found to value the service-learning course, particularly a service project conducted outside the classroom setting, which made them aware of the needs of the underprivileged within the service community. The students also showed significant improvements in their generic competencies, specifically their teamwork and sense of social responsibility.     

A computer-supported collaborative learning (CSCL) approach in teaching research methods

The aim of this study is to evaluate the extent to which the engagement of hospitality students in computer-mediated asynchronous discourse in a postgraduate research methods course results in higher-order thinking. In order to identify their overall behavioural engagement in the discourse elements of the course, quantitative data from running the course in WebCT was obtained using the “track students” function. The threaded discussions were converted into text files and loaded in NVivo for content analysis. In addition, the students’ course evaluation questionnaires were used to assess their perceived benefits from the asynchronous discourse on research methods. This study shows that computer-supported collaborative learning allows students to become active and reflective learners by engaging in high order thinking activities. The results of this study highlight the options that hospitality management educators may consider as part of their teaching and learning strategies.     

Collaborative Approach to Multimedia Courseware Design and Development

Abstract

This paper reports on a collaborative multimedia project between the Hilton College of Hotel and Restaurant Management and the College of Education at the University of Houston. The conceptual framework that supports this approach is based on action learning theory and constructivist philosophy. Graduate students in the instructional technology program in the College of Education worked in collaborative design teams with a client, a faculty member from the College of Hotel and Restaurant Management, to design and develop four modules of Internet-based courseware for an actual instructional context in an undergraduate class in human resource management. The course instructor from the College of Education served as a facilitator and project manager. Data was gathered from both the students and the client-faculty member through a variety of methods that included pre- and post-course surveys, participant interviews, journals, and observations. Students expressed satisfaction with working on an actual project with a real client and noted that the skills learned through the collaborative process were frequently used after the course in job-related situations. In the beginning of the development period, there was some confusion and uncertainty about individual and team roles as well as expectations about the client-faculty member feedback and participation. Team building skills were noted as a needed addition to the curriculum. At the end of the development phase, both the students and the client-faculty member expressed a strong satisfaction with the process of combining both technical skills and practice in an authentic context.     

Embedding research and academic service in teaching: a case study of a hotel sales management course

Lecturers in Thai universities have to meet several key performance indicators (KPIs), posing a heavy burden and demanding much time and effort. A new teaching model is explained and proposed where several KPIs can be met through progressive teaching. Embedding academic service and research projects in a course involves the participation of students, employing progressive teaching methods, and helping lecturers to meet various KPIs more effectively. This article describes how the above method is applied in a Hotel Sales Management course at Faculty of Tourism and Hospitality, Dhurakij Pundit University, Thailand. The benefits and difficulties faced during the project are described.     

Implementing Flexible Learning Practices in Tourism Courses

ABSTRACT

The design and delivery of quality tourist experiences will be the key focus for tourism and hospitality professionals throughout the 21st Century. This outcome will be promoted through educational design and delivery that meet the needs of a diverse range of tourism students. Aspiring towards this aim, a process for introducing flexible learning practices in the development of tourism courses is outlined. This process is then applied to the redevelopment of a tourism project course. To conclude, the utility of flexible learning practices and information and communication technology for delivering quality learning outcomes to students separated by geographic distances is critically appraised with reference to tourism course development.     

Destination attractiveness and travel intention: the case of Chinese and Indian students in Queensland,Australia

Destination attractiveness is an important stream of literature. Australia has been recognized as one of the world’s most attractive destinations. This study looked into international students’ perceptions of Australia as an attractive international tourism destination as well as their travel intention. A sample of 252 Chinese and Indian international students participated in the study. Students’ perceived destination attractiveness and how it influenced their travel intention, pleasure of travel and place attachment were investigated. The study also looked into perception differences between Chinese and Indian students using t-test and hierarchical regressions.     

Implementation of a Course Management System

ABSTRACT

This article describes the implementation of a course management system in a university hotel and tourism management school. The results of a small-scale evaluation are presented. To help teachers consider the pedagogical aspects of using such systems to provide supplementary opportunities to on-campus students, ten techniques based upon the views of students are presented.     

Experience care: efficacy of service-learning in fostering perspective transformation in tourism education

ABSTRACT

This article presents the findings of a study, which explores the benefits of a service-learning (SL) approach from the perspective of students. The SL approach employed in this study combines theoretical discourse in human relations and personal development with active engagement in community projects. We collected 61 reflective essays from undergraduate students at an Austrian university about their impressions of the lecture and of the two community service projects they participated in. The thematic analysis of the textual data revealed that the SL approach adopted in our course largely benefitted the students. Challenge, positive emotions, affiliation, and learning are the four key dimensions which characterise the students’ experiences. Amongst the learning outcomes reported by the students, SL facilitated self-awareness, self-confidence, self-esteem, stress-resistance, enhanced communication, and problem-solving skills. Despite some challenges, SL proves to be a promising experiential pedagogical approach, which, we argue, is highly relevant to tourism management students.     

Designing a Hospitality Ethics Course Content from the Students' Perspective

ABSTRACT

In managing a curriculum, it is important to solicit students' perspective to ensure that it is relevant to their interest and needs. Therefore, in an attempt to develop content for a hospitality ethics course, this study conducts a questionnaire survey with 520 hospitality students to help identify the importance of 39 ethical issues in the hospitality industry. As suggested by Thomas, Clermont, and Maimbolwa-Sinyangwe (1984) and DuFrene, Elliott-Howard, and Daniel (1990), if an ethical issue is judged to be important, it can serve as a topic around which part of the course is to be developed. The top three most important issues are found to be “Disposal of hazardous waste,” “Acceptance of bribes or gifts by employees” and “Sexual harassment on the job.”     

The relation among self-efficacy,learning approaches,and academic performance: an exploratory study

Self-efficacy influences students’ activities, effort and persistence, and it can help predict their motivation and academic performance. This study attempts to investigate the relationship between self-efficacy, preferred learning methods, and academic performance under different learning methods in a unique hospitality course setting. The results indicate that hospitality management students prefer a “learn by doing” approach instead of computer-based learning and lecturing. This study concludes that self-efficacy affects the academic performance in both lecturing and practical learning in hospitality education. However, students’ preference in terms of learning methods does not influence their academic performance. Emphasizing “learn by doing” in the hospitality higher education curriculum is recommended in addition to recruiting faculty members with extensive industry experience. Conversely, it is recommended that faculty find the means to increase students’ self-efficacy when adopting different teaching approaches.     

An examination of students’ perceptions for guest speakers in hospitality and tourism programs

The current study aimed to identify students’ perceptions about guest speakers in hospitality and tourism programs. A total of 222 participants were surveyed at a large, public university in southwestern United States. The mean scores of 10 attributes were plotted on an importance-performance analysis grid to illustrate each attribute of one guest speaker’s lecture. The findings showed a discrepancy between the students’ perceived importance and the performance level. The results indicate that students expect that guest speakers not only provide industry-specific knowledge and current issues but also deliver them appropriately. Therefore, guest speakers should realize that students are eager to learn about strategies for career success and current issues in order to stimulate their interest. These findings provide meaningful information for guest speakers on how to improve their effectiveness because students’ reflection and ideas about guest speakers help faculty members better utilize guest speakers and develop curriculums and programs, which ultimately will benefit students in their learning.     

An Analysis of British Postgraduate Courses in Tourism: What Role does Sustainability Play within Higher Education?

Sustainability has offered a new dimension to policy making, managing and planning in tourism. Government bodies, councils and tourist boards are engaged in the discussion evolving around tourism and sustainability. Yet little research has been conducted to investigate whether the sustainability debate has also altered the dimensions in training postgraduate students. This research sheds light upon the supply structure of postgraduate tourism education in the UK. Using course and unit titles as signifiers, 81 courses and 504 unit titles were scanned for sustainable elements, and are discussed in the context of the various providing schools and faculties. Unit titles are categorised according to their core and optional character. A first comprehensive nation-wide inventory of postgraduate courses in tourism has been generated, which identifies and critically discusses sustainable elements across the range of courses and units on offer.     

Are students customers? Tourism and hospitality students’ evaluation of their higher education experience

ABSTRACT

Research has suggested that higher education students assume multiple roles during their studies. Moreover, the student-as-customer model has been discussed for years and needs more in-depth discussions than other roles. Few studies have investigated education experiences from this perspective. This research contains two studies. Study one investigates faculty members’ perceptions on students’ roles in higher education and found students should not be considered purely as customers. Other roles were found. Study two investigates students’ perception of their roles in university education and how the education experiences influence their satisfaction towards university choice. A majority of the students see themselves as the “recipient of knowledge”. The six dimensions of higher education experience include “student-centred service” (SCS), “diversity and global citizenship” (DGC), “coproduction of learning experience”, “reliance on teachers” (ROT), “responsibility”, and “whole person development” (WPL). SCS, DGC, ROT, and WPL were found to have significant impact on student satisfaction.     

Motivations of educational tourists in non-English-speaking countries: the role of languages

ABSTRACT

Learning a language or improving one’s foreign language skills may be a key motivator for students to decide to participate in an exchange program as well as choose the destination for their studies. Nevertheless, studies on educational tourism are limited, and there is no research on the motivations of students visiting non-English-speaking countries. To fill this gap, this paper aims to examine the motivations of university students in non-English-speaking destinations by using the push-and-pull framework. Primary data were collected through an online survey from 190 and 205 students who participated in mobility programs in a Spanish university and in a German university respectively. Empirical findings reveal that languages are a key motivating factor for either growing personally through cultural enrichment, or growing professionally. Furthermore, these data allow generic recommendations so that the destinations can attract a larger number of international students.