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Innovation in Hospitality Education - Anticipating the Educational Needs of a Changing Profession
of: Jeroen A. Oskam, Daphne M. Dekker, Karoline Wiegerink
Springer-Verlag, 2017
ISBN: 9783319613796 , 236 Pages
Format: PDF, Read online
Copy protection: DRM
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Innovation in Hospitality Education - Anticipating the Educational Needs of a Changing Profession
Dedication
6
Contents
7
About the Authors
9
Chapter 1: Introduction: Innovation in Hospitality Education
17
1.1 The Need for Change
17
1.2 Hospitality Management Programmes
18
1.3 Hospitality Education Paradigms
19
1.4 Hotel School Culture
20
1.5 Strategic Choices: The Development of New Hotel Schools
20
1.6 The Scope of Hospitality Education
21
1.7 Part I: Redefining the Hospitality Curriculum
23
1.8 Part II: Design of the Hospitality Curriculum
24
1.9 Part III: Curriculum Innovations
25
1.10 Part IV: Lifelong Learning
27
References
27
Part I: Redefining the Hospitality Curriculum
29
Chapter 2: Hospitality Education: A Third Paradigm
30
2.1 The History of Hospitality Education
30
2.1.1 Lausanne and the Continental European Approach
30
2.1.2 The Emergence of Cornell and the Anglo-Saxon Approach
31
2.1.3 Exportation of the Two Approaches Internationally
34
2.1.4 Incursion of the Business Model on the Vocational Model
34
2.2 Challenges Facing the Current Models of Hospitality Education
35
2.2.1 Strengths of the Practice-Based Vocational Model
35
2.2.2 Drawbacks to Hospitality Vocational Training
36
2.2.3 Strengths of the Hospitality Business School Model
38
2.2.4 Drawbacks to the Hospitality Business Model
38
2.3 The Difficulty of Judging What Is Needed
40
2.3.1 The Needs of Industry
41
2.3.2 The Needs of Higher Education
42
2.3.3 The Needs of Students
42
2.4 The Evolution of the Industry and Its Educational Needs
43
2.4.1 A New Pedagogy
43
2.4.2 The Context of the Experience Economy, Postindustrialism, and Customization
44
2.4.3 Toward a New Paradigm in Hospitality Education
44
2.5 Conclusion
45
Bibliography
46
Chapter 3: Education for Hospitality Management
48
3.1 Introduction
48
3.2 Management Careers in the Hospitality Sector
49
3.3 Management Competences and Roles
50
3.4 Management Progression
51
3.5 Hospitality Management Programmes
53
3.6 Hospitality Studies
54
3.7 The Commercial Domain
59
3.8 Conclusion
61
References
62
Part II: Design of the Hospitality Curriculum
64
Chapter 4: Expertise: The Theory of Experimentation
65
4.1 Introduction
65
4.2 What Is an Expert?
66
4.3 What Is a Hospitality Expert?
67
4.4 How Expert Do We Need to Be?
69
4.4.1 Building a Cathedral: Lessons from Social Anthropology
69
4.4.2 Conducting an Orchestra: Lessons from the Arts
72
4.5 Conclusion
74
References
75
Chapter 5: Genuinely Hospitable Behavior in Education
78
5.1 Introduction
78
5.2 Guest Satisfaction Versus Guest Delight
79
5.3 Guest Delight and Word of Mouth
80
5.4 Causes of Guest Delight
80
5.5 Roots of Hospitable Behavior
81
5.6 Hospitable Behavior and Personality
84
5.7 Hospitable Environment
85
5.8 Educational Implications
86
References
87
Chapter 6: Future Curricula of International Hospitality Management Education
89
6.1 Introduction
89
6.2 A Predicted Future Curriculum Includes More Research and Focused Internationalisation
91
6.3 Outcomes of an Internationalised Education
93
6.4 The Impact on International Hospitality Management Education
95
6.5 Conclusions
96
References
97
Chapter 7: Information Technology in Hospitality Education
98
7.1 Introduction
98
7.2 Digitalization Changes in Recent Travel History
99
7.2.1 A New Technological Era
99
7.2.2 Human Resources Investments
101
7.2.3 The Relationship Between Education and Industry
102
7.3 Why Big Data
103
7.4 The Old and New Competition
105
7.5 Web Metrics and Marketing Analytics
106
7.6 The Bournemouth University Case
108
7.7 Conclusions
109
References
111
Part III: Curriculum Innovations
112
Chapter 8: Aligning Direction and Delivery of Education to the Needs of the Future: A Guideline to Finding the Right Balance Between a Managerial and Educational Approach
113
8.1 Introduction
113
8.1.1 About Hotelschool The Hague
114
8.2 The Need for Change
114
8.3 Managing Curriculum Renewal
115
8.3.1 Introduction: The Educational Ecosystem
115
8.3.2 Stakeholders
116
8.3.2.1 Hotelschool The Hague
116
8.3.2.2 Students
118
8.3.2.3 Prospective Students
118
8.3.2.4 Vendors and Suppliers
119
8.3.2.5 Graduates/Alumni
119
8.3.2.6 Professional Lifelong Learning
119
8.3.2.7 Hospitality Industry
119
8.3.2.8 Guests
120
8.3.2.9 Government
120
8.3.2.10 Accrediting and Quality Assurance Bodies
120
8.3.2.11 Media
120
8.3.2.12 Society
120
8.3.3 Hotelschool The Hague as an Ecosystem
121
8.3.3.1 Connect: Delivery (vi)
123
8.3.3.2 Connect: Direction (iv)
123
8.3.3.3 Misalignment in Education (A)
123
8.3.3.4 Misalignment in the Design (E)
124
8.4 An Educational Journey and the Lessons Learned
124
8.4.1 Individual Cells
124
8.5 Preparing for the Future: Implementing Continuous Improvement While Shortening the Innovation Cycle
130
8.6 Conclusion
131
References
132
Chapter 9: Developing the Intercultural Competence of Twenty-First-Century Learners with Blogging During a Work Placement Abroad
133
9.1 Introduction
133
9.2 Definitions and Conceptualizations of Intercultural Competence in the Field of Education
135
9.3 The Development of Intercultural Competence in the Hospitality Curriculum
137
9.4 Blogging During the Work Placement Abroad
139
9.5 Moderating an Educational Blog
141
9.5.1 Blogging as a Tool to Develop Intercultural Competence
142
9.5.2 Blogging to Deepen Reflective Thinking
142
9.5.3 Blogging to Enhance Community Learning
144
9.5.4 Blogging to Build a Knowledge Base
145
9.6 Implications for the Hospitality Curriculum
146
9.7 Conclusions
147
References
148
Chapter 10: Addressing the Challenges Facing Hospitality Academic Programs in the USA: Portfolios and Action Learning
152
10.1 Introduction: Understanding the Challenges Facing Hospitality Academic Programs
152
10.1.1 The Task Environment
153
10.1.1.1 The Demand for Traditional Hospitality Services
153
10.1.1.2 The Emergence of New Industries Needing “Hospitality” Services
154
10.1.1.3 The Interest in Hospitality Careers
154
10.1.2 The Institutional Environment: Competition from Other Programs
154
10.2 The Need for Reforms in Hospitality Programs in Education
155
10.3 The Research
155
10.3.1 Conceptual Framework
155
10.3.2 Data Collection and Analysis
156
10.4 Findings and Conclusions
157
10.4.1 Themes
157
10.4.1.1 Limited Operational Definitions of Hospitality/Relevant Careers
157
10.4.1.2 Redundancy/Drift in Course Content: Poor Vertical and Horizontal Articulation of Courses
157
10.4.1.3 Limited Curriculum: “Hard Knowledge” Not “Soft Skills”
157
10.4.1.4 Limited Instructional Methods
158
10.4.1.5 Limited Internships/Practicum
158
10.4.1.6 Accreditation Standards Not Addressed In-Depth
158
10.4.1.7 Some Faculty Not Up to Date with Industry Needs
158
10.4.1.8 Limited Student Recruitment and Retention: Inadequate Marketing
159
10.4.2 Conclusions/Implications
159
10.4.2.1 Program: Expand the Career Focus
159
10.4.2.2 Curriculum: Shift Course Objectives from “Hard Knowledge” to “Soft Skills”
159
10.4.2.3 Instruction: New Approaches
160
10.4.2.4 Assessment: Holistic and Performance Based
161
10.4.2.5 Outside the Classroom
161
Service Learning
161
Enhanced Internship/Practicum
162
10.4.2.6 Marketing and Recruitment: Innovative Approaches
163
10.5 Final Recommendations
163
10.5.1 Portfolios
164
10.5.2 Apprenticeship
164
10.6 Concluding Statements
166
Bibliography
166
Chapter 11: Developing the Edge Hotel School
169
11.1 Introduction: The Homogenisation of Hospitality Education
169
11.2 Mismatch Between Education and Industry
175
11.3 Barriers to Innovation
177
11.4 From Teaching to Learning: A New Model for Hotel Management Education – The Edge Hotel School
178
11.5 The Edge Hotel School: In Operation
182
11.6 Conclusion
186
References
187
Chapter 12: Hospitality Business Simulations Today: New Generation Simulations for New Generation Students in a New Generation Marketplace
188
12.1 Introduction
188
12.2 Simulations Today
189
12.3 Simulation Placement in the Curriculum
190
12.4 Student Engagement
191
12.5 Simulation Facilitation
191
12.6 Simulation Process
192
12.7 Simulation Content
193
12.8 Learning Outcomes
194
12.9 Looking Forward
196
12.10 Summary
197
12.11 Simulation Case Study: Cornell University School of Hotel Administration
197
12.11.1 Simulation Use in Hospitality Pricing and Demand Management Courses
198
12.11.2 Simulation Steps
199
12.11.3 Key Learnings
199
Works Cited
200
Part IV: Lifelong Learning
201
Chapter 13: Investing in People: Training Is Not a Cost!
202
13.1 Introduction
202
13.2 The Benefits of Training
203
13.3 Modelling Training Activities
204
13.4 Business Performance Measurement
206
13.5 Measuring the Benefits
207
13.5.1 Improved Productivity
208
13.5.2 Reductions in Labour Turnover
210
13.5.3 Greater Organisational Commitment
211
13.5.4 Reduced Absenteeism
212
13.5.5 Quality Improvements
213
13.5.6 Reductions in Accidents
214
13.5.7 Greater Flexibility
215
13.5.8 Improved Ability to Accept Change
215
13.6 Conclusion
217
References
217
Chapter 14: Value Creation Through Hospitality: A Case Study on the Effect of Hospitality Trainings
219
14.1 Introduction
219
14.2 Hospitality as Pivotal Element in the Airport Industry: People Make the Difference
220
14.3 Value Creation: Introduction of the Return on Hospitality Value Pyramid
221
14.4 Introduction to Rotterdam The Hague Airport (RTHA) and the My Certified Smile Training Programme
223
14.5 My Certified Smile: Empowering the Personal Contact at the Airport
224
14.6 Objectives of the Programme
224
14.7 Preconditions
225
14.8 Content of the Training
226
14.9 Measuring Results: Did the Training Programme Pay Off?
227
14.10 Metrics and Measures Used
227
14.11 The Results: The “Return on Hospitality”
228
14.11.1 Training Hospitality to Enhance the Experience of a Warm and Genuine Hospitable Encounter
229
14.11.2 An Increase in Perceived Experience Leads to a Higher Willingness to Recommend
230
14.11.3 A Higher Level of NPS Leads to an Increase in Numbers of and Spending per Passenger
231
14.12 Conclusions and Learnings
232
Bibliography
233
Chapter 15: Conclusion: The Future of Hospitality Education
235
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