Applying Case Studies to Hospitality Management Education

1982 ◽  
Vol 23 (2) ◽  
pp. 28-30 ◽  
Author(s):  
Margaret Shaw
Keyword(s):  
Case Studies ◽  
Management Education ◽  
Hospitality Management

Innovative Methods of Teaching Integrity and Ethics in Management Education

2012 ◽  
pp. 590-605 ◽  
Author(s):  
Peter Odrakiewicz
Keyword(s):  
Social Media ◽  
Organizational Culture ◽  
Case Studies ◽  
Management Education ◽  
Media Use ◽  
Role Playing ◽  
Social Media Use ◽  
Ethical Concerns ◽  
Innovative Methods

The key role of values and norms in organizational culture are closely related to integrity, moral and ethical concerns and should be taught using innovative case studies, video-conferences, role-playing dilemmas, video-interviews, collaborative blog-based methodology, integrity project participation and intensive social media use in management education.

Identity and E-Learning

2016 ◽  
pp. 926-945
Author(s):  
Narelle Borzi
Keyword(s):  
Hospitality Industry ◽  
Management Education ◽  
Hospitality Management ◽  
Strategic Decisions ◽  
Learning Spaces ◽  
Daily Lives ◽  
E Learning ◽  
Integrate Technology ◽  
Global World

Globalisation is changing the worlds of work and education. Although the hospitality industry has always operated at an international level, today's educators must prepare future managers for an increasingly diverse global world where we are all connected via technology in ways that were unimaginable even 10 years ago. Educators face strategic decisions about how and when they integrate technology into their programs. Transnational e-learning spaces, which are affecting the way we operate in our daily lives both at work and learning, have opened up. Educators need to fully understand what happens within these spaces—to the learners and to learning—in order to ensure that the quality of learning and the learning systems. This chapter considers ways in which hospitality management education can be enhanced through a focus on e-learning and identity.

scholarly journals Reconsidering the case study method in management education

1982 ◽  
Vol 13 (2) ◽  
pp. 61-66
Author(s):  
Christopher Orpen
Keyword(s):  
Case Studies ◽  
Management Education ◽  
Business Schools ◽  
Dominant Mode ◽  
Practical Skills ◽  
Case Study Method ◽  
Mode Of Instruction

This paper argues that recent criticisms of the case study method are not well-founded and that, on the contrary, there are good reasons why it should be a major, or even the dominant, mode of instruction at business schools. As a method, case studies possess a number of distinct advantages over lectures/tutorials in helping students acquire those practical skills in diagnosing and solving problems that serve to distinguish effective from ineffective managers. It is the case study method which also serves to distinguish management from other subjects and gives it the coherence it needs to be regarded as a discipline in its own right. It is argued that for these reasons the current swing away from the case study method at many business schools should be reversed.

Reflecting on hospitality management education through a practice lens

2015 ◽  
Vol 23 (4) ◽  
pp. 353-363 ◽  
Author(s):  
Marc Stierand ◽  
Laura Zizka
Keyword(s):  
Management Education ◽  
Practical Knowledge ◽  
Hospitality Management ◽  
Faculty Members ◽  
Content Type ◽  
Knowing How ◽  
Common Reference ◽  
Academic Faculty ◽  
The Common ◽  
Novel Reading

Purpose – The purpose of this paper is to reflect on hospitality management education from a “practice epistemology” and discuss how a connecting of savoir (theoretical knowledge or “knowing”), savoir-faire (knowing how to do tasks, i.e. task-related skills) and savoir-être (knowing how to be, i.e. behavior) can develop into practical knowledge. Design/methodology/approach – The purpose of the paper is achieved through novel reading of the literature on practical knowledge and formativeness applied to a higher education context. Findings – The paper suggests that it is only through the creation of context that a sensation of practicing for students can be provided, which ultimately may lead to practical knowledge. Context must be actively created through situations that invite participation to explore the logic of practice. Therefore, savoir should be treated as “organizing knowing” and savoir-faire and savoir-être as “practicing knowing” to do and to be, respectively. The terms savoir, savoir-faire and savoir-être were chosen for this paper, as they were the common reference terms used in hospitality (master-) apprenticeship systems in Europe. Originality/value – The value of the paper is a personal reflection on a practice epistemology for hospitality management education from the perspective of two academic faculty members who have been practitioners in the hospitality industry and who regularly teach hospitality executives.

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