Examining Virtual Classroom Platforms in Hospitality Education

Though hospitality education relies strongly on experiential learning, the COVID-19 pandemic has compelled all the higher educational institutions including the institute of hotel managements (IHMs) to restrict on-campus learning. As the only possible solution to deliver uninterrupted knowledge and skills to the students under these adverse circumstances, the management of these IHMs has quickly retorted to virtual classrooms. Many virtual platforms such as Google Meet, Microsoft Teams, Zoom, Cisco Webex, etc. emerged as the elixir for the institutions with customized features to fulfil the learning needs of the students. This necessitates the need to not only examine and compare the perceptions of these platforms based on virtual classroom service quality, perceived ease of use, and perceived usefulness but also to understand the impact of these perceptions on the future scope in terms of satisfaction and behavioral intentions of the hospitality students in IHMs.

Developing Quality Hospitality Students Through Simulation and Experiential Learning asa Guide for Hospitality Education

Objective - Teaching quality is more and more profoundly decisive for the achievement of higher educational institutions. On this background, Games-Based Learning (GBL) and Experiential-Based Learning (EBL) are the key teaching methodologies which are often used to enhance the teaching-learning quality by assisting both teachers and students gain their objectives. Teaching in the Age of Covid-19 is also another challenge for most of the Educators. Given the importance of the topic in university, the aim of this research is to present an organized review of the literature on the use of GBL as a tool to boost the distinction and the excellence of the teaching process in general, and, in particular, the teaching of hospitality management. Methodology/Technique - The work searched mainly the most appropriate literature on the application of gamification to educational contexts. The empirical analysis of a game-based project assigned to 27 players, who are Hospitality Students at FPT University Danang, has shown very significant results. Finding - One of the primary outcomes of this research is to describe theoretical approaches mainly to GBL, then EBL and provide a conceptual model that gathers the contribution of various studies and make way for in future deeper research. Another important finding is the gradual integration of various types of experiential learning activities into a hospitality and tourism management syllabus. Novelty - The significance of the research results shows that he best of both academic and reality world should be closely connected in purpose so as to make the teaching-learning more engaging, more fun and more efficient. Type of Paper - Empirical Keywords: Games-Based Learning; Simulation and Experiential Learning, PBLs, Learning in Covid-19 Age, Hospitality Education. JEL Classification: I23, A22,Z32

Hospitality education in New Zealand prisons

New Zealand has one of the highest imprisonment rates per capita when compared to the rest of the developed world. People who offend in New Zealand have a 43% chance of reoffending within the first 24 months of their release [1]. It is estimated that approximately 60% of people who offend have literacy and numeracy skills lower than the NCEA Level 1 competency, and 66% of adults have no formal qualifications [2, 3]. A focus on literacy and numeracy, support through baseline education, and specific trades like hospitality, can start to refine the options of a person who offends, further enabling them to start developing goals that will support their futures [4]. Since 2014, the Department of Corrections/Ara Poutama Aotearoa has been upgrading the prison-based educational programmes available to people who offend to achieve this. Goals have been set to integrate the in-prison education with the nationally recognised level of education along with practical elements such as kitchen work, housekeeping and other service-based vocations such as hairdressing and customer service. The courses are relatively short, ranging from six to 12 weeks, and provide key skills and the foundations for further study. Evidence from overseas has found that hospitality and, specifically, catering programmes are a tool that positively impacts the way people who offend engage with their rehabilitation; creating an experience through the sharing and giving of food is seen as a way to reintegrate and regain a sense of achievement and being of service through meaningful social connections and employment. Our study carried out a systematic literature review of the effectiveness of hospitality training and education in correctional facilities. Evidence was found of the effectiveness of educational programmes within prisons and their positive impact on recidivism. It was also found that hospitality training initiatives, such as those provided in prison training restaurants open to the public for dining, could offer a unique opportunity that allows people who offend to change the negative public perceptions held about them. In New Zealand, we have unique tikanga-based initiatives that support people who offend to reintegrate back into the public environment and their families, with reduced reoffending [5]. The literature showed, convincingly, that education leads to opportunities for post-release employment and the ability to manage work-life balance, reintegration into society, and gain skills that support long-term prosperity [3]. Czerniawski [6] sees education as a key step in making a positive change in the lives of people who offend, especially if followed by a period of post-release support. Our study also revealed the challenges of providing hospitality education in prisons. Prison security risks, risk of lockdowns, student mental health, lack of educational resources and support services, and lack of set-up and sustainable funding for educational programmes were seen as hindrances to the success of prison education programmes. Lack of post-release support and the negative stigma of people who offend perceived by the public and employers were further noted issues of concern. Likewise, prison culture, staff retention, general misconduct and mistrust were also cited as aspects of concern [7]. Giousmpasoglou and colleagues [8] suggested that people who offend would prefer education programmes that were carried out by external facilitators over in-prison programmes. The importance of networks between educators, support workers and employers are important in this regard. With the hospitality industry facing a skills shortage and with its low barriers to entry, there is potential to build upon the success of existing hospitality education programmes to build skills, pride and a second chance for those who are engaging in rehabilitation. There is also an opportunity to consider tertiary pathways for these hospitality graduates and entrepreneurs. Furthermore, the Department of Corrections/Ara Poutama Aotearoa could consider the success of initiatives such as The Clink Charity training restaurants in the UK in supporting rehabilitation through hospitality training and work. Corresponding author Madz Crouth can be contacted at: [email protected] References (1) Boomen, M. Where New Zealand Stands Internationally: A Comparison of Offence Profiles and Recidivism Rates. Practice: The New Zealand Corrections Journal 2018, 6 (1), 87–96. https://www.corrections.govt.nz/__data/assets/pdf_file/0005/33449/Practice_Journal_Vol6_Iss1_July_2018_WEB.pdf (accessed Dec 1, 2021). (2) Corrections. Prison Facts and statistics – December 2020, 2020. https://www.corrections.govt.nz/resources/statistics/quarterly_prison_statistics/prison_stats_december_2020 (accessed Dec 1, 2021). (3) Corrections. Prison Facts and Statistics – March 2020, 2020. https://www.corrections.govt.nz/resources/statistics/quarterly_prison_statistics/prison_stats_march_2020 (accessed Dec 1, 2021). (4) Harkison, T.; McIntosh, A. Hospitality Training for Prisoners. Hospitality Insights 2019, 3 (1), 5–6. https://doi.org/10.24135/hi.v3i1.52 (5) Hamer, P.; Paul, J.; Hunia, M. Hōkai Rangi: Context and Background to the Development of Ara Poutama Aotearoa Strategy 2019–2024. Practice: The New Zealand Corrections Journal 2021, 8 (1), 18–22. https://www.corrections.govt.nz/__data/assets/pdf_file/0017/43208/Practice_Journal_2021_Final_Web_Version.pdf (accessed Dec 1, 2021). (6) Czerniawski, G. A. Race to the Bottom – Prison Education and the English and Welsh Policy Context. Journal of Education Policy 2016, 31 (2), 198–212. https://doi.org/10.1080/02680939.2015.1062146 (7) Chui, W. H.; Cheng, K. K.-Y. The Mark of an Ex-Prisoner: Perceived Discrimination and Self-Stigma of Young Men after Prison in Hong Kong. Deviant Behavior 2013, 34 (8), 671–684. https://doi.org/10.1080/01639625.2013.766532 (8) Giousmpasoglou, C.; Brown, L.; Marinakou, E. Training Prisoners as Hospitality Workers: The Case of the CLINK Charity; Paper presented at the Travel & Tourism Research Association (TTRA) 2019: European Chapter Conference, 2019. http://eprints.bournemouth.ac.uk/31827/1/Giousmpasoglou-Brown-Marinakou_TTRA19_conference_Final.pdf (accessed Dec 1, 2021).

Undergraduate Students’ Perceptions of Tourism and Hospitality Career Education in Ghana

The purpose of this study was to explore students’ perceptions of tourism and hospitality career education in three universities that run undergraduate programmes in Ghana, namely: the University of Cape Coast (UCC), University of Energy and Natural Resources (UENR) and the University for Development Studies (UDS). Final year students totaling 128 students were contacted through questionnaire and results analyzed employing SPSS. The study revealed that 45% respondents from the UCC did not want to work in the industry after graduation. A greater number of respondents, 85% in UCC, 90% in UENR and 92% in UDS believed a decision to invest in tourism and hospitality education career was worthwhile. Contrary to the above 50% of all respondents surveyed in the three institutions did not believe one could make good income whilst working in the industry. It is suggested that career counselling sessions be organized by tourism and hospitality industry players in the universities to woo students’ interest in the sector.

Developing Quality Hospitality Students Through Simulation and Experiential Learning - An Empirical Study at FPT University Danang

Teaching quality is more and more profoundly decisive for the achievement of higher educational institutions. In this background, Games-Based Learning (GBL) and Experiential-Based Learning (EBL) are the key teaching methodologies and its applications which are often used to enhance the teaching-learning quality by assisting both teachers and students gain their objectives. Teaching Students who take Bachelor of Hospitality and Tourism Management has been a considerable challenge while the facilities for practicing or demonstrating hospitality operations are limited or are not available in the classrooms of most of the Universities. Teaching in the Age of Covid-19 is also another challenge for most of the Educators. Keywords: Games-Based Learning; Simulation and Experiential Learning, PBLs, Learning in Covid-19 Age, Hospitality Education.

Understanding college students' e-loyalty to online practicum courses in hospitality programmes during COVID-19

This study aims to examine the students’ loyalty to an online practicum course for hospitality education during Covid-19 pandemic in Indonesia. Premised on the Technology Acceptance Model (TAM), we adopted a revised model consisting of Information System Success Model and Expectancy Confirmation Theory (ECT) to ascertain the students’ perceptions of the usefulness of the programme and their levels of satisfaction with, and e-loyalty to, the programme. This study utilized an online survey to obtain data from 309 participants. The partial least squares structural equation modelling method was employed in this study. The findings show that students’ perceptions of the usefulness of online learning were significantly influenced by information quality, system quality & system interaction which relate to satisfaction. Preliminary research provides the insight for stakeholders such as vocational institutions, teachers and practitioners of education to gain a better understanding the factors that contribute to hospitality students continued intentional use of online course. Keywords: e-learning, practicum courses, hospitality students, pandemic Covid-19, student satisfaction, e-loyalty

Is tourism and hospitality education supporting sustainability?

PurposeEducation can provide learners with the necessary awareness, values and skills to understand the complexity of sustainability. This study aims to analyse the extent to which sustainability concepts have been implemented in higher education programmes in the tourism and hospitality fields.Design/methodology/approachFor the purpose of the current study, data on all tourism and hospitality programmes offered in Cyprus higher education institutions (HEIs) at the Bachelor level was obtained. Analysis was conducted on publicly available programme descriptions, learning outcomes, program content and syllabi and course descriptions.FindingsThe study finds that sustainability concept implementation in undergraduate hospitality and tourism degree programmes is at a developing stage. The majority of the HEI follow trends and offer sustainability courses either as compulsory or elective courses, but concept implementation in programme learning outcomes and programme descriptions is relatively limited.Originality/valueThis paper presents a review of data and evidence on sustainability concept implementation in tourism and hospitality education in Cyprus.