Hospitality and Higher Education

In the 21st-century landscape of higher education, there is increasing consideration given to documenting, managing, and regulating practices of teaching and learning in the university. In particular, there has been an emphasis on what students can expect of their experience of studying at university, and of the expectations around contact time with academic staff. This has led to the development of metrics that assess teaching intensity and value-for-money. Such developments anticipate certain modes of being with students, ones that tend to give scant attention to what it is to be in a relationship of mutual hospitality with another person. While we can think of hospitality more broadly in different educational contexts, especially in terms of moves toward an ethics of hospitality, there is also a space for thinking about a pedagogy of hospitality, especially as it may be realized in contemporary higher education. Here, hospitality is experienced in the pedagogical moment—through conversation with others in which we are invited to welcome alterity. This reading of hospitality is richly illustrated in the American philosopher and essayist Henry David Thoreau’s celebrated work, Walden. Examples from Thoreau’s work show how the concept of hospitality may open up other ways of thinking about what it means to be with students in the contemporary university, and what possibilities for mutual education this concept may help realize.

Performance of Multihospital Health Systems’ Flagship Hospitals in the CMS Star Rating Program

Using the Hospital Compare overall hospital quality star ratings and other publicly available data on acute care hospitals, we examined star ratings for the flagship hospitals of a set of multihospital health systems in the United States. We compared star ratings and hospital characteristics of flagship and nonflagship hospitals across and within 113 health systems. The system flagship hospitals had significantly lower star ratings than did nonflagship hospitals, and they did not generally have the highest star ratings in their own systems. Higher teaching intensity, larger bed size, higher uncompensated care, and higher disproportionate share hospital (DSH) patient percentage were all significantly associated with lower star ratings of flagship hospitals when compared with nonflagship hospitals across all health systems; the flagship hospital of a system was more likely to have the lowest star rating in its system if the difference in DSH percentage was relatively large between the flagship and nonflagship hospitals in that system.

Association of Hospital Characteristics With Early SEP-1 Performance

A variety of hospital characteristics, including teaching status, ownership, location, and size, have been shown to be associated with quality measure performance. The association of hospital characteristics, including teaching intensity, with performance on the Centers for Medicare & Medicaid Services (CMS) SEP-1 sepsis measure has not been well studied. Utilizing a statewide, all-payer database and the CMS Hospital Compare database, this study investigated the association of various hospital characteristics with early SEP-1 performance in 48 acute hospitals in Massachusetts. Hospital teaching intensity and Magnet designation did not have a statistically significant association with SEP-1 performance in multivariable linear modeling. However, SEP-1 performance was higher in smaller, for-profit hospitals with higher case mix index. This finding suggests that emergency department activity, hospital ownership, and patient complexity should be studied further across a larger geographic spectrum and longitudinally as hospitals implement efforts to reduce morbidity associated with sepsis.

THE INFLUENCE OF MOTIVATION, LEARNING STYLES, TEACHER LEADERSHIP, AND TEACHING INTENSITY ON STUDENTS’ LEANING OUTCOMES

This study aims to determine the correlation and the contribution of motivation, learning styles, teacher leadership, and the intensity of teaching on the learning outcomes of X grade students in Mathematics at Vocational High Schools. This study is an ex-post facto with a total sample of 234 students. The data is collected by questionnaire and analyzed by descriptive statistics as well as correlation and multiple regression with significance level of 5%. The analysis shows that the students’ motivation and learning styles still need to be improved, while the teacher leadership and teaching intensity need to be maintained. The result of correlation analysis shows that motivation, learning styles, teachers’ leadership, teaching intensity, and learning outcomes correlate from 0.532 to 0.627. The result of dual regression analysis shows that the contribution of motivation learning styles, teachers’ leadership and teaching intensity on the students’ learning outcomes were 0.381, 0,199, 0.223 and 0.175 respectively.