Oskam / Dekker / Wiegerink Innovation in Hospitality Education

Anticipating the Educational Needs of a Changing Profession
1. Auflage 2018
ISBN: 978-3-319-61379-6
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 14, 236 Seiten

Reihe: Innovation and Change in Professional Education

This book analyses the development of hospitality education from vocational to higher education, and discusses the positioning of hotel schools. It addresses questions such as: Should hospitality management become part of generic business education? Are the technical training programmes that have defined the identity of these schools a remnant of their vocational past, or have they contributed to the successful careers of many hospitality graduates? Topics discussed in the book are curriculum innovation, the theory of experimentation, the nature of hospitable behaviour, information technology, life-long learning and developments for future curricula. The book makes clear that the debate on the balance between theory and practice will not only define the future of hospitality management education, but can also be considered a relevant case study in other business disciplines. The history of hospitality education goes back to the end of the nineteenth and early twentieth century when hotel schools were founded to train the protocol and technical skills required to receive the travellers of those days. Since then, the scale and complexity of the hospitality industry and its professions have changed, as well as our understanding of what makes a business -whether it offers accommodation or something else- 'hospitable'.  The scope and educational level of hotel schools have evolved accordingly, and hospitality management has become a popular discipline in the traditional and renowned hotel schools as well as in universities. 

Autoren/Hrsg.

Oskam, Jeroen A.

Dekker, Daphne M.

Wiegerink, Karoline

Inhaltsverzeichnis

1;Dedication;6
2;Contents;7
3;About the Authors;9
4;Chapter 1: Introduction: Innovation in Hospitality Education;17
4.1;1.1 The Need for Change;17
4.2;1.2 Hospitality Management Programmes;18
4.3;1.3 Hospitality Education Paradigms;19
4.4;1.4 Hotel School Culture;20
4.5;1.5 Strategic Choices: The Development of New Hotel Schools;20
4.6;1.6 The Scope of Hospitality Education;21
4.7;1.7 Part I: Redefining the Hospitality Curriculum;23
4.8;1.8 Part II: Design of the Hospitality Curriculum;24
4.9;1.9 Part III: Curriculum Innovations;25
4.10;1.10 Part IV: Lifelong Learning;27
4.11;References;27
5;Part I: Redefining the Hospitality Curriculum;29
5.1;Chapter 2: Hospitality Education: A Third Paradigm;30
5.1.1;2.1 The History of Hospitality Education;30
5.1.1.1;2.1.1 Lausanne and the Continental European Approach;30
5.1.1.2;2.1.2 The Emergence of Cornell and the Anglo-Saxon Approach;31
5.1.1.3;2.1.3 Exportation of the Two Approaches Internationally;34
5.1.1.4;2.1.4 Incursion of the Business Model on the Vocational Model;34
5.1.2;2.2 Challenges Facing the Current Models of Hospitality Education;35
5.1.2.1;2.2.1 Strengths of the Practice-Based Vocational Model;35
5.1.2.2;2.2.2 Drawbacks to Hospitality Vocational Training;36
5.1.2.3;2.2.3 Strengths of the Hospitality Business School Model;38
5.1.2.4;2.2.4 Drawbacks to the Hospitality Business Model;38
5.1.3;2.3 The Difficulty of Judging What Is Needed;40
5.1.3.1;2.3.1 The Needs of Industry;41
5.1.3.2;2.3.2 The Needs of Higher Education;42
5.1.3.3;2.3.3 The Needs of Students;42
5.1.4;2.4 The Evolution of the Industry and Its Educational Needs;43
5.1.4.1;2.4.1 A New Pedagogy;43
5.1.4.2;2.4.2 The Context of the Experience Economy, Postindustrialism, and Customization;44
5.1.4.3;2.4.3 Toward a New Paradigm in Hospitality Education;44
5.1.5;2.5 Conclusion;45
5.1.6;Bibliography;46
5.2;Chapter 3: Education for Hospitality Management;48
5.2.1;3.1 Introduction;48
5.2.2;3.2 Management Careers in the Hospitality Sector;49
5.2.3;3.3 Management Competences and Roles;50
5.2.4;3.4 Management Progression;51
5.2.5;3.5 Hospitality Management Programmes;53
5.2.6;3.6 Hospitality Studies;54
5.2.7;3.7 The Commercial Domain;59
5.2.8;3.8 Conclusion;61
5.2.9;References;62
6;Part II: Design of the Hospitality Curriculum;64
6.1;Chapter 4: Expertise: The Theory of Experimentation;65
6.1.1;4.1 Introduction;65
6.1.2;4.2 What Is an Expert?;66
6.1.3;4.3 What Is a Hospitality Expert?;67
6.1.4;4.4 How Expert Do We Need to Be?;69
6.1.4.1;4.4.1 Building a Cathedral: Lessons from Social Anthropology;69
6.1.4.2;4.4.2 Conducting an Orchestra: Lessons from the Arts;72
6.1.5;4.5 Conclusion;74
6.1.6;References;75
6.2;Chapter 5: Genuinely Hospitable Behavior in Education;78
6.2.1;5.1 Introduction;78
6.2.2;5.2 Guest Satisfaction Versus Guest Delight;79
6.2.3;5.3 Guest Delight and Word of Mouth;80
6.2.4;5.4 Causes of Guest Delight;80
6.2.5;5.5 Roots of Hospitable Behavior;81
6.2.6;5.6 Hospitable Behavior and Personality;84
6.2.7;5.7 Hospitable Environment;85
6.2.8;5.8 Educational Implications;86
6.2.9;References;87
6.3;Chapter 6: Future Curricula of International Hospitality Management Education;89
6.3.1;6.1 Introduction;89
6.3.2;6.2 A Predicted Future Curriculum Includes More Research and Focused Internationalisation;91
6.3.3;6.3 Outcomes of an Internationalised Education;93
6.3.4;6.4 The Impact on International Hospitality Management Education;95
6.3.5;6.5 Conclusions;96
6.3.6;References;97
6.4;Chapter 7: Information Technology in Hospitality Education;98
6.4.1;7.1 Introduction;98
6.4.2;7.2 Digitalization Changes in Recent Travel History;99
6.4.2.1;7.2.1 A New Technological Era;99
6.4.2.2;7.2.2 Human Resources Investments;101
6.4.2.3;7.2.3 The Relationship Between Education and Industry;102
6.4.3;7.3 Why Big Data;103
6.4.4;7.4 The Old and New Competition;105
6.4.5;7.5 Web Metrics and Marketing Analytics;106
6.4.6;7.6 The Bournemouth University Case;108
6.4.7;7.7 Conclusions;109
6.4.8;References;111
7;Part III: Curriculum Innovations;112
7.1;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
7.1.1;8.1 Introduction;113
7.1.1.1;8.1.1 About Hotelschool The Hague;114
7.1.2;8.2 The Need for Change;114
7.1.3;8.3 Managing Curriculum Renewal;115
7.1.3.1;8.3.1 Introduction: The Educational Ecosystem;115
7.1.3.2;8.3.2 Stakeholders;116
7.1.3.2.1;8.3.2.1 Hotelschool The Hague;116
7.1.3.2.2;8.3.2.2 Students;118
7.1.3.2.3;8.3.2.3 Prospective Students;118
7.1.3.2.4;8.3.2.4 Vendors and Suppliers;119
7.1.3.2.5;8.3.2.5 Graduates/Alumni;119
7.1.3.2.6;8.3.2.6 Professional Lifelong Learning;119
7.1.3.2.7;8.3.2.7 Hospitality Industry;119
7.1.3.2.8;8.3.2.8 Guests;120
7.1.3.2.9;8.3.2.9 Government;120
7.1.3.2.10;8.3.2.10 Accrediting and Quality Assurance Bodies;120
7.1.3.2.11;8.3.2.11 Media;120
7.1.3.2.12;8.3.2.12 Society;120
7.1.3.3;8.3.3 Hotelschool The Hague as an Ecosystem;121
7.1.3.3.1;8.3.3.1 Connect: Delivery (vi);123
7.1.3.3.2;8.3.3.2 Connect: Direction (iv);123
7.1.3.3.3;8.3.3.3 Misalignment in Education (A);123
7.1.3.3.4;8.3.3.4 Misalignment in the Design (E);124
7.1.4;8.4 An Educational Journey and the Lessons Learned;124
7.1.4.1;8.4.1 Individual Cells;124
7.1.5;8.5 Preparing for the Future: Implementing Continuous Improvement While Shortening the Innovation Cycle;130
7.1.6;8.6 Conclusion;131
7.1.7;References;132
7.2;Chapter 9: Developing the Intercultural Competence of Twenty-First-Century Learners with Blogging During a Work Placement Abroad;133
7.2.1;9.1 Introduction;133
7.2.2;9.2 Definitions and Conceptualizations of Intercultural Competence in the Field of Education;135
7.2.3;9.3 The Development of Intercultural Competence in the Hospitality Curriculum;137
7.2.4;9.4 Blogging During the Work Placement Abroad;139
7.2.5;9.5 Moderating an Educational Blog;141
7.2.5.1;9.5.1 Blogging as a Tool to Develop Intercultural Competence;142
7.2.5.2;9.5.2 Blogging to Deepen Reflective Thinking;142
7.2.5.3;9.5.3 Blogging to Enhance Community Learning;144
7.2.5.4;9.5.4 Blogging to Build a Knowledge Base;145
7.2.6;9.6 Implications for the Hospitality Curriculum;146
7.2.7;9.7 Conclusions;147
7.2.8;References;148
7.3;Chapter 10: Addressing the Challenges Facing Hospitality Academic Programs in the USA: Portfolios and Action Learning;152
7.3.1;10.1 Introduction: Understanding the Challenges Facing Hospitality Academic Programs;152
7.3.1.1;10.1.1 The Task Environment;153
7.3.1.1.1;10.1.1.1 The Demand for Traditional Hospitality Services;153
7.3.1.1.2;10.1.1.2 The Emergence of New Industries Needing “Hospitality” Services;154
7.3.1.1.3;10.1.1.3 The Interest in Hospitality Careers;154
7.3.1.2;10.1.2 The Institutional Environment: Competition from Other Programs;154
7.3.2;10.2 The Need for Reforms in Hospitality Programs in Education;155
7.3.3;10.3 The Research;155
7.3.3.1;10.3.1 Conceptual Framework;155
7.3.3.2;10.3.2 Data Collection and Analysis;156
7.3.4;10.4 Findings and Conclusions;157
7.3.4.1;10.4.1 Themes;157
7.3.4.1.1;10.4.1.1 Limited Operational Definitions of Hospitality/Relevant Careers;157
7.3.4.1.2;10.4.1.2 Redundancy/Drift in Course Content: Poor Vertical and Horizontal Articulation of Courses;157
7.3.4.1.3;10.4.1.3 Limited Curriculum: “Hard Knowledge” Not “Soft Skills”;157
7.3.4.1.4;10.4.1.4 Limited Instructional Methods;158
7.3.4.1.5;10.4.1.5 Limited Internships/Practicum;158
7.3.4.1.6;10.4.1.6 Accreditation Standards Not Addressed In-Depth;158
7.3.4.1.7;10.4.1.7 Some Faculty Not Up to Date with Industry Needs;158
7.3.4.1.8;10.4.1.8 Limited Student Recruitment and Retention: Inadequate Marketing;159
7.3.4.2;10.4.2 Conclusions/Implications;159
7.3.4.2.1;10.4.2.1 Program: Expand the Career Focus;159
7.3.4.2.2;10.4.2.2 Curriculum: Shift Course Objectives from “Hard Knowledge” to “Soft Skills”;159
7.3.4.2.3;10.4.2.3 Instruction: New Approaches;160
7.3.4.2.4;10.4.2.4 Assessment: Holistic and Performance Based;161
7.3.4.2.5;10.4.2.5 Outside the Classroom;161
7.3.4.2.5.1;Service Learning;161
7.3.4.2.5.2;Enhanced Internship/Practicum;162
7.3.4.2.6;10.4.2.6 Marketing and Recruitment: Innovative Approaches;163
7.3.5;10.5 Final Recommendations;163
7.3.5.1;10.5.1 Portfolios;164
7.3.5.2;10.5.2 Apprenticeship;164
7.3.6;10.6 Concluding Statements;166
7.3.7;Bibliography;166
7.4;Chapter 11: Developing the Edge Hotel School;169
7.4.1;11.1 Introduction: The Homogenisation of Hospitality Education;169
7.4.2;11.2 Mismatch Between Education and Industry;175
7.4.3;11.3 Barriers to Innovation;177
7.4.4;11.4 From Teaching to Learning: A New Model for Hotel Management Education – The Edge Hotel School;178
7.4.5;11.5 The Edge Hotel School: In Operation;182
7.4.6;11.6 Conclusion;186
7.4.7;References;187
7.5;Chapter 12: Hospitality Business Simulations Today: New Generation Simulations for New Generation Students in a New Generation Marketplace;188
7.5.1;12.1 Introduction;188
7.5.2;12.2 Simulations Today;189
7.5.3;12.3 Simulation Placement in the Curriculum;190
7.5.4;12.4 Student Engagement;191
7.5.5;12.5 Simulation Facilitation;191
7.5.6;12.6 Simulation Process;192
7.5.7;12.7 Simulation Content;193
7.5.8;12.8 Learning Outcomes;194
7.5.9;12.9 Looking Forward;196
7.5.10;12.10 Summary;197
7.5.11;12.11 Simulation Case Study: Cornell University School of Hotel Administration;197
7.5.11.1;12.11.1 Simulation Use in Hospitality Pricing and Demand Management Courses;198
7.5.11.2;12.11.2 Simulation Steps;199
7.5.11.3;12.11.3 Key Learnings;199
7.5.12;Works Cited;200
8;Part IV: Lifelong Learning;201
8.1;Chapter 13: Investing in People: Training Is Not a Cost!;202
8.1.1;13.1 Introduction;202
8.1.2;13.2 The Benefits of Training;203
8.1.3;13.3 Modelling Training Activities;204
8.1.4;13.4 Business Performance Measurement;206
8.1.5;13.5 Measuring the Benefits;207
8.1.5.1;13.5.1 Improved Productivity;208
8.1.5.2;13.5.2 Reductions in Labour Turnover;210
8.1.5.3;13.5.3 Greater Organisational Commitment;211
8.1.5.4;13.5.4 Reduced Absenteeism;212
8.1.5.5;13.5.5 Quality Improvements;213
8.1.5.6;13.5.6 Reductions in Accidents;214
8.1.5.7;13.5.7 Greater Flexibility;215
8.1.5.8;13.5.8 Improved Ability to Accept Change;215
8.1.6;13.6 Conclusion;217
8.1.7;References;217
8.2;Chapter 14: Value Creation Through Hospitality: A Case Study on the Effect of Hospitality Trainings;219
8.2.1;14.1 Introduction;219
8.2.2;14.2 Hospitality as Pivotal Element in the Airport Industry: People Make the Difference;220
8.2.3;14.3 Value Creation: Introduction of the Return on Hospitality Value Pyramid;221
8.2.4;14.4 Introduction to Rotterdam The Hague Airport (RTHA) and the My Certified Smile Training Programme;223
8.2.5;14.5 My Certified Smile: Empowering the Personal Contact at the Airport;224
8.2.6;14.6 Objectives of the Programme;224
8.2.7;14.7 Preconditions;225
8.2.8;14.8 Content of the Training;226
8.2.9;14.9 Measuring Results: Did the Training Programme Pay Off?;227
8.2.10;14.10 Metrics and Measures Used;227
8.2.11;14.11 The Results: The “Return on Hospitality”;228
8.2.11.1;14.11.1 Training Hospitality to Enhance the Experience of a Warm and Genuine Hospitable Encounter;229
8.2.11.2;14.11.2 An Increase in Perceived Experience Leads to a Higher Willingness to Recommend;230
8.2.11.3;14.11.3 A Higher Level of NPS Leads to an Increase in Numbers of and Spending per Passenger;231
8.2.12;14.12 Conclusions and Learnings;232
8.2.13;Bibliography;233
8.3;Chapter 15: Conclusion: The Future of Hospitality Education;235