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The primary purpose is to investigate the relationship between hospitality education and the industry of Cyprus as it relates to students' internship practices. The mismatch between the educational experience delivered to hospitality students and the “real world” practice they experience is investigated.

Methodological triangulation was utilized in order to investigate the unique characteristics of all three primary hospitality stakeholders; the students, the educators and the hospitality professionals. Quantitative survey and qualitative semi‐structured interview data were utilized to provide conceptual clarity of the discrepancies between hospitality education and the industry.

Analysis of both quantitative and qualitative data produced a five‐element model and revealed a number of respective gaps on the issues affecting the hospitality industry‐education relationship in Cyprus.

The article proposes the development of a model which measures the relationship, gaps or commonalities, between the hospitality industry and education. Such a model is of value and will find a multitude of uses for all stakeholders involved.

The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.

The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.

Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.

Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.

This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.

This study aims to explore the viability of the curricula offered by a university specialising in hospitality and tourism education in Kuching, Sarawak. The study also aims to explore the relevance and application of the hospitality and tourism education curricula to the needs of the Sarawak hospitality and tourism industry.

Grounded in human capital theory, the article highlights the importance of education in facilitating competently skilled human capital. Using a qualitative research approach, the outcomes indicate that the curricula offered by the hospitality and tourism education sector does meet the basic industry needs in Sarawak.

The outcomes suggest that the education sector should adopt a work-based learning model as this is shown to be an effective approach to enhancing practical relevance and competency.

There is insufficient empirical evidence on the exact set of skills and knowledge needed by an individual to be competently skilled in response to the needs of the hospitality and tourism industry in Sarawak.

Where better than Bristol to consider education for a prosperous industrial future. I am using the word industrial in the same sense as it is used in the concept of Industry Year, to sum up all those practical, productive and commercial endeavours which serve people's needs and generate the wealth that supports a caring society. Industry Year has focused our attention on the importance of wealth‐creation. Although it has its detractors, the theme has generally been taken up with enthusiasm by educationists. Interestingly, some clearly believe that the campaign is one designed for education alone, and not addressed to the whole “anti‐industrial culture” in society at large.

This paper seeks to redress the lack of academic attention being given to the relationship between academia and industry in the competitive environment of international higher education‐related service delivery and use. It adopts a relational marketing approach to value creation in service interactions and explore the expectations and perceptions of employers and university academics and practitioners. The research focuses on a comprehensive mapping of gaps in the international higher education service at large, and specifically in the context of degree programme development, recruiting international students and associated service interactions with industry. It highlights some of the issues pertaining to service quality, customer orientation and sustainability in international higher education and associated service delivery.

This paper is an exploratory case study set in the context of Finnish higher education. It relies on qualitative research methods and applies the GAP model for the analysis of the empirical data.

Five gaps and a surplus gap are identified in the delivery of high‐quality customer service in the context of university‐industry interactions in international higher education. To close the gaps between academia and industry, the relationship marketing approach is proposed.

The paper contributes to the research stream on university‐industry relationships. The results should help to enhance understanding of customer service delivery in the linkage between academia and industry. The novelty of the paper lies in the integration of the language and logic associated with customer‐oriented service delivery into the operational context of higher education service interaction between academia and industry.

The purpose of this paper is to establish the extent to which Porter’s five competitive forces (PFCF) framework, among other factors drive the choice of response strategies adopted by public universities in Kenya.

The study design was descriptive and utilized a cross-sectional survey of all the public universities in Kenya by administering a structured questionnaire to the top management team. Additional primary data were collected through observations and interviews. Secondary data were also collected in order to corroborate the data collected from the primary sources.

PFCF framework influenced the choice of response strategies adopted by the public universities “to a great extent”, the most influence being the threat from new entrants. The influence of the choice of response strategies by PFCF framework was independent of the age and category of the universities. Pressure from stakeholders, changes in government policies and regulations, reforms in higher education, unethical response strategies by some universities and university location also influenced the choice of response strategies.

The study collected data from the top management team only; however, other stakeholders could have given additional information not reported here. Further, the research only considered public universities and not all higher education institutions (HEIs) in Kenya, and was cross-sectional, hence generalization and application of the results over a long time, respectively, may be limited.

The value of this study lies in HEIs achieving a competitive advantage and shaping strategic policy direction in the face of changing environment and global commodification of higher education.

Current public universities in Kenya have adopted a business-like approach in their operations in view of changing environment and have adopted coping strategies. Therefore, understanding the factors that influence the choice of response strategies is important for improvement of quality, efficiency and effectiveness as well as in policy formulation and serve as a guide to strategic management.

The purpose of this study is to identify the uses of Industry 4.0 technologies in the area of education and how they contribute to learning in addition to highlighting at what educational level they are used.

A systematic literature review was carried out in the Scopus (Elsevier), Web of Science and ScienceDirect (Elsevier) databases, starting in 2011. In total, 51 articles were selected for a quantitative analysis, and 23 of them were read to answer the questions of the research from a qualitative analysis.

The results show a greater use of augmented reality, simulation, Internet of Things and virtual reality. The level of education at which they are most present is higher education. They collaborate to increase immersion in content, student engagement, interpersonal interaction, reduce costs and risks, simulate real work scenarios, expand study possibilities, without limited time and space, develop soft skills and learn about technologies, their uses and modes of operation. It is concluded that the technologies of Industry 4.0 support the entire learning process, but they are not used as much as they should. They are still largely restricted to universities and courses related to manufacturing. It is hoped that this work can contribute to the development of Education 4.0 at all stages of teaching.

Reviews have already been carried out on the use of technologies in teaching. The originality of this work is in the fact that it focuses on Industry 4.0 technologies in the Education 4.0 scenario.

The COVID-19 pandemic has had serious and far-reaching consequences on every aspect of human life. As various countries went into lockdown, hospitality and tourism was badly affected and this has had an impact on hospitality and tourism education too. This paper aims to assess the impact of the pandemic on hospitality and tourism education in India and the effectiveness of mitigation strategies in support of the industry. The study also proposes recommendations for resilience-building.

A pilot survey using semi-structured interviews was conducted and followed by a detailed questionnaire-based survey of industry representatives and educators. Selected industry leaders were also interviewed to understand the industry perspective on the pandemic, the “new normal” and the expectations of post pandemic graduates. The study focuses on four main areas – (1) existing interrelationships between industry and academia, (2) the efficiency of Internet-based education during the pandemic, (3) the “new normal” and the expectations of graduates and (4) recommendations for resilience-building.

There is a perceived gap between academia and industry that needs to be bridged. We found that the pandemic is seriously affecting education with challenges ranging from technological issues, disparities and reduced enrolments to student behavioural issues. Most impacted was the practical training component in operational areas and especially in food production and services. It is now clear that education needs a shift in focus from the more traditional, operational aspects of hospitality and tourism to technological awareness, knowledge and soft skills development. The research also identified a need for better two-way communication and information exchange between industry and academia. In fact, the lessons learnt from the pandemic need to be communicated from industry to academia. This is important given that industry expects graduates to be adaptive, compassionate, able to multi-task, familiar with the principles of crisis management and proficient with technology.

The study analyses possible long-term effects and implications for the workforce of the future as the industry struggles to respond to the pandemic. The study also suggests possible avenues and methods for industry and academia to form more symbiotic relationships and become more resilient.

The field of teaching technologies is in constant interplay between educational and industrial advances. Since the beginning of the twenty-first century, digitalization and automatization have become increasingly important. In industrial and social life, we see similar fast-moving developments. These factors challenge education, specifically vocational education, greatly, and raise two very different, yet very much connected questions: how to prepare students for their vocational lives and how to prepare teachers to communicate the necessary competencies to their students? This chapter provides an overview of advances, challenges, and possible solutions, focusing on the three key fields of vocational education in Germany: Industry 4.0, Education 4.0, and innovative teacher education. Most importantly, however, the text examines the continuous interplay between and among these fields. The beginning of the chapter is dedicated to vocational teacher education, in accordance with industrial and educational advances. Specifying this, characteristics of Industry 4.0, as well as students' and teachers' perceptions of Industry 4.0, are discussed. This is followed by an introduction to the concept of so-called learning factories as a possible way of integrating aspects of Industry 4.0 in German vocational schools. The end of the chapter is dedicated to the required changes in educational settings today and in the future. Though Industry 4.0, Education 4.0, and innovative teacher education are each widely discussed in the current literature, the interplay of all three fields reveals a research gap. This chapter tries to close this gap and provide an important contribution to the research field.

In this era of Fourth Industrial Revolution, also known as Industry 4.0, additive manufacturing (AM) has been recognized as one of the nine technologies of Industry 4.0 that will revolutionize different sectors (such as manufacturing and industrial production). Therefore, this study aims to focus on “Additive Manufacturing Education” and the primary aim of this study is to investigate the impacts of AM technology at selected South African universities and develop a proposed framework for effective AM education using South African universities as the case study.

Quantitative research approach was used in this study, that is, a survey (questionnaire) was designed specifically to investigate the impacts of the existing AM technology/education and the facilities at the selected South African universities. The survey was distributed to several students (undergraduate and postgraduate) and the academic staffs within the selected universities. The questionnaire contained structured questions based on five factors/variables and followed by two open-ended questions. The data were collected and analyzed using statistical tools and were interpreted accordingly (i.e. both the closed and open-ended questions). The hypotheses were stated, tested and accepted. In conclusion, the framework for AM education at the universities was developed.

Based on different literature reviewed on “framework for AM technology and education”, there is no specific framework that centers on AM education and this makes it difficult to find an existing framework for AM education to serve as a landscape to determine the new framework for AM education at the universities. Therefore, the results from this study made a significant contribution to the body of knowledge in AM, most especially in the area of education. The significant positive responses from the respondents have shown that the existing AM in-house facilities at the selected South African universities is promoting AM education and research activities. This study also shows that a number of students at the South African universities have access to AM/3D printing lab for design and research purposes. Furthermore, the findings show that the inclusion of AM education in the curriculum of both the science and engineering education is South Africa will bring very positive results. The introduction of a postgraduate degree in AM such as MSc or MEng in AM will greatly benefit the South African universities and different industries because it will increase the number of AM experts and professionals. Through literature review, this study was able to identify five factors (which includes sub-factors) that are suitable for the development of a framework for AM education, and this framework is expected to serve as base-line or building block for other universities globally to build/develop their AM journey.

The survey was distributed to 200 participants and 130 completed questionnaires were returned. The target audience for the survey was mainly university students (both undergraduate and postgraduate) and the academics who have access to AM machines or have used the AM/3D printing lab/facilities on their campuses for both academic and research purposes. Therefore, one of the limitations of the survey is the limited sample size; however, the sample size for this survey is considered suitable for this type of research and would allow generalization of the findings. Nevertheless, future research on this study should use larger sample size for purpose of results generalization. In addition, this study is limited to quantitative research methodology; future study should include qualitative research method. Irrespective of any existing or developed framework, there is always a need to further improve the existing framework, and therefore, the proposed framework for AM education in this study contained only five factors/variables and future should include some other factors (AM commercialization, AM continuous Improvement, etc.) to further enhance the framework.

This study provides the readers and researchers within the STEM education, industry or engineering education/educators to see the importance of the inclusion of AM in the university curriculum for both undergraduate and postgraduate degrees. More so, this study serves as a roadmap for AM initiative at the universities and provides necessary factors to be considered when the universities are considering or embarking on AM education/research journey at their universities. It also serves as a guideline or platform for various investors or individual organization to see the need to invest in AM education.

The contribution of this study towards the existing body of knowledge in AM technology, specifically “AM education research” is in the form of proposed framework for AM education at the universities which would allow the government sectors/industry/department/bodies and key players in AM in South Africa and globally to see the need to invest significantly towards the advancement of AM technology, education and research activities at various universities.