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Makes a comparative analysis between undergraduate level courses in tourism/hospitality in Brazil and those in the UK, building on work by Teixeira et al. Analyses courses structure, reason for creation and focus. In Brazil, according to Rejowski, undergraduate university level courses in tourism/hospitality are relatively recent, beginning in the 1970s. The first hospitality course was created by the Universidade de Caxias do Sul, 1978. According to data gathered by the Ministry of Education, there has been an impressive growth in the number of tourism/hospitality undergraduate courses in Brazil. Data provided by the Ministry state that the total number of courses registered is 284; 225 in tourism and 59 in hospitality/hospitality management. First, presents a brief theoretical review about tourism/hospitality education; after that, a description of the methodological approach adopted in this study with a description of type, method, tools, and data collection procedures used in the research. Analyses the results of the project along with comparisons in the UK. Finally, presents a conclusion to this study.

This study aims to examine Taiwanese hospitality students’ self-reported professional competence in surplus food management and assess the usefulness of their university training in this area. Using the importance-performance analysis (IPA) method, it is possible to obtain a clearer understanding of the priority order of the items that require improvement and to identify which surplus food management competence items should be strengthened in the school curriculum and which items should be enhanced by the students.

This study used the questionnaire survey method. It evaluated seven dimensions covering 29 items related to surplus food management competencies of the kitchen staff. The evaluation was done using IPA to determine the relationship between professional competence (performance level) and courses provided (importance level). The factor coordinates were completed according to the means of personal qualifications and courses provided.

According to students’ self-assessment, the dimensions of “Personal moral attitude,” “Food handling attitude,” “Education and training attitude” and “Culinary knowledge” were located in the “Keep up the good work” quadrant, meaning that the students think that their surplus food management competence is relatively high and the courses provided are sufficient. Thus, these items have better performance at the present and they hope to maintain the status. However, “Menu analysis” and “Sanitation knowledge” were found to have low importance and low level of performance. Therefore, these two dimensions require attention in the course design and educational training.

The questionnaire responses were self-reported; this study assumed that all participants answered honestly. Future studies may include additional factors in the analysis, such as hospitality management, culinary skills, internship experience and work time that may affect the perceptions of students. Moreover, professional chefs could be surveyed to determine their professional competence and training needs.

The professional training that students receive determines, to a large extent, their performance in their jobs and the resulting stability of their employment. Therefore, improved competence gained through good-quality training can help students meet the demands of the hospitality industry.

The purpose of this research is two-fold: first, the researchers will create a reliable and valid hospitality senior exit survey by conducting a Delphi panel of experts and second, the researchers will pilot-test the instrument with students from a four-year university. The data will be (a) assessed to determine the retention of knowledge by four-year students, (b) used by academicians to make changes to course material and (c) used to help with the accreditation assessment process.

A Delphi panel of hospitality educators was used to validate the items, and graduating hospitality students were used to calculate reliability.

By embracing the hospitality exit survey (HES), institutions can effectively evaluate and enhance their programs. With its ability to gauge students' knowledge retention, the study findings serve as a powerful tool for shaping the future of hospitality education.

The study's findings might be somewhat limited in representing a broader range of perspectives within hospitality programs. Another limitation stems from the structure of the survey itself. The survey included numerous items requiring two inputs for each item. This format has the potential to introduce certain biases among participants.

In a positive statement, organizations can use this information to discover why employees stay and then continue to develop goals/strategies to ensure this process stays up to date. Academia is no different. Academia also wants to produce the best product, and since the students are to become the next set of leaders, these programs need to know what is successful and what needs to be adjusted.

A strategic exit interview program should 1)Uncover issues relating to human resources/students; 2) understand employees'/students' perception of the work; 3) managers'/directors' leadership style and effectiveness; 4) human resource/college/departments benchmarks and 5) improve the organization.

This research holds significant importance as it focuses on developing the senior HES and its potential utilization within hospitality programs. The HES serves as a valuable tool for these programs to evaluate the knowledge levels of their graduating students and collect data necessary for assessment and accreditation purposes.

Reports on an investigation which identified a number of barriers which deter some hospitality industry employees from taking advantage of formal study opportunities. These barriers, which are categorised as informational, situational, financial, institutional or dispositional, need to be examined further if we wish to capitalise on those employees with existing skills in the workforce and develop them to their maximum potential in order to provide a highly educated workforce capable of supplying the standards of service required for continued growth within the sector. Among the implications of this study is a suggestion that tertiary institutions increase access for these potential students by modifying existing arrangements to cater to their special needs. In so doing, institutions might be able to increase the number of experienced industry personnel in their student population, thus enhancing their contribution to the future development of the industry.

In an effort to understand the base differences between tourism and hospitality academic programmes, it is important to understand their philosophical relationships. Different types of philosophies will give rise to different orientations. The differential orientations often lead to conflicts. These conflicts are not usually understood in terms of basic philosophical differences, but are seen as a perceptual distinction. This translates to the real world in that many tourism and hospitality professionals have strong feelings about each other that lead to professional misunderstandings. These differences in philosophy also have important ramifications for curricula, course structure, or the instructional philosophies. The purpose of this article is to examine the philosophical relationships between tourism and hospitality academic programmes and their implications, especially for curricular design. This type of philosophical modelling will help obtain a better perspective on the design of courses that have a general thematic structure to improve the preparations programmes in tourism and hospitality.

The purpose of this paper, unprecedented in Cyprus in its scope and approach, is to investigate the importance level of the courses currently taught in hospitality programs of the country, as perceived by industry professionals.

The research population included individuals currently holding full-time managerial positions in hotel establishments of Cyprus. In total, 500 questionnaires were administered to individuals working in 158 hotel establishments currently operating in the country. The surveys were personalized and addressed to each hotel’s general manager and two departmental heads. Descriptive and inferential statistics, namely frequencies, one-way analysis of variance with post-hoc multiple comparison test (Tukey honesty significant difference) and multiple regression analysis, were utilized to analyze the data and answer the formulated research questions.

For the purposes of the study, modules offered by local tertiary institutions fall into four broad categories: general education, languages, professional modules and business modules. Findings revealed that professional modules were ranked first, followed by business modules, languages and general education modules. The respondents’ gender, age, years of employment and functional area are the demographic characteristics that most significantly influence their perception regarding the importance of required competencies. Moreover, findings suggest that professional modules and languages are perceived by industry professionals as very important elements for career success in the hotel industry.

Findings of this study may assist industry stakeholders in re-structuring the hospitality management curriculum, in an attempt to provide a more realistic and pedagogically sound learning experience to students which reflects the modern realities of the profession. Moreover, new knowledge created may inspire academic scholars to further investigate this topic from an array of different perspectives.

This paper aims to assess receptiveness for Tourism and Hospitality as a career path among students in the Tourism Department of Sultan Qaboos University (College of Arts and Social Sciences), located in the Sultanate of Oman. The following objectives were identified to achieve this aim: assess respondents’ perceptions of tourism and hospitality employment; respondents’ tourism and hospitality employment commitment factors; and respondents’ perceptions of tourism and hospitality jobs.

A self-administered questionnaire was used to gather data and measure respondents’ perceptions of the subject under investigation. Survey questions were developed from the literature reviewed which provided the framework for the questionnaire. The questionnaire comprises four different question categories: general information; students’ general perception of tourism and hospitality employment; and tourism and hospitality employment commitment factors; students’ perceptions of tourism and hospitality jobs. Data were tested for normality of distribution; then, means were used for data description and ranking; thereafter, the independent-samples t-test and analysis of variance were conducted to test for significance between groups of respondents; the level of significance used was p ≤ 0.05.

The paper revealed that nearly 41 per cent of the students will continue working in tourism and hospitality for some time. For them, working in the industry is a step on the way, but is not a career path. Only 21.6 per cent are willing to consider tourism and hospitality as their long-term chosen career path. Tourism and hospitality students’ perceptions of the industry tend to be negatively affected as they progress in their study plan. Commitment to employment in Tourism and Hospitality is shaped by four major interrelated factor categories: industry, personality, education and society. The Omani tourism and hospitality industry was not able to project an image that could generate interest among Omanis. Consequently, very few graduates join the Tourism and Hospitality job market, leading to shortages in Omani workers in the industry. The major drawback of such trend is the inability to achieve the Omanization planned figures.

The findings are intended to assist tourism and hospitality educators, employers and policymakers better understand students’ future employment intentions.

This paper aims to advance cooperation and collaboration as solutions to problems in the Nigerian hospitality industry. The issues and challenges plaguing the hospitality industry in Nigeria are discussed in the context of the case company, a small independent restaurant in Lagos.

Phenomenological research strategies guided the approach to this study. The authors identified a specific problem and gathered information, primarily through one-on-one interviews and a focus group, to learn how individuals within a defined industry experienced the ramifications of the phenomenon.

The operating environment of the hospitality sector in Nigeria has an effect on the supply of skills and the financial performance of the case restaurant and similar hospitality businesses. To improve overall performance of the industry, private-public partnerships between government agencies, hospitality colleges and hospitality businesses, strategic partnerships between expert hospitality institutions and business schools, cooperation among hospitality business owners and improvement in managerial practices could be strategic moves for an industry operating under heavy institutional hindrances peculiar to Nigeria.

The authors analysed the environmental trickle-down effect that could impact the profits of the restaurant. Organisational qualities such as leadership styles, the psychology of employment and the operations or policies of the company are not viewed in this context. The issues of the restaurant and a few hospitality businesses in Lagos were flagged as a representation for the industry in Nigeria.

Predisposing factors contributing to the attributed negative trickle-down effect on the enabling business environment for the industry, strategic partnerships, attaining high standards for curriculum development at educational institutions and enhanced training, with the goal of assuring creditable skills within the hospitality industry.

This paper is among the first to examine the critical issues, challenges and opportunities facing the hospitality industry in Nigeria.

The purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods.

A quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter.

Findings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking.

This paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course.

“Service” became the buzzword of the 1980s. While numerous business school programmes have been progressive in research, publication and education in this area, service management in hospitality education has yet to receive the attention that it deserves. Offers a review of service management issues, discusses the reasons why an understanding of service management concepts is important to the hospitality student, and makes recommendations for how the service concepts can be grouped together to form the basis of a service management course in a hospitality curriculum.