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Hospitality management higher education’s historic origins have resulted in a strong vocational ethos permeating the curriculum. Knowledge about hospitality has been drawn from the industry and the world of work rather than from the many disciplines or other fields of enquiry, which can help to explain it. By the late 1990s there was a strengthening international movement, driven by higher education hospitality academics towards the liberation of hospitality management higher education from its vocational base and to explore the inclusion in the curriculum of a broader and more reflective orientation. This paper investigates the historical evolution of hospitality management education, concepts associated with liberal education, and provides an illustrative case study that evaluates how a more liberal base was introduced into the curriculum at two universities located in Australia and Scotland respectively.

Education 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.

For 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.

The 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.

This paper presents a review of data and evidence on sustainability concept implementation in tourism and hospitality education in Cyprus.

The purpose of this paper is to present a briefing on milestones of Malaysia Centre of Tourism and Hospitality Education (MyCenTHE) regarding its role as a nation-building exercise in developing human capital talent for future sustainable hospitality and tourism in Malaysia. Under a national initiative by the ministry of education, hospitality and tourism educational institutes in the country have set out to better prepare graduates for industry. MyCenTHE aspires to build a hospitality and tourism cluster (threefold) so that Malaysia is able to increase its annual output of hospitality and tourism personnel from 20,000 in 2009 to 50,000 in 2020 and increase the share of graduates with diploma- or degree-level awards from 13% to 50% by 2020. These expectations can only be achieved by creating a sustainable pool of workers for this sector. It was in this context for which “MyCenTHE” was conceived.

The current study is based on documentary analysis of secondary sources, qualitative in nature, and presents a case study of MyCenTHE with its key accomplishments in promoting hospitality and tourism education in Malaysia.

The hospitality and tourism industry in Malaysia is set to create 600,000 new job opportunities and in so doing, will need many more skilled, work-ready graduates in the coming decade. This paper highlights the collective efforts of the private higher education sector together with some selected public institutions (polytechnics) under the umbrella of the ministry of education through the MyCenTHE platform in promoting hospitality and tourism education nationwide via national awareness campaigns, conferences, skill competitions, seminars, forums and corporate social responsibility projects.

This paper is of value in its own context and in particular support from ministry and related authorities, 26 institutions of higher education working together, approaches to hundreds of local schools and thousands of audiences/participants in awareness campaigns.

The recent adverse economic and military developments in the Balkan Peninsula have provided sound indications regarding the future development of the area. It now seems to be unavoidable that a revised economic environment should be created, based on stability and economic co‐operation. Such a co‐operation among the Balkan countries will assist a common effort in establishing the framework for the development of all the relevant area.

The purpose of this paper is to explore some of the ways in which hospitality and tourism education in Malaysia is working with the Malaysian Industry 4.0 framework.

A qualitative research approach was used to conduct 30 interviews with respondents working for academic institutions and local or foreign companies.

The analysis of data helped to identify themes relating to current foreign partnerships within this area of industry.

Through the resolution of this research question, specific recommendations for policymakers and stakeholders are made, which, if implemented, may facilitate further improvements in tourism and hospitality education in support of industry in Malaysia.

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.

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 paper is to provide an overview of the evolution of “folk” understandings of quality in higher hospitality education and the consequent implications of these understandings for current quality concerns in the field.

The paper combines a historical survey of the stated topic together with an analysis of how the evolution of higher hospitality education provides insight into current issues and problems in the subject area.

The paper suggests that only by thoroughly comprehending the past development of higher hospitality education is it possible to accurately map the field’s current travails and diagnose likely future trends.

The paper outlines the implications of current understandings of quality in hospitality education for its future development and provision.

The originality and value of this paper lie in its identification of the principal trends that contribute to understanding of current perceptions of the quality of higher hospitality education.

The aim of this conceptual paper is to assess the continued relevance of operations based training within hospitality management higher education programmes. The paper explores the purpose of a hospitality management degree programme and how this might have impacted upon curriculum development and the student learning experience.

The paper attempts to draw together writing on some of the key issues surrounding operations based training including balancing preparedness for industry with providing a true higher education experience and the growing clamour for a more liberal approach to hospitality education.

The paper identifies and discusses two UK programmes that have made significant changes to their operations provision.

The paper further explores issues around the debate into the hospitality curriculum adding a valuable dimension concerning operational training.

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.