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The main purpose of this article is to understand the motivations for Bhutanese students to study hospitality and tourism courses. The second objective is to analyse what countries are the preferred destinations for study abroad and visitation for students. This includes focussing on new course topic areas such as sustainability for business in hospitality and tourism courses.

A quantitative methodology approach was undertaken with two surveys administered to the first and second student intakes into the Bhutan Middle Management Hotel Program. Motivational and reasoned action theory form the basis of the theoretical framework to understand behavioural intentions regarding educational choices in hospitality and tourism courses.

The results of the surveys indicate that the main motivations to study hospitality and tourism are for attraction, career opportunities, status, broader benefits and aptitude. In addition, it was found that students studying hospitality and tourism in Bhutan are likely to stay in the sector for a long period of time thereby contributing to the economic and social development of Bhutan. Moreover, it was found that the United Nations Sustainable Development goals are increasingly being integrated into the tourism and hospitality sector, which is influencing students to study these topic areas.

The results of this study will help government and hospitality providers support educational training programs by focussing on new education topic areas. This study is limited to Bhutan.

The results of this study will help government and hospitality providers support educational training programs by focussing on new education topic areas such as sustainability for business management. This will enable hospitality and tourism providers in Bhutan to update their curriculum and to focus on emerging industry needs.

This is amongst the first studies on Bhutanese students motivations for studying hospitality and tourism. It will provide practical and policy advise about how to train workers in order to become less reliant on foreign training providers and the importance of integrating sustainability topics in course design.

This study aims to investigate socioeconomic diversity in the hospitality industry by examining the relationship between social class background, family expectations and career outcomes of Generation Z employees. The relationship was further tested by investigating job titles and perceived prestige.

Two studies were developed to test the research questions – first, the social prestige of hospitality jobs compared to other industries with similar skill sets. Second, a between-subjects experimental design was used to examine the moderating effect of job title on the relationship between social class background, family expectations and career decisions.

The findings of the first study confirm the negative perceptions of the hospitality industry. Study 2 demonstrated a negative relationship between social class background and intentions to choose hospitality through family expectations among Generation Z. The negative effect was attenuated when a manager position was offered. However, college students majoring in hospitality reported positive intentions to accept a job in the hospitality industry for both frontline and managerial positions.

The findings emphasize the importance of extending organizational diversity beyond traditional demographics like race, gender and age by examining socioeconomic factors that influence career decisions among Generation Z employees. By considering social class background as a dimension of organizational diversity, the hospitality industry can cultivate a more inclusive culture and enhance recruitment and attraction efforts.

Examining the relationship between social class background and career decisions through the lens of social cognitive career theory provides insight into the social cognitive process of career development among Generation Z. The unique contribution of this study extends beyond observable dimensions of diversity to challenge the socioeconomic composition 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.

This paper aims to examine the antecedents of green entrepreneurship intention (GEI) amongst tourism and hospitality higher education students and further explores the effect of green entrepreneurship intention on sustainable development (SD). It also investigates the mediating role of GEI in the relationship between the antecedents of GEI and SD in students' future tasks in tourism and hospitality.

Partial least squares structural equation modeling was used to analyze data collected via an online questionnaire from 970 tourism and hospitality universities' students in Egypt, either undergraduate or postgraduate.

The results show that green entrepreneurship intention is positively affected by attitude, subjective norms, environmental education, risk aversion, self-efficacy and environmental values. The results also revealed that green entrepreneurship intention is a significant driver for sustainable development. Moreover, the findings revealed that GEI mediates the link between the antecedents of GEI and SD.

The results offer highly persuasive insights that may be used to promote GEI and SD among tourism and hospitality students. The effectiveness of GEI in achieving SD will motivate government and educational institutions to develop GEI for university students. This study will assist policymakers in developing a novel strategy, providing a contribution to the green behavior literature in an emerging context.

The field of the green entrepreneur is uncharted and still in its infancy. As a result, further research is needed in the literature to better understand green entrepreneurship intention. Enhancing tourism and hospitality students' green entrepreneurial intentions will help the economy expand sustainably in the future because they are the entrepreneurs of tomorrow. The findings hold important implications for both the research community and tourism education and business management.

The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.

This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.

The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.

This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.

The purpose of this study was constructed a behavioral observation scale for avoiding food waste from the point of view of Chinese cuisine, used as an evaluation tool to examine food waste in the process of food preparation for hospitality students in Taiwan.

The status of food handling in the preparation process was understood through a literature review and interviews. In addition, the indicators that may cause food waste behaviors were established, and the observation and self-evaluation scales of food waste behaviors in the preparation process were developed.

Avoiding water waste, removing excessive edible parts, avoiding waste on seasonings, avoiding cooking for too long and avoiding water stains in the cleaning process were considered by both the observers and the students as items for improvement in the cooking process. The results of this study will help in understanding the intervention in the teaching practice of avoiding students’ food waste behaviors.

This study can only be based on the test results of the current observation behaviors. Meanwhile, many factors need to be taken into consideration, such as the differences in the amount of knowledge students have about food waste, the differences in preparation techniques, and other different factors, which may lead to differences in the research results.

The behavioral observation and self-evaluation behavior scales of “exploring food waste behaviors in the preparation process” were developed and implemented for the current status. The differences between the results of the observation scale and the self-evaluation scale were compared. In addition, the behaviors that may cause students’ food waste were pointed out. Then, the direction of the teaching content was formulated, and the curriculum plan integrating the content of avoiding food waste into teaching was evaluated. Furthermore, the scales can be applied to kitchen staff handling food materials to understand the current situation of their food handling, which can be used as a driving tool for restaurants to reduce food waste.

The purpose of this study is to explore the development and implementation of diversity, equity and inclusion (DEI) practices in hospitality and tourism organizations through the lens of structuration theory.

This study deployed a three-stage Delphi technique involving DEI experts in hospitality and tourism organizations to build a consensus. Specifically, individual agency, development and implementation of DEI practices and best DEI practices were explored through the Delphi technique.

The findings of this study feature a framework for DEI practices and the intersection between individual agency and organizational structure. The results of this study further showcase the theoretical importance of structuration theory in understanding how organizations develop and implement DEI practices.

This study reveals unique perspectives on DEI within hospitality and tourism organizations, pointing to the imperative need for leadership in initiating, developing and implementing change. This study also extends previous research by highlighting how DEI practices are initiated, developed and implemented through individual agency and organizational structure.

The importance of inclusive leadership has been recognized by scholars and practitioners alike. However, the ways in which inclusive leadership can be achieved and implemented in hospitality seem to be unclear. In order to answer how inclusive leadership can be put into practice in hospitality, this paper explores (1) employees' and managers' perceptions of inclusion and (2) diversity practices in hotel organizations.

By espousing a qualitative methodology, semi-structured interviews with management representatives, as well as local and foreign employees of 4- and 5-star hotel organizations, were utilized in order to identify what inclusive leadership looks like in theory and in practice. Data were analyzed via thematic analysis and the utilization of the NVivo software.

Findings suggest that an inclusive leader should be caring and respectful, pursue fair treatment, support employee development, express employee appreciation and recognize their role in social inclusion more widely.

This original work reduces the research-practice gap in the field of diversity management by providing succinct recommendations to hospitality managers in the form of an adaptable best practice framework. The diagrammatic framework includes the values related to inclusive leadership as they emerged, as well as the practices through which each theme could be enacted.

The aim of this empirical research is to define blended learning (BL) in the context of tourism education and discuss its effectiveness in learning and, upon completion, the employability of graduates in due cause.

The qualitative research consists of 22 in-depth interviews with experts from the tourism industry and graduates. The sampling method was purposive (judgmental), and open-ended questions were asked in order to encourage the interviewee to be expressive and to share their views and opinions on what the impact of the BL program has been.

The study found that the most significant obstacles were a lack of funding, a lack of cooperation from the local and various levels of government and a lack of knowledge about sustainable tourism product development among local residents.

During the COVID-19 pandemic, the majority of the tourism schools and university departments have developed a combination of mixed learning to include online, classroom and sector experience, which can be summarized as BL. This research suggests that BL has provided for a blend of skills and, as a result, employable graduates.

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable development to be the most fundamental of the United Nation’s (UN) 17 sustainable development goals (SDGs). This chapter provides an overview of the chapters in the book: Higher Education for the SDGs, divided into two themes, namely (i) Research from the Global North and Global South and (ii) Rethinking curriculum.