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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.

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 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.

Today, hospitality educators are faced with various challenges. Understanding multi‐ethnic and multi‐national student mentality is seen as the key challenge for educators involved in international hospitality management education. A new model which aims at ensuring productive interactions with host communities is presented. The author’s own model is recommended for international hoteliers and international hospitality educators working in foreign countries. Among criticisms of management education is the wrong usage of the term “international” to describe “local” hospitality management programmes. The importance of balancing theory and practice is emphasized. The notion of treating students as customers is rejected. Instead, viewing the industry as the customer is advocated. Hospitality educators are prompted to publish “industry‐friendly” and “action‐learned” research relevant to current problems. The action learning circle model is presented as a guideline for academics. Finally, a nine‐point formula is recommended for academics involved in international hospitality management education.

This paper aims to argue that hospitality educators need to develop courses that move away from the somewhat restricted programmes concerned almost exclusively with subjects deemed to be relevant to hospitality management. A more explicit concern with developing students' intellectual abilities will better serve both the industry and them as individuals. Fundamentally engagement with the study of hospitality through an array of science and social science disciplines will secure a more substantial foundation on which to study for hospitality management.

The paper reflects a number of pieces of research into the nature of hospitality management education and dominant learning styles on these programmes. It goes on to argue that programmes need to be designed to extend the curriculum beyond immediate management of hospitality business operations.

The paper argues that program design of hospitality management has tended to be dominated by a kind of tyranny of relevance where content has been almost exclusively focused on preparation for the world of work and careers in the management of hospitality operations. This dominant pragmatic agenda has been further compounded by the predominant activist learning styles of students. Without dismissing the need for programmes to prepare graduates for careers in the industry, it goes on to argue that program content should also aim to prepare participants to be critical thinkers by exposing them to content informed by social science.

The paper advocates streams of study to be built into these programmes informed by social sciences and developing critical thinking.

The paper provides an analytical model to assist program designers and managers in developing participants who are philosophical practitioners.

The paper provides a model for understanding the principles needed to be used in the design of programmes in hospitality

The growth of facility or facilities management as an academic discipline and a set of “real world” practices has been accompanied by continuing uncertainty as to how the field should be defined. That this issue remains a “live” one is reflected in the various academic and professional commentaries on the subject. Explores the nature of facilities management in the context of vocational education and draws parallels with the field of hospitality management which has experienced comparative debates about scope and meaning. Existing perspectives on the definition of facilities management are reviewed and examination is made as to how intellectual linkages may be established with broader issues in the development of non‐traditional fields of study. Concludes with consideration of one model for resolving the apparent tensions attendant on defining facilities management involving separation of the conceptual meaning of the terms “facility” and “facilities” from the set of practices that constitute “facilities management”.

As the hospitality industry continues to grow globally, the development of highly skilled and educated human capital is a major industry challenge.

The WHO/World Bank states that 15% of the world's population lives with some form of disability, yet this degree of diversity cannot be found within the management levels of the hospitality industry. In order to obtain this, diversity should also be found within the student cohorts of hospitality educational institutions.

This chapter seeks to examine how the hospitality educational sector policies and practices contribute towards the full inclusiveness of students with disabilities and by association towards the diversity found within the higher levels of management within the hospitality industry.

The findings suggest that implicitly students with disabilities are being discouraged from enrolling upon and successfully completing a degree in hospitality management, a growing necessity for a management career within the hospitality industry. Therefore, a shift of perspective is required to see disability not as a personal health condition of individuals. However, the hospitality educational sector should seek to embrace more innovation, with the adoption of technology that seeks to create access and meaningful encounters with student from all sectors of the society; in addition, the sector can help overcome the often negative societal attitudes and perceptions displayed towards people with disabilities. This can be achieved by integrating positive images of students with disabilities and clear and transparent policy statements in public facing material, which is often used as marketing and promotional material for institutions. In this way, the hospitality educational sector would be seen to be taking positive steps in preparing talent drawn from all section of society and can be regarded as an active agent in the achievement of UN Sustainable Development Goal 4 with a goal of full inclusiveness within the hospitality higher educational sector.

Puts forward the author’s view of key issues affecting hospitality education into the new millennium. Issues identified as particularly impacting on UK centres are graduate standards, quality and quality assessment, research assessment, key skills and learning and teaching including the impact of information technology. Amongst these issues, information technology is identified as having the greatest potential impact to bring about radical change. It is suggested that there is now the capability to develop global hospitality education brands. This capability is not confined to existing education suppliers. Corporations, business schools and commercial management development organisations may also be attracted by this opportunity.

This paper seeks to report on research investigating students' and industry's expectations and assumptions of the desired attributes of hospitality employees.

Views on a range of questions about the value of a hospitality degree are analysed, based on a survey of 74 hospitality managers and 137 students.

The divergence in views between students and industry was significant. Students thought knowledge and skills were important for new employees, but industry was far more interested in personality. To get promoted, students thought they would have to become good communicators, but industry was more interested in initiative. Industry's views suggest that managers value attitudinal attributes over skills, and are therefore prepared to help employees gain the skills needed for their roles.

There were limited responses from hotel general managers (GMs). Their views on what graduates need to accomplish to reach the position of GM would have added value to this study, so further research focusing on GMs' views is recommended.

This paper analyses the beliefs of hospitality students and industry regarding the desired attributes of hospitality employees. Their expectations and assumptions are significantly different, and the gap is a cause for concern for educators and industry to address.