Search results

To satisfy multiple stakeholders’ employability goals, higher education providers have introduced Work Integrated Learning (WIL) programs to provide opportunities for students to develop the required skills. Yet despite this increased focus, gaps in graduate capabilities persist. Thus, the paper explores the roles of educators, industry and students in co-creating WIL curriculum which provides transformative learning experiences.

A survey was designed using the Professional Capability Framework which has been validated in other discipline areas. Mean scores, standard deviation and a one-way ANOVA test were computed to identify gaps between the essential capabilities required for supervisory roles and student's levels of proficiency.

The study highlights the complexity of creating curriculum which meets the needs of multiple stakeholders. The discussion highlights that whilst educators may lead the development of WIL curriculum, without the active engagement of students and industry, gaps in graduates' “work-readiness” will persist. Opportunities for tripartite learning are highlighted.

The limitations of utilising a convenience sample are acknowledged.

Practical recommendations are provided for industry, educators and students. Areas for future research are identified to understand the roles of multiple stakeholders in the development of the future hospitality workforces.

The study is the first to apply the Professional Capability Framework in a hospitality context. The study further contributes implications in relation to curriculum design and identifies opportunities for transformative learning for educators, industry and students'.

Work-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other responsibilities. Previous studies have usually examined the negative impact of stress on individuals. By referring to relevant theories, this paper argues the positive impact of stress and reports on a study which aimed to investigate whether stress – experienced by students during WIL – leads to resilience and well-being.

Hospitality students from different backgrounds enrolled at a tertiary institution completed an online survey. This study uses structural equation modelling (SEM), to test the proposed links between stress, resilience and well-being.

The study results show that “academic pressure” (mean score = 3.57) is the most common stressor identified by hospitality students. This was followed by stress caused by “time pressure” (mean score = 3.01). Model testing reveals that experiencing “career development concerns” has a statistically significant association with resilience. Moreover, there is a strong link (β = 0.624) between resilience and well-being.

This study makes a contribution by proposing positive outcomes related to stress during WIL. A handful of studies have looked at similar concepts. However, this paper uses statistical techniques to measure and analyse relationships between different variables. By running an SEM, the authors were able to test a linear causal relationship which identifies stressors leading to a significant impact on resilience. Similarly, the strength of relationship between resilience and well-being is also empirically tested.

The aim of this study is to explore potential barriers to seafood consumption by young adults and the parents of young children. Knowledge of these barriers will be used to assist the development of new seafood product concepts that fulfil the needs of consumers.

To gather this information, 28 infrequent consumers of seafood participated in three semi‐structured two‐hour focus group discussions in Denmark, Norway, and Iceland. The results were then linked to the Stage‐Gate model for consumer‐based new product development (NPD).

The participants thought of seafood as either healthy or convenient, although there were concerns about the amount of effort required to prepare it. These concerns resulted in an expression of their need for products that are attractive, healthy, palatable, and convenient. In particular, the newly developed products should be accompanied by clear advice on preparation methods and materials. An increase in seafood availability coupled with lower prices would encourage these consumers to add seafood to their diet.

Purchase‐point‐marketing and habitual behaviour were found to implicitly skew planned behaviour.

Inputs for NPD related to convenience, attractiveness, quality, trustworthiness, knowledge and requirements about seafood preparation are discussed.

The present study combines qualitative methods to lead to practical input for NPD focusing on overcoming the barriers that keep consumers from choosing existing healthy seafood products. The importance of the consumers' confidence in their ability to successfully prepare a seafood meal was revealed and can be used in Stage‐Gate based NPD.