Benchmarking Hospitality Management Curricula: A Comparison of Top US Programs

Bartlett, A. L. “Bart”; Upneja, Arun; Lubetkin, Marc

doi:10.1080/10963758.1998.10685197

Cited by 17 publications

(4 citation statements)

References 41 publications

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“…All of the hospitality programs in this study offered some type of food related course(s). This mirrors a comparative curriculum study by Bartlett, Upneja, and Lubetkin (1998) that found that all 16 of the "top schools" had food and beverage courses in their core requirement.…”

Section: Resultssupporting

confidence: 56%

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Expanding the Food Service Curriculum

Gustafson

Love

Montgomery

2005

Journal of Culinary Science & Technology

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The food service/restaurant component of the hospitality curriculum was examined in 33 ACPHA accredited schools and 11 other "top schools." This study measured the number of food courses, the use of food laboratories, food service/restaurant concentration offerings in the hospitality programs, and the availability of course(s) in fine dining. The fine dining or full-service segment of the restaurant industry has experienced steady growth for over 25 years and is predicted to increase in alignment with the rising discretionary income of the Baby Boomer generation. Hospitality programs may consider expanding their curriculum to offer an elective course in fine dining to facilitate career opportunities for their graduates in this segment of the restaurant industry.

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Section: Resultssupporting

confidence: 56%

“…As some of the course descriptions allowed room for interpretation, clarifications were sought through telephone interviews. This method of data collection was adapted from Bartlett, Upneja, and Lubetkin (1998). …”

Section: Data Collectionmentioning

confidence: 99%

Expanding the Food Service Curriculum

Gustafson

Love

Montgomery

2005

Journal of Culinary Science & Technology

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“…While some researchers have considered the broad needs of the hospitality curriculum in terms of skill outcomes (e.g., Baum, 1990;DiMicelli, 1998;Sigala & Baum, 2003;Tas, 1988) others have focused on specific curriculum content issues (e.g., Breiter & Hoart, 2000;Getty, Tas, & Getty, 1991;Umbriet, 1992). Irrespective of the approach, there is consensus among researchers that the needs of students, industry and universities must be met through informed curriculum design (Bartlett, Upneja, & Lubetkin, 1998) and that there is a need for continuous review and revision of the curriculum to reflect the changing needs of industry (Nelson & Dopson, 1999).…”

Section: Hospitality Curriculummentioning

confidence: 99%

Generic Skills for Hospitality Management: A Comparative Study of Management Expectations and Student Perceptions

Raybould

Wilkins

2006

Journal of Hospitality and Tourism Management

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Tertiary providers of hospitality management degree programs must fulfil the needs of student, industry and academic stakeholder groups. The students attracted to this type of program tend to be motivated primarily by the anticipated vocational outcomes. As a result, hospitality management curriculum needs to meet both industry and student expectations by delivering the skill sets needed in the workplace and the institutional demands for academic rigour. This article reports on research that aimed to compare hospitality managers' expectations of graduate skills with student perceptions of the skills that hospitality managers valued. In contrast to previous research on this topic, this study adopted a generic skills framework and managers rated skills associated with interpersonal, problem-solving, and self-management skill domains as most important. Although students tended to rate conceptual and analytical skills more highly than did managers, overall their perceptions of the skills that hospitality managers valued when recruiting graduates were realistic. The results of this, and similar studies, can contribute to curriculum design and the internal and external communications strategies adopted by faculty offering hospitality management programs.

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“…The three-pronged mission of many comprehensive universities consists of: 1 teaching; 2 research; and 3 public (industry) service'' (Cetron et al, 1999).`T hrough strategic partnerships, universities may enhance the scope of these three missions. For partnerships with and benchmarking curricula with other universities, needs careful planning for gathering comparable information'' (DeMicco and Williams, 1999).``For educators, knowing the requirements and content of other hospitality programs appears to have several benefits'' (Bartlett et al, 1998).``A successful future for hospitality students means a successful future for the hospitality industry'' (Martin, 1998). A good understanding of changing needs of the industry and students is essential for international hospitality educators.…”

Section: Balancing Theory and Practicementioning

confidence: 99%

Challenges in international hospitality management education

Jayawardena

2001

International Journal of Contemporary Hospitality Management

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New challengesThere are numerous new challenges hospitality educators have to face now compared to 25 years ago. In particular, the educators involved in developing and delivering international hospitality management programmes are faced with a main challenge of understanding multiethnic and multi-national student mentality and preparing them for careers in international hospitality business. International tourism and hospitality educators are concerned to know what works for the industry in promoting quality service for consumers; better managing a multiethnic, multi-cultural labour force; and improving the bottom line.``In hotel management and operations, industry professionals continue to advocate further internalization of marketing and sales, management and supervision, food and beverage curricula by introducing components on cultural preferences and differences'' (Gee, 1993).``The USA pioneered the``internationalization'' of hospitality education. In the UK, the first master's degree programme in international hotel management was launched by the University of Surrey in 1983'' (Jayawardena, 2000).

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Benchmarking Hospitality Management Curricula: A Comparison of Top US Programs

Cited by 17 publications

References 41 publications

Expanding the Food Service Curriculum

Expanding the Food Service Curriculum

Generic Skills for Hospitality Management: A Comparative Study of Management Expectations and Student Perceptions

Challenges in international hospitality management education

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