Experiential Learning in Hospitality Education: An Exploratory Study

Kiser, Jeremy W.; Partlow, Charles G.

doi:10.1080/10963758.1999.10685240

Cited by 42 publications

(20 citation statements)

References 25 publications

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“…Since that publication, other reports have shown a gradual increase in required work hours for internship programs (Petrillose andMontgomery, 1997/1998). A recent exploratory study on experiential learning in hospitality education by Kiser and Partlow (1999) found, among 40 programs, that most now require 800 hours to be completed during junior and senior years or upon completion of all course work.…”

Section: Resultsmentioning

confidence: 97%

A Survey of Lodging Executives' Views on Internship Programs and Cooperatives

Kay¹,

DeVeau²

2003

Journal of Hospitality & Tourism Education

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Section: Resultsmentioning

confidence: 97%

A Survey of Lodging Executives' Views on Internship Programs and Cooperatives

Kay¹,

DeVeau²

2003

Journal of Hospitality & Tourism Education

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“…Benefits of work experiences include determining, early on, whether the industry is the career for them, if a specific company is for them, experiencing the service encounter, enhancing career prospects, and obtaining sensitivity to lower level employees. (Sneed & Heiman, 1995;Roush, Dickson, and LeBruto, 1996;Petrillose & Montgomery, 1998;Kiser & Partlow, 1999;Van Hoof, 2000).…”

Section: University Of Houston Pennsylvania State and Paulmentioning

confidence: 98%

The Reality Approach to Educating Hospitality Managers: An Australian Model

Szambowski¹,

Szambowski²,

Samenfink

2002

Journal of Hospitality & Tourism Education

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“…In those courses directed towards the workplace experience, rather than textbook-like scenarios, personal experimentation can and should be used to achieve insights (Kiser & Partlow, 1999). As students apply their classroom knowledge, they learn that things do not always fit into a set recipe.…”

Section: Discussionmentioning

confidence: 99%

Adding a Course to the Curriculum?

Collins

2007

Journal of Teaching in Travel & Tourism

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ABSTRACT. The "knee-jerk" implementation of curriculum without study, understanding, proper implementation, and follow-up monitor cannot assure a purposeful addition to educational programs. This research was conducted to assess the effectiveness of a new course (Co-Op Management Applications, or CMA) added to the curriculum at a higher-education level. Course effectiveness was assessed from all stakeholders' perspectives; students, sector representatives, school administration, and instructors. Data were collected through questionnaires and interview schedules and subjected to quantitative (descriptive) and qualitative (content) analysis.The findings show that a representative "needs assessment, facility analysis, and force field analysis" was not conducted during the course development and implementation. Further, the proper monitor of student assessment was not being conducted. It is apparent that a meaningful work experience was being imparted to the students. Early monitor and evaluation could have potentially assured that the students benefited and achieved the course intentions before going forward.

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Experiential Learning in Hospitality Education: An Exploratory Study

Cited by 42 publications

References 25 publications

A Survey of Lodging Executives' Views on Internship Programs and Cooperatives

A Survey of Lodging Executives' Views on Internship Programs and Cooperatives

The Reality Approach to Educating Hospitality Managers: An Australian Model

Adding a Course to the Curriculum?

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