Hospitality management study programme and students’ perceptions: universities in South Africa

Ezeuduji, Ikechukwu O.; Chibe, Mumsy E; Nyathela, Tshinakaho

doi:10.1080/15313220.2017.1399850

Cited by 15 publications

(10 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, because the transition to a BL model marks a significant change in the South African educational system, taking student perspectives into consideration is critical, as they are the directly affected by the learning environment, and lecturers cannot provide students with personalised and rich content to achieve learning outcomes unless they understand student perceptions (Chizhik & Chizhik, 2018). The tourism industry, especially hospitality sector (Deale, 2023), aims to attract young graduates who are dynamic and possess knowledge, skills, and competencies that match sector trends and demands (Ezeuduji, Chibe & Nyathela, 2017;Luka, 2023). The university educators must therefore develop critical and reflective thinkers to manage this dynamic environment in the tourism industry (Ezeuduji, Chibe & Nyathela, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The tourism industry, especially hospitality sector (Deale, 2023), aims to attract young graduates who are dynamic and possess knowledge, skills, and competencies that match sector trends and demands (Ezeuduji, Chibe & Nyathela, 2017;Luka, 2023). The university educators must therefore develop critical and reflective thinkers to manage this dynamic environment in the tourism industry (Ezeuduji, Chibe & Nyathela, 2017). In the next section, the researchers outline the study's design and methods used.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

The Perceptions of Tourism Students Towards Blended Learning: A Case From a Comprehensive University in South Africa

Ntshangase,

Mabaleka

2024

ICTR

View full text Add to dashboard Cite

This paper explores tourism students’ perceptions of blended learning (BL) and examines the correlations between BL statements, student academic performance (AP), and the level of satisfaction with blended courses (BCs). A questionnaire survey was used to collect data from 166 randomly selected tourism students in a comprehensive University in South Africa. For data analysis, IBM SPSS Statistics 29.0 (IBM Corporation, 2022) software was used. The results indicate that most tourism students had positive perceptions of BL based on their degrees of AP and satisfaction with the BC. Most tourism students claim that they are not comfortable completing assignments and taking assessments online. The results further reveal that students they are frequently disappointed with the assessment approach of online discussions. The study recommends that the university studied conduct a variety of reform programmes geared at strengthening tourism lecturers’ BL abilities (such as upgrading online assessment methodologies and lecture design). To encourage learning involvement, tourism lecturers could improve students’ perceptions of the BL platform in their instructional design. This will gradually improve tourism students’ low perceptions of BL, as identified in this study.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The Perceptions of Tourism Students Towards Blended Learning: A Case From a Comprehensive University in South Africa

Ntshangase,

Mabaleka

2024

ICTR

View full text Add to dashboard Cite

show abstract

“…Prior to the COVID-19 pandemic, African students studying tourism and hospitality internationally had diverse experiences in their professional endeavours. For instance, a study by Ezeuduji et al (2017) revealed that students expressed overall contentment with their academic pursuits and would enthusiastically endorse hospitality management as a viable educational programme to their acquaintances and family members. Additionally, they were receptive to securing a job in the hotel industry for an extended period of time.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, they were receptive to securing a job in the hotel industry for an extended period of time. One of the primary issues tourism students face is the insufficiency of the hospitality management curriculum to address their educational requirements, the apprehension that there will be a scarcity of suitable employment opportunities upon graduation, and their limited comprehension of the financial support available for hospitality entrepreneurship endeavours from both public and private sources ( € Ozgit and Caglar, 2015;Ezeuduji et al, 2017;Moyo and € Ozgit, 2022). The COVID-19 pandemic significantly influenced the career perception of international students.…”

Section: Introductionmentioning

confidence: 99%

Is there equal employment opportunity in tourism? An evaluation of African students' perceptions of future careers

Chinasa,

Ozgit

2024

WHATT

View full text Add to dashboard Cite

PurposePrior to the COVID-19 pandemic, African students studying tourism and hospitality internationally had diverse experiences in their professional endeavours. This study seeks to examine the effects of the COVID-19 pandemic on the career progression and perspectives of African undergraduate students specialising in higher education in the fields of tourism and hospitality.Design/methodology/approachThe study utilised qualitative content analysis, which involves subjectively interpreting text data by systematically categorising and coding it to identify themes or patterns.FindingsThe findings deviate from how the COVID-19 pandemic has affected the career advancement of African international students studying tourism and hospitality in North Cyprus. Consequently, most developing nations face an increased need for security measures. Tourists will pay higher prices to visit highly secure areas rather than risking their lives. This is one of the reasons why many students from developing nations choose to pursue their careers in developed countries.Practical implicationsIt is imperative for the governments of developing nations to make substantial financial contributions to the development of their respective tourism sectors. Augmented investment has the potential to allure international tourists, thereby generating employment prospects for the host economies. The lack of investment forces young individuals to pursue their education overseas. Furthermore, it is imperative for developing nations to enhance their security infrastructure.Social implicationsOur findings suggest that policymakers should establish a diverse management team that includes student employees to develop suitable strategies for industry management. Insufficient student inclusivity can result in a lack of dedication, whereas involving them in management strategies can contribute to the industry’s prosperity.Originality/valueThe findings obtained from this research can stimulate the formulation of strategies within the tourism industry to tackle the intersection of career obstacles.

show abstract

“…To provide qualified employees for the industry, a number of tertiary educational institutions have introduced a number of programmes and courses in hospitality and tourism management (Brotherton & Woods, 2008). People trained by these institutions are expected to have the right competencies so as to be able to occupy management and supervisory positions in the hospitality industry (Ezeuduji, Chibe & Nyathela, 2017;Starkey, Hactchuel, & Tempest, 2004).…”

Section: Introductionmentioning

confidence: 99%

Hospitality management competency requirements of the hospitality industry in Ghana

Anthony¹,

Mensah²,

Amenumey³

2019

AJHTM

View full text Add to dashboard Cite

This paper assessed industry practitioners’ and educators’ views on the competencies required by the hospitality industry in Ghana. Data was collected through a survey of 111 respondents. Means were used to rank the competencies, whilst T- test and one-way analysis of variance (ANOVA) were used to explore the differences in competencies perceived to be required by the industry practitioners and educators. It was found out in terms of importance that practitioners preferred leadership, administrative, conceptual and technical competencies whilst educators favoured conceptual, leadership, administrative and technical competencies. Except for ability to maintain hygiene standards and ability to develop contingency plans, there were generally no statistically significant differences between the views of practitioners and educators with regards to competencies required by the industry. It is recommended that there should be more collaboration between hospitality practitioners and educators in Ghana.

show abstract

Hospitality management study programme and students’ perceptions: universities in South Africa

Cited by 15 publications

References 31 publications

The Perceptions of Tourism Students Towards Blended Learning: A Case From a Comprehensive University in South Africa

The Perceptions of Tourism Students Towards Blended Learning: A Case From a Comprehensive University in South Africa

Is there equal employment opportunity in tourism? An evaluation of African students' perceptions of future careers

Hospitality management competency requirements of the hospitality industry in Ghana

Contact Info

Product

Resources

About