The benefits and challenges hospitality management students experience by working in conjunction with completing their studies

Abstract

Previous researchers have suggested that in order to be successful in the hospitality industry, students need to obtain work experience in addition to completing their degrees. Although the benefit of gaining such experience from the industry viewpoint has been well documented, few studies have assessed the benefits and challenges faced by students. The purpose of this research study was to examine the benefits and challenges hospitality students may be confronted with when they work while completing their degrees. Web-based questionnaires were utilized to gather the responses of hospitality students and hospitality graduates in this nationwide study that included 31 hospitality programs throughout the United States. Comparisons were made between senior-level hospitality students (n = 409) who gained work experience while in school with those who did not and hospitality graduates (n = 308) who gained work experience while in school with those who did not. Furthermore, comparisons were made between students and graduates to determine the early career plans, job achievement expectations, and perceptions of a professional future of hospitality students. Both benefits and challenges of working while a student were well documented in this research study and statistically significant differences were found between students and graduates and those who worked while in college and those who did not. The majority of students (87.5%) worked while in college with 26.7% of students reporting they worked an average of 21 to 30 hours per week and 23.3% reported working more than 31 hours per week. More graduates who worked while in college were employed full-time in the hospitality industry compared to those who did not (75.5% and 56.4%, respectively). Unique to this study was determining job expectations thereby establishing an initial benchmark for future study. xi Implications for stakeholders are provided, along with specific suggestions for hospitality programs.

Pedagogical Practices of Hospitality Management Faculty Members

“…This is an indication that the right knowledge of the program Hospitality Management is clearly evident from the faculty members teaching in the universities used in this study. These results support that students respond better to teachers who are knowledgeable in various fields that are current and relevant pertaining to the Hospitality Industry (CMO no.62, Series of 2017) (Schoffstall, 2013) This is an indication that the right skills of the program Hospitality Management is clearly evident from the faculty members teaching in the universities used in this study.…”

“…These results support that students respond better to teachers who exhibit attitudes that are relevant and current to the Hospitality industry (Bilbao, et al, 2015) (Gisslen, 2018) (Schoffstall, 2013) (Schoffstall et al, 2013) (Swanger, Min, Gursoy, 2016). These results support the results that students respond better to teachers who utilise multiple teaching strategies that are relevant and current to the Hospitality industry (Gardner, 2011) (Donina, 2012) (Huang, 2015), (Luka, (Parvadhavardhini, Joshi, 2017) Table 8 Hypothesis Testing for the Significant Difference on the Faculty Members' Exhibition of Knowledge, Skills, Attitudes and Teaching Strategies When as Perceived by the Respondents Grouped According to Age It could be seen that when perceived according to age, in terms of exhibition of knowledge which has a p-value of 0.0164, the null hypothesis is rejected which may be interpreted that there is a difference between the perception between those ages 17-19 and those who are ages 20 and above.…”

“…Especially in light of the recent spread of the pandemic COVID-19, it has restructured the landscape of education to a more virtual one. Schoffstall (2013) states that academic engagement is a challenge that Hospitality Management teachers are facing. Todays' HM instructors must be competent in many aspects of life and not just in relation to the subject they teach.…”

“…(Parvadhavardhini, et al, 2017) Dredge (2012) has observed that creativity and innovation are essential within the curriculum space and is essential to delivery of course content. Some studies regarding hospitality management curriculum have debated that the curriculum must include not only crucial operational skills but also behavioral aspects of personal and managerial skills and a balanced educational experience will prepare today's graduates to be tomorrow's managers (Swanger, et al, 2016, Schoffstall, 2013. A trend in hospitality programs stated by Huang (2015) is the evolution of business education from traditional to a more innovative and practical approach.…”

Hospitality and Tourism Education and Industry Certifications

“…Survey items were based on current knowledge of certifications in hospitality and tourism education and items from previous research (Deale, O'Halloran, Jacques, & Garger, 2010;Schoffstall, 2013). The survey instrument was built using Qualtrics online survey software; piloted with 10 educators; and then revised, based on their feedback, to provide clearer wording and improve the format of questions.…”