The Industry Experience Gap: Hospitality Faculty Perceptions of the Importance of Faculty Industry Experience

Phelan, Kelly Virginia; Mejia, Cynthia; Hertzman, Jean

doi:10.1080/10963758.2013.826950

Cited by 31 publications

(11 citation statements)

References 24 publications

(34 reference statements)

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“…Of those entering higher education, 25% have less than five years of experience in the industry. However, faculty at all academic levels believed that having previous experience in the field was important and beneficial to teaching hospitality in higher education (Phelan, Mejia & Hertzman, 2013). Hackmann and McCarty (2011b) found that 67% of faculty members (terminal degree types not defined) in educational leadership programs had previous administrative experience in a school at the building or district level.…”

Section: Review Of the Literaturementioning

confidence: 99%

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Tolman

McBrayer

Evans

2019

IJDS

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Aim/Purpose: This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background: Faculty of educational leadership programs prepare their students to hold imminent senior leadership roles in P-12 school administration and higher education administration. In this apprenticeship model, doctoral faculty utilize their academic qualifications and/or practitioner experiences to develop students into scholarly practitioners. Methodology: A descriptive quantitative study utilizing content analysis was conducted to examine faculty of doctoral programs in educational leadership (n=83). True to this methodology, the inquiry of this study sought to better understand the academic qualifications and practitioner experiences of doctoral faculty in the field of educational leadership. Contribution: This study serves as a primer for faculty and researchers to visualize the doctoral faculty of educational leadership programs. It can serve as a catalyst to encourage empirical studies of educational leadership faculty and their effectiveness in preparing scholarly practitioners. Findings: Key findings included that nearly 2/3 of the faculty have their terminal degrees from a Research 1 institution, 3/5 hold a PhD, and 3/4 have practitioner experience in their respective field. Recommendations for Practitioners: Doctoral programs should examine the diversity of the academic qualifications and practitioner experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. Recommendation for Researchers: Descriptive studies effectively “dip our toe” into a new area of inquiry. Considerations for future research includes examining student perceptions of their faculty who hold either a PhD or Ed.D, as well as those who are academics versus practitioners to better understand their effectiveness. Impact on Society: True to the work of John Dewey, education serves as the vehicle to promote a democratic society. Recognizing these doctoral faculty are preparing the future leaders of education, understanding the experiences of faculty will allow for better insight into those who are ultimately shaping the future of education. Future Research: Future research should focus on empirical studies that explore the effectiveness of faculty based on their academic qualifications and practitioner experiences through the lens of student perceptions.

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Section: Review Of the Literaturementioning

confidence: 99%

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Tolman

McBrayer

Evans

2019

IJDS

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“…Some academic teachers, however, disconnect their translation teaching from the realistic applications. Therefore, cooperative teaching between academic teaching faculty and industry experts is considered to be one viable approach to bridging the divide between theory and industry practice [5] In this way, the academic faculty can learn from the practical knowledge, experiences and resources that the experts may offer [6], meanwhile the students in classroom study are available to massive industry cases and professional translation processes and operations.…”

Section: B Professional Faculty Training In Translation Teachingmentioning

confidence: 99%

Industry-University-Research Cooperation in Professional Translation Teaching

Qu¹

2018

Proceedings of the 2018 International Conference on Social Science and Education Reform (ICSSER 2018)

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This paper analyzes the current status of language service industry, professional translation teaching and the existing problems. The purpose of this paper, correspondingly, aims to make some explorations for translation professionalization in universities where the traditional translation teaching cannot adapt to the demanding needs of the language service industry and the real-world applications. Based on the analysis of the market-oriented and technology-based industry, this paper puts forward the corresponding professional teaching objectives and focuses prominently on approaches to professional translation teaching, that is, cooperate with industry experts to conduct industry-university-research cooperation and professional teacher training to better stimulate students' motivation.

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“…Qualifications standards of hospitality/hotel educators/instructors have been an issue of discrepancy and there are different opinions. While Hill (1995) is in favor of hiring industry-experienced and non-doctorate hospitality educators, Phelan et al (2013) and Wu et al (2014) pointed out that both industry-based instructors and academically trained staff is essential to initiate students into a combination of knowledge and real work experience. According to Phelan et al (2013) a mixed faculty of Ph.D holders and those with industry experience are appropriate to deliver hospitality education.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating Food and Beverage Courses in Higher Private Tourism and Hotels Institutes in Alexandria: Professionals’ Perception

Agwa¹,

Aziz²,

Khalifa³

2017

International Journal of Heritage, Tourism and Hospitality

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The evaluation of Food and beverage courses is an important in the hospitality education since almost every hospitality program offers at least one course in food and beverage management that provides a kitchen and dining room type environment. Thus this study aimed to assess the perception of professionals' on the food and beverage courses relating issues in higher private tourism and hotels institutes in Alexandria, Egypt. A purposive sample of 50 F& B professionals (25 from Kitchen and 25 from food service) were interviewed using structured interview. Data obtained were analyzed qualitatively using thematic approach. The findings exposed that there is a variation among the professionals with regard to their level of professionalism and academic qualifications. While some of them have the required skills and professionalism which are enough and meet the requirements, other believed that there is more need for teaching staff to be trained and developed.

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The Industry Experience Gap: Hospitality Faculty Perceptions of the Importance of Faculty Industry Experience

Cited by 31 publications

References 24 publications

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Industry-University-Research Cooperation in Professional Translation Teaching

Evaluating Food and Beverage Courses in Higher Private Tourism and Hotels Institutes in Alexandria: Professionals’ Perception

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