Innovation in Hospitality Education (eBook)

Dedication 6
Contents 7
About the Authors 9
Chapter 1: Introduction: Innovation in Hospitality Education 17
1.1 The Need for Change 17
1.2 Hospitality Management Programmes 18
1.3 Hospitality Education Paradigms 19
1.4 Hotel School Culture 20
1.5 Strategic Choices: The Development of New Hotel Schools 20
1.6 The Scope of Hospitality Education 21
1.7 Part I: Redefining the Hospitality Curriculum 23
1.8 Part II: Design of the Hospitality Curriculum 24
1.9 Part III: Curriculum Innovations 25
1.10 Part IV: Lifelong Learning 27
References 27
Part I: Redefining the Hospitality Curriculum 29
Chapter 2: Hospitality Education: A Third Paradigm 30
2.1 The History of Hospitality Education 30
2.1.1 Lausanne and the Continental European Approach 30
2.1.2 The Emergence of Cornell and the Anglo-Saxon Approach 31
2.1.3 Exportation of the Two Approaches Internationally 34
2.1.4 Incursion of the Business Model on the Vocational Model 34
2.2 Challenges Facing the Current Models of Hospitality Education 35
2.2.1 Strengths of the Practice-Based Vocational Model 35
2.2.2 Drawbacks to Hospitality Vocational Training 36
2.2.3 Strengths of the Hospitality Business School Model 38
2.2.4 Drawbacks to the Hospitality Business Model 38
2.3 The Difficulty of Judging What Is Needed 40
2.3.1 The Needs of Industry 41
2.3.2 The Needs of Higher Education 42
2.3.3 The Needs of Students 42
2.4 The Evolution of the Industry and Its Educational Needs 43
2.4.1 A New Pedagogy 43
2.4.2 The Context of the Experience Economy, Postindustrialism, and Customization 44
2.4.3 Toward a New Paradigm in Hospitality Education 44
2.5 Conclusion 45
Bibliography 46
Chapter 3: Education for Hospitality Management 48
3.1 Introduction 48
3.2 Management Careers in the Hospitality Sector 49
3.3 Management Competences and Roles 50
3.4 Management Progression 51
3.5 Hospitality Management Programmes 53
3.6 Hospitality Studies 54
3.7 The Commercial Domain 59
3.8 Conclusion 61
References 62
Part II: Design of the Hospitality Curriculum 64
Chapter 4: Expertise: The Theory of Experimentation 65
4.1 Introduction 65
4.2 What Is an Expert? 66
4.3 What Is a Hospitality Expert? 67
4.4 How Expert Do We Need to Be? 69
4.4.1 Building a Cathedral: Lessons from Social Anthropology 69
4.4.2 Conducting an Orchestra: Lessons from the Arts 72
4.5 Conclusion 74
References 75
Chapter 5: Genuinely Hospitable Behavior in Education 78
5.1 Introduction 78
5.2 Guest Satisfaction Versus Guest Delight 79
5.3 Guest Delight and Word of Mouth 80
5.4 Causes of Guest Delight 80
5.5 Roots of Hospitable Behavior 81
5.6 Hospitable Behavior and Personality 84
5.7 Hospitable Environment 85
5.8 Educational Implications 86
References 87
Chapter 6: Future Curricula of International Hospitality Management Education 89
6.1 Introduction 89
6.2 A Predicted Future Curriculum Includes More Research and Focused Internationalisation 91
6.3 Outcomes of an Internationalised Education 93
6.4 The Impact on International Hospitality Management Education 95
6.5 Conclusions 96
References 97
Chapter 7: Information Technology in Hospitality Education 98
7.1 Introduction 98
7.2 Digitalization Changes in Recent Travel History 99
7.2.1 A New Technological Era 99
7.2.2 Human Resources Investments 101
7.2.3 The Relationship Between Education and Industry 102
7.3 Why Big Data 103
7.4 The Old and New Competition 105
7.5 Web Metrics and Marketing Analytics 106
7.6 The Bournemouth University Case 108
7.7 Conclusions 109
References 111
Part III: Curriculum Innovations 112
Chapter 8: Aligning Direction and Delivery of Education to the Needs of the Future: A Guideline to Finding the Right Balance Between a Managerial and Educational Approach 113
8.1 Introduction 113
8.1.1 About Hotelschool The Hague 114
8.2 The Need for Change 114
8.3 Managing Curriculum Renewal 115
8.3.1 Introduction: The Educational Ecosystem 115
8.3.2 Stakeholders 116
8.3.2.1 Hotelschool The Hague 116
8.3.2.2 Students 118
8.3.2.3 Prospective Students 118
8.3.2.4 Vendors and Suppliers 119
8.3.2.5 Graduates/Alumni 119
8.3.2.6 Professional Lifelong Learning 119
8.3.2.7 Hospitality Industry 119
8.3.2.8 Guests 120
8.3.2.9 Government 120
8.3.2.10 Accrediting and Quality Assurance Bodies 120
8.3.2.11 Media 120
8.3.2.12 Society 120
8.3.3 Hotelschool The Hague as an Ecosystem 121
8.3.3.1 Connect: Delivery (vi) 123
8.3.3.2 Connect: Direction (iv) 123
8.3.3.3 Misalignment in Education (A) 123
8.3.3.4 Misalignment in the Design (E) 124
8.4 An Educational Journey and the Lessons Learned 124
8.4.1 Individual Cells 124
8.5 Preparing for the Future: Implementing Continuous Improvement While Shortening the Innovation Cycle 130
8.6 Conclusion 131
References 132
Chapter 9: Developing the Intercultural Competence of Twenty-First-Century Learners with Blogging During a Work Placement Abroad 133
9.1 Introduction 133
9.2 Definitions and Conceptualizations of Intercultural Competence in the Field of Education 135
9.3 The Development of Intercultural Competence in the Hospitality Curriculum 137
9.4 Blogging During the Work Placement Abroad 139
9.5 Moderating an Educational Blog 141
9.5.1 Blogging as a Tool to Develop Intercultural Competence 142
9.5.2 Blogging to Deepen Reflective Thinking 142
9.5.3 Blogging to Enhance Community Learning 144
9.5.4 Blogging to Build a Knowledge Base 145
9.6 Implications for the Hospitality Curriculum 146
9.7 Conclusions 147
References 148
Chapter 10: Addressing the Challenges Facing Hospitality Academic Programs in the USA: Portfolios and Action Learning 152
10.1 Introduction: Understanding the Challenges Facing Hospitality Academic Programs 152
10.1.1 The Task Environment 153
10.1.1.1 The Demand for Traditional Hospitality Services 153
10.1.1.2 The Emergence of New Industries Needing “Hospitality” Services 154
10.1.1.3 The Interest in Hospitality Careers 154
10.1.2 The Institutional Environment: Competition from Other Programs 154
10.2 The Need for Reforms in Hospitality Programs in Education 155
10.3 The Research 155
10.3.1 Conceptual Framework 155
10.3.2 Data Collection and Analysis 156
10.4 Findings and Conclusions 157
10.4.1 Themes 157
10.4.1.1 Limited Operational Definitions of Hospitality/Relevant Careers 157
10.4.1.2 Redundancy/Drift in Course Content: Poor Vertical and Horizontal Articulation of Courses 157
10.4.1.3 Limited Curriculum: “Hard Knowledge” Not “Soft Skills” 157
10.4.1.4 Limited Instructional Methods 158
10.4.1.5 Limited Internships/Practicum 158
10.4.1.6 Accreditation Standards Not Addressed In-Depth 158
10.4.1.7 Some Faculty Not Up to Date with Industry Needs 158
10.4.1.8 Limited Student Recruitment and Retention: Inadequate Marketing 159
10.4.2 Conclusions/Implications 159
10.4.2.1 Program: Expand the Career Focus 159
10.4.2.2 Curriculum: Shift Course Objectives from “Hard Knowledge” to “Soft Skills” 159
10.4.2.3 Instruction: New Approaches 160
10.4.2.4 Assessment: Holistic and Performance Based 161
10.4.2.5 Outside the Classroom 161
Service Learning 161
Enhanced Internship/Practicum 162
10.4.2.6 Marketing and Recruitment: Innovative Approaches 163
10.5 Final Recommendations 163
10.5.1 Portfolios 164
10.5.2 Apprenticeship 164
10.6 Concluding Statements 166
Bibliography 166
Chapter 11: Developing the Edge Hotel School 169
11.1 Introduction: The Homogenisation of Hospitality Education 169
11.2 Mismatch Between Education and Industry 175
11.3 Barriers to Innovation 177
11.4 From Teaching to Learning: A New Model for Hotel Management Education – The Edge Hotel School 178
11.5 The Edge Hotel School: In Operation 182
11.6 Conclusion 186
References 187
Chapter 12: Hospitality Business Simulations Today: New Generation Simulations for New Generation Students in a New Generation Marketplace 188
12.1 Introduction 188
12.2 Simulations Today 189
12.3 Simulation Placement in the Curriculum 190
12.4 Student Engagement 191
12.5 Simulation Facilitation 191
12.6 Simulation Process 192
12.7 Simulation Content 193
12.8 Learning Outcomes 194
12.9 Looking Forward 196
12.10 Summary 197
12.11 Simulation Case Study: Cornell University School of Hotel Administration 197
12.11.1 Simulation Use in Hospitality Pricing and Demand Management Courses 198
12.11.2 Simulation Steps 199
12.11.3 Key Learnings 199
Works Cited 200
Part IV: Lifelong Learning 201
Chapter 13: Investing in People: Training Is Not a Cost! 202
13.1 Introduction 202
13.2 The Benefits of Training 203
13.3 Modelling Training Activities 204
13.4 Business Performance Measurement 206
13.5 Measuring the Benefits 207
13.5.1 Improved Productivity 208
13.5.2 Reductions in Labour Turnover 210
13.5.3 Greater Organisational Commitment 211
13.5.4 Reduced Absenteeism 212
13.5.5 Quality Improvements 213
13.5.6 Reductions in Accidents 214
13.5.7 Greater Flexibility 215
13.5.8 Improved Ability to Accept Change 215
13.6 Conclusion 217
References 217
Chapter 14: Value Creation Through Hospitality: A Case Study on the Effect of Hospitality Trainings 219
14.1 Introduction 219
14.2 Hospitality as Pivotal Element in the Airport Industry: People Make the Difference 220
14.3 Value Creation: Introduction of the Return on Hospitality Value Pyramid 221
14.4 Introduction to Rotterdam The Hague Airport (RTHA) and the My Certified Smile Training Programme 223
14.5 My Certified Smile: Empowering the Personal Contact at the Airport 224
14.6 Objectives of the Programme 224
14.7 Preconditions 225
14.8 Content of the Training 226
14.9 Measuring Results: Did the Training Programme Pay Off? 227
14.10 Metrics and Measures Used 227
14.11 The Results: The “Return on Hospitality” 228
14.11.1 Training Hospitality to Enhance the Experience of a Warm and Genuine Hospitable Encounter 229
14.11.2 An Increase in Perceived Experience Leads to a Higher Willingness to Recommend 230
14.11.3 A Higher Level of NPS Leads to an Increase in Numbers of and Spending per Passenger 231
14.12 Conclusions and Learnings 232
Bibliography 233
Chapter 15: Conclusion: The Future of Hospitality Education 235