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As emerging digital technologies have been used for disruptive innovation and business models, an essential component for hospitality researchers and practitioners is to determine the role of disruptive technologies and innovation in hospitality businesses. This study synthesizes prior research on disruptive innovation and identifies disruptive technologies in the hospitality context. A thematic analysis was performed through a computer-assisted qualitative data analysis approach using 23 publicly traded hospitality companies. Results reveal that disruptive technology and innovation are among the most critical strategic aspects in contemporary hospitality firms. This study provides contributions to hospitality researchers and practitioners to implement disruptive technologies for superior business performance. This study is among the first to introduce and synthesize disruptive technologies and innovation in the hospitality context.

PurposeThe value of the events industry is increasing worldwide. An essential component for successful events is creating a unique experience by offering gamification. A conceptual model is proposed, exploring pre-event game communication and its effect on attendees' value perceptions, willingness to participate, word of mouth intentions and emotional commitment during gameplay at conference events.Design/methodology/approachAnalysis of variance and structural equation modeling were employed to test the model using data collected from 177 attendees recruited from hospitality and tourism association network listservs and online research company.FindingsResults reveal that perceptions of event gamification increase word of mouth intentions, willingness to participate and emotional commitment.Practical implicationsThe study contributes to the knowledge of conference events with recommendations for incorporation of game elements for meeting planners to enhance attendee behaviors at the event.Originality/valueThis study is among the first to examine positive behavioral outcomes of using games at conference events.

During my first week as a doctoral student, I was tasked with two course requirements: (1) join a professional association that will advance my academic career, and (2) complete a semester-long project highlighting why the selected professional association would be meaningful to my career. All I wanted to do was find the nearest restroom and cry. First, I needed someone to help me locate the bathroom.After a bout of tears, I took to the Internet and found International Council on Hotel, Restaurant and Institutional Education (ICHRIE), my forever home of friendships, professional contacts, and bountiful glasses of wine at conferences. That was it! My proper still wine service lesson I had taught for years; this faceto-face lesson would be transformed and successfully executed into an online environment showcased for this class project.In my early days of teaching, creating interactive and engaging lessons were sometimes less than fruitful. Like many of my colleagues, I struggled with online instruction, connecting, and building relationships with my students. With the help of ICHRIE, its members, and the knowledge I obtained, I developed an excitement for creative teaching and learning in an online environment. Rather than merely explaining the adapted online wine lesson, I am sharing what I learned about these two course requirements and how the procurement of knowledge through ICHRIE has taught me to adapt teaching to an online format . . . in the form of a beatnik style poem (Sisson, 2017). "Distant GlowinG screens"Online learning is strenuous.Requires time management and self-discipline. Skills that we call the 21st centuryBut neglects the intimacy that comes from imparting knowledge to you From me.