Event management educators in South Africa are faced with the challenge of educating culturally diverse students for progressive workplaces in the business events sector of the tourism industry. This dynamic sector requires work-ready skilled practitioners at entry-level positions. In this regard, experiential learning (EL) plays an important role in bridging the gap between university theory and industry practice in vocationally oriented event management qualifications. This study explores how students experience EL as part of a formal event management qualification at a South African University of Technology (UoT). Following a qualitative approach, data for this study were collected by means of focus group discussions and key informant interviews with selected participants. Data were transcribed and analyzed by applying six steps of scientific qualitative data analysis. Thematic analysis identified four key themes that emerged, which highlighted student expectations of EL and student experiences during EL in the actual world of work. The findings indicate that students experience the need to be coached in the necessary soft skills required to be effective future event managers. The findings suggest that it is essential for academic and industry supervisors to develop mentorship strategies to close the knowing–doing gap in order to enhance student experiences. This article provides new insights on how event management students perceive the role of industry and academic supervision as part of a student-centered approach in EL.

PurposeWith the global adoption of the United Nations Sustainable Development Goals (UN SDGs), it has become increasingly important for educators to develop a responsive curriculum where future event practitioners understand, value and implement sustainability as a core component of meeting and event management. The purpose of this paper is to explore the viewpoints of industry to embed sustainability as part of developing a Meeting and Event Management curriculum that is responsive to industry needs, and in so doing, contribute to quality education (SDG4).Design/methodology/approachQualitative data were generated from 10 key informant interviews amongst top-level meeting and event professionals. Open questions elucidated industry viewpoints to develop content for a Meeting and Event Management curriculum at Advanced Diploma level in South Africa. Content analysis and data interpretation revealed key topics that guided the embedment of SDGs in the curriculum as knowledge, skills, values and attitudes.FindingsCurriculum content was linked to six specific, corresponding SDGs, namely: good health and well-being; quality education; decent work and economic growth; industry, innovation and infrastructure; climate action and partnerships for the goals.Originality/valueThe paper contributes valuable industry insights into academic educators concerned with responsive curriculum development in the field of meeting and event management by outlining how SDGs can be integrated as competencies and learning outcomes in a tertiary qualification.

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