PurposeWork-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other responsibilities. Previous studies have usually examined the negative impact of stress on individuals. By referring to relevant theories, this paper argues the positive impact of stress and reports on a study which aimed to investigate whether stress – experienced by students during WIL – leads to resilience and well-being.Design/methodology/approachHospitality students from different backgrounds enrolled at a tertiary institution completed an online survey. This study uses structural equation modelling (SEM), to test the proposed links between stress, resilience and well-being.FindingsThe study results show that “academic pressure” (mean score = 3.57) is the most common stressor identified by hospitality students. This was followed by stress caused by “time pressure” (mean score = 3.01). Model testing reveals that experiencing “career development concerns” has a statistically significant association with resilience. Moreover, there is a strong link (β = 0.624) between resilience and well-being.Originality/valueThis study makes a contribution by proposing positive outcomes related to stress during WIL. A handful of studies have looked at similar concepts. However, this paper uses statistical techniques to measure and analyse relationships between different variables. By running an SEM, the authors were able to test a linear causal relationship which identifies stressors leading to a significant impact on resilience. Similarly, the strength of relationship between resilience and well-being is also empirically tested.

PurposeTo satisfy multiple stakeholders’ employability goals, higher education providers have introduced Work Integrated Learning (WIL) programs to provide opportunities for students to develop the required skills. Yet despite this increased focus, gaps in graduate capabilities persist. Thus, the paper explores the roles of educators, industry and students in co-creating WIL curriculum which provides transformative learning experiences.Design/methodology/approachA survey was designed using the Professional Capability Framework which has been validated in other discipline areas. Mean scores, standard deviation and a one-way ANOVA test were computed to identify gaps between the essential capabilities required for supervisory roles and student's levels of proficiency.FindingsThe study highlights the complexity of creating curriculum which meets the needs of multiple stakeholders. The discussion highlights that whilst educators may lead the development of WIL curriculum, without the active engagement of students and industry, gaps in graduates' “work-readiness” will persist. Opportunities for tripartite learning are highlighted.Research limitations/implicationsThe limitations of utilising a convenience sample are acknowledged.Practical implicationsPractical recommendations are provided for industry, educators and students. Areas for future research are identified to understand the roles of multiple stakeholders in the development of the future hospitality workforces.Originality/valueThe study is the first to apply the Professional Capability Framework in a hospitality context. The study further contributes implications in relation to curriculum design and identifies opportunities for transformative learning for educators, industry and students'.

Through interactive technologies, virtual internships provide students with supervised opportunities to apply their academic knowledge. Virtual internships represent an underserved and emerging space for conceptual and practical enquiry. Drawing from key stakeholder perspectives, this chapter explores the contribution of virtual internships to the employability of hospitality management students. The benefits and challenges of virtual internships are examined. The salience of this research is amplified by the economic and societal impacts emanating from the COVID-19 pandemic. In the face of pandemic-induced lockdowns, universities converted face-to-face learning and teaching online. This pivot was particularly challenging from a work-integrated learning (WIL) perspective. Students completing internships were required to retreat from the office to the online sphere or their internships and experiential learning opportunities ended abruptly; the significance of which induced the chapter focus.

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This paper aims to investigate sustainable environmental performance in five-star hotels in Amman, Jordan. The primary objective of the study is to determine the impact of business and operational practices of five-star hotels in Amman. The research focuses on five operational departments, including maintenance and security (MS), food and beverage (F&B), kitchens (K), purchasing (P), and housekeeping (H). This study adopted a qualitative method, using semi-structured interviews as the primary source for collecting extensive data. Moreover, the study employed quantitative instruments in data collection using a survey instrument and non-participatory observation as triangulation to the qualitative method. The study involved respondents from 13 fivestar hotels in Amman, Jordan. This paper examines the impact of operational business practices on environmental sustainability in five-star hotel properties in Amman. It suggests ways in which sustainable practices can contribute positively towards allowing hotels to achieve better performance towards the environment. The findings showed that all five-star hotels applied different sustainable practices in their daily operations to achieve sustainable environmental performance. Most of the respondents from the five operational departments acknowledged that suitable use of water and energy savings were the preferred choices that aided sustainability practices in the hotel properties