A Framework for Service Learning in Hospitality and Tourism Management Education

Cecil, Amanda K.

doi:10.1080/15313220.2012.729452

Cited by 12 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Jamal et al (2011) noted THEM instructors are presented with the opportunity to steward the next generation of THEM professionals to handle complicated cultural and sociological issues in the field. Service-learning in THEM programs is argued to be important because the experiences expose students to the profession, which enhances their ability to address complicated issues in the field (Boyer, 1994;Cecil, 2012). Therefore, it is important that servicelearning faculty monitor their students' perceptions of service-learning experiences.…”

Section: Discussionmentioning

confidence: 99%

“…However, research on quantitative measurements of students' service-learning perceptions is needed (Conner et al, 2017) so that faculty may monitor how their students perceive service-learning activities and their interactions with the community (Caspersz & Olaru, 2017;Cecil, 2012;Holsapple, 2012). Research has traditionally focused on students' positive outcomes of service-learning (Conner et al, 2017), so this gap was addressed by also researching students' negative perceptions (i.e., biases) and their barriers (i.e., lack of time) to servicelearning participation.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Service-learning in a Tourism, Hospitality, and Event Management Academic Program

Naaman¹,

Hu²,

Howell³

et al. 2019

ETR

View full text Add to dashboard Cite

One-hundred and twenty-three undergraduate students in three Tourism, Hospitality, and Event Management (THEM) courses participated in a survey that captured service-learning barriers and perceptions of the experiences over the course of the 2017 spring semester. Results from the exploratory factor analysis generated three distinct factors from the perceived benefits of service-learning: (1) civic engagement, (2) social awareness, and (3) translational learning. Statistically significant negative correlations were found between barriers and perceptions of service-learning benefits. Implications from this research includes the identification and creation of interventions to reduce barriers so students may receive the benefits associated with service-learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Service-learning in a Tourism, Hospitality, and Event Management Academic Program

Naaman¹,

Hu²,

Howell³

et al. 2019

ETR

View full text Add to dashboard Cite

show abstract

“…In understanding the hospitality sectors' employers and customers wants and needs, graduates must learn to understand the dynamics of service in the form of experiential learning. In doing so, educators can implement various pedagogical approaches that better prepare hospitality students to become hospitality professionals (Cecil, 2012). Thus, competencies related to the curricula must be developed to allow students to gain competencies both soft and hard skills to better prepare them after graduation.…”

Section: Teaching Strategies Of Hospitality Management Teachersmentioning

confidence: 99%

Pedagogical Practices of Hospitality Management Faculty Members

Salcedo¹

2022

IJMRA

View full text Add to dashboard Cite

This research aimed to find out how the Hospitality Management Faculty Members of Lyceum of the Philippines University and University of Santo Tomas are perceived by their students in terms of knowledge, skills, attitudes and teaching strategies and if there is a significant difference among the students’ perception regarding, knowledge, skills, attitudes and teaching strategies when grouped according to age and sex. This research used the descriptive method and the data gathered was subjected to statistical treatment making use of weighted mean and Mann Whitney U Test. Majority of the respondents’ age were 20 and above, most were female (71.30%). The respondents showed strong agreement that the faculty members are knowledgeable (4.54) which translates as strongly agree. The respondents showed agreement that the faculty members demonstrate execution of complicated skills (4.42), demonstrate attitudes (4.39) that are important in the hospitality industry and teaching strategies (4.42) utilized are varied. When grouped by age, the exhibition of knowledge has a p-value of 0.0164 which rejects the null hypothesis. Its interpretation is that there is a difference between age groups 17-19 and 20 and above. Conversely, Skills (p-value 0.2036), Attitudes (p-value 0.9452) and Teaching Strategies (p-value 0.183) failed to reject the null hypothesis and therefore not significant when grouped according to age. When grouped according to sex, knowledge (p-value 0.4404), skills (pvalue 0.8517), attitudes (p-value of 0.9483) and teaching strategies (p-value of 0.7022), all four fail to reject the null hypothesis. This suggests that there is no significant difference when grouped into sex

show abstract

“…Community engagement in the higher education curriculum is a teaching method that links community action and academic study so that each strengthens the other (Cecil, 2012). Students, faculty, and community partners collaborate in service-learning projects to enable students to address community needs, initiate social change, build effective relationships, enhance academic skills, and develop personal civic literacy (Barker, 2004).…”

Section: Community Engagement/service Learningmentioning

confidence: 99%

Values-based Internships: Combining TEFI Values, Career Internships, and Community Engagement

Canziani

2014

Journal of Teaching in Travel & Tourism

View full text Add to dashboard Cite

There is strong support for building TEFI values into tourism education (e.g., Liburd & Edwards, 2010; Sheldon, Fesenmaier, & Tribe, 2009). Padurean and Maggi (2011) also note that "[TEFI] values do not represent only a theoretical framework but also a practical instrument that educators could use to improve the quality of their pedagogy" (p. 26). Barber (2011) introduces a model of how TEFI core values are being defined and inserted throughout an entire undergraduate academic program, including core, major, and elective courses, as well as the senior internship. However, when designing tourism programs, one must keep in mind the various key stakeholders involved in tourism education, particularly the academic institutions, the industry employers, and the students. They do not all prioritize the five TEFI values in the same way. This discrepancy in attitudes toward the role of values in tourism education is a problem that needs attention and is a problem that this paper seeks to remedy through the concept of values-based internships. LITERATURE REVIEW Concern One: Industry and Educator Inertia with Respect to Values Education Designing tourism education to meet the needs of all relevant stakeholders has been a long-held objective among tourism faculty (e.g., Cooper, 2002). However, there is evidence that the tourism industry and the university sector express largely incompatible opinions about the perceived weighted importance of the five TEFI value sets. Primarily, there is little evidence of industry demand for ethics or stewardship competencies in hiring decisions, while many educators want to see all TEFI values incorporated into student learning plans. 1. Partners must engage with a view to a longer-term arrangement. This means a serious commitment of time, energy, and patience is needed.

show abstract

A Framework for Service Learning in Hospitality and Tourism Management Education

Cited by 12 publications

References 17 publications

Service-learning in a Tourism, Hospitality, and Event Management Academic Program

Service-learning in a Tourism, Hospitality, and Event Management Academic Program

Pedagogical Practices of Hospitality Management Faculty Members

Values-based Internships: Combining TEFI Values, Career Internships, and Community Engagement

Contact Info

Product

Resources

About