Students' Preferred Learning Styles and the Importance of Curriculum Content: A Study of Norwegian Tourism and Hospitality Students

Johanson, Lisbeth Bergum; Haug, Bente

doi:10.1080/10963758.2008.11736079

Cited by 7 publications

(2 citation statements)

References 20 publications

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“…Notably, with community of learning and interactive classroom being the trend, learning style and learner preference have emerged as a major theme, with several studies addressing learning style and learner preference in conjunction with teaching methods (Maumbe, 2014), learning methods (Murphy and Jongh, 2011), classroom techniques and strategies (Brown et al , 2013) and teaching effectiveness or excellence assessment (Weber et al , 2010). Johanson and Haug (2008) looked at learning style preferences amongst first-, second- and third-year students and concluded that learning style can change and that curriculum content should be amended for practitioner-oriented vs theorist learners. In a learning style survey of undergraduate students, Cranage et al (2006) reported a correlation between active, sensing, visual and sequential learning styles, suggesting an influence of learning style on study preference.…”

Section: Discussionmentioning

confidence: 99%

Hospitality and tourism education research from 2005 to 2014

Hsu

Xiao

Chen

2017

IJCHM

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Purpose The purpose of this paper is to synthesize and evaluate research on hospitality and tourism education in the past ten years (2005-2014) and to suggest directions for future inquiries. Design/methodology/approach From 13 hospitality and tourism journals, 644 full-length articles were reviewed. A multi-stage process was used to code and analyze each article by two analysts independently to ensure objectivity and accuracy. Two more researchers were involved in discussion to resolve differences in coding. Findings The analysis resulted in five distinctive meta-themes, grounded within 30 sub-themes. Observations are made in terms of teaching and learning, student development, curricula and programs, education environment and faculty development. Areas requiring further scholarly attention under each theme were identified. Research limitations/implications This review provides an important reflection of the scholarly activities over the past decade on hospitality and tourism education, summarizes the current knowledge on various relevant concepts and offers avenues for future education research. Practical implications This review provides a one-stop information source for education and industry practitioners engaged in human capital, professional and executive development practices. Originality/value Operating under the dynamic industry and changing higher education environment, it is timely to conduct a comprehensive evaluation of recent education research to assess whether these activities address the challenges faced.

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Section: Discussionmentioning

confidence: 99%

Hospitality and tourism education research from 2005 to 2014

Hsu

Xiao

Chen

2017

IJCHM

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“…Learners consistently perceive, interact with, and respond to learning activities in accordance to their styles or preferences (Riding & Cheema, 1991). Johanson and Haug (2008), in their study of learner preferences in undergraduate hospitality and tourism programs at UK/Australian and Norwegian universities, concluded that learning style can change and hence curriculum content should be amended in accordance to learner preference change. Likewise, a US-based study reported a correlation between active, sensing, visual and sequential learning, suggesting an influence of learning style on study preference (Cranage, Lambert, Morais & Lane, 2006).…”

Section: Experiential Learning In Hospitality and Tourismmentioning

confidence: 99%

‘Professor-for-a-Day’: An Initiative to Nurture Communities of Learning and Practice in Hospitality and Tourism

Xiao

Huang

Hung

et al. 2018

Journal of China Tourism Research

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Inviting industry professionals as speakers in university classrooms for the benefit of future managers is essential to an applied field of higher learning. This study examines the role of "Professor-for-a-Day" in nurturing communities of learning and practice in hospitality and tourism programs at universities. Data were collected (auto-) ethnographically over five years (2012)(2013)(2014)(2015)(2016)(2017) in Hong Kong, through in-depth interviews with guest speakers from the industry, subject lecturers who invite industry executives to their classes, and students who are exposed to these industry professionals.Simultaneously, participant observations of, and documentary sources about, industry executives' guest lectures, are also used in the analysis and report. The research results reinforce and reiterate the role of industry professionals as guest speakers in building communities of learning and practice in an applied field of study. Implications of this discussion for applied higher education are then deliberated, so are the study's constraints acknowledged, and directions for future research explored.

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