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Journal articles on the topic 'Hospitality training institutions'
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Pusiran, Arif Kamisan, Yuzainy Janin, Sarimah Ismail, and Lorna Jimi Dalinting. "Hospitality internship program insights." Worldwide Hospitality and Tourism Themes 12, no. 2 (March 23, 2020): 155–64. http://dx.doi.org/10.1108/whatt-12-2019-0079.
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Purpose The purpose of this paper is to provide some insights on current industry internship practices and the perceptions of students during their internship experience. This paper also highlights some issues pertaining to internship from the students’ and the industry’s perspective Design/methodology/approach The paper utilises qualitative research methodology using in-depth interviews. Findings The sources of conflict arising between the two parties need to be addressed carefully so as to create a win–win situation. The paper offers some suggestions for higher education institutions as to how to establish better guidelines for student internships as well as for industry operators.. Originality/value Internship, industrial training, practical training or work-integrated learning refers to the involvement of students, institutions and colleges of higher learning in the industry. Internship provides an opportunity for students to experience first-hand, a work-related learning process. Given this, the involvement of industry in accepting students onto well-designed internship programmes is very much needed, so as to ensure the completion of a balanced period of study for a career in hospitality and tourism.
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Malysheva, Makhira. "Professional Training of Hospitality Specialists in Turkish and Ukrainian Vocational Schools." Comparative Professional Pedagogy 8, no. 4 (December 1, 2018): 65–70. http://dx.doi.org/10.2478/rpp-2018-0056.
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Abstract The article analyzes the organization of practical training for hospitality specialists in vocational schools in Turkey and presents the specificity of collaboration between vocational education institutions and tourism enterprises, which are based on the principles of responsibility, expediency of using available resources at the appropriate level, support of youth and society, expanding of opportunities for education, etc. It also outlines the main objectives of collaboration between vocational education institutions and tourism enterprises, which are aimed at integrating theory and practice, adjusting learning to real-life conditions, developing professional skills, expedient using opportunities and resources of industrial sectors, etc. In addition, it proves that vocational education and institutions and tourism enterprises have certain common and distinct views on the goals of industrial training for pupils. Based on the analysis of researches by Turkish scholars, the model of practical training for hospitality specialists in Turkey is characterized. The key problems in the organization of practical training for students at enterprises are specified. They include some differences between graduates’ expectations of career in tourism and real working conditions at tourism enterprises; lack of theoretical and practical knowledge required for effective professional performance; trainees’ dissatisfaction with inflexible working hours; discrepancy between types of activity and a chosen specialization; violations of social rights to meals and accommodation, etc. Some relevant recommendations for improving practical training of future hospitality specialists in Turkey and Ukraine are outlined.
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Бушуева, Ирина, and Irina Bushueva. "Organization of practice-oriented training for tourism and hospitality." Services in Russia and abroad 8, no. 7 (December 10, 2014): 0. http://dx.doi.org/10.12737/7480.
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The article deals with contemporary issues and experiences in practice-oriented training in higher education for tourism and hospitality. Among main problems marked are unwillingness of institutions of higher education to converse towards the new format of conducting educational activities; inconsistency on the part of business and tourist hotel industry, which voice dissatisfaction with the level of competency of graduates and at the same time actively remove themselves from real participation in the development and implementation of appropriate educational programs; lack of common terminology in the designation of positions and qualifications between scholars and tourist industry practitioners; lack of regulatory documentation support and coordination of competencies of graduates to the functional requirements of specific categories of personnel, and others. In the example of Russian State University of Tourism and Service for the integration of tourism education and tourism industry as a sphere of professional applications of graduates’ competences proposed are approaches to change the format and theoretical training as well as educational and industrial practices for bachelors enrolled in the areas of Tourism and Hospitality. Also shown is the specifics corresponding to each direction of organizational and specific content, as well as the role of the simulation environment for high school students during the development of their practical skills. As a basic condition for the successful implementation of the proposed approach, the author identified the development and approval of professional standards for employees of the tourism industry; willingness of higher education institutions to abandon the usual principles and techniques of the educational process; active and effective business desire to engage in the training of qualified personnel for their own purposes.
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Siroj, Khamrayev, and Mukhammadmurod Yorkulov. "Improving Innovative Training And National Spiritualty For Tourism Education: Developing Hospitality Prospects In Uzbekistan." American Journal of Social Science and Education Innovations 03, no. 01 (January 30, 2021): 328–33. http://dx.doi.org/10.37547/tajssei/volume03issue01-64.
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The education system is forever changing, with the purpose of improving young people’s chances of employment, supplying the market with sufficient quantities of competitive, skilled workers of quality [Zsarnoczky, 2015]. This is especially true for the field of tourism and hospitality, for this industry has become one of the most dynamically growing segments of today’s economy, in quantitative terms [Forgács and Loboda, 2003]. In order to make it an important part of the national economy, the quality of innovative training and ensuring that there will be new generations of professionals is just as important as making use of natural resources and advantages and innovative training gives us opportunity to teach and prepare tourism experts and they are trained for finding new prospects of tourism. The aims of this research paper are to explore the actual effect of innovative training in tourism education and hospitality, to investigate current quality of teaching tourism as a subject in higher education system: colleges, institutions and universities of Uzbekistan and analyze the importance of innovative training in tourism education and developing hospitality prospects in Uzbekistan.
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Pham, Phuong Thi Thu. "The modes of cooperation between educational institutions and enterprises in training tourism students to meet the demand of integration." Science and Technology Development Journal 19, no. 4 (December 31, 2016): 120–26. http://dx.doi.org/10.32508/stdj.v19i4.764.
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Nowadays, educational institutions with tourism and hospitality majors are a place providing high-quality human resources to society. The official establishment of ASEAN Economic Community in December 2015 allows a free movement of labor within different areas including tourism among ten Southeast Asian countries and creates a competition with domestic labor. Moreover, the trend of integration also means higher requirements for employees from enterprises, which demands educational institutions to continuously improve curriculum to enhance educational quality. However, training programs must be practical in order to improve quality of education. Educational institutions must be closely coordinated with enterprises through various modes of cooperation. Collaborating between enterprises and educational institutions with majors in tourism and hospitality industry not only benefits each party tremendously but also benefits students practically. Through understanding different cooperating modes between universities in Ha Noi with tourism enterprises as well as learning experiences from many prestigious universities in the world, the paper summarizes collaborating modes between educational institutions with tourism enterprises in training students to satisfy requirements in the current situation.
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Adeola, Ogechi, and Kennedy Ezenwafor. "The hospitality business in Nigeria: issues, challenges and opportunities." Worldwide Hospitality and Tourism Themes 8, no. 2 (April 11, 2016): 182–94. http://dx.doi.org/10.1108/whatt-11-2015-0053.
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Purpose This paper aims to advance cooperation and collaboration as solutions to problems in the Nigerian hospitality industry. The issues and challenges plaguing the hospitality industry in Nigeria are discussed in the context of the case company, a small independent restaurant in Lagos. Design/methodology/approach Phenomenological research strategies guided the approach to this study. The authors identified a specific problem and gathered information, primarily through one-on-one interviews and a focus group, to learn how individuals within a defined industry experienced the ramifications of the phenomenon. Findings The operating environment of the hospitality sector in Nigeria has an effect on the supply of skills and the financial performance of the case restaurant and similar hospitality businesses. To improve overall performance of the industry, private-public partnerships between government agencies, hospitality colleges and hospitality businesses, strategic partnerships between expert hospitality institutions and business schools, cooperation among hospitality business owners and improvement in managerial practices could be strategic moves for an industry operating under heavy institutional hindrances peculiar to Nigeria. Research limitations/implications The authors analysed the environmental trickle-down effect that could impact the profits of the restaurant. Organisational qualities such as leadership styles, the psychology of employment and the operations or policies of the company are not viewed in this context. The issues of the restaurant and a few hospitality businesses in Lagos were flagged as a representation for the industry in Nigeria. Practical implications Predisposing factors contributing to the attributed negative trickle-down effect on the enabling business environment for the industry, strategic partnerships, attaining high standards for curriculum development at educational institutions and enhanced training, with the goal of assuring creditable skills within the hospitality industry. Originality/value This paper is among the first to examine the critical issues, challenges and opportunities facing the hospitality industry in Nigeria.
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USHAKOV, Roman Nikolaevich, Elena Mikhajlovna KRYUKOVA, Valeriya Shotaevna KHETAGUROVA, Irina Viktorovna MUKHOMOROVA, and Vladimir Vladimirovich ZELENOV. "Efficiency of Hotel Management. Training of Specialists in Hotel Industry Field." Journal of Environmental Management and Tourism 11, no. 2 (May 6, 2020): 388. http://dx.doi.org/10.14505//jemt.11.2(42).17.
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The article deals with the main issues recently faced by the hospitality industry, as well as suggestions for their elimination and minimization. The study has shown that the main issues include the large gap between the practical and theoretical aspects of the training process, in addition to the insufficient amount of practice during the whole course of studying in the field of “Hotel industry”, which makes it impossible to adequately prepare graduates for competition on the labor market in the area of hotel service. Other issues include the lack of language teaching in higher education institutions that specialize in training hospitality business professionals, which undermines the entire education system aimed at communication with foreign guests. In the article, the authors analyze the problems of Russian higher education related to training professionals for the hospitality industry. These problems lead to the loss of competitiveness on the European and global market of educational services. The authors identify the key elements in the training of specialists that require improvements to engage in competition. After the study in this field was conducted, the ways of solving the identified problems were proposed. The solutions involved the principles of creating a competitive school of hotel management in Russia as a factor in the development of the resource potential of hotels. As a result, the prestige of studying in such higher education institutions rises.
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Mohammad, Abuelkassem A. A. "Understanding Motivations, Employability Skills, Employment Aspiration, and Training of Hospitality Management Undergraduates." Tourism Review International 24, no. 4 (October 27, 2020): 185–99. http://dx.doi.org/10.3727/154427220x15971786398810.
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University graduates are a major source for the hospitality workforce. Despite this, relevant studies show that a large share of hospitality management undergraduates are not motivated, qualified, or committed to work in the hospitality field after graduation. The aim of this study is threefold: (1) to examine the direct effect of the motivations of undergraduates for majoring in hospitality management on both their employability skills and employment aspiration; (2) to test the mediation effect of employment aspiration on the linkage between motivations of undergraduates and their employability skills; (3) to examine the moderation effect of practical training on the relationship between motivations of undergraduates and their employability skills as well as on the relationship between motivations of undergraduates and their employment aspiration. A self-report questionnaire survey was administered among junior and senior hospitality management undergraduates in Egypt. Based on collected data from 342 participants, this study employed PLS-SEM to test the conceptual model and hypotheses. The results showed that motivations of undergraduates have a significant positive impact on both employment aspiration and employability skills. The results also confirmed the positive moderation effect of practical training on the linkage between motivations and employability skills. The findings help educational institutions to understand and exploit motivations of undergraduates to stimulate their work commitment and employability skills, which reflects positively on the hospitality labor market.
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Zainullina, Tatiana, and Irina Kedrova. "Challenges and prospects of practical-oriented training in the sectors of tourism and hospitality." E3S Web of Conferences 210 (2020): 22024. http://dx.doi.org/10.1051/e3sconf/202021022024.
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The article studies the development of practical-oriented education as an integral part of the educational process for students in the field of tourism and hospitality. The main challenges faced by experience-based education are highlighted and solutions are proposed. In particular, the difficulties associated with the organization of various types of practices, the lack of a rating of universities in the field of tourism and hospitality in Russia are considered. The ranking of foreign educational institutions was an example. Practical developments are also presented, which made it possible to combine the efforts of educational organizations and employers in the development of practical-oriented education.
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Морозов, Владимир, Vladimir Morozov, Анастасия Поправкина, and Anastasiya Popravkina. "Features of training in the industry of tourism and hospitality in Russia: traditional and modern approaches." Services in Russia and abroad 9, no. 2 (July 22, 2015): 0. http://dx.doi.org/10.12737/11894.
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The article considers issues relating to existing system of personnel training for tourism and hospitality. In connection with the active development of this sector of the economy has appeared the need for clear interaction between the system of professional education and the labor market. The authors highlight perspectives joint activities of sectoral employer and of profile educational institutions, and define the factors influencing on the personnel training in field of tourism and hospitality. The problems in the traditional and modern approach personnel training and possible solutions are considered. In the traditional approach in personnel training have been identified such basic methods of training as training in the workplace and outside the workplace. With the modern approach to personnel training were considered the methods of outsourcing and outstaffing and the competency approach. Tourism and hospitality industry is a special sphere of business activity, which is differs by integrated character of functioning of various enterprises. The modern model of professional tourism education suggests in its basis multilevel, geographically distributed system of continuous training, retraining and advanced training of tourism personnel. Currently, however, had not solved the problems connected with the quality of personnel training. The specific of tourist education lies in its multifaceted, because personnel training carried out in different directions of technical and technological, economic, administrative and scientific profiles.
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Kucherenko, I. M. "MODERN OPPORTUNITIES AND REQUIREMENTS TO TRAINING OF SPECIALISTS IN THE SPHERE OF HOTEL AND RESTAURANT MANAGEMENT ABROAD." Scientific bulletin of the Southern Institute of Management 1, no. 3 (September 30, 2016): 66–69. http://dx.doi.org/10.31775/2305-3100-2016-3-66-69.
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Schools of hotel and tourist management abroad is a special type of educational institutions. As a rule, they are located based on the being or operating hotels. Respectively students comprehend hospitality subtleties in the conditions as close as possible to real. In this article the analysis of activities of educational institutions in the sphere of tourist and hotel management is provided, education systems and, modern opportunities and requirements to training of specialists are considered. Upon termination of such educational institutions students are completely prepared, trained and competitive for the introduction in the corporate world of business.
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Luong, Thanh-Thao, and Eunyoung Kim. "Teachers’ Training Course Using Synchronous Conferencing Tools for Hospitality and Tourism Education in Vietnam: A Constructivist Approach." International Journal of Information and Education Technology 11, no. 5 (2021): 229–34. http://dx.doi.org/10.18178/ijiet.2021.11.5.1516.
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Despite its significant damage to the hospitality and tourism industry, the pandemic of COVID-19 indeed has reinforced the needs for not only the hospitality and tourism education, but also the whole educational system of Vietnam, to make use of technological innovations in education, among which synchronous conferencing tools are currently utilized for changing their mode from physical classroom to online learning. This study adopts the constructivist approaches to propose a training course designed to enhance the skills needed for teaching with synchronous conferencing technology for teachers in Vietnam's hospitality and tourism institutions. We based on the current literature to identify the necessary skills to implement classes via synchronous conferencing environments. We also selected and designed learning activities to translate constructivist teaching theory into online pedagogies. Although it needs to be evaluated in further studies, this course design is expected to contribute to the growing literature on methods to improve instructors’ readiness to teach in virtual classrooms.
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Малолетко, Наталья, Natalya Maloletko, Александр Малолетко, Aleksandr Maloletko, Татьяна Воробьева, and Tatyana Vorobeva. "Educational internet-resources: challenges to application in the hospitality industry." Universities for Tourism and Service Association Bulletin 8, no. 3 (September 2, 2014): 54–60. http://dx.doi.org/10.12737/5551.
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The article deals with the issues connected with the application of educational internet-technologies to additional professional hospitality-specific training programmes. A critical analysis of the internetbased or internet-located educational resources has revealed a gap between classical education and online courses (MOOC – massive open online course). The authors propose the use of the Freemium model, which has been repeatedly tested by top universities all over the world. The article also provides the results of an analysis of federal educational resources – an aggregation of different federal educational agencies, federal educational institutions, federal projects and programs official websites, as well as federal educational portals. In the article, the authors also describe the results of their
research into the sufficiency and adequateness of the competences currently held by the hospitalityindustry personnel and viewed from the top management’s standpoint. The purpose of the research is to identify the personnel’s educational/training needs. The analysis of internet-resources as carried out by the authors of the article demonstrates a lack of free-of-charge online training courses or Freemiumbased
courses.
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Sidorov, Vadym. "Individual Aspects in Professional Training of Tourism Specialists in the UK." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 43–50. http://dx.doi.org/10.2478/rpp-2018-0018.
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AbstractThe article deals with individual aspects in professional training of tourism specialists in the UK. It has been specified that alongside with the global development of tourism education, the UK revealed the potential of its tourism industry with the introduction of the Development of Tourism Act in 1969. Consequently, the tourism education in the UK has undergone three periods, namely, the establishment of the tourism industry and the comprehension of the need to prepare highly qualified tourism specialists, the development of tourism and hospitality courses, the large-scale foundation of higher education institutions offering tourism and hospitality courses. It has been clarified that the Quality Assurance Agency developed the Subject Benchmark Statement for Events, Hospitality, Leisure, Sport and Tourism, which is rather innovative and multidisciplinary, so that programme developers can take into consideration global challenges and needs of the modern labour market to prepare competitive specialists, who can become their own curriculum producers. It has been stated that future tourism specialists in the UK are fully supplied with innovative communication and information technologies and can pay much attention to developing practical skills while undergoing industrial placements, live casestudies, participating in volunteering activities, gain valuable professional experience due to advanced facilities. The following recommendations have been outlined to improve quality of future tourism specialists’ professional training in Ukraine: 1) to develop relevant regulatory framework for professional tourism education; 2) to analyze the market of tourism supply and demand in order to define which tourism specialists are most required and, consequently, to expand a spectrum of specializations in professional training of tourism specialists; 3) to improve the state of facilities at higher education institutions offering tourism courses and provide students with the opportunity to gain valuable professional experience in modern technology-enhanced classrooms; 4) to increase the practical component of future tourism specialists’ professional training through implementing industrial placements, work-based learning, direct collaborations with practitioners and employers, live case-studies, life performance and events, etc.; 5) to involve students into the design of their own curricula, so that they can feel themselves responsible for their learning outcomes.
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Bunakov, Oleg Aleksandrovich, Liudmila Valerievna Semenova, Irina Yuryevna Kuksa, and Boris Mojshevich Eidelman. "Transformation of degree programmes for the hospitality industry: experience of the Immanuel Kant Baltic Federal University." Laplage em Revista 6, Extra-C (December 30, 2020): 30–44. http://dx.doi.org/10.24115/s2446-622020206extra-c624p.30-44.
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This article presents the main theoretical approaches to the problem of training a competitive specialist for the hospitality industry. The authors reflect on the competences and skills to be formed. The analysis of the main international programmes showed that professional community and academic community have a different vision of how education programmes in hospitality are to be designed and implemented. The study demonstrates the need to incorporate more practice-oriented elements in the degree programmes thus ensuring better preparedness of graduates for their future professional activity. Educational institutions are to collaborate with the professional community, thereby contributing to the formation of a competitive specialist who meets the requirements and expectations of the hospitality industry. The authors present a model for the formation of a competitive specialist for the hospitality industry, which has been elaborated, introduced and tested by the Institute of Recreation, Tourism and Sports of the Immanuel Kant Baltic Federal University.
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Senthil Kumar, S. "Catering Students Perception on Working in Hospitality Jobs." Shanlax International Journal of Management 8, no. 4 (April 1, 2021): 64–68. http://dx.doi.org/10.34293/management.v8i4.3806.
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Hotel Management Institutions are growing year after year in south Tamilnadu. More & more students are passing out every year. In recent years many of them are showing interest to join in the hotel management course because of various opportunities available in the course as well as the fastest career growth in the industry. When the students join this course, they have a very positive attitude towards this course, year by year, this positive attitude is decreasing when they are passing out/ final year of study they want to change their industry. Hence in this study, a structured questionnaire was prepared and circulate among the students to find the reason. The data scrutinize with the help of SPSS. Further, the t-test, Anova test to find out the significant differences and concluded with some suggestions to enhance the training experience of the students.
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Ross, Glenn F. "Tourism and hospitality employment motivation, success perception, job attainment strategies and post-secondary education aspiration among high school students." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 51–63. http://dx.doi.org/10.1017/s1037291100002144.
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Schein (1991) has argued that it is of critical importance to understand and facilitate the process of adaptation in career choice among older teenagers. This study has investigated career choice adaptation among Australian high school students in regard to the tourism and hospitality industry, a context which offers growing potential for employment and careers for many Australian school leavers. Five hundred and ninety-four students enrolled in Years 11 and 12 in five State high schools from the Far North Queensland region were sampled so as to examine work motivation, success perception, job attainment strategies and further education preferences in respect of employment in the tourism and hospitality industry. Many students demonstrated high levels of motivation to attain tourism and hospitality industry employment on leaving school, but were somewhat less confident of attaining such employment. Technical and Further Education (TAFE) training was most highly ranked as the preferred mode of post-secondary school education. It was also found that those students who demonstrated no preparedness to consider post-secondary school education were more likely to opt for a job attainment strategy involving present skill requirements of employers, whereas male students were more likely to opt for a job attainment strategy which focused on good health alone. Further analyses revealed high vocational motivation and high success perception to be associated with a job attainment strategy involving the anticipation of future requirements of employers. Universities were regarded as suitable for providing high academic qualifications, whereas TAFE institutions were regarded as suitable for providing qualifications appropriate to present employer requirements. Finally In-house training was regarded as highly suitable forequippingstudents with skills and training appropriate to anticipated future requirements of employers. This study has delineated clear patterns of adaptation in regard to tourism and hospitality industry career choice perceptions, and has thus provided some basic understanding of the adaptation process in career choice regarding the Australian tourism and hospitality industry, together with some directions for further research in this area. The implications of these findings for students, careers counsellors and for the tourism and hospitality industry are examined.
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Thapa, Brijesh. "Industry involvement in curriculum development." Industry and Higher Education 32, no. 3 (March 28, 2018): 200–206. http://dx.doi.org/10.1177/0950422218765887.
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Tourism and hospitality management education is relatively new in Nepal, with only four major public universities offering a bachelor’s degree programme. The curriculum is generally focused on managerial training and has a business orientation. In addition, the curriculum development process in Nepal follows a standard content-based method whereby individual faculty members are assigned to develop courses based on their expertise. This process does not permit input and/or engagement from industry stakeholders, which, given the applied nature of the tourism and hospitality discipline, is a major limitation. Recently, there have been growing interactions, especially by private institutions, to develop linkages with industry with respect to internships and job placement; however, an active role in curriculum input and development is non-existent in the country. This article presents a case study of industry involvement in tourism and hospitality management curriculum development in Nepal. The author outlines the background of the partnership, the process and the final curriculum product. This project is the first case of industry involvement in curriculum development in Nepal and has significance for other such partnerships in the country.
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Гончарова, Ирина, Irina Goncharova, Светлана Белова, Svetlana Belova, Ольга Байбурова, and Olga Bayburova. "Practice-oriented training of students to improve their competitiveness on the hospitality industry labour market." Services in Russia and abroad 10, no. 3 (September 21, 2016): 3–24. http://dx.doi.org/10.12737/20097.
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The article analyzes theoretical (organizational) and practical aspects of educational technology to enhance the quality of graduates’ education and their competitiveness on the labour market. The analysis of the status of hospitality industry and its domestic and international trends under current economic conditions has predestined the need to improve the role of educational institutions as human resources training, and the enterprises of industry - to create the conditions for the adaptation and development of the competitive capacity of specialists. The authors emphasize the advisability of introducing a public professional examination of education programs, and starting July 01, 2016 - procedures of confirmation the education quality of each university graduate. The article also defines the role of the professional community representatives in the educational programs formation, their accreditation, which indicates the need for education and business system. The possible directions of policy of educational and entrepreneurial system of hospitality industry are formulated, criteria for graduates’ competitiveness estimation by a number of components of general educational, practical and social activities are offered. The authors present teaching experience of interdisciplinary design programs using Business English in teaching university students as a development element of business resource of graduates. The indicators for student activities estimation and integrated factor of graduate’s competitiveness are offered. This allows protecting a document of high education in front of professional community.
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Munjal, Sandeep, and Shweta Tiwari. "Skill India initiative – implications for the hospitality sector in India." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 4–9. http://dx.doi.org/10.1108/whatt-10-2018-0062.
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Purpose The purpose of this paper is to provide an introduction to the Indian government’s “skill India” initiative, the scale of the task, progress to-date, the rationale for the theme issue question and the approach taken by the theme editors, their writing team and the wider stakeholders who contributed their insights to analysis and the generation of recommendations. Design/methodology/approach The paper draws on prior research related to the skilled labour challenge and explores issues identified by hospitality industry leaders and other key stakeholders. The skill India initiative led by the central government aims to resolve the skills gap, and this paper establishes the context of the theme issue by presenting a macro-view of the labour supply deficiency that the sector faces and the impact the initiative has made to-date. Findings The paper profiles the approach adopted by the theme authors and their writing team in relation to the strategic question. Practical implications The theme issue draws extensively from the experiences of industry, training partners and government agencies and institutions, and it reflects their varied perspectives. The research has implications for all stakeholders as they work to find solutions to key issues and challenges around the effective implementation of the skill India mission. Originality/value This research identifies some of the issues that are affecting the impact and success of the skill India initiative, and it provides recommendations for government, NGOs, training partners and industry to improve the outcomes of the programmes on offer.
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Zaitseva, Natalia A., Dmitriy A. Kozlov, and Elena Y. Nikolskaya. "Evaluation of the Competencies of Graduates of Higher Educational Institutions, Engaged in the Training of Personnel for Tourism and Hospitality." Eurasian Journal of Analytical Chemistry 12, no. 5b (July 22, 2017): 685–95. http://dx.doi.org/10.12973/ejac.2017.00202a.
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Духовная, Лилия, and Liliya Dukhovnaya. "Collaboration between the hotel industry business entities and industry-specific higher education institutions as a contributor to improved competitiveness of graduates." Services in Russia and abroad 8, no. 5 (July 31, 2014): 136–47. http://dx.doi.org/10.12737/5370.
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With the hotel industry developing through a replanning and a redesign of existing hotels, a construction of new hotels, a development and promotion of the high-profile hotel sector, an increase in the hotel room capacity, and creating new jobs in the sector, the demand for tourism- and hospitality-related professions sees a rapid and significant growth.
A vast majority of employers frequently face qualified personnel shortages, thus, the quality of specialist knowledge and skills as demonstrated by graduates is coming to the forth. The most urgent issue to be deal with at the current stage of the establishment and reformation of industry-specific higher education is the process of a comprehensive adaptation of the skills and competences that students acquire as part professional education to the demands and requirements of today’s labour market.
The article covers different approaches to the definition of “competitiveness on graduation”, considers the key criteria of a graduate’s competitiveness evaluation, and substantiates the need for a more synergetic and productive collaboration between industry-specific HE institutions and the hotel-industry professional community in developing and implementing personnel training. The author identifies the best theoretical and practical aspects of the collaboration, which must significantly contribute to graduates’ competitiveness in the sphere of hospitality.
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Charlesworth, Zarina. "Educating international hospitality students and managers: the role of culture." International Journal of Contemporary Hospitality Management 19, no. 2 (March 13, 2007): 133–45. http://dx.doi.org/10.1108/09596110710729247.
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PurposeThe paper aims to present and discuss research findings on the relationship between culture and learning styles, as defined by Honey and Mumford, and the potential implications for both hospitality management education as well as for the training and career development of international hospitality managers.Design/methodology/approachPrimary research was undertaken at an institute of hospitality management in Switzerland to investigate whether a relationship between culture and learning style preference would be found. The research, carried out with a paired sample of hospitality management students (n=55) at a one‐and‐a‐half‐year interval, was quantitative in nature.FindingsThe data support a link between culture and preferred learning style at the outset of the students' higher education programme, which seems to become less marked over time showing a certain convergence amongst all the students in their preferred learning styles.Research limitations/implicationsAt this stage in the research the results are only available for one paired sample. From 2007 onwards, however, it is planned that bi‐annual sets of paired sample results will be available for several years to come.Practical implicationsAs management and career development take on increasing importance, on the job educators need to look not only to industry for guidance but also to educational institutions for advice on how to optimise their courses and the attainment of learning outcomes by their employees.Originality/valueThese findings have relevance for both hospitality educators as well as industry looking at how to best develop international managers at both junior as well as senior levels.
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Azgarov Abdumutalib Alisher o’g’li. "Tourism education in an emerging digital economy: World experience and perspectives in Uzbekistan." International Journal on Integrated Education 3, no. 9 (September 12, 2020): 146–51. http://dx.doi.org/10.31149/ijie.v3i9.608.
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Worldwide tourism education is being promoted by various national and international agencies to achieve sustainable development goals. The presence of tourism education is tremendously growing in international universities. The results suggest that as per the academicians alongside with tourism professionals, the tourism education is highly relevant for economic development. It also shows that tourism education in Uzbekistan, is general a matter of course and specialization-based tourism programs are near to absent.
This article is not focused on the criticism of reforms in legislation and their functionality, but rather on introducing possibilities which may present an alternative to developing and realizing projects along the lines of innovation in Uzbekistan. The question is how vocational training schools and institutes of higher education, specifically training programmes in tourism and hospitality, have changed and are changing now that the new laws on education, on vocational training. What kind of future can these institutions look forward to, what will they be teaching and in what conditions, especially, in time and after pandemic CoViD-19? This question applies equally to theoretical and practical training.
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Kariuki*, Anne, and Ernest Odhiambo. "Assessment of Implementation of Energy Efficiency Measures, Savings Achieved and Barriers to Implementation at Various Firms in the Hospitality Industry in Kenya." International Journal of Engineering and Advanced Technology 10, no. 4 (April 30, 2021): 10–23. http://dx.doi.org/10.35940/ijeat.c2226.0410421.
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The approval of the Energy Act 2006 in Kenya was followed with energy audits and efficiency campaigns, collaboration by different institutions and specialized training driven using various platforms. The energy audits help in the identification of conservation opportunities. Since 2006, over 1,000 energy audits have been performed. Efforts have been made to advance the management of the energy agenda in addition to establishing an enabling and effective environment through legislation. These methods include energy efficiency campaigns like the replacement of inefficient bulbs with LEDs that targeted more than a million households by the national utility company Kenya Power through its Demand Side Management department. The study adopted a descriptive research design and targeted hotels and restaurants within Nairobi. Primary data was collected by means of a semi structured questionnaire. The same unit is in-charge of ensuring that consumers use the energy they have efficiently by readily offering information. According to the Energy Regulations 2012, Energy audits are compulsory for facilities that have an annual consumption above 180,001 kWh. The sector is regulated by the Energy Regulatory Commission (ERC) which issues licenses through a rigorous process to individuals and firms who have qualified to conduct energy audits within the designated facilities. Learning institutions have also started coming up with specialized training to assist in capacity building of individuals within the sector. Several certification courses which are recognized in the country and internationally have been embraced by the regulating body and the experts in the fraternity. This review paper aimed at investigating the implementation of measures of energy efficiency, savings attained and the challenges faces in different organizations within the hospitality sector in Kenya. The paper aimed at solving the problem of energy efficiency measures in the hospitality sector since there are no proper placed policies managing the energy sector in Kenya
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Paramita Sari, Ni Luh Komang Julyanti, Putu Agus Prayogi, and I. Nengah Aristana. "TUTURAN MAHASISWA DALAM PRAKTEK PELAYANAN RESTORAN MAHASISWA PROGRAM STUDI DIPLOMA IV PERHOTELAN STIPAR TRIATMA JAYA." Jurnal Manajemen Pelayanan Hotel 2, no. 2 (January 28, 2019): 66. http://dx.doi.org/10.37484/manajemen_pelayanan_hotel.v2i2.41.
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Bali is always trying to improve itself in aspects of tourism especially in accommodation and services. In terms of service to tourists, communication is one of the most decisive factors. It encourages workers in tourism sector to have good communication skills, especially communication in English. This phenomenon requires the graduates in education and training institutions of hospitality and tourism to have good communication skills, especially communication in English.In this study, researcher raised the students of STIPAR Triatma Jaya joring in Management Business Hospitality as an object of research. The analysis in this study was made to answer the following questions: (1) the problems faced by students in speaking English in terms of speech act (pragmatic), and (2) to find some factors inhibiting students in learning to speak.This researchshowed that students majoring in Management Business Hospitality, experienced problems during the lesson especially in communicate English pronunciation, word selections and the using of English grammar. It is still influenced by the magnitude of the first language or mother tongue. Some factors have limited the students in speaking English, those factors are: components of linguistic mastery, and mastery of the content component, and environmental conditions during the learning process for example, the conditions where there was a little open space in the class room resulting the inclusion of sounds that interfere the process of learning.
Keywords:speaking, speect act, barriers, foreign language (English)
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Cockburn-Wooten, Cheryl, and Alison McIntosh. "Bridging hospitality education and community." Hospitality Insights 4, no. 1 (May 13, 2020): 3–4. http://dx.doi.org/10.24135/hi.v4i1.74.
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The hospitality industry is not immune from the social issues facing our society. There are cases of hospitality initiatives for social change, including philanthropy and social enterprise [1]. In our academic work, the key driver for change is how to overcome silos in order to create engaged, meaningful relationships between hospitality scholars in academia and external community stakeholders [1–3]. We sought to move beyond the traditional confines of academic institutions in order to ‘flip’ mind-sets and practice hospitality for the benefit of wider society. To achieve this vision of hospitality, we needed to work with and within communities. Intervention on long-standing social issues requires wider collaboration – reaching across businesses, third-sector organisations and education institutions. The New Zealand government has been calling on academia to make meaningful relationships that “open up diverse networks of knowledge and resources” for tackling social change [2].
Universities have not always had a good reputation for sustained meaningful engagement with external stakeholders [2]. For instance, typical interactions at universities may include one-way guest lectures or advisory boards who may serve more as a performance of communication for accreditation boards than actual listening and engaging with stakeholders. Dissatisfied with these limiting relationships, “we adopted principles from critical hospitality and dialogue theories to create a long-term space for inclusion, collaboration, and transformational change” [2]. We held a series of community stakeholder meetings using tools, such as Ketso [4, 5], that facilitated co-created conversations with diverse stakeholders – many of whom would not ordinarily have the chance to think through a social problem together. During these meetings, individuals discussed the issue and gained an opportunity to hear, learn and understand each other’s experiences. A recommendation emerged from these meetings [2] for the formation of a network of organisations, charities, individuals and businesses that were interested in tackling social change – called The Network for Community Hospitality (NCH).
This recommendation enabled a communication network for diverse stakeholders, ranging from corporates, funders and third sector to individual community organisations to share conversation, resources, knowledge and work on social issues facing our communities. NCH has worked with a variety of stakeholders within communities drawing on different sets of knowledge to tackle social cultural issues related to hospitality, such as social housing, disability and employment, refugee welcome, and poverty. NCH has held ‘Town & Gown’ events to encourage dialogue between stakeholders who may not normally have access to decision-making and financial resources. Invitees to the dinners ranged from businesses to charities and aimed to encourage stakeholders to collectively think through how we can practice and make our communities hospitable. At these dinner events, people with similar interests were strategically placed around the tables. Between dining courses, short three-minute speeches were given by various organisations with a specific call to action for change.
Other examples include organisations working with student groups to tackle a particular hospitality issue. Active collaboration with external stakeholders involves student internships/volunteering and students pitching their intervention ideas to the stakeholder. In many cases, after the course key students or student groups will continue either working or (micro-)volunteering with the organisation to help deliver and implement the enterprise or intervention.
One of the determinants of success is the mind-set adopted during these processes. The aim is to enact participatory community development approaches that emphasise ‘bottom-up’, co-creation, and dialogue as important tactics for success. Many of the approaches we used were organic, even chaotic at times, inclusive, and always involved friendly conversations over a cuppa and food. Of course, issues can emerge from time to time due to differing understandings around concerns such as timeframes, focus, ownership and commitment. For education, the benefits are that we engage learners in meaningful practices that bridge students’ understanding of theories and real life for a better future. For businesses, it means future hospitality graduates are exposed to real-life issues, well-prepared to manage, able to take leadership and can vision new enterprises and practices for the sector. For society, involving a range of stakeholders to tackle social issues works towards developing inclusive, safe community spaces with a strong sense of civic engagement; in short, a vision for more hospitable communities.
The original research on which this article is based is available here https://doi.org/10.1080/09669582.2018.1476519
Corresponding author
Cheryl Cockburn-Wootten can be contacted at: cwootten@waikato.ac.nz
References
(1) Harkison, T.; McIntosh, A. Hospitality Training for Prisoners: A Second Chance? Hospitality Insights, 2019, 3 (1), 5–6. https://doi.org/10.24135/hi.v3i1.52
(2) Cockburn-Wootten, C.; McIntosh, A. J.; Smith, K.; Jefferies, S. Communicating across Tourism Silos for Inclusive Sustainable Partnerships. Journal of Sustainable Tourism 2018, 26 (9), 1483–1498. https://doi.org/10.1080/09669582.2018.1476519
(3) McIntosh, A.; Cockburn-Wootten, C. Refugee-Focused Service Providers: Improving the Welcome in New Zealand. The Service Industries Journal 2019, 39 (9–10), 701–716. https://doi.org/10.1080/02642069.2018.1472243
(4) McIntosh, A. J.; Cockburn-Wootten, C. Using Ketso for Engaged Tourism Scholarship. Annals of Tourism Research 2016, 56, 148–151. https://doi.org/10.1016/j.annals.2015.11.003
(5) Wengel, Y.; McIntosh, A. J.; Cockburn-Wootten, C. Constructing Tourism Realities Through LEGO® SERIOUS PLAY®. Annals of Tourism Research 2016, 56 (C), 161–163. https://doi.org/10.1016/j.annals.2015.11.012
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Sharma, Sanjay, and Rekha Sharma. "Culinary skills: the spine of the Indian hospitality industry." Worldwide Hospitality and Tourism Themes 11, no. 1 (February 11, 2019): 25–36. http://dx.doi.org/10.1108/whatt-10-2018-0061.
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Purpose India is edging China to become the most populous country by 2028. More than 60 per cent of the current population of India is between 15 and 59 years of age, whereas domestically, its relatively youthful profile is seen as the biggest challenge for the government, as India is the largest employable manpower base globally. In the past two decades, the rate of population growth in India has reduced, but the skilled labor force is expected to grow almost 2 per cent annually for the next couple of years. Historically, the Indian economy has been mainly agriculturally based, but, with urbanization, the labor is drifting toward service sectors, and people are increasingly looking to develop their skills in sectors such as hotels, restaurants, airlines, retail and health care. To sustain economic growth, there is an urgent need to develop vocational training programs that address current needs. In spite of all the favorable numbers, the question that must be answered by employers and policymakers remains: Is the available labor being skilled appropriately to be employable? The mushrooming of educational and training institutes in India has imparted professional skills to youth, but industry leaders tend to talk about the unavailability of skilled labor, especially in the culinary skills arena. In a country like India, the labor market tends to alternate between the availability and shortage of skilled labor, and so it seems ironic that on the one hand, there is a shortage of staff and at the same time graduates from various colleges and professional institutes remain unemployed; the reason could be lack of employability skills, especially culinary skills. Given this, the hospitality and tourism industry has emerged as the main driver of the service sector in India; it contributes 6.23 per cent to National GDP and 8.78 per cent of the total employment in India, contributing to significant economic growth. In this context, it is imperative for the government to take appropriate steps in devising strategies to address the problem and also secure successful implementation. This paper aims to analyze the Skill India initiative for the hospitality sector and compare it with the realities on the ground, with particular reference to culinary skills. Design/methodology/approach The research reported here was conducted using primary and secondary sources. Industry data were collected through focused groups and roundtable discussions. Online sources, magazines, newspapers and books are referred to as secondary sources, and the data collected are critically analyzed to reach a conclusion. Findings There is a significant increase in foreign and domestic tourists, and the subsectors discussed are very closely linked to food, health, traditional cooking, regional and seasonal cuisines. The demand for Indian food and slow cooking is increasing; however, despite various government initiatives, there is no significant improvement in the skill set of the available labor. As food is an important component of all tourism packages, there is a particular need for public–private partnerships to take the Skill India initiative to the next level. That said, academic standards and curriculum must align with international quality frameworks and be in sync with current and future industry demands and benchmarks. Research limitations/implications The dependence on the sources available online and their credibility remains the biggest challenge; however, increasing the sample size and more participation from nodal bodies and government officials would have broadened the base of the study. Originality/value The research adds value for industry leaders and policymakers at large. Educational institutions, students and hoteliers will find it useful as they attempt to bridge the gap and plan a roadmap according to industry requirements.
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Guzeller, Cem Oktay, and Nuri Celiker. "Examining the relationship between organizational commitment and turnover intention via a meta-analysis." International Journal of Culture, Tourism and Hospitality Research 14, no. 1 (October 23, 2019): 102–20. http://dx.doi.org/10.1108/ijcthr-05-2019-0094.
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Purpose The purpose of this study is expected to reveal the relationship between organizational commitment and turnover intention in the tourism and hospitality literature with more generalizable results, and thus, provide researchers with a new perspective for future studies. In this context, Individual studies that examined the relationship between organizational commitment and turnover intention in the tourism and hospitality industry were systematically identified by a comprehensive literature review. Design/methodology/approach Individual studies were synthesized and analyzed via a meta-analysis method to reveal whether any relationship exists between organizational commitment and turnover intention and to estimate the direction and intensity of the relationship in a more reliable and comprehensive manner. The analyses were carried out on 13 scientific papers that met the inclusion criteria. Findings Results showed that a moderate negative relationship exists between organizational commitment and turnover intention of employees in the tourism and hospitality industry. In this context, individuals who have emotional commitments to their institutions will have lower turnover intentions than others. The right personal selection, performance evaluation techniques, promotion, training and development opportunities, career opportunities and talent management and functional virtues such as strong communication, trust and justice will not only reinforce organizational commitment but also attract talented individuals to an organization and ensure employee retention. Originality/value In the current study, individual studies focusing on the relationship between organizational commitment and turnover were cumulatively collected, synthesized and analyzed. By way of providing a review of individual studies, the study provides cumulative and reliable evidence to the literature regarding the relationship between organizational commitment and turnover, and hence, contributes to the further progression of the field. The study is also the first meta-analysis carried out on the subject in question.
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Conner, MD, Stephanie, David Chia, MD, MSc, Farhan Lalani, MD, Meghan O’Brien, MD, MBE, James Anstey, MD, Nima Afshar, MD, and Trevor Jensen, MD, MSc. "Minding the Gap(s): Hospitalists Experience Aspirational, Safety, and Knowledge Deficits That Prevent Them From Practicing POCUS." POCUS Journal 4, no. 2 (November 14, 2019): 27–32. http://dx.doi.org/10.24908/pocus.v4i2.13693.
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Point-of-care ultrasound (POCUS) has been a mainstay of clinical decision-making in the intensive care unit and emergency department for more than a decade, but adoption into hospital medicine has lagged behind. Recently, internal medicine residency programs have started to develop POCUS curricula for trainees, though concurrent hospitalist training programs have been limited to date, with little consensus on what hospitalist-oriented curricula should entail. As such, there is wide variability amongst hospitalists with respect to utilization of, training in, and proficiency in POCUS. We conducted a two-part survey of internal medicine hospitalists at our institution: (1) needs assessment that focused on prior training, attitudes and perspectives, current practices, desired use, and barriers to clinical integration; and (2) knowledge test of exam indications, image interpretation, medical decision-making, and understanding of limitations. Our results demonstrate that a majority of hospitalists felt that POCUS was important for diagnostic purposes and that they would benefit from POCUS-specific education. Inadequate training was the most cited barrier to POCUS use. Hospitalist knowledge was lacking in all domains, particularly image interpretation and clinical integration. As a result, we created a three-tiered training program meant to engage: (1) All hospitalists in basic knowledge and appropriate use of POCUS, (2) Some hospitalists in hands-on skill acquisition and image interpretation, and (3) Few hospitalists in mastery of POCUS with resultant formal credentialing. A tiered approach to POCUS training for hospitalists ensures a fundamental cognitive understanding of POCUS for all, but also facilitates hands-on training for those who are committed to further skillset development.
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Mubita, Akatama. "A History of Physical Education in Zambia." Physical Culture and Sport. Studies and Research 76, no. 1 (December 1, 2017): 47–54. http://dx.doi.org/10.1515/pcssr-2017-0029.
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AbstractThe history of physical education (PE) in Zambia follows the pattern of the history of education in Zambia. Thus, the history of PE in Zambia can be divided into the indigenous period, the colonial period and the post-independence period. “PE” was essential and utilitarian in the indigenous period because it was simply part of the lives of the people at that time. People walked, swam, ran, and were involved in many other forms of physical activity. PE was indispensable. Later, the missionaries provided education to the Africans for the purpose of transmitting the Good News. However, in doing so they rid the Africans of their culture. Africans also wanted to assert themselves in the newly created society and therefore embraced European culture. Eventually, the demand for education grew and many subjects were added including PE. However, while many subjects have enjoyed immense popularity in the country’s curriculum, PE has suffered marginalization. Although the subject was taught in schools supported by the mining companies and in private schools with facilities and infrastructure as well as teacher training institutions, it was not examined. Later, the subject was examined at teacher training colleges and the University of Zambia. From 2005, however, major developments have taken place in the area of PE. President Mwanawasa declared that PE should be taught in all schools. The subject was introduced to the primary school examination as part of Creative and Technology Studies (CTS) and most recently as Expressive Arts (EA). It is now also being examined at junior and senior secondary levels. Teacher education institutions have been steadfast in training students in PE. Despite this, the teaching of the subject still leaves much to be desired. It appears that the past as well as the present are vehemently holding the subject down.
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Smith Johnson, Evette M. "Exploring the effects of technology and innovation on changing market requirements and the evolving maritime curriculum." Worldwide Hospitality and Tourism Themes 12, no. 1 (January 22, 2020): 69–79. http://dx.doi.org/10.1108/whatt-10-2019-0065.
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Purpose The purpose of this paper is to examine, through the lenses of the Fourth Industrial Revolution, the imperative of curricular re-structuring in maritime education and training (MET) and the use of market needs analysis to prevent misalignment between training and ultimate job market need. Design/methodology/approach Peer-reviewed material was analyzed, and this examination was undertaken by looking at the literature on curriculum design, curriculum planning and curriculum evaluation. Attention was then given as to how these elements of curriculum should be applied to the discipline of MET and its didactics. This was twinned with an examination of the industry needs met by the delivery of the MET content. Findings The study found that the MET sector must respond to change to remain relevant and viable. This imperative of evolution in response to change is equally a truism for the business of shipping (to include the merchant marine industry, cruise tourism and hospitality) as it is for the business of higher education (HE), specifically MET. Practical implications The review saw where in 2017 the President of Rolls Royce Marine declared that “Autonomous shipping is the future of the maritime industry”. With this innovation, market needs for skills will shift from the able-bodied seafarer to a robust knowledge base in cyber-physical systems (CPSs). Just as the internet transformed how humans interact with one another, CPSs will transform how we interact with the physical world around us. This reality will necessitate change in instruction, curriculum planning and outcome in MET. Social implications Many educational institutions which are stuck in traditional didactics are on the cusp of closure because technology-enhanced learning has overtaken and outstripped the old ways. Indeed, technology and innovation are sounding the death knell for traditional didactics in MET. Originality/value The paper examines the discipline of MET as unique and robust area of specialized HE. MET focuses on the equipping of the human element in shipping. It is the engine behind a multi-billion-dollar industry that is driven by the global trade that is facilitated by ships and ports. This trade extends to the maritime tourism and hospitality business. This paper is of value to maritime educators and trainers in the cruise and hospitality industry. Herein is the significance of this review.
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Żyśko, Jolanta, and Monika Piątkowska. "Models of Organisation of Youth Elite Sports Training System in Europe." Physical Culture and Sport. Studies and Research 47, no. 1 (December 1, 2009): 64–72. http://dx.doi.org/10.2478/v10141-009-0032-y.
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Models of Organisation of Youth Elite Sports Training System in EuropeThe European Commission is aware of the professionalisation of sports and the requirements of profitableness that unavoidably induct risks for European young high-level athletes and takes care of their protection and of the quality of their training. Thus, the European Commission decided to realise a study on training of sportsmen/women in the 27 Member States of the European Union in order to be able to lead political or legal actions which would contribute to the promotion and development of high quality training.The aim of the project was to identify ways of improving the legal and political framework for preserving and developing high-quality training for top-level sportspersons, particularly young sportspersons, in Europe. The study of the training of elite young sportsmen and sportswomen in Europe was conducted in all 27 Members States of UE in 2007. The research process was based on two main sources: legal and sports questionnaire.This paper presents main models of organisation of youth elite sports training system. On the basis of the results of the study two main factors which have strong impact on the organisation of the training of young athletes were indicated: i) funding and supervision; ii) management of the training centres.The organisation of sports in the different countries has a direct impact on the organisation of the training of young athletes. On the basis of obtained data 7 main models for the operation of training centres in all 27 UE countries depending on two axes: funding and management. There is no unified system of supervision of the funds as it depends on the national regulations. Therefore, the grade and methods of this control from public institutions is different in 27 UE member countries. In Poland we may observe a model based on public funding and a mix between sports clubs and national associations to operate the training centres.
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Baffour Awuah, Kwasi Gyau, Frank Gyamfi-Yeboah, David Proverbs, and Jessica Elizabeth Lamond. "Sources and reliability of property market information for property valuation practice in Ghana." Property Management 35, no. 4 (August 21, 2017): 448–66. http://dx.doi.org/10.1108/pm-05-2016-0019.
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Purpose Adequate reliable property market data are critical to the production of professional and ethical valuations as well as better real estate transaction decision-making. However, the availability of reliable property market information represents a major barrier to improving valuation practices in Ghana and it is regarded as a key challenge. The purpose of this paper is to investigate the sources and reliability of property market information for valuation practice in Ghana. The aim is to provide input into initiatives to address the availability of reliable property market data challenges. Design/methodology/approach A mixed methods research approach is used. The study, thus, relies on a combination of a systematic identification and review of literature, a stakeholder workshop and a questionnaire survey of real estate valuers in Accra, Ghana’s capital city to obtain requisite data to address the aim. Findings The study identifies seven property market data sources used by valuers to obtain market data for valuation practice. These are: valuers own database; public institutions; professional colleagues; property owners; estate developers; estate agents; and the media. However, access to property market information for valuations is a challenge although valuers would like to use reliable market data for their valuations. This is due to incomplete and scattered nature of data often borne out of administrative lapses; non-disclosure of details of property transactions due to confidentiality arrangements and the quest to evade taxes; data integrity concerns; and lack of requisite training and experience especially for estate agents to collect and manage market data. Although professional colleagues is the most used market data source, valuers own databases, was regarded as the most reliable source compared to the media, which was considered as the least reliable source. Research limitations/implications Findings from the study imply a need for the development of a systematic approach to property market data collection and management. This will require practitioners to demonstrate care, consciousness and a set of data collection skills suggesting a need for valuers and estate agents to undergo regular relevant training to develop and enhance their knowledge, skills and capabilities. The establishment of a property market databank to help in the provision of reliable market data along with a suitable market data collection template to ensure effective and efficient data collection are considered essential steps. Originality/value The study makes a significant contribution to the extant knowledge by providing empirical evidence on the frequency of use and the reliability of the various sources of market data. It also provides useful insights for regulators such as the Ghana Institution of Surveyors (GhIS), the Royal Institution of Chartered Surveyors (RICS) and other stakeholders such as the Commonwealth Association of Surveying and Land Economy (CASLE) and the Government to improve the provision of reliable property market information towards developing valuation practice not only in Ghana, but across the Sub-Saharan Africa Region. Also, based on these findings, the study proposes a new property market data collection template and guidelines towards improving the collection of effective property market data. Upon refinement, these could aid valuation practitioners to collect reliable property market data to improve valuation practice.
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Lou, Nga Man, Amy Siu Ian So, and Yuchin Jerrie Hsieh. "Integrated resort employee competencies: a Macau perspective." International Journal of Contemporary Hospitality Management 31, no. 1 (January 14, 2019): 247–67. http://dx.doi.org/10.1108/ijchm-07-2017-0431.
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Purpose This study aims to develop an employee competency model for integrated resorts (IRs) in Macau through insights gleaned from IR professionals and to investigate whether any differences emerge in competency perception between IR professionals and college and high school students. Design/methodology/approach A mixed-method approach was adopted to answer the research questions. The Delphi approach was used, and four IR experts were invited to refine components of the IR competency for the survey questionnaire. Quantitative data were collected from 596 IR professionals and college/high school students. Fisher’s least significant difference test was used to test the competency gaps between groups. Qualitative interviews were conducted with 12 respondents to gather their comments on the survey results. Findings The IR competency model consists of 15 critical competencies. A strong work ethic and customer service orientation were ranked as important attributes of employee competency among the four target groups. A mismatch in IR competency perceptions emerged among IR managers, employees and students. Practical implications The IR competencies can serve as a pragmatic reference for IRs in terms of employee recruitment and training. This model can also serve as a guideline to ensure the alignment between IR industry needs and the course offerings in higher education institutions in Macau. Originality/value The IR competencies contribute to resolving human capital issue challenging Macau’s IRs and provide insights for Macau’s IR stakeholders to improve the IR workforce development.
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Costa Carlos, Natália, Miguel Oliveira, and Ivo Oliveira. "THE ROLE AND RELEVANCE OF HUMAN RESOURCE MANAGEMENT AND ITS PRACTICES IN THE PORTUGUESE HOTEL INDUSTRY." Tourism and hospitality management 27, no. 2 (2021): 407–27. http://dx.doi.org/10.20867/thm.27.2.9.
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Purpose – Validation of the Human Resource Management (HRM) practices used by Portuguese hotels, their degree of importance, and the alignment between their strategic dimension and their operational implementation. Design – The study was developed using quantitative analysis, supported by a questionnaire shared with top managers of hotel companies in the Portuguese Hotels national register. Methodology – The HRM practices integrated in the study were the result of those identified in the literature review, the global HR barometer developed by the Michael Page company, and the HRM practices integrated in the Label Pro HR project, developed by the Mediterranean Federation from Human Resources in association with HRM Associations and European higher education institutions. Findings – In Portugal, HRM in the hotel industry is beginning to be understood as a way to achieve competitive advantage. 92,7% of the top managers in our sample reported that the existence of an HR department grants a competitive advantage. Recruitment and Selection, Training and Development, Performance management and evaluation, and Safety and Hygiene at Work are the most important HRM practices. We conclude that the characteristics of hotels (classification and size) are crucial for HRM, their organizational processes, and the strategic importance assigned to the function. Originality of the research – The study is innovative because it uses a questionnaire specifically designed for the study, and which considers a high number of HRM practices. The sample consists of 124 of the 1.515 registered hotels (8,2%).
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Taylor, Elizabeth A., and Amanda Paule-Koba. "“It’s Our Responsibility”: Examining the Integration of Sexual Harassment and Assault Education in Sport Management Programs." Sport Management Education Journal 14, no. 1 (April 1, 2020): 1–11. http://dx.doi.org/10.1123/smej.2019-0034.
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Colleges and universities provide a practical setting where faculty can integrate a curriculum that teaches sport management students, who are the future sport industry leaders, on critical topics they will encounter while working in the field. In light of the recent cases of sexual violence in the sport world (e.g., USA Gymnastics/Michigan State University, Baylor Football, Carolina Panthers), this study sought to examine the types of education and training on sexual violence that sport management faculty are utilizing in the classroom. Through the use of qualitative methods, 21 sport management faculty from 4-year institutions were interviewed to determine if and how the topic of sexual violence was being integrated in the classroom. Results showed a majority of the faculty were integrating current events and topics related to sexual violence in the classroom. However, faculty perceived that some courses were a “better fit” for these topics than others. Faculty also reported challenges to teaching these topics as the lines between a legal, sociological, and ethical standpoint can become confusing for students.
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Сахарчук, Елена, and Elena Sakharchuk. "Organizational and methodological development bases of national concept of Russian vocational tourism education drawing on international experience." Universities for Tourism and Service Association Bulletin 10, no. 4 (December 19, 2016): 4–14. http://dx.doi.org/10.12737/23570.
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This article outlines the main features of the study of organizational and methodological basis of the development of the national concept of vocational tourism education of Russia on international experience. The study was conducted from 2008 to the year 2016 and consisted of several stages. The first stage was characterized by the analysis of scientific literature on the problems of professional education in the field of tourism with the aim of defining paradigms of development, the specifics of the formation of the national industry model of education, the ratio of global and national interests in the simulation of the system of professional tourist education, methodology of pedagogical system study, conceptualization and modeling. During this period, was studied the world experi- ence of professional tourism education and identified 9 Western models of greatest interest in the context of the study: Australia, Austria, UK, Germany, Canada, Norway, Finland, France and Switzerland. The second stage was a program of experimental work and launched the preparatory phase of its implementation. Identified the characteristics of the actual public demand for specialists tourist profile; identified the dominant behavior patterns of graduates of tourism institutes; developed procedures and content of evaluation of professional competencies in tourism. The third stage was characterized by the generalization of theoretical and methodological approaches and of representations associated with the research and development of organizational-pedagogical conditions of implementation of the national system of professional tourism education. Was the experimental work with the aim of ascertaining the current status of personnel training for tourism in Russia, as well as testing a number of conceptual provisions of the theory of systemic organization of professional tourism education, concerning its structure (unity of subsystems: consumer, content, function and regulation), educational content and evaluation of its re- sults. During the fourth phase was analyzed organizational-pedagogical model of Western countries, summarized the results of their comparative analysis, which identified global trends and invariant constructs the international system of professional tourist education. At this stage, identified the essence and developed the conceptual basis of formation of national system of professional tourism education in the context of solving problems of modernization of the industry education and taking into account external trends and challenges. At the fifth stage was developed and piloted innovative courses, academic disciplines, and innovative training course of teachers training areas «Tourism» and «Hospitality»; the identified indicators of the level of satisfaction with the quality of the educational product consumers (employers of tourism and of graduates of educational institutions) on the effectiveness of technology praxiological learning in educational institutions in the field of tourism. This article describes the relevance of the main problem, object, subject, topic, hypothesis, aim, objectives and main results of the study.
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Sen, Kakoli, and Arunangshu Bhattacharya. "Attracting and managing talent, how are the top three hotel companies in India doing it?" Worldwide Hospitality and Tourism Themes 11, no. 4 (August 12, 2019): 404–17. http://dx.doi.org/10.1108/whatt-04-2019-0021.
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Purpose Global business travel spending reached a record breaking $1.2tn in 2015 (Bureau of Labor Statistics, 2016) and the average Indian traveling is now at a phenomenal high for both business and leisure travel. In this context, the paper aims to investigate how the top hotels in India are addressing the issue of human resource shortages and training and how they are preparing for the future when the market, the customer profile and employee expectations are undergoing a major change. In essence, brand loyalty could be minimal and competition intense. Design/methodology/approach This paper adopts a case study approach and reviews how participating hotels are addressing their talent attraction and retention issues and differentiating their people management processes. Findings The processes used by top hotel companies provide an overview as to how they manage people and how they will need to innovate to assess progress of the measures and initiatives they are taking. They will also have to be more global in their approach. Originality/value The findings will be of interest to managers who are responsible for hiring and managing employees. The study also has implications for policymakers and higher education institutions in relation to managing skill shortages that exist in the hotel industry.
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Perdomo, Yolanda. "Key issues for tourism development – the AM-UNWTO contribution." Worldwide Hospitality and Tourism Themes 8, no. 6 (December 5, 2016): 625–32. http://dx.doi.org/10.1108/whatt-09-2016-0050.
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Purpose This paper aims to present the contribution of the United Nations World Tourism Organization (UNWTO) Afiliate Members’ Programme, its knowledge generation, prototypes and research initiatives to promote tourism as a driver of economic growth, inclusive development and environmental sustainability. Design/methodology/approach This paper focuses on the activities and projects of the UNWTO, as they generate market knowledge, promote competitive and sustainable tourism policies and instruments, foster tourism education and training and work to make tourism an effective tool for development through technical assistance projects in over 100 countries around the world. Findings The UNWTO Affiliate Members Programme serves as the major gateway for the collaboration between the private and public sectors, working together for the development of tourism. Bringing together over 470 companies, educational and research institutions, destinations and NGOs, this interactive platform provides a space for members to engage in dialogue, share information and take further action. Practical implications The UNWTO Affiliate Members Programme has identified some key focus areas for the overall development of tourism and accordingly designed public–private models of collaboration that can be applied in practice. Originality/value UNWTO offers a unique platform to stimulate public–private and academic partnerships in creation, dissemination and application of knowledge in tourism, focusing specifically on innovation.
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Pradhan Shrestha, Basanti Roshan. "Continuing the Journey of Education, Training and Research." Journal of Training and Development 5 (December 28, 2020): 1–2. http://dx.doi.org/10.3126/jtd.v5i0.33843.
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The Journal of Training and Development has come up with issue 5, Volume 5 with the objectives of sharing the recent research findings in the field of Technical Vocational Education and Training (TVET) in research, training and development. This publication has a collection of valuable articles from TVET experts, scholars and educationalist. This training and development journals are considered to be valuable resources for the scholars, educationist and TVET experts and stakeholders.
This issue consists of seven articles on different aspects of Training and Development.
The article by Durga prasad Baral describe informal skills learning places in Nepal and tries to provides a typology that helps to understand the informal skills learning places and their formality. This paper analyses the existing legal frameworks and literature from domestic cultural practices adapting qualitative approach of inquiry. The paper concludes that the typology provides a sound conceptual basis for the identification of main categories and sub-categories of informal skills learning places in Nepal.
The paper by Manoj Sharma Neuane scrutinizes the access and relevancy of presently available long term TVET programs and identify its gap with the market demand. The paper is the quantitative analysis of micro data is also adopted as a major basis and document review was also carried out while preparing the paper. The analysis shows that health-related programs are over-accessed while a clear gap is observed in the supply mechanism of TVET in the tourism and agricultural sectors. The paper revealed to promote agriculture and tourism sectors to promote TEVT programs both in quality and quantity in order to alleviate existing mismatch between demand and supply.
The article by Kushmakar Bhatta highlight the positive effects that contributed by the Vocational Education and Training (VET) programs in socio-economic development of the disadvantaged and unemployed population of Nepal. The primary data collected from questionnaire and some field survey from the purposively sampled respondents- 405 VET graduates who after training are employed in their occupational sector. The study revealed that VET plays constructive role in employment and economic growth. However, it concludes with the recommendation that post training support to the participants is a must for functional VET and getting sustainable and decent employment in the labor market.
survey for Vocational Education and Training (VET) graduates trained from different institutions purposively selected from the list of the VET graduates and interview questionnaires were sent to them. Apart from the questionnaire, some field survey was also administered for the qualitative data on role played by VET in employment, income and socio-economic development.
The article by Surya Prasad Newpane discuss the stories of women who uses their vocational skills to run a homestay in their community which is run by the Tharu and Bote of Nawalparasi. The qualitative approach was applied for carrying out this research and Amaltari homestay was selected as the research site. The stories of these women reveal that they have been using their skills in the area of hospitality, cooking traditional foods and crafting bamboo and wooden goods related skills to serve guest. Despite of many barrier homestay contributed to the indigenous practice and supportive in enriching the Tharu and Bote women socially and culturally by using the vocational skills.
The article by Narbikram Thapa assess the performance of private paravets in terms of quality of technical services. The qualitative and quantitative methods were adopted during field study where questionnaire survey, focus group discussion, direct field observation, force field analysis and score ranking was implemented. He concludes that the quality of the Private Paravets have found to be effective in terms of relevance, appropriateness, targeting, and sustainability issues. Project activities associated with Private Paravets promotion were observed appropriate in line with the needs and priorities of rural people of Nepal.
Finally, the editorial team would like to express our heartfelt gratitude to all the authors who have contributed by providing their relevant and valuable creations. We would also like to express gratitude to the reviewers and TITI management team for their continuous support in publishing this journal. The team would also like to welcome articles from TVET experts, trainers and stakeholders in the field of training, development and research. We are also grateful to Tribhuvan University Central Library (TUCL) for providing their professionals support and encouragement to publish this journal online. Last but not least, we are thankful to the publisher for the publication of the print version of this journal.
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Correia, Jonilson Costa. "O ENSINO SUPERIOR EM HOTELARIA NA UNIVERSIDADE FEDERAL DO MARANHÃO: percepções dos graduandos." InterEspaço: Revista de Geografia e Interdisciplinaridade 2, no. 6 (March 9, 2017): 294. http://dx.doi.org/10.18764/2446-6549/interespaco.v2n6p294-310.
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O trabalho teve como objetivo analisar o ensino superior em hotelaria na Universidade Federal do Maranhão a partir da imersão teórica sobre esse fenômeno, bem como da escuta dos sujeitos envolvidos na pesquisa. Os sujeitos envolvidos na pesquisa foram os graduandos do Curso de Hotelaria da UFMA. Para a concretização da pesquisa, optamos pela abordagem qualitativa, utilizando a entrevista semiestruturada como instrumento de coleta de dados. O trabalho revelou que ainda há uma falta de sintonia entre a formação do profissional de hotelaria e o setor hoteleiro. Haja vista que faltam espaços para aulas práticas e estratégias que aliem a teoria à realidade. O setor hoteleiro de São Luís, ainda, apresenta fragilidade e problemas que dificultam a valorização do egresso do curso de hotelaria no mercado. A realização de uma pesquisa sobre este tema pode ser relevante não só para as instituições de ensino, mas também para empresas empregadoras que podem se beneficiar com a formação dos profissionais.Palavras-chave: Ensino Superior; Graduandos; Hotelaria.THE HIGHER EDUCATION IN HOSPITALITY AT FEDERAL UNIVERSITY OF MARANHÃO: perceptions of undergraduate studentsABSTRACTThe work aims to analyze higher education in hotel management at the Federal University of Maranhão from the theoretical immersion on this phenomenon, as well as listening to the subjects involved in the research. The subjects involved in the research were the graduates of Hospitality Course from UFMA. To achieve the research we chose the qualitative approach using semi-structured interviews as a data collection instrument. The study revealed that there is still a lack of harmony between the formation of professional hotel and the hotel industry. Given that lack spaces for practical classes and strategies that combine theory to reality. Still, the hotel industry of São Luís presents fragility and problems that hinder the recovery of the egress of hospitality course in the market. Conducting a research on this topic may be relevant not only for educational institutions, but also for business employers, who can benefit from the training of professionals.Keywords: Higher Education; Graduate students; Hospitality.LA EDUCACIÓN SUPERIOR EM HOSTELERIA EN LA UNIVERSIDAD FEDERAL DE MARANHÃO: percepciones de los estudiantes universitariosRESUMENEl trabajo tiene como objetivo analisar la educación superior en la dirección del hotel en la Universidad Federal de Maranhão de la inmersión teórico sobre este fenómeno, así como escuchar a los sujetos involucrados en la investigación. Los sujetos involucrados en la investigación fueron los graduados de Hostelería Curso UFMA. Para lograr la investigación se optó por el enfoque cualitativo mediante entrevistas semiestructuradas como un instrumento de recolección de datos. El estudio reveló que todavía hay una falta de armonía entre la formación del profesional del hotel y la industria hotelera. Dados que carecen de espacios para clases prácticas y estrategias que combinan la teoría a la realidad. Aunque, la industria hotelera de San Luís presenta fragilidad y problemas que dificultan la recuperación de la salida, por supuesto, la hospitalidad en el mercado. Llevar a cabo una investigación sobre este tema puede ser relevante no sólo para las instituciones educativas, sino también para los empresarios de negocios, que pueden beneficiarse de la formación de profesionales.Palabras clave: Educación Superior; Los Estudiantes Graduados; Hospitalidad.
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Delcheva, Tsveta. "Practical Training for Students in Social Pedagogy Aimed at the Formation of the Skills, Required to Create a Supportive Environment." Педагогически форум 7, no. 2 (2019): 60–68. http://dx.doi.org/10.15547/pf.2019.015.
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The article presents the process applied to organizing and conducting thepractical training of Social Pedagogy students in Trakia University’s particular social institution – Center for Social Rehabilitation and Integration. It describes an activity from the beginning of the practice - hospitality; which is used to enrich the professional training of the social pedagogue through focusing on the supportive environment in their professional activities. The articleals alyzes the participation of the students and the efficiency of the class through self-assessment.
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Kizer, Carol. "Internships: A Two Year Community College Perspective From Ohio." Hospitality Education and Research Journal 12, no. 2 (February 1988): 484–86. http://dx.doi.org/10.1177/109634808801200261.
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Internships, externships, field experiences, cooperative work experiences, apprenticeships, practicums—There are probably as many combinations and adaptations of these terms in educational institutions as there are states and provinces in the United States and Canadal Yet all exist for the same purpose: to provide students opportunities to apply knowledge and skills learned in those educational institutions to the real world of work in the hospitality industry and to find out first-hand what a job in this industry really entails. Whether at entry level or supervisory level, students and industry benefit from this sometimes misunderstood, and often mismanaged, practical on-the-job experience. The Ohio Board of Regents, as with other state governing bodies, issues definitions and guidelines for a variety of industry work experiences. These give some uniformity within Ohio two year colleges, but even with this the structure and effectiveness of these experiences differ from college to college. The following chart summarizes the Ohio guidelines: The Columbus State Community College curriculum for Hospitality Management students includes two courses, Hospitality Management Cooperative Work Experiences I and II, requiring a minimum of 20 hours per week in employment during each of two 10-week academic quarters. The student receives two credits for each course. Ninety percent of the hospitality students have worked in the industry, so it is recommended they do not enroll in these courses until their last two quarters. Therefore, they can receive maximum opportunity to apply principles learned in previous coursework and work experience. Until two years ago, our hospitality co-op experiences were loosely structured with varying degrees of benefit to students. It was left almost totally to industry personnel to determine the jobs students would perform. Even though graduate follow-up surveys indicated that graduates felt their required work experiences were among the more valuable aspects of their courses of study, we felt we needed to make some changes to assure that all students were able to grow professionally as a result of the experiences. Our industry advisory committee reached impasse after impasse on essentials such as payment or non-payment, actual jobs to be performed, qualifications of the work site, and critical skills of graduates. It was commonly accepted, however, that there must be some opportunity to sharpen skills in human relations, communication skills, and problem solving if students are to become effective first-line supervisors. It was reinforced that the college cannot teach everything in two years and that we should rely on applied work experience to supplement the formal education. The community colleges offer open access, and the profile of the student differs from the traditional college student in the baccalaureate program. This must be considered in outlining requirements for an industry work experience. The student is usually from the local area and commutes within a 30 mile radius, is an adult learner who averages 27 years of age, is likely to have a family and financial responsibilities, and is already employed at least part-time and probably full-time. It is unrealistic to assume one can take this student away from a job necessary to pay the bills and require a non-paid or lower paid experience strictly for the educational benefits to be derived. A compromise was finally reached with our advisory group and it has worked well for students and for industry. A student already employed in a hospitality job may stay at that site—even continue to perform the same job duties at the current rate of pay, but additional opportunities are created. At the beginning of each quarter the instructor, student, and job supervisor together examine a set of expected educational program outcomes or competencies and evaluate the current strengths and weaknesses of that student. An individualized learning contract is negotiated to supplement and reinforce the expected outcomes based upon each student's career objective. Training objectives for the student are then established which can be achieved either within the current job, by transfer to another department within the organization, or by allowing the student to gain additional experience at the same site on a non-paid basis over and above the regular job for which the student would normally be paid. This assures that there will be career growth, and the student maintains the planned income. At the same time it does not place an unrealistic expectation upon the employer. Industry personnel are most cooperative, and rarely would a student need relocation. The instructor has weekly contact with each student in a seminar accompanying the co-op experience. In this seminar students discuss experiences and observations and there is further opportunity to participate in case studies and supervisory skill development. Unless problems develop, the instructor often makes interim follow-ups by telephone only, and will return to the site only for the final evaluation session with the student and supervisor. A grade is determined jointly by the instructor and supervisor including scores for job performance, achievement of established training objectives, and seminar participation. In those infrequent instances where a student was not already employed, job seeking skills are part of the co-op grade determination. Assistance is given by the instructor and college job placement personnel, but the student is ultimately responsible for obtaining employment. A student does have the option for a non-paid experience, arranged by the college, in which case there will be a set rotation of job stations within an organization. This required a more specific work schedule and a formal agreement outlining responsibilities of the student, college, and work site because of the liability involved. Instructor workload for coordinating work experiences is calculated by assigning one contact hour per week for the seminar and one quarter contact hour per week for each student enrolled in the co-op course. The college full-time faculty workload is 20 contact hours per week. One faculty person is assigned organizational responsibility for the seminars, but the student follow-up is completed by each student's faculty advisor. This works well because it gives all faculty the opportunity for interaction with industry personnel and provides variety in the teaching experience. And, of course, the advisor who has worked closely with the student through his or her academic career knows that student's abilities and needs best. What is the future of internships? Whether credit or not-for-credit, whether paid or non-paid, whether tightly, loosely or non-structured, industry internships are her to stay. Graduate surveys reinforce the fact that students find them invaluable. Industry personnel agree that applied work experience should supplement and reinforce classroom learning. There is no doubt that the experiences could often be better structured and executed, but they cannot be replaced! For the past several years, college educators have participated in serious discussions and conducted studies about the quality of American higher education. The American Association of Community and Junior Colleges (AACJC) has assumed leadership in the focus on assessment and outcomes of students' educational experiences. The emphasis on “value-added” education and assessment programs has pervaded our campuses. It is crucial that the education experience adequately prepare students for the workplace and for career mobility. The question arises as to how to measure whether a program actually meets this objective. An AACJC Policy Statementon Student Assessment suggests that colleges will be better able to meet diverse population needs and improve the overall rate of student success if they provide a comprehensive assessment program for all students using effective measures and tools. It suggests that traditional testing alone is inadequate and other appropriate measurements of program strengths and weaknesses must be developed. It is possible that at least one industry work experience or internship course, if taken during a student's last academic term and based on agreed upon objectives and mastery standards, could serve as a summative assessment measure to determine the effectiveness of learning that has taken place over the student's entire program. It could perhaps serve as the “capstone” course. As we grapple with this and other issues, perhaps the CHRIE Internship Technical Committee can delve into how we can more effectively make the industry internships an integral part of the teaching and learning process.
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Olowoyo, Mary Motolani, Sam Ramaila, and Lydia Mavuru. "Levels of Readiness and Preparedness of Selected South African TVET Colleges in Meeting the Requirements of the Hospitality Industry." International Journal of Learning, Teaching and Educational Research 19, no. 11 (November 30, 2020): 53–70. http://dx.doi.org/10.26803/ijlter.19.11.4.
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Skill shortages within the hospitality sector is a major problem. The evaluation was undertaken to establish if the TVET colleges are well equipped to have a meaningful impact on the provision of appropriate skills required by the hospitality industry. The study adopted a mixed method approach as part of the survey design. The inherent structure of the curriculum was benchmarked against the expectations of employers of TVET college graduates. Data was collected through the administration of a survey questionnaire and semi-structured interviews. The survey questionnaire specifically examined available infrastructure at the TVET colleges utilised for hospitality studies, training provided by the academic personnel, curriculum content and employers’ expected curriculum outcomes. Seven principals, 14 lecturers and 22 employers were interviewed using a semi-structured interview schedule. The key findings of the study revealed that the curriculum on offer placed considerable emphasis on Catering and Hotel Management. Entrepreneurship and Business Management courses are only offered at N5 level and Communication and Human Relations are offered at N6 level, notwithstanding the fact that they are largely regarded as core skills within the hospitality and tourism industry. Students are afforded work integrated learning opportunities on completion of their studies. Employers observed that a large proportion lacked skills. There appears to be sustained reluctance on the part of academic personnel and institutional management to harness funding. There is a critical need for coherent alignment between curriculum content and the needs of the hospitality industry through periodic reviews.
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Zakaria, Mohd Amin Bin, Noor Afizah Bintatan, and Fatimah Binti Hussein. "TRANSFORMATION OF VOCATIONAL TRAINING IN HOTEL AND CATERING MANAGEMENT PROGRAMS TO MEET HIGH INCOME COMMUNITY IN GLOBAL PERSPECTIVE." Journal : Tourism and Hospitality Essentials Journal 5, no. 2 (April 7, 2016): 903. http://dx.doi.org/10.17509/thej.v5i2.2001.
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The Hotel and Catering Management program has gone trough years in Malaysian’s conventional education. The pioneer of this program has been established at Institut Teknologi MARA in 1967 started from Certificate of Catering Services to Diploma in Hotel and Tourism Management. From its name School of Hotel and Catering Management, in 1991 it is called Faculty of Hotel and Tourism Management. The faculty focuses in line with the country aspiration to produce graduates and professionals in the field of hospitality. Meanwhile, in secondary schools have made catering courses as an elective in Living Skill and vocational school has long made Certificate of Catering courses to students. In 1998, Politeknik Johor Bahru has opened first certificate and diploma programs in Hotel and Catering Management to produce workers in respective hospitality establishments available through Malaysia. It is considered the second public institution for hotel and catering programs in Malaysia. However, reports from the Traces Study and Alumni Department in Politeknik Johor Bahru had shown that less than 65 percent of students interested to work in the same discipline and the rest of them divided in all fields in workforce. This trend has been prevailing for years in the job market without any action been taken to address this problem. This paper is to look and to analyze the reason why students do not choose their first jobs associated with the areas that they have been studied. After finding out the cause of the problems, number of recommendations to the formation of a new curriculum on Hospitality Education should be made to fit the current trend and market. Therefore, the shortage of energy resources and dependency on external energy could be reduced. The new curriculum is hoping to be able in developing communities with high income toward Malaysian’s vision to be a developed country in 2020.
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Ilkevich, S. V., L. V. Prikhodko, and N. L. Smith. "EUROPEAN DIMENSION IN QUALIFICATIONS FOR THE TOURIST SECTOR AS AN INSTITUTION FOR RUSSIAN DESTINATIONS DEVELOPMENT." Strategic decisions and risk management, no. 1 (May 2, 2019): 70–79. http://dx.doi.org/10.17747/2618-947x-2018-4-70-79.
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Adaptation of the best practices of the extensive and nationally specific European experience in the field of measurement of qualifications becomes particularly appropriate as there is some delay in the development of Russian scientific, practical and methodological approaches to the national qualifications framework. At the same time, the shortage of highly qualified personnel in the fast-growing tourist sector is becoming chronic, and the results of creating tourist clusters are ambiguous, with a large share of failures in the implementation of master plans for territorial tourism development. In this regard, the acceleration of the development of a structured measurement of qualifications in the form of a national qualifications framework becomes demanded not only to achieve greater maturity and effectiveness of the Russian educational and professional systems in the tourism sector, but also as a common institution for the strategic development of Russian destinations in training areas, technologies, competencies and the innovation potential of the tourism and hospitality industry. The projects of the European Commission ERASMUS+ are one of the effective network channels for the development of national and international expertise in structural measures to optimize educational systems, and in particular, to compare and develop systems, matrices frameworks for qualifications. The article represents an attempt to highlight how the implementation of a structured project in the field of qualifications can correspond both to general progressive trends in the evolution of educational systems and to the overall objectives of territorial tourist development. As a conceptual result, the authors identify six mid-term and six long-term effects of the developments of a national qualifications framework that directly and indirectly provide beneficial outcomes within the development of Russian destinations through improving the focus of retraining and advanced training programs, enhancing lifelong learning, promoting labor mobility in the tourism sector, successful validation of informal education, wider circulation of partial and intermediate qualifications in the tourism and hospitality industry. Adjacent to this issue is the problem of the relationship between the development of educational clusters in the tourism sector and the national qualifications framework, on the one hand, and tourism clusters, on the other, the consideration of which is also presented in this article.
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Ilkevich, S. V., L. V. Prikhodko, and N. L. Smith. "EUROPEAN DIMENSION IN QUALIFICATIONS FOR THE TOURIST SECTOR AS AN INSTITUTION FOR RUSSIAN DESTINATIONS DEVELOPMENT." Strategic decisions and risk management, no. 1 (May 2, 2019): 70–79. http://dx.doi.org/10.17747/2618-947x-2019-1-70-79.
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Adaptation of the best practices of the extensive and nationally specific European experience in the field of measurement of qualifications becomes particularly appropriate as there is some delay in the development of Russian scientific, practical and methodological approaches to the national qualifications framework. At the same time, the shortage of highly qualified personnel in the fast-growing tourist sector is becoming chronic, and the results of creating tourist clusters are ambiguous, with a large share of failures in the implementation of master plans for territorial tourism development. In this regard, the acceleration of the development of a structured measurement of qualifications in the form of a national qualifications framework becomes demanded not only to achieve greater maturity and effectiveness of the Russian educational and professional systems in the tourism sector, but also as a common institution for the strategic development of Russian destinations in training areas, technologies, competencies and the innovation potential of the tourism and hospitality industry. The projects of the European Commission ERASMUS+ are one of the effective network channels for the development of national and international expertise in structural measures to optimize educational systems, and in particular, to compare and develop systems, matrices frameworks for qualifications. The article represents an attempt to highlight how the implementation of a structured project in the field of qualifications can correspond both to general progressive trends in the evolution of educational systems and to the overall objectives of territorial tourist development. As a conceptual result, the authors identify six mid-term and six long-term effects of the developments of a national qualifications framework that directly and indirectly provide beneficial outcomes within the development of Russian destinations through improving the focus of retraining and advanced training programs, enhancing lifelong learning, promoting labor mobility in the tourism sector, successful validation of informal education, wider circulation of partial and intermediate qualifications in the tourism and hospitality industry. Adjacent to this issue is the problem of the relationship between the development of educational clusters in the tourism sector and the national qualifications framework, on the one hand, and tourism clusters, on the other, the consideration of which is also presented in this article.
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Jobin, Guy. "Spirituality, medicine, and tradition. Some thoughts about Hostility and Hospitality." Spiritual Care 9, no. 2 (April 8, 2020): 115–25. http://dx.doi.org/10.1515/spircare-2019-0090.
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AbstractThis book by authors Michael J. and Tracy A. Balboni offers a critique of the direction taken by medicine in the modern age. It is critical in the sense that, first, it identifies the shortcomings of current medical, or more generally, caregiving practice and, second, it proposes various ways (training, institutional organization, research, etc.) to correct the serious deficiencies identified. I subscribe willingly to the same critical tradition as the authors. Although I will diverge from their proposals on certain points, I agree with them that the spiritual discourse generated in Western healthcare establishments deserves critical attention, backed up by the resources of theological reflection alongside the contributions made in other fields of knowledge. I also believe that a theological critique can be constructive and help illuminate the spiritual experience during illness, leading to a fairer appraisal, by clinicians, of this facet of the experience of illness. My critical appraisal will cover the following topics: the theological assumptions underlying the Balbonis’ account of the development of medicine in the modern era, the idea of a spiritual therapy, and, finally, the spiritual anthropology that supports the structural pluralism model and its institutionalization.
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Mårtensson, Ulrika, and Mark Sedgwick. "Preface." Tidsskrift for Islamforskning 8, no. 1 (February 23, 2014): 1. http://dx.doi.org/10.7146/tifo.v8i1.25321.
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This special issue is the outcome of a generous invitation by the Center for Islamic Studies of Youngstown State University, Youngstown, Ohio, to arrange a seminar on Nordic Islam at Youngstown State and to publish the proceedings in the Center’s journal, Studies in Contemporary Islam. To make the proceedings available to Nordic audiences, the proceedings are also being published in the Tidsskrift for Islamforskning. The seminar was held on 25–26 October 2010, and was highly rewarding. The contributors are grateful for the hospitality they received during their stay in Youngstown. They are also grateful to Professor Rhys Williams, Director of the McNamara Center for the Social Study of Religion at Loyola University Chicago, for contributing to the seminar and the special issue. Rhys Williams’ perspective is that of an experienced researcher of religion in the USA, and represents the logical opposite of the Nordic state model and its way of organizing welfare, civil society, and religion. Dr. Williams’ perspective helps to highlight the specifics of the Nordic context. Last but not least, the contributors wish to thank the editors of the Tidsskrift for Islamforskning.The fact that this special issue about Islamic institutions and values in the context of the Nordic welfare state is intended for both American and Nordic readers has inspired the framework that introduces the issue. The first three contributions constitute one group, as they each deal with the significance that the two different welfare and civil society models represented by the Nordic countries and the USA may have for the institutionalization of Islam and Muslims’ public presence and values. First, Ulrika Mårtensson provides a historical survey of the Nordic welfare state and its developments, including debates about the impact of neoliberal models and (de)secularization. This survey is followed by Rhys Williams’ contribution on US civil society and its implications for American Muslims, identifying the significant differences between the US and the Nordic welfare and civil society models. The third contribution, by Tuomas Martikainen, is a critical response to two US researchers who unfavorably contrast European ‘religion-hostile’ management of religion and Islam with US ‘religion-friendly’ approaches. Martikainen , with reference to Finland, that globalized neoliberal ‘new public management’ and ‘governance’ models have transformed Finland into a ‘postsecular society’ that is much more accommodating of religion and Islam than the US researchers claim.The last seven contributions are all concerned with the ‘public’ dimensions of Nordic Islam and with relations between public and Islamic institutions and values. In the Danish context, Mustafa Hussain presents a quantitative study of relations between Muslim and non-Muslim residents in Nørrebro, a part of Copenhagen, the capital, which is often portrayed in the media as segregated and inhabited by ‘not well integrated’ Muslims. Hussain demonstrates that, contrary to media images, Nørrebro’s Muslim inhabitants feel that strong ties bind them to their neighborhood and to non-Muslims, and they trust the municipality and the public institutions, with one important exception, that of the public schools.From the horizon of the Norwegian capital, Oslo, Oddbjørn Leirvik explores public discourses on Islam and values with reference to national and Muslim identity and interreligious dialogue; Leirvik has personal experience of the latter since its start in 1993. From the Norwegian city of Trondheim, Eli-Anne Vongraven Eriksen and Ulrika Mårtensson chart the evolution of a pan-Islamic organization Muslim Society Trondheim (MST) from a prayer room for university students to the city’s main jami‘ mosque and Muslim public representative. The analytical focus is on dialogue as an instrument of civic integration, applied to the MST’s interactions with the church and the city’s public institutions. A contrasting case is explored in Ulrika Mårtensson’s study of a Norwegian Salafi organization, whose insistence on scriptural commands and gender segregation prevents its members from fully participating in civic organizational activities, which raises questions about value-driven conditions for democratic participation.In the Swedish context, Johan Cato and Jonas Otterbeck explore circumstances determining Muslims’ political participation through associations and political parties. They show that when Muslims make public claims related to their religion, they are accused of being ‘Islamists’, i.e., mixing religion and politics, which in the Swedish public sphere is a strong discrediting charge that limits the Muslims’ sphere of political action in an undemocratic manner. Next, Anne Sofie Roald discusses multiculturalism’s implications for women in Sweden, focusing on the role of ‘Swedish values’ in Muslims’ public deliberations about the Shari‘a and including the evolution of Muslims’ values from first- to second-generation immigrants. Addressing the question of how Swedish Islamic schools teach ‘national values’ as required by the national curriculum, Jenny Berglund provides an analysis of the value-contents of Islamic religious education based on observation of teaching practices. In the last article, Göran Larsson describes the Swedish state investigation (2009) of the need for a national training program for imams requested by the government as well as by some Muslims. The investigation concluded that there was no need for the state to put such programs in place, and that Muslims must look to the experiences of free churches and other religious communities and find their own ways to educate imams for service in Sweden.