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Innovation in Hospitality Education: Anticipating The Educational Needs of A Changing Profession 1st Edition Jeroen A. Oskam
Innovation in Hospitality Education: Anticipating The Educational Needs of A Changing Profession 1st Edition Jeroen A. Oskam
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Innovation and Change in Professional Education 14
Jeroen A. Oskam
Daphne M. Dekker
Karoline Wiegerink Editors
Innovation in
Hospitality
Education
Anticipating the Educational Needs of a
Changing Profession
Innovation and Change in Professional
Education
Volume 14
Series editor
Associate editors
L.A. Wilkerson, Dell Medical School at the University of Texas at Austin, TX, USA
H.P.A. Boshuizen, Center for Learning Sciences and Technologies,
Open Universiteit Nederland, Heerlen, The Netherlands
Editorial Board
Eugene L. Anderson, Anderson Policy Consulting & APLU, Washington, DC, USA
Hans Gruber, Institute of Educational Science, University of Regensburg,
Regensburg, Germany
Rick Milter, Carey Business School, Johns Hopkins University, Baltimore, MD, USA
Eun Mi Park, JH Swami Institute for International Medical Education,
Johns Hopkins University School of Medicine, Baltimore, MD, USA
SCOPE OF THE SERIES
The primary aim of this book series is to provide a platform for exchanging
experiences and knowledge about educational innovation and change in professional
education and post-secondary education (engineering, law, medicine, management,
health sciences, etc.). The series provides an opportunity to publish reviews, issues
of general significance to theory development and research in professional education,
and critical analysis of professional practice to the enhancement of educational
innovation in the professions.
The series promotes publications that deal with pedagogical issues that arise in the
context of innovation and change of professional education. It publishes work from
leading practitioners in the field, and cutting edge researchers. Each volume is
dedicated to a specific theme in professional education, providing a convenient
resource of publications dedicated to further development of professional education.
Innovation in Hospitality
Education
Anticipating the Educational Needs of a
Changing Profession
Editors
Jeroen A. Oskam Daphne M. Dekker
Research Centre Research Centre
Hotelschool The Hague Hotelschool The Hague
The Hague, The Netherlands The Hague, The Netherlands
Karoline Wiegerink
Research Centre
Hotelschool The Hague
The Hague, The Netherlands
vii
viii Contents
Dr. Ajai Ammachathram is a hospitality leader and educator who has been associ-
ated with food and beverage management for over 18 years. He is a certified hospi-
tality educator (CHE) from the American Hotel and Lodging Association Educational
Institute and holds a doctoral degree in leadership (higher education) from Eastern
Michigan University. He holds three degrees in hospitality management from the
University of Madras, India (bachelor’s), Southern New Hampshire University,
New Hampshire (bachelor’s), and Eastern Michigan University, Michigan
(master’s).
He brings a wealth of industry management experience from various sectors of
the hospitality industry, more specifically from:
• Food and beverage management serving airline passengers
• Students in college dining services
• Restaurant guests at The Ritz-Carlton
• Day-to-day customers in various retail industries
• Healthcare patients for a 600-bed hospital in Southwestern Ontario
He is an assistant professor at Hospitality, Restaurant, and Tourism Management
at the University of Nebraska-Lincoln. He strongly believes in a collaborative/
hands-on approach to education and adores being a “guide on the side” in the class-
room rather than a “sage on the stage.” He considers his passion and love for the
hospitality industry as his key asset which he always brings to the classroom based
on his extensive qualifications and years of experience.
Dr. David M. Anderson has worked in the education field for over 30 years, in a
variety of capacities, including as a mathematics and computer science teacher, a
researcher for the Bureau of Accreditation and School Improvement Studies, an
executive associate for Research and Assessment with the National Board For
Professional Teaching Standards, an associate director for the National Science
Foundation’s Statewide Systemic Initiative in South Dakota, a lead administrator at
a professional development school (PDS) in Maryland, and a faculty member in the
states of Maryland and Michigan in the USA. He is currently the coordinator of the
ix
x About the Authors
Dr. Sjoerd Gehrels a UAS professor innovation in Hospitality at the Stenden Hotel
Management School, Leeuwarden, the Netherlands, started in Dutch higher educa-
tion in 1989, after 10 years in the hospitality industry. Sjoerd worked as apprentice,
sommelier, and operations manager in Michelin-starred restaurants. In Stenden, he
is program leader for the MA/MSc International Hospitality and Service
Management program, and was appointed in December 2014 as a university of
applied science professor within Stenden Hotel Management School’s Academy of
International Hospitality Research. Sjoerd holds an MSc (University of Surrey,
1999), MBA (Oxford Brookes University, 2004), and a doctorate from the University
of Stirling (2013). Currently, he is rounding off a postdoc at the University of
Algarve, Portugal. Furthermore, Sjoerd has been acknowledged as certified hospi-
tality educator by the American Hotel and Lodging Association for 20 consecutive
years (the only Dutch national holding the accreditation for so long). His doctorate
thesis looked at what made hospitality entrepreneurs successful. He is the Research
in Hospitality Management journal coeditor in chief, reviewer for several research
journals, and editorial board member for the European Journal of Tourism Research.
His professorship research focuses on innovation in hospitality. Sjoerd has trained
the management teams of several international hotels in personal leadership.
Professor Dr. Clare Hindley is a professor in the Language and Communication
Department at the IUBH School of Business and Management, Bad Honnef-Bonn.
She gained her PhD in the field of Sociolinguistics, focusing on language and social
networks. She also holds a BA in English and Classical Civilization and an MA in
Applied Linguistics. Her early work experience spanned teaching English, teacher
training, education management, and translation. Her career includes international
experience in Europe and South America in the world of business and teaching.
Prior to working at IUBH, Clare worked as a language consultant, a freelance
teacher trainer, and a tutor on language- and culture-related master’s programs. At
IUBH, she is responsible for research method modules and is one of the university
research coordinators. Her career has been diverse in location and focus, but lan-
guage, culture, and communication have remained the guiding lights. Her research
work is increasingly focused on the world of hospitality and tourism with particular
interest in education, culture, and sociology. Recent publications concentrate on
diverse areas of sustainability and culture with an interest in cross-disciplinary stud-
ies. Outside her professional life, Clare’s cross-disciplinary interests are reflected in
her love for opera, cycling, hens, and travel.
Dr. Ankie Hoefnagels works as an assistant professor at the Hotel Management
School Maastricht and as program manager of Global-MINDS at the Research
Centre for International Relation Management of Zuyd University of Applied
Sciences. Her academic roots lie in English and literary studies. She obtained a PhD
in Management Studies at the Nijmegen School of Management with a study on the
effects of employees’ intercultural competences in the service-profit chain of hotels.
Ankie has recently successfully developed two educational tools to support students
and staff’s international learning outcomes: the Global-MIND Monitor and the
Curious People Blog platform. Ankie’s publication record covers, among others, a
About the Authors xiii
the chain, for a total of 20 hotels located in several major Italian cities. Passionate
about business strategy, data analysis, and IT, his tasks also include budgeting, train-
ing teams in revenue management, and exploring, implementing, and improving
reporting tools and integration between systems.
Sylvia Schoenmakers, MSc. works in the Research Center for Professional
Education of Zuyd University of Applied Sciences. She has over 30 years of experi-
ence in educational consultancy and research and was an early adaptor of e-learning.
She was involved in establishing competence-based curricula, learning networks,
and the introduction of virtual learning environments and community software.
On behalf of the Research Center, she investigated students’ learning outcomes
during work placement at the start of a curriculum, arrangements for workplace
learning, interdisciplinary education in learning communities, and the links between
education and research in curricula. Where teachers create space for innovation in
the education, Sylvia helps in finding the foundations and ways to improve
education.
Peter Starks, MBA is CEO of Redglobal learning technology, serving transna-
tional and regional hospitality companies, government tourism agencies, and uni-
versities in over 40 countries.
In government, he has previously served as regional director for the United
Nations Tourism Development Office. In industry, he has been a general manager of
five-star hotels and a regional director for Marriott Hotels in Europe and MENA. In
education, he serves on the advisory committee of multiple universities and facili-
tates upper-level courses and executive education programs.
Peter is an elected member of the International Society of Hospitality Consultants
and the Institute of Hospitality, UK. A graduate of Cornell University School of
Hotel Administration, Peter also holds an MBA and MA from Webster University,
Geneva, Switzerland.
Jan Willem van Brouwershaven, MSc. is a program director bachelor at the
Hotelschool The Hague.
He started as a lecturer in Information and Communication Management and
was one of the first members of the research center and responsible for implement-
ing several IT-related projects. After 6 years of teaching, he joined the management
team in 2005 and served in different functions. Golden thread is his involvement in
both the business end of the school and continuous improvement of the curriculum.
Finding the right balance between the interests of students, faculty, management,
and industry is his main focus.
He earned a MSc in Business Administration, specializing in marketing, at the
Erasmus University Rotterdam after which he worked for 8 years as consultant,
marketing and IT manager for a market research company, and IT solutions
provider. Both companies used cutting-edge technology to help their clients achieve
better results.
About the Authors xv
Jeroen A. Oskam
technologies and habits as well as the development of our social and productive sys-
tems due to the introduction of new technologies. These reflections interpret these
needs in the light of specific characteristics, concerns and dilemmas that set hospital-
ity schools apart from other institutes of higher education, such as the traditional com-
bination of theoretical education and practical trainings in their curricula, emphasis on
social skills, reputations fed by career success of graduates but not so much by
academic achievements and in most cases a remarkable history, identity and culture.
Although hospitality management professions are not among those that are
believed to disappear in the next decades, it is clear that hospitality operations are
growing in scale and professionality. UNWTO projections show that travel and
demand for accommodation will keep growing, but this growth has also contributed
to functions as marketing, distribution and revenue management requiring special-
ized expertise, inside or ever more outside the actual hotel company. Data science
and other technological expertise have reached an importance that was unthinkable
a few decades ago. But how should these high-tech skills be reconciled with the
authentic human contact and hospitableness, qualities in which the hospitality
industry and hotel schools traditionally have taken pride?
At the same time, the recent developments in hospitality education have been
determined by the evolution of higher education systems. With different accents
according to local specificities, in general the movement has been from industry-
inspired curricula to programmes adjusted to generic higher education require-
ments, usually leading to the incorporation of business subjects and presumably
higher academic standards (Airey and Tribe 2000). Besides the accreditation of the
original curricula as bachelor’s programmes, master’s programmes have mostly
been designed as top-ups in the last two decades; they clearly satisfy a student
demand for further education but are not yet common as explicit job requirements
in traditional hotel companies. The same can of course be said about doctorate pro-
grammes offered at some universities.
Hospitality education has historically been more prominent in some countries than
in others. Tradition seems to be an important element in international “rankings”,
which unlike national rankings reflect industry perception rather than educational
standards (TNS Global 2014; Canter 2016). Their validity is therefore somewhat
questionable: school reputation, career success and alumni judgements may cause a
tautological bias towards the oldest and most well-known schools. If we consider
these listings as merely indicative of good reputation, the most prestigious schools
are the Swiss, especially Lausanne, and US universities, with Cornell in the first
place; Hotelschool The Hague (the Netherlands) and Oxford Brookes University
(UK) are usually in the top 10.
The nature of the programmes included in these comparative listings is diverse,
partly depending on the national context and legislation in which each school has
1 Introduction: Innovation in Hospitality Education 3
The different origins of all these programmes become visible in the role and impor-
tance theoretical and practical elements receive in their curricula. Although many
schools have redesigned their practices or recontextualized them putting focus on
managerial experiences (Gruman et al. 2009), the fact that students participate in
operational activities is sometimes seen as undesirable in view of university stan-
dards and regulations, whilst a lack of preparation for practical work will generally
jeopardize industry relations and graduates’ options for career entrance. Especially
UK (post-1992) universities are seen as examples of “academization”.
The development of the educational system and institutions is one of the driving
forces behind this movement that prioritizes theoretical over practical education. A
growing maturity in academic research in the discipline and, on the downside, an
increased pressure of research metrics on faculty constitute a strong incentive for
more academic approaches. To evaluate whether this attention to research has been
a positive development, one of the criteria should be that it has become visible in
knowledge-based improvements or innovations in the industry or in professional
practice. On the other hand, if hospitality research were to become a sterile exercise,
the concerns about a divide between academia and work field would be justified.
However, this emphasis on theoretical approaches has not only been inspired by
purely academic considerations. Practical facilities are expensive, and budget
restraints have caused schools to eliminate the corresponding educational experi-
ences or to outsource these, e.g. in cooperation with a commercial business. These
measures have affected the competitiveness of “academicized” curricula as
4 J.A. Oskam
p rospective students value the existence of practical facilities in their study choices
(Jameson et al. 2016).
Despite their appeal, practical operations also imply a risk: there is a precarious
balance between productivity and learning effect. The justification of practical
trainings at hotel schools has long been intuitive—“if you don’t know the operations
you cannot manage them”—but studies by Gijselaers and Wilson-Wünsch (Arts
et al. 2006; Gijselaers 2006; Gijselaers et al. 2006; Wilson-Wünsch et al. 2015,
2016; Wilson-Wünsch 2016), among others, have clarified the actual cognitive
effects of these activities. However, both in internal practices and in external place-
ments, productivity, not rarely, gets the upper hand. This may lead to a loss of time
from an educational perspective or sometimes to ethical concerns in the case of
certain private hotel schools or placement companies where unpaid labour is
employed for for-profit productivity.
But it is not just the fine dining that sets the hotel schools apart from generic busi-
ness schools. In the recent integration of Cornell’s School of Hotel Administration
into a broader business school, alumni and students focused their protest not so
much on tangible differences in, e.g. facilities, but on a fear for a “loss of identity”.
Especially the traditional—meaning older—hotel schools pride themselves on a
distinct culture, which is considered to be decisive in the preparation for the hospi-
tality profession.
The latter assumption must be taken with caution, as traditional culture may
become an obstacle for professional evolution. But the identity involves more than
just “good manners”. Prestigious hotel schools deliver managers to the hotel indus-
try, and hotel managers recruit their talents from prestigious hotel schools. As stated
before, there is a self-reinforcing understanding of which are the good hotel schools;
hotel school identity has therefore become an important element in the process of
professional socialization. Put simply, the hotel school culture provides graduates
with behavioural standards, dress codes and professional networks that are required
for a successful entrance in the professional field.
In other words, the two paradigms for hospitality management education must be
judged by their potential to understand and advance hospitality and the hospitality
profession. But industry reactions do not constitute an unbiased criterion to assess
this potential, as precisely the need for progress and innovation may justify
1 Introduction: Innovation in Hospitality Education 5
(Fullagar and Wilson 2012): studies of how sustainable development was intro-
duced into hospitality programmes identify industry positions and requirements as
more pressing than reasons as critical thinking (Deale et al. 2009; Boley 2011;
Millar and Park 2013). Apparently, the same maturity of the discipline that has led
to the emergence of liberal curricula and critical hospitality studies becomes visible
in trends in certain parts of the industry where the focus has shifted from effective-
ness and short-term profitability to the sustainability of the business.
Globalization and the relativity of cultural hegemony have increased the awareness
for subjects as intercultural communication and intercultural management. This sub-
ject has rapidly developed from a categorization of differences in cultural behaviour
to a more cautious approach to cross-cultural sensitivity. This evolution reflects the
equilibrium of a temporarily multipolar world and may have to be revised in a future
with greater Asian dominance in the business world, as Reuland suggests: future hos-
pitality students will not only have to learn to successfully interpret and interact with
guests from countries as India and China but also to adapt to corporate cultures influ-
enced by managers and business owners from Asian countries (Reuland 2016).
A final development our curricula as well as our lifelong learning programmes
will have to address is the impact of technological innovations on our industry. The
level of knowledge and skills required goes beyond the inclusion of new topics and
subjects in our curricula: rather than hospitality graduates, the hospitality industry
will seek specialized expertise to address these needs. Most probably, our schools
and our students will be expected to develop an understanding of the business impli-
cations of innovations and of their connection to the more traditional aspects of
hotel operations. Our curricula will have to study these connections between what
we call “high tech” and “high touch”, even though it is not certain that in the future
guest satisfaction, empathy and customer centricity or mass customization will still
rely on human interfaces.
We have discussed the existence and the divergence between different hospitality
education paradigms. This collection of essays and studies does not advocate one of
these positions and has sought to incorporate different viewpoints in order to further
the debate. Both perspectives produce excesses in which educational objectives
become subordinate to other considerations, be it to the productivity of food and
beverage outlets or to research metrics and publication records. The main challenge
for hospitality schools and curricula will not be the prevalence of a current para-
digm, but balancing quality standards and organizational culture with the flexibility
that will be required to continuously adjust curricula to developments in the profes-
sion and in its environment.
The first section of this book looks at the fundamental design of hospitality curri-
cula. If contemporary programme layout is the result of paradigmatic shifts that
have both questioned the vocational origins of many schools and programmes and
8 J.A. Oskam
also the academic context into which they have been embedded, how should future
innovations balance, or maybe rather prioritize, these curriculum elements and per-
spectives? How can hospitality curricula remain relevant for the professional careers
of graduates, but avoid at the same time becoming limited to operational and mana-
gerial requirements of the industry? In other words, how should schools position
themselves as knowledge-generating institutes that contribute to innovations and
improvements in the hospitality profession?
In the first chapter, Jeffrey Catrett analyses the backgrounds of what he charac-
terizes as the “European” versus the “Anglo-Saxon” paradigms in their historical
contexts. After weighing the pros and cons of both approaches, Catrett proposes a
new paradigm in which hospitality education evolves from its vocation- and science-
based approaches to one that builds on the arts division of knowledge and educa-
tion. This third educational paradigm is strongly connected to the latest developments
in the industry, which require the ability, in our graduates, “to create a complex new
environment and experience and then shortly thereafter tear it all down and build it
over again to achieve a new surprise”.
Conrad Lashley, who of course was among the initiators of the critical hospitality
studies movement, reviews the role of hospitality education in preparing managers,
on the one hand, and the potential of the discipline derived from the anthropologi-
cal, psychological and historical study of hospitableness in other than commercial
contexts. Lashley discusses the motivations driving people to become hospitable,
and even though the possibility of commercial hospitality businesses to be genu-
inely hospitable has been questioned, Lashley argues that a more in-depth under-
standing of hospitable motives, attitudes and behaviour will also benefit professional
hospitality operations.
This evolution of our understanding of the role of our graduates in their professional
activities and changes in the external environment call for new knowledge and
skills. The second section of the book looks at the scope of the hospitality curricu-
lum: which subjects, topics, competencies and learning goals should be included?
In other words, what are the implications of innovative approaches such as those
proposed by Catrett and Lashley in the composition of hospitality curricula?
Hindley and Wilson-Wünsch study the concepts of “expert” and “expertise”, as
often used intuitively in discussions on the profession and also in hotel school pro-
motion. The authors argue that expertise entails the ability to “react, communicate
and experiment” professionally and that therefore creativity, flexibility and problem-
solving skills should complement theoretical knowledge in hospitality programmes.
They use the analogy with mastering arts and crafts to show how hospitality stu-
dents and professionals should “grow into knowledge”: that of the mediaeval cathe-
dral builder and that of the orchestra director. The conclusion is that our curricula,
besides offering theoretical “templates”, should be “open for discovery”.
1 Introduction: Innovation in Hospitality Education 9
Dekker builds on the concept of “hospitableness” that Lashley puts at the centre
of hospitality studies. Her question is whether this hospitableness is an innate
quality or a skill that can be taught in classroom or lab settings. She distinguishes
“genuinely hospitable behaviour” leading to “delightful” interactions from acquired
skills that enable staff to perform professional operations technically correctly. The
first type of hospitableness is linked to certain personality traits and therefore not
given equally to all people. This of course has strong implications for hospitality
businesses as well as hotel schools.
The internationalization of higher education, in general, and of hospitality educa-
tion in particular has become generally accepted as necessary and desirable, but as
Coelen and Gehrels argue, its effectiveness is questionable if its purpose is reduced to
student and staff mobility. The authors propose a model in which education and indus-
try interact internationally in order to keep both worlds connected and to advance
professional practice. At the same time, the dynamics of international programmes
and the confluence of heterogeneous experiences also affect student-faculty relations,
especially in research. This chapter argues that networked academia-industry partner-
ships and a student-centred approach that activates the experience of diverse back-
grounds will serve the intellectual needs of both schools and of the work field.
In addition to globalization, the development and introduction of new technolo-
gies constitute the other main external driver for change that urges schools and
universities to incorporate new contents. Viglia, Pelloia and Buhalis describe the
impact new technologies have had recently on the hospitality industry, to under-
stand how this impact can be reflected in hotel school curricula, for it is evident that
familiarity with these developments will be among the skills company recruiters
will look for in hospitality graduates. Strong connections with the industry—both
hotel companies and data-driven providers—as well as working in multidisciplinary
teams are answers to the challenges derived from the speed with which new innova-
tions are introduced.
Although the previous section was strongly based on content innovations in which the
authors are involved or which they had been introduced, this section groups a number
of diverse experiences and best practices in the implementation or delivery of educa-
tional innovations. The first of these contributions, by Van Brouwershaven, approaches
educational innovations from an organizational perspective. The author considers the
background of the current need to innovate hospitality education and proposes a
model for organizational alignment required to introduce the changes successfully.
Given the fact that curriculum innovation will not be an isolated and one-time only
exercise but rather the manifestation of an ongoing adaptiveness, Van Brouwershaven
argues that hotel schools and universities must seek a flexibility allowing for the man-
agerial facilitation of the innovations required now and in the future.
10 J.A. Oskam
The final section of this book looks at the necessity and the effects of training pro-
fessionals. If the hospitality profession would revolve mainly around technical
skills, going back to school would have only been useful and effective in specific
circumstances, such as the introduction of new techniques: otherwise, if schools
promote learning in practice, why would practitioners have to learn in classroom
settings? But if we consider that the interaction with guests and customer centricity
are at the core of hospitality professions, on-going education could be more
justified—at least if it produces the desired effect.
Lashley distinguishes trainings pertaining to three different types of service
encounter: uniformity-dependent service—which especially requires technical pro-
ficiency and efficiency— and relationship- and choice-dependent services, which
deal with understanding individual customer needs and with (apparent) spontaneity.
Lashley lists a number of gains for companies with well-trained employees and
concludes that training is, in any hospitality business, an investment that is crucial
for competitiveness and profitability.
Along similar lines, Wiegerink examines the payback of hospitality trainings at
a regional airport. In this case study, staff behaviour after hospitality trainings led to
an increased perception of friendliness and a higher Net Promoter Score (NPS)
among clients, but did not negatively affect speed and efficiency.
As a general conclusion, the contributions to this book reflect the visions and
concerns of faculty and professionals who believe that the hotel profession has
evolved in such a way that a vocational approach to skills and techniques is no
longer sufficient, perhaps in general but certainly for management positions, but
also that an explanation of either hospitality or the hospitality business in the
abstract would be equally unsatisfactory, from the point of view of both the labour
market and the students’ learning process. Hotel schools should, as the authors
argue, address an increased complexity in the work environment derived from a
global scale of operations, from technological change as well as from an evolution
in consumer expectations. The incorporation of the corresponding perspectives
will alter the relation between education and work field: from an accurate reflec-
tion of industry practice, the role of schools becomes one of critically evaluating
those practices and generating innovations. This book is at the same time a conse-
quence of, and a contribution to, that change.
References
Airey, D., & Tribe, J. (2000). Education for hospitality. In A. Morrison & C. Lashley (Eds.),
In search of hospitality. Theoretical perspective and debates (pp. 276–291). Butterworth-
Heinemann: Oxford.
Arts, J. A., Gijselaers, W. H., & Boshuizen, H. P. (2006). Understanding managerial problem-
solving, knowledge use and information processing: Investigating stages from school to the
workplace. Contemporary Educational Psychology, 31(4), 387–410.
12 J.A. Oskam