Experiential Learning in Hospitality Management Curriculum: Case Study in Rural Southeast U.S.

Bibliographic Details
Title: Experiential Learning in Hospitality Management Curriculum: Case Study in Rural Southeast U.S.
Author(s): Sebby, Angela G.; Brown, Carroll
Source: Research in Higher Education Journal, v38 Jun 2020. 10 pp.
Availability: Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1263668
Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Peer Reviewed: Y
ISSN: 1941-3432
Descriptors: Hospitality Occupations, Management Development, Experiential Learning, Tourism, Work Experience, Business Administration Education, Feedback (Response), Learning Activities, Student Projects, Active Learning, Living Learning Centers, Student Attitudes, Comparative Analysis, Outcomes of Education, Teaching Methods, Service Learning, Nonprofit Organizations, Partnerships in Education, Program Descriptions, Rural Areas
Abstract: Since the beginning of the 21st century, relevant education and the advancement of student learning have become areas of increasing concern in a rapidly changing work environment. Industry-based experiential learning activities provide students with the opportunity to apply classroom concepts and achieve immersed levels of learning. As the student's level of involvement increases, meaningful learning occurs. Although many hospitality and tourism programs recognize the importance of applied work experience, more studies are needed in higher education, within the area of hospitality and tourism management, that demonstrate the experiential learning approach. This paper will discuss the gradual integration of various types of experiential learning activities into a hospitality and tourism management curriculum situated within a College of Business. Based on feedback from community focus groups, student course evaluations, and reflection papers, many experiential learning activities were re-designed to extend over two semesters rather than one semester. Two-semester project-based learning, instructional educational tours, and living-learning labs were designed to provide students with further hands-on experience and liberal time to engage in meaningful scholarship. The experiential learning projects discussed generated notable and appreciated outcomes for-profit and non-profit partners while providing students a valuable work experience within a group environment. Industry certifications were added to several courses to enhance specific skill sets and strengthen student resumes. When compared to one-semester projects it was determined for identifiable hospitality and tourism management courses, the two-semester experiential learning approach can be a significant teaching technique that offers students meaningful and thought-provoking learning experiences.
Abstractor: As Provided
Number of References: -1
Language: English
Number of Pages: 10
Education Level: Higher Education; Postsecondary Education
Publication Type: Journal Articles; Reports - Research
Journal Code: JAN2021
Entry Date: 2020
Accession Number: EJ1263668
Published: 20200601
Database: ERIC

Academic Journal