旅游学校的行业变化 [3]
论文作者:jessica论文属性:学期论文 termpaper登出时间:2015-01-26编辑:jessica点击率:11887
论文字数:6400论文编号:org201501202036022671语种:英语 English地区:新加坡价格:免费论文
关键词:服务行业酒店Hospitality
摘要:服务行业有什么样的变化包括酒店行业等,它又会对学校服务课程会有怎么样的影响呢?
rtant (Kay and Russette 2000), managerial and behavioral issues such as managerial skills are often considered to be more important (Okeiyi, Finely and Postel 1994). Thus, the hospitality curriculum should not only teach the students the crucial operational skills but also facilitate them to learn and demonstrate the art of management. To accomplish this purpose, it is necessary to incorporate the perspectives of the industry professionals into the hospitality curriculum. This can be basically achieved in two ways. First, industry professionals can be invited to visit classrooms as guest lecturers and industry experts, or to participate in executive education programs, as part of the curriculum review process (Lefever & Withiam, 1998). Second, competency models can be devised through which industry practitioners rank the competencies and content areas most important in the workplace. Educators then can make a strong note of these important competencies, and likewise incorporate them into the curriculum.
A quick review of the literature suggest that a wide number of studies were undertaken to identify and rank competencies that are important for hospitality graduates to be successful in their career. One of the first competency based studies in hospitality was undertaken by Buergermeister (1983) where he found human relation skills and attitudes to be a very important area for hospitality graduates. Among others, Tas (1988) put forward a hospitality curriculum by identifying 36 skills college graduates expected to possess from surveying general managers of 75 hotels. While, most competency based studies in hospitality management focused solely on the perceptions of the hospitality industry practitioners (Ashley et al. 1995; Breiter and Clements, 1996; Kriegl, 2000) a few incorporated the perspectives of educators along with the industry practitioners (Su et al. 1997; Tsai et al. 2006) and a few even added the perspectives of students to the group (Enz et al. 1993; Okeiyi et al.1994). Among the studies from the industry’s perspective, the majority focused on either the hotel industry itself (Tas 1988; Siu 1998; Kay and Russette, 2000; Tesone and Ricci, 2006) or the overall hospitality industry (Ashley et al. 1995; Breiter and Clements, 1996), with a few focusing solely on other sectors such as the food service sector (Horng & Lu, 2006; Okeiyi et al. 1994).
Notable works in the competency-based approach include Chung-Herrera, Enz, and Lankau’s (2003) presentation of an industry specific and future based leadership competency model. In their study, they identified and ranked 99 key hospitality work related competencies. In another case, Nelson and Dopson (2001) compared hotel managers, human resource specialists, and hospitality alumni’s perceptions of competencies necessary for success in the hospitality field. Eventually, Dopson and Nelson (2003) ranked 37 course content areas using the same three groups, and found several differences in their perceived importance of those course content areas.
Competency models were developed as a descriptive tool to identify, categorize and summarize competencies that might be relevant to perform a specific job effectively in an organization (Chung-Herrera et al., 2003). However, these competency models are often broad and generic in nature and lacks emphasis on specific hospitality skills. Employers, who generally do not want narrowly trained g
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