旅游学校的行业变化 [4]
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:11884
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?
raduates, recognize the importance of generic competencies (Harvey, et. al., 1997). Raybould and Wilkins (2005) integrated a generic skill framework to rank important skill areas of hospitality graduates from both employers’ and students’ perspectives. However, the nature of hospitality workplace, demands mastery of both generic skill sets and hospitality specific skill sets. In that aspect, taking into account hospitality subject areas, and course content areas, provides an extensive representation of the skills and knowledge graduates will require at the workplace.
Chung (2000) laid out an effective plan for reforming the hotel management curriculum of Korean universities based on required competencies of hotel employees and career success in the hotel industry. Their study found significant relationships between competencies required of hotel employees and hotel management courses of universities, between competencies required of hotel employees and career success in the hotel industry, between hotel management courses of universities and career success in the hotel industry, and last but not the least between hotel management courses of universities and their contribution to career development in the hotel industry. While this method might be easier for the industry practitioners to identify with, it might be difficult for educators to reform a program’s curriculum based on such models because of the broad and diverse nature of such competencies. Since, there is a significant relationship between competencies required of hotel employees and hotel management courses of universities, in this regard, it makes more sense if the industry practitioners rank the actual subject areas and course content areas offered in the curriculum. However, the subject areas and course content areas in the hospitality program might be difficult for industry practitioners to identify with especially if they are not graduates of hospitality programs. In this regard, the concerned school has to rank the subject areas from the perspectives of their own alumni, who are now established hospitality industry professionals so that they can easily identify the subject areas and relate them to their skill requirements in the workplace.
Keeping the hospitality curricula rigorous, relevant, and current to the industry trends seems to be a clear concern of the hospitality practitioners. According to Dopson and Tas (2004) the biggest challenge for hospitality educators today is to determine clear objectives for the curriculum that takes care of the constantly changing needs of the industry. In that aspect, it is of utmost importance to close the gap between what is taught to students and what the industry expects of the students being hired (Dopsan and Tas 2004; Okeyi et al. 1994). Therefore, in addition to being an industry and faculty driven process, curriculum development needs to incorporate the changing needs of the industry, and foster innovation. In short, the process needs to be ongoing (Dopson and Tas, 2004).
Methods
The purpose of this study was to identify hospitality subject areas and rank them according to the perceptions of hospitality industry professionals. In addition the current perceptions of industry professionals regarding hospitality subject areas were to be compared to their perceptions five years ago to reflect the changing requirements of the industry. For gathering da
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