November 13, 2024

Achieving Academic Outcomes

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Rethinking new models of hospitality education

Rethinking new models of hospitality education

By Professor Peter Jones MBE FCGI FIH FRACA: Rethinking new models of hospitality education.

 

 

Rethinking new models of hospitality education

In a recent EUHOFA webinar held as part of the 61st Congress at Bad Gleichenberg Tourism School, Austria, panellists representing education and student voices, came together to discuss the growing divide between hospitality education and the evolving needs of the industry. The panel, comprising representatives from UK, Nepal, India, and Austria, explored new models for the future of hospitality education, highlighting the essential elements that must be addressed to bridge this gap.

The webinar opened with a sobering recognition that hospitality education has been in decline in much of the developed world. This decline is accompanied by a significant and widening gap between the industry’s needs and expectations and the educational programs at all levels. The industry has experienced rapid changes, especially post pandemic, but education has often failed to keep pace, leaving graduates ill-equipped to meet the demands of the modern hospitality landscape.

One of the key issues identified was the shift in the balance between the “doing” and the “knowing” in hospitality education. The recent focus has been on theoretical knowledge, with less emphasis on developing professional skills and the “being” – the essential skills, qualities, and mindset of ‘being’ a hospitable professional. Panelists stressed the importance of striking a balance between these elements, ensuring that graduates not only possess the necessary knowledge but also the professional ability to translate it into exceptional service and a genuine passion for hospitality.

A crucial factor in the complexity that makes up hospitality education,  is the need for shared ambitions and collaboration between the industry and educational institutions. Both industry and education have expressed frustration with the “dream-selling” nature of academic programmes, which often fail to prepare graduates for the realities of the hospitality profession. To bridge this divide, a shared language, shared responsibilities, and mutual investments are required. Industry must play an active role in providing real-world training opportunities, working hand-in-hand with educational providers to create curriculum that truly reflects the needs of the sector. Education must positively respond to the needs of industry and create within the curriculum, the opportunity for the students to develop the essential “soft skills” that make the hospitality professional.

There is growing international evidence that the industry is bypassing education. Creating and developing in-house “Academies” to provide both entry level and continuous professional development without the need for a formal qualification. The notion of professional recognition rather than qualifications is gaining traction. This may be in part the pressure on the industry to recruit and retain and grow the most appropriate talent but is also a reflection of the noted decline in hospitality education. The need for this mutual shared understanding was also highlighted in the discussion when considering student experiences on industry placement or internships. Instead of being a guided, mentored and  planned progressive learning experience, in some cases students are left very much to their own devices to sink or swim, then lost to the industry as a consequence.

The webinar also highlighted the importance of flexibility and innovation in hospitality education. Participants emphasised the need for “earn while you learn” models, integrated with industry, as well as hybrid delivery methods, micro-credentials, and pathways that allow for exit and re-entry. These adaptive approaches enable learners to maintain relevance and stay ahead of the rapidly evolving industry trends. There was also a recognition that inflexible, bureaucratic, educational structures are sometimes immovable and difficult to navigate.

Underlying all of these essential elements is the need to challenge conventional thinking and existing educational frameworks. Panellists emphasised that truly innovative models may require rethinking the role of education within the broader context of professional development, seeing it as one part of a lifelong journey rather than a standalone ‘one off’ experience.

The EUHOFA webinar provided a platform for a robust discussion on the future of hospitality education. By addressing the key themes of shared ambitions, balancing the “doing,” “knowing,” and “being,” and embracing flexibility and innovation, the industry and academia can work together to bridge the existing divide and create educational models that truly prepare the next generation of hospitality professionals. The road ahead may be challenging, but the potential rewards for the industry and the learners it serves are immense.

Professor Peter Jones MBE FCGI FIH FRACA

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