Journal articles on the topic 'Hospitality industry – Study and teaching'

This study aims to conduct a comprehensive needs analysis on french language for tourism and hospitality programs by looking closely at three points of view, i.e., 120 students of tourism and hospitality program, 7 french lecturers, and 5 hospitality professionals. This research applied a mixed-methods approach to collecting the data. This means that this study deployed a set of qualitative and quantitative measures to attain deep answers. Furthermore, the data in this study were collected through multiple instruments, including interviews and questionnaires. The result of the analysis of the data revealed that the French language was one of the significant foreign languages, besides English, that needed to be learned by the students to have a good carrier in the hospitality and tourism industry in the future. Along with that fact, speaking was considered as the most important language skill, among the other skills, which have to be developed by the students. Moreover, the ideal teaching materials urgently needed to be developed within this context were those equal to the intermediate level. The findings of this study were expected to have a further contribution to the development of comprehensive teaching syllabuses, materials, as well as lesson plans for French-language classrooms in the tourism and hospitality program.

Within the tourism and hospitality industry in Vietnam, English is now a dominant means of communication between staff and guests who come from different countries. The ability to communicate effectively in English is therefore an important attribute for those employed within the industry. Courses in English for Specific Purposes (ESP), such as English for Tourism and Hotel (English for Tourism Management/English for Hotel Management), are now part of English language programmes in Vietnamese educational institutions. These courses emphasise the importance of developing high-level English language communication skills for students. However, the teaching of these courses has mainly been conducted in the classroom environment, using textbooks which are written and published outside Vietnam. Given that recent research has focused on the need to teach language as it is used in authentic contexts, it is important for the teaching of ESP to understand how English is used in a real-life setting in the Vietnamese tourism and hospitality sector.
 This paper reports on the findings from a study which obtained and analysed hundreds of examples of authentic English language used by guests and staff in four different hotels in Vietnam. For illustrative purposes, the paper focuses on the language of interactions related to currency exchange, and examines the implications of the study findings for the teaching of ESP in Vietnam.

The article deals with the main issues recently faced by the hospitality industry, as well as suggestions for their elimination and minimization. The study has shown that the main issues include the large gap between the practical and theoretical aspects of the training process, in addition to the insufficient amount of practice during the whole course of studying in the field of “Hotel industry”, which makes it impossible to adequately prepare graduates for competition on the labor market in the area of hotel service. Other issues include the lack of language teaching in higher education institutions that specialize in training hospitality business professionals, which undermines the entire education system aimed at communication with foreign guests. In the article, the authors analyze the problems of Russian higher education related to training professionals for the hospitality industry. These problems lead to the loss of competitiveness on the European and global market of educational services. The authors identify the key elements in the training of specialists that require improvements to engage in competition. After the study in this field was conducted, the ways of solving the identified problems were proposed. The solutions involved the principles of creating a competitive school of hotel management in Russia as a factor in the development of the resource potential of hotels. As a result, the prestige of studying in such higher education institutions rises.

Despite its significant damage to the hospitality and tourism industry, the pandemic of COVID-19 indeed has reinforced the needs for not only the hospitality and tourism education, but also the whole educational system of Vietnam, to make use of technological innovations in education, among which synchronous conferencing tools are currently utilized for changing their mode from physical classroom to online learning. This study adopts the constructivist approaches to propose a training course designed to enhance the skills needed for teaching with synchronous conferencing technology for teachers in Vietnam's hospitality and tourism institutions. We based on the current literature to identify the necessary skills to implement classes via synchronous conferencing environments. We also selected and designed learning activities to translate constructivist teaching theory into online pedagogies. Although it needs to be evaluated in further studies, this course design is expected to contribute to the growing literature on methods to improve instructors’ readiness to teach in virtual classrooms.

Aim/Purpose: The purpose of this study was to gain an understanding of faculty and student perceptions of the importance of resource, interpersonal, information, systems, and technology management competencies in the hospitality industry Background: The increasing complexity and technological dependency of the diverse hospitality and tourism sector raises the skill requirements needed, and expected, of new hires making education and competency development a strategic priority. Identifying the skills needed for hospitality graduates to succeed in a sector that is continuously being impacted by digitalization and globalization must be a continual process predicated on the desire to meet ever-changing industry needs. This study seeks to update and further explore an investigation started a decade ago that examined the skills and competencies valued by hiring managers in the hospitality industry. Methodology: The Secretary’s Commission on Achieving Necessary Skills (SCANS), comprised of representatives from business, labor, education, and government, developed the framework, of workplace competencies and foundation skills used in this study. This research used a survey methodology for data collection and descriptive and inferential statistical methods during the analyses. The data for this study were collected from faculty, staff, hospitality industry stakeholders, and students of a Department of Hospitality & Tourism Management located at a small eastern Historically Black University (HBU). An electronic survey was sent to169 respondents and a total of 100 completed surveys were received for an overall return rate of 59%. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. This paper is timely and relevant and can be used to inform hospitality educators so that they can best meet the needs of their students and the companies looking to hire skilled graduates. Findings: The findings of this study indicate there is inconsistent agreement among academicians and students regarding the importance of SCANS-specific competencies in hospitality graduates. At the same time, there is no argument that industry skills will be critical in the future of hospitality graduates. Overwhelmingly, participating students and faculty found all of the SCANS competencies important with the highest ranked competencies being interpersonal skills, which, given the importance of teamwork, customer service skills, leadership, and working with cultural diversity in the hospitality industry, was expected. Additionally, participating students indicated their strong agreement that internships are effective at building professional skills. Finally, the hospitality students included in this study who were enrolled in a skill-based curriculum were confident that their program is preparing them with the necessary skills and competencies that they will need for their future careers. Recommendations for Practitioners: Higher education hospitality programs should be exploring the skills valued by industry, teaching faculty, and the students to see if they are being satisfied. Recommendation for Researchers: This research should be expanded to additional institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: Several reports identify gaps in the 21st century skills required for the workplace and the effectiveness of higher education in preparing graduates for the workforce. This study helps to propel this discussion forward with relevant findings and a research methodology that is easily replicable. Future Research: A follow-up study of employers is currently being conducted.

This study investigates the concept of perceived value on the customers' intention to revisit Malaysian green resorts. It is a cultural case that happened in Malaysia. The perceived value would be assessed in a formative manner based on a multi-dimensional scale, which includes the dimensions of functional, social, emotional, and epistemic. This research was applied to a survey method. The unit of analysis is the resort customers, with distributed questionnaires to customers who have stayed in one of the selected green resorts and have consumed the products and services at these resorts for at least two days. This study provides significant insights and pertinent recommendations to the hospitality industry and extends the existing body of knowledge by assessing perceived value as an integrated formative construct and examining customers' overall perceived value towards green resorts. This study provides an in-depth understanding of the importance of green resorts associated with the communities, groups, and individuals from one generation to the next. Also, this study can be a benchmark, provide guidance, and the basis for future directions of future studies that are similar. It can contribute to providing a broader perspective on the issue. This study also addresses what academicians can do to teach students in the field of hospitality and tourism, create awareness among individual consumers and finally, to promote sustainability for tourists, travelers, as well participants in the field of hospitality. Next, attention is also given to the teaching of the hospitality and tourism areas in the lodging, meetings and events, and foodservice segments of the industry. Sustainability education in lodging operations includes ensuring that students understand that "green" lodging professionals participate. The paper estimates the demand for customers' intention to revisit the green resort in Malaysia. The originality of this paper comes out to the need to identify the application of green initiatives in the hospitality industry continues to rise in their contribution to preserve the environment as well as meeting the demands of environmentally-conscious customers.

The purpose of this study is to identify the reasons for the lack of focus groups in Jordan by conducting a focus group with twenty four Academics from Jordanian Universities. Focus groups are commonly used for academic purposes and taught at colleges and universities. The outcome of focus groups for marketing, especially in the tourism industry, is a beneficial learning tool. Focus groups, however, are rarely used for a number of reasons. This research tool is foreign to university students, and unless they study abroad, they are not exposed to a wide range of research and education tools. There are barriers that exist with focus groups. These barriers include: government and educational funding, cultural limitations, personal expectations, teaching materials and resources. Following this research, the recommendations are to have focus groups implemented in Jordanian school systems and to conduct focus group training sessions, encourage students to use them as a research tool and explain the link between focus groups and the hospitality industry. By limiting curriculums in Jordanian education systems, students will not have the proper knowledge or skills once they graduate to compete with markets outside of Jordan. Recommendations are discussed based on the author’s research findings.

Purpose Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable by experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). The purpose of this paper is to understand the scope of project management curriculum in universities’ hospitality programs, to understand the scope of project management skill requirements in hospitality firms and to narrow the disconnect between project management in academia and in hospitality firms. Design/methodology/approach The study used a mixed method approach. On the side of academia, a quantitative collection method was used to gage which universities offered a project management course, how many universities offer these courses and how many project management courses each university had. On the side of industry, a survey was administered to industry professionals in senior management positions. It was a quantitative survey designed to gage the importance of having project management as part of university curriculum. The aim was to show what was expected to be a disconnect between the two sides – academia and industry. A total of 57 responses were collected. Out of them 49 were usable. The Human Subjects consisted solely of two populations: individuals who worked in the hospitality industry. This accounted for 12 of the responses; individuals who worked in academia – more specifically in higher education at schools that offer Hospitality Management curriculum. This accounted for 37 of the responses. The subjects were identified and recruited through the professional networking site LinkedIn (for subjects that were industry professionals) and through both LinkedIn and American Hotel Lodging and Educational Institute databases for the subjects in academia. There were no direct potential benefits to the subject. The potential societal benefits of the study were the advancement of knowledge within the disciplines of both Hospitality Management and Project Management. The authors used the University of Memphis’ Qualtrics system and changed settings to anonymize responses so IP addresses would not be collected. The Qualtrics’ default is to collect IP addresses and GPS coordinates of those who responded. By setting the survey to anonymized responses the investigators were not able to collect this identifiable information. This information was included in the confidentiality, methods/procedures and in any other necessary sections/documents noting that the investigators would set Qualtrics to anonymize responses. Findings H1 was supported. The findings showed that most colleges and universities did not require project management classes for degree completion. Preliminary research showed that of 68 of the top hospitality programs in the world that were researched, only 7.5 percent required taking project management centric courses in order to graduate (College Choice, 2019; The Best Schools, 2019; Top Universities, 2018). In total, 43.2 percent of respondents answered “yes” when asked if their school offers courses in project management based on this definition of project management: “A project is temporary in that it has a defined beginning and end in time, and therefore the defined scope and resources. And a project is unique in that it is not a routine operation, but a specific set of operations designed to accomplish a singular goal. A project team often includes people who do not usually work together – sometimes from different organizations and across multiple geographies. Project management, then, is the application of knowledge, skills, tools, and techniques to project activities to meet the project requirement” (Project Management Institute) (See Table A1). Of 43.2 percent that answered yes, 64.3 percent said that the courses were required for graduation (See Table AII). Meaning, only 27.8 percent of schools surveyed offered and required completing project management courses for graduation. It should be noted that this number may be lower as bias may have played a factor. It is evident that hospitality programs understand the importance of project management because 85.7 percent of the colleges and universities surveyed are teaching project management concepts in courses that are not project management centric, like Meeting and Event Planning (See Table AIII). H2 was supported. Only 9.1 percent of respondents believed that project management skills are not at all important to line level employees. Most, 54.6 percent, believed that project management skills are important to some extent for line level employees. In total, 9.1 percent believed that project management skills are not at all important for supervisory level employees; 27.3 percent believed they are needed to some extent and 36.4 percent believed they are needed to a moderate extent. As for management level employees, it was found that 63.6 percent believed project management skills were needed to a great extent. For director level employees, 63.6 percent believed project management skills are necessary. Finally, 72.7 percent of respondents believed project management skills are necessary for both VP level employees and executive leadership (See Table AIV). It should be noted that one person did not believe themselves qualified to answer questions regarding project management within their organization. More than half of respondents said that project management skills are used to a great extent within their organization. H3 was not supported. Both hospitality schools and hospitality companies agreed that project management skills have some level of importance in academia and in industry – most believed the skills were very important at both junctions (See Tables AV and AVI). However, in the preliminary research the authors found that 55 percent of the top 111 hospitality companies had project management positions, meaning that there was a potential need for project management courses in colleges and universities (Ranker, 2019). As stated earlier, only 7.5 percent of the top 68 colleges and universities required project management courses to be completed upon graduation. So, the discrepancy lies within the vastly different percentages between project management positions within companies and project management courses within schools. Research limitations/implications The data provided strong evidence that supported the idea that project management is not required in hospitality programs upon completion. This opens new avenues to research the reasons behind schools not offering project management courses or making it a requirement for degree completion. On the other hand, project management skills are considered to be needed by hospitality managers. This provides valuable information for future studies that look to close the gap between academia and industry. The results indicated that project management is important for hospitality companies and schools, but the lack of project management education in colleges and universities is evident. The results of this study provided good news to students that aim to work in hospitality companies, since they can improve their project management skills and encourage their programs to stay updated with the industry needs so that they can succeed in their professional lives. Though this was an exploratory study of the project management discipline within the hospitality industry – with a limited sample size – the data clearly justified that there is room for additional data collection and research in this area of study. Practical implications The results show that there is a disconnect between project management curriculum in schools and project management skill demand in the hospitality industry. The research should encourage schools to invest appropriate resources into required project management curriculum. The hospitality industry is vast in the types of businesses that fall under it. Project management is one skill set that can be useful across most of the different businesses in the hospitality industry. From a practical standpoint, providing students with a solid background in the project management discipline provides them an advantage in the highly competitive hospitality industry. It accomplishes this by providing the students with in-demand knowledge and competencies that are both universally accepted and highly regarded by hospitality management companies as a skill set that is widely used in the industry. Social implications There were limitations to this study. Some pieces may be improved in future research. The Qualtrics survey could have been reduced in number and order of questions for a better interaction and results. The use of the Qualtrics database might be helpful to reach a bigger population. Potential steps could be taken to reduce bias that may play a factor in the responses. For example, some respondents may have claimed that their schools offer project management curriculum when in fact they do not, or they do not know to what extent. Originality/value Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable through experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). Most graduate level curriculum at universities was found to hone skills like written and oral communications, problem solving and decision making, organization, time management and cost control (Steed and Schwer, 2003). It has been suggested that universities add project management curriculum and experiential learning to their programs for a more streamlined transition from academia to industry (Steed and Schwer, 2003). Existing research on this subject is a bit dated, so the objectives were: to understand the scope of project management curriculum in universities’ hospitality programs; to understand the scope of project management skill requirements in hospitality firms; to narrow the disconnect between project management in academia and in hospitality firms.

PurposeLed by the rapid advancement of information technology in engineering, business and creative industries, the emergence of new technology such as virtual reality (VR) and its use in education and practices are clearly observed. Although widely spread in industry practices, technology-led innovation is applied rather slowly in the tertiary real estate education. This paper examines the integrative effect of VR technology in a real estate course.Design/methodology/approachThis study adopts a case study approach. Using an experimental course design and delivery in a business school real estate programme from Hong Kong, this paper shows the design, development and implementation of an innovative teaching model with VR being integrated. A survey was conducted to gain feedback information from participating students towards teaching innovation. It identifies the role and values of adopting VR technology in real estate education as pedagogical tool.FindingsA new teaching model integrated with VR technology to deliver a real estate course has demonstrated its ability and potential to assist the development and enhancement of student's sense of value and place, as well as improving communicative efficiency of property investigation and the analysis of trade process. Findings from the study have implications for future global real estate industry practice and education.Originality/valueThe critical role of information technology to revolutionise the global economy and its real estate sector is apparent. Few studies have inquired about attempts and experience of integrating VR technology in real estate education towards direct link to industry practice. This paper is a major attempt to bring attention to this important concern.

This research had 3 objectives. First, to discover the main skills students studying in Tourism (TR) and Hospitality Industry (HI) need to successfully use English. Second, to ascertain the essential skills that students need in English language acquisition. Last, to investigate which skills students found to be the most problematic in English language learning. The informants of 160 students were split by the quota sampling method into two equally sized groups of 80 learners each; i.e., 80 were placed into the Tourism group and 80 into the Hospitably group. Twenty participants were selected equally from each academic year - from first year students to fourth year students - for placement into each category of TR and HI. To acquire relevant data a learner’s perception questionnaire was employed as well as interview questions. Average and standard deviation were used to examine the questionnaire data and content analysis for the interview data. There was a .05 difference statistically between the hospitality industry and tourism students’ English scores. The hospitality industry students scored slightly higher. Conversely, when comparing the different levels of students' attitudes in the 5 language skills, the tourism students scored higher than the hospitality industry students, yet the difference of .05 was also not statistically significant. Additionally, the outcome from a comparison of student satisfaction levels toward English teaching and learning, found that tourism students reported higher satisfaction levels than those of the hospitality industry students. However, the .05 degree of difference was not statistically significant. Also, neither of the student groups were significantly different in terms of enhancing their English skills. Additionally, the interview results showed that improving English language skills and grammatical structures were the skills the students' reported needing the most assistance with in their studies. Neither of the student groups were significantly different in terms of enhancing their English skills. The study found that the main reason that students of both majors desired to improve their English language skills was to improve their grades. The obstacles faced by the students in these two sample groups in using the English language are not very different, since most of the interviewed people reported that the skills of listening and speaking as being the greatest problems in their communication. Another similarity between the two sample groups was that students of both majors expressed a positive attitude toward their English language learning.

The purposes of this study were to examine the differences in learners’ satisfaction of using e-Learning, blended learning, and traditional teaching methods for TR and HI students and to study learners’ autonomy after receiving three different kinds of teaching methods. The informants were 90, second year students majoring in Tourism and Hospitality Industry which were divided by purposive sampling method into three groups of 30 learners, Group A received e-Learning method, Group B received Blended Learning method, and Group C received Traditional teaching style. The research instruments used for data collection were lesson plans, e-Learning program, learners’ perception questionnaires, interview questions, and English Reading Comprehension test (Pretest and Posttest). Quantitative data were collected and analyzed by mean, standard deviation. The interview data was read, reread, and then coded. Coding organized the raw data into meaningful categories. The results of this study indicated that the overall of students’ satisfaction and autonomous learning rate after receiving their teaching delivery methods were at “good.” Additionally, the interview results showed that the students were positively satisfied with e-Learning and blended learning. The students have become autonomous learning. Recommendations were made and presented in two categories: benefits of future practice and further research.

Adults are demanding foreign language learners. My sample in the questionnaire consisted of 20 adult learners of German language in the hotel and tourism industry - false beginners and intermediate level learners. The questionnaire they were asked to fill in consisted of twelve questions asking the learners to admit to the teaching methods they dislike in learning German or would like to eliminate from the process in general. First of all they expect their learning to be an almost stress-free activity. In order to achieve that, as much as possible should be learnt in the classroom because they have difficulties reconciling home study with other duties. In the textbooks they need some instruction and equivalents in their native language to feel secure. Roleplays and listening to native speakers talking rapidly stresses them most. On the contrary, videotapes make them relaxed. Certainly there are some other things adult learners might dislike and it is very useful for the teacher to ask them about these things. The more you know about learners’ likes and dislikes, the more fulfilling and successful the process of acquiring foreign language skills will be.

Subject area The case seeks an intensive reading, research and a stimulating in-class discussion on implementing marketing strategy mixed with creating experience in the service industry creating a Pull branding. The case is also open to other angles as per the other intents and context of the course and course instructor. Some of the course angles are as follows: sales promotion, customer relationship management (CRM), channel sales, international marketing and branding. Study level/applicability The case is suited to many courses including online formats and executive training workshops. It is good for discussion with service industry. Some of the target groups are listed below: MBA Course, core course of strategic management, specialisation courses in service marketing, CRM and sales promotion, executive training workshops on strategy formulations, faculty development workshops on teaching pedagogy through cases and internal marketing and capstone courses. Case overview Millionaires Holidays & Resorts Ltd. (MHRL) is a part of the Leisure and Hospitality sector of the Millionaires Group and brings to the industry values such as Reliability, Trust and Customer Satisfaction. Millionaires Club is a part of the Hospitality sector of the Millionaires Group. Taking advantage of the high income earned by Indians in the UAE, Millionaires Club has taken initiatives of expansion in the UAE market. The case talks about how Millionaires Club has become a Pull brand by providing unmatched family holiday experience in India where members feel proud to be part of special community. The case takes us through different marketing strategies being adopted by the organisation to ensure a successful foothold in the UAE market. Expected learning outcomes Understanding the process of service marketing, understanding how brands are built over time, analyzing deeply and energetically the United Arab Emirates holiday industry, analyzing the importance of customer satisfaction and CRM,, analyzing the importance of corporate social responsibility, understanding the importance of experiential marketing and developing futuristic ideas and thinking to change the way to see the use of marketing strategy in organisations. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

<p><strong><em> </em></strong></p><p><em> Since the beginning of the pandemic, education is challenged with the new method of online learning. With regards with the intervention of technology to the learning field, both students and teachers are able continue the teaching and learning process with several adjustments along the side. Social media can be one of the powerful tool during this process. Information such as text and visual are accessible based on these platforms. Therefore gaps between the what has been known and yet unknown is getting narrower. English as the main language in hospitality industry takes an important role in having an effective communication. From practice to the business world, the authenticity of information is also important. Based on the needs reviewed, the following study is discussing about the influence of social media, especially Facebook and Instagram toward the students language learning. The participants are taken from 63 Hospitality and Industry – Bunda Mulia University students who were taking General English as one of their course subjects. Results shown that most the students agree and extremely agree on how social media influence their language learning in various perspectives. Therefore as conclusions, educators as well teachers are encouraged to support their students in expressing their English whenever they use the social media platforms.</em></p>

Subject area Communication strategy, segmentation, branding, customer value, competitive analysis. Study level/applicability Undergraduate and Postgraduate Business and Management; Hospitality and Tourism Management; and Communication Management Students. Case overview This case spotlights the Jumeirah Group an indigenous United Arab Emirates brand and a leader in the hospitality sector, managing iconic properties like The Burj Al Arab and Emirates Tower. This case focuses on the Chopard's Ladies floor, a full floor dedicated to women and managed by women. Jumeirah was the first to introduce this concept in the Middle East. The case highlights the challenges of maintaining a first mover advantage; adapting to change, developing a multi-pronged communication strategy and indentifying key target customers. Expected learning outcomes This case can be used to teach concepts from marketing management (segmentation, targeting, customer perceived value, the consumer buying process, and marketing mix); competitive strategy (environmental analysis, how to chunk down information from a macro-context to a micro-context; concept of synergy; benchmarking and choosing strategic groups; industry analysis) and communication strategy (setting a communication objective; choosing the communication mix, and building control measures). Supplementary materials A teaching note is available on request.

Coastal and marine tourism is one of the fastest growing subsectors of the tourism industry and the workforce needs to be equipped to be able to work in this industry. There is a lack of importance placed on coastal and marine tourism curricula and a focused curriculum framework would provide a guideline for future course development for the industry. The purpose of this article is to present a curriculum framework for undergraduate coastal and marine tourism university programs. Data were collected in the South African context through a mixed methods approach with a multiphase design whereby qualitative data were first collected through content analysis, followed by quantitative data collected through questionnaires, and the third phase included qualitative data collected through semistructured interviews. The study found a variety of both soft and physical skills that are applicable to the coastal and marine tourism environment. Specific teaching and assessment methods that would be more applicable to the industry are also identified. Coastal and marine tourism curricula will have to be all-encompassing yet industry focused.

Subject area Tourism development, emerging market entrepreneurship. Study level/applicability This case may be used in lower or upper division courses. Lower division courses may want to focus on the elementary issues of project planning, business plan development, and marketing. Upper division courses will find opportunities to enhance the discussion with ethical dilemmas and more advanced business plan development. Case overview The case takes place in a nature conservancy in Namibia. A local villager wants to open an attraction portraying local customs, traditions, art, and dance for tourists. This case can be used as an introductory strategy case study in at least three types of classes, strategic management, entrepreneurship, or hospitality management. The case presents many opportunities for students to analyze various business topics, including start-up financing, competitive and industry analysis, questions of pricing, product, and promotion, government relations, tourism development, and ethics. It is designed to be taught in either a 1 hour class or a 1.5 hour class with student preparation taking between 2 and 3 hours depending on the questions assigned. If students are asked to complete a business plan the preparation and discussion time will be longer. Expected learning outcomes Students will demonstrate ability to prepare a business plan, conduct market research, and evaluate potential business idea using Porter's five forces. Students will also demonstrate depth of understanding ethical dilemmas in an emerging and foreign market. Supplementary materials Teaching note.

Subject area Tourism and hospitality. Study level/applicability This case has been developed to suit the pedagogical needs of undergraduate and post-graduate students of management in the area of strategic marketing management in the service industry. Case overview The case describes the challenge faced by Gautam Raj, Executive Vice President, Strategic Development, The Oberoi Group, in making submissions to the Chairman, P.R.S. Oberoi for giving shape to the company's future strategic plans and developing the blueprint for further growth. The Oberoi Group is a leading India-based hospitality company, which was looking at selective expansion in the five-star deluxe segments by seeking new opportunities for its luxury leisure business in order to achieve a greater geographic spread. The case gives detailed information related to “The Oberoi” resorts ranging from their genesis to their branding and marketing strategies to put into perspective the challenge faced by the protagonist in making appropriate recommendations regarding the optimal choice of location for new-luxury leisure resorts. Expected learning outcomes The case is designed to give students an opportunity to demonstrate understanding of generic strategies for sustaining competitive advantage and market selection strategies and to analyse prospective location choices for making recommendations regarding appropriate markets to enter. Supplementary materials Teaching note.

Title – Resort-based or resource-based tourism? A case study of Jamaica. Subject area – This case study can be used in the following subject areas: tourism management; tourism policy; tourism planning and development; destination marketing and management; hospitality and tourism management; special event planning and management; and attraction management. Study level/applicability – This case study is useful to both undergraduate and graduate students specializing in hospitality and tourism management. Case overview – This case study explored the nature of two forms of tourism development; resort-based and resource-based, and aimed to determine which is the more viable and sustainable option for the future of tourism in Jamaica, an island destination in the Caribbean which depends highly on the tourism industry. The literature established that both forms of tourism are challenged by several and varying factors and so their synergistic integration appears to be the most functional option for sustainable tourism development in Jamaica along with the involvement of the relevant stakeholders. Expected learning outcomes – The students should be able to: Distinguish between resort-based tourism and resource-based tourism by identifying the elements and attributes that make them different. ▪Explain the usefulness and drawbacks of both types of tourism model. ▪Discuss the nature of culture and heritage tourism and eco-tourism. ▪Analyze Jamaica's tourism model from the nineteenth to the twenty-firstst century by assessing the changes and developments. ▪Discuss the role of government in facilitating the development of a “wholisitic tourism model” that will facilitate the synergy of resort-based tourism and resource-based tourism. ▪Assess the role of the private sector in encouraging and facilitating resource-based tourism. Supplementary materials – Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Social implications – This case study conceptually and empirically analyzed the tourism model in Jamaica to ascertain whether or not the future of Jamaica's tourism should remain dependent on resort-based tourism or should it opt for resource-based tourism as a more viable and sustainable option. The discussion however, indicates that resort-based tourism can synergize with resource-based tourism to achieve sustainable development along with the involvement of all the relevant stakeholders including the government, hotel operators and the residents. The case synopsis likewise presented a concise summary of the literature reviewed regarding the concepts of resort-based tourism and resource-based tourism; and the case of Jamaica's tourism.The learning outcomes are intended to guide the teaching- learning process and stimulate students' understanding of the concepts of resort-based tourism and resource-based tourism and their specific implications in terms of tourism development in Jamaica. This knowledge can also be generalized to other destinations with similar historical background and tourism resources. The applied questions will guide the discussions and provide additional resources for assessment purposes. They will also help the students to critically assess the dynamics of tourism development.The case synopsis is consistent with the learning outcomes, corresponding applied questions and course recommendations. A total of two to three-hours teaching session can be used to discuss the constructs, analyze the case in point and answer the applied questions.

Research on food and beverage combinations has mainly concentrated on sensory evaluation of product characteristics or customer preferences, and there is limited research on professional practices related to food and beverage combinations. In this study, in-depth focus group interviews were conducted with 21 Swedish sommeliers with different work experiences. The aim was to explore how professional sommeliers perform food and beverage combinations as a social practice. The qualitative content analysis resulted in two categories: conventions of combining and the sommelier identity. It was shown that performing food and beverage combinations was a routinized activity surrounded by rules, competence, and materiality and was driven by the will to satisfy guests and benefit emotionally and economically. It was also described as being a part of shaping sommeliers' professional identities through a continuous striving for improved competence. These findings contribute to the literature on food and beverage combinations, bridging the gap between objective taste and individual subjectivity, have practical relevance for the hospitality industry, since they indicate norms of behavior and individual driving forces in one of its professions. This also helps educators in the industry to challenge traditional ways of teaching combinations in culinary arts. Moreover, as identity works as a driver for sommeliers in their professional development, this also presents ideas about how to improve staff retention in the restaurant business by building professional identities.

The second volume of Atna comes to you with our humble efforts to enrich tourism literature in India. We are delighted with the overwhelming response to the I volume from distinguished readers across India and abroad. Inspired by the constructive comments to the I volume, the second volume of Atna continue to incorporate articles on diverse areas of tourism such as sustainable tourism, heritage, medical tourism, cruises, cuisines, education, aviation etc.
 Raiesh N Ragde and Maduri T Sawant in their article on 'Proficiency of Foreign Languages : A study of the approved tourist guides of Aurangabad Region' state that, most of the tourist guides engaged in tourism business do not have proficiency of foreign languages, resulting in lack of appreciation of their role and responsibilities. Nedelea and Babu P George presents a case study of sustainable tourism development in Eastern Europe. This article points to the problems faced by hospitality and tourism industry in Romania and force the tourism sector to contemplate on the approaches towards sustainable tourism development. Strategies for sustainable eco-tourism by Maduri T Sawant examines the overall development of tourism and suggests strategies for sustainable tourism development.
 Sindhu Joseph critically analyses the potential and present stage of development of Bekal beach resort in Kerala in her article 'Special tourism Area- a critical study of Bekal.' 'Management of Eco-tourism sites: A case study of Aianta Ellora caves' by Raiesh N Ragde and Maduri Sawant highlights that the heritage contributes to the richness of any landscape and can attract innumerable tourists looking for cultural experiences in eco-friendly environment.
 Prospects of developing Medical tourism in India authored by Binoy T A draws attention to the pivotal role of medical tourism and calls for coordinated promotional strategies to develop medical tourism. Paramita Suklabaidya explores the potential of cruises as tourism product and the reasons for its growing popularity worldwide in her article 'New Age Tourism Product: The Cruise Industry - the Fastest growing Tourism Sector'. Gastronomy tourism can be a pull factor for many tourism market segments and the role of Gastronomy Tourism in promoting Jharkhand as a Tourist Destination is beautifully presented by Mohinder Chand, Ashish Dahiya and Lata S Patil.
 Issues of effective teaching and learning in tourism education by Toney K. Thomas reviews and evaluates the effectiveness of the application of skills in the industry. Joby Thomas and P. Pakkerappa in their article highlight the crucial role of HRD in airline industry to cope UP with the challenges of advancement in technology, changing market scenario, industry restructuring and more competitive business environment. To demonstrate the techniques of implementing intrapreneurship with examples from the tourism industry a case of Southwest Airlines of USA, is presented by Jyothirmoy Ghosh and Anianeya Swamy, and portrays how the intrapreneurship principles are applied effectively in tourism sector.
 On behalf of the editorial board I extend sincere gratitude to all the authors for contributing their scholarly articles to Atna. We look forward to the support, guidance and encouragement of academicians, researchers, professionals and well wishers of tourism and hospitality sector in our future endeavours.
 Joby Thomas
 Executive Editor

In December 2019, a novel coronavirus (COVID-19) was detected in three patients from the city of Wuhan, China. By January 2020, COVID-19 was declared a widespread pandemic creating a global health crisis, resulting in millions of people contracting the virus and thousands losing their lives. Alongside the wide-reaching health crisis, the impact of COVID-19 had significant economic and societal effects leaving a historical legacy, which will affect countries throughout the world for a considerable period of time. As COVID-19 spread around the globe, the way people socialize, work, and study essentially changed forever. Therefore, this essay provides an insight into the rapid process that universities across the globe undertook to transition their teaching operations online. Projects and pedagogic reviews that traditionally would have taken months or years to devise were compressed into days, as the pandemic necessitated that traditional concerns about online teaching were cast aside. Consequently, this essay discusses these new educational platforms in sport management education and their future role in developing professionals who will be at the forefront of an unprecedented industry growth in the years and decades after COVID-19.

Introduction. Currently, the sphere of tourism and the hospitality industry in Russia face a certain problem: the quality of students’ schooling, including in a foreign language, does not adequately meet the present-day requirements of the market. The actualisation of foreign language teaching content for future bachelors in the training profile 43.03.02 Tourism, to be implemented in accordance with the requirements of the educational and professional standards, is one of the main factors in the formation of universal competencies of future bachelors, securing their competitiveness in the labour market. Materials and methods. The methodological basis of the research is represented by the competence-based and professionally oriented approaches to teaching a foreign language. The key research methods included the analysis of scientific essays of Russian and foreign scientists on the stated problem and the experimental research carried out on the basis of Bunin Yelets State University (Russian Federation) with the participation of 30 undergraduate students of the 1st and 2nd years of study. Results. In the course of the research, the original foreign-language curriculum for the students of the above-cited training profile was developed and tested. A number of supplements to the traditional content of foreign-language teaching programme are presented, proceeding from the basic requirements of the modern educational and professional standards. The comparative analysis of the data obtained before and after the training revealed a significant dynamics in the formation of universal competencies of the future bachelor in the experimental group (44.7% and 83.3%, respectively), and moderate dynamics in the control group (43% and 69.3%, respectively), since temp= 3.05 is greater than the critical tcrit= 2.14 at the significance level of 0.05. Conclusions. The obtained research results confirm the hypothesis on the practicality of forming universal competencies of future bachelors in the sphere of tourism, in the course of foreign language teaching under the advanced programme including the content modules in accordance with the areas (spheres) of professional activity and the requirements of the educational and professional standards.

Internships, externships, field experiences, cooperative work experiences, apprenticeships, practicums—There are probably as many combinations and adaptations of these terms in educational institutions as there are states and provinces in the United States and Canadal Yet all exist for the same purpose: to provide students opportunities to apply knowledge and skills learned in those educational institutions to the real world of work in the hospitality industry and to find out first-hand what a job in this industry really entails. Whether at entry level or supervisory level, students and industry benefit from this sometimes misunderstood, and often mismanaged, practical on-the-job experience. The Ohio Board of Regents, as with other state governing bodies, issues definitions and guidelines for a variety of industry work experiences. These give some uniformity within Ohio two year colleges, but even with this the structure and effectiveness of these experiences differ from college to college. The following chart summarizes the Ohio guidelines: The Columbus State Community College curriculum for Hospitality Management students includes two courses, Hospitality Management Cooperative Work Experiences I and II, requiring a minimum of 20 hours per week in employment during each of two 10-week academic quarters. The student receives two credits for each course. Ninety percent of the hospitality students have worked in the industry, so it is recommended they do not enroll in these courses until their last two quarters. Therefore, they can receive maximum opportunity to apply principles learned in previous coursework and work experience. Until two years ago, our hospitality co-op experiences were loosely structured with varying degrees of benefit to students. It was left almost totally to industry personnel to determine the jobs students would perform. Even though graduate follow-up surveys indicated that graduates felt their required work experiences were among the more valuable aspects of their courses of study, we felt we needed to make some changes to assure that all students were able to grow professionally as a result of the experiences. Our industry advisory committee reached impasse after impasse on essentials such as payment or non-payment, actual jobs to be performed, qualifications of the work site, and critical skills of graduates. It was commonly accepted, however, that there must be some opportunity to sharpen skills in human relations, communication skills, and problem solving if students are to become effective first-line supervisors. It was reinforced that the college cannot teach everything in two years and that we should rely on applied work experience to supplement the formal education. The community colleges offer open access, and the profile of the student differs from the traditional college student in the baccalaureate program. This must be considered in outlining requirements for an industry work experience. The student is usually from the local area and commutes within a 30 mile radius, is an adult learner who averages 27 years of age, is likely to have a family and financial responsibilities, and is already employed at least part-time and probably full-time. It is unrealistic to assume one can take this student away from a job necessary to pay the bills and require a non-paid or lower paid experience strictly for the educational benefits to be derived. A compromise was finally reached with our advisory group and it has worked well for students and for industry. A student already employed in a hospitality job may stay at that site—even continue to perform the same job duties at the current rate of pay, but additional opportunities are created. At the beginning of each quarter the instructor, student, and job supervisor together examine a set of expected educational program outcomes or competencies and evaluate the current strengths and weaknesses of that student. An individualized learning contract is negotiated to supplement and reinforce the expected outcomes based upon each student's career objective. Training objectives for the student are then established which can be achieved either within the current job, by transfer to another department within the organization, or by allowing the student to gain additional experience at the same site on a non-paid basis over and above the regular job for which the student would normally be paid. This assures that there will be career growth, and the student maintains the planned income. At the same time it does not place an unrealistic expectation upon the employer. Industry personnel are most cooperative, and rarely would a student need relocation. The instructor has weekly contact with each student in a seminar accompanying the co-op experience. In this seminar students discuss experiences and observations and there is further opportunity to participate in case studies and supervisory skill development. Unless problems develop, the instructor often makes interim follow-ups by telephone only, and will return to the site only for the final evaluation session with the student and supervisor. A grade is determined jointly by the instructor and supervisor including scores for job performance, achievement of established training objectives, and seminar participation. In those infrequent instances where a student was not already employed, job seeking skills are part of the co-op grade determination. Assistance is given by the instructor and college job placement personnel, but the student is ultimately responsible for obtaining employment. A student does have the option for a non-paid experience, arranged by the college, in which case there will be a set rotation of job stations within an organization. This required a more specific work schedule and a formal agreement outlining responsibilities of the student, college, and work site because of the liability involved. Instructor workload for coordinating work experiences is calculated by assigning one contact hour per week for the seminar and one quarter contact hour per week for each student enrolled in the co-op course. The college full-time faculty workload is 20 contact hours per week. One faculty person is assigned organizational responsibility for the seminars, but the student follow-up is completed by each student's faculty advisor. This works well because it gives all faculty the opportunity for interaction with industry personnel and provides variety in the teaching experience. And, of course, the advisor who has worked closely with the student through his or her academic career knows that student's abilities and needs best. What is the future of internships? Whether credit or not-for-credit, whether paid or non-paid, whether tightly, loosely or non-structured, industry internships are her to stay. Graduate surveys reinforce the fact that students find them invaluable. Industry personnel agree that applied work experience should supplement and reinforce classroom learning. There is no doubt that the experiences could often be better structured and executed, but they cannot be replaced! For the past several years, college educators have participated in serious discussions and conducted studies about the quality of American higher education. The American Association of Community and Junior Colleges (AACJC) has assumed leadership in the focus on assessment and outcomes of students' educational experiences. The emphasis on “value-added” education and assessment programs has pervaded our campuses. It is crucial that the education experience adequately prepare students for the workplace and for career mobility. The question arises as to how to measure whether a program actually meets this objective. An AACJC Policy Statementon Student Assessment suggests that colleges will be better able to meet diverse population needs and improve the overall rate of student success if they provide a comprehensive assessment program for all students using effective measures and tools. It suggests that traditional testing alone is inadequate and other appropriate measurements of program strengths and weaknesses must be developed. It is possible that at least one industry work experience or internship course, if taken during a student's last academic term and based on agreed upon objectives and mastery standards, could serve as a summative assessment measure to determine the effectiveness of learning that has taken place over the student's entire program. It could perhaps serve as the “capstone” course. As we grapple with this and other issues, perhaps the CHRIE Internship Technical Committee can delve into how we can more effectively make the industry internships an integral part of the teaching and learning process.

English in the era of globalization has a very important role, especially in the working industry. Almost all types of jobs require English proficiency, especially in tourism area. As the most demanding international language in hospitality industry, English is taught as the main menu in the tourism school in a various majors, including the food and beverage service, both in the context of active and passive English. Tourism Schools, especially food and beverage service major, has become a target from those who just graduate from SMA and SMK. In the curriculum of both SMA and SMK, they have been taught English language both in general and in terms of tourism. After that they will get the broader English base on their major in the tourism school. For this reason this study was conducted to determine the relationship between the schools’ origin and English proficiency at middle class level of Food and Beverage Service of STPBI. This study uses Leven’s test analysis which is then descriptively translated to clarify data acquisition. By using SPSS 16.0 it was obtained t calculation, 0.544, that the value is greater than the level of significance, 0.05, which means that the school’s origin does not significantly affect the students’ English proficiency at middle class level of Food and Beverage Service of STPBI. It is quite reasonable for both the SMA and SMK, English is taught by the same order of curriculum, either with KTSP and K13, which adopt teaching English communicatively. The difference is; English is taught in general manner in SMA, while in SMK, English is taught in specific way based on their major. However, the duration of their learning in the classroom is less that SMA, where SMK need to conduct their training section in the industry. On the same side, classroom English lessons in both SMA and SMK are not often taught by using full English, but rather using partly Indonesian or even worst, fully Indonesian. Meanwhile in the food and beverage major, they are taught English by the same means and methods, resulting in equality of the subject comprehension. The equality can also be seen from a thin difference on their mean value of their English proficiency in the class. It is concluded that the schools’ origin does not determine the level of English proficiency at middle class level of Food and Beverage Service of STPBI. Hopefully this research can be used as reference methods of teaching English in the classroom so that students can get equal opportunity regardless their schools’ origin.

Colleges and universities provide a practical setting where faculty can integrate a curriculum that teaches sport management students, who are the future sport industry leaders, on critical topics they will encounter while working in the field. In light of the recent cases of sexual violence in the sport world (e.g., USA Gymnastics/Michigan State University, Baylor Football, Carolina Panthers), this study sought to examine the types of education and training on sexual violence that sport management faculty are utilizing in the classroom. Through the use of qualitative methods, 21 sport management faculty from 4-year institutions were interviewed to determine if and how the topic of sexual violence was being integrated in the classroom. Results showed a majority of the faculty were integrating current events and topics related to sexual violence in the classroom. However, faculty perceived that some courses were a “better fit” for these topics than others. Faculty also reported challenges to teaching these topics as the lines between a legal, sociological, and ethical standpoint can become confusing for students.

Prior research has demonstrated the importance of engaging college students in a global curriculum that prepares them for the everchanging landscape of the sports industry. International learning experiences are one way to facilitate this type of professional preparation and often include the added benefit of having a deep personal impact. The purpose of this study was to understand university students’ experiences leading sessions for Belizean coaches as part of an international teaching experience. Participants were four university students pursuing interdisciplinary sport majors. Data sources included recorded interviews and daily group debrief sessions, reflective journals, social media-based photo journals, and observational fieldnotes. Qualitative data analysis resulted in the construction of three themes that described the participants’ experiences and learning outcomes: (a) personal and professional growth, (b) developing and maintaining relationships, and (c) engaging with culture. Results suggest that an international program designed to foster experiential, global learning was enhanced by the opportunity to teach in a new context, foster relationships with local stakeholders, and participate in pre- and posttrip training.

Subject area Food service management, human resource management, hospitality strategic management and, international business and management. Study level/applicability Graduate students. Case overview The purpose of this case study is to determine whether the practice of talent management serves to motivate fast food service employees. It aims to determine employees’ perceived level of awareness and importance of talent management practices; current practice of talent management within the fast food service sector; and to assess the level of motivation of employees from talent management practices. The survey method employing the use of questionnaires was used to ascertain data from a fast food service establishment in Jamaica, a developing island destination located in the Caribbean region (Sinclair-Maragh and Gursoy, 2015). Jamaica is chosen for the study, as there has been an increase in the number of both local and international fast food entities over the years (Collinder, 2014). The focus on fast food service is important, as they have been providing employment to a significant sector of the population. This type of business operation is classified as a tourism related hospitality area (Purcell, 1996) and as indicated by Christensen and Rog (2008), talent management presents an intriguing opportunity for hospitality organizations to attract employees with requisite skills and experience. The industry is also challenged in maintaining motivated employees (Baum, 2008). Talent management can assist organizations that have long-struggled with high turnover rates and the ability to attract and engage employees that are considered assets and not liabilities. Lockwood (2007) points out that engaged employees are loyal, hardworking and passionate about their work. Motivation theory is used to provide theoretical support for the findings of the study. This is because behavioral theorists such as Abraham Maslow suggested that survival, safety, belonging and self-esteem are factors that can be used to motivate employees and Sigmund Freud believes that people need to be rewarded to get work done (Nohria et al., 2008). This theory is plausible to the study, as it is postulated that talent management can enhance employee engagement, through highly motivated employees (Christensen and Rog, 2008). The study finds that majority of the employees understood the meaning of the term “talent management”. In terms of their personal and professional development, the employees believe that these are highly influenced by the organization’s culture. They pointed out that skills are usually developed through training, cross-training and succession planning. Financial assistance is given for further training and skill development. The performance evaluation process is used to identify employees’ specific skill. Although this is done, the majority has not been placed in other departments that would benefit more from their skills. Only 7.6 per cent reported that this was ever done. Employees’ emotional wellbeing is also important. Although majority of the employees (44.7 per cent) are happy about their work, they indicated that they could be motivated by coaching, mentorship and empowerment initiatives. Overall, the employees’ sense of belonging through their engagement and development, and self-esteem through their morale and competence are important to their motivation levels. They are also motivated when support is provided for training and skill development as explained by the motivation theory. Expected learning outcomes The learning outcomes are intended to guide the teaching-learning process and stimulate students’ understanding of the concepts of talent management specific to fast food service employees’ motivation. The case study is a useful resource for graduate students to enable and develop their critical thinking and solution-oriented skills. Students should be able to critically analyze the case and respond to the questions to garner and improve their understanding of talent management and its applicability in the fast food service sector. Further understanding of the concept can be derived from developing dimensions and measures of talent management that can be generalized to the food service sector. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 6: Human Resource Management.

Aim: To bring attention to and highlight the significant role of foreign-language training for students in the areas of geography and tourism training. I would also like to demonstrate the positive side of the "Studienreise in Duetschland" training program of the German Academic Student Exchange Service, including the development of practical skills in international tourism. Method: The study is to analyze and systematize information on the development of international tourism in Germany derived directly from residents of the country's tourism business. The subject of research is the applied aspects of international tourism in Germany as well as the experience of organizing and operating the international tourism. Result: The article deals with the applied principles of training students and specialists in the tourism industry in Germany and analysis of the causal aspects of the development and functioning of international tourism in keeping with modern information technologies and mobility of population. The acquired knowledge and practical experience of tourists studies in the future, can be applied in the international segment of tourist services as well. Scientific news: A number of tourists and methodologists in general, considered and proposed methodological guidelines and recommendations for the conduct of educational practices at the international level. Definitely the world tourist market has a powerful resource potential and has invaluable experience in organizing and providing services based on the use of numerical data for students in leading tourist centers of Germany as well as meetings with scientists and specialists The author of the study highlights and analyzes the main organizational and teaching-methods and types that will work during international tourist training programs. Practical significance: The issue of international tourist training practices has not been adequately addressed in literature. Materials of the proposed study, the specifics of this type of tourism was paid little attention. The study provides a better understanding of the beginnings of leisure tourism. Key words: international tourism, practical aspects of international tourism development, international educational practice, German hospitality.

Subject area Entrepreneurship. Study level/applicability Postgraduate Management Diploma Masters of Business Administration. Case overview Sakhumzi Restaurant on Vilakazi Street, in Soweto’s Orlando West, had grown exponentially since it opened in October 2001. Vilakazi Street was named after a South African Zulu poet, novelist and educator, Benedict Wallet Vilakazi, who was the first black South African to obtain a PhD in 1946. The street was famous for housing two Nobel Peace Prize laureates – Nelson Mandela and Archbishop Emeritus Desmond Tutu – as well as for being the site of the shooting of Hector Pieterson during the Soweto Uprising. There were two museums in the vicinity that attracted thousands of tourists every year – Mandela House and the Hector Pieterson Memorial and Museum. The founder of Sakhumzi Restaurant, Sakhumzi Maqubela, had no experience of the hospitality industry but, nevertheless, had a “deep appreciation” of customer satisfaction, which he had learnt through his previous job in the banking sector. During the start-up phase of the restaurant, Maqubela immersed himself in books on business, focusing on leadership and communication. From such humble beginnings, the restaurant had become a thriving magnet for the tourist and local markets – tourists enjoyed sampling traditional Soweto fare, and for locals, Sakhumzi offered a culinary “home away from home”. Dressed smartly, Maqubela could be seen every day at his restaurant, mingling with patrons and greeting tour operators warmly. But what worried Maqubela was how to keep growing. Should he open another Sakhumzi? Would it work away from the tourist hub of Vilakazi Street? Or were there other options that he needed to explore? Expected learning outcomes The outcomes are as follows: evaluate the entrepreneurial mindset and how entrepreneurial opportunities are recognised, assess the individual-opportunity fit of an opportunity that is being pursued, navigate the entrepreneurial process, identify sources of entrepreneurial finance, identify and overcome resistance and obstacles to start-ups and growing the venture, rigorously analyse the potential of a new business opportunity/venture and assess the relevance of the practice of entrepreneurship to firms and society. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship.

Study level/applicabilityUndergraduate.Case overviewThis case deals with a Zambian entrepreneur named Frank Ngambi who had developed several lodges in Ndola and Lusaka, Zambia. His original intention had been to build lodges that would provide inexpensive lodging for domestic travelers. That strategy had succeeded, and the lodges had been so successful that Frank had been able to increase the size of his lodges in both cities. However, by the summer of 2015, Frank had decided to seek the patronage of international travelers. He knew that this change in strategy would be difficult to achieve. After analyzing one of his competitors, the Intercontinental Hotel in Lusaka, he realized that he needed to increase his product offerings and also offer outstanding customer service. One problem in attaining that goal was the fact that there was very little training for human resources involved in the hospitality industry in Ndola where two of his lodges were located. Another problem he faced was figuring out how to market his lodges to international travelers, as he had never sought that segment of the market before.Expected learning outcomesAt the conclusion of the case discussion, the student should be able to apply Michael Porter’s General Business-Level Strategy to the present and anticipated strategies for the FATMOLS Lodges; to identify tactics that would apply to a low cost leadership strategy; to identify tactics that would apply to a differentiation strategy; to discuss reasons tourism has increased in Zambia in the twenty-first century; to analyze the financial strategy used in developing the FATMOLS Lodges; and to develop a plan for moving a company from a low-cost leadership strategy to one of differentiation.Supplementary materialsTeaching notes are available for educators only. Please contact your library to gain login details or emailsupport@emeraldinsight.comto request teaching notes.Subject codeCSS 11: Strategy.

Abstract: The Islamic-based economic sector has recently increased significantly. It includes culinary, Islamic finance, insurance, fashion, cosmetics, pharmaceutical, entertainment, and tourism sectors. They occupy the concept of halal in every its product. One of the economic sector of Islam which has growth significantly is lifestyle products in the syariah tourism sector. The tourism business is certainly very closely related to the accommodation business, particularly the hospitality commerce. This study aims to scrutinize the projection of Tourism Potential Development which applied Sharia concepts in Indonesia. The results of this present study indicates that: firstly, sharia hotels is an accommodation service adheres to the principles of Islamic teaching guidelines. Secondly, `some authorities stated that the development of sharia hotels in Indonesia is still dawdling, although the Indonesian Ulema Council (MUI) has issued requirement standard for syariah labeling to the hospitality business. However, the form and stage for management of this sharia system is still uncertain. As a result, many sharia hotel businessmen are intended to implement their own concept and do not legalize it. This lead to the low quality of management. It is suggested that sharia hotels should be supported by such Sharia Supervisory Board.Abstrak: Sektor ekonomi berbasis Islam akhir-akhir ini meningkat secara signifikan, Sektor tersebut diantaranya kuliner, keuangan Islam, industri asuransi, fashion, kosmetik, farmasi, hiburan, dan pariwisata. Dimana keseluruhan sektor itu mengusung konsep halal dalam setiap produknya. Sektor ekonomi Islam yang telah mengalami pertumbuhan yang signifikan dalam produk lifestyle di sektor pariwisata adalah pariwisata syariah. Industri pariwisata tentunya sangat berhubungan erat dengan bisnis akomodasi, khususnya bisnis perhotelan. Penelitian ini bertujuan menelaah tentang Proyeksi Potensi Pengembangan Pariwisata Perhotelan Dengan Konsep Syariah Di Indonesia. Hasil penelitian ini menunjukkan bahwa: pertama, hotel syariah merupakan suatu jasa akomodasi yang beroperasi dan menganut prinsip- prinsip pedoman ajaran Islam. Kedua, menurut penulis perkembangan hotel syariah di Indonesia masih terlalu lambat bahkan dapat dikatakan stagnan, meskipun Majelis Ulama Indonesia (MUI) telah mengeluarkan standarisasi label syariah kepada bisnis perhotelan, namun bentuk dan tahapan pengurusan format syariah ini masih belum jelas adanya. Dampaknya, banyak pebisnis hotel syariah yang lebih mengimplementasikan konsep hotel syariah mereka dengan berdasarkan aturan-aturan Islam, dan tidak melegalkan bisnis mereka sehingga kualitas pengelolaan dan pengoperasiaannya kadang masih belum maksimal oleh karena itu, hotel syariah sebaiknya didukung oleh semacam Dewan Pengawasan Syariah (DPS).

This paper deals with the politeness strategies potential in subject specific fields and highlights the role of learning politeness strategies as a powerful cognitive tool fundamental to further enhancing the second language learner’s ability to cope with this specialized verbal characteristic in hospitality industry discourse. The paper explores the close interplay between social (extra-linguistic) and structural (linguistic) factors shaping the linguistic idiosyncrasies of English and Macedonian politeness strategies in hospitality industry discourse.
 It has been argued that the awareness of cross-cultural differences concerning politeness strategies may be exploited as a valuable teaching resource for classroom interaction.

The article is devoted to the formation of approaches to service activities teaching. The analysis of these approaches has led to the understanding of the new content of services in the tourism and hospitality industry, creating a high-quality infrastructure of innovative business based on service innovations arising as a result of the interaction of innovative stakeholders. It is revealed that the common values of entrepreneurial culture of innovation subjects, providing the possibility of beneficial cooperation and optimal use of common resources, can become the basis for such interaction. It is proved that a special role within the framework of the modern phase of the development of the tourism and hospitality industry should be played by entrepreneurial universities that effectively implement projects of academic and intellectual entrepreneurship and create fractals of entrepreneurial culture. Within the framework of creating a system to ensure the innovative development of the tourism and hospitality industry, they add new functions of the initiator of innovative stakeholders' interaction to their traditional functions of training specialists.

This study delivers the importance-performance analysis of the information and communication technology (ICT) driven solutions among small and family-owned hotels (SFH) in Croatia. The analysis reflects the opinions of owners of 21 SFH, all of which are members of the National Association of Family and Small Hotels (OMH). The findings demonstrated the existence of a significant gap between the perception of the importance of specific innovations and actual hotel performances. In most cases, hotel performances are rated significantly lower than the perceived importance of particular innovation, which indicate that resources should be better and more wisely allocated. In some cases, hotels do not recognise the benefits of ICTs used or are not satisfied with the results. The primary constraint for higher integration of the ICTs within this sample is the lack of financial resources. The study reveals the importance-performance gaps within the perception of technological innovations in the SFHs, elaborates on potential constraints for more substantial reliance on ICTs and discusses the possible implications. Finally, the study provides recommendations for future research.

The quick development of the tourism and hospitality industry can straightly influence the English language which is the most widely used and spoken language in international tourism in the twenty-first century. English for tourism has a major role in the delivery of quality service. Employees who work in the tourism and hospitality industry are entirely and highly aware of its importance and they need to have a good command of English in their workplace. English for tourism and hospitality has been categorized under English for the specific purpose (ESP). It is an important and dynamic area of specialization within the field of English language teaching and learning. The necessity of teaching English for professional purposes and specifically in the area of tourism is irrefutable. Language proficiency is very important and essential in all professional fields specifically in the tourism and hospitality industry due to its specific nature and concepts. Thus, it is required that the educators understand the practical applications of this approach. This paper aims to provide an overview of the purpose of teaching ESP (English for Specific Purposes) and ETP (English for Tourism Purposes) to the learners and users. In addition, characteristic features of ESP and ETP concerning course development, curriculum planning, learning style, material development, English efficiency, types of activities and evaluation are outlined. Determining the ESP concepts and elements provides specific English instruction that could help the learners be well-prepared for meeting their workplace requirements.

Millennials is the largest group of segmentation that is still studying and looking forward to join the workforce. Their characteristics, traits, needs and wants, and their ability and talents including their pool of resources available today (technology, internet, mass amount of online information) makes them a group that is going to influence the socioeconomic condition of a nation. The ability of an educator to better understand their condition would be able to alleviate their talent and ability in the right channel while not abusing the previous generation still in the workforce.