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Journal of critical reviews 296
Journal of Critical Reviews
ISSN- 2394-5125 Vol 7, Issue 12, 2020
THE EFFECTIVENESS OF HOSPITALITY EXPERIENTIAL LEARNING FROM ACADEMIC
AND INDUSTRY PERSPECTIVES
Ali Sorayyaei Azar¹*; Albattat, Ahmad²; Azni Yati Kamaruddin³
¹School of Education and Social Sciences, Management and Science University, University Drive, Off Persiaran Olahraga, Section
13, 40100, Selangor, Malaysia.
²Post Graduate Centre, Management and Science University, University Drive, Off Persiaran Olahraga, Section 13, 40100,
Selangor, Malaysia.
³Department of Educational Foundation and Humanities, Faculty of Education, University of Malaya, 50603, Kuala Lumpur,
Wilayah Persekutuan Kuala Lumpur, Malaysia
Email: ali_sorayyaei@msu.edu.my ,ahmad_rasmi@msu.edu.my, azniyati@um.edu.my
Received: 07.03.2020 Revised: 09.04.2020 Accepted: 10.05.2020
Abstract
This study aims to review experiential learning in hospitality education through its implementation and explores lecturer and industry
perceptions with regards to effectiveness of the adopted experiential learning methods. Focus group discussions have been conducted
amongst lecturers and hotel industry. This research used a qualitative method for the lecturers of hospitality and tourism courses and
amongst industry professionals. The qualitative research interview seeks to describe the meanings of central themes in the life of the
subjects. The main task at the interview stage is understanding what the interviewees have to say. This study reveals wide utilization of
experiential learning activities in hospitality education. In general, experiential learning is said to be more effective than traditional
classroom learning according to lecturers and the hospitality industry; with experiential learning activities believed to being effectively
implemented. Several suggestions are given in this paper to provide support to hospitality educators on how to improve the utilization of
experiential learning methods to facilitate student learning.
Keywords: Effectiveness; Hospitality; Experiential Learning, Academic; Industry Perspective.
© 2020 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/)
DOI: http://dx.doi.org/10.31838/jcr.07.12.56
INTRODUCTION
Education is a developing industry, one in which Malaysia has
been receiving acknowledgment for as a trusted study
destination in the region (Jomo, 2019). There is a great difference
between students entering institutions of higher education at
present compared to those of the previous generations (Levine,
2018). A variety of higher education programmes as well as
professional and specialized skill courses are being offered by
the education sector at comparative prices and possessing
excellent quality (M. Deldeniya, A. Khatibi, & S. F. Azam, 2018;
Hamilton et al., 2018). The Malaysian government has created
policies to encourage involvement of public and private higher
education institutions in improving the provision of its tertiary
education – with ambitions for Malaysia to become a regional
education hub in South East Asia (V. M. Deldeniya, A. Khatibi, & S.
F. Azam, 2018; Pyvis & Chapman, 2007). In the increasingly
competitive environment for higher education, the marketing of
programmes to attract students to vocationally-orientated
degrees has taken on greater importance; with education leaders
and teaching staff being responsible for the task of bridging the
gap between knowledge and practical application (Katukurunda,
Khatibi, & Azam, 2018; Lakes & Donovan, 2018; Reimers &
Chung, 2019).
Generally, eleven years of basic education is provided to every
child in the country under the Malaysian education system. At all
levels within the national education system, both public and
privately funded educational institutions exist. The educational
structure of 6-3-2 consists of six years of primary education,
three years of lower secondary education, and two years of
upper secondary education. The Malaysian government fully
subsidizes and offers free primary and secondary education in
public schools; covering primary and secondary education for
Malaysian children provided by public school. The students sit
for common public examinations at the end of primary (UPSR),
lower secondary (PMR) and upper secondary levels (SPM). Since
gaining independence, Malaysia has been striving towards
universal primary and secondary education (Wan, 2018). Under
the term "experiential learning", reference can be made to
service learning, internships, applied projects, and less-
structured experiences (that can also be reflected upon and
assessed from a learning standpoint) (Wolmarans, 2006).
For tourism and hospitality education, experiential learning is a
useful educational tool for transforming the learning experience
to extend beyond the traditional classroom (Edelheim & Ueda,
2007). Students are able to learn more about their chosen
vocation through real world experience that offers advantages
outside of typical traditional classroom instructions (Johnson et
al., 2016). Experiential learning is an interaction learning by
doing method (Kemeny, Boettcher, DeShon, & Stevens, 2006);
where students learn through direct hands-on action or activity,
carrying that particular experience into future experiences
(Bliuc, Goodyear, & Ellis, 2007). As the tourism industry becomes
more complex, it is clear that research on experiential learning in
this area of education is an important and neglected research
area (Falk, Ballantyne, Packer, & Benckendorff, 2012) as future
employers also expect non-vocational skills such as interpersonal
skills, analysis, and reflection (Bennett, Dunne, & Carré, 1999).
The integration of the experiential learning element into the
curriculum of many leading tourism and hospitality programmes
proves that the idea of learning through experience is not new
(Lee, 2008).
In many countries, the tourism and hospitality industry is one of
the fastest growing segments within the economy (Jack, Stansbie,
& Sciarini, 2017). As a result, a wide variety of different
occupations with a special work force exists, making human
resource management in this industry more complicated (Liu &
Wall, 2006). Markovic (2006) defines hospitality education as a
THE EFFECTIVENESS OF HOSPITALITY EXPERIENTIAL LEARNING FROM ACADEMIC AND INDUSTRY PERSPECTIVES
Journal of critical reviews 297
multidisciplinary field, combining the perspectives of many
disciplines (particularly found in social sciences) for application
and practice in the hospitality and tourism industry. Currently,
many leading tourism and hospitality programmes integrate the
experiential learning element into their curriculum (Lee, 2008).
It is noted that the hotel industry plays a major role in
supporting Malaysian tourism (Salleh, Abdul Hamid, Hashim, &
Omain, 2010). Economies of countries such as Egypt, Greece,
Mauritius, Seychelles, Thailand, United Arab Emirates and cities
such as Dubai and Las Vegas heavily rely on revenue generated
from their tourism activities (Boyatzis, Cowen, & Kolb, 1995).
Besides that, there has been a growth in experiential learning
initiatives within programmes with the intention of creating a
bridge between experience and learning (Conradie, 2012).
In Malaysia, a greater opportunity now exists for secondary
school students to attend college and university. There are
several ways for university students to experience what they
have learned in classrooms, which is through internships; and
positive impacts have been observed on the development of the
hospitality industry by the students’ application of their
knowledge to the industry (Birasnav, 2014). According to Dewey
(1938) and other experiential education theorists (Edwards &
Usher, 2002; Itin, 1999; A. Y. Kolb & Kolb, 2009), the realization
of deeper levels of learning occurs when the participant grounds
the education in experience, affording opportunities for active
reflection. A study by Başaran (2016) highlighted that the
misconnection between the real skills of students and the needs
and expectations of the industry is the main cause of poor
retention rates among graduates in hospitality.
While experiential learning is a concept translating across
numerous academic fields and cultures, it is taking on greater
importance in the hospitality and tourism management
industries due to its emergence as a learning and development
tool (Stansbie, Nash, & Chang, 2016). The issue over industry
skill shortages and support from higher education graduates
prompted an additional study by Baum, Ma, and Payea (2013) –
to specifically address the skills debate within the hospitality
industry. Upon investigating these benefits further, it is clear that
experience becomes more valuable when the career choice of the
students is underpinned by a need for sound vocational training,
such as the field of HTM (Stansbie & Nash, 2016). The
experiential training theory argues that the behaviour of people
is a consequence of what they perceive from their experience and
their meanings. Hence, by providing experience via training,
there can be a change in people’s performance (Black &
Mendenhall, 1990). This research will highlight the perception of
hospitality industry players and the faculty regarding
experiential learning, as being practiced by one Hospitality
school. The aim of this research is to study the perception of
hospitality experiential learning on student achievements, as
well as to study the relationship between experiential learning
and industry perception.
LITERATURE REVIEW
Experiential Education and Experiential Learning
The nature of experiential learning is quite well understood and
agreed upon (Breunig, 2005). A review of the terms ‘experiential
education’ and ‘experiential learning’ show that they are often
used interchangeably in reference to the process of learning
through practise (D. A. Kolb, 1976; D. A. Kolb, Boyatzis, &
Mainemelis, 2001). There have however, been attempts to define
each term in a more precise manner. For example, the
Association of Experiential Education (1994:1 cited in (Itin,
1999)) claims that “Experiential education is a process through
which a learner constructs knowledge, skill, and value from
direct experience”. In contrast, Chickering (1977) states that
“experiential learning occurs when changes in judgements,
feelings, knowledge or skill result for a particular person from
living through an event or events”. Moreover, other authors (Itin,
1999) outline distinctions between experiential education and
experiential learning, by claiming that they are different
constructs; if conceptualised correctly, allows for broader
discussions and clearer communication that should facilitate
professional understanding based on the identified distinctions.
Despite these attempts, there appears to be little separation with
respect to the key terms and purpose in reality (Abrams, 1988).
Furthermore, the similarities show that they both address
behavioural change as a direct result of experience, prescribing
an alternative approach to traditional didactic education.
Therefore, since the similarities appear to be far greater than
their differences, the terms are treated as one collective,
interchangeable definition (Andresen & Young, 1995).
Terminology in the experiential education field is often blurred
with experiential learning. Experiential learning refers to the
actual process that the learner works through in order to learn
from, or make meaning from, an experience. Experiential
learning is learning through reflection on doing, the emphasis is
on the critical reflection and processing of the experience (Boud,
Keogh, & Walker, 2013; Jordi, 2011).
With regards to the development of experiential learning, David
Kolb is possibly the most influential recent theorist, continuing
on from the earlier work of theorists such as Freire and Mezeiro
who stressed on the processing and critical reflection of
experience being the heart of learning (Kelly, 1997). Kolb defines
learning as “the process whereby knowledge is created through
transformation of experience”, and emphasizes the learning that
happens when content meets experience (Corbett, 2005). Kolb
utilized a learning cycle model to articulate his theory, with four
stages in the process: concrete experience, reflective observation
or critical reflection (where the learner asks questions about the
experience based on past experiences), abstract
conceptualization (where the learner seeks to find answers to
the questions, makes generalizations, draws conclusions), and
active experimentation (where the learner puts the new
hypotheses or conclusions to test, leading to more experience).
As with any learning cycle, it can be entered at any stage, but
when utilized consciously in teaching it usually starts with the
concrete experience (Abdulwahed & Nagy, 2009; Prasadini, Abd
Hamid, Khatibi, & Azam, 2018).
Experiential Hospitality Learning and Education
Hotel management education in comparison with other academic
programs, require both academic and vocational curriculum
contents to bridge the educational setting with actual experience
in the industry (Milman, 2017). The provision of accreditation
and corresponding recognition provides better opportunities and
advancement in the field of hospitality and tourism to students
(Nor & Khairudin, 2009). It is surprising to find that insufficient
research has been given to student perceptions towards their
future career, when the students are the direct contacts to the
hospitality and tourism education, as well as future of tourism
industry labour. Other than that, the growth of hospitality and
tourism education is still perceived as vague with career paths
that are not clearly defined – stakeholders have found
inadequacy in the curriculum itself to correspond with industry
needs (Sarker, 2014). Various aspects of hospitality and tourism
education have certainly been highlighted that require further
enhancement and research.
Itin (1999) mentioned that the nature of experiential learning
was fairly well understood and agreed upon. A review of the
terms ‘experiential education’ and ‘experiential learning’ show
their interchangeable use in reference to the process of learning
through practice (D. A. Kolb, 1976; Kraft, 1986). Henry (1989)
suggested eight different approaches to experiential learning
which include project work, problem based, independent
learning, personal development, action learning, prior learning,
activity based, and placement. Itin (1999) defined ‘experiential
THE EFFECTIVENESS OF HOSPITALITY EXPERIENTIAL LEARNING FROM ACADEMIC AND INDUSTRY PERSPECTIVES
Journal of critical reviews 298
education’ as the process through which a learner constructs
knowledge, skill, and value from direct experience; whereas
another definition (Chickering, 1977) was that “experiential
learning occurs when changes in judgments, feelings, knowledge
or skill result for a particular person from living through an
event or events”.
Training employees results in numerous advantages such as
operational improvement, cost reduction in performances,
increased customer satisfaction, decreased employee anxiety
during their working time, creation of co-operational
relationship between staff, reduction in performance problems,
increased service quality, and many others (Hayes & Ninemeier,
2009). Thus, increasing profitability of that organization is the
tangible result of all mentioned benefits. Moreover, Itin (1999)
outlined the distinctions between ‘experiential education’ and
‘experiential learning’ defining them as being of different
constructs and if conceptualized correctly, identified distinctions
would allow for broader discussions and clearer communication
to facilitate professional understanding.
The similarities between them show that both terms address
behavioural change as a direct result of experience and prescribe
an alternative approach to traditional didactic education.
Therefore, the terms are treated as one collective,
interchangeable definition as the similarities appear to be far
greater than the differences (Cushion et al., 2010). To
substantiate this point, another strong advocate for experiential
learning is the American psychologist Carl Rogers who pioneered
the Humanistic approach to Psychology in the 1950s. His work
centres on the existence of two types of learning: cognitive
(referred to by Rogers as meaningless) and experiential. In his
research, Rogers outlines a number of qualities afforded by
experiential learning, concentrating on addressing the needs and
wants of the learner (Froh, 2004; Rogers, 1959; Zanqar, Khatibi,
Azam, & Tham, 2019a, 2019b).
Based on the reviews of the current research, various aspects of
the hospitality and tourism education have certainly been
highlighted and as such, require further enhancement and
research. Thus, this study is determined to understand the
perception of international students towards hospitality and
tourism education in Malaysia. It has identified the competitive
advantage that Malaysia holds in order to compete with other
education hubs offering hospitality and tourism education.
Motivational factors that influence international student
decisions in selecting Malaysia as the destination for hospitality
and tourism education allows to a better understanding of the
current curriculum from an international perspective.
Conceptual Framework
Figure 1: Conceptual Frameworks (Source: Kozak, 1999)
RESEARCH METHODOLOGY
Research Design
For this particular study, the researchers have chosen to
implement the qualitative research method by carrying out
interviews with various correspondents that related to the
research, those who have gained experienced in experiential
learning (Kvale & Brinkmann, 2009; O’Brien, 1998). The
qualitative research method will allow the researchers to directly
interview the correspondents and understand their side of the
experience and the exposure that they have undergone through
their time of experiential learning. A qualitative approach serves
as a good test of whether you will make an insightful
constructionist researcher by determining on whether the
researcher can make out the extraordinary features in an
otherwise ordinary life (Silverman, 2013).
In order to conduct the study, the researchers had randomly
selected the correspondents and put them in groups to partake in
the interview. The first group of respondents were directed
towards lecturers who have spent period teaching hospitality
students while the second group of respondents are industry
players which has an experience in handling internship students.
The group of respondents partaking in the interview ranged from
varying ages and period during their experience in hospitality
industry. In order to interview, both lecturers and industry
players, the researchers firstly gathered the contact numbers of
the respondents that they wished to interview (Stuart, 2002).
The respondents were informed regarding the purpose of the
study and the requirements for the interview (Gill, Stewart,
Treasure, & Chadwick, 2008). A total of five questions were given
to the respondents, the researchers recorded all the information.
Experiential
learning
Student as
Knowledge
Seeker
Lecture as
Knowledge
Giver
Industry Professional
- Knowledge Provider
- Potential Employer
(through internship)
THE EFFECTIVENESS OF HOSPITALITY EXPERIENTIAL LEARNING FROM ACADEMIC AND INDUSTRY PERSPECTIVES
Journal of critical reviews 299
Two sets of question were handed out: one specifically for the
lecturers and another for the industry players. Thematic analysis
was used to analyse the data collected (Braun & Clarke, 2006).
FINDING AND DATA ANALYSIS
Interview Questions
Lecturers
The details are strictly for statistical purposes only. The
interviewee will remain as anonymous.
1. Capabilities of the hospitality and tourism courses?
“The capability of this course is not based only on interest,
but also based on the knowledge and courage of an
individual to get into this field. If the person is interested
and have the ability to take this course, they will go far in
this industry”
“This course is capable of making students to understand
more regarding hospitality and tourism. Also, this course
gives students a prediction of what the real industry is
really like”
2. Do you think that there is a need to improve the
education of students in this field and develop new
interesting and motivating teaching methods?
“Yes, in education field, teaching methods should be
improving from time to time in order to keep up with
student’s vast learning level. Also, to follow the trend so
that students have high interest to study and learn in the
university”
“Lecturers should do more activities in class so that it
would be interesting and less boring for the students. Long
lectures will make students lose their focus and their mind
is thinking something else”
3. Are students from hospitality and tourism course
capable of working in the industry? Why?
“Yes, they will be able to work in the industry because, the
programs that MSU offer is going to be very useful when
they pursue their career in the hospitality industry”
“Of course, the main purpose of this course is to make
students be able to work in the industry. They also study
this course not just for theory learning, but to learn about
management as well”
4. Do you think classroom lectures and theory managed to
connect their experiential learning experience?
“Yes, theory and lectures given by lecturers will help when
they are doing their internship. However, they also need to
do critical thinking skills and observe how the work is done
in order to do their task right”
“Yes, but it does not cover all information regarding
hospitality and tourism. They also need to do some critical
thinking to connect with themselves during their
experiential learning”
5. Does the experiential learning have a negative impact
on a student’s academic performance and their
ultimate success in college?
“So far there is no negative impact on student’s academic
performance. But still they have to go and experience the
real industry so they can know the real situation of
hospitality and tourism work field”
“For me no, because the experiential learning will give them
actual experience and will stimulate their minds more
widely. So, it will give more positive impact towards them”
Industry
The above details are strictly for statistical purposes only. The
interviewee will remain as anonymous.
1. What is your opinion towards students from hospitality
and tourism course?
“Up to the students because they have chosen the course.
Hospitality and tourism are a very wide scope. Malaysia
also is an upcoming tourism spot, so for those who are
taking this course is also a plus point for them. But it is
going to be based on the interest, if they have interest to
enroll themselves in these courses, they should assert
themselves”
“In my general opinion, student’s learning from university
doesn’t develop common sense and most of the time I look
forward to good attitude”
2. How effective the understanding and knowledge from
the students of the tasks and practices performed by
industry professionals?
“We can assess during their internship period. Because
study during lecture and go for internship is two different
parts. Study is theoretical based but coming towards
internships is totally different. But during internship also
they should be exposed into administration because they
will always be put under operation. But in hotel from front
of the house is nice however back of the house is different.
But still, it depends on students, how passion they are into
hospitality”
“To be effective, students need to learn the know-how. Not
just by doing it, but also to practice. Through practice, they
can know whether it is effective or not”
3. Is it possible for the industry to accept fresh graduates
if the education system were change to experiential
learning compare to the previous education system,
which is theory learning?
“Both is important, theoretical is more towards classroom
based or lecture based but it is still important. Maybe they
should put internship twice in a university, not only by the
end of their studies but during middle of their study before
they go for graduation”
“Yes, it’s possible because what we are doing now is actually
what they are teaching in university. University also knows
focuses more experiential learning and critical thinking
which is beneficial towards students in the future”
4. Does the hospitality experiential learning provide an
experience that is beneficial to your organization?
“Yes, because hotel usually when students come for
internships if they are good, we can accommodate them as
management trainee where we will expose them in
departments. Management trainee is actually a program
where we absorb them and placed them into selected
department depending on what interest they have. Example
if they are interested in Human Resources Management, we
can place them into Sales, F&B then finally to HR
Department”
“Yes, because nowadays people are afraid to expose their
talent because of the criteria needed in an organization.
However, they can enhance themselves little by little if they
involve themselves in the industry”
5. How often your organization manages to hire interns as
permanent staff?
“Yes, here we hire interns. Recently also we hire an intern
absorb into kitchen as a commie because she studied
regarding pastry”
“In my opinion, my organization’s open for intern to join
however, they tend to demand for something that they have
not earned or learned by themselves. They should prove
their capability first, and to prove that they are worthy
before they start to demand for something”
THE EFFECTIVENESS OF HOSPITALITY EXPERIENTIAL LEARNING FROM ACADEMIC AND INDUSTRY PERSPECTIVES
Journal of critical reviews 300
DISCUSSION AND CONCLUSION
Summary of Thematic Analysis
Generally, there were two group of respondents participated in
the interview session: nine lecturers and three industry
professionals from selected hotels. The data was transcribed
using the response given by both group of respondents. Different
themes were used to categories based on the response that the
researchers received. First theme for the lecturers is ‘teaching
methods. Majority of the lecturers think that it is better not to
focus only on ‘theoretical-based learning. The second theme is
‘academic impact’. Majority of them responded that experiential
learning gives positive outcome for the student based on the
student performances.
Conversely, the first theme for industry professional is job
opportunity. Most of the respondents stated that company did
absorb intern student as permanent staff in the organization.
Education system is categories as the second theme. Most of the
respondents think that both education systems that is theoretical
based and practical based learning are important for the
students.
The data collected helped in getting understanding of the
importance of experiential learning in hospitality and tourism
course. The implication and ways used in determining and
enhancing experiential learning in hospitality and tourism
course. Experiential learning is the actual process the learner
works through in order to learn from, or make meaning from, an
experience. Experiential learning is learning through reflection
on doing, the emphasis is on the critical reflection and processing
of the experience. Experiential learning helps students become
full partners and collaborators in their personal learning journey
and helps them assume responsibility for their own decisions.
There is relationship between experiential learning and the
course itself. There is a brief explanation about the perception of
students, lecturers, and industry professionals towards
hospitality and tourism course.
CONCLUSION
Students must be careful about details, as it is not possible to
learn all in classes like unpredictable cases and problems.
Internship is a good opportunity for students to verify their
knowledge with real work like something that happens every day
in hotels and adjusting university courses according to hotel
needs based on feedbacks. Even though, the lecturers and
industry professionals have discussed on the curriculum aspects
for improvement but then the theory and knowledge are not
enough to perform in the industry. For instance, emergency cases
or fussy customers cannot handle, unless students have gained
experience about it and overcome the problem by themselves. In
addition, one-day exposure to the industry in housekeeping and
front office subject is also not sufficient, as they cannot acquire
anything in one day. Nevertheless, for the one-day they will only
get the chance to observe and explore the hotel. The practical
classes in mock hotel did not give the real experience as what the
industry gives. Hence, experiential learning should be increased
in the hospitality and tourism management course to produce
comprehensive graduates with knowledge, skills and most
notably experience that the industry considering in employing
fresh graduates.
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