A Case Study of the Provision of Hotel and Catering
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A CASE STUDY OF THE PROVISION OF HOTEL AND CATERING MANAGEMENT EDUCATION AT THE HONG KONG POLYTECHNIC UNIVERSITY: A MISMATCH OF EXPECTATIONS Thesis submitted for the degree of Doctorate of Education at the University of Leicester by Chan Man Leong, Benny School of Hotel and Tourism Management The Hong Kong Polytechnic University September 2002 UMI Number: U601220 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U601220 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 CONTENTS 1. INTRODUCTION p ,„ The economic background related to tourism in Hong Kong 1-2 The importance of the hotel industry in Hong Kong 3 Social perception of the hotel industry in Hong Kong 3-5 Hong Kong's education provision for the hotel and catering 5-6 industry The Hong Kong Polytechnic University 7 6- University student expectations 8 Stakeholders and the offered curriculum 8-10 Partnership between educational institutions and the hotel 10 industry Statement ofproblems and purpose of research 11 Objectives 11-12 Significance of the study 12 Structure of the thesis 13 2. LITERATURE REVIEW Introduction 14 Background 14-17 Stakeholders in training for the hotel industry 17-20 Expectations of the hotel industry 20-22 Expectations of students 22-26 Expectations of hospitality educators 26-28 Relationships between stakeholders 28-31 Influences on the curriculum for hotel management 31-34 courses in higher education The aim/purpose of the curriculum 34-38 Pedagogy in the curriculum 39-41 The content of the curriculum 41-43 The organisation of learning — the internship program 43-4 7 Assessment/outcomes in terms o f the competency approach 47-54 Accreditation 54-56 Summary 56-59 METHODOLOGY Page Introduction 60 Research approach 60-62 Case study approach 62-65 Questionnaire survey 65-66 Interview 66-67 Interview and questionnaire 67-68 Data collection 68-69 Sample population 69-71 Sampling 71-72 Setting questions - a. questionnaire 72-74 Pilot test 74 Setting questions - b. interviews 74-75 Method of analysing data 75-77 Scheduling 77-79 Summary 79-80 Limitations 80 FINDINGS I - on past graduates Introduction 81-84 H IM qualification 84-85 Quality of HTMprogram 86-87 Impression about the strengths and weaknesses of87-88 the HTM program Summary 88-89 FINDINGS II - on students, educators and employers through the quantitative approach Introduction 90 Student 90-96 Hotel employer 97-100 Hospitality educator 101-104 Relationship between stakeholders on professional104-110 preparation Summary 111 6. FINDINGS III - on students, educators and employers through the qualitative approach page Introduction 112 Student ^ 112-119 Hotel employer 120-127 Hospitality educator 128-137 Relationship between stakeholders 138-148 Summary 148-149 7. ANALYSIS Introduction 150-151 Expectations of the hotel industry 151-153 Expectations of students 154-156 Expectations of hospitality educators 156-158 Relationships between stakeholders 158-161 Curriculum development 162 A im/purpose of the curriculum 162-163 Pedagogy in the curriculum 164-165 The content of the curriculum 165-16 7 The organisation of the learning situation 168-169 - internship program Assessment/outcomes in terms of the competency approach 170-176 Accreditation 177 Summary 178-180 8. CONCLUSIONS Introduction 181-182 Reasons that graduates are not joining the hospitality 182-183 industry Expectations of training for the hospitality industry 183-186 Essential skills needed for working in the hospitality 187-189 industry Curriculum development 189-191 Internship programme 191 Accreditation 191-193 The relevance of the finding to the health of the industry 194 Recommendations for the Hong Kong hotel and194-200 catering management education, students and the hotel industry Summary 200-201 Significance o f research findings 201-202 9. REFERENCES 203-229 10. APPENDICES 230-244 Tables and figures Page Table 1.1 Admission ratio 7 Table 1.2 Students joining the industry after graduation8 Table 2.1 The curriculum control in Hong Kong hospitality33 education Table 3.1 Data collection 65 Table 3.2 Summary o f the considerations when applying68 interviewing and questionnaires Table 4.1 Year o f program completion 82 Table 4.2 Types o f industry for the first job 82 Table 4.3 Nature o f your recent job 83 Table 4.4 Gender (for past graduates) 83 Table 4.5 Title o f qualification for highest degree 84 Table 4.6 Paired Samples Statistics for subject materials 85 Table 4.7 Quality o f HTM program 86 Table 4.8 Quality o f HTM program perceived by graduates87 who are currently working in the hospitality industry Table 5.1 Course you are studying in 91 Table 5.2 Gender (for current students) 91 Table 5.3 Students have developed the skill and competency92 during their study Table 5.4 Preferred to have internship programme 92 Table 5.5 Suitable period for internship training 93 Table 5.6 Internship job should be sought by 93 Table 5.7 Best duration o f training 94 Table 5.8 Training performance should be evaluated94 Table 5.9 Materials provided by program is relevant 94 Tables 5.10 Sort ofjob most suitable for graduates 95 Table 5.11 Work in hospitality industry for first job 95 Table 5.12 Comparisons of mean o f degree and higher 96 diploma students Table 5.13 Skills and competency needed for graduates97 from the employer expectation Table 5.14 Overall performance 98 Table 5.15 Preferred to have internship program 98 Table 5.16 Suitable period for internship training 99 Table 5.17 Internship job should be sought by 99 T able 5.18 Best duration o f training 100 Table 5.19 Training performance should be evaluated 100 Table 5.20 Materials provided by program is relevant 100 Table 5.21 Skill and competency have taught by the hospitality 101 educator Table 5.22 Preferred to have internship program 102 Table 5.23 Suitable period for internship training 102 Table 5.24 Internship job should be sought by 103 Table 5.25 Best duration o f training 103 Table 5.26 Training performance should be evaluated 104 Table 5.27 Materials provided by program is relevant 104 Table 5.28 Comparisons of mean o f students and hotel105 employers on skill and competency needed Table 5.29 Comparisons o f mean o f students and hospitality 106 educators on skill and competency needed Table 5.30 Comparisons of mean o f hotel employers and107 hospitality educators Table 5.31 Summary of results o f one way AN OVA o f levels108 of importance in the work compared by student, hotel industry and hospitality educator Table 5.32 Factor analysis of skill and competency of 110 hospitality students Table 6.1 Expectations o f the students in training for the114 hospitality industry Table 6.2 Essential skills needed for working in the hospitality 115 industry perceived by students Table 6.3 Strengths of the hospitality management program116 perceived by students Table 6.4 Weaknesses o f the hospitality management program117 perceived by students Table 6.5 The importance o f internship program 118 Table 6.6 Students consider that the current hospitality 119 management program can be improved Table 6.7 Expectations o f the hotel employers in training 121 for the hospitality industry Table 6.8 Essential skills needed for working in the hospitality 123 industry perceived by hotel employers. Table 6.9 Strengths of the hospitality management program124 perceived by hotel employers Table 6.10 Weaknesses o f the hospitality management program125 perceived by hotel employers Table 6.11 The importance o f internship program 126 Table 6.12 Hotel employers consider that the current 127 hospitality management program can be improved Table 6.13 Expectations of the hospitality educators in 130 training for the hospitality industry Table 6.14 Essential skills needed for working in the hospitality 132 industry perceived by hospitality educators Table 6.15 Strengths o f the hospitality management program133 perceived by hospitality educators Table 6.16 Weaknesses o f the hospitality management program135 perceived by hospitality educators Table 6.17 The importance o f internship program 136 Table 6.18 Hospitality educators consider that the current137 hospitality management program can be improved Table 6.19 Expectations of the students, hotel employers 139 and hospitality educators in training for the hospitality industry Table 6.20 Essential skills needed for working in the hospitality 141 industry perceived by students, hotel employers and hospitality educators Table 6.21 Strengths of the hospitality management program142 perceived by hotel employers and hospitality educators Table 6.22 Weaknesses o f the hospitality management program144 perceived by students, hotel employers and hospitality educators Table 6.23 The importance o f internship program 145 Table 6.24 Suggestion for improving the current hospitality 147-148 management program Table 7.1 Expectations of the main stakeholders 161 Table 8.1 Suggested curriculum control in Hong Kong192 hospitality education Figure 2.1 The relationship between the stakeholders in18 hotel industry Figure