Competency Based Learning in Hospitality Education and Its Impact on Future Leadership Skills

In the past five years, hospitality educational programs have seen a distinct decline in enrollment from year to year (Oakley, 2016). Upon reflection of this decline, there could be many reasons, which caused a consecutive downward trajectory regarding enrollment. First, individuals are finding that a formal degree is not required for entry-level positions in the hospitality industry. Second, people are utilizing technology and videos to substitute for formal education and are finding success in the entry-level hiring process. Third, this generation does not see the value in formal education for entry-level employment. True as that might be, trends have shown that these individuals forego formal education completely and immediately enter into the workforce (Hersh, 2015). However, these individuals work for a short period of time and discover that promotion is not attainable since they lack the proper skill-set essential for leadership roles. Brownell and Chung (2001) argued that hospitality curriculum may not be offering the right knowledge and skills to individuals seeking future work and that a change must be made in higher education to address the issue. Perhaps the notion is that individuals need more than technical skills in order to succeed in their careers. If this statement is true, then putting forth changes to the curriculum in order to fill gaps in education is the first step to accomplishment. This paper examines whether competency based learning (CBL) in higher education is predictive of leadership outcomes in the hospitality industry. Within the higher education framework, competency based learning focuses on theory supported skill development and the application of concepts in scenario-based and problem-based assessments. More importantly, competency based learning emphasizes student advancement via demonstrated mastery of competencies that are specific, measureable and are learning objectives that empower students. In addition, the student learning outcomes stress competencies that include application and creation of knowledge along with the development of important skills and dispositions. Finally, CBL allows students to learn skills vital to leadership success in the hospitality industry

Intercultural Competence: A Journey To Understanding And Assessing, Conducted By The Intercultural Development Inventory

The purpose of this study was to first identify the most accurate definitions of intercultural competence by the examination of other representative works on the topic, then to elaborate on the different characteristics and articulate the theoretical underpinnings of the intercultural development inventory (IDI) used to assess intercultural competence. Strategies for implementation of information learned from the IDI instrument are presented along with results of the writers own assessment in order to create a more personalized, detailed study. This study was a first step in the process of understanding intercultural competence and the IDI was used as a starting point in researching its assessments. The goal in researching this topic was to guide the readers in developing an understanding of culture and diversity, and though information provided in this study, they will then acknowledge their own strengths and abilities and acquire motivation in pursuing their own path of development

Legitimization of Affective Domain Learning: A Transformative Mixed-Methods Analysis of Learning Outcomes Assessment Practice

Ever since the development of Bloom’s Taxonomy, educational institutions have primarily focused on the cognitive learning domain, concerned with the transmission and acquisition of knowledge and skills. Recently, educators and researchers have become more interested in the affective domain—concerned with attitudes, emotions, and values—and how it affects student learning outcomes. While it is important to address affective-domain learning in any educational setting, one discipline giving it particular attention is nursing; their accrediting bodies are increasingly incorporating affective learning outcomes (ALOs) in their criteria. Thus, examining how nursing programs assess for ALOs may give insight in how to successfully integrate affective-domain learning into curricula. This transformative mixed-methods study examined current assessment practices to determine how effectively and extensively they are actually employed. Learning-outcome statements issued by 227 undergraduate nursing programs accredited by the Southern Association of Colleges and Schools and the Commission on Collegiate Nursing Education were evaluated for references to ALOs, in order to determine how widespread affective assessment actually is, and at what level it is implemented. A novel taxonomy was employed to categorize each school, in hopes of finding which factors can predict which institutions are most likely to implement affective learning outcomes at an exemplary level. Analyses did not reveal any significant relationships for programmatic implementation efforts with most NCES institutional characteristics nor Carnegie classifications. There was, however, a statistically significant F (3, 202) = 3.28, p = 0.02, η² =0.05 relationship between retention rate and exemplary ALO assessment practices, marking the first empirical evidence linking affective-domain learning and student retention. TRANSLATE with x English Arabic Hebrew Polish Bulgarian Hindi Portuguese Catalan Hmong Daw Romanian Chinese Simplified Hungarian Russian Chinese Traditional Indonesian Slovak Czech Italian Slovenian Danish Japanese Spanish Dutch Klingon Swedish English Korean Thai Estonian Latvian Turkish Finnish Lithuanian Ukrainian French Malay Urdu German Maltese Vietnamese Greek Norwegian Welsh Haitian Creole Persian TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster Portal Bac

Your Mission, Should You Choose to Accept It . . . : Taking Law School Mission Statements Seriously

Learning about the process and the results of mission definition in law schools has made palpable the tension between clarity and inflexibility, candor and marketing concerns, and the specificity that fosters accountability as opposed to the generality that embraces a vague multitude of approaches to the law school endeavor. Building on the strong endorsement of the use of mission statements in the original Best Practices for Legal Education, we present some “Best Practices” for both the development and the content of law school mission statements. We hope that this piece hastens further conversation and commentary that will foster a richer and more mindful perspective on this necessary--and potentially transformative--task of legal educators

Implementation and evaluation of interactive online instruction in the dietetic internship

Changes occurring in healthcare, education, and technology instigated the inclusion of interactive online technology in the dietetic internship program. A model of learner-centered, cooperative distance education using interactive online technology is described. Scrollable text, graphics, audio clips, animations, interactive calculators, video clips, and simulations were included in the model. Cooperative learning strategies were incorporated into the online instruction to initiate learner/instructor and learner/learner interaction. Seventy-five dietetic interns from three universities (Iowa State University, Kansas State University, and East Carolina University) served as subjects for the study. Intern classes from each university were randomly assigned to control and experimental groups, with and without online instructional support;Evaluation of the model included: use of the technology by interns, survey of computer attitudes and learning styles, \u27key-feature\u27 exams, and registered dietitian (RD) exam scores. ANOVA and linear regression models were constructed to account for the experimental error introduced by the nested design of the model. Demographic variables and previous computer experience did not influence the use of the online instruction; however, those that reported preferring to work with others tended to use the online instruction more (p = .05). Other preferred learning styles did not appear to influence the use of the technology significantly. These findings imply that the technology does facilitate cooperative learning strategies and can be used by a variety of learners. Significant improvement in self-efficacy with the World Wide Web occurred irrespective of the treatment. Interns using the interactive online technology had significant improvement in performance on the nutrition support key feature exam (p = .01) when compared to those not receiving the online instructional support. Intern performance on the pediatric key feature exam was significantly different between the control and experimental groups (p = .03); the experimental group did not exhibit the poorer performance on the post test that the control group did. There was no statistical difference in the two groups\u27 performance on the RD exam;This study found that interactive online technology can be successfully incorporated into a dietetic internship program. Clinical competency, as evaluated by the key feature exam, was improved with interactive online technology in select settings of the dietetic internship. It appears that interactive online instruction accommodates a variety of learning styles and has the potential to improve competency and technological aptitude

A Study of General Education Curricula in Selected Small Colleges

Given the distinctiveness of small colleges, the primary purpose of this study was to gain a more complete understanding of general education curricula of selected small colleges in terms of the colleges\u27 stated goals, their process of developing and modifying, and the stucture and content of their present general education curricula. A second purpose was to propose a model for developing general education curricula. Three research methods were employed: a review of related literature, an analysis of written institutional documents, and campus interviews. Two groups of small colleges, with enrollments of less than 2000, participated. Data from the first group of ten colleges, identified as exemplary based on a national survey, were collected from catalogs, mission statements, and responses to questions. Data from the second group, four Midwestern liberal arts colleges, were gathered from institutional documents and interviews. The intention of the study was not to compare the two groups, nor to contrast approaches to general education in small versus large institutions, but to combine the various data to develop a fuller understanding of current practices. The data showed several common goals: developing students\u27 learning skills and intellectual curiosity, increasing students\u27 knowledge of the liberal arts, and preparing them for service to society. Other stated goals were to provide students with broad academic exposure, encourage their aesthetic appreciations, and develop their values and acceptance of cultural diversity. The study revealed many similarities in the stucture and content of general education and in the total number of required general education credits. All but two curricula studied have a restricted distribution type of general education structure. Coursework in advanced learning skills, the humanities, social sciences and natural sciences is required by all of the institutions studied. Publishing a new catalog or preparing for an accreditation visit may prompt a general education review. A bottom-up process of revision is common: suggestions are initiated by faculty and/or academic departments; recommendations go to the college\u27s Curriculum Committee; and final approval is granted by the full faculty. The model focuses on three significant areas in general education and reflects a consistency in the data

Fostering the entrepreneur-opportunity nexus in entrepreneurship education - a design science approach

The doctoral thesis uses the Design Science Research approach to investigate key concepts in entrepreneurship education and subsequently develops, tests and evaluates a course design for opportunity recognition in an academic setting at the Karlsruhe Institute of Technology (KIT). Starting with a systematic literature review on entrepreneurial competences published in 2020 (Tittel and Terzidis, 2020), 57 critical entrepreneurial competences were compiled and categorized into an entrepreneurial competence framework. In addition, a conceptual definition of competence and entrepreneurial competence was developed and presented to the scientific community. A qualitative study with 26 experts, including five entrepreneurship lecturers, ten entrepreneurs, seven consultants and four company experts, was conducted to validate the list of competences identified in the recent academic literature. The interviews were analyzed based on the text and content analysis framework proposed by Mayring (2014). As a result, the experts could confirm 39 of the initial entrepreneurial competencies. In addition, 22 new competences could be identified through inductive coding of the interviews. Based on that, critical implications for developing entrepreneurial education could be developed and proposed. Both studies identified business idea generation and opportunity recognition as critical entrepreneurial competencies and highly relevant concepts for entrepreneurship. Therefore, a pedagogical intervention was developed, tested and evaluated in 12 entrepreneurship courses at the KIT. A bibliometric analysis was performed to find scientific evidence and relevant associations between Ikigai and entrepreneurship. Using the Ikigai (生き甲斐) framework, a traditional Japanese concept for "life worth living", the four key pillars (What you love, what you are good at, what the world needs, what you can be paid for) were operationalized and implemented into the pedagogical setting. The opportunity recognition course framework was then quantitatively evaluated with a structural equation model (SEM) proposed by Hair et al. (2021). As a result, the personal values-business idea fit was identified to influence the business idea’s desirability significantly. The subsequent interviews with the student teams reveal that the perceived profitability of the business idea also plays a crucial role in the perceived desirability of the business idea developed in class

Curricular Inquiry: A Survey Of Writing Pedagogy Practicum Instructors

The practicum course, a required course for many new college writing instructors, is a vital site for identifying what are considered best practices in the teaching of college composition, but also for critiquing, revising, and reevaluating those practices. My dissertation contributes to the conversation about how Graduate Teaching Assistants (GTAs) learn to teach college composition, and how what they learn in teaching practicum courses impacts graduate education in Rhetoric and Composition. My dissertation study focuses on the perspectives of instructors who design practica courses that prepare college writing instructors to teach first-year composition at their institutions. GTAs in Writing Studies, Rhetoric and Composition, and English Departments have already been the research subjects of numerous dissertations and publications, but the instructors themselves are not often the research focus

Content Validity Evaluation of an Unnamed National Professional Organization Certification Exam

Department of Psychological Sciences Western Kentucky University There are three validation strategies utilized for evaluating tests, content validity, construct validity, and criterion-related validity. Each of these methods serves a different and unique purpose when it comes to the validation of tests. Content validity pertains to whether the content measured by the test is representative of the content domain. Verifying content validity is a multi-step process involving conducting a job analysis, identifying content domains, creating test specifications, creating test items, and then conducting analyses to identify whether or not the test items are representative and in accordance with the test specifications. The three SMEs chosen for this study were current members of the Unnamed National Professional Organization and had scored in the top 10 percent of all test takers on the national certification exam. There were substantial differences in what the SMEs reported versus what the test specifications outlined in regard to Knowledge Group and Domain. There are 15 test items can be utilized to refine the exam and correct some of the identified deficiencies