An exploration of the effective use and viability of teaching restaurants in higher education

Exploring more effective use of a teaching restaurant facility examines the costs and investigates the outputs, both te~ching and economic, from si~ different university teaching restaurant case studies. The literature identified two distinct views on teaching restaurant provision. Gamble (1994), 'the changing emphasis of European management skills from traditional craft skills to management skills, the outcome being a more business orientated hospitality manager as a team facilitator rather than someone with traditional skills'. Gamble's argument proposes that at undergraduate level students should be required to learn mana.gement related skills and not hospitality operational skills of the type normally associated with a teaching restaurant whilst, Guerrier and Lockwood (1990) argue 'there is a need for specific research into knowledge and competencies which hospitality employees require in order to be effective in their work', supporting the argument for retaining such skills as a prerequisite for working effectively in the industry.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The role of cultural background and team divisions in developing social learning relations in the classroom

A common assumption is that students prefer to work together with students from similar cultural backgrounds. In a group work context, students from different cultural backgrounds are “forced” to work together. This might lead to stress and anxiety but at the same time may allow students to learn from different perspectives. The prime goal of this article is to understand how international and home students from different cultural backgrounds build learning and work relationships with other students in and outside their classroom using an innovative quantitative method of Social Network Analysis in a pre-post test manner. In Study 1, 50 Spanish and 7 Erasmus economics students worked in self-selected teams. In Study 2, 69 primarily international students in a postgraduate management program in the United Kingdom worked in randomized teams. The results indicate that in Study 1 learning ties after 14 weeks were significantly predicted by the initial team division and friendship ties. The seven international students integrated well. In Study 2, learning ties after 14 weeks were primarily predicted by the team division, followed by initial friendship ties and conational friendships. Although international students developed strong (multinationality) team learning relationships, international students also kept strong links with students with the same cultural background. As the initial team division had an 8 times stronger effect on learning ties than cultural backgrounds, these results indicate that the instructional design of team work has a strong influence on how international and home students work and learn together

Student experiences of self-reflection and peer assessment in providing authentic project-based learning to large class sizes

Learning in authentic projects is supposed to enhance business graduates knowledge, skills and future employment. However, in programmes with a large number of students, implementing project-based learning and providing helpful guidance, extensive feedback and support by teachers can be cumbersome. Recent research has looked into whether and how self-reflection, peer rating and peer assessment can help learners to reflect on their role within a group and their individual contributions to the project. While peer assessment traditionally is used for grading or marking peers, there is a call for more formative (for learning) assessment and feedback. Using principles of design-based research, this chapter compares the extent to which two consecutive redesigns, with 106 postgraduate students in hospitality management to cope with larger class sizes involving more individual reflection, peer feedback and evaluation on a frequent biweekly interval, provide perceived enhancement of the student learning experience. The results indicate that the implementation of self-reflection and peer assessment leads to more satisfied students. At the same time, peer assessment for some students and in some groups leads to a degree of stress and conflict

Food and Beverage Management

This introductory textbook provides a thorough guide to the management of food and beverage outlets, from their day-to-day running through to the wider concerns of the hospitality industry. It explores the broad range of subject areas that encompass the food and beverage market and its main sectors – fast food and casual dining, hotels and quality restaurants and event, industrial and welfare catering. It also looks at some of the important trends affecting the food and beverage industry, covering consumers, the environment and ethical concerns as well as developments in technology

Food and beverage management

e-Book available, please log-in on Member Area to access or contact our librarian.xxiv, 379 p

Food and beverage management

e-Book available, please log-in on Member Area to access or contact our librarian.xxiv, 379 p