書評
Barrows, Clayton W., & Bosselman, Robert H. (1999). Hospitality management
education. New York: The Haworth Hospitality Press.
評論者：鄒慧芬/國立臺東專科學校餐旅管理科助理教授兼科主任 Summary
Introduction
The Council on Hotel, Restaurant and Institutional Education (CHRIE) defines the hospitality industries which include food, lodging, recreation, and travel-related services. The authors stressed that a combination of formal education and practical experience is the quickest way to succeed, and that is what the course content of hospitality management education is. This book is primarily about the four-year hospitality management education. Why do students choose to enroll in the four-year program instead of learning by working through an organization? Carl Riegel (1995) gave the best answer; hospitality education is “a field of multidisciplinary study which brings the perspectives of many disciplines, especially those found in the social sciences, to bear on particular areas of application and practice in the hospitality and tourism industry.”
Hospitality as an occupation (by Alan T. Stutts)
This book covers an extensive diversity of topics. At first, it focuses on the industry side through discussing different divisions of hospitality industry in addition to the career chances for graduates of this program. It also describes how broad the industry is, which includes lodging, food service, private clubs, gaming, meeting and events, theme parks, resorts, managed services, allied industries, and education.
It indicates that the lodging business in the United States generates approximately $80 billion in revenue (as cited in Ader and LeFleur, 1997). The sales in the food service industry were $313 billion in 1996 (as cited in National Restaurant Association, 1996). There are also more than 10,000 clubs in the United States and the number still growing up (as cited in Chon and Sparrowe, 1995). Above 51% of adults in the United States found casino gaming acceptable for anyone (as cited in Ader, 1995). Everybody is a member of an association and they like to meet, and the variety services to people including site selection, reservations (meeting space, equipment, lodging, meals, and transportation), attendee registration, attendee information and materials, program planning, layout, floor plan, security,…and so on which make this meeting industry exciting. The theme parks are a mixture of food, beverage, lodging, and recreation
businesses; stressing personalized service is the feature of a resort business. Finally, managed service is to look outside companies to help them operate and manage their businesses; and the demand of the hospitality labor market require more teachers; hence, hospitality institutes and schools are still growing.
Linking hospitality management programs to industry (by Reg Foucar-szocki Claire Bolsing)
It scrutinizes the importance of establishing links between educational program and industry. The key procedure of educational program is through the internships, experiential learning, co-ops, work-study, externships, field experiences, and structured work experiences. The author stressed that students with a practical learning experience will enhance their professional development in the hospitality industry. The objectives of an internship program include concept knowledge, management skills, communication skills, career development skills, application of work environment skills, and program needs assessment skills.
The Council on Hotel, Restaurant and Institutional Education (CHRIE), the National Restaurant Association (NRA), the American Hotel & Motel Association (AH&MA), and the Club Managers Association of America (CMAA), are the four major professional associations in the United States which provide the crucial link with industry, because not only the managers or companies participate in these associations but also many educators are members. Many hospitality programs also serve the advisory boards to industry to provide some additional ideas for maximizing the industry effectiveness. These programs support educators and students with updated information through inviting industry guest speakers in the classroom.
Quality and its assurance in hospitality education (by George G. Fenich)
The quality of the hospitality management program can be explained by more resources, such as expansive curriculums, greater number of faculty and their quality, higher level of physical amenities, more money, or better learning resources. In addition, the faculty should recognize the resources available in their hospitality management program and the success of quality.
The most significant feature concerning the curriculum is quality assurance. The mix of courses will decide quality assurance, and each course contents which comprise skills and competencies are likely to build up in the student quality of course mixture. Teachers are the most important of human resources. The quality of teachers includes preparation for teaching and research assignments which are derived from scholastic training, industry occupation experiences, and specialized expansion. The physical resources concern not only the classroom, but also the food-laboratory and
guestroom-lab, as well as the faculty offices. The author emphasizes that physical resources are learning resources. A good hospitality management program should include internal and external learning resources. The internal resources of the laboratory include the quantity, quality, and currency of facilities and equipments, the hours of operation and availability for students use. The author mentioned that the computer is the most critical issue as an external resource. The variety of software, such as word processing, statistics, graphics, database, and the internet interaction will keep information updated and quality maintained. A stable financial resource will help ongoing research and quality assurance.
There are also both external and internal means and methods of assurance quality. The external ones include accreditation such as the American Dietetics Association (ADA), the American Culinary Federation (ACF), the National Recreation and Park Association (NRPA), the Council on Hotel, Restaurant, and Institutional Education (CHRIE), the Accreditation Commission for Programs in Hospitality Administration (ACPHA), and the Commission on Accreditation of Hospitality Management (CAHM). The external also includes certification, outside peer review and industry review. The internal evaluation includes evaluation by students, the program head, peers, and other administrators in the same institution.
Professional preparation (by Carl P. Borchgrevink & Michael P. Sciarini)
The issues include strategic career planning, educational preparation, hospitality work experience, networking personally and electronically, the job search, choosing and targeting hospitality program, the academic selection process, anticipatory socialization, organizational entry, and the first five years on the job.
The strategic career planning is to help in time management. Regardless of the hospitality experience, the hospitality educators should not only develop their academic preparation but also their practical knowledge. The authors suggest that faculty may pursue EdD, PhD, DBA, JD or participate in some conferences for their academic specialization. In addition the faculty needs to return to industry for short spells, or attend short courses to upgrade their knowledge. The process of organizational socialization indicates that a novice comes to learn of the value, ability, expected behaviors, and social knowledge needed to assume a position as an organizational affiliate (as cited in Louis, 1980).
The academic life of hospitality educators (by Robert H. Bosselman)
The role of academic life comprises three major components: the roles of teaching, research, and service. It is also includes tenure.
Seldin (1988) identified five key components of effective teaching which include profound knowledge of subject, aptitude to communicate with and encourage students, passion for the subject and for teaching, clearness of presentation, and fairness. Teaching is obviously the guiding principle of higher education. In addition to effective teaching, research efforts include publications, papers presented, grant proposals, and funded research are the key to faculty’s long-term success. But a significant danger would be a focus entirely on research, and minimal stress on industry. The service activities encompass institutional service, professional service, and public service.
Curriculum and instruction (by Robert H. Bosselman)
It contains how to help new teachers build up a teaching philosophy and establish a teaching strategy. It introduces also the concept of the teaching portfolio which will enhance the faculty profession.
Developing goals and objectives will help teachers keep their students focused on what students have to learn. Teachers cannot teach the way they learned; they have to consider the Bloom’s systematic progression (knowledge, comprehension, application, analysis, synthesis, and evaluation) which can help to guide teaching strategies. Teaching methods and teaching materials are both included within the teaching strategy. The teaching portfolio is an album of instructional materials which documents the faculty member’s performance sooner or later. It is highly personal. And it may help teachers to rethink their role as instructors, and sketch for the future.
Hospitality research and scholarship (by Harsha Chacko)
The author suggested potential topics for research in hospitality industry: management and conservation of natural resources, public safety and security issues, career awareness, impact of developing industry trends, study of problems currently being experienced by the industry, methods for advancing technological innovation, organizational development, and workforce diversity issues. The author also listed top ranked refereed research journals: Annals of Tourism Research, International Journal of Hospitality Management, Journal of Applied Recreation Research, Journal of Hospitality and Leisure Marketing, Journal of Hospitality and Tourism Research, Journal of Leisure Research, Journal of Restaurant and Food Service Marketing, Journal of Travel and Tourism Marketing, Journal of Travel Research, and Tourism Management.
The service responsibility of hospitality educators (by Clayton W. Barrows)
vocation to students within or outside of the institution. Then, the author divided the service into internal service and external service. The internal services which contribute to the department and college/university are very important in assuring academic mission as well as keeping up their quality. The external service is classified as service to the academic community, to the industry, and to the lay community.
International perspectives: A comparison of U.S., U.K., and Australian hospitality education and their university system (by J. S. Perry Hobson)
It presents an international perspective on hospitality education programs. It also presents several different curriculum models—the curriculum of BS in Hotel, Restaurant, and Tourism Administration of the University of New Orleans (U.S.), the curriculum of BA/BS in Hospitality Management studies of Oxford Brooks University (U.K.), and the curriculum of Bachelor of Business in Hotel and Catering Management of the Southern Cross University (Australian). The author also criticized many American programs which do not bear sufficient international scope to students.
Graduate programs in hospitality management education (by Robert H. Bosselman)
Riegel indicated that hospitality management can be described as a “multidisciplinary application area.”He also suggested that doctoral programs have to stress both scholarship and application (as cited in Riegel, 1987). Now there are thirty master’s programs and twelve doctoral programs in the United States, and the number still looms, although someone argues that the field has reached maturity.
The current state of hospitality education (by Clayton W. Barrows)
This chapter reviews some of the major changes, such as emphasis on research and scholarship (scholar publications and funding), the demands on new faculty members are changing (focusing more on scholarship and research), increase in nontraditional hospitality students (older students, students pursuing second careers, and part-time students), focus more on program and curriculum issues, international exchange programs, and interaction with industry.
Pros and Cons
This book begins by discussing the beginning of hospitality education, and the following chapters highlight the factors why hospitality management differs from the other academic areas. All the chapters put emphasis on the relationship between academia and industry. I agree with the author’s notion that there is a great need for the hospitality academics to upgrade their qualifications in order to improve the teaching
quality for students which includes doing more research and return to industry for a short term. In Taiwan, the earliest hospitality management education, the Department of Food Service and Restaurant Management of the National Tam-Shui Senior Vocational High School, was built in 1983. Then in 1993, the first National Hospitality College built in Kaohsung. From 1983 there are almost over 100 public and private senior vocational high schools which have the department of food service and restaurant management. Some are tourism management, and over 30 universities, colleges, and technology institutes built the department of restaurant, hotel, recreation, and tourism management. Compared to the United States, for population, land, and number of universities, Taiwan’s hospitality management programs are growing speedily.
Since the last 10 years, the demands of faculty on senior vocational high school have been great. Actually, there is no college or university which offers the hospitality management program. The major resource is the graduates from the department of Home Economics. To improve the quality of hospitality educators with regard to their operation knowledge and practical experiences, the Council of Labor Affairs of Taiwan asks the Chinese Culture and Social Welfare Fund to open the on-the-job training for these teachers of senior vocational high schools. The program includes advance Chinese Cook, Chinese Cakes and Refreshment, International Cuisine, Pate, Sushi Making, Menu Design, Wine Knowledge and Tasting, Mixing Drink, Restaurant Service Techniques, and summer/winter industry practical training. During the last 10 years, our hospitality teachers of senior vocational high schools have accepted these training programs again and again, and the hospitality departments have grown day by day. Also, there are some teachers who felt these training programs cannot satisfy them and have gone to others countries, such as Australia, Switzerland, France, and United States for their advanced studies. Fortunately, most of them have gone back to Taiwan to improve the hospitality industry and hospitality education. That is why the National Kaohsung Hospitality College was born later in 1993. The on-the-job training really benefits in Taiwan vocational education.
I also strongly agree with the author that the four-year university curriculum in Australia should let students spend the last semester in internship placement. That is similar to Taiwan’ssystem in technology universities. Students spend the last semester in the actual working environment because they are all familiar with academic knowledge and skills, and they are mature enough to face the career challenge. After the internship, some of them may stay in the same company, or similar ones. The Taiwan system is asking students to have their internship during the last winter vacation. Before I studied this book, I felt the Taiwan system of winter internship is not enough for a student to understand this industry, because the time is too short, and the students will
consider the internship as a part-time job. Students gain the internship experiences with a mind of play and not the correct career challenge. For most of Taiwan hospitality students, the internship program is just a waste of their time, and energy.
I agree with the author that the higher education faculty should to teach and engage in research. But the Taiwan university system is different from the U.S.; teachers usually are responsible for 12 units per semester plus are a tutor of one class which has 40 students at least. Teachers not only teach but also may have a position like school psychologist. They have to spend time with the whole class one hour per week. They also have to talk with each student once a semester at least. Sometimes they will spend more time on some special students, even talking with their parents. How can they do their research? It is not a joke that we usually make fun of some teachers who have lots of published papers but with no student respect for them, because they handle their classes poorly. So, maybe it is time to build up research teachers in Taiwan.
