The expectations of lecturers and employers towards work-integrated learning in the fields of hospitality and tourism education
Article Sidebar
Main Article Content
Abstract
Work-Integrated Learning (WIL) is an instructional method that integrates the requirements of the employment sector into curriculum design, blending academic and practical training. The key drivers of this type of learning management are lecturers and employers. This study aims to compare expectations in WIL, classified by occupation and work experience. Data were collected from two groups of stakeholders, including lecturers from six higher education institutes using WIL learning management, and supervisors responsible for overseeing learners during their practical training period in the hospitality and tourism field. Fieldwork was conducted with employers in managerial positions at nine hotels in Thailand, using cluster random sampling to obtain the 19 participants. The research instrument was an assessment form evaluating the performance expected of learners upon graduation. The statistics used to analyze the data included mean (X̅), standard deviation (SD), and two-way analysis of variance (ANOVA). The findings indicate that lecturers and employers have the highest expectations for WIL learning in the hospitality and tourism field (X̅ = 4.63, SD = 0.27), with different occupations and experiences having similar expectations for WIL learning. These results offer new insights into identifying stakeholder groups as informants for data collection and need analysis in designing or improving curricula. Additionally, the findings can guide curriculum developers in selecting main stakeholders for data collection and need analysis used in curriculum design.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All rights reserved. Apart from citations for the purposes of research, private study, or criticism and review,no part of this publication may be reproduced, stored or transmitted in any other form without prior written permission by the publisher.
References
Abma, T. A., & Stake, R. E. (2001). Stake’s responsive evaluation: Core ideas & evolution. New Directions for Evaluation, 2001(92), 7–22. https://doi.org/10.1002/ev.31
Atkinson, G. (2016). Work-based learning & work-integrated learning: Fostering engagement with employers. National Centre for Vocational Education Research.
Baum, T. (2002). Skills and training for the hospitality sector: A review of issues. Journal of Vocational Education & Training, 54(3), 343–364. https://doi.org/10.1080/13636820200200204
Billett, S., Harteis, C., & Eteläpelto, A. (Eds.). (2008). Emerging perspectives on workplace learning. Brill.
Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice. Routledge.
Crespo, R. M., Najjar, J., Derntl, M., Leony, D., Neumann, S., Oberhuemer, P., Totschnig, M., Simon, B., Gutiérrez, I., & Kloos, C. D. (2010, April 14–16). Aligning assessment with learning outcomes in outcome-based education [Paper Presentation]. IEEE EDUCON 2010 Conference. Madrid, Spain.
Du Plessis, E. (2011). A mixed method study about the experiences of students & lecturers of work-integrated learning in teacher education. International Journal for e-Learning Security, 1(1), 60–70.
Ferns, S., & Moore, K. (2012). Assessing student outcomes in fieldwork placements: An overview of current practice. Asia-Pacific Journal of Cooperative Education, 13(4), 207–224.
Fleming, J., & Pretti, T. J. (2019). The impact of work-integrated learning students on workplace dynamics. Journal of Hospitality, Leisure, Sport & Tourism Education, 25, Article 100209. https://doi.org/10.1016/j.jhlste.2019.100209
Fleming, J., McLachlan, K., & Pretti, T. J. (2018). Successful work-integrated learning relationships: A framework for sustainability. International Journal of Work-Integrated Learning, 19(4), 321–335. https://www.ijwil.org/files/IJWIL_19_4_321_335.pdf
Govender, C. M., & Taylor, S. (2015). A work integrated learning partnership model for higher education graduates to gain employment. South African Review of Sociology, 46(2), 43–59. https://doi.org/10.1080/21528586.2015.1009857
Gyeltshen, L. (2021). Examining teachers’ organizational commitment: Does teachers’ educational qualification, teaching experience and gender matter? Humanities, Arts and Social Sciences Studies, 21(1), 88–94. https://so02.tci-thaijo.org/index.php/hasss/article/view/228324
Hajkowicz, S., Reeson, A., Rudd, L., Bratanova, A., Hodgers, L., Mason, C., & Boughen, N. (2016). Tomorrow's digitally enabled workforce: Megatrends & scenarios for jobs & employment in Australia over the coming twenty years. Commonwealth Scientific and Industrial Research Organisation.
Kanta, S., Kiddee, K., & Ratanaolarn, T. (2024). Enhancing vocational education employment opportunities: Evaluating a work-integrated learning (WIL) management model for hotel and tourism courses. Kurdish Studies, 12(2), 5538–5552. https://kurdishstudies.net/menu-script/index.php/KS/article/view/2712
Knight, P., & Yorke, M. (2004). Learning, curriculum and employability in higher education. Psychology Press.
Korotchenko, T. V., Matveenko, I. A., Strelnikova, A. B., & Phillips, C. (2015). Backward design method in foreign language curriculum development. Procedia - Social & Behavioral Sciences, 215, 213–217. https://doi.org/10.1016/j.sbspro.2015.11.624
Leekitwattana, P. (2015). Educational research methodology (10th ed.). King Mongkut's Institute of Technology Ladkrabang. [in Thai]
Macmillan, T. T. (1971). The Delphi technique (ED064302). ERIC. https://files.eric.ed.gov/fulltext/ED064302.pdf
Manuti, A., Pastore, S., Scardigno, A. F., Giancaspro, M. L., & Morciano, D. (2015). Formal & informal learning in the workplace: A research review. International Journal of Training & Development, 19(1), 1–17. https://doi.org/10.1111/ijtd.12044
Martin, A., & Hughes, H. (2009). How to make the most of work integrated learning: A guide for students, lecturers & supervisors. Massey University.
Oliver, B. (2011). Assuring graduate outcomes. The Australian Learning & Teaching Council. https://ltr.edu.au/resources/Assuring%20graduate%20outcomes.%20ALTC%20Good%20practice%20report.%20Oliver,%20B%202011.pdf
Pratis, N. (2023). Influence job expectation & quality of work life affect organization loyalty of personnel in royal irrigation department (Samsen). M.B.A. for Modern Managers, Ramkhamhaeng University. https://mmm.ru.ac.th/MMM/IS/twin10/6314154022.pdf [in Thai]
Race, P., & Pickford, R. (2007). Making teaching work: Teaching smarter in post-compulsory education. SAGE.
Rattanaolarn, T. (2020). Advanced research statistics [Unpublished manuscript]. School of Industrial Education & Technology, King Mongkut's Institute of Technology Ladkrabang. [in Thai]
Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78, 397–407. https://doi.org/https://doi.org/10.1016/j.chb.2017.06.030
Sinlarat, P. (2019). Curriculum management and teaching (5th ed.). Chulalongkorn Publishing. [in Thai]
Skinner, K., & Whyte, B. (2004). Going beyond training: Theory and practice in managing learning. Social Work Education, 23(4), 365–381. https://doi.org/10.1080/0261547042000244991
Songserm, U., Sithsungnoen, C., Vanichwatanavorachai, S., Sopapis, R., & Peagpong, S. (2018). The curriculum evaluation on master of education program in curriculum and Supervision, Faculty of Education Silpakorn University. Humanities, Arts and Social Sciences Studies, 18(1), 113–127. https://so02.tci-thaijo.org/index.php/hasss/article/view/121288
United Nations. (n.d.). What are the sustainable development goals? https://www.undp.org/sustainable-development-goals/quality-education
Wheeler, K. (2012). The corporate university workbook: Launching the 21st century learning organization. Wiley.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.
Winborg, J., & Hägg, G. (2023). The role of work-integrated learning in preparing students for a corporate entrepreneurial career. Education+Training, 65(4), 674–696. https://doi.org/10.1108/ET-05-2021-0196