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Volume-7, Issue-4, July-August 2017

International Journal of Engineering and Management Research
Page Number: 170-173

Gap Analysis in Hospitality Education and Industrial Requirements

Ashaq Hussain Najar1, Syed Aasif M. Bukhari2
1,2
Assistant Professor (Central University of Kashmir), INDIA

ABSTRACT classroom does not much current industry trends, hence

The hospitality industry has seen rapid growth in criticized hospitality educators for not adequately
the last four decades still in today’s competitive job market preparing students for employment in the industry, which
hospitality graduates face uncertainties in terms of the needs sometimes impedes employment opportunities for
and expectations of the hospitality industry. As a well-known hospitality graduates. (Johnstone (1994) pointed out that in
fact there is a considerable gap between what educators teach
the hospitality industry there is a huge gap between formal
in the classrooms and needs at the actual work place. Thus
the paper conceptually analyzes the reasons behind the gap training and employer demands.
and the factors that will bridge the gap. The result indicates The researchers have discussed the paper
some of the common drawbacks that are identified by the conceptually to explore why hospitality graduates face
pass out hospitality graduates are as “inadequate computer uncertainties in terms of the needs and expectations of the
training, Multi-lingual barrier, Short period of internship hospitality industry. The study also sums up the skills
etc.” while as hospitality practitioners have emphasized on needed for hospitality graduates to meet the industrial
some important skills that need to be injected in hospitality expectations.
graduates which would help them to be the part of hospitality The result identifies less exposure/practical work;
industry for e.g. “operational skills, management skills,
multi-lingual barriers, short period of internship, outmoded
human relation skills, etc.”
Hospitality graduates need the above mentioned lessons, inadequate computer training and modern
skills that will enable them to function effectively in the equipment for practical lessons at school, more emphasis
hospitality sectors. These skills are meant to make them more on theory, etc. are some of the reasons why hospitality
useful to their employers and the customers they will be graduates are not able to meet industry needs after
serving. graduations. In view of this hospitality educators and
industrial practitioners suggested that close link between
Keywords-- Hospitality industry, Hospitality graduates, the educators and the industry, organizing field trips for
Operational skills, Management skills, Human relation students, regular conferences, seminars and workshops,
skills, Hospitality practitioners extending the period of internship etc. can enhance
experiential learning of students.
Further the researchers want to join the debate to
I. INTRODUCTION address the unresolved problem between the hospitality
educators and the industry.
Hospitality education is technical learning and as
we all know that in technical oriented learning practice II. LITERATURE REVIEW
clarifies theory, therefore it is important for hospitality
students to undergo industrial attachment in order to There exists a gap between academics and
understand the actual business setting of the industry. practitioners in almost all educational fields and industries
Hospitality professionals expect hospitality students to be (Jenkins, 1999; Stanton, 2006; Anderson, 2007; Lilien,
prepared for not only skills and competencies at the front 2011; Brownlie et al., 2008; Belli, 2010). Hospitality
line level, but to also have critical thinking skills, educators are unable to adequately preparing students for
emotional intelligence etc. However, Hospitality employment, which sometimes obstructs their employment
education does not necessarily provide the provision of opportunities. (Dale and Robinson, 2001, Airey, 2005,
experiential learning experience (Zopiatis, 2007a). (Goh, Zopiatis, 2007a, (Goh, 2011, Asirifi et al.., 2013).
2011; Dale and Robinson, 2001; Airey, 2005; Asirifi et (Collins, 2002; Harkison, 2004b; Li & Kivela,
al.., 2013) claimed that, what educators teach in the 1989; Petrova& Mason, 2004; Raybould& Wilkins, 2005
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as cited in Kim, 2008) has pointed out the difference in teamwork, decision making, planning, communication
perception between educators and industry as a problem. skills needed are the key needs of the hospitality industry.
In order to overcome this problem, Hospitality sector Chang (2009) also has figured out that the need for
courses and curriculum must be driven on industry cognitive skills (mainly critical thinking, problem solving,
oriented skills and soft skills (Connolly and McGing and situation analysis), communication skills, interpersonal
2006). (Walo 2001) also identified some essentials for skills (leadership and teamwork), ethics and moral
hospitality graduates i.e. interpersonal communication and responsibility, knowledge recall and demonstration,
human relation skills. According to Kluge (1996), technology and mathematical statistical techniques.
Hospitality curriculum must have information technology Kiser and Partlow (1999) concluded that the hospitality
as a subject in order to obtain student skills during the educators have recognized the need for experiential
study and will prepare a student for a career in hospitality learning but the implementation and variety of experiential
industry. (Asirifi et al, and Avornyo, 2013, Pavesic (1993) learning techniques are limited in scope.
also stated that hospitality education is more theoretical
and less practical. III. METHODOLOGY AND RESULTS
Noble Amoako Sarkodie, KwameAdom (2015)
pin pointed that multi lingual, communication skills, skills This paper is conceptual and the information
in computing , and operational skills as the most prominent gathered has been pooled together from the previously
skills needed to fit into the industry. The research is researched strands mainly literature review from various
supported by Weing, (2008) who stated that journals, magazines, newspapers, world wide web,
communication skills are the key to graduate employment. Ministry and hotel association reports like that of FHRAI,
Hospitality Industry professionals requires a set of MOT-GOI. The study outline (Fig.01) has been developed
standards from a future employee. to analyze the reasons behind the gap and the factors that
(Rees et al., 2006). The UK Higher Education will bridge the gap. This formulated study outline can be
Academy proposed that knowledge, management and considered as the base of this research. It spells out the
operation skills, transferable skills and intellectual skills, reason of the gap between hospitality education and
are required by the industry industrial requirements.
Furthermore, Ogbeide (2006) have also identified
the level of competences i.e. self-development skills,

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IV. CONCLUSION 8. Increasing duration of course if required, and

introducing parallel and continuous programmes for
A sense of complacency within microcosms industry interface during entire course.
(hospitality training institutes), augmented with lack of 9. Shedding off unnecessary study load , redundant
understanding of current trends and requirements of subjects and nugatory knowledge as per the
hospitality sector remains one of the profound reasons for requirements of industry
the gap between what is required and what is offered. An 10. Attending the concerns of students arising out
ideal situation would have been taking hospitality improper handling and aquiline attitude of seniors during
professions on board while devising curriculum for industrial training.
hospitality institutes, who can give inputs to greater
extend. It is an irony that a hospitality graduate is REFERENCES
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