Experiential learning and delivery evaluation as antecedents of perceived competency of hospitality management students from selected Universities in Kenya

Abstract

There is a worldwide outcry on the inability of hospitality graduates to demonstrate competency in the industry. Although scholars show a mismatch of skills set and work performance, there is a dearth of studies on hospitality experiential learning in Kenyan universities. This study examined experiential learning and delivery evaluation as antecedents of perceived competency of Hospitality Management students from selected universities in Kenya. The specific objectives of the study were to: determine the relationship between School-based learning (SBL), Industry based learning (IBL) and Model based learning (MBL) on Delivery evaluation (DE) and Perceived competency (PC) of Hospitality Management students. It also determined the influence of DE on PC in addition to challenges and opportunities presented by university experiential learning. Silva’s Management Competency Model, Kolb’s Experiential Learning Theory, Social Learning Theory and Kirkpatricks’ Evaluation Model anchored the study, which adapted the pragmatic research paradigm and utilized concurrent triangulation mixed methods research design. The target population was 652 undergraduate Hospitality students and 40 faculty staff of Hospitality departments in 10 selected universities. The sample size was 241 students, 10 practical lecturers and 10 heads of department. Purposive sampling selected the faculty staff while stratified and simple random sampling techniques selected students. Questionnaires and focus group discussions collected data from students while an interview schedule was used on faculty staff. Data was analyzed with the help of Statistical Package for Social Sciences (SPSS 20.0) alongside Analysis of Moment Structures (AMOS 21.0) and Structural Equation Modeling (SEM). From the findings, IBL had a significant relationship with DE (β= 0.222, p=0.009) and PC (β= 0.239; p=0.020). MBL was insignificant in relation to DE (β= 0.201; p=0.084) but was significant in relation to PC (β= 0.186; p=0.044). SBL had no significant relationship with DE (β =-0.042; p=0.659) and PC (β = 0.097; p=0.406). There was a significant influence of DE (β= 0.316; p=0.038) on PC. Interview results revealed challenges such as large class sizes, lack of practical learning materials, inadequate lab facilities and time allocated for practical learning that hampered delivery of practical sessions. Focus group discussions highlighted lack of monitoring students in attachment as a hindrance to achieving competency. However, collaboration with hospitality establishments could be explored to expose students to more practical sessions. The study concluded that IBL and MBL significantly influence DE and PC, while SBL does not influence DE and PC. On the other hand, DE has a significant influence on PC of Hospitality Management students in selected universities in Kenya. The study recommends that universities invest in lab facilities to accommodate large class sizes, increase time for practical sessions, emphasize group work, and increase research-based and field activities in addition to innovative ways such as virtual labs for simulation of practical sessions for flexible and continuous learning. Supervision of students on attachment through virtual mechanisms should be enhanced. Further, the study revealed that Kolb’s Experiential Learning Theory lacks inclusion of delivery evaluation crucial in achieving competency.