dc.description.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. |
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