Social and emotional dynamics have an impact on students' learning processes in online-learning situations. This study explores university students' emotions and trust levels resulting from collaborative communication behaviors when they interacted as part of a Food and Tourism course in Taiwan and Hong Kong. More specifically, students' emotions and trust levels were investigated and were founded to have varied over the course of the study. Results show that the Taiwan-based participants seemed to express their emotions more strongly than the Hong Kong-based ones. Both the Hong Kong and Taiwan groups generally felt satisfied, excited and curious, whereas they were sometimes perceived to be dispirited, insecure and angry while the project was in progress and at the end of the project. The three sources that caused most emotional comment were "self", "social" and "others". When it came to dealing with emotion, most students tried to solve problems by themselves. They believed that they had the ability to solve the problems and held themselves responsible for dealing with their own emotions. The pair trust survey shows that both groups gave positive responses for all items, but there seemed to be a gap between the perception of pair trust and the reality of dealing with emotion.
[Copyright of TOJET: The Turkish Online Journal of Educational Technology is the property of TOJET.
Access via Directory of Open Access Journals: http://www.tojet.net/]

Hospitality and tourism management programmes are widely available in Hong Kong. At present, there is no official publication on the history and development of higher education in hospitality and tourism management in Hong Kong. This paper aims to review the history and current status of hospitality and tourism higher education in Hong Kong, focusing on the programmes offered at sub-degree, degree, and post-graduate degree levels, and to explore future directions for its development.
[Copyright of Journal of Teaching in Travel & Tourism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1300/JI72v05n01-07]

In this study, an instrument for measuring the quality of undergraduate programmes in hospitality, tourism and leisure (HTLP) was developed and empirically cross-validated. The study considered how total quality management (TQM) and context-input-process-product (CIPP) perspectives could be integrated to develop the framework, using documentary analysis, focus groups and content validity. Survey responses from 430 full-time teachers were used to verify the instrument for HTLP (IHTLP) via exploratory and confirmatory factor analysis, and six standards, 12 dimensions and 63 indicators were identified. The six standards, in terms of relative importance, are curriculum and instruction; faculty; strategic planning; administrative management; student achievements; and resources. The implications for HTLP are also discussed.
[Copyright of Journal of Hospitality, Leisure, Sports and Tourism Education is the property of Higher Education Academy.
Access via Directory of Open Access Journals: http://www.heacademy.ac.uk/johlste]

The study reported herein aimed to determine the importance and value of internships in the hospitality industry to students so that academic institutions, receiving organizations, and the students themselves can better prepare for placements in the future. Content analysis was applied to the placement reports submitted by 279 students at the School of Hotel and Tourism Management in the author's home institution. Based on a simple counting of placement attributes mentioned by the students, the analysis yielded nine themes. How the findings can be used to enhance student satisfaction with internships and how the enhanced internship experiences can help solve career problems are discussed.
[Copyright of Journal of Teaching in Travel & Tourism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15313221003792027]

This study identifies reasons why college students in Hong Kong want to study hospitality and tourism management (HTM) and why they want to pursue HTM degrees abroad. It also aims to identify students' preferred HTM study areas. An empirical study of a cohort of 384 HTM students was conducted to determine their motives for their choice of HTM. The results indicate that there were five motivational factors among HTM students: self-actualisation, job opportunity, field attractiveness, ease of study, and scholastic achievement. Detailed information on the motivational factors along with preferred overseas study destinations and HTM study areas are discussed.
[Copyright of Journal of Hospitality, Leisure, Sports and Tourism Education is the property of Higher Education Academy. Full article may be available at the publisher's website:
http://dx.doi.org/10.3794/johlste.72.178]

Virtual worlds are a phenomenon raising interest among educators around the globe, with more than 500 educational institutions experimenting with, or offering classes in, the virtual world of Second Life. While many educators are excited about the potential of virtual worlds, others are wary or skeptical. Some consider them as upmarket games, while others are afraid they will degrade student learning. Virtual worlds are certainly not a panacea for higher education, and they present many challenges for students, teachers, and administrators. This article describes how Second Life has been used for teaching and learning in a hospitality and tourism school in Hong Kong. It discusses some of the opportunities, challenges, and problems of using this virtual environment and analyzes data collected from students and teachers who used Second Life for learning and teaching in four diverse courses. The article concludes by suggesting strategies and techniques for using virtual worlds effectively in hospitality and tourism education.
[Copyright of Journal of Teaching in Travel & Tourism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15313220802634224]