The purpose of this article is to describe the outcomes of a study that investigated the embedding of a problem-based learning (PBL) instructional approach in traditional undergraduate teaching curriculum. This article reports the outcomes of the study, which involved two groups of full-time hotel and catering management sub-degree and degree students in face–to–face mode at the Hong Kong Polytechnic University. The results of the study suggest that students appreciate a self-directed approach to learning. The results also indicate that there are significant perceptual differences between the pre-PBL intervention scores and the post-PBL intervention scores. Furthermore, the outcome of student feedback indicates that students are willing to embrace PBL methods—methods based on student-centred learning as opposed to teacher-centred learning. The students in the study mainly experienced traditional methods of teaching and learning during their education, and were accustomed to a teacher-led, passive style of learning. However, after exposure to PBL methods, students demonstrated that they were able to take a more pro-active role in their learning. Of the classroom activities that students participated in, group activities rated the highest. Qualitative feedback from the students also highlights that they value communicative and interactive learning activities more than the traditional lecture-led method of learning. One negative finding was that students were concerned about the amount of time required for the PBL approach to learning compared with traditional lecture-led learning methods.
[Copyright © 2004 Elsevier.]

With the introduction of the new senior secondary academic structure in Hong Kong, in which Tourism and Hospitality Studies (THS) has been included in the elective curricula, understanding the effectiveness of the curriculum and its influence on the interests of students in further studies and in working in the tourism and hospitality industry is of great importance. This study collected data from 567 secondary school students taking THS and identified their study motivations, expectations, perceptions, and preferences with respect to the curriculum, as well as their preferences with regard to further studies and their future career. Results indicate that students chose THS because of their interest in the field of tourism and hospitality and in pursuing a career in the industry. Students preferred hotel management as the learning area both in THS and in further studies. Students also indicated their strong interest in pursuing a career in aviation and theme park management.
[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/10.1515/iral-2014-0008]

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]

This study explores graduates' and students' perceptions of the importance of quality of different modules in a Diploma in Hospitality Management (DHM) program in relation to their future development. A structured questionnaire was developed to examine the relationship of the quality of taught modules (courses) and future development. Data collection was conducted at a local university in Hong Kong, through a survey from graduates of the first intake and students of the second intake. Empirical findings indicated that the respondents generally viewed the program positively, but significant differences on various modules were found between those i) who had and had not completed an internship, ii) who preferred to work in the industry and to pursue further studies, and iii) graduates and students.
[Copyright of Journal of Quality Assurance in Hospitality & Tourism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15280080802412735]