Chapter 5: Lodging Module at the University of Delaware, Newark, Delaware, USA
Chapter 5: Lodging Module at the University of Delaware, Newark, Delaware, USA
Brian Miller and Bill Sullivan
Brian Miller, University of Delaware
Bill Sullivan, University of Delaware
Abstract
This case study discusses the challenge and success that emerged when developing a new hotel to be owned and operated for the specific rationale of providing hospitality and tourism students a live learning laboratory. Providing students with the opportunity to apply knowledge learned in the classroom with those hone in a practical experience is a key goal. The hospitality program at the University of Delaware found that the implementation of a long-term plan was not easy, and many unexpected challenges arose during the process. Challenges included negative reaction from the local hoteliers, delays in the construction process, and the unexpected resistance from initial students.
Introduction
Academic programming in hospitality and tourism management programs is very diverse. Common curriculum blocks include business, nutrition, social sciences and professional studies. A common thread and attraction for students to many programs are the practical aspects of the education. Developing experiential learning opportunities can be very challenging for faculty, students, and industry partners. Today, program administers are seeking support and advice from a growing number of stakeholders including but not limited to faculty, student, governmental officials, industry, and industry recruiters.
Historically, early hospitality service professional programs always had a practical applied learning approach to student learning, yet today, many of the academic based programs have struggled to support an integrated practicum learning experience for postsecondary students who are working toward an advance baccalaureate degree. This chapter presents a case study from a medium size university located on the Eastern part of the United States. A presentation of the planning, developing and executing issues surrounding the implementation of an original hotel curriculum that included integrated experiential learning for all hospitality majors will be provided as well as the identification of key issues from both the faculty and student’s perspective.
Between the mid-1980s and the mid-1990s there was a bevy of published reports from educators addressing the need for practical experiences in developing the future leaders of the hospitality and tourism industry. Since that time very little attention has been given to this topic. In a 1994 study by LeBruto and Murray discussing the educational value of “Captive Hotels” from the perspective of students, faculty and the industry, found that there were significant differences reported by students and faculty from programs with a captive hotel used for student learning and those from programs without such facilities (LaBruto and Murry, 1994). These researchers further assessed that there was no question regarding the efficacy on student