M.Phil. (Business Economics) / Please refer to full text to view abstract

M.Comm. / The South African hotel industry is a labour intensive industry, with high staff turnover and a shortage of skilled labour. The introduction of the national grading system and an increase in tourists, both local and foreign, placed more pressure on hotels to improve the quality of their services. Improvement of quality service is linked to well qualified personnel. The question : "Does the country have the required labour force" thus arises. The answer is obviously In order to solve the above mentioned labour problem, management training and management development programmes are of cardinal importance. Top management in hotels must show more interest in and commitment towards management training and development. Training at colleges, technikons and universities is placed under the microscope to ascertain whether it meets the requirements of the industry. Most students have the necessary theoretical training, but practical training (in-service training) has to be improved. ix Affirmative action is implemented to satisfy the needs of the majority in the work force. The necessity of affirmative action and its implementation is investigated with the aim of affording the majority of the labour force the opportunity to be trained. The main aim of this study is to highlight the necessity of management training in a changing environment. It is important that hotel management identify these changes and take action accordingly in order to remain competitive.

This study focused on the hotel front office management course and how this course and related topics were taught in hospitality management programs. The results of the study can guide faculty in developing and expanding the hotel front office management course, related textbooks and teaching resources to best prepare students to meet the future needs of the lodging industry.

published_or_final_version / abstract / toc / Education / Master / Master of Education

Com a concorrência das instituições privadas de ensino superior e a busca por atrair estudantes a se matricularem em seus cursos de hotelaria, um laboratório de ensino como um hotel-escola seria um atrativo para os estudantes, influenciaria na competitividade dos cursos de hotelaria do Brasil? Assim, buscou-se analisar a utilização dos hotéis-escola pelas instituições privadas de ensino superior que oferecem cursos de hotelaria no Brasil como ferramenta para aumentar sua competitividade. Desta forma descobriu-se todas as instituições de ensino superior de hotelaria no Brasil e foram analisados os cursos privados de hotelaria bacharelados e tecnológicos existentes no país, os que possuem hotel-escola e os que não possuem e a competitividade dos mesmos. Para isso foram utilizados indicadores como a avaliação pelo Conceito Institucional realizada pelo MEC para avaliar as instituições e a avaliação por estrelas realizada pelo Guia do Estudante para avaliar os cursos. O método de pesquisa que se optou-se por utilizar é o exploratório de cunho quantitativo e como instrumento de coleta de dados secundários utilizou-se pesquisa bibliográfica e documental. Assim, obteve-se como resultado dessa pesquisa que entre as instituições melhores avaliadas pelo Conceito Institucional está a Universidade Nove de Julho – Uninove em São Paulo com nota máxima cinco, que não possui hotel-escola, seguido com nota quatro apresenta-se a Faculdade de tecnologia SENAC Minas onde existe hotel-escola. Já pelo Guia do Estudante os cursos de hotelaria pontuados com cinco estrelas são o SENAC (SP) com dois hotéis-escola, a Castelli (RS) e a Anhembi Morumbi (SP). Conclui-se que pela pontuação desses dois indicadores, os cursos que se destacaram e apresentam hotéis-escola podem ter assim uma ferramenta crítica de sucesso e serem competitivos no mercado do ensino. Porém, nem todos que apresentam hotel-escola estavam nos mais pontuados, com isso observou-se que para essas avaliações não faz muita diferença ter ou não um hotel-escola, pois o hotel-escola não tem um peso alto na contagem de pontos. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-10-21T11:49:46Z No. of bitstreams: 1 Dissertacao Michele Vasconcellos Chiattone.pdf: 1447126 bytes, checksum: aca16fbe887f16d4fcbc8591d1dd3071 (MD5) / Made available in DSpace on 2015-10-21T11:49:46Z (GMT). No. of bitstreams: 1 Dissertacao Michele Vasconcellos Chiattone.pdf: 1447126 bytes, checksum: aca16fbe887f16d4fcbc8591d1dd3071 (MD5) / With competition from private institutions of higher education and the pursuit of attracting students to enroll in their hospitality courses, a teaching laboratory as a hotel- school would be an attraction for students, influence on the competitiveness of hospitality courses in Brazil? Thus, it sought to analyze the use of the hotels - school by private higher education institutions offering hospitality courses in Brazil as a tool to enhance their competitiveness. Thus it turned out all hospitality higher education institutions in Brazil and analyzed the private courses of bachelor hospitality and existing technology in the country, those with school -hotel and those without and the competitiveness of the above. For this they used indicators such as the assessment by the Institutional Concept made by MEC to evaluate the institutions and evaluation Star performed by Student's Guide to review the courses. The research method that we chose to use is the exploratory quantitative nature and as secondary data collection instrument was used bibliographical and documentary research. Thus was obtained as a result of this research among the best institutions assessed by the Institutional Concept is the University Nove - Uninove in Sao Paulo with maximum grade five , which has no hotel school , followed with four note presents the Faculty of SENAC Minas technology where there is hotel- school. Already the students guide the hospitality courses punctuated with five stars are the SENAC (SP) with two hotels - school, Castelli (RS) and the Anhembi Morumbi (SP) . We conclude that the scores of these two indicators, the courses that stood out and have school - hotels may have thus a critical tool for success and be competitive in the education market. However , not all of which feature hotel-school were the highest scorers with it was observed that for these ratings do not make much difference whether or not a hotel - school as the hotel - school does not have a high weight in the point spread.

Com a concorrência das instituições privadas de ensino superior e a busca por atrair estudantes a se matricularem em seus cursos de hotelaria, um laboratório de ensino como um hotel-escola seria um atrativo para os estudantes, influenciaria na competitividade dos cursos de hotelaria do Brasil? Assim, buscou-se analisar a utilização dos hotéis-escola pelas instituições privadas de ensino superior que oferecem cursos de hotelaria no Brasil como ferramenta para aumentar sua competitividade. Desta forma descobriu-se todas as instituições de ensino superior de hotelaria no Brasil e foram analisados os cursos privados de hotelaria bacharelados e tecnológicos existentes no país, os que possuem hotel-escola e os que não possuem e a competitividade dos mesmos. Para isso foram utilizados indicadores como a avaliação pelo Conceito Institucional realizada pelo MEC para avaliar as instituições e a avaliação por estrelas realizada pelo Guia do Estudante para avaliar os cursos. O método de pesquisa que se optou-se por utilizar é o exploratório de cunho quantitativo e como instrumento de coleta de dados secundários utilizou-se pesquisa bibliográfica e documental. Assim, obteve-se como resultado dessa pesquisa que entre as instituições melhores avaliadas pelo Conceito Institucional está a Universidade Nove de Julho – Uninove em São Paulo com nota máxima cinco, que não possui hotel-escola, seguido com nota quatro apresenta-se a Faculdade de tecnologia SENAC Minas onde existe hotel-escola. Já pelo Guia do Estudante os cursos de hotelaria pontuados com cinco estrelas são o SENAC (SP) com dois hotéis-escola, a Castelli (RS) e a Anhembi Morumbi (SP). Conclui-se que pela pontuação desses dois indicadores, os cursos que se destacaram e apresentam hotéis-escola podem ter assim uma ferramenta crítica de sucesso e serem competitivos no mercado do ensino. Porém, nem todos que apresentam hotel-escola estavam nos mais pontuados, com isso observou-se que para essas avaliações não faz muita diferença ter ou não um hotel-escola, pois o hotel-escola não tem um peso alto na contagem de pontos. / With competition from private institutions of higher education and the pursuit of attracting students to enroll in their hospitality courses, a teaching laboratory as a hotel- school would be an attraction for students, influence on the competitiveness of hospitality courses in Brazil? Thus, it sought to analyze the use of the hotels - school by private higher education institutions offering hospitality courses in Brazil as a tool to enhance their competitiveness. Thus it turned out all hospitality higher education institutions in Brazil and analyzed the private courses of bachelor hospitality and existing technology in the country, those with school -hotel and those without and the competitiveness of the above. For this they used indicators such as the assessment by the Institutional Concept made by MEC to evaluate the institutions and evaluation Star performed by Student's Guide to review the courses. The research method that we chose to use is the exploratory quantitative nature and as secondary data collection instrument was used bibliographical and documentary research. Thus was obtained as a result of this research among the best institutions assessed by the Institutional Concept is the University Nove - Uninove in Sao Paulo with maximum grade five , which has no hotel school , followed with four note presents the Faculty of SENAC Minas technology where there is hotel- school. Already the students guide the hospitality courses punctuated with five stars are the SENAC (SP) with two hotels - school, Castelli (RS) and the Anhembi Morumbi (SP) . We conclude that the scores of these two indicators, the courses that stood out and have school - hotels may have thus a critical tool for success and be competitive in the education market. However , not all of which feature hotel-school were the highest scorers with it was observed that for these ratings do not make much difference whether or not a hotel - school as the hotel - school does not have a high weight in the point spread.

The research questions of this study were to determine the specific hotel, restaurant and institutional management courses offered as required and elective courses, to determine which hospitality management courses were taught by faculty members in the hospitality management program versus being taught by faculty in other programs, to determine the teaching methods used to present hospitality curriculum, and to determine the distance learning methods currently used.

The purpose of this study was to describe senior-level hospitality programs and assess hospitality administrators' opinions concerning specialized accreditation during the 1990-91 academic year. Overall, administrators characterized the typical full-time faculty member as: being in a small program (1-3 members); being a non-ethnic minority; having a minimum four years industry work experience; having attained a doctoral degree; and holding the rank of associate professor. Part-time faculty members were described as: being in a small program (1-3 members); being a non-ethnic minority; having at leas one to three years industry work experience; having attained a master's degree; and holding the rank of instructor. Administrators characterized their programs as: located at public institutions; beginning after 1970; requiring graduates to acquire work experience; expecting increased enrollments; having placement services available; and not offering continuing education courses. Administrators indicated they were seeking accreditation or were accredited currently. They agreed slightly that accreditation would improve program image, help them meet their programs' missions and objectives, and provide assistance in planning.

This study presents a quantitative investigation of the influence of various social factors – including finances, secondary school attended, resources available, culture, and family support – on the perceptions of success (in terms of academic performance and skills gained) of adult learners who are using online learning as the primary educational medium. The research was conducted with 100 students of The International Hotel School in South Africa. A quantitative research methodology was followed and a survey questionnaire was used as the data collection method. The data from closed-ended questions was analysed using Statistical Analysis System (SAS), with the data from open-ended questions being used to aid in the interpretation of the information organised quantitatively. Findings suggest that certain social factor constructs namely: finances, secondary school preparation for tertiary education, and internet accessibility, significantly impact the perceptions the students have on being successful in online learning. Some recommendations that spring from the study are to provide more funding to students, better access to more suitable resources and providing students with unlimited access to the internet for longer periods of time. It is also recommended that a follow-up study with a larger and more varied sample (possibly including public sector tertiary education students), and more questionnaire items per social factor is necessary to cast further light on the impact of social factors on adult students’ online learning experiences. / Educational Studies / M. Ed. (With specialisation in Adult Education)