The hospitality industry has seen rapid growth through the last three decades. The hospitality industry in New Zealand is still growing steadily. According to the Ministry of Tourism (2008, para. 3), “Visitor expenditure is forecast (from 2008 to 2014) to increase from $13.73 billion to $19.05 billion per annum, an increase of 41.4%” (Ministry of tourism, 2008b). Therefore, in response to the needs of the industry, training providers have established a number of hospitality, leisure, travel and tourism degrees (O'Mahony & Sillitoe, 2001). However, previous studies have identified that hospitality management degrees tend to lack importance in the actual world (Harkison, 2004a, 2004b; Steele; 2003). Hospitality management students seem to rate the value of their degrees higher than do employees in the industry (Collins, 2002; Raybould & Wilkins, 2005). Therefore, there are gaps between the expectations and assumptions of students and those of hospitality professionals, which have led to problems in the hospitality industry. This study has taken three steps to identify: 1) how career expectations, assumptions and requirements differ between undergraduate hospitality management students and management employees in the hospitality industry; 2) The working histories of managerial employees and their perceptions of the industry’s needs; 3) Establish the perceived value of hospitality management degrees amongst hospitality management undergraduate students and the hospitality industry. To do so, a comprehensive literature review was undertaken, and questionnaires were collected from 137 undergraduates enrolled in a Bachelor of International Hospitality Management degree at AUT University and 74 managerial employees in the hotel industry. After an analysis of the data, the researcher examined and compared the results of both groups’ data with relation to the findings of the literature review. The following key points emerged from the research: most students expected that they would work in the hospitality industry after completing their course and supposed that their first work field would be in a Food and Beverage department at a management trainee level. The results of the survey show a match between students’ long-term career expectations and the working history of employees. Students also seem to understand the environment of the hospitality industry well. These results show that students organise well, planning for their future careers, and these results were similar with those of some previous studies (Brien, 2004; Harkison, 2004b; Jenkins, 2001). The results of this study identified similarities and differences of perceptions between undergraduate students and managerial employees in the hotel industry. Similarities of students’ perceptions and managerial employees’ perceptions are; • Commitment is rated as the most important factor in determining success, while personality is rated the most important attribute for an employee in the hospitality industry. • A degree in hospitality management is not recognised as an important qualification by students or employee respondents. Working experience is more important than a bachelor degree of hospitality management for a prospective employee. • Students and managerial employees believe that the hospitality educators know the industry well, although educators and employees have different understandings of career expectations. • Both parties believe that internship might help hospitality students’ careers in the industry. Differences of perceptions between undergraduate students and managerial employees are; • Students believe that knowledge of the industry and experience are the most significant factors for a new employee in the hospitality industry but employees indicate personality. • Employees believe that using initiative skills are the most important factor for an employee’s career development, whereas students answer communication skills. • Students believe that a hospitality management bachelor degree will contribute more to the hotel business but employees believe that having three years’ experience will contribute more. • Students consider that an employee with a bachelor’s degree in hospitality will receive higher starting salaries than someone without, but employees disagree. • Students suggest that a bachelor of hospitality management degree will affect opportunities for promotion, but employees do not share that opinion. This study found that even if students and managerial employees share some common opinions, many gaps still exist between them. Therefore, the researcher suggests recommendations relating to students’ expectations and assumptions of their job entry level, the working environment in the hospitality industry, the needs of the hospitality industry, and the value of a bachelors degree of hospitality management. Furthermore, the researcher identifies some limitations of this study and areas for further research.

Title: Analysis of the use of telephone selling VIP hospitality for hockey teams Objectives: The main objective of this work is to determine the current status of the use of telesales VIP for hockey teams and on the basis of the general assembly retail concept VIP hospitality over the phone. Methods: The paper used methods of analysis, inquiry and observation. The analysis method was used for the analysis of segmentation current partners of clubs, a method of questioning to determine the use of telephone sales in the sales of individual clubs and finally observation method was used to evaluate the implementation of telephone sales at the club, which it uses to sell VIP hospitality. Results: There was a finding that telesales is not widely used sales technique VIP hospitality. Clubs do not use it at all or incorrectly consequently, the inefficiently. Those who use telephone sales violate the basic principles of this type of sale and does not put enough emphasis staffing these positions. Keywords: telemarketing, VIP hospitality, sponsorship

Cooperative educational partnerships in Australia are considered to be innovative ventures where universities join with industry in a working relationship, sharing resources to develop and provide professional development education for the industry employees. The distinguishing feature of a cooperative education partnership is that all partners contribute to the development, design and delivery of academic courses in the workplace.This research assesses the role and key aspects of professionalism developed by professional development education for industry employees. More specifically, the investigation examined the conditions that contribute to building mutually beneficial, reciprocal cooperative education partnerships between a university and its tourism and hospitality partners.A qualitative approach was adopted to analyse and to understand five cooperative education partnerships situated within the School of Tourism and Hospitality Management Southern Cross University, Lismore, Australia. The investigation used the ‘Tit-for-Tat’ strategy (Axelrod, 1984; Ridley, 1996; Davies, 1999) based on the old French game of ‘Prisoners Dilemma’ (Campbell, 1983; Trivers, 1983) to examine reciprocity.The investigation revealed that providing university-level professional development education through cooperative education partnerships contributed to the development and enhancement of professionalism in the tourism and hospitality organisations involved in the study. Two aspects of professionalism, a renewal of learning, and establishing a positive professional reputation, were found to be important for advancing professionalism in this education arena.A further finding was that when a university, tourism and hospitality businesses and industry associations join together in cooperative education partnerships, they generally respond and adapt to each other in reciprocal ways to ensure the sustainability and success of their partnership. Adjustment, adaptation, responsiveness and synergy were found to be important reciprocal concepts that underpin cooperative dynamics in this investigation.

Thesis (D. Min.)--Colgate Rochester Crozer Divinity School, 2003. / Abstract. Includes bibliographical references (leaves 116-119).

Cooperative educational partnerships in Australia are considered to be innovative ventures where universities join with industry in a working relationship, sharing resources to develop and provide professional development education for the industry employees. The distinguishing feature of a cooperative education partnership is that all partners contribute to the development, design and delivery of academic courses in the workplace.This research assesses the role and key aspects of professionalism developed by professional development education for industry employees. More specifically, the investigation examined the conditions that contribute to building mutually beneficial, reciprocal cooperative education partnerships between a university and its tourism and hospitality partners.A qualitative approach was adopted to analyse and to understand five cooperative education partnerships situated within the School of Tourism and Hospitality Management Southern Cross University, Lismore, Australia. The investigation used the ‘Tit-for-Tat’ strategy (Axelrod, 1984; Ridley, 1996; Davies, 1999) based on the old French game of ‘Prisoners Dilemma’ (Campbell, 1983; Trivers, 1983) to examine reciprocity.The investigation revealed that providing university-level professional development education through cooperative education partnerships contributed to the development and enhancement of professionalism in the tourism and hospitality organisations involved in the study. Two aspects of professionalism, a renewal of learning, and establishing a positive professional reputation, were found to be important for advancing professionalism in this education arena.A further finding was that when a university, tourism and hospitality businesses and industry associations join together in cooperative education partnerships, they generally respond and adapt to each other in reciprocal ways to ensure the sustainability and success of their partnership. Adjustment, adaptation, responsiveness and synergy were found to be important reciprocal concepts that underpin cooperative dynamics in this investigation.

Cooperative educational partnerships in Australia are considered to be innovative ventures where universities join with industry in a working relationship, sharing resources to develop and provide professional development education for the industry employees. The distinguishing feature of a cooperative education partnership is that all partners contribute to the development, design and delivery of academic courses in the workplace.This research assesses the role and key aspects of professionalism developed by professional development education for industry employees. More specifically, the investigation examined the conditions that contribute to building mutually beneficial, reciprocal cooperative education partnerships between a university and its tourism and hospitality partners.A qualitative approach was adopted to analyse and to understand five cooperative education partnerships situated within the School of Tourism and Hospitality Management Southern Cross University, Lismore, Australia. The investigation used the ‘Tit-for-Tat’ strategy (Axelrod, 1984; Ridley, 1996; Davies, 1999) based on the old French game of ‘Prisoners Dilemma’ (Campbell, 1983; Trivers, 1983) to examine reciprocity.The investigation revealed that providing university-level professional development education through cooperative education partnerships contributed to the development and enhancement of professionalism in the tourism and hospitality organisations involved in the study. Two aspects of professionalism, a renewal of learning, and establishing a positive professional reputation, were found to be important for advancing professionalism in this education arena.A further finding was that when a university, tourism and hospitality businesses and industry associations join together in cooperative education partnerships, they generally respond and adapt to each other in reciprocal ways to ensure the sustainability and success of their partnership. Adjustment, adaptation, responsiveness and synergy were found to be important reciprocal concepts that underpin cooperative dynamics in this investigation.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 181-188). Also available via the Internet

Thesis (D. Min.)--Colgate Rochester Crozer Divinity School, 2003. / Abstract. Includes bibliographical references (leaves 116-119).

Thesis (D. Min.)--Colgate Rochester Crozer Divinity School, 2003. / Abstract. Includes bibliographical references (leaves 116-119).

Thesis (DTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2010. / Media reports show that South Africa is engulfed by the clouds of abject poverty and unemployment. These conditions lead to many social ills: hunger, a lack of self esteem, the poor performance of children at school due to malnutrition and the general low morale within communities. This condition seems to worsen as one moves towards the rural areas. As a result, the government has embarked on a number of projects in an attempt to help the destitute. This requires support from all South Africans. In view of the above, this study aimed to investigate the possibility of developing sustainable education and employment opportunities in the hospitality industry through the provision of cultural tourism at a proposed homestead Lodge. The study's objectives were firstly to explore the possibility of offering development in the form of sustainable education in the rural community of Shobeni village, located along the South Coast of KwaZulu-Natal. Secondly, the study aimed to explore the possibility of establishing a Homestead Lodge at Shobeni to provide employment opportunities to the community, while facilitating tourist access to an authentic rural experience. Lastly, it wanted to examine the possibility of linking to a teaching institution such as the Durban University of Technology to ensure the continuity of fresh ideas through research and education. The data collected revealed that the rural villages are rich in cultural tourism. The approach taken for data collection was of a qualitative nature, as thirty study participants were interviewed based on their knowledge of the subject under study. For the analysis of field data an auto/ethnographic approach was adopted. further exercise was completed to select the kind of cultural products deemed suitable for such a project. A participatory approach was employed to ensure that the community had a say in the decision-making process. The study concluded that it is possible to create a project of this nature. The recommendation is that the implementation stage should start immediately after all stakeholders have been consulted.