This thesis introduces the concept of Online Mediated Commensality (OMC) as an example of contemporary hospitality provision. Since the beginning of the twenty-first century an increase of exchanges of hospitality being mediated using online technologies has changed the way in which individuals interact and challenges the traditional boundaries between strangers. While some research has been done on accommodation, little has been researched on the interactions around the meal and the online mediation of experiences. The aim of this research is to explore the role and significance of OMC and its place in contemporary hospitality provision. Through a detailed review of academic literature on concepts relating to commensality, hospitality, alternative economies and home, a conceptual understanding of the phenomenon was achieved. Due to the paucity of research on the OMC phenomenon, a review of recent non-academic and anecdotal sources (newspaper articles, reviews, books relating to experiences of OMC) was used scope the phenomenon's contemporary significance. Due to the exploratory nature of this research, and the social nature of the phenomenon, a qualitative approach to research is used to gain insight into the interactions, behaviours and social practices of those participating. Two stages of research material collection are used (Autoethnographic Participant Observation and Discussion-style Interviews) to critically understand and interpret the phenomenon. The findings identified a number of social practices around the shared meal. Interpretations of the phenomenon resulted in the identification of the ‘Home-food Economy', in which OMC is placed, which embodies and embraces ethical, shared and innovative dimensions of an alternative economy. Attractions of the phenomenon are identified as being that it is different to mainstream hospitality provision and is strongly associated with ‘traditional' norms and values relating to family, background, nationality and identity. Interactions and social practices are identified as being fleeting, transient, momentary experiences of hospitality which rarely transcend the setting of the meal. These interactions are conceptualised within a proposed ‘Social Interaction Capital', which represents the nature of social interactions experienced as well as its presence within a liquid, fluidly mobile contemporary society. The study has identified a social phenomenon which is constructed within the confines, conditions or thresholds of hospitality. In terms of future implications, this thesis suggests that while OMC will not achieve prominence over mainstream hospitality provision, it will continue to develop and grow in popularity for those who are interested in the more alternative, socially orientated experiences of hospitality and the meal. Further research on OMC could take a global perspective and highlight any cultural/social differences relating to commensality and its online mediation. Similarly, Social Interaction Capital could be further elaborated on in a range of hospitality settings to articulate its reach and contextualisation within hospitality studies and its place within contemporary society.

The purpose of this research is to understand the impacts of positive feedback from customers and managers and the extrinsic rewards and intrinsic rewards on job satisfaction. Furthermore, this research will examine how employees in the hospitality industry react to positive feedback and to explore whether this positive feedback has practical applications to help increase employee satisfaction. A total of 500 questionnaires were distributed, 339 valid surveys from respondents with experience working in the hospitality industry were returned. The results indicated that positive feedback from customers as well as summarized positive customer feedback delivered by managers have positive relationships with intrinsic reward, extrinsic reward, and job satisfaction. The findings suggested that positive feedback does influence employees’ Job satisfaction. And this study will provide suggestions on improving employees’ positive perception by applying positive feedback to increasing employees’ satisfaction and further development.

The rapid growth in internationalisation of education has led to the point where Australia has become a world leader in transnational education. Simultaneously, the provision of hospitality and tourism management education has developed rapidly from its inception in 1974 with numbers of international students rising steadily. Although robust research into the international student experience has been conducted, the impact of these changes upon tertiary academics has received little attention from researchers. Within this context, this research project aims to develop a better understanding of academics’ experiences of teaching tourism and hospitality in transcultural settings. More specifically, the study seeks to discover the impacts of working in a multicultural, multinational and multilingual environment on the tourism and hospitality academic (Objective One), and to explore the concept of competence in multicultural and transnational teaching (Objective Two). This thesis is presented in five stages. The first stage considers the formative background to the research, and explores literature and concepts surrounding transcultural contexts of higher education. The current state of internationalisation of tourism and hospitality higher education in Australia is outlined, and gaps in the research field are highlighted. This section observes a need for transcultural competence in teaching. Stage Two addresses methodological considerations and explores the use of interpretive phenomenological methodology for gaining a greater understanding of the lived experiences of academics teaching in transcultural contexts. The practice and philosophies surrounding phenomenology, interviewing, and transcribing talk are critically examined. This stage also proposes the use of mind mapping as a tool for qualitative research analysis. Employing the interpretive methodologies outlined in the previous stage, Stage Three considers Objective One by addressing the research question ‘What are the concerns and constraints experienced by academics teaching in transnational and multicultural contexts?’ In keeping with a phenomenological approach which encourages testing initial intuitions by subjecting them to critical evaluation, this section incorporates a peer-reviewed paper written by the researcher. Findings showed that academics experienced concerns and constraints relating to their sense of self, the intercultural other (the students) and the temporal and education environment in which they are situated. Stage Three also addresses the second research question, ‘What influences the positive experiences of academics teaching in transnational and multicultural contexts?’ Findings showed that travel and journeying (both physical and metaphorical) were highly significant, beneficial, and contributed greatly to emotional well-being as they allowed the academics to experience joy in transcultural teaching. Stage Four addresses the second research objective and incorporates two research questions. The question ‘How are academics’ intercultural competences in multicultural education formed?’ involved the theoretical delineation of the specific research area through an in-depth systematic literature review in order to develop a holistic explanatory model. The model considers epistemology and ontology of teaching practice, and contains four quadrants: self-knowledge, values, knowledge and skills. The final research question, ‘How do successful international tourism and hospitality educators embody and integrate competence in their teaching within multicultural and transnational classrooms?’ entailed close phenomenological analysis of the narrated experiences of four academics who had not only derived much enjoyment from their transcultural teaching, but had been publicly recognised by peers and by their universities as being successful teachers. The narrated experiences, approaches and opinions of these academics are analysed and organised according to the model and are explored under the headings Epistemology – which includes ‘cultural knowledge’ and ‘skills’; and Ontology, which covers ‘values’ and ‘self’. Stage Five considers the implications and significance of this research for higher education. The thesis contributes not only to research into teaching and internationalisation of education, but also makes original contributions to qualitative research methodology.

This dissertation re-examines Christ's hospitality from the perspective of inculturation/contextualisation, which is a common trend in African Theology today. It starts on the premise that Christ is the ideal model of hospitality that African Christianity ought to draw some lessons from as we embark on a theology of reconstruction. In so doing, it has sought to trace the concept of hospitality from the ancient times to the present times thereby relating it with the contemporary issues. The work is divided into six chapters and a conclusion that serves as a seventh chapter. The Introduction chapter sets the argument, describing the background to and motivation of the research, the review of relevant literature, the research problem, the theoretical framework and the research methodology. Chapter two defines the concept of hospitality tracing its linguistic roots, its ancient interpretations and practices; the Old and New Testament version of hospitality and concludes the chapter by assessing the characteristics of hospitable places with regard to Christ's hospitality. Chapter Three which is a continuation of chapter two continues with the survey of hospitality from Christian monasticism to post-reformation period where Rev. John Wesley emerges as a great beacon of hospitality after the Industrial revolution that took place in Europe. Chapter four revisits the concept of hospitality in Africa from the ancient times to the present times. It cites the general features of African hospitality and examines its uniqueness by comparing it with the Western hospitality. It also looks at the abuse of African hospitality through the ages citing some cases such as slavery, colonialism and neo-colonialism. The chapter is premised on the conviction that African hospitality is compatible with Christ's hospitality hence the need to harness it through inculturation. Chapter five examines the faces of Christ in African Christian hospitality. It is based on the premise that Christ is in each and every one of us when we extend love to one another; for he is in the faces of the suffering and all the afflicted peoples of Africa and beyond. In this chapter, Christ is examined as one who cares and is therefore concerned, thereby challenging us to seek Christ in our day today lives. He is thus examined as a liberator, a reconstructor, a healer, a guest, a host, and a unique ancestor. Chapter six is the climax of our study, which specifically examines Christ as a model worth imitating as we grapple with the concerns of the twenty first century. Christ is portrayed as a model in terms of liberation, reconstruction, family level, cultural level, and rural ministry. As an area that has not been exhaustively done in African Theology, the chapter, in some sections, allows the various contributors to give their interpretations on Christ thereby coming very close to chapter five where we were looking at the faces of Christ. A good example is Christ as the model of liberation where the contribution of African Women Theologians (otherwise called the Circle of Concerned African Women Theologians) is given prominence as a case in point where women in Africa, have to look at Christ as the model of liberation from patriarchal structures and as one who supersedes all genders. The chapter concludes by a passionate appeal that even if Africa may be walking through the valley of the shadow of death, we need not fear for Christ the ideal model in every sphere of life is with us. He will make us lie down in greener pastures, restore our souls, guide us in the paths of righteousness and lead us beside quite waters (Psalm 23). We must therefore seek to learn from him hence the caution, "my people are destroyed from lack of knowledge" (Hosea 4:6). The chapter therefore acts as a conclusion of the study in spite of the fact that we have chapter seven that concludes the whole study. Chapter seven concludes the study by an appeal to Africa of the twenty first century to swim into action and face the challenges such as sexism, tribalism, regionalism, HIV/Aids and corruption, with confidence knowing that the hospitable Christ is with us and will be there to guide us in our undertakings till the end of the age (Matthew 28: 1820). / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2003.

The rapid growth in internationalisation of education has led to the point where Australia has become a world leader in transnational education. Simultaneously, the provision of hospitality and tourism management education has developed rapidly from its inception in 1974 with numbers of international students rising steadily. Although robust research into the international student experience has been conducted, the impact of these changes upon tertiary academics has received little attention from researchers. Within this context, this research project aims to develop a better understanding of academics’ experiences of teaching tourism and hospitality in transcultural settings. More specifically, the study seeks to discover the impacts of working in a multicultural, multinational and multilingual environment on the tourism and hospitality academic (Objective One), and to explore the concept of competence in multicultural and transnational teaching (Objective Two). This thesis is presented in five stages. The first stage considers the formative background to the research, and explores literature and concepts surrounding transcultural contexts of higher education. The current state of internationalisation of tourism and hospitality higher education in Australia is outlined, and gaps in the research field are highlighted. This section observes a need for transcultural competence in teaching. Stage Two addresses methodological considerations and explores the use of interpretive phenomenological methodology for gaining a greater understanding of the lived experiences of academics teaching in transcultural contexts. The practice and philosophies surrounding phenomenology, interviewing, and transcribing talk are critically examined. This stage also proposes the use of mind mapping as a tool for qualitative research analysis. Employing the interpretive methodologies outlined in the previous stage, Stage Three considers Objective One by addressing the research question ‘What are the concerns and constraints experienced by academics teaching in transnational and multicultural contexts?’ In keeping with a phenomenological approach which encourages testing initial intuitions by subjecting them to critical evaluation, this section incorporates a peer-reviewed paper written by the researcher. Findings showed that academics experienced concerns and constraints relating to their sense of self, the intercultural other (the students) and the temporal and education environment in which they are situated. Stage Three also addresses the second research question, ‘What influences the positive experiences of academics teaching in transnational and multicultural contexts?’ Findings showed that travel and journeying (both physical and metaphorical) were highly significant, beneficial, and contributed greatly to emotional well-being as they allowed the academics to experience joy in transcultural teaching. Stage Four addresses the second research objective and incorporates two research questions. The question ‘How are academics’ intercultural competences in multicultural education formed?’ involved the theoretical delineation of the specific research area through an in-depth systematic literature review in order to develop a holistic explanatory model. The model considers epistemology and ontology of teaching practice, and contains four quadrants: self-knowledge, values, knowledge and skills. The final research question, ‘How do successful international tourism and hospitality educators embody and integrate competence in their teaching within multicultural and transnational classrooms?’ entailed close phenomenological analysis of the narrated experiences of four academics who had not only derived much enjoyment from their transcultural teaching, but had been publicly recognised by peers and by their universities as being successful teachers. The narrated experiences, approaches and opinions of these academics are analysed and organised according to the model and are explored under the headings Epistemology – which includes ‘cultural knowledge’ and ‘skills’; and Ontology, which covers ‘values’ and ‘self’. Stage Five considers the implications and significance of this research for higher education. The thesis contributes not only to research into teaching and internationalisation of education, but also makes original contributions to qualitative research methodology.

The rapid growth in internationalisation of education has led to the point where Australia has become a world leader in transnational education. Simultaneously, the provision of hospitality and tourism management education has developed rapidly from its inception in 1974 with numbers of international students rising steadily. Although robust research into the international student experience has been conducted, the impact of these changes upon tertiary academics has received little attention from researchers. Within this context, this research project aims to develop a better understanding of academics’ experiences of teaching tourism and hospitality in transcultural settings. More specifically, the study seeks to discover the impacts of working in a multicultural, multinational and multilingual environment on the tourism and hospitality academic (Objective One), and to explore the concept of competence in multicultural and transnational teaching (Objective Two). This thesis is presented in five stages. The first stage considers the formative background to the research, and explores literature and concepts surrounding transcultural contexts of higher education. The current state of internationalisation of tourism and hospitality higher education in Australia is outlined, and gaps in the research field are highlighted. This section observes a need for transcultural competence in teaching. Stage Two addresses methodological considerations and explores the use of interpretive phenomenological methodology for gaining a greater understanding of the lived experiences of academics teaching in transcultural contexts. The practice and philosophies surrounding phenomenology, interviewing, and transcribing talk are critically examined. This stage also proposes the use of mind mapping as a tool for qualitative research analysis. Employing the interpretive methodologies outlined in the previous stage, Stage Three considers Objective One by addressing the research question ‘What are the concerns and constraints experienced by academics teaching in transnational and multicultural contexts?’ In keeping with a phenomenological approach which encourages testing initial intuitions by subjecting them to critical evaluation, this section incorporates a peer-reviewed paper written by the researcher. Findings showed that academics experienced concerns and constraints relating to their sense of self, the intercultural other (the students) and the temporal and education environment in which they are situated. Stage Three also addresses the second research question, ‘What influences the positive experiences of academics teaching in transnational and multicultural contexts?’ Findings showed that travel and journeying (both physical and metaphorical) were highly significant, beneficial, and contributed greatly to emotional well-being as they allowed the academics to experience joy in transcultural teaching. Stage Four addresses the second research objective and incorporates two research questions. The question ‘How are academics’ intercultural competences in multicultural education formed?’ involved the theoretical delineation of the specific research area through an in-depth systematic literature review in order to develop a holistic explanatory model. The model considers epistemology and ontology of teaching practice, and contains four quadrants: self-knowledge, values, knowledge and skills. The final research question, ‘How do successful international tourism and hospitality educators embody and integrate competence in their teaching within multicultural and transnational classrooms?’ entailed close phenomenological analysis of the narrated experiences of four academics who had not only derived much enjoyment from their transcultural teaching, but had been publicly recognised by peers and by their universities as being successful teachers. The narrated experiences, approaches and opinions of these academics are analysed and organised according to the model and are explored under the headings Epistemology – which includes ‘cultural knowledge’ and ‘skills’; and Ontology, which covers ‘values’ and ‘self’. Stage Five considers the implications and significance of this research for higher education. The thesis contributes not only to research into teaching and internationalisation of education, but also makes original contributions to qualitative research methodology.

Thesis (M.S.)--Rochester Institute of Technology, 1992. / Typescript. Includes bibliographical references.

Thesis (M.B.A.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 120).

Thesis submitted in fulfillment of the requirements for the degree Master of Technology: Tourism and Hospitality Management Faculty of Business Cape Peninsula University of Technology / Environmental management is a new phenomenon, one which affects not only the way that individuals live their lives today but also how businesses operate. Environmental policies cannot simply be introduced, especially in the hospitality industry. Although the industry thrives off customer satisfaction, like any other business it relies on making a profit each financial year for it to stay operational. This research was undertaken to determine if implementing an environmental policy has any effect on the financial statements of a select group of hotels within the Cape Metropole. In answering this question, the researcher was able to establish what the relationship between implementing environmental management policies was and the effect it has on the financial side of a specific group of hotels. “Hotels are also being pressured to move towards triple bottom line reporting (3bl), involving the relationship between profit, people, and planet” (Kleindorfer, Singhal & Van Wassenhove, 2005:482). “To encourage an environmentally more responsible behavior in the hotel sector, it was necessary to demonstrate the cost savings of these practices” (Bohdanowicz, 2005:188-205). The research methodology consisted of both quantitative and qualitative approaches. Interviews were conducted with participants from key organizations, and with people who were linked to the hotel industry and environmental management. These included government organizations, SARS, which deals with all tax-related laws in South Africa, Eskom, the country’s energy providing company, as well as with a travel agency which deals with hotel bookings on both a local and international level. A focus group was also undertaken to ensure that the problems being researched were discussed fully by likeminded people, and by those who were directly involved with carrying out these policies in hotels. Questionnaires were sent to all the four- and five-star hotels within the Cape Metropole to assess the current situation relating to environmental management and their financial profit or loss. The research determined that implementing environmental policies has both a positive and negative effect on financial statements, thus proving that there is a direct link between the two. The findings clearly showed that environmental policies, whilst good for the surroundings and the environment, can be financially draining for a business if not properly planned prior to implementation. With correct research, however, this can be done in the correct manner, with results that are positive for both the environment and for the company’s financial statements.

Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2016. / Electronic commerce, popularly referred to as e-commerce, is the latest catchphrase surrounding the Internet and its many functions. In the past, the Internet was solely used for information seeking, but the 21st century has brought a new global economy to the fore – one that is conducted online. Tourism is seen as a driver of economic growth, contributing both to the Gross Domestic Product (GDP) of South Africa (SA) and creating jobs in the hospitality sector. E-commerce does not only provide a platform for business to be conducted online but also an opportunity for consumers to interact directly with industry. Many studies have been done previously about the perceived benefits of e-commerce in the retail sector, yet none in Cape Town and at five-star hotels in particular. It is well known that holidaymakers conduct an online search prior to booking accommodation; some of those potential guests in turn choose to finalise their bookings online. The purpose of the study was to investigate the role of e-commerce in five-star hotels in the Cape Town Metropole. The main objective of this study was to define what e-commerce is for five-star hotels in the Cape Town Metropole and determine if the hotels are using e-commerce as a booking method. Online questionnaires were used to gather primary data and a literature review was presented as secondary data. The findings of this study showed that all the hotels surveyed use online bookings and half of the respondents believe Online Travel Agents (OTAs) generate more revenue than traditional methods of room reservation. When asked to rank methods of room’s reservations, there was a slight difference between telephone bookings and e-commerce as number one. This could mean that while electronic methods are popular, they have not completely replaced traditional methods. The researcher recommends that five-star hotel managers train the rooms’ division staff to respond to negative reviews on social media, as this was one of the findings. The hotels should also learn how to effectively use their social media presence to increase room sales.