< backInternational Hospitality Students' development of employability skills in the placement module.

 case_study_leeds_met.pdf

This case study focused on international students on the MSc International Hospitality Management degree at Leeds Metropolitan University. It attempted to discover how employability skills could be developed in the placement module as part of the Masters degree. The case study initially tried to discover if this placement experience was effective in encouraging and enabling international students to develop employability skills which are appropriate and specific to the international hospitality industry. The data collection method used was a form of ‘story telling’. This was highly qualitative in nature and relied on the student telling ‘a story’ about their experiences. There was limited intervention from the interviewer and the respondents were allowed to let their story unfold and unravel. This offered a richer, deeper, more meaningful encounter and provided a more detailed picture of the international student experience. The data revealed that although the first cohort of MSc students was relatively highly qualified, they lacked practical experience in the hospitality industry. Therefore, it was decided that a series of workshops (the intervention) be developed which would help the students learn about the international hospitality industry. However, when the intervention was operationalised the following year, it was discovered that the second cohort of students had different backgrounds to the first. The majority of students in this second cohort already had work experience in the industry and they were familiar with many of the operational issues covered in the workshops. Consequently, it was decided that a different type of intervention was appropriate. After much discussion, the course team decided to alter the structure of the course and also to re-position the placement period. It was decided to replace the workshops on the hospitality industry with a module which focused on cross-cultural capability. This is the first semester of the new course and time will tell if this intervention has enhanced MSc students’ employability skills. This will be evaluated at the end of the first year of operation. This case study demonstrates the dynamic nature of curriculum design, the need to be flexible in programme development, and the importance of listening to students and using their feedback to ensure curricula is fit for purpose

Stephanie Jameson.
Leeds Metropolitan University.