Experiential Learning in Bachelor in Professional Hospitality Education: A Narrative Inquiry

Abstract

This study explores students' experiences during their Bachelor in Professional Hospitality (BPH) program. Bachelor degree in professional hospitality colleges, the institutional setup for enhancing students' practical learning. Experiential learning in educational institutions, especially in hospitality, helps students better understand how the hospitality industry works in the real world. The main purpose of the study was to understand how students experience learning through practice and how they make meaning of their academic and industry exposure. The research was based on the personal narratives of BPH students. I employed a qualitative narrative inquiry approach to explore the following research question: How do students narrate their experiences of Experiential Learning in Bachelor’s in Professional Hospitality education, and what meanings of educational relevance of experiential learning in higher educational professional studies do we draw from these narratives? The study included six students of two colleges (College A, located in Kathmandu, and College B at Kavrepalanchok) in Bagmati province from diverse social, economic, and geographical backgrounds. For data collection, I conducted face-to-face, unstructured interviews with students and direct observations of the classroom and the premises for their hands-on training. Meanings were drawn using criteria such as transcribing, coding, categorizing, and identifying themes from students’ narratives. I identified seven different themes that emerged from the participants’ stories. They were: (1) Early experiences and inclinations; (2) Aspiration of hospitality education, (3) Curriculum and pedagogies, (4) Experiencing resources and facilities, (5) Experiences with academic supports, (6) Experiences as an intern and as an early career professional, and (7) Practical applications of the learning. This study's findings show practical work-based learning approaches in college, including learning-by-doing, student-centered learning, and collaborative learning. Likewise, this study also indicates that students improve their skills by developing subject-specific skills, such as communication, problem-solving, time management, teamwork, cooperation, collaboration, personal skills, and entrepreneurial skills through experiential learning in hospitality education. But for it to work properly, colleges and hotels need to work collaboratively, provide adequate facilities, employ effective pedagogical practices, and offer strong support to students. The study does not only talk about the problems raised at the beginning. It also explains how students face those problems in real life and what lessons can be learned from their experiences. The findings of this study highlight implications for theory-to-practice, policymakers, educational leadership, and future learners and research scholars who implement and design experiential learning in hospitality education.