Exploring the role and purpose of hospitality higher education under neo-liberalism: Perspectives from hospitality academics

What the paper says

This study aims to examine neo-liberalism and its ideological influences in the design and delivery of hospitality higher education in the United Kingdom. The study is underpinned by a qualitative approach, with semi-structured interviews employed as the method for data collection, with thematic analysis as the method for data analysis. Fifty-five hospitality academics working in nine universities were interviewed regarding their perceptions of being a hospitality academic teaching hospitality-related subjects in higher education. Findings were explored and analysed in relation to the broader influence of neo-liberalism on higher education and three key themes emerged, which are: restrictive conception of hospitality as the commercial hotel sector, issue of academic identity, and corporatized institutional leadership. Under the backdrop of neo-liberalism, the higher education sector has prioritized graduate employability as one of its primary responsibilities. Subsequently, hospitality higher education is predominantly viewed akin to a form of professional training programme for the commercial hotel sector, and being a hospitality academic is mainly perceived as an industry mentor, educating students with industry-relevant skills and professional practices. Institutionally, the increasing corporatization of higher education has created an environment which hospitality programmes are positioned to satisfy market demands and secure student recruitment. Informed by these findings, the current study draws the conclusion that there is a strong presence of the neo-liberal ideology reinforcing a vocational ‘filter’ on the design and delivery of hospitality higher education, which legitimizes certain educational values and practices while neglecting and undermining others. This article proposes that greater interdisciplinary engagement with other academic subjects, more recruitment of academics with a broader understanding of hospitality, and institutional leadership that appreciates and encourages alternative pedagogical approaches, are keys to creating possibilities to incorporate a more critical and humanistic underpinning in the academic development of hospitality.