Su, Diep Ngoc; Carruthers, Andrew

Author(s)

Su, Diep Ngoc

Carruthers, Andrew

Publication Date

2025-02

Abstract

This is pre-published version of CAUTHE 2025 conference presentation. Pre-published version of the conference presentation PowerPoint slides is also available in this Repository.

Abstract

Following the COVID-19 years, the global tourism industry has experienced remarkable growth, with the UNWTO (2024) reporting a return to 97% of pre-pandemic levels in the first quarter of 2024 – reflecting year-on-year growth of 20%. The myriad of opportunities that this rapid growth has offered hospitality graduates, has also created challenges for both education providers and students, who must continually enhance their skills to stay competitive and market-ready. Professionalism, one of the most essential competencies for a high-quality hospitality workforce, has only been thoroughly explored within the past decade (Cheng & Wong, 2015; Lee, 2014). Professionalism has traditionally been associated with fields including law, architecture, medicine, science, or engineering. However, Cheng and Wong (2015) were among the first to interpret professionalism within the context of the hospitality industry through an exploratory study that included focus-group interviews with junior staff, middle managers, and senior managers across local and international hotel brands. Drawing on the perspective of hospitality practitioners, professionalism was conceptualized across nine attitudinal dimensions: passion, openness to change, a team-oriented attitude, competence and skills, interpersonal skills, emotional self-control, professional ethics, leadership by example, and perfectionism (Cheng and Wong, 2015). Hospitality educators need to be congnisant of these elements of professionalism to ensure that their students graduate with the skills and competencies that the industry requires (Fraser, 2020). Students should also reflect on these dimensions as they form their professional identity, a crucial element of graduate employability (Jackson, 2016).

Affiliation

Holmesglen Institute

Sponsorship

Faculty of Hospitality, Environment, Lifestyle and Business

Link

https://holmesglen.intersearch.com.au/handle/20.500.11800/419

Faculty

Higher Education and Applied Research

Subject

Professionalism

Hospitality

Higher Education

Professional identity

Title

Revisiting professionalism in hospitality: contemporary contemporary perspectives from stakeholders in hospitality higher education

Type of document

Conference Paper

Entity Type

Publication

Author(s)	Su, Diep Ngoc Carruthers, Andrew
Publication Date	2025-02
Abstract	This is pre-published version of CAUTHE 2025 conference presentation. Pre-published version of the conference presentation PowerPoint slides is also available in this Repository.
Abstract	Following the COVID-19 years, the global tourism industry has experienced remarkable growth, with the UNWTO (2024) reporting a return to 97% of pre-pandemic levels in the first quarter of 2024 – reflecting year-on-year growth of 20%. The myriad of opportunities that this rapid growth has offered hospitality graduates, has also created challenges for both education providers and students, who must continually enhance their skills to stay competitive and market-ready. Professionalism, one of the most essential competencies for a high-quality hospitality workforce, has only been thoroughly explored within the past decade (Cheng & Wong, 2015; Lee, 2014). Professionalism has traditionally been associated with fields including law, architecture, medicine, science, or engineering. However, Cheng and Wong (2015) were among the first to interpret professionalism within the context of the hospitality industry through an exploratory study that included focus-group interviews with junior staff, middle managers, and senior managers across local and international hotel brands. Drawing on the perspective of hospitality practitioners, professionalism was conceptualized across nine attitudinal dimensions: passion, openness to change, a team-oriented attitude, competence and skills, interpersonal skills, emotional self-control, professional ethics, leadership by example, and perfectionism (Cheng and Wong, 2015). Hospitality educators need to be congnisant of these elements of professionalism to ensure that their students graduate with the skills and competencies that the industry requires (Fraser, 2020). Students should also reflect on these dimensions as they form their professional identity, a crucial element of graduate employability (Jackson, 2016).
Affiliation	Holmesglen Institute
Sponsorship	Faculty of Hospitality, Environment, Lifestyle and Business
Link	https://holmesglen.intersearch.com.au/handle/20.500.11800/419
Faculty	Higher Education and Applied Research
Subject	Professionalism Hospitality Higher Education Professional identity
Title	Revisiting professionalism in hospitality: contemporary contemporary perspectives from stakeholders in hospitality higher education
Type of document	Conference Paper
Entity Type	Publication

Revisiting professionalism in hospitality: contemporary contemporary perspectives from stakeholders in hospitality higher education

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