Project – The Difficulties of Studying Hospitality Management in School

ABSTRACT

The study investigates the difficulties faced by students studying Hospitality Management in the University of Lagos, with particular focus on academic challenges, practical training difficulties, industry demands, and job market competition. The study adopted a descriptive survey research design and utilized a structured questionnaire to collect data from 100 randomly selected hospitality management students across different levels of study. The questionnaire consisted of demographic information and Likert-scale items addressing academic, practical, and professional challenges. Data collected were analyzed using frequency counts, percentages, and the Chi-square (χ²) test to test the research hypothesis at a 0.05 level of significance. The findings revealed that students experience significant academic challenges, including complex course content, difficulty balancing coursework, and limited learning facilities. Practical training difficulties, such as physically demanding sessions, limited internship opportunities, and adaptation to professional expectations, were also identified. Additionally, industry demands, including irregular working hours and high customer service expectations, and competition in the hospitality job market were found to influence students’ experiences. However, hypothesis testing indicated that there is no significant relationship between the academic and practical challenges of hospitality management programmes and students’ overall learning experiences. The study concludes that despite the challenges, students are generally able to acquire knowledge and practical skills effectively. Recommendations include improving academic support, enhancing practical training facilities, sensitizing students about industry demands, and providing opportunities for soft skill development to better prepare students for careers in the hospitality industry.

 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Hospitality management is an important field of study that focuses on the administration and management of services in sectors such as hotels, restaurants, tourism, event planning, and travel services. The hospitality industry is one of the fastest-growing industries in the world and contributes significantly to economic development, employment generation, and international tourism. As a result, many tertiary institutions have introduced hospitality management programmes to equip students with the knowledge, practical skills, and professional competencies required to function effectively in the industry (Walker, 2017).

Hospitality management education is designed to combine theoretical knowledge with practical experience. Students studying hospitality management are trained in areas such as food and beverage service, hotel operations, tourism management, customer service, event planning, and hospitality marketing. This multidisciplinary nature makes the programme broad and dynamic, exposing students to a wide range of managerial and operational skills. According to Barrows, Powers, and Reynolds (2012), hospitality education aims to prepare students for leadership roles in service organizations by equipping them with both managerial knowledge and interpersonal skills.

Despite the numerous benefits associated with studying hospitality management, students often encounter several difficulties during their academic training. One of the major challenges is the dynamic nature of the hospitality industry. The hospitality sector constantly evolves due to changes in technology, consumer expectations, and global travel trends. For instance, the introduction of digital reservation systems, online booking platforms, artificial intelligence in customer service, and contactless hospitality services has significantly transformed industry operations. Students studying hospitality management must therefore keep up with these rapid changes while still mastering the core academic curriculum (Jones, Hillier, & Comfort, 2016).

Another major difficulty associated with studying hospitality management is the demanding nature of the profession. The hospitality industry is known for long working hours, shift duties, weekend assignments, and holiday work schedules. Since hospitality education often includes internship programmes, industrial training, and practical sessions in hotels or restaurants, students are required to adapt to these demanding conditions while balancing their academic responsibilities. This can create stress and fatigue for students who must simultaneously handle coursework, practical training, and personal commitments. According to Lashley and Morrison (2004), hospitality students often experience pressure during their training due to the intensive practical components required by the programme.

Furthermore, hospitality management is a highly practical discipline that requires students to apply theoretical knowledge in real-life situations. Unlike some academic disciplines that rely mainly on theoretical instruction, hospitality management emphasizes experiential learning. Students must participate in internships, field training, and practical laboratory sessions where they practice cooking, service delivery, customer relations, and event management. While this hands-on approach is beneficial for skill development, it can also present challenges for students who lack prior exposure to the hospitality environment or who struggle to adapt to practical learning methods (Baum, 2015).

The global nature of the hospitality industry also introduces additional challenges for students studying hospitality management. Hospitality professionals are expected to interact with people from diverse cultural backgrounds, requiring strong cross-cultural communication skills and an understanding of global hospitality standards. As international tourism continues to grow, hospitality students must learn about different cultures, languages, and service expectations. Developing such global competencies may be difficult for students who have limited exposure to multicultural environments (Gee & Fayos-Solà, 2015).

Another difficulty faced by hospitality management students is the competitive nature of the hospitality labour market. Although the industry offers numerous employment opportunities, many graduates compete for limited high-level positions. Employers often seek candidates with strong academic records, practical experience, leadership skills, and excellent customer service abilities. Consequently, students must invest significant effort in developing both technical and soft skills in order to remain competitive in the job market. According to Walker (2017), hospitality graduates must demonstrate adaptability, teamwork, communication, and problem-solving skills in addition to academic knowledge.

Financial constraints can also contribute to the difficulties faced by hospitality students. Many hospitality programmes require students to purchase uniforms, equipment, and materials for practical classes. Additionally, students may need to travel for internships or industrial attachments, which can create financial pressure, especially for those from low-income backgrounds. These financial demands can sometimes affect students’ motivation and academic performance.

Moreover, the perception of hospitality management as a less prestigious academic discipline in some societies may affect students’ attitudes toward the programme. In certain contexts, hospitality careers are misunderstood as low-status service jobs rather than professional management careers. Such misconceptions may influence students’ self-esteem and motivation while studying the programme. However, the reality is that hospitality management offers diverse career opportunities in hotels, airlines, cruise lines, tourism agencies, and event management companies (Baum, 2015).

In spite of these challenges, hospitality management education remains a valuable pathway for career development. Students who successfully overcome these difficulties often gain practical experience, global awareness, and managerial competence that prepare them for rewarding careers in the hospitality and tourism industry. With adequate institutional support, effective teaching strategies, and strong student commitment, the challenges associated with studying hospitality management can be managed effectively.

Therefore, this study seeks to examine the difficulties encountered by students studying hospitality management in schools. Understanding these challenges will help educational institutions, lecturers, and policymakers develop strategies that improve hospitality education and support students in achieving academic and professional success.

1.2 Statement of the Problem

Hospitality management has become one of the most important academic programmes in many tertiary institutions due to the rapid growth of the hospitality and tourism industry. The programme is designed to equip students with managerial knowledge, practical skills, and professional competencies necessary for employment in hotels, restaurants, tourism organizations, and event management companies. However, despite the growing popularity of hospitality management as a field of study, many students experience various difficulties during their academic training.

One major problem associated with studying hospitality management is the constantly changing nature of the hospitality industry. Innovations in technology, new customer service models, and evolving tourism trends require students to continually update their knowledge and skills. Many students find it difficult to keep up with these changes while simultaneously meeting the academic demands of their coursework. This situation may lead to confusion, academic stress, and difficulty in mastering the required competencies.

Another significant problem is the demanding nature of hospitality education, which combines theoretical learning with intensive practical training. Hospitality management students are often required to participate in internships, industrial training, and laboratory practicals that simulate real hospitality environments. These activities can be physically and mentally demanding, especially when students must balance practical assignments with lectures, examinations, and other academic responsibilities. As a result, some students may struggle to maintain academic performance while fulfilling the practical requirements of the programme.

Furthermore, the hospitality industry is known for its long working hours and irregular work schedules. Students who undergo industrial training or part-time work in hospitality establishments may experience fatigue due to night shifts, weekend work, and extended working hours. Such conditions can negatively affect their academic performance and personal well-being.

In addition, the development of practical and interpersonal skills required in hospitality management presents another challenge. Students are expected to demonstrate excellent communication, teamwork, leadership, and customer service skills. However, not all students possess these skills at the beginning of their academic programme. Developing these competencies requires time, training, and continuous practice, which can be difficult for students who are naturally introverted or inexperienced in service-oriented environments.

Cultural diversity within the hospitality industry also poses challenges for students. Since hospitality professionals interact with guests from different cultural backgrounds, students must develop cross-cultural communication skills and cultural awareness. Students who have limited exposure to international cultures may find it difficult to understand diverse customer expectations and service standards.

Additionally, the competitive nature of the hospitality labour market creates pressure for students to excel academically and professionally. Many employers prefer candidates who have extensive work experience, strong interpersonal skills, and industry certifications. Consequently, students may feel stressed about securing internships, building professional networks, and preparing themselves for future employment opportunities.

Despite these challenges, many institutions continue to promote hospitality management programmes without fully understanding the specific difficulties students encounter during their studies. There is therefore a need to examine these difficulties in order to identify effective strategies for improving hospitality education and supporting student success. This study is therefore undertaken to investigate the difficulties of studying hospitality management in school.

1.3 Purpose of the Study

The main purpose of this study is to examine the difficulties encountered by students studying hospitality management in school.

The specific objectives are to:

1. Identify the academic challenges faced by students studying hospitality management.
2. Examine the practical training difficulties experienced by hospitality management students.
3. Determine the impact of industry demands on hospitality management students.
4. Investigate how competition in the hospitality labour market affects students.

1.4 Research Questions

The study will seek to answer the following questions:

1. What academic challenges do students studying hospitality management face?
2. What practical training difficulties do hospitality management students encounter?
3. How do the demands of the hospitality industry affect students studying hospitality management?
4. How does job market competition influence hospitality management students?

1.5 Research Hypothesis

The hypothetical statement of the study is buttressed below:

H₀: There is no significant relationship between the academic and practical challenges of hospitality management programmes and students’ learning experiences.

H₁: There is a significant relationship between the academic and practical challenges of hospitality management programmes and students’ learning experiences.

1.6 Significance of the Study

This study will be beneficial to several stakeholders in the hospitality education sector.

Students studying hospitality management will benefit from the findings of this study because it will help them understand the challenges associated with their programme and develop strategies to overcome them.

Lecturers and educators will gain insights into the specific difficulties faced by hospitality students, enabling them to design more effective teaching methods and support systems.

Educational institutions will benefit from the findings by identifying areas where improvements are needed in hospitality management programmes, including curriculum development, practical training facilities, and student support services.

Policymakers and educational administrators will also find the study useful in developing policies that strengthen hospitality education and improve the quality of graduates entering the hospitality industry.

Finally, future researchers will benefit from this study as it will serve as a reference material for further research on hospitality education and student challenges in tertiary institutions.

1.7 Scope of the Study

The study focuses on the difficulties encountered by students studying Hospitality Management, with particular reference to students of the University of Lagos. The research specifically examines the academic and practical challenges faced by undergraduate students enrolled in the hospitality management programme within the institution.

The study investigates several key areas of difficulty experienced by the students. These include academic challenges such as understanding theoretical concepts, coping with coursework, and adapting to the multidisciplinary nature of hospitality studies. The research also examines practical training difficulties, especially those related to laboratory work, internships, and industrial training which require students to apply theoretical knowledge in real-life hospitality environments.

In addition, the study considers the impact of industry demands on students studying hospitality management. The hospitality industry is known for its demanding work schedules, high service standards, and dynamic operational environment. As part of their training, students are often required to participate in practical sessions and industrial attachments that expose them to these demanding conditions. The study therefore explores how such expectations influence students’ learning experiences and academic performance.

Furthermore, the research investigates how competition in the hospitality labour market affects students’ perceptions of their future career opportunities. As the hospitality industry becomes more competitive, students are required to develop both technical and soft skills such as communication, leadership, teamwork, and customer service in order to remain employable after graduation.

Geographically, the study is limited to the University of Lagos located in Lagos, Nigeria. The respondents for the study will consist of hospitality management students within the institution. Other universities offering hospitality or related programmes are not included in the scope of this study.

1.8 Definition of Key Terms

For clarity and better understanding of this study, the following key terms are defined as they are used in the research:

Hospitality Management: Hospitality management refers to the study and practice of managing services in industries such as hotels, restaurants, tourism, event planning, and travel services. It involves planning, organizing, directing, and controlling hospitality operations to ensure customer satisfaction and efficient service delivery.

Hospitality Industry: The hospitality industry is a sector of the economy that provides services such as accommodation, food and beverage, tourism, entertainment, and event services to customers and travelers. It includes hotels, restaurants, resorts, and tourism organizations.

Academic Challenges: Academic challenges refer to the difficulties students experience in understanding course content, completing assignments, preparing for examinations, and meeting the educational requirements of their programme.

Practical Training: Practical training is the hands-on learning process through which students apply theoretical knowledge in real-life hospitality environments such as training kitchens, restaurants, hotels, or through industrial training and internships.

Industrial Training: Industrial training refers to the period during which students work in hospitality establishments to gain real-world experience and develop professional skills required in the hospitality industry.

Hospitality Management Students: These are undergraduate students enrolled in the hospitality management programme at the University of Lagos who are undergoing academic and practical training in hospitality-related fields.

Industry Demands: Industry demands refer to the expectations and requirements placed on hospitality professionals, such as long working hours, high service standards, adaptability, and strong customer service skills.

Labour Market Competition: Labour market competition refers to the level of rivalry among graduates seeking employment opportunities within the hospitality industry.

Learning Experience: Learning experience refers to the overall academic and practical process through which students acquire knowledge, skills, attitudes, and competencies during their course of study.

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The Difficulties of Studying Hospitality Management in School