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Employability attributes of hospitality graduates and expectations of hotel managers
Get PDFEmployers worldwide place the responsibility of ensuring that graduates are employable on institutions of higher learning. This study was conducted to determine the employability attributes of hospitality management students from private Higher education institutions. The study adopted a qualitative research approach using semi-structured interviews. Purposive, judgement sampling was used to gather hotel managers’ thoughts, knowledge and opinions.
The findings suggest that hotel managers require eight knowledge sub-domains, and seven skill sub-domains, and a wide range of competencies from hospitality graduates from private Higher education institutions. However, private higher education institutions, hotel managers, hospitality graduates and human resources personnel have a great responsibility to ensure that graduates are competent, competitive and valuable and can make meaningful contributions to the hotel industry. Data was only gathered from hotel managers from 4 and 5-star hotels, therefore the findings cannot be generalised to all hotels in South Africa. Consequently, the findings cannot be generalised to all the tertiary institutions in South Africa. Suggestions are made that can assist higher education institutions, hotel managers, hospitality management graduates, students and future researchers, particularly now in this time of globalisation, knowledge economy, and rise of technological advancements
Vers une aide humanitaire culturellement adaptée
Get PDFThis article examines the opportunities and challenges of integrating cultural competency into humanitarian assistance. While it is imperative for humanitarian organisations and workers to fully understand and consider ethnocultural dynamics and diversity in the communities they serve and plan their work accordingly, cultural competency is still deprioritised and overlooked when planning and implementing a humanitarian assistance response. The article goes through the evolution of cultural competency concepts and how far humanitarian assistance responses throughout the years have succeeded in working effectively in multicultural contexts, exploring their commitments to cultural competency in the face of competing priorities, limited resources, centralised decision-making, tight schedules and the urgency to deliver services at once. The challenges of integrating cultural competency into humanitarian assistance are further elaborated, and key actionable recommendations are drawn to guide organisational practice.Cet article analyse les opportunités et défis liés à l’intégration de la compétence culturelle au sein du secteur de l’aide humanitaire. Alors qu’il est essentiel que les organisations et les travailleurs humanitaires comprennent, prennent en compte et travaillent avec les dynamiques ethnoculturelles et la diversité qui existent au sein des communautés avec lesquelles ils échangent, lorsqu’une assistance humanitaire est planifiée et mise en œuvre, la compétence culturelle est rarement une priorité et est souvent négligée. L'article passe en revue l'évolution du concept de compétence culturelle et montre la manière dont les interventions humanitaires ont réussi à travailler efficacement dans des contextes multiculturels, en explorant leurs engagements en matière de compétence culturelle et ceci malgré des priorités contradictoires, des ressources limitées, une prise de décision centralisée, des calendriers serrés et l'urgence de fournir des services. Les défis liés à l'intégration de la compétence culturelle dans l'aide humanitaire sont ensuite développés et des recommandations pour guider les pratiques organisationnelles sont formulées
Cenoz, J. & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press.
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“It’s ok not to know what I want to do”: An exploration into the aspirations of Early Childhood Studies students
Get PDFThe importance of embedding employability skills in English Higher Education has received increased attention since the introduction of tuition fees and employers claiming that graduates lack the necessary skills for the workforce. This paper considers how these employability skills align with students’ aspirations, when there is uncertainty around their career trajectory, an area that appears unexplored in current literature.
Using an interpretative approach this small-scale study (n=25) sought views of first year students within an HE institution in the East Midlands of England. This paper reports on students’ career aspirations and motivations for studying, and working in, the field of Early Childhood, at the commencement of their studies. Through questionnaires and semi-structured interviews, students reflected on their aspirations and motivations to follow this degree trajectory. This paper purports that students embark on this degree with a generic interest in working with children but are uncertain about career directions. They welcome the breadth of opportunities the degree could lead to. It is therefore argued that “it’s ok not to know what I want to do”. It is the role of academic and professional staff to embed a breath of opportunities for exposure to the range of career pathways available
The #Tradwife Persona and the Rise of Radicalized Domesticity
No full textThe “momosphere”—a collection of parenting, relationship, cooking, and crafting blogs and social media—has seen exponential growth during the socially distant pandemic years. It has also seen the rise of a new domestic online persona: the “tradwife.” These #tradwives write blogs and social media posts that promote “traditional” gender roles and family life, wherein the man provides for and protects the family, and the woman has children and takes care of the needs of the family. To combat the obvious critiques of misogyny, many self-identified tradwives use feminist rhetoric to frame the movement as a choice they are making about how to live their own lives as empowered women. But the problematic nature of tradwife identity can go beyond issues of gender roles and into radical white supremacy. While these tradwives do not always identify as alt-right and/or white nationalists themselves (though some do), they are often accompanied by either overtly white supremacist content, hashtags that signal allegiance to white supremacist hate groups (e.g., #thirdposition, #14words, #1488), or through associated profiles of followers. Focusing on three well-known tradwife profiles, this article applies the five dimensions of online persona (Moore, Barbour, and Lee 2017), to unpack the construction of tradwife persona. As the profiles widen their networks to include multiple platforms and expanding lists of followers, they reveal different possible paths that the tradwife persona can take, and how online identities—public, mediatized, performative, collective, and intentional—can contribute to the process of extremist radicalization through their personas alone
The Art of Notoriety in Kanye West's Persona
Get PDFPersona can be understood as a form of art that highlights different styles of fashioning the self for various media platforms and audiences. This paper explores what I term the “art of notoriety” through the creative pursuits of the notorious hip hop artist, Kanye “Ye” West. I argue that West’s public embrace of antagonism in American media propels not only his fame but also his increasing notoriety, which is predicated on negative affect made manifest through his persona and artworks. Teasing out the complex role that polarising media personas can play in current popular culture; this paper specifically emphasises the negative affect of irritation that orients public response to the figure of the ‘asshole’. I suggest that West’s notoriety is not only due to his attitude and behaviour, the latter of which cannot be separated from his mental health, but is also connected to his penchant for ‘bad’ design at the level of aesthetic form in his artistic endeavours, and especially with his career in fashion. This paper provides a close reading of West’s persona and aestheticized conduct that incites public discomfort. I link the U.S. public’s peculiar relationality to West to issues concerning race and racial difference that amplify his status as a notorious black celebrity subject. Ultimately, West’s creativity emanates from an oppositional space and his infamous mediated confrontations with the public confirm his artistic skill as a perennial provocateur
Moving beyond reasonable adjustments: supporting employability through inclusive assessment design
Get PDFHigher education is moving towards being more inclusive. However, students with disabilities continue to report that their assessment experiences are less than optimal. In these situations, if an assessment format does not enable demonstration of achievement due to aspects irrelevant to the capabilities of interest, then such students are unfairly penalised. In this way, assessment impacts on students’ success at university and beyond. Assessment adjustments are required by law, but are only partially effective since they may impact on assessment validity and hence opportunities for students to accurately represent their learning and achievement. To ensure assessment supports, rather than detracts, from student success and employability, assessment design should be scrutinised in terms of inclusion, with consideration of future potential work environments and graduate attributes. This paper presents an analysis of 2860 assessment adjustments implemented for students with a range of conditions and students’ experiences of adjustments, to highlight possibilities for inclusive assessment design which promote graduate employability. Adjustments relating to exams were most common (71% of students), but group work and oral presentations were also problematic for inclusion. Redesigning exams, including formative opportunities and structures for oral and group tasks, offering flexibility in tasks, and involving students in understanding equivalence across assessment types could improve inclusion. Through supporting students in these ways, assessment design could also incorporate the development of graduate attributes, such as teamwork, global citizenship and communication. This is likely to have a positive impact on students’ success and employability
Students with disabilities as ideal graduates: universities' obligations to support extracurricular involvement
Get PDFExtracurricular activities (ECAs) and their impact on student employability has become a focus of the higher education sector, with a recent emphasis on experiences such as global exchange and skill acquisition that prepares graduates for the workforce. Despite the initiatives and effort put into supporting the general student population, students with disabilities are underrepresented in these opportunities. This causes such students to have less access to employability opportunities that set them apart from their peers and leads to a distinct disadvantage when seeking to enter the workforce. The literature suggests that there are various benefits of participating in extracurricular activities for university students, including some literature about students with disabilities. However, there is a distinct lack of focus on how the scarcity of support for participation in these programs fails to address equality and discrimination legal obligations, as well as the failure of disability specific initiatives to include these activities as essential to their core mission. This paper aims to examine how Australian University strategic plans addressing disability inclusion and supports for students with disabilities extend to the extracurricular space, and what more can be done to include these students in all aspects of campus life. Through a search and policy analysis of University Strategic Plans, Disability Action Plans, and scholarships for students with disabilities to participate in extracurricular activities, it was revealed that this issue is not being sufficiently addressed through university strategic responses to disability inclusion. This paper provides practitioners and universities with recommendations to improve their compliance with antidiscrimination measures and address this deficit to improve student outcomes
