




































  

Events and Tourism Review Vol. 1 No. 1 (December 2018), 46-52, DOI: 10.18060/22776 

Copyright © 2018 Gina Fe Causin and Chay Runnels. 

This work is licensed under a Creative Commons Attribuion 4.0 International License. 

 

Events and Tourism Review 
 

Volume 1 

 

No. 1 

 

 

Student Perceptions of Engagement in a Mandatory 

Programmatic Service Learning 
 

Gina Fe Causin                     

Stephen F. Austin State University 

 

Chay Runnels   

Stephen F. Austin State University 

                                                           

 

 
  

 

 

 

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Recommended Citation 

Causin, G. F., & Runnels, C. (2018). Student Perceptions of Engagement in a Mandatory Programmatic 

Service Learning. Events and Tourism Review, 1(1), 46-52. 

 

 

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Causin, G. F., & Runnels, C. (2018) / Events and Tourism Review, 1(1), 46-52.                                      47 

 

 
Events and Tourism Review Vol. 1 No. 1 (December 2018), 46-52, DOI: 10.18060/22776 

Copyright © 2018 Gina Fe Causin and Chay Runnels. 

This work is licensed under a Creative Commons Attribution 4.0 International License. 

 

 

Abstract 

 

In the hospitality industry, service-learning opportunities are particularly important for students 

seeking work in the meeting and event planning industry. Faculty of a hospitality program at a regional 

university in East Texas decided to investigate the benefits in embedding service learning activities to 

their hospitality courses. The study investigated student perceptions of their participation in 

compulsory service learning assignments were created and implemented. Service learning assignment 

benefited the respondents personally; it benefited the sponsoring organization; it benefited the 

respondents’ career goals and their own individual awareness of community issues.  

 

 

Keywords: Hospitality, Service-Learning, Community Engagement, Experiential Learning, Benefits of 

Service Learning 

 

Introduction 

 

 Service learning and community engagement are examples of hands-on activities that 

hospitality students can do. Faculty members indicated that service learning invigorates both 

their teaching and their students’ learning. By integrating course content with real-world 

experience, service learning has tremendous potential to meet faculty goals for student learning 

while making unique contributions to addressing critical community needs. It enables students to 

deepen comprehension of course content, integrate theory with practice, increase understanding 

of the complexity of social issues, and sharpen their abilities to solve problems creatively and 

collaboratively – all skills that are highly valued in the workplace (Bart, 2012). In addition, 

community engagement is the process of building relationships with community members who 

will work side-by-side with an ongoing partner, in any and every way imaginable, building an 

army of support for the mission, with the end goal of making the community a better place to 

live (Gottlieb, 2006). 

 In the hospitality industry, service-learning opportunities are particularly important for 

students seeking to work in the meeting and event planning industry. O’Halloran and 

O’Halloran (1999) identified characteristics of service learning opportunities for hospitality 

students with great implications for learning experiences and client needs. In the fall 2015 

semester, the faculty of a hospitality program at a regional university in East Texas decided to 

investigate the benefits in embedding service learning activities to their hospitality courses. Thus, 

study to investigate student perceptions in their participation in compulsory service learning 

assignments was created and implemented. The objectives of the study were the following:  

(1) To examine whether service-learning assignment personally benefitted the student.  

(2) To determine whether the student’s participation in service-learning assignment 

benefitted the sponsoring organization. 

(3) To determine whether the service-learning opportunities where beneficial to the student’s 

career goals. 

(4) To determine whether the service learning assignment increased the student’s awareness 

of community issue or events. 

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Causin, G. F., & Runnels, C. (2018) / Events and Tourism Review, 1(1), 46-52.                                      48 

 

 
Events and Tourism Review Vol. 1 No. 1 (December 2018), 46-52, DOI: 10.18060/22776 

Copyright © 2018 Gina Fe Causin and Chay Runnels. 

This work is licensed under a Creative Commons Attribution 4.0 International License. 

 

Literature Review 

 

Multiple studies have recommended that there is a need for hospitality and tourism 

educators to plan their teaching and learning activities so that student learning preferences are 

recognized, and the gap between educational practice and student learning is minimized (Barron 

& Arcodia, 2002; Lashley, 1999; Lashley & Barron, 2006; Lashley & Shaw, 2002, Stevens, 

Kitterlin & Tanner, 2012). Numerous authors (Hsu, Smith, & Finley, 1991; Stevens, Kitterlin & 

Tanner, 2012) suggested that the action-oriented hospitality industry attracts creative problem 

solvers and individuals who are good at executing tasks that further recommends that hospitality 

students prefer to learn from action-based situations. Furthermore, hospitality students prefer 

opportunities for practical activity and respond well to ‘hands-on’ teaching and learning styles 

(Barron & Arcodia, 2002; Dale & McCarthy, 2006; Lashley, 1999; Stevens, Kitterlin & Tanner, 

2012).  

Lawson and Lawson (2013) note that federal policymaking is driving decisions related to 

offering opportunities for students to engage more deeply at the postsecondary level.  The 

question of whether or not service learning increases student learning has been studied across 

disciplines. Warren’s (2012) meta-analysis of the topic found that service learning has “positive 

benefits such as increased multicultural awareness and enhanced social responsibility.” Further 

indications of benefits from service learning for both the students and the community include the 

building of the students’ relationships with community members beyond their own generation 

and backgrounds and the appreciation of their concern for the community (Kirk & Riedle, 2005). 

 

Methodology 

 

 The service-learning component was a required assignment as reflective in the syllabus. 

The students were required to complete and work three 2-hour events or two 3-hour events for a 

total of six hours. The sample of the study was students who were taking hospitality courses in 

the fall 2015 semester. A survey questionnaire was developed in Qualtrics and was administered 

online. Of the 92 responses received, 82 responses were usable. A five-point Likert scale 

questionnaire was used where 1 represented strongly disagree, and 5 represented strongly agree. 

Participation in the study was completely voluntary. Respondents remained anonymous, and 

there was no identifiable information with regards to the respondents. SPSS was used to analyze 

the data. 

 

Results and Discussion 

 

This section revealed the profile of the respondents’ academic level and their majors. In 

addition, the information below indicated whether the objectives of the study were achieved.  

Table 1 indicated that of the respondents, 41% were seniors, 24% were juniors, 18% were 

sophomores, and 16% were freshmen. Majority or 72% of the respondents were students who 

majored in hospitality administration (HADM), 17% of the respondents were food, nutrition, and 

dietetics (FND), 2.4 % were business management, 1.2% were fashion merchandising and the 

rest were business marketing, chemistry, family and consumer sciences, human development and 

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Causin, G. F., & Runnels, C. (2018) / Events and Tourism Review, 1(1), 46-52.                                      49 

 

 
Events and Tourism Review Vol. 1 No. 1 (December 2018), 46-52, DOI: 10.18060/22776 

Copyright © 2018 Gina Fe Causin and Chay Runnels. 

This work is licensed under a Creative Commons Attribution 4.0 International License. 

 

family studies, history, international business, kinesiology, mass communication, 

multidisciplinary studies, psychology, theater and undecided.  

 

Table 1. Profile of the Respondents 

 

Variables Frequency Percentage (%) 

Respondent’s Academic Level   

   Freshman 27 16.4 

   Sophomore  30 18.2 

   Junior 40 24.2 

   Senior 68 41.2 

   Total 165 100.0 

   

Respondent’s Major of Study   

   Business Management 4 2.4 

   Business Marketing 1 .6 

   Chemistry 1 .6 

   Fashion Merchandising 2 1.2 

   Family and Consumer Sciences 1 .6 

   Food, Nutrition and Dietetics 28 17.0 

   Hospitality Administration 119 72.1 

   Human Development & Family Studies 1 .6 

   History 1 .6 

   International Business 1 .6 

   Kinesiology 1 .6 

   Mass Communication 1 .6 

   Multidisciplinary Studies 1 .6 

   Psychology 1 .6 

   Theater 1 .6 

   Undecided Major 1 .6 

   Total 165 100.0 

 

Table 2 revealed the respondents’ point-of-view in terms of the benefits of the service 

learning assignment to them personally, to the sponsoring organization, their career goals and 

their own individual awareness of community issues. All the respondents agreed (Mean = 3.80) 

that the service-learning component benefited them personally. In addition, the respondents 

agreed (Mean = 4.01) that their participation as volunteers benefited the sponsor or the 

organization who requested the hospitality program for student’s assistance. This clearly 

indicates that the respondents were able to help the organizations in whatever activities they had 

the respondents do for them. In terms of the benefit of the service learning assignment to the 

respondents’ career goals, they agreed that they got something out of their experiences. This 

established a network for them that could help them for their career once they graduate. 

Furthermore, the respondents indicated (Mean = 3.75) that participating in the service learning 

activity increased their awareness of what’s happening in the community. This made them more 

akin to the festivities or issues that the community is doing. 

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Causin, G. F., & Runnels, C. (2018) / Events and Tourism Review, 1(1), 46-52.                                      50 

 

 
Events and Tourism Review Vol. 1 No. 1 (December 2018), 46-52, DOI: 10.18060/22776 

Copyright © 2018 Gina Fe Causin and Chay Runnels. 

This work is licensed under a Creative Commons Attribution 4.0 International License. 

 

 

Table 2. Descriptive Statistics of the Respondents’ Point-of-View on the Benefits of the 

Service Learning Assignment Personally, Sponsor Organization, Career Goals and 

Awareness of Community Events 

 

Research Questions N Mean Std. Deviation 

RQ1: The service learning component benefited me 

personally 

165 3.80 1.44 

RQ2: My participation in service learning was beneficial 

to the sponsor or organization where I volunteered 

165 4.01 1.43 

RQ3: The service learning opportunities I participated in 

were beneficial to my career goals 

165 3.30 1.64 

RQ4: My participation in this service learning component 

increased my awareness of community issues and events. 

165 3.75 1.39 

Valid N (listwise) 165   

 

Conclusions and Implications 

 

Conclusions 

 Based on the results of the study our objectives were achieved. Overall, the service 

learning assignment was of personal benefit to the students, and at the same time, their 

participation was beneficial to the sponsoring organizations. Furthermore, the service learning 

assignment enhanced the career goals of the students. And the best of all, the service learning 

assignments increased the student awareness of community issues and events. The results were 

consistent with Kirk and Riedle (2005) findings that there are reciprocal benefits to both the 

students and community. Service learning provides students with opportunities to develop civic 

engagement skills. By working with community members, students can enhance their 

communication, organizational and interpersonal skills. They also can gain important experience 

working with diverse members of the community (Starting Point, 2018; retrieved from 

https://serc.carleton.edu/introgeo/service/why.html)  

 

Implications  
Respondents’ benefits of service learning include enhanced opportunities for learning and 

personal and social skill development. In addition, students gain increased knowledge of 

academic materials, their communities, and themselves. Furthermore, respondents can gain a 

better understanding of themselves as they explore and develop ways to contribute to their 

communities. They can also develop self-confidence and an enhanced commitment to public 

service. 

 

Recommendations  
The following recommendations are vital: 

● Continue using service learning as a programmatic assignment of the hospitality 

administration courses. 

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Causin, G. F., & Runnels, C. (2018) / Events and Tourism Review, 1(1), 46-52.                                      51 

 

 
Events and Tourism Review Vol. 1 No. 1 (December 2018), 46-52, DOI: 10.18060/22776 

Copyright © 2018 Gina Fe Causin and Chay Runnels. 

This work is licensed under a Creative Commons Attribution 4.0 International License. 

 

● Continue collecting data from the students to see if there are trends that will stand out about 

the assignment. 

● Nurture the relationships with the organizations so they will keep requesting students to help 

them with their events or activities. 

 

Limitations and Future Research  
This study is limited within the scope of the students who are taking courses in the 

hospitality administration program in a regional university in Texas. Results cannot be 

generalizable beyond this population. However, other schools can do a similar assignment if the 

faculty wants to adopt the service learning activity. Based on the results and similar findings 

from this study, the researchers will continue the service learning assignment to extend data to 

develop a longitudinal study. A study to determine the satisfaction of the sponsors or requesting 

organizations should be undertaken. 

 

References 

 

Barron, P. and Arcodia, C. (2002). Linking learning style preferences and ethnicity: International 

students studying hospitality and tourism management in Australia. Journal of 

Hospitality, Leisure, Sport and Tourism Education, 1(2), 1-13. 

Bart, M. (2012, October). Six steps to designing effective service-learning courses. Office of 

Community Engagement. Retrieved on October 12, 2012 from 

www.uhd.edu/community_engagement/article2.htm  

Dale, C. and McCarthy, P. (2006). I like your style: The learning approaches of leisure, tourism 

and hospitality students studying generic modules. Journal of Hospitality, Leisure, Sport 

and Tourism Education, 5(2), 48-58. 

Gottlieb, H. (2006). The 3 most effective tools for community engagement. ReSolve, Inc. 

Retrieved on October 12, 2012 from www.Help4NonProfits.com  

Hsu, C., Smith, F., and Finley, D. (1991). Restaurant managers’ learning styles and their 

implications. International Journal of Hospitality Management, 10(1), 81-93. 

Kirk, R. and Riedle, L. (2005). Creating lifelong learners and lifelong givers. Delta Kappa 

Gamma Bulletin, 71(4), 32-36. 

Lashley, C. (1999). On making silk purses: Developing reflective practitioners in hospitality 

management education. International Journal of Contemporary Hospitality Management, 

11(4), 180-185.  

Lashley, C. & Barron, P. (2006). The learning style preferences of hospitality and tourism 

students: Observations from an international and cross-cultural study. International 

Journal of Hospitality Management, 25(4), 552-569.  

Lashley, C. & Shaw, M. (2002). The effects of learning styles on student achievement in HE and 

the implications for curriculum design, development, and delivery. European Learning 

Styles Information Network Conference Proceedings. Ghent, Belgium: University of 

Ghent.  

Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement 

research, policy, and  practice. Review of Educational Research, 0034654313480891. 

https://creativecommons.org/licenses/by/4.0/
http://www.uhd.edu/community_engagement/article2.htm
http://www.help4nonprofits.com/


Causin, G. F., & Runnels, C. (2018) / Events and Tourism Review, 1(1), 46-52.                                      52 

 

 
Events and Tourism Review Vol. 1 No. 1 (December 2018), 46-52, DOI: 10.18060/22776 

Copyright © 2018 Gina Fe Causin and Chay Runnels. 

This work is licensed under a Creative Commons Attribution 4.0 International License. 

 

Starting Point. (2018, May 21). Teaching Entry Level Geoscience: Why use service learning? 

Retrieved on December 17, 2018 from 

https://serc.carleton.edu/introgeo/service/why.html 

Stevens, D. P., Kitterlin, M. and Tanner, J. R. (2012). Assessing the impact of learning styles for 

hospitality students. Consortium Journal of Hospitality and Tourism, 17, 6-28. 

O’Halloran, R. M  & C. S. O’Halloran (1999) Service learning in the hospitality and tourism 

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Solnet, R, Robinson, R. & Copper, C. (2007) An industry partnership approach to tourism 

education. Journal of  Hospitality, Leisure, Sport and Tourism Education. 6:1.  

Warren, J. L. (2012). Does Service-Learning Increase Student Learning?: A Meta-Analysis. 

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https://serc.carleton.edu/introgeo/service/why.html

