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 For Authors Interested in submitting to this journal? We recommend that you review the About the Journal page for the journal's section policies, as well as the Author Guidelines. Authors need to register with the journal prior to submitting or, if already registered, can simply log in and begin the five-step process. For Reviewers If you are interested in serving as a peer reviewer, please register with the journal. Make sure to select that you would like to be contacted to review submissions for this journal. Also, be sure to include your reviewing interests, separated by a comma. About Events and Tourism Review (ETR) ETR aims to advance the delivery of events, tourism and hospitality products and services by stimulating the submission of papers from both industry and academic practitioners and researchers. For more information about ETR visit the Events and Tourism Review. 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. https://creativecommons.org/licenses/by/4.0/ http://journals.iupui.edu/index.php/jet/about http://journals.iupui.edu/index.php/jet/about/submissions#authorGuidelines http://journals.iupui.edu/index.php/jet/user/register http://journals.iupui.edu/index.php/index/login https://journals.iupui.edu/index.php/ETR/user/register http://journals.iupui.edu/index.php/ETR 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. https://creativecommons.org/licenses/by/4.0/ 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 https://creativecommons.org/licenses/by/4.0/ 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. https://creativecommons.org/licenses/by/4.0/ 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. https://creativecommons.org/licenses/by/4.0/ https://serc.carleton.edu/introgeo/service/why.html 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 business environment. Journal of Hospitality and Tourism Education. 10:4. 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. Michigan Journal of Community Service Learning, 18(2), 56-61. https://creativecommons.org/licenses/by/4.0/ https://serc.carleton.edu/introgeo/service/why.html