The Role of Pedagogical Strategies in Teaching Management Science to Hospitality Management Students

Abstract

The study investigates the effects of pedagogical approaches on the teaching of management science to hospitality management students using a mixed-methods framework. The study identifies effective teaching approaches, assesses their influence on student learning outcomes, and takes into account the viewpoints of the students and the instructor. The qualitative phase comprised interviews and focus groups with instructors and students, whereas the quantitative phase comprised surveys and academic performance data analyses. Results showed that active learning strategies, such as problem-based Learning, case studies, and group discussions, greatly increase student engagement, understanding, and performance. Maintenance of traditional, lecture-based teaching was the least effective. Furthermore, the analysis showed that upper-year students and those with hands-on subject matter experience perform better under active forms of learning. It was concluded that interactive student-centered teaching methods foster the hospitality management programs' success and urge instructors to take active teaching and learning approaches seriously for improved learning acquisition. Future research in this area may take into account the long-term effects of the approaches and how they may find applicability in other institutions and within differing cultural contexts.