ABSTRACT
Many industry-based university degree programmes such as hospitality management face a dilemma in attempting to balance theory with the practical skills required by the industry that will ultimately employ their graduates (Ruhanen, 2005). Morrison and O’Mahony (2003) point out that knowledge about hospitality has largely been drawn from the industry itself, and, due to the immaturity of hospitality as an academic discipline, distinctive delivery methods and course designs have been developed to involve educators in the tourism industry (Cooper & Shepherd, 1997). Therefore, many hospitality management programmes include some elements of ‘laboratory’ time in kitchens, bars, restaurants, hotel reception and accommodation suites (Lashley, 2004).
