tourism hospitality lecturer

Global Hospitality Educators

#1 Hospitality & Tourism Faculty Job Board

Hospitality & Tourism Faculty Careers

GHE offers positions in diverse disciplines, e.g. Big Data; MIS ; Real Estate and Entrepreneurship; Accounting; Finance; Organizational Behavior; Strategic Management; Entertainment Management ; Event Management; Food Business Management; Nutritional Sciences; Service Innovation; Tourism; Leisure Management; Marketing; Professional Golf Management (PGM); etc. Good luck in your job search!

2010 to 2024: 14 Years of Service to the Hospitality & Tourism Academic Community

Global hospitality educators (ghe) posts open administrative and faculty positions, conferences, call-for-papers, program announcements, special events and more on the ghe website and listserv. the ghe listserv is sent to our 10,000+ administrators, faculty and ms/phd student members from over 65 countries. ghe is the most effective communication tool with the largest number of members in the global hospitality and tourism discipline., joining ghe is free please provide us your email address at the bottom of this page, you will receive a weekly ghe listserv message of all the open global positions and announcements. , new announcements.

tourism hospitality lecturer

EuroCHRIE Qatar 2024 | Nov 4-7

The theme of the conference, ‘Hospitality and Tourism in a New Era: Building Bridges and Overcoming Challenges’ , takes into consideration the uncertainties affecting the growth and development of hospitality and tourism and the existing knowledge that can be used in shaping the future of the travel and tourism industry.

Al Rayyan International University College (ARIU) is the oldest private higher education institution in the country and the only university-level provider of tourism and hospitality management education. ARIU is well-positioned and well-prepared to host the EuroCHRIE annual conference in Doha, Qatar 2024.

tourism hospitality lecturer

2024 Training Programs from the CoStar SHARE Center

The  “Certification in Hotel Industry Analytics” (CHIA)  is the  leading hospitality and tourism certification, obtained by over 35,000 students and professors . Training includes  foundational metrics, definitions, formulas, methodologies, benchmarking principles, and industry reports as well as analyzing property and market level data .

The  “Certification in Advanced Hospitality and Tourism Analytics” (CAHTA)  introduces students to the four most popular types of hotel and tourism research projects (Market Study, Event Impact Analysis, Feasibility Study and Economic Analysis) .  Training includes detailed components, comprehensives step-by-step instructions, informative case scenarios and valuable templates that students can use to complete a project as well as in the future.

For more details or to register, please contact [email protected]

industry leading Sponsors

tourism hospitality lecturer

The world-renowned programs from STR:

“ certification in hotel industry analytics (chia)” and “ certification in advanced hospitality and tourism analytics (cahta)” are t he leading hospitality and tourism certifications, obtained by over 30,000 students and professors., built upon the chia foundation, the cahta provides comprehensive training on four popular hospitality and tourism research projects: a market study, an event impact analysis, an economic analysis and a feasibility study., training includes foundational metrics, definitions, formulas, methodologies, benchmarking, and industry reports as well as analyzing property and market level data. this workshop prepares educators to offer the chia and cahta training to their students.  please contact [email protected]  for more information or to register..

tourism hospitality lecturer

New College Case Simulations for Teaching Hospitality Management and Lodging Operations!

The hospitality collection of case simulations is a brand-new, immersive digital teaching tool designed to teach today’s digitally-native college students. eleven simulations and three longer projects tackle all the key concepts of lodging operations, including: front office, housekeeping, revenue management, guest services via social media, and more., knowledge matters is the leader in  virtual experiential learning,  providing simulations for high schools, colleges and universities.

tourism hospitality lecturer

The American Hotel & Lodging Educational Institute (AHLEI)

The prestigious Certified Hospitality Educator (CHE)  designation is the only professional certification for those post-secondary instructors who teach hospitality.  The CHE is designed for all educators whether they are new to teaching, seasoned professors, or industry professionals serving as adjunct instructors or lecturers. It is especially useful for those with hospitality industry experience who do not have a background in teaching.

The American Hotel & Lodging Educational Institute is hosting a 4-day online workshop that will help you discover effective instructional methods that can energize your teaching and includes an assessment for the CHE certification on the final day. 

Call for papers

tourism hospitality lecturer

Commitment to Diversity

Underrepresented minority database.

Global Hospitality Educators (GHE) maintains the largest underrepresented minority database in the US for the hospitality and tourism discipline.

Searching for Underrepresented Minority

We searched the websites of all 106 Historically Black Colleges and Universities (HBCU) and 500 hospitality programs in hospitality, business, foodservice, and tourism and asked unrepresented minorities to join GHE.

Need for More Diversity in our Discpline

GHE is committed in building a network of underrepresented faculty members and administrators since a critical shortage exists in our field.

In January of 2010, we created a website that has been rebuilt several times based on the input of our members. The website is now more focused on promoting jobs around the world and increasing the effectiveness of the announcement section. We view the development of our website as a jouney and constantly update our content and design based on your insightful feedback.

Ghe offers excellent benefits to schools and individual members. for schools, we are the most cost effective way to post job advertisements or announcements. for individual members, they can use our website to effectively find faculty/administrative positions and information about conferences. they can also enjoy discounts from several different organizations as well as networking with others in our field.,                 our goals are simple:, to create a world where our members and schools can connect safely & effectively., to maintain #1 job site in the world for hospitality and tourism academic positions., to innovate with new products and services., to grow globally., place your email below to subscribe.

tourism hospitality lecturer

Carl Boger @Carlboger

Twitter – Instant notice of any new job opening from GHE on the day of posting!

tourism hospitality lecturer

Stay connected within our educational and professional community while receiving notifications of announcements and job openings.

tourism hospitality lecturer

We discuss educational related issues as well as circulate job openings.

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings
  • Advanced Search
  • Journal List
  • Elsevier - PMC COVID-19 Collection

Logo of pheelsevier

HOW the tourism & hospitality lecturers coped with the transition to online teaching due to COVID-19: An assessment of stressors, negative sentiments & coping strategies

Vikas gupta.

a Amity School of Hospitality, Amity University, Noida, Uttar Pradesh, India

b International School of Hospitality, Sports and Tourism Management, Fairleigh Dickinson University, Vancouver, Canada

Garima Sahu

c Research Scholar in Amity International Business School, Amity University, Noida, Uttar Pradesh, India

Associated Data

This study identified stressors and relevant coping strategies used by the hospitality & tourism lectures (N = 369) during Covid-19 around the globe. It also intended to reveal how intensely the coping strategies of Brief-COPE scale contribute to forecasting the significant positive and negative result constructs. Stressors and coping strategies were measured by grouping them into -avoidant and approach coping. Results of correlations found that significant positive emotional results (well-being, resilience, post-traumatic growth, happiness, and health) linked negatively with avoidant coping and positively with approach coping. However, avoidant coping was found to be constantly associated with negative results (stress, frustration, anxiety, etc.).

Graphical abstract

Image 1

1. Introduction

The COVID-19 disease prompted drastic educational changes in Malik, 2020 , including the immediate closing of schools, colleges, and universities worldwide, affecting 862 million people and approximately 50% of the global student population ( Viner et al., 2020 ). Neither the lecturers nor the students were adequately prepared to deal with the many difficulties that these deviations presented. Several parents complained about teachers' unstructured job transmission and a lack of teacher input ( Wildemann & Hosenfeld, 2020 ), while teachers struggled to maintain interactions with their students and lost out on school guidance and support ( Goetz, 2020 ). When most teaching was done from home, little is known about the factors that led to teachers' difficulties in ensuring the continuation of instruction and content delivery ( Malik, 2020 ). Schools and students, for example, became heavily reliant on digital technologies for both instruction and communication ( Huber & Helm, 2020 ). Although some teachers may not have found internet usage, interaction via social media platforms, or utilising video-conference applications as a significant challenge, many observed this transmission as a burden ( Quezada, Talbot, & Quezada-Parker, 2020 ). Moreover, some teachers had seen the circumstances as optimistic, while others found it extraneous, based upon their level of technical skill competencies ( Drossel et al., 2019 ). Furthermore, it is possible that some interpreted it as adverse and stressful. If the latter is true, it may be a possible stressor for the teachers, leading to feelings of stress and a decrease in well-being ( Skaalvik & Skaalvik, 2018 ).

A review of extant literature ( Mahmood, 2020 ; MacIntyre et al., 2020 ; Nasri et al., 2020) suggests that the overall stress on the lecturers had increased with the beginning of the Covid-19 pandemic. Teaching is usually considered one of the utmost stressful and demanding jobs, but working as a hospitality or tourism lecturer generates its own peculiar and distinctive challenges due to their emphasis on the practical aspects ( Lugosi & Jameson, 2017 ). Job assignments that were once professed as significant have become complex due to the speedy transformation from the conventional teaching platform to the online delivery of content for which most of the faculties were not prepared at all. However, the impact of this transition seems to remain for a more extended period. Several researches ( Kyriacou, 2010 ; Travers & Cooper, 1996 ) recommends that teachers are more likely to encounter stress when they lack resources, guidance and time while delivering lectures. Inadequate transition time, resources, and encouragement were the critical obstacles to lecturers' capability to use and apply technology in their classrooms ( Pittman & Gaines, 2015 ).

This transition may also had lead to psychological reactance by the lecturers as their freedom or so called free behaviours were hindered by the change in teaching methodology. According to the Theory of Psychological Reactance proposed by Brehm (1966) , reactance is an aversive form of psychological stimulation that occurs when individual's free behaviours are threatened or withdrawn ( Brehm, 1966 ; Brehm & Brehm, 1981 ). It acts as a catalyst for regaining one's autonomy. The degree of reaction is determined by the significance of the compromised freedom and the perceived threat's severity ( Brehm, 1966 ; Brehm & Brehm, 1981 ; Clee & Wicklund, 1980 ). Internal risks are those risks that are inflicted on oneself as a result of selecting one option over another. External risks can be impersonal contextual elements that constitute an obstacle to an individual's freedom by chance, or social psychological measures directed at a specific person. The undesirable psychological condition of reactance leads to emotional and psychological attempts to reclaim one's independence, which are complemented by emotional experiences. Thus, when individuals (lecturers) are intimidated due to the sudden changes, they often feel uneasy, confrontational, aggressive, and enraged ( Berkowitz, 1973 ; Dillard & Shen, 2005 ; Rains, 2013 ).

Moreover, lecturers are more likely to be stressed and feel anxious if they are required to use equipment and technologies they are not comfortable at all ( Al-Fudail & Mellar, 2008 ; Gupta & Sahu, 2021a , 2021b , 2021c ; Pithers & Soden, 1998 ). Teachers had to convert to teaching in an online environment, but many had to be their technical support as well simultaneously apart from just teaching and delivering lectures. It is akin to being the director, actor, and stagehand in a play simultaneously—a truly challenging feat. Previous studies ( MacIntyre et al., 2020 ; Nasri et al., 2020) conducted during the Covid-19 pandemic suggested that teachers dealt with wide-ranging realistic pedagogical stressors, as well as the stresses of the pandemic itself, which include health risks for themselves and the others, variations carried out by working from home, challenges to present and impending employment, novel household and family obligations including taking care of the home schooled children, and sometimes being restricted to their residences. During the sudden closure of the educational institutions due to the Covid-19 pandemic across the world, all these situations existed. Reactions to the Covid-19 pandemic have fashioned an extensive array of novel stressors for lecturers to contract with, containing difficulties instigated due to the speedy transition from the conventional to the online teaching platform, which requires further exploration and enquiry. This study will, therefore, enquire to what extent the lecturers experience particular stressors?

Isolations and lockdowns are important as preventative measures for bodily health (Centers for disease control and prevention, 2020), but they can be harmful if imposed for an extended period. Few studies suggested ( Brooks et al., 2020 ; Gardner & Moallef, 2015 ; Gupta & Sahu, 2021a , 2021b , 2021c ) that it was a traumatic experience for the teachers that had resulted in extreme financial hardship due to job loss ( Reger et al., 2020 ); societal problems like social withdrawal ( Thunström et al., 2020 ), consumption of alcohol, cyberbullying, and addiction; and emotional health problems like suicidal tendencies and melancholy. Quarantine was found to be related to conditions such as depression (31.2 percent) and anxiety (28.9 percent) during the SARS epidemic ( Wheaton et al., 2012 ). Moreover, a study conducted on teachers in China ( Xiang et al., 2020 ) revealed that those in quarantine experienced monotony, aloneness, frustration, worsening anxiety, and mental distress. Till date, many studies have been conducted on Covid-19 and its impact on the psychology of university students ( Surdarasen et al., 2020 ); teacher's readiness for online teaching during Covid-19 ( Paliwal and Singh, 2021 ); coping strategies of students ( Baloran, 2020 ); and maintaining student-faculty relationship during the pandemic ( Shim & Lee, 2020 ). One study conducted on language teachers had even correlated their coping strategies with stress ( MacIntyre et al., 2020 ; MacIntyre et al., 2019 ); however, no study had addressed the negative sentiments, stressors and subsequent coping strategies used by tourism & hospitality during the Covid-19 pandemic. This study will fill in these gaps by providing a bridge to assess the stressors, negative emotions and coping strategies of the lectures which becomes quite relevant and significant during the Covid-19 pandemic.

Understanding how the hospitality and tourism lecturers coped with the transition to online teaching and how their coping strategies were correlated with the negative sentiments and stressors is essential due to the unique stressors associated with the Covid-19 pandemic and the extraordinary instructional reactions around the globe ( MacIntyre et al., 2020 ). This study will apply the Brief Cope scale given by Carver (1997) to measure the stressors and coping strategies by grouping them into two groups-avoidant and approach. Moreover, their negative emotions, happiness and well-being is measured through PERMA Profiler and WHO-5 index of well-being . It will also apply Hierarchical multiple regression analyses to display the patterns of coping strategies used by the lecturers. Specifically, the following research questions will be addressed in this study:

RQ1. What are the common stressors for hospitality and tourism lectures during the pandemic, and to what extent they experience the particular stressors?

RQ2. What are the coping strategies used by the hospitality & tourism lectures during the Covid-19 pandemic?

RQ3. How intensely do the coping strategies of the Brief-COPE scale contribute to forecasting the significant positive and negative result constructs?

In the subsequent sections, the stressors associated with the transition to online teaching for hospitality and tourism lecturers and their response to online teaching and correlation with stress, coping strategies and negative emotions will be discussed in detail. Further, in the methodology section, data sampling technique, operationalization of the online survey instrument including usage and validation of the shorter versions of more extended psychological survey tools (i.e., Brief-COPE, PERMA and WHO-5 amongst others) will be used to determine positive and negative results on the demographic profiles of the respondents. Results will be presented in form of the stressors experienced by the lecturers and the coping strategies they have applied to deal with these stressors during the Covid-19 pandemic. Lastly, to assess the role of hospitality and tourism lecturer's coping strategies in forecasting the significant positive and negative result constructs and reveal the results of defined research questions, a step-wise multiple hierarchical regression will be applied on the positive and negative result constructs based on the Brief-COPE Inventory . The practical and theoretical implications along with the study limitation will also be presented at last.

2. Literature review

2.1. lecturer stressors associated with the transition.

“Stress” is a person's reaction to a change in environment or a potentially dangerous situation and “Stressors” are those variations in an individual's life or dangerous situations ( Lazarus & Folkman, 1984 ). It may also be viewed as “a specific association between an individual and the external environment that the individual perceives as exploiting or exceeding his or her capabilities and jeopardising his or her well-being” ( Lazarus, 2006 ). Stress is better understood as a connection between stressors and the person's emotional responses ( Weiller et al, 1998 ). The extent to which a teacher encounters stress in a scenario is determined by several indicators, which include: aspirations of potential upcoming requirements; lecturer's preparedness to manage them; assessment of needs & the lecturer's strategies to overcome them; and the lecturer's level of expertise preparedness and experience in dealing with requirements efficiently ( Bottiani et al., 2019 ; Talbot & Mercer, 2019 ). Pertaining to this study, extant literature ( MacIntyre et al., 2020 ; Mahmood, 2020 ; Sundarasen et al, 2020 ) revealed that Covid-19 negatively influenced teachers' psychological well-being, resulting in severe anxiety, negative sentiments and depression.

The reaction to the Covid-19 contagion catastrophe has generated no dearth of stressors, as this is unquestionably a time of increased emotional distress and mental trauma for the teachers ( CDC, 2021 ; Odriozola-González et al., 2020 ). Teachers and students worldwide are still coping with the incredible series of events triggered by Covid-19, as universities and colleges were closed and authorities issued different levels of rescue centre directives ranging from social distancing to strict isolation to deal with the pandemic. Numerous teachers had to shift to teaching in unaccustomed and challenging circumstances with very little notice and preparedness, and little, if any, coaching or training ( MacIntyre et al., 2020 ). It has been assumed that instructors will continue to do their best by adjusting, acclimatising, and pursuing efficient teaching in the spectrum of tourism and hospitality through the use of a variety of online reserves. Due to this, lockdown stressors for the teachers extended way beyond teaching and academics, including detachment from friends and relatives, absence of autonomy, concerns about the virus's transmission, confusion on the probable duration of lockdown, daily frustration, repetitive lifestyle, fear of shortage of essential commodities in the near future, paucity of information, financial losses, fear of job loss & career, and social pressure ( Gupta, Cahyanto, Sajnani, & Shah, 2021 , Shim and Lee, 2020 ; Sundarasen et al, 2020 ).

In general, teaching is usually considered as most stressful and tedious professions due to the pressure imposed by excessive workload, time-bound work assignments, unstable work-life interconnection, apprehension about losing the interest of class, frequent student evaluation, deficiency of professional self-image, inadequate work freedom, unnecessary administrative commitments, strained relations with co-workers, job-role conflicts, emotional labour, anxiety about being judged, and handling academic transformation and innovation ( MacIntyre et al., 2020 ). However, working as a hospitality or tourism lecturer generates its own peculiar and distinctive challenges due to their emphasis on the practical aspects, including extensive practical course delivery, dealing with students from different socio-demographics, unwarranted work exposures, dissimilar learning capabilities of students, frequent student-industry interactions, uncertainty about one's subjective acquaintance, and students' different levels of emotional anxiety. Considering the stressors discussed above and the novel stressors emerged due to the Covid-19 pandemic, including anxiety amongst the teachers and learners due to sudden closure of institutions ( Sundarasen et al, 2020 ); maintenance of positive learner-teacher association; and dealing with issues related to student engagement during online sessions ( Mohamad Nasri et al., 2020 , Odriozola-González et al., 2020 ), it is important to understand the coping strategies applied by the hospitality and tourism lectures to respond to these stressors. Moreover, applying these coping strategies will help assess the lecturer's happiness and psychological well-being.

2.2. Correlation with stress, coping strategies and negative sentiments

Teachers use coping mechanisms such as psychological, social, and behavioural calming to adapt to difficult situations and cope with stressful incidents and reduce feelings of distress ( Admiraal & Wubbles, 2000 ; Kyriacou, 2001 ). According to Lazarus and Folkman (1984 , P: 141), coping may be defined as “continually changing emotional and behavioural approaches to deal with particular external or internal requirements that are deemed to be impacting or exhausting the person's resources”. It is a method of dealing with a stressful situation using one or more approaches ( Gustems-Carnicer & Calderon, 2013 ). Coping strategies are balanced personal characteristics that decide how an individual responds to stressful conditions regularly. These methods are frequently focused on conceptual differences between threat approach and threat avoidance ( Weinberger et al., 1979 ). In one of the earliest study conducted on stress and behavioural self-control, Lazarus and Folkman (1984) proposed their “transactional model” which segregated the coping strategies into “problem-focused” and “emotional focussed”. Emotion-focused coping aims to reduce or manage the negative emotion correlated with or caused by the event instead of problem-focused coping, which aims to solve the specific problem or do anything to change the cause of stress.

Further to this, Carver et al. (1989) established a multi-faceted coping model- COPE Inventory (Coping Orientation to Problems Experienced) and a measurement tool with 60 measurement items. They considered an antecedent of Brief-COPE, which was a more refined and rationalised version. The Brief-COPE consists of 28 self-measurement items grouped into 14 predictor variables of two items apiece, all of which are intended to assess possibly successful and unsuccessful coping strategies in the face of a stressor. Though Carver (1997) does not advocate using the Brief-COPE as a specific measure to assess a broad concept, coping mechanisms can be grouped into broader constructs like “approach coping” and “avoidant coping”. While “avoidant coping” approaches lead to more negative approaches such as behavioural disengagement, self-distraction, self-blaming, drug abuse or venting; “approach coping strategies” consciously aim to shift the stressor or acknowledge its role in one's life such as acceptance, emotional support, planning and active coping.

It was further stressed by Carver (1997) that specific coping strategies must not be regarded as superior over others. Instead, the most suitable option between a person's individual coping strategies and the restrictions of a particular scenario should be considered. Montgomery and Rupp (2005) also developed a model which states that lecturers engage in cognitive processes that include the perceptions and assessments of external traumatic activities that arise from specific facets of their academic careers, including learners, management, co-workers, and job requirements. Teachers use active or passive coping mechanisms, or both, after assessing the stressor to cope with it. The use of coping mechanisms discussed above by instructors in the face of stressors is a crucial component of their emotional adjustment and well-being ( Talbot & Mercer, 2019 ).

Teachers may experience anxiety, depression, and a variety of other negative emotions when coping strategies fail ( MacIntyre et al., 2020 ). Fatigue has long been a subject of concern for instructors ( Herman et al., 2020 ). Steadily increasing dysfunctional behaviours such as avoidance, abstinence, frustration, alcohol & drug dependence, and violence may be linked to stress associated consequences ( Oberle & Schonert-Reichl, 2016 ). Given the probability that teacher's stress may unfavourably influence learners, coping for teachers is especially critical.

We recognised ten conceivable indicators, five positive and five negative, to investigate the efficacy of coping approaches amongst the hospitality and tourism lecturers based on a similar study conducted by MacIntyre et al. (2020) on language teachers. The growing literature on positive psychology ( Butler & Kern, 2016 ; MacIntyre et al., 2019 ) emphasises the importance of using both positive and negative indicators as an individual's well-being is much more than just the absence of negative purpose.” Thus, the absence of negative purpose, depression, loneliness, anxiety, and sickness is not similar to the presence of positive affect, health, happiness, social linkage, faith, and wellness. Resilience, perceived health, growth, and the five sub-scales of wellness-index named PERMA are among the selected positive indicators for this study. PERMA identifies five main factors (Positive emotion, Engagement, Relationships, Meaning, and Accomplishment) contributing to an individual's overall happiness and well-being ( Seligman, 2011 ). Enhanced stress, frustration, anxiety, loneliness and depression were amongst the negative indicators examined in this study.

Happiness and wellness are probably the most obvious concepts to assess when assessing the psychological health of lecturers dealing with the pandemic burden. Happiness, indeed, is among the most vexing and complicated terms in psychology and sociology ( Topp et al., 2015 ). This study utilised the elements of PERMA Profiler and WHO-5 Index of well-being to assess the measure of lecturer's well-being and happiness during the pandemic situation and shifting to online teaching mode to deliver lectures. PERMA Profiler is a five forked concept of cognitive health and well-being that defines a feeling of achievement, joy, and purpose ( Barreto et al., 2020 , Seligman, 2011 ) using 23 indicators. However, for this study, we utilised the fifteen items of this happiness and well-being measurement scale, which best suited the study requirements. The individual's emotional well-being can also be measured using the WHO-5 well-being index used in more than 230 earlier research in the well-being domain ( World Health Organization (WHO), 1998 ). The five questions of the WHO-5 well-being index are also used as a measure for framing the study's survey instrument.

Emotional resilience is a term relevant to the well-being of lecturers that describes the ability to overcome and emerge from emotional distress or sustain successful functioning within the face of adversity ( MacIntyre et al., 2020 ). In general, resilience refers to the person's ability to deal with stress or recover quickly from a horrific incident to return to prior levels of performance, and it can be achieved through a variety of mechanisms. Resilience implies the likelihood of development, advancement, and growth following trauma, in addition to the preservation or restoration of prior functionality ( Tedeschi & Calhoun, 2004 ). Thus, the final indicator of the psychological well-being of the lecturers that we're using is based on the literature on post-traumatic stress disorder. Moreover, based on the study conducted by MacIntyre et al. (2020) , we also included a measure of post-traumatic growth to measure the likelihood of perceived growth in lecturers during the pandemic which entails enhancing one's social interactions, enjoyment of life, personal power, new life opportunities, and spiritual transformation. Further, it will be exciting to use this updated indicator to assess whether hospitality and tourism lecturers feel any sense of development or substantive progress as a result of the intervention thus far, though still in the middle of the disease outbreak.

Regarding the negative indicators, this study utilised: stress, frustration, anxiety, loneliness and depression to investigate the efficacy of coping approaches amongst the lecturers. Stress amongst the lecturers is characterised as physically and psychologically negative reactions to events related to a lecturer's job, like frustration or distress, as a consequence of a disparity amongst the coping strategies ( Wheaton et al., 2012 ). Frustration is highly dysfunctional behaviour. It is amongst the most severe and potentially harmful sentiment because it is linked to a powerful decision to act. It has been related to a decreased degree of happiness, mental illnesses, and PTSD ( Lerner & Tiedens, 2006 ). As a subgroup of psychological effects, anxiety has received less recognition, even though it is just as common and potentially as devastating as depression amongst the teachers ( Weiller et al., 1998 ). Confusion and perceptions of danger to oneself or others may exacerbate anxiety ( Kroenke et al., 2007 ). Teachers having anxiety may suffer from other symptoms, such as feeling tired, loss of consciousness, discomfort, or nausea, in addition to extreme emotions of insecurity or distress ( Brawman-Mintzer & Yonkers, 2004 ; Shah et al., 2021 ).

Depression may be designated as “a situation of distress, loss of enthusiasm or enjoyment, reduced energy, feelings of worthlessness, impaired sleeping habits, and difficulty concentrating” in an individual. Furthermore, depression is often accompanied by anxiety symptoms. These issues may become persistent or chronic, causing significant cognitive deficits in a person's responsibility to think for themselves and their families ( World Health Organization, 2012 ). Lastly, loneliness, on the other hand, is a much more aggressive feeling that refers to “the negative feeling that arises when an individual's network of social interactions is lacking in any significant way, either explicitly or implicitly.” Loneliness is described as a situation in which an individual feels an uncomfortable or impermissible deficit with certain associations (Gierveld et al., 2006). Due to the situations of lockdowns and isolations worldwide due to the Covid-19 pandemic, the perception of loneliness was likely to increase amongst the lecturers. Further, in greater amounts, each of these cognitive feelings could be detrimental and self-destructive if retained for a longer duration.

3. Methodology

3.1. data collection and study participants.

An online structured survey was conducted on 1048 tourism and hospitality lecturers (Indian and foreigners) to gather the data for this research using the Snowball sampling approach. The questionnaire was prepared in only English considering this as a medium of instruction for majority of the hospitality and tourism institutions around the world. Before data collection, the main author obtained ethical approvals. It was entirely voluntary to participate in this study and participants' anonymity, and confidentiality (as stated in the questionnaire survey) were also safeguarded. Only those interested were diverted to the survey contribution link after being asked if they wanted to contribute through an initial filter question. Dillman online survey method ( de Jong Gierveld, van Tilburg, & Dykstra, 2006 , Dillman et al., 2009 ; Gupta & Sajnani, 2020 ) has been used to encourage the respondent turnout, which included sending quick reminder emails and text messages to participants. All filled-in questionnaires were thoroughly scrutinised for data continuity and reliability. A small number of survey forms were inconsistent or incomplete (N = 40), wrongly marked for attention seeking questions (N = 6) and some had missing values (N = 17). Thus, they were not considered worthy and excluded from further analysis.

The questionnaire was pilot-tested on a random sample of 45 lecturers through personal emails. It lasted ten days, and minor adjustments to the variables on socio-demographics were made to make it more reliable, appropriate, and meaningful. The entire data collection process took nine weeks to gather the responses from the lecturers (from February 2021 to April 2021). Since it was based on self-reported data of lecturers, it may have some inherent bias (most probably the common method variance [CMV]). To minimise this bias, variables were updated to avoid unfamiliar wordings and conform to the survey instrument's question order sequence. At last, Harman's Single Factor Method was applied to test the effect of bias, and the findings were positive, indicating that there was no bias inside the measurement items.

With a response rate of 35.20 percent, a total of 369 validated questionnaires were administered and the majority were found to be females (53.66 percent), from Asia (44.44 percent) & mainly in the age groups of 36–45 years (27.91 percent) and 46 years and above (32.25 percent). It was also revealed that most of the respondents were married (57.72 percent), having an annual household income between US$15,000 to US$60,000 (68.83 percent combined) and employed in private sector (52.30 percent) institutions. Moreover, most of them were found to be handling undergraduate level courses (44.17 percent), having a prior teaching experience of 6–10 years (30.08 percent) and engaged in regular teaching assignments (44.71 percent). Furthermore, majority of the respondent lecturers (67.48 percent) revealed that they were provided with less than a week to transit to the online teaching mode. The detailed socio-demographic profiles of the respondents are provided in Table 1 .

Socio-demographics of the respondents (N = 369).

Source: Author/s.

3.2. Operationalization of survey instrument

Previous researches ( Gupta & Sahu, 2021 ; MacIntyre et al., 2019 , 2020 ; Roy, Gupta, Faroque, & Patel, 2020 ) on the Covid-19 pandemic were used to build the research variables, with significant changes made to make them more meaningful and accurate. Shorter versions of more extended psychological survey tools (i.e., Brief-COPE, PERMA and WHO-5 amongst others) are used to determine positive and negative results and were intended to be brief measurements or single-item metrics. An adjustment between the scope of detail and the variety of subjects that may be deliberated led to the decision to use the shorter version of these survey instrument materials. The survey questionnaire had three sections. The first section collected the information on the socio-demographics of the hospitality and tourism lecturers. It included questions on the type of their work organisation, teaching job, past teaching experience and level of courses they have handled. It also included a question on how much time was provided to them by their institution for transition to online teaching mode. The second section provided the respondents with a list of sixteen significant “stressors” to select from (any five stressors) based on earlier studies ( Lazarus, 2006 ; MacIntyre et al., 2020 ; Sundarasen et al., 2020 ), that the lecturers might have experienced during the transition to online teaching. Third section dealt with questions on lecturers coping strategies, negative sentiments and general health based on shortened version of various psychological tools ( Table 2 ) deemed fit for the research on a five-point Likert scale with 1 =  I haven't been doing this at all to 5 =  I have been doing this a lot .

Scales used for operationalization of the questionnaire.

It included questions on the fourteen subscales that were generated using the 28-item Brief-COPE index (Carver, 1997) of coping strategies (two items per subscale) divided into approach coping (constructive reframing, acceptance, planning, active coping, finding psychological support, and pursuing instrumental support) and avoidant coping (Rejection, drug abuse, self-diversion, venting, mental detachment, and self-accusation). It also included coping strategies utilising religion (i.e., praying, meditation) and humor. Each subscale was not designed to be used as a unified coping index, so we used them separately and in two groups. Lecturer's well-being and happiness were measured using the five sub-scales (positive emotion, engagement, relationship, meaning and accomplishment) of PERMA-Profiler ( Seligman, 2011 ). It also provided the following negative emotions: frustration, depression, and loneliness, along with four indicators of lecturer's general health (perceptions about one's health, one's health compared to others and fulfilment with general and bodily health) ( Seligman, 2011 ). The survey instrument also included questions based on the WHO-5 well-being index, including measurement items, for example, joyful, calm, vigorous, rested and interesting ( World Health Organization (WHO), 1998 ). An eight-item resilience matrix is also included, with factors indicating how to stay calm, keep working, bounce back, and accomplish essential goals ( MacIntyre et al., 2020 ; Tedeschi & Calhoun, 2004 ). A revised measure of post-traumatic growth was also incorporated into the survey, with items interpreted in a way that captures new directions, shifting goals, and a perception of being more formidable than ever ( MacIntyre et al., 2020 ; Tedeschi & Calhoun, 2004 ). An attention seeking question “Have you ever visited Mars” was also included to receive consistent responses.

4. Data interpretation, results and discussion

Cronbach's alpha (α) test was used to assess the reliability of the data. The results of individual measurement scales used for the survey instrument ranged from 0.74 to 0.90, which were significantly higher than the standard 0.7. ( Nunnally & Bernstein, 1994 ). Kaiser Meyer Olkin (KMO), a metric of sample adequacy, was found to be 0.81, which is greater than 0.60. Furthermore, the Bartlett's test of Sphericity was established as momentous, demonstrating the data's appropriateness, validity, and adequacy.

4.1. Stressors experienced by the lecturers and application of coping strategies

Results with regards to RQ1, revealed a list of most significant stressors amongst the hospitality and tourism lectures due to the transition to online teaching in the form of frequency and percentage distribution (presented in Fig. 1 ). “Feeling of working all times” (Freq: 288; Percentage: 78.04) was found to be the most stressful for the lecturers followed by “stress of online teaching” (Freq: 253; Percentage: 68.80) and irregular working hours (Freq: 230; Percentage: 62.50). All these stressors were found to be more or less related to the uneven work distribution or a feeling of 24 h working and anxiety regarding the delivery of online lectures. Lecturers were also found to be extremely stressed for their personal (Freq: 161; Percentage: 43.80) as well as family health (Freq: 204; Percentage: 55.28) due to the Covid-19 pandemic. Significant stressors for the lecturers also included workload (Freq: 193; Percentage: 52.30), feeling of isolation (Freq: 161; Percentage: 43.80) and loss of privacy (Freq: 153; Percentage: 41.46). Grounded on the responses to the sixteen stressors included in the survey questionnaire as well as the comprehensive list of other stressor items provided by the respondents, it's reasonable to conclude that the lecturers were under much stress due to the transition of course delivery.

Fig. 1

Stressor experienced by lecturers due to the transition to online teaching mode (N = 369).

Regarding the results concerning the RQ2 (What are the coping strategies used by the hospitality & tourism lectures during the Covid-19 pandemic?), the response percentages and means of the avoidance coping and approach coping scales of Brief-COPE inventory are presented in Table 3 . Results indicated that most lecturers applied approach coping compared to avoidance coping to deal with the stressors. The most significant coping strategy amongst the lecturers was found to be approach coping, including planning (mean: 4.34; Percentage: 81.6), active coping (mean: 4.12; Percentage: 78.2) and acceptance (mean: 3.73; Percentage: 71.1). This represents that most lecturers have accepted the situation and prepared themselves through adequate planning and active coping to deal with the stress perceived. Amongst the avoidance coping, results revealed high scores for self-diversion (mean: 3.72; Percentage: 68.2) and venting (mean: 3.56; Percentage: 63.6). Use of religion (mean: 3.44; Percentage: 66.8) and humor (mean: 3.17; Percentage: 62.7) for coping also revealed significantly positive results amongst the lecturers representing that they relied upon meditation, prayers, and jokes also to relieve the perceived stress. The lowest scores for coping amongst the lecturers were revealed for drug abuse (mean: 2.23; Percentage: 31.3) and self-accusation (mean: 1.86; Percentage: 23.4).

Coping strategies applied by the lecturers to deal with stress (N = 369).

Note: *5-point Likert Scale ranging from 1 (I haven't been doing this at all) to 5 (I have been doing this a lot).

In order to determine whether the current sample's classification of active and avoidant coping was adequate, we conducted an analysis ( Carver, 1997 ; MacIntyre et al., 2020 ). We sought two variables using principal components analysis and rotated them using direct Oblimin to cause factors to correlate. The corresponding factor loadings of the structure matrix ( Table 4 ) reveals that with just a slight correlation amongst them (factor correlation = 0.04), the six approach items loaded significantly (>0.50) on the first factor and the six avoidant items loaded significantly (>0.50) on the second factor. Neither the religion nor the Humor items represented a significant load on any factor. Therefore, this result supports categorising coping strategies into avoidance coping (Factor 1) or approach coping (Factor 2).

Result matrix representing Factor loadings of Avoidance and Approach coping items.

Note: The subscales of Humor and Religion are not loaded significantly on factors.

4.2. Role of coping strategies in forecasting significant positive and negative result constructs

In order to assess the role of hospitality and tourism lecturer's coping strategies in forecasting the significant positive and negative result constructs and reveal the results of RQ3, a step-wise multiple hierarchical regression was applied on positive and negative result constructs based on the Brief-COPE Inventory. The findings of the step-wise multiple regression for each of the five positive-outcome variables are presented in Table 5 . Only predictor variables that add substantial levels of specific projection to the model are held in regression analysis. Each beta weight throughout the calculation must always be viewed in accordance with some other beta weights in the calculation since the significance of beta varies every time a forecaster is detached or added, which is a notable limitation with step-wise regression analysis. Additionally, further analysis has yielded many calculations with a significant predictor variable whose offerings are usually minor.

Results of specific coping strategies in forecasting significant positive outcomes.

The result analysis revealed that a number of approach-coping strategies indicate positive results, while avoidant coping strategies appear to relate adversely to the prediction. The limitations to this result are instrumental support's adverse contributions to resilience and planning's negative correlation to the WHO-5 well-being index. It's questionable if seeking instrumental support has a negative correlation with having a sense of more resilience. Nevertheless, the complexity of the Covid-19 pandemic makes planning more difficult than normal as a coping strategy, resulting in a poor negative correlation with general well-being.

The regression analysis results demonstrate the importance of constructive reframing of the circumstance, venting and preventing self-accusation, which are techniques present in all the positive-outcome indicators. Though few people would admit to being responsible for the Covid-19 outbreak, the response to the sudden transition to online learning may be at stake. It takes time to develop the skills and knowledge necessary for online education and to establish programs that function well with an online space. Lecturers in this research were given very little time for the virtual/online transition (in most cases, just under a week), and those who believe they are not doing well in their online teaching position may be accusing themselves. Moreover, according to results, some lecturers even had shown strong emotions or performed venting due to the situation.

The coefficients for stress, anxiety, frustration, depression, and loneliness are all negative outcomes displayed in Table 6 . Self-accusation, venting, and mental detachment are three mechanisms that are frequently involved in each of these negative consequences, and they substantially forecast all of them. According to the study findings, these three techniques should be prevented because their intensified use reliably leads to negative consequences. Results also indicate that there seem to be a few unanticipated forecasters as well. Planning seems to have a contradictory effect, positively contributing to anxiety and stress while negatively affecting the lecturer's overall well-being. It also stands to the reason that if planning in an unpredictable and uncontrollable situation has a negative impact on well-being, a similar influence can be seen for anxiety and stress ( Table 5 ). Confusion prevails both internationally and locally in the educational setting. However, those lecturers who tend to prepare ahead of time might well be struggling as a result of the challenge of making strategies at the moment. Lecturers who demonstrate greater adaptability and versatility are rewarded during the Covid-19 pandemic.

Results of specific coping strategies in forecasting significant negative outcomes.

Venting, which tends to make a significant contribution to growth despite constantly leading to negative consequences, is the beta weight that defies perceptions. The effect on post-traumatic growth may be due to the way the measure is conceived, such as avoiding potential traumatic interactions. Even though venting is frequently linked to negative sentiments, the impact on growth suggests that participants have a poor propensity to associate and share those sentiments with optimism for a happier future. In contrast to the limitations for regression analysis mentioned here, the large sample used in this study will detect significant forecasters that would not have been considered significant in researches with relatively smaller sample size. The findings are presented for comprehensiveness as well as potential theories for additional research. Ultimately, the regression analysis results reveal that the numerous stressors associated with the sudden transition to online teaching due to the Covid-19 pandemic cause a wide range of coping behaviours for the tourism and hospitality lecturers. Results suggest that approach coping generates more positive results in most situations, whereas avoidance coping generates less positive results.

5. Implications for policy makers, society and educational institutions

The empirical results of this study suggest that lecturers have experienced a variety of stressors due to sudden transition to the online way of teaching, including the feeling of working all the times, the stress of online teaching, irregular working hours, feeling of isolation, family health and personal health. Though lecturers are coping with the help of avoidance and approach coping strategies, they may even apply the stressor mitigating guidelines proposed by The Centers for Disease Control (CDC), which is a crucial implication considering the study results. This includes limiting the amount of time spent watching, reading, and listening to the news on COVID-19, particularly from inaccurate outlets on social networking sites; maintaining a healthy diet, workout, and sufficient amount of sleep; and keeping the mind tension by digitally engaging with family members and friends. Institutions of higher education may also play a critical role in helping lecturers deal with such stressors. Novel counselling recommendations are needed. Academic institutions should look into designing digital psychological interventions like mobile applications and online services on a top priority. Institutions can also provide counselling resources, either in person or over the internet, to help lecturers cope with the emotional and psychological effects of these stressors. They should implement standardised anxiety-reduction services, such as life-skills training and meditation therapy that have been shown to lower stress levels.

In a broader sense, governments and relevant authorities should collaborate with the CDC, WHO, and UNESCO to enhance social awareness, especially amongst lecturers, by employing artificial intelligence to achieve evidence-based and scientific pandemic steps. Most significantly, during pandemics, an all-inclusive learning and teaching strategy should be considered right away, as this research shows that the emergency transition to online teaching has caused considerable anxiety amongst lecturers. The value of Emotional Intelligence (EI) here cannot be overstated for the lecturers. It is the capacity to regulate one's emotions and is considered as the very first step towards attaining maximum potential in any individual. EI has been found to play a significant role in academic performance, emotional and physical health, and occupational performance ( Kautish, 2011a , b ). According to researches conducted by Kautish (2010a , b) , individuals with greater EI outperformed those who have lower EI in life. We would also expect that this research will shed new light upon the efficacy of hospitality and tourism lecturers' coping strategies during the crisis. Such experiences are not only significant now, but can also include imperative information about how to better help teachers in the future who can find themselves in high-stress situations, such as during course delivery transitions and times of educational reform. Being an instructor is challenging in the best of circumstances, but learning to cope with it is an indispensable ability that must be integrated into both pre-service and in-service teacher training initiatives as an essential professional practice.

6. Limitations and scope for future research

During this research, we came across few limitations which requires further studies. First, the data collection for this research was performed between February 2021 till April 2021. This was the time when lecturers were already at their homes after the closure of their institutions. If the data has been gathered during the COVID-19 pandemic's peak, which was in mid-March 2020, the lecturers' stress levels might have been different. This was, however, not possible as we needed to wait for ethical clearances from the institution. Second, since the data has been collected from an online questionnaire, it relied heavily on self-reported frequencies of the lecturers, which might have some inherent bias (though Harman's single factor test was used to eliminate the bias). Further researches may be conducted using a more suitable sampling technique (i.e., purposive sampling). Third, research questions (RQ's) have been used in this study to discuss the results which is an inferior way as compared to hypotheses formulation. However, future researches may utilise the use of hypotheses to present the results in a better manner through statistical relationships. Lastly, due to the complex nature of the research problem, further studies might be needed to completely comprehend the lecturer's perceptions of stressors and their application of corresponding coping strategies due to the immediate transition to online teaching due to the COVID-19 pandemic.

Appendix A Supplementary data to this article can be found online at https://doi.org/10.1016/j.jhlste.2021.100341 .

Appendix A. Supplementary data

The following is the Supplementary data to this article:

  • Admiraal K., Wubbles A. Effects of student teachers' coping behavior. British Journal of Educational Psychology. 2000; 7 (1):33–52. [ PubMed ] [ Google Scholar ]
  • Al-Fudail M., Mellar H. Investigating teacher stress when using technology. Computer Education. 2008; 51 :1103–1110. doi: 10.1016/j.compedu.2007.11.004. [ CrossRef ] [ Google Scholar ]
  • Baloran E. Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss & Trauma. 2020; 25 (8):635–642. doi: 10.1080/15325024.2020.1769300. [ CrossRef ] [ Google Scholar ]
  • Barreto M., Victor C., Hammond C., Eccles A., Richins M.T., Qualter P. Advanced online publication; 2020. Loneliness around the world: Age, gender, and cultural differences in loneliness. Personality and Individual Differences. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Berkowitz L. Reactance and the unwillingness to help others. Psychological Bulletin. 1973:310–317. doi: 10.1037/h0034443. [ CrossRef ] [ Google Scholar ]
  • Bottiani J.H., Duran C.A., Pas E.T., Bradshaw C.P. Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology. 2019; 77 :36e51. doi: 10.1016/j.jsp.2019.10.002. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Brawman-Mintzer O., Yonkers K.A.( New trends in the treatment of anxiety disorders. CNS Spectrums. 2004; 9 :19–27. [ PubMed ] [ Google Scholar ]
  • Brehm J.W. Academic Press; New York, NY: 1966. A theory of psychological reactance. [ Google Scholar ]
  • Brehm J.W., Brehm S.S. Academic Press; New York, NY: 1981. Psychological reactance – a theory of freedom and control. [ Google Scholar ]
  • Brooks S.K., Webster R.K., Smith L.E., Woodland L., Wessely S., Greenberg N., Rubin G.J. The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet. 2020:912–920. doi: 10.1016/S0140-6736(20)30460-8. In press. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Butler J., Kern M.L. The PERMA-profiler: A brief and multidimensional measure of flourishing. International Journal of Wellbeing. 2016; 6 (3):1e48. doi: 10.5502/ijw.v6i3.526. [ CrossRef ] [ Google Scholar ]
  • Carver C.S. You want to measure coping but your protocol's too long: Consider the brief COPE. International Journal of Behavioral Medicine. 1997; 4 (1) [ PubMed ] [ Google Scholar ]
  • Carver C.S., Scheier M.F., Weintraub J.K. Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology. 1989; 56 [ PubMed ] [ Google Scholar ]
  • Centers for Disease Control and Prevention (CDC) https://www.cdc.gov/coronavirus/2019-ncov/community/colleges-universities/considerations.html Available online.
  • Clee M.A., Wicklund R.A. Consumer behavior and psychological reactance. Journal of Consumer Research. 1980:389–405. [ Google Scholar ]
  • de Jong Gierveld J., van Tilburg T.G., Dykstra P.A. In: The Cambridge handbook of personal relationships. Perlman D., Vangelisti A., editors. Cambridge University Press; Cambridge, UK: 2006. Loneliness and social isolation; pp. 485–500. 13 978-0-521-82617-4 hardback; 978-0-521-53359-1 paperback. [ Google Scholar ]
  • Dillard J.P., Shen L. On the nature of reactance and its role in persuasive health communication. Communication Monographs. 2005:144–168. doi: 10.1080/03637750500111815. [ CrossRef ] [ Google Scholar ]
  • Dillman D., Smyth J., Christian L. Wiley; New York, NY: 2009. Internet, mail, and mixed-mode surveys: The tailored design method. [ Google Scholar ]
  • Drossel K., Eickelmann B., Schaumburg H., Labusch A. In: Hrsg.), ICILS 2018 #Deutschland. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking (S. 205-240) Eickelmann B., et al., editors. Waxmann; Münster: 2019. Nutzung digitaler Medien und Prädiktoren aus der Perspektive der Lehrerinnen und Lehrer im internationalen Vergleich. [ Google Scholar ]
  • Gardner P.J., Moallef P. Psychological impact on SARS survivors: Critical review of the English language literature. Canadian Psychology. 2015; 56 :123. [ Google Scholar ]
  • Goetz M. Distance learning in der Covid-19 krise: Ein praxischeck. Medienimpulse. 2020; 58 :1–21. doi: 10.21243/mi-02-20-19. [ CrossRef ] [ Google Scholar ]
  • Gupta V., Cahyanto I., Sajnani M., Shah C. Changing dynamics and travel evading: A case of Indian tourists amidst the COVID 19 pandemic. Journal of Tourism Futures. 2021 doi: 10.1108/JTF-04-2020-0061. Ahead-of-print, In press. [ CrossRef ] [ Google Scholar ]
  • Gupta V., Sahu G. In: Reviving tourism in India post COVID-19 pandemic: Role of tourism education and training. Gowreesunkar V.G., Maingi S.W., Roy H., Micera R., editors. Emerald Publishing Limited; Bingley: 2021. pp. 303–314. ( Tourism destination Management in a post-pandemic context ( tourism security-Safety and post conflict destinations )). [ CrossRef ] [ Google Scholar ]
  • Gupta V., Sahu G. Worldwide hospitality and tourism themes. 2021. Reviving the Indian hospitality industry after the covid-19 pandemic: The role of innovation in training. ahead-of-print No. ahead-of-print. [ CrossRef ] [ Google Scholar ]
  • Gupta V., Sahu G. In: Virus outbreaks and tourism mobility (tourism security-safety and post conflict destinations) Kulshreshtha S.K., editor. Emerald Publishing Limited; Bingley: 2021. Virus outbreaks and tourism resilience strategies: A perspective of asian countries; pp. 59–74. [ CrossRef ] [ Google Scholar ]
  • Gupta V., Sajnani M. Risk and benefit perceptions related to wine consumption and how it influences consumers' attitude and behavioural intentions in India. British Food Journal. 2020; 122 (8):2569–2585. doi: 10.1108/BFJ-06-2019-0464. [ CrossRef ] [ Google Scholar ]
  • Gustems-Carnicer J., Calderon C. Coping strategies and psychological well-being among teacher education students. European Journal of Psychology of Education. 2013; 28 (4):1127e1140. [ Google Scholar ]
  • Herman K.C., Reinke W.M., Eddy C.L. Advances in understanding and intervening in teacher stress and coping: The Coping-Competence- Context Theory. Journal of School Psychology. 2020; 78 doi: 10.1016/j.jsp.2020.01.001. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Huber S.G., Helm C. COVID-19 and schooling: Evaluation, assessment and accountability in times of crises reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability. 2020; 32 :237–270. doi: 10.1007/s11092-020-09322-y. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Kautish P. In: Annual handbook of human resource initiatives 2010 on human process competencies (T-Group II) Jain M., Sarthi P., editors. Initiatives and Interventions; New Delhi: 2010. Emotional intelligence: Repertoire, reason and repercussion; pp. 156–186. [ Google Scholar ]
  • Kautish P. Emotional intelligence and business education: An analysis. Journal of All India Association for Educational Research. 2010; 22 (1):89–100. [ Google Scholar ]
  • Kautish P. In: Annual handbook of human resource initiatives 2011 on human process competencies. Jain M., Sarthi P., editors. Initiatives and Interventions; New Delhi: 2011. Emotional intelligence: Revisit, retrospect and refine; pp. 191–209. [ Google Scholar ]
  • Kautish P. In: Positive psychology. Kumar S., Yadav S.B., editors. Global Vision Publishing House; New Delhi: 2011. Emotional intelligence: Application, analysis and argument; pp. 37–54. [ Google Scholar ]
  • Kroenke K., Spitzer R.L., Williams J.B., Monahan P.O., Lowe B. Anxiety disorders in primary care: Prevalence, impairment, comorbidity, and detection. Annals of Internal Medicine. 2007; 146 :317–325. [ PubMed ] [ Google Scholar ]
  • Kyriacou C. Teacher stress: Directions for future research. Educational Review. 2001; 53 (1):27–35. [ Google Scholar ]
  • Kyriacou C. Teacher stress: Directions for future research. Educational Review. 2010; 53 :27–35. doi: 10.1080/00131910120033628. [ CrossRef ] [ Google Scholar ]
  • Lazarus R.S. Springer; New York, NY: 2006. Stress and emotion: A new synthesis. [ Google Scholar ]
  • Lazarus R.S., Folkman S. Springer Publishing Company; New York, NY, USA: 1984. Stress, appraisal, and coping. [ Google Scholar ]
  • Lerner J.S., Tiedens L.Z. Portrait of the angry decision maker: How appraisal tendencies shape anger's influence on cognition. Journal of Behavioral Decision Making. 2006; 19 (2):115–137. [ Google Scholar ]
  • Lugosi P., Jameson S. Challenges in hospitality management education: Perspectives from the United Kingdom. Journal of Hospitality and Tourism Management. 2017; 31 :163–172. doi: 10.1016/j.jhtm.2016.12.001. [ CrossRef ] [ Google Scholar ]
  • MacIntyre P., Gregersen T., Mercer S. Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, well-being and negative emotions. System. 2020; 94 doi: 10.1016/j.system.2020.102352. [ CrossRef ] [ Google Scholar ]
  • MacIntyre P., Ross J., Talbot K., Mercer S., Gregersen T., Banga C.A. Stressors, personality and well-being among language teachers. System. 2019; 82 [ Google Scholar ]
  • Mahmood S. Instructional strategies for online teaching in COVID-19 pandemic. Human Behaviour and Emerging Technology. 2020; 1–5 doi: 10.1002/hbe2.218. [ CrossRef ] [ Google Scholar ]
  • Malik M. 2020. The coronavirus effect on Pakistan's digital divide. https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistansdigital-Divide from: [ Google Scholar ]
  • Mohamad Nasri N., Husnin H., Mahmud S.N.D., Halim L. Mitigating the COVID-19 pandemic: A snapshot from Malaysia into the coping strategies for pre-service teachers' education. Journal of Education for Teaching. 2020:1–8. [ Google Scholar ]
  • Montgomery C., Rupp A. A Meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education. 2005; 28 (3):458–486. [ Google Scholar ]
  • Nunnally J.C., Bernstein I.H. 3 rd ed. McGraw-Hill; 1994. Psychometric theory. [ CrossRef ] [ Google Scholar ]
  • Oberle E., Schonert-Reichl K.A. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine. 2016; 159 doi: 10.1016/j.socscimed.2016.04.031. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Odriozola-González P., Planchuelo-Gómez Á., Irurtia M.J., de Luis-García R. Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Journal of Psychiatric Research. 2020; 290 [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Paliwal M., Singh A. Interactive Technology and Smart Education; 2021. Teacher readiness for online teaching-learning during COVID −19 outbreak: A study of Indian institutions of higher education. Ahead-of- print. [ CrossRef ] [ Google Scholar ]
  • Pithers R.T., Soden R. Scottish and Australian teacher stress and strain: A comparative study. British Journal of Educational Psychology. 1998; 68 :269–279. doi: 10.1111/j.2044-8279.1998.tb01289.x. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Pittman T., Gaines T. Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research & Development. 2015; 63 :539–554. doi: 10.1007/s11423-015-9391-8. [ CrossRef ] [ Google Scholar ]
  • Quezada R.L., Talbot C., Quezada-Parker K.B. From bricks and mortar to remote teaching: A teacher education programmes’s response to Covid 19. Journal of Education for Teaching. 2020; 46 (4):472–483. doi: 10.1080/02607476.2020.1801330. In this issue. [ CrossRef ] [ Google Scholar ]
  • Rains S.A. The nature of psychological reactance revisited: A meta-analytic review. Human Communication Research. 2013:47–73. doi: 10.1111/j.1468-2958.2012.01443.x. [ CrossRef ] [ Google Scholar ]
  • Reger M.A., Stanley I.H., Joiner T.E. Suicide mortality and coronavirus disease 2019- A perfect storm? JAMA Psychiatry. 2020 doi: 10.1001/jamapsychiatry.2020.1060. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Roy H., Gupta V., Faroque A., Patel A. Anatolia; British Columbia, Canada: 2020. The impact of COVID-19 on the foodservice industry in Vancouver. [ CrossRef ] [ Google Scholar ]
  • Seligman M. Simon & Schuster; New York, NY: 2011. Flourish. [ Google Scholar ]
  • Shah C., Chowdhury A., Gupta V.( Impact of COVID-19 on tourism and hospitality students' perceptions of career opportunities and future prospects in India. Journal of Teaching in Travel & Tourism. 2021 doi: 10.1080/15313220.2021.1924921. [ CrossRef ] [ Google Scholar ]
  • Shim T., Lee S. College students' experience of emergency remote teaching due to COVID-19. Children and Youth Services Review. 2020; 119 doi: 10.1016/j.childyouth.2020.105578. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Skaalvik E.M., Skaalvik S. Job demands and job resources as predictors of teachers' motivation and well-being. Social Psychology of Education. 2018; 21 :1251–1275. doi: 10.1007/s11218-018-9464-8. [ CrossRef ] [ Google Scholar ]
  • Sundarasen S., Chinna K., Kamaludin K., Nurunnabi M., Baloch G.M., Khoshaim H.B., Sukayt A. Psychological impact of COVID-19 and lockdown among university students in Malaysia: Implications and policy recommendations. International Journal of Environmental Research and Public Health. 2020; 17 (17) [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Talbot K., Mercer S. Exploring university ESL/EFL teachers' emotional well-being and emotional regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics. 2019; 41 (4) [ Google Scholar ]
  • Tedeschi R.G., Calhoun L.G. Post-traumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry. 2004; 15 (1) doi: 10.1207/s15327965pli150101. [ CrossRef ] [ Google Scholar ]
  • Thunström L., Newbold S.C., Finno D., Ashworth M., Shogren J.F. The benefits and costs of using social distancing to flatten the curve for COVID-19. Journal of Benefit-Cost Analysis. 2020:1–27. [ Google Scholar ]
  • Topp C.W., Østergaard S.D., Søndergaard S., Bech P. The WHO-5 well-being index: A systematic review of the literature. Psychotherapy and Psychosomatics. 2015; 84 [ PubMed ] [ Google Scholar ]
  • Travers C.J., Cooper C.L. Routledge; New York: 1996. Teachers under pressure. [ Google Scholar ]
  • Viner R., Russell S., Croker H., Packer J., Ward J., Stansfield C., Booy R. School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. Review. 2020; 4 :397–404. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Weiller E., Bisserbe J.C., Maier W., Lecrubier Y. Prevalence and recognition of anxiety syndromes in five European primary care settings: A report from the WHO study on psychological problems in general health care. The British Journal of Psychiatry. 1998; 173 :18–23. [ PubMed ] [ Google Scholar ]
  • Weinberger D.A., Schwartz G.E., Davidson R.J. Low-anxious, high-anxious, and repressive coping styles: Psychometric patterns and behavioral and physiological responses to stress. Journal of Abnormal Psychology. 1979; 88 (4):369. [ PubMed ] [ Google Scholar ]
  • Wheaton M.G., Abramowitz J.S., Berman N.C., Fabricant L.E., Olatunji B.O. Psychological predictors of anxiety in response to the H1N1 (swine flu) pandemic. Journal of Cognitive Psychotherapy. 2012; 36 :210–218. [ Google Scholar ]
  • Wildemann A., Hosenfeld I. Zentrum für Empirische Pädagogische Forschung; Landau: 2020. Bundesweite Elternbefragung zu Homeschooling während der Covid 19-Pandemie. [ Google Scholar ]
  • World Health Organization . 2012. World suicide prevention day 2012. [ Google Scholar ]
  • World Health Organization (WHO) WHO Regional Office for Europe; Copenhagen: 1998. Well-being measures in primary health care/the DEPCARE Project. [ Google Scholar ]
  • Xiang Y.T., Yang Y., Li W., Zhang L., Zhang Q., Cheung T., Ng C.H. Timely mental health care for the 2019 novel coronavirus outbreak is urgently needed. Lancet Psychiatry. 2020; 7 :228–229. [ PMC free article ] [ PubMed ] [ Google Scholar ]

SUNY Buffalo State homepage

Hospitality and Tourism

Students in the hospitality lab

About Hospitality and Tourism

Divided into five major service segments: food, lodging, recreation, travel, and convention/meeting, hospitality is a rapidly expanding industry with plenty of opportunities. It’s no wonder why hospitality administration is one of the most popular majors among undergraduate students. 

Buffalo State’s hospitality administration program prepares graduates for management positions in various aspects of the hospitality industry. The department’s mission is to educate and develop proven hospitality professionals by integrating a strong core curriculum with a deliberate emphasis on experiential learning. The department is defined by its extraordinary focus on student development and is firmly grounded in producing graduates that excel in communication, teamwork, professionalism, and problem-solving.

Hospitality Administration, B.S.

Hospitality Administration, Minor

Degree Information

While most hospitality administration graduates do find employment managing and directing hotels, applications can also extend to the travel, tourism, restaurant, and housing management industries. There are many other career options with this degree. Also, if you have a love for a particular language or country, a hospitality administration major may enable you to live and work in that country more than a foreign language major would.

Common hospitality administration job titles: 

  • Banquet Manager
  • Casino/Gaming Manager
  • Club Manager
  • Director of Hotel Sales
  • Flight Attendant 
  • Front Desk Agent
  • Group Sales Manager
  • Guest Services Manager
  • Meeting Coordinator
  • Personal Chef 
  • Real Estate Agent (Vacation) 
  • Restaurant Manager
  • Reservations Agent
  • Resort Director/Manager
  • Room Service Manager
  • Transportation Coordinator
  • Travel Agent 
  • Tour Guide 
  • Wedding Coordinator
  • Wedding Sales Manager

Recent Graduates: Ninety percent of our majors are employed in the field or have enrolled in a graduate program soon after graduation. Recent graduates have taken positions at several local institutions: 

  • AAA of Western and Central New York
  • Ballantyne Resort
  • Buffalo Chop House
  • Buffalo Hotel Supply Co.
  • Buffalo Marriott Niagara
  • Campus House at Buffalo State
  • Courtyard by Marriott
  • Darden Restaurants
  • Delaware North
  • Erie Community College
  • Four Seasons Hotels and Resorts
  • Garden Place Hotel
  • Hampton Inn and Suites
  • Hyatt Hotels and Resorts
  • La Quinta Inn and Suites
  • The Mansion 
  • Niagara Falls Country Club
  • Ritz-Carlton Hotel
  • Seneca Niagara Casino
  • Sysco Food Services

Opportunities

Campus House : Campus House is a state-of-the-art training facility that is also a restaurant open for lunch, happy hour, and special events for faculty, staff, and alumni. Hospitality students earn academic credit as they create original menus, work in an open kitchen, and manage marketing and event promotions.  

Club Managers Association of America:  The Buffalo State chapter of CMAA provides educational and professional development, networking, fellowship and contacts with nearby club managers, and participation in various social and civic activities. 

National Society of Minorities in Hospitality (NSMH): This national organization is the premier professional organization for hospitality students. It addresses diversity and multiculturalism, as well as the career development of our student members.  

Eta Sigma Delta (ESD): The international honor society for students in hospitality management recognizes hospitality and tourism students for outstanding academic achievement, meritorious service and demonstrated professionalism.

Research and Internships

The hospitality and tourism program has a focus on active learning. Majors learn at Campus House, through courses like catering management, event management, training, etc. The department sponsors an annual study abroad experience every spring recess and many of those participants complete research related to cultural tourism.  

Hospitality and tourism majors are required to complete 400 hours of hospitality-related industry experience prior to graduation. Many excellent internship opportunities are available in the Buffalo-Niagara region, other parts of the United States, and abroad as part of the International Student Exchange Program.

Recent Internship Opportunities

  • Adam's Mark Hotels and Resorts
  • Brookfield Golf and Country Club
  • The Buffalo Club
  • Buffalo Niagara Convention & Visitors Bureau
  • Caffé Aroma
  • Hampton Inn
  • Harry's Harbour Place Grille
  • Hershey Park (Hershey, Pennsylvania)
  • Holiday Inn Hotels and Resorts
  • The Mansion on Delaware Avenue
  • Marriott International
  • Park Country Club of Buffalo
  • Radisson Hotels and Resorts
  • Red Lobster Restaurants
  • Rich Products
  • Seasons Day Spa
  • Transit Valley Country Club
  • Walt Disney World College Program

"I toured the campus, saw what the Hospitality and Tourism Department offers, and thought it was the right fit.”

Largest in SUNY

Ours is the largest accredited four-year hospitality program in the State University of New York (SUNY) system.  

Special Accreditation

The Buffalo State program is accredited by the Accreditation Commission for Programs in Hospitality Administration (ACPHA). Fewer than 20 percent of all four-year hospitality programs are ACPHA-accredited.

Diverse Options

Students can choose between three concentrations:

  • Restaurant and institutional management
  • Hotel tourism management
  • Culinary arts. 

Many of our faculty members have professional experiences in management and leadership in restaurants, private clubs, hotels, and tourism organizations.

Professional Certification

Students can receive professional certification through:

  • American Culinary Federation
  • American Hotel and Lodging Educational Institute
  • National Restaurant Association Educational Foundation, and Training for Intervention Procedures (TIPS).

Departmental Advisory Board

Students benefit from a department advisory board consisting of professional chefs, restaurant owners, casino owners, country club and hotel managers.

Real-life Experience

Students work in a real-world environment as part of their coursework. Majors learn at Campus House, an on-campus dining club, about catering management, event management, training, etc.

Campus House

Scholarships

The department is supported by the Statler Foundation, which provides a number of scholarships to our majors. Local hospitality leaders, as well as the department itself, also provide annual awards. And the New York Restaurant Association, The New York State Hospitality and Tourism Association, and the New York State Club Managers Association of America have scholarships available.

"We reflect on the notion that the possibilities of the future are limitless and expect that our applied-learning experiences will strengthen our students’ engagement in the community.”

- Kathleen O'Brien Chair and Lecturer, Hospitality and Tourism

Kathleen O'Brien

“There is a business behind what we do. And it’s learning the business end of hospitality that I’ve gotten from Buffalo State.”

“Buffalo is a good place for someone in tourism...You’ve got everything—sports, cultural attractions, shopping, restaurants, and nice people.”

G. Peter Jemison seated at a table with a guest at the luncheon honoring his work

Icon of the English flag

  • Follow us on Facebook
  • Follow us on Twitter
  • Follow us on Linkedin
  • Follow us on Instagram
  • Follow us on Tiktok
  • Follow us on Youtube

tourism hospitality lecturer

Lecturer in Tourism & Hospitality | Paris, France

Location : BSBI Paris – 11-13 rue Camille Pelletan – 92120 Montrouge, France

Reports professionally : Provost & Academic Director

Responsibilities

  • Teaching the assigned academic modules according to the curriculum.
  • Administering, proctoring and marking all students‘ assignments and exams papers of all assigned classes.
  • Amending or designing and developing a new curriculum for a Module if required.
  • Updating a Syllabus or Syllabi if required.
  • Supervising a number of Dissertations per academic year (if required).
  • Providing consultation and mentoring to students.
  • Creating assignment briefs and exams papers.
  • Providing feedback to students using positive reinforcement techniques to encourage, motivate, or build confidence.
  • Teaching students study skills relevant to programmes and exam-taking strategies.
  • Providing, if needed, private instruction to individual or small groups of students to improve academic performance and to prepare for exams.
  • Assessing students’ progress throughout tutoring sessions.
  • Scheduling tutoring appointments with students.
  • Monitoring student performance or assisting students in academic environments, such as classrooms, laboratories, or computing centers.
  • Organising the tutoring environment to promote productivity and learning.
  • Participating in training and development sessions to improve tutoring practices or learn new tutoring techniques.
  • Communicate effectively with students and convey passion for learning.
  • Maintaining records of students’ assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.
  • Preparing lesson plans or learning modules for tutoring sessions according to the Programmes needs and goals.
  • Creatively design teaching materials that maximises student’s experience.
  • Developing content, both written and recorded, as directed by the Chief Academic Officer.
  • Researching or recommending textbooks, software, equipment, or other learning materials to complement tutoring.
  • Communicating students’ progress to students in written progress reports, in person, by phone, by e-mail and/or teleconferencing.
  • Identifying, developing, or implementing intervention strategies, tutoring plans, or individualised education plans (IEPs) for students.
  • Performing day-to-day tasks such as maintaining information files and processing paperwork related to teaching activities.
  • Provide feedback to students on their progress.
  • Playing a proactive role in promoting the School.
  • Providing all students with tutor support to develop their assignments
  • Participating in School‘s activities as required by the Chief Adacemic Officer.

Professional competencies

  • PhD / PhDc or DBA / DBAc or MBA or Master’s Degree (in a related discipline)
  • Prior teaching experience in higher education at University level
  • Very good knowledge of Windows OS, of MS Office suite (Excel, Word, Outlook, PowerPoint) and Microsoft Teams
  • Scientific publications in a related discipline
  • Fluent in spoken and written English
  • Knowledge of Educational Platforms (i.e. Canvas, Blackboard etc.)
  • Working knowledge of timetabling software
  • Sound knowledge of study regulations and rules

Personal competencies

  • Very good organizational and communication skills
  • High social competence and assertiveness
  • Maintaining an overview even with high workloads
  • Entrepreneurial and economic way of thinking and working
  • Resilient and flexible
  • Motivated for further academic and professional development
  • Further training and vocational education, as well as polishing up academic titles
  • Exchange possibilities with GUS entities in other countries
  • Team events
  • Special conditions from BSBI business partners
  • Free refreshments

iHarareJobs

Lecturer/Senior Lecturer/Associate Professor/Professor: Tourism, Hospitality and Leisure Sciences

Manicaland state university o….

Expires: 08 Mar 2024

job Description

Applications are invited from suitably qualified and experienced persons to fill the following posts:

*NB: Manicaland State University of Applied Sciences (MSUAS) is an equal opportunities employer. In the interest of promoting gender parity, female candidates are encouraged to apply.

TOURISM, HOSPITALITY AND LEISURE SCIENCES Lecturer/Senior Lecturer/Associate Professor/Professor (1 Post)

Duties and Responsibilities

The candidate must be capable of supervising both undergraduate and post- graduate students’ research work and should be able to teach the following modules: -Zimbabwe Tourism Geography. -Hotel and Institutional Management. -Tourism Operations Management.

Qualifications and Experience

-A Bachelors degree in Tourism and Hospitality Management. -A Masters degree in Tourism and Hospitality Management. -A PhD in Tourism would be an Advantage. -Post Graduate Diploma in Tertiary Education or equivalent is an added advantage. -Experience in teaching and/or supporting learning in higher education. -Please note that the duties and responsibilities of a Lecturer/Senior Lecturer/Associate Professor and -Professor are grouped into 5 main categories which are:

Teaching -The incumbent is expected to teach or deliver lectures in accordance to the Department and or Faculty guidelines and standards.

University Service and Community Engagement -The incumbent should participate in all Department, Faculty/School and University activities such as attending meetings, training workshops, conferences, committees and seminars, among others.

Research -The incumbent is expected to engage in active research in his/her area of specialization which benefits both the students and the University.

Innovations -Innovations which should lead to production of goods and services.

Industrialisation -Through commercialisation of goods and services.

How to Apply

Interested candidates must submit six (6) sets of hardcopy applications, certified copies of certificates, transcripts, national identification (ID & birth certificate) and a detailed curriculum vitae giving full personal particulars including full name, place and date of birth, qualifications, date of availability, current salary, contact details, names and addresses of three referees addressed to:

Assistant Registrar – Human Resource Manicaland State University of Applied Sciences Bag 7001, Stair Guthrie Road Mutare

By no later than 1400 hours on 08 March 2024. Applicants should clearly indicate the post being applied for on the application letter, and only shortlisted candidates will be communicated to.

share this post

company list 1

NETWORK ADMINISTRATOR - ICT - LEVEL 9 (1POSTS)

Ict operations manager – ict – level 7 (1 post), developer–ict, – level 9 (1 post).

company list 1

Recruitment of Correctional Service Officers

Zimbabwe Prisons and Correctional Service (ZPCS)

BUSINESS PROCESS IMPROVEMENT ANALYST - ICT - LEVEL 9 (1POSTS)

Systems developer: ict – level 9 (4 posts), sap support analyst (fi) - ict - level 9 (1post), customs systems support analyst - ict – level 9 (2 posts).

Harare Province

company list 1

Stores Assistant - Zim-TTECH

Systems integrator - ict – level 9 (1 post), procurement assistant - zim-ttech, logistics assistant - zim-ttech, accounting assistant, finance & administration - level 11 (3 posts), job overview, expiry date.

08 Mar 2024

Date Posted

28 Feb 2024

Other Jobs at Manicaland State University o…

Other Jobs in Mutare

IMAGES

  1. From student to teacher

    tourism hospitality lecturer

  2. Why You Should Study Hospitality and Tourism Management

    tourism hospitality lecturer

  3. Refiloe LEKGAU

    tourism hospitality lecturer

  4. From student to teacher

    tourism hospitality lecturer

  5. Faculty of Hospitality and Tourism Studies: 30 years of training

    tourism hospitality lecturer

  6. Lecturers-Tourism & Hospitality Industry Program

    tourism hospitality lecturer

COMMENTS

  1. Tourism Hospitality Lecturer Jobs, Employment

    Lecturer (Tourism/Hospitality), Fall 2024. University of Hawaii. Kapolei, HI 96707. ( Makakilo-Kapolei area) Pay information not provided. Part-time. Minimum QualificationsMaster's degree in relevant discipline for lecturers in Tourism / Hospitality. Other Conditions: For lecturer applicant pool, part-time,…. Posted.

  2. Tourism Faculty Jobs

    Posted 10/26/23. Tourism & Hospitality Management Faculty, Full-Time. Community College of Philadelphia. Philadelphia, PA. Hotel and Restaurant Management. Posted 10/26/23. 2023/2024 - FACULTY (ASSOCIATE/PT-TEMP) - HOTEL AND MOTEL SERVICES (HOSPITALITY/TOURISM) Santa Rosa Junior College. Santa Rosa, CA.

  3. Lecturer of Tourism Hospitality Jobs, Employment

    Minimum Qualifications: (a) Master's degree in hospitality, travel, or tourism;OR (b) MBA and 2 years of relevant work experience in the hospitality & tourism… Posted Posted 29 days ago · More... View all University of Hawaii jobs in Hilo, HI - Hilo jobs - Lecturer jobs in Hilo, HI

  4. Lecturer (Tourism/Hospitality), Spring 2024

    Salary Information: Minimum for Academic Year 2023-2024, $1,820 per credit hour, commensurate with education and experience. Other Conditions: For lecturer applicant pool, part-time, pending availability of funds and actual staffing requirements. Must be available to teach courses online and in person, either during the day, evening, or weekend.

  5. 30 Hospitality tourism professor jobs in United States

    People who searched for hospitality tourism professor jobs in United States also searched for assistant professor hospitality and tourism, assistant professor tourism and hospitality manage. If you're getting few results, try a more general search term. If you're getting irrelevant result, try a more narrow and specific term.

  6. Global Hospitality Educators

    Global Hospitality Educators. 2010 to 2024: 14 Years of Service to the Hospitality & Tourism Academic Community. Global Hospitality Educators (GHE) posts open administrative and faculty positions, conferences, call-for-papers, program announcements, special events and more on the GHE website and Listserv. The GHE Listserv is sent to our 10,000 ...

  7. HOW the tourism & hospitality lecturers coped with the transition to

    In order to assess the role of hospitality and tourism lecturer's coping strategies in forecasting the significant positive and negative result constructs and reveal the results of RQ3, a step-wise multiple hierarchical regression was applied on positive and negative result constructs based on the Brief-COPE Inventory.

  8. Tanya Johnson, MSM

    I have over 20 years of hospitality industry experience with a focus on customer service, sales and event management. My extensive experience within hotels and hospitality organizations ...

  9. Hospitality and Tourism

    Hospitality and tourism majors are required to complete 400 hours of hospitality-related industry experience prior to graduation. Many excellent internship opportunities are available in the Buffalo-Niagara region, other parts of the United States, and abroad as part of the International Student Exchange Program. ... Chair and Lecturer ...

  10. 27 Faculty Of Tourism Lecturer Jobs in United States

    Senior Lecturer jobs. Lecturer in Management jobs. Today's top 27 Faculty Of Tourism Lecturer jobs in United States. Leverage your professional network, and get hired. New Faculty Of Tourism ...

  11. Lecturer Hospitality Tourism jobs

    Minimum Qualifications: (a) Master's degree in hospitality, travel, or tourism;OR (b) MBA and 2 years of relevant work experience in the hospitality & tourism… Posted Posted 18 days ago · More... View all University of Hawaii jobs in Hilo, HI - Hilo jobs - Lecturer jobs in Hilo, HI

  12. Hospitality Tourism Lecturer jobs

    Lecturer of Park, Recreation, & Tourism Studies (Non-Tenure Track) Old Dominion University. 635 reviews. 5115 Hampton Blvd, Norfolk, VA 23529. Full-time. You must create an Indeed account before continuing to the company website to apply.

  13. Hospitality Management Lecturer Jobs

    Lecturer in Hospitality, Events and Tourism Management. Global University Systems. Hybrid remote in London EC3N. Experience of academic and administrative management is desirable. As such, we're looking for lecturers across a range of modes - daytime, evenings, and ...

  14. tourism,hospitality management lecturer jobs

    Beach Club Resort by Bellstar Hotels & Resorts 3.2. Parksville, BC. From $16.75 an hour. Full-time. Monday to Friday + 5. Easily apply. Stocking inventory as required, let Management know of items running low or out. Qualified applicants must be legally eligible to work in Canada and, where…. Just posted.

  15. Lecturer (Tourism/Hospitality), Fall 2024

    Salary Information: Minimum for Academic Year 2023-2024, $1,820 per credit hour, commensurate with education and experience. Other Conditions: For lecturer applicant pool, part-time, pending availability of funds and actual staffing requirements. Must be available to teach courses online and in person, either during the day, evening, or weekend.

  16. Lecturer in Tourism & Hospitality

    Lecturer in Tourism & Hospitality | Paris, France. Location: BSBI Paris - 11-13 rue Camille Pelletan - 92120 Montrouge, France. Reports professionally: Provost & Academic Director.

  17. Hospitality Lecturer Jobs

    Full job description. Lecturer Hospitality, Travel and Tourism - Part Time - 0.57 FTE (476 teaching contact hours per year). Rate of Pay or Salary: £23,506 - £31,169 pro rata per annum. Working Time: 828 hours per annum of teaching and equivalent professional duties over 198 days, for full time posts and pro rata for part time posts.

  18. Tourism Lecturer Jobs

    On-site parking. Lecturer Hospitality, Travel and Tourism - Part Time - 0.57 FTE (476 teaching contact hours per year). Rate of Pay or Salary: £23,506 - £31,169 pro rata per annum. Working Time: 828 hours per annum of teaching and equivalent professional duties over 198 days, for full time posts and pro rata for part time posts.

  19. Hospitality Management & Tourism/Meeting & Event Planning, AAS

    The hospitality/tourism industry is the number one employer among service industries, and is fast becoming the largest single employment category of all industries worldwide. In the United States, hospitality accounts for a larger and ever growing portion of the country's Gross National Product. Right now, over half a million jobs in the ...

  20. Lecturer/Senior Lecturer/Associate Professor/Professor: Tourism

    Lecturer/Senior Lecturer/Associate Professor/Professor: Tourism, Hospitality and Leisure Sciences Applications are invited from suitably qualified and experienced persons to fill the following posts: *NB: Manicaland State University of Applied Sciences (MSUAS) is an equal opportunities employer. In the interest of promoting gender parity, female candidates are encouraged to apply. TOURISM ...

  21. Tourism

    Lecturer Febryola Indra, S.Tr.Par., M.Par. is a Lecturer of Tourism. Her areas of interest include culinary art and patisserie, food production management, and skincare and beauty. She earned her Diploma IV (S.Tr.Par.) Hospitality Management and Master of Tourism (M.Par) from Universitas Pelita Harapan. Awards:

  22. PDF Tourism and Hospitality Stream

    occupation. Visit the Tourism and Hospitality Stream Eligibility page, for information on work experience requirements. Alberta.ca/tourism-and-hospitality-stream-eligibility • Your reference letter(s) must be signed by a manager or supervisor from the company. • Your reference letter(s) must be on the company letterhead and must include: o ...

  23. Hotel Staff Shortages Threaten to Push Travel Costs Even Higher

    Hotel Staff Shortages Threaten to Push Travel Costs Even Higher Room rates look poised to rise as owners pass on escalating wage costs

  24. Hospitality Lecturer jobs

    2023-24 Part-Time Lecturer Pool Recreation, Hospitality, and Parks Management. California State University. Chico, CA 95929. $4,530 - $6,056 a month. Part-time +1. Candidates with an ability and interest in teaching recreation, hospitality, or parks management are preferred.

  25. Lecturer Hospitality Tourism Management jobs

    Adjunct Lecturer - Tourism and Hospitality Job ID 26349 Location Kingsborough Community College Full/Part Time Regular/Temporary Regular Add to My… Posted Posted 30+ days ago · More... View all The City University of New York (CUNY) jobs in Brooklyn, NY - Brooklyn jobs - Adjunct Lecturer jobs in Brooklyn, NY

  26. 2024 Summer Games: French companies offer hospitality lessons via video

    This includes "hospitality professionals, retailers, restaurateurs, mobility stakeholders and security forces." Advertisement The Summer Olympic Games will run from July 24, 2024 through Aug. 11.

  27. Lecturer in Tourism Jobs, Employment

    Lecturer Adjunct (Hospitality and Tourism Lecturer) Hawaii Tokai International College. Kapolei, HI. Pay information not provided. Part-time. Easily apply: HOSP 100 (3 credits) Customer Service and Career. HOSP 101 (3 credits) Introduction to Travel and Tourism.

  28. Bring back VAT-free shopping for tourists, says Priti Patel

    Bring back VAT-free shopping for tourists, says Priti Patel The former home secretary demanded Jeremy Hunt scrap the 'tourism tax' in the Budget to boost the retail, hospitality and tourism ...