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PLEASE SCROLL DOWN FOR ARTICLEThis article was downloaded by:On:14 May 2010Access details:Access Details:Free AccessPublisher RoutledgeInforma Ltd Registered in England and Wales Registered Number:1072954 Registered office:Mortimer House,37-41 Mortimer Street,London W1T 3JH,UKJournal of Teaching in Travel&TourismJournal of Teaching in Travel&TourismPublication details,including instructions for authors and subscription information:http:/ Convention Course Offerings at the Top 25 Ranked HospitalityCurrent Convention Course Offerings at the Top 25 Ranked HospitalityManagement Undergraduate Programs:An Analysis of Objectives,Management Undergraduate Programs:An Analysis of Objectives,Instructional Delivery,and Assessment MethodsInstructional Delivery,and Assessment MethodsKelly Virginia Phelan a;Raphael R.Kavanaugh b;Juline E.Mills c;SooCheong(Shawn)Jang ba Texas Tech University,Lubbock,Texas,USA b Purdue University,West Lafayette,Indiana,USA cUniversity of New Haven,West Haven,Connecticut,USATo cite this ArticleTo cite this Article Phelan,Kelly Virginia,Kavanaugh,Raphael R.,Mills,Juline E.andJang(Shawn),SooCheong(2009)Current Convention Course Offerings at the Top 25 Ranked Hospitality Management Undergraduate Programs:AnAnalysis of Objectives,Instructional Delivery,and Assessment Methods,Journal of Teaching in Travel&Tourism,9:1,37 62To link to this Article:DOI:To link to this Article:DOI:10.1080/15313220903042038URL:URL:http:/dx.doi.org/10.1080/15313220903042038Full terms and conditions of use:http:/ article may be used for research,teaching and private study purposes.Any substantial orsystematic reproduction,re-distribution,re-selling,loan or sub-licensing,systematic supply ordistribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contentswill be complete or accurate or up to date.The accuracy of any instructions,formulae and drug dosesshould be independently verified with primary sources.The publisher shall not be liable for any loss,actions,claims,proceedings,demand or costs or damages whatsoever or howsoever caused arising directlyor indirectly in connection with or arising out of the use of this material.37Journal of Teaching in Travel&Tourism,9:3762,2009Copyright Taylor&Francis Group,LLC ISSN:1531-3220 print/1531-3239 onlineDOI:10.1080/15313220903042038WTTT1531-32201531-3239Journal of Teaching in Travel&Tourism,Vol.9,No.1-2,Jul 2009:pp.00Journal of Teaching in Travel&TourismCurrent Convention Course Offerings at the Top 25 Ranked Hospitality Management Undergraduate Programs:An Analysis of Objectives,Instructional Delivery,and Assessment MethodsCourse Offerings at the Top 25 Undergraduate ProgramsK.V.Phelan et al.KELLY VIRGINIA PHELANTexas Tech University,Lubbock,Texas,USARAPHAEL R.KAVANAUGHPurdue University,West Lafayette,Indiana,USAJULINE E.MILLSUniversity of New Haven,West Haven,Connecticut,USASOOCHEONG(SHAWN)JANGPurdue University,West Lafayette,Indiana,USAIn an effort to keep abreast of convention industry demands for amore qualified workforce,some hospitality and tourism under-graduate programs have implemented courses to prepare studentsfor employment in the business.However,limited informationexists regarding the content and quality of these programs andwhether they are designed to adequately meet the needs of theindustry.This current study evaluates the convention courseofferings at the top 25 ranked hospitality and tourism under-graduate schools(Brizek&Khan,2002).Course objectives,assessment and teaching methods,topics of instruction,and text-books were analyzed using nonparametric statistics and CAT-PAC software to determine the similarities and differencesamong the various course offerings.Results revealed statisticallysignificant differences among courses characterized as GeneralReceived June 17,2008;accepted October 13,2008Address correspondence to Kelly Virginia Phelan,Restaurant,Hotel and InstitutionalManagement Department,Texas Tech University,2500 Broadway,Lubbock,TX 79409,USA.E-mail:Kelly.phelanttu.eduDownloaded At:05:25 14 May 201038K.V.Phelan et al.MICE(Meetings,Incentive Travel,Conventions,Events)Industry,Convention and Meeting Planning,and Event Management.Limitations and suggestions for future research in conventioneducation are providedKEYWORDSMICE education,convention management,eventmanagement,curriculum assessment,Blooms TaxonomyINTRODUCTIONThe globalization of many corporations,the emphasis upon humaninteraction in a technologically advanced age,and the value placed oncontinuing education have resulted in the expansion of the conventionand event market in recent decades.Conventions and events contributeover$122 billion annually in direct spending to the U.S.economy(“2006meetings,”2006).Paralleling this growth is the development of conven-tion education programs and curricula aimed at preparing graduates formanagerial-level employment in the industry.The economic impact ofthe convention segment lends credence to the need to educate futuremanagers to fulfill positions in this field.The need for continued trainingof future convention managers has been recognized by hospitality edu-cators,resulting in universities now offering baccalaureate and graduate-level courses to fill this niche.Many postsecondary academic institutionsare now involved in a“race”to develop courses in this area in an effortto meet the demand of employers as well as students with aspirations toenter full-time MICE positions upon graduation.However,little researchexists regarding the effectiveness of the instruction being offered bythese programs.Further,no current study details what hospitality educa-tors have identified as systematic standards,core learning goals,andappropriate adult education learning theories necessary for instruction inconvention education.Likewise,do current convention course offeringsreflect the directives of mainstream educator buzzwords such as“trans-formative learning,”“critical thinking,”“collaborative learning,”and“experiential learning”?These topics would seem highly applicable toconvention education by their very nature,but no study currently shedslight on the inclusion of these methods of instruction in the MICE(Meetings,Incentive Travel,Conventions,Events)field.In an effort tobridge this gap in the literature,this study investigated the course con-tent,instructional design,and learning objectives of convention-orientedclasses offered at top institutions of hospitality higher education.Bydetermining current MICE course offerings,a deeper understanding ofthis academic field of study and potential areas of improvement may beidentified and further explained.Downloaded At:05:25 14 May 2010Course Offerings at the Top 25 Undergraduate Programs39Study BackgroundWhile the convention segment is primarily viewed as a business-orientedfield,it is actually part of the much larger MICE industry,or the meetings,incentive travel,convention,and events industry.While these componentsare often viewed as interchangeable concepts,a distinct difference doesexist.A meeting is defined as“an event where the primary activity of theattendees is to attend education sessions,participate in meetings/discussions,socialize,or attend other organized events”(Convention Industry Council,2005).Conventions include meetings;however,in many cases there isalso an exhibition element in which a company or an organization repre-sentative displays products,services,or information about their affiliation(Convention Industry Council,2005).Unlike conventions,meetings,andexhibitions,which are often more business oriented,events may beplanned for the general public or a special interest.An event is used todescribe any function that brings people together for a specific purpose,which may include,but is not limited to,a sports tournament,festival,orconcert(Getz,1997).Incentive travel is also an important element of theMICE industry,though it typically receives less attention because it repre-sents a smaller percentage of the total MICE market.Corporations offerincentive travel trips to top-performing employees as a reward for fulfillingstrategic goals and to stimulate continued productivity(Astroff&Abbey,2006).Currently,there are more than 200 hospitality and tourism programsworldwide offering MICE courses,of which 67 are located in the UnitedStates(Goldblatt,2002).Most hospitality and tourism programs offer only alimited number of convention and event management courses,while aselect few offer a separate MICE major with 16 or more related courses(University of Central Florida,2007;University of NevadaLas Vegas,2008).Course instruction involves three interrelated elements:determininglearning objectives,actual instruction through classroom activities andhomework assignments,and the evaluation of learning(Lindvall&Nitko,1975).The first step in course development is the articulation of courseobjectives.Course objectives provide goals for students,which state specifi-cally what information and knowledge should be learned throughout thesemester(McKeachie,1999).Objectives are of utmost importance,providinginstructors and students with guidelines regarding necessary accomplish-ments and explicit information regarding expected performance,ultimatelyfacilitating student self-directed learning.Using course objectives as a guid-ing framework,professors are able to select appropriate topics of instruc-tion,textbooks,and teaching and assessment methods(Gow,1976;Monetti,Hummel,&Huitt,2006).For the past 50 years,Blooms Taxonomy of Educational Objectives hasserved as a guide for educators in developing classroom curricula(Bloom,Downloaded At:05:25 14 May 201040K.V.Phelan et al.1956)and is frequently utilized by instructors when formulating courseobjectives(Gronlund,2004;Howard,Carver,&Lane,1996;Lister,2001).The cognitive domain of Blooms Taxonomy of Educational Objectives isdesigned around six learning levels:knowledge,comprehension,applica-tion,analysis,synthesis,and evaluation.These learning levels are brieflydescribed in Table 1.In hospitality and tourism education,many course objectives initiallyfocus on attainment of basic knowledge and progress up Blooms Taxonomyover time.Introductory classes,which are designed to provide an overviewof many aspects of a field,may concentrate solely on the lower levels ofBlooms Taxonomy as it is expected that students will take more in-depthcourses at a later time.For example,freshman tourism classes typicallyprovide a broad overview of the industry,leaving it up to the discretion ofstudents to pursue more focused study in subsequent future courses.Bycontrast,advanced courses,such as a Feasibility Practicum,that require pre-requisites often skip introductory taxonomy levels as students are expectedto have prior knowledge of the subject.Course objectives directly influenceand in many cases dictate instructional design and assessment methodsemployed by professors.Once learning objectives are established,specific topics of instructionare chosen.In some academic areas,topics of instruction may be dictatedaccording to predetermined criteria.For instance,accountants take theCertified Public Accountant examination and lawyers must pass the bar,meaning courses and the topics addressed are relatively uniform(Sincoff&Owen,2004).However,there is no standardized certification industry-widefor the MICE profession,which may cause the determination of coursecontent to be particularly challenging.In those hospitality and tourism pro-grams that offer only one MICE course,it may be difficult for professors todetermine specifically which areas to address,as it is impossible to cover allaspects of the industry in a single semester.Program administrators and fac-ulty members often turn to literature to guide curricular decisions(Chen&Groves,1999;Dale&Robinson,2001;Johns&Teare,1995),but in the caseof MICE education this literature is limited.Competency models are oneTABLE 1 Learning Levels of Blooms TaxonomyLearning levelDescriptionKnowledgeRecollection of basic facts and concepts.ComprehensionDemonstration of facts by organizing,interpreting,and comparing ideas.ApplicationApplying learned information to new situations.AnalysisDetermination of cause and effect,making inferences and identifying evidence to support generalizations.SynthesisCompiling information to propose new solutions.EvaluationMake judgments and defend opinions.Downloaded At:05:25 14 May 2010Course Offerings at the Top 25 Undergraduate Programs41valuable resource to consider when designing course curriculum,as arebest practice guidelines put forth by professional associations(Ernawati,2003).In many cases,information obtained from research literature andtrade press sources can provide an extensive listing of potential topics ofinstruction(Ernawati,2003;Sincoff&Owen,2004).Consulting literature isparticularly relevant to MICE education because these sources often revealthe trends at the forefront of the industry,such as the current emphasisplaced on social responsibility and greening(Doyle,2006;Phillips,2004).Textbook selection is also an integral part of the curriculum planningprocess and should complement and support course learning objectives andcontent(Ansary&Babaii,2002).Researchers have credited textbooks asbeing important teaching aids(Durwin&Sherman,2008;Issitt,2004;Mustafa&Cullingford,2008)that significantly impact the instructors success in theclassroom(Wolfe,2004)and students overall learning(Remillard,2005).Inmany cases,textbooks are used as a guideline for learning similar to,or inplace of,a syllabus(Ansary&Babaii,2002).In addition,textbooks encour-age students to become less dependent on the instructor and more respon-sible for their own education through student-centered learning.Inhospitality and tourism education,the variety of textbooks adopted is wide-spread.Findings from a study of textbooks utilized in hospitality marketingcourses yielded 21 different texts(Hsu&Lin,1999).Results also indicatedthat updated information and hospitality-specific examples were the twomost important criteria for instructors in selecting a textbook(Hsu&Lin,1999).The importance of selection criteria is heightened in hospitality andtourism courses due to the weight placed on hands-on experience,which inturn makes it imperative that texts support the experiential learning processinstructors frequently integrate into their courses.Teaching Methods in MICE EducationTeaching methods in hospitality and tourism education are significantlyinfluenced by learning objectives,course content,and textbooks utilized.The search for the ideal teaching method is one that occurs in vain,with lit-tle concrete evidence to support the notion of the ultimate instructionaldesign(Bligh,2000).Nevertheless,researchers and educators in hospitalityand tourism have spent considerable time attempting to identify the“per-fect”delivery technique.Several studies have explored various methods forteaching u