Ways of knowing hospitality

Kevin D. O'Gorman, Alison J. Morrison

    Research output: Contribution to conferenceOther

    Abstract

    This paper critiques the debate concerning the concept and nature of hospitality as taught within a higher education framework. The intention is to stimulate further debate, dialogue and ultimately curriculum enrichment. Specifically, the current state of the discourse focusing on the vocational and/or liberal nature of hospitality in higher education is addressed. This leads to identification of the evolving sub-fields that are currently termed as either hospitality studies or hospitality management. Argument is presented that the two are not dichotomous, and both borrow heavily from the human and social sciences. It is concluded that the primary focus of educators must be on delivering the principles that underpin, contextualise and structure a higher education experience, which in turn intellectually inspires and empowers students, engaged in curriculum that provides for the gambit of world views embodied in the vocational knowable, and the liberal unknowable, to achieve personal and professional development.
    Original languageEnglish
    Publication statusPublished - 2006

    Fingerprint

    curriculum
    education
    human sciences
    social science
    dialogue
    educator
    discourse
    management
    experience
    student

    Cite this

    O'Gorman, K. D., & Morrison, A. J. (2006). Ways of knowing hospitality.
    O'Gorman, Kevin D. ; Morrison, Alison J. / Ways of knowing hospitality.
    @conference{a3cb49f9c86e42298f8b997a279aed07,
    title = "Ways of knowing hospitality",
    abstract = "This paper critiques the debate concerning the concept and nature of hospitality as taught within a higher education framework. The intention is to stimulate further debate, dialogue and ultimately curriculum enrichment. Specifically, the current state of the discourse focusing on the vocational and/or liberal nature of hospitality in higher education is addressed. This leads to identification of the evolving sub-fields that are currently termed as either hospitality studies or hospitality management. Argument is presented that the two are not dichotomous, and both borrow heavily from the human and social sciences. It is concluded that the primary focus of educators must be on delivering the principles that underpin, contextualise and structure a higher education experience, which in turn intellectually inspires and empowers students, engaged in curriculum that provides for the gambit of world views embodied in the vocational knowable, and the liberal unknowable, to achieve personal and professional development.",
    author = "O'Gorman, {Kevin D.} and Morrison, {Alison J.}",
    note = "M1 - Paper",
    year = "2006",
    language = "English",

    }

    O'Gorman, KD & Morrison, AJ 2006, 'Ways of knowing hospitality'.

    Ways of knowing hospitality. / O'Gorman, Kevin D.; Morrison, Alison J.

    2006.

    Research output: Contribution to conferenceOther

    TY - CONF

    T1 - Ways of knowing hospitality

    AU - O'Gorman, Kevin D.

    AU - Morrison, Alison J.

    N1 - M1 - Paper

    PY - 2006

    Y1 - 2006

    N2 - This paper critiques the debate concerning the concept and nature of hospitality as taught within a higher education framework. The intention is to stimulate further debate, dialogue and ultimately curriculum enrichment. Specifically, the current state of the discourse focusing on the vocational and/or liberal nature of hospitality in higher education is addressed. This leads to identification of the evolving sub-fields that are currently termed as either hospitality studies or hospitality management. Argument is presented that the two are not dichotomous, and both borrow heavily from the human and social sciences. It is concluded that the primary focus of educators must be on delivering the principles that underpin, contextualise and structure a higher education experience, which in turn intellectually inspires and empowers students, engaged in curriculum that provides for the gambit of world views embodied in the vocational knowable, and the liberal unknowable, to achieve personal and professional development.

    AB - This paper critiques the debate concerning the concept and nature of hospitality as taught within a higher education framework. The intention is to stimulate further debate, dialogue and ultimately curriculum enrichment. Specifically, the current state of the discourse focusing on the vocational and/or liberal nature of hospitality in higher education is addressed. This leads to identification of the evolving sub-fields that are currently termed as either hospitality studies or hospitality management. Argument is presented that the two are not dichotomous, and both borrow heavily from the human and social sciences. It is concluded that the primary focus of educators must be on delivering the principles that underpin, contextualise and structure a higher education experience, which in turn intellectually inspires and empowers students, engaged in curriculum that provides for the gambit of world views embodied in the vocational knowable, and the liberal unknowable, to achieve personal and professional development.

    M3 - Other

    ER -

    O'Gorman KD, Morrison AJ. Ways of knowing hospitality. 2006.