Sustainability in Houpitality Education Essay Example

research. The study specifically examines sustainability as a response to concerns regarding the adverse effects of population growth, economic growth, and natural resource consumption. It is observed that the hospitality industry lags behind other industries in terms of its commitment to sustainability (Barber, Deale, & Goodman, 2011; Tzschentke, 2004).

Hospitality students should be encouraged to comprehend and implement sustainability education, which is a crucial part of the hospitality curriculum. Studies have demonstrated that sustainability is not given significant emphasis in hospitality management programs in the United States (Barber et al., 2011). In addition, the hospitality and tourism industry has historically overlooked its role in promoting environmental sustainability globally (Deale, Nichols, & Jacques, 2009).

The Stenden University of Applied Science in the Netherlands offers sustainability education to its International Hospitality Management (IHM) students. This study aims to determine how well these students comprehend the content being taught about sustainability. The study will examine the education's inclusion of concepts, topics, and practices related to sustainability.

Furthermore, this case study aims to contribute to a better understanding of the knowledge and attitude of sustainability in IHM students. It seeks to enhance their consciousness for implementing sustainability in the hospitality industry. Sustainability is the balanced collaboration between populations to reach their full potential without negatively disturbing the carrying capability it depends on (Ben-Eli, 2009). Therefore, sustainability is considered a fundamental part of education due to its long-term value.

There is a rising trend in the hospitality industry where establishments are proclaiming their environmental friendliness or "green" status. This implies that IHM students must still grasp and take into account the important viewpoints of sustainability.

Hospitality managers should adopt a proactive approach and comprehend the idea of a sustainable business and how to establish one. The task of defining a genuinely sustainable business is difficult, but it includes three vital elements: environmental, economic, and social (Barber et al., 2011).

Despite this, all the information is acquired through education, which involves gaining knowledge, comprehending it, and applying it. The research project aims to investigate the feasibility of sustainability education at Stenden University of Applied Science. This will be done from a student perspective, both in theory and practice, through a case study. To address this inquiry, the following specific research questions are posed:
- What does sustainability education (including concepts, topics & practices) encompass in the hospitality curriculum at Stenden University of Applied Science?
- Which sustainability concepts and practices within the hospitality curriculum do students truly comprehend?
- Are the teaching methods and assessment techniques for these sustainability concepts effective in facilitating students' understanding of their significance?
- Do students who work in sustainable-oriented hospitality establishments implement the knowledge they gained from their sustainability education?

The research examines the assumption and limitations of IHM students in effectively applying sustainability theory within the hospitality industry. Through analysis of the findings, the investigation aims to determine the accuracy of this assumption. Numerous factors may impact sustainability education in the hospitality sector. Specifically, this study focuses solely on IHM students attending Stenden University of Applied Science.

While the findings of a study conducted in the hospitality industry may have value and relevance, they may not be relevant or transferable to other educational institutions. Nonetheless, these findings can indicate the necessity for conducting a similar

study to evaluate the potential for enhancing sustainability education. The central focus of the curriculum is on sustainability, which is taught across three levels: conceptual understanding, policy development, and practical skills/competence. In hospitality education, two crucial perspectives are integrated.

The literature review will cover the topics of Education for Sustainable Development, Education for Sustainability, Triple Bottom Line (TBL), and Corporate Social Responsibility (CSR). TBL includes people, profit, and planet, which have a direct impact on the hospitality industry's performance. CSR emphasizes environmental concerns, resource management, safety and health measures, and collaboration with local communities.

In the global hospitality industry, sustainability is gaining more significance. This involves various practices such as benchmarking, sustainable tourism development, and initiatives in promoting sustainability in hospitality education (Deale et al., 2009). These endeavors primarily concentrate on environmental sustainability, sustainable tourism design and construction, waste management, economic sustainability, and cultural heritage preservation.

The relationship between the hospitality industry and sustainable development has a significant effect on sustainability education. Mathieson and Wall (1982) state that this correlation involves various environmental, economic, and social factors. Henry (1995) suggests integrating sustainable hospitality education into the curriculum through three levels. The initial level emphasizes comprehending concepts like political values, eco-philosophy, social and cultural theory, economic theory, and management theory.

At the policy level, indigenous cultural strengths like ecological policy, cultural development, economic development, and managerial policy are identified. Skills and competencies related to environmental and cultural interpretation form the third level. However, Kohn (1999) states that sustainability concepts can be defined in various ways such as ensuring intergenerational welfare, preserving the human species' existence, sustaining economic system productivity, conserving biodiversity, and

maintaining evolutionary potential.

There are various interpretations of sustainability, resulting in different policy suggestions that may not all align with sustainability goals. In the field of hospitality education, two types of programs prioritize sustainability: education for sustainability (EFS) and education for sustainable development (ESD) (McKeown, 2002). ESD is more commonly used than EFS, possibly because it is internationally recognized.

EFS primarily aims to enhance comprehension of sustainability programs, whereas ESD primarily aims to raise awareness for creating a more livable world and fostering sustainability for future generations. One key concept related to sustainability is the Triple Bottom Line (TBL), which involves expanding the traditional reporting framework to include ecological and social performance in addition to financial performance (Elkington, 2011; Jonker, 2010). Coined by John Elkington in 1994, the phrase "the Triple Bottom Line of 21st Century Business" signifies this expanded approach.

The idea of TBL means that a company's responsibility lies with stakeholders rather than shareholders (Elkington, 2011). "Stakeholders" refer to all individuals affected by a firm's actions, both directly and indirectly. According to stakeholder theory, businesses should aim to coordinate the interests of stakeholders instead of solely focusing on maximizing profits for shareholders. Stakeholders encompass three key aspects: "people, planet, and profit". "People" (human capital) involves promoting fair and beneficial business practices towards employees, the local community, and the region where the corporation operates.

A TBL company aims to create a reciprocal social structure in which the well-being of corporate, labour, and other stakeholder interests rely on each other (Elkington, 2011; Jonker, 2010). Instead of exploiting or endangering any group, a triple bottom line enterprise seeks to benefit multiple publics.

Additionally, a TBL business typically gives back to its community through contributions to healthcare and education. Quantifying this bottom line is relatively new, problematic, and often subjective. The Global Reporting Initiative (GRI) is a non-profit organization that promotes economic sustainability.

The Global Reporting Initiative (GRI) offers a comprehensive framework for companies and organizations worldwide to report on sustainability. GRI's guidelines assist corporations in reporting their social impact in a comparable way. The concept of "Planet" focuses on implementing sustainable environmental practices, such as managing energy consumption, reducing waste, and ensuring proper waste disposal. This approach is part of the Triple Bottom Line (TBL), which aims to decrease ecological footprint while considering social and economic impacts.

A TBL company refrains from manufacturing harmful items like weapons, toxic chemicals, or batteries with dangerous heavy metals. At present, governments and local residents bear the financial and environmental burden of disposing of non-biodegradable or toxic products. According to TBL philosophy, it is unfair for a company that produces and sells a product that will contribute to waste to not pay any of the costs associated with its disposal. Hence, it is more just for the business responsible for creating and selling a problematic product to share in the expenses of its ultimate elimination.

In general, the metrics for sustainability reporting are more quantified and standardized for environmental issues compared to social issues (Elkington, 2011; Jonker, 2010). "Profit" is the common goal in all types of commerce, whether conscientious or not. Within the original concept of sustainability, the aspect of "profit" should be viewed as the economic benefit received by the host society. It represents the long-term

economic impact that an organization has on its economic environment. This is often mistakenly believed to only refer to the internal profit generated by a company or organization.

Therefore, it is not correct to interpret a TBL approach as simply traditional corporate accounting plus social and environmental impact (Elkington, 2011; Jonker, 2010). The field of hospitality education recognizes that Education for Sustainable Development (ESD) is crucial for the development of subjects taught and how they are taught (Dawe, Jucker, ;amp; Martin, 2005). According to Dawe et al. (2005), there are specific outlines that can be analyzed to understand the sustainable curriculum within hospitality education. For accounting, a more critical approach can be adopted by students to understand the environmental and social impacts of business activity in the hospitality industry and review alternative practices. In art, design, and performing arts, hospitality students have been challenged to create a model that helps others comprehend complex environmental interlinkages through art.

The course for the built environment aimed to broaden students' perspectives and help them understand the relationships within their subject areas. When it comes to teaching sustainability to engineering students, modules and materials should cover technological analysis, economic evaluation, as well as environmental and social considerations in the hospitality industry. This approach focuses on systems, problem-solving, communication, values, and participation for students in the hospitality industry.

Furthermore, according to Barber et al. (2011), it is important to comprehend and regulate the environmental impact of the global hospitality industry due to its rapid expansion. Many hospitality establishments have recognized the economic and social benefits of implementing sustainable practices (Barber et al., 2011). The Stenden University of Applied Science

has pursued these advantages by participating in the Green Key organization and achieving the ISO certificate (Stenden University Hotel, 2011).

The significance of sustainable practices in the hospitality industry is being increasingly recognized. There is a growing awareness of the importance of such practices in the hospitality and tourism sector. Factors driving this trend include shifting responsibilities, rising costs, and consumer demand for eco-friendly options (Deale et al., 2009). Deale et al. (2009) also highlights that leaders in the past neglected to acknowledge their contribution to environmental degradation within the hospitality industry.

The environment is becoming a major concern in destination areas, especially luxury properties, due to their harmful impact. Nevertheless, the hospitality industry plays a crucial role in the economy and contributes more than 70% of the GDP in industrialized countries. It has the power to both harm the environment and take initiatives to minimize negative effects. In 1980, Thomas M. Jones introduced an intriguing viewpoint on Corporate Social Responsibility (CSR).

Corporate Social Responsibility (CSR) is the idea that corporations have a responsibility towards various societal groups, beyond just stockholders and legal obligations (Carroll, 1999). This definition highlights two key aspects. Firstly, it stresses that this responsibility should be voluntary, not forced by laws or union agreements. Secondly, it emphasizes that the responsibility extends to serving other groups such as customers, employees, suppliers, and local communities.

Carroll (1999) defined CSR as encompassing all business responsibilities accepted by conscientious business people. These responsibilities, represented as a pyramid, include economic, legal, ethical, and philanthropic dimensions. While all these responsibilities have always existed to some extent, the emphasis on ethical and philanthropic functions has

increased in recent years. In the hospitality industry's CSR program, there is a deeper focus on these concepts. IHM's module at Stenden University of Applied Science emphasizes four components of CSR from a hotel perspective. The first component concentrates on environmental policies such as green initiatives, policies, monitoring and reducing consumption, and utilizing environmental efforts for cost-saving and revenue-generating opportunities (Operations & Performing Daily Operations, 2007).

In order to reduce water and material usage, hotels emphasize the significance of awareness programs, designing new buildings and equipment, and implementing improved working practices. Additionally, they focus on collaborating with local communities, forming strong relationships, and establishing partnerships with local businesses and industries. Ultimately, hotels prioritize health and safety to ensure the well-being of their employees and customers.

The company aims to create a secure environment. Sustainability development, which involves meeting current needs without hindering future generations from meeting their own needs, is essential (Konh, 1999). According to Kohn (2000), it is crucial to design a quantitative framework to anticipate the outcomes of technological or policy changes for sustainability development. This involves constructing scenarios specific to certain geographic and societal contexts and testing them in the unpredictable real world.

The researcher's goals suggest that the case study methodology is frequently utilized and suitable for examining sustainability in higher education (Wals, 2004). There are two methods employed for gathering data: data collection methods and data analysis methods. This study will utilize a combination of quantitative and qualitative data collection methods referred to as mixed methods (Heath, 2010).

Various methods will be used to gather data for this research, including searching archives, conducting interviews, and using

questionnaire surveys. The main focus of data collection will be on IHM students and sustainability educators. Surveys will be the primary method for collecting information from IHM students, as recommended by Stenden University of Applied Sciences. According to the university's guidelines, a survey involves gathering data through questionnaires from a specific sample size of 50 to 1000 or more individuals. Therefore, in this study, the target population consists of IHM students with a minimum requirement of surveying 100 students.

The purpose of this study is to collect viewpoints from students in various study years (1 to 3) and modules to assess their understanding of the sustainability curriculum and their capacity to apply sustainability theory in practical situations. Since this study centers around Stenden University of Applied Science, the sample can be considered representative. It should be acknowledged, however, that the findings do not represent the entirety of the hospitality education industry.

The data analysis of the quantitative information will be conducted using the Statistical Package for the Social Sciences (SPSS). The search for sustainability-related content taught to IHM students at Stenden University of Applied Science will involve examining archives of information systems. This secondary research, also referred to as desk research, will involve obtaining documented sustainability-related curricula from Stenden University of Applied Sciences in 2011.

The authors will collect additional data from sustainability educators at Stenden University of Applied Science. By conducting interviews with approximately three educators who are highly involved in sustainability education, the authors will gather information about teaching methods and concepts related to sustainability that these educators aim to convey to students (Stenden University of Applied Sciences, 2011).