Aligning principles and practice in problem-based hospitality management education

ContextIn 1987, Stenden Hotel Management School was founded as the third hotel management school in the Netherlands offering a four-year BA programme. Two significant distinctive features of the new hotel management school were its full-fledged teaching hotel and its educational approach based on the principles of problem-based learning (PBL).ObjectivesThis study addresses the question why problem-based learning is considered to be well-suited for hospitality management education.MethodWe reflected on our experiences with and research on problem-based learning and on our observations of tutors and students in problem-based learning groups. Current literature on problem-based learning was reviewed to identify relevant issues critical to the effectiveness of problem-based learning. Seven lecturers were interviewed about their experiences with PBL.ResultsFive relevant issues were identified: implementation and maintenance of problem-based learning; the seven-step procedure as a scaffolding tool to structure problem solving and to support the learning process; the design and relevance of PBL-tasks; the role and performance of tutors; the constructive alignment of PBL-principles and assessment of student performance.ConclusionIt can be concluded that problem-based learning can be a successful educational innovation provided that sufficient management support is given to the maintenance of problem-based learning by training of tutors and students in the educational principles and practices. Insufficient maintenance of problem-based learning might bring the central position of problem-based learning under discussion by adding conventional teaching methods to the curriculum.