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Author: Ritacco, Daniel M. Title: The Accessibility of the Hotel, Restaura11t, a11d Tourism Ma11agement
Baccalaureate Program at tlte University of Wisconsin- Stout to Associate Degree Holders
The accompanying research report is submitted to the University of Wisconsin-Stout, G raduate School in partial
completion of the requirements for the
Graduate Degree/ Major : MS Career and Technical Education
Research Adviser: Damian S. Hanft
Month/Year : December, 2011
Number of Pages: 57
Style Manual Used: American Psychological Association, 6111 edition
RECEIVED DEC 1 9 2011
GRADUATE SCHOOL
18) r understa nd tha t this research report must be offi cially approved by the G radua te School and that an elech·onic copy of the approved version will be made available through the University Library website !ZJ I attest t hat the research report is my original work (tha t any copyrightable materials have been used with the permission of t he origina l authors), and as such, it is automatically protected by the laws, r ules, and regula tions of the U.S. Copyright O ffi ce.
STUDENT'S NAME: Daniel M. Ritacco
. )'......-STUDENT'S SIGNATURE: , !1!!11!11111 DATE: 12/19/11
ADViSER'S NAME: Damian S.
ADVISER'S SIGNATURE:
T his section to be com pleted by the Graduate School This final research report has been approved by the Graduate School.
(Director, Office of Graduate Studies) (Date)
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Ritacco, Daniel M. The Accessibility of the Hotel, Restaurant, and Tourism Management
Baccalaureate Program at the University of Wisconsin- Stout to Associate Degree Holders
Abstract
The third largest industry in Wisconsin is the hospitality and tourism industry. UW-Stout is the
only college or university in Wisconsin that offers a bachelor’s degree hospitality management
program, although thirteen of the sixteen Wisconsin Technical College System campuses
currently have hospitality associate or certificate programs. There is currently a disconnect
between the WTCS schools and UW-Stout when it comes to transferring into the bachelor degree
hospitality management program. The purpose of this descriptive study was to assess the
barriers that were keeping WTCS hospitality students from continuing their education, assess
what role age plays in these decisions, and assess attitudes about different instructional delivery
methods may encourage continuing their education to a 4-year college/university. Current
WTCS hospitality students were surveyed through a survey developed by the researcher through
Qualtrics survey software. Surveys were distributed with the aid of WTCS hospitality program
directors or instructors and analysis was performed through Qualtrics survey software. The
study showed that nontraditional hospitality students at WTCS campuses were less likely to
continue their education than their traditional counterparts. The most significant reasons given
for not continuing their education to the bachelor degree level were need to pursue employment
and costs associated with continuing their education. The most popular instructional delivery
method scenario among the participants was the one that included coursework mostly online
with additional lab work being done on weekends or in the summer at the student’s home WTCS
campus.
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Acknowledgments
I would like to thank my mother, Sue Ritacco, for her unwavering support and continuous
belief that I would actually complete this research and graduate with my master’s degree.
Additionally, I would like to dedicate this to my brother, David Ritacco, who was taken from us
entirely too soon. Although he gave me grief that I was still in school as his kids were
approaching college age, he was always quietly proud of his younger brother’s accomplishments.
I would also like to take this opportunity to thank my dear friend Penny Barnes for allowing me
to rent her spare room the past few years, as I completed my graduate work, and allowing me to
take over her living room as my main study area. Finally, I would like to thank my thesis
advisor Damian Hanft. His patience, guidance, expertise, and energy went a long way in helping
me complete this research in a timely manner.
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Table of Contents
.................................................................................................................................................... Page
Abstract ............................................................................................................................................2
List of Tables ...................................................................................................................................6
List of Figures ..................................................................................................................................7
Chapter I: Introduction ....................................................................................................................8
Statement of the Problem ...................................................................................................10
Purpose of the Study ..........................................................................................................11
Research Questions ............................................................................................................11
Significance of the Study ...................................................................................................12
Assumptions of the Study ..................................................................................................12
Definition of Terms............................................................................................................12
Limitations of the Study.....................................................................................................14
Chapter II: Literature Review .......................................................................................................15
Introduction ........................................................................................................................15
Trends and Issues in Hospitality Education .......................................................................15
Attitudes and Examples of E-Learning in Hospitality Education ......................................16
Conclusions ........................................................................................................................20
Chapter III: Methodology .............................................................................................................21
Introduction ........................................................................................................................21
Description of Research Method .......................................................................................21
Selection of Subjects ..........................................................................................................21
Instrumentation ..................................................................................................................21
Data Collection and Recording ..........................................................................................22
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Data Processing and Analysis ............................................................................................23
Limitations .........................................................................................................................23
Summary ............................................................................................................................24
Chapter IV: Results .......................................................................................................................25
Introduction ........................................................................................................................25
Demographic Information ..................................................................................................25
Item Analysis .....................................................................................................................26
Research Questions ............................................................................................................38
Chapter V: Discussion ..................................................................................................................41
Introduction ........................................................................................................................41
Discussion ..........................................................................................................................41
Limitations .........................................................................................................................42
Conclusions ........................................................................................................................43
Recommendations ..............................................................................................................44
References ......................................................................................................................................45
Appendix A: Map of the 16 Wisconsin Technical College System Schools .................................47
Appendix B: Qualtrics Hospitality Online Survey Instrument- Ritacco .......................................48
Appendix C: Draft of Email to WTCS Hospitality Management Program Directors ...................57
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List of Tables Table 1: Distribution of Participants by WTCS School.................................................................28
Table 2: Attitudes about Online Learning Experience ..................................................................34
Table 3: Attitudes about Relocating to a 4-Year College or University ........................................35
Table 4: Attitudes about Combining Online and 4-Year College or University ...........................36
Table 5: Attitudes about Combining Online and Satellite Campus ...............................................37
Table 6: Attitudes about Combining Online and Home Campus ..................................................37
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List of Figures Figure 1: Age Distribution of Survey Participants ........................................................................26
Figure 2: Institutions that Survey Participants Indicated Had Hospitality Management
Bachelor Degree Programs ...............................................................................................34
Figure 3: Age of Participants Cross-Tabulated With Their Responses to Plans on
Continuing Their Education to the Bachelor’s Degree Level ............................................39
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Chapter I: Introduction
The tourism industry has always been an important factor in the economic landscape of
Wisconsin. The hospitality and tourism industry has maintained its status as the third largest
industry in Wisconsin, behind agriculture and manufacturing, despite the economic woes of the
2009 recession. Marshall (2010) indicated that the tourism industry in Wisconsin fared better
than the national average over the past eighteen months and supported over 286,000 jobs, while
bringing in billions of dollars in tax revenue to the state and income for Wisconsin residents.
Because of its importance to the livelihood of residents and the economic wellbeing of the state,
postsecondary institutions developed hospitality and tourism programs that have supported the
continued growth of the tourism industry.
According to Wisconsin Technical College System-Hospitality and Tourism website
(2009), thirteen of the sixteen technical colleges throughout the state of Wisconsin developed
certificate or associate level curriculum dedicated to the hospitality and tourism industry. This
curriculum encompassed everything from culinary skills, to meeting planning, to casino gaming,
to hotel/restaurant management. As a direct link between community and careers, the technical
colleges responded to the needs of Wisconsin residents. All of these institutions have been
impacted by the downturn in the economy.
According to the Wisconsin Technical College System Board (2009), WTCS colleges
emphasized responding to the needs of dislocated workers resulting in continuing to
provide training opportunities for incumbent workers, and developing career pathways
that address skill shortages and offer low-income adults clear and reliable courses of
action to progress in their careers. (p. 6)
The influx of dislocated workers helped raise the average age of students enrolled in Wisconsin
Technical College System schools to thirty-four years of age.
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Despite the increased number of adult associate degree holders at the technical school
level in Wisconsin, UW-Stout has not seen an increase in non-traditional student enrollment.
According to the University of Wisconsin Stout- Office of Budget, Planning, and Analysis
(2009), the average age of undergraduate students at UW-Stout was in the traditional student age
of twenty-one. According to Sally Bosshart of the UW-Stout office of Budget, Planning, and
Analysis (personal communication, November 16, 2010) less than six percent of students
enrolled in the hospitality management program at UW-Stout are considered non-
traditional/adult students. This was in sharp contrast to the average age of students in the
technical colleges of Wisconsin.
Hospitality education, as a whole, has grown over the past couple of decades. Stoller
(2008) indicated that there were over two hundred schools that offered bachelor degree programs
in hospitality management, which was an increase from just forty programs a few decades
earlier. In Wisconsin, the University of Wisconsin-Stout was the only institution in the state
where a bachelor degree program for hospitality management was offered. UW-Stout
accommodated the growth of the associate degree programs in the technical colleges by
increasing hospitality courses offered online and developed articulation agreements with many of
the technical colleges not only in Wisconsin, but Minnesota as well.
Wisconsin ranked behind Minnesota in the percentage of the population that earned post-
secondary degrees at the baccalaureate level. This deficiency resulted in the development of the
Adult Student Initiative (2008). The Initiatives for a Growth Agenda for Wisconsin (2005) and
its subsequent phases set a dialogue in motion that made more bachelor degree programs
available and accessible online. According to the Joint UWS/WTCS Committee on
Baccalaureate Expansion (2005),
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working adults in Wisconsin were more likely to be enrolled in technical college
programs leading to an associate degree in applied science than in a university two-year
or four-year institution. As a result, Wisconsin ranks 9th among the states in the
percentage of adults who have completed an associate degree, but only 30th in percentage
of those age 25 and older who have completed a baccalaureate degree. (p. 5)
A major component of the Adult Student Initiative and its subsequent phases was to increase
accessibility through online and hybrid course offerings.
McGugan and Peacock (2005) found that hospitality management students expected
technology to play a significant, complementary role in their education, while face-to-face
tutoring remained critical to the educational process. The hospitality management bachelor
degree program at the University of Wisconsin-Stout followed this trend over the past few years
and began offering most of its discussion-based courses online, in addition to the traditional face-
to-face offerings. According to McDowall and Li-Chun (2007), research has indicated that
student achievement and attitude were similar in students who took the same courses online and
face-to-face. Considering the lab element in the hospitality management bachelor program at
UW-Stout that requires a traditional setting, it was not possible to complete the baccalaureate
degree entirely from a distance. The hospitality and tourism department utilized the experience
it gained by transferring the master’s program into the online setting (Clements, Buergermeister,
Holland, & Monteiro, 2001).
Statement of the Problem
Adult/nontraditional students were enrolling in and completing hospitality-related
associate degree programs at the Wisconsin Technical College System (WTCS) schools spread
throughout the state. Most of these adult/nontraditional students were not continuing on to the
bachelor degree hospitality program offered solely at the University of Wisconsin-Stout.
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Purpose of the Study
The purpose of this study was to determine potential factors and obstacles that were
preventing adult/nontraditional students in hospitality associate programs at WTCS schools from
continuing their education to the baccalaureate level at the University of Wisconsin-Stout. The
hospitality and tourism industry continues to be one of the major employers in the state of
Wisconsin. According to Wisconsin Department of Tourism: 2009 Economic Impact Research
(2010), the hospitality and tourism industry employed more people than any other private
employer in the state. Tourism was the third largest employer in the state and brings in billions of
dollars in revenue and income every year. The Wisconsin Restaurant Association (2009)
indicated that one in ten Wisconsin residents were employed in the restaurant industry. The size
of the hospitality industry combined with associate degree completion rate exaggerated the gap
in baccalaureate program completion. Factors and obstacles identified by this study may lead to
improvements in accessibility to the UW-Stout HRTM baccalaureate program, which in turn
may lead to increased baccalaureate degree completion in accordance with goals set forth by the
Adult Student Initiative in Wisconsin.
Research Questions
The questions this research wished to address included:
1. What barriers prevented students in associate degree hospitality programs at WTCS
schools from continuing on to the baccalaureate degree hospitality program at UW-Stout?
2. What role did age of the student have in influencing them to continue their education
from the WTCS hospitality programs to 4-year college/university?
3. If UW-Stout offered a hybrid version of its baccalaureate degree hospitality program
that allowed adult/nontraditional students to stay near home, would the baccalaureate degree
program be a viable option?
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Significance of the Study
This study was significant for multiple reasons:
1. There was a gap between adult students who completed associate degrees in hospitality
programs at WTCS schools and adult students who went on to the baccalaureate HRTM program
at UW-Stout. The declining rate in baccalaureate degree completion in Wisconsin led to the
Adult Student Initiative. This study identified factors and obstacles that were keeping adult
learners from continuing their education to the bachelor degree level and may result in increased
enrollment in the UW-Stout HRTM program.
2. The hospitality industry was the third largest industry in Wisconsin and was a
significant contributor to annual employment and revenue numbers. An increased degree
completion of HRTM at UW-Stout would improve the quality, preparedness, and knowledge
base of entry-level management positions in Wisconsin’s third largest industry.
3. Accessibility obstacles identified in this study may lead to improvements in distance
learning and hybrid HRTM program offerings across the state. A byproduct of this accessibility
may be increased enrollment at the WTCS schools and UW-Stout from out-of-state students of
all ages, most notably, increases in enrollment from Wisconsin, Iowa, and Illinois residents.
Assumptions of the Study
The population included both tradition and nontraditional students enrolled in hospitality
associate degree programs at Wisconsin Technical College System schools. Because the survey
was emailed to the students and not administered in person, it was assumed that the
nonparticipants encompassed the same demographic cross section that the participants
encompassed.
Definition of Terms
For the purpose of this study, these terms were identified and defined:
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Adult/Nontraditional student: both UW-Stout and Wisconsin Technical College
System defined these students as 25 years of age or older, veteran, returning student, or married.
Associate degree: refers to a two-year degree usually obtained from a junior,
community, or technical college (Dictionary.com, 2010).
Bachelor degree: also known as baccalaureate, is a degree awarded after completion of
undergraduate work at a four-year college or university (Dictionary.com, 2010).
Curriculum: the courses that made up a program of study at an educational institution
(Dictionary.com, 2010).
Dislocated workers: according to the Wisconsin Technical College System Board
(2009), this term is in reference to employees who lost their jobs in one industry and retrained in
a new one to find work.
Hybrid instruction: according to Clements, Buergermeister, Holland, and Monteiro
(2001), this type of instruction refers to course delivery methods that utilized a combination of
face-to-face and online (not in person) delivery strategies.
Online education/distance learning: according to Clements, Buergermeister, Holland,
& Monteiro (2001), this type of instruction refers to course delivery methods that took place with
the student not needing to be in a physical classroom. Often internet and other communication
technologies were utilized.
Postsecondary education: is synonymous with postsecondary education/institution and
defined as education beyond the secondary level, especially education at the college or university
level (Dictionary.com, 2010).
Tourism Industry of Wisconsin: used interchangeably with hospitality industry. It
included lodging, restaurant, gaming, travel, recreation, and similar industry segments
(Wisconsin Department of Tourism, 2010).
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Wisconsin Technical College System schools: included Blackhawk, Chippewa Valley,
Fox Valley, Gateway, Lakeshore, Madison Area, Mid-State, Milwaukee Area, Moraine Park,
Nicolet Area, North Central, Northeast Wisconsin, Southwest Wisconsin, Waukesha County,
Western, and Wisconsin Indianhead technical colleges (Wisconsin Technical College System,
2009).
Wisconsin Technical College System hospitality programs: programs included
baking, pastry, casino management, culinary arts, culinary management, hotel & restaurant
management, hotel / hospitality management, meeting & event management, and recreation
management (Wisconsin Technical College System, 2009).
Limitations of the Study
The major limitations of this study were:
1. The study was limited to students enrolled in hospitality associate degree programs at
Wisconsin Technical College System (WCTS) schools during the 2010-2011 academic school
year. The findings of this study should only be applied to this specific major / program of study
and should not be generalized to other majors/programs of study.
2. The population included students at all stages of completion of the hospitality
associates degree programs at WCTS schools, including full and part-time students.
Consequently, the findings of this study might have included results of students who had varying
senses of urgency. This could have affected the approach to the survey that investigated plans
upon completion.
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Chapter II: Literature Review
Introduction
This chapter will include a discussion of the trends and challenges facing hospitality
management degree programs in the coming years. Additionally, this chapter will include a
discussion of attitudes and options of online and hybrid course delivery methods and their
potential in creating more accessibility to hospitality management baccalaureate degree
programs.
Trends and Issues in Hospitality Education
There are many trends and challenges facing the current and future development in the
hospitality management field. Key to the development and continuation of the hospitality
industry are advances in educational delivery methods and technology. According to Jin-Zhao
and Jing (2009), three of the top ten trends and challenges in the hospitality industry are related
to higher education, technology advances, and shortages of qualified personnel. All three
trending areas can be addressed by the hospitality management bachelor’s program at UW-Stout.
It seems unlikely in the current state of the economy, but Jin-Zhao and Jing (2009)
reported that a labor shortage of qualified workers is common in almost all geographical
locations. In fact, it is often this deficiency in the labor force that creates the most significant
obstacle to hospitality expansion. From the educational aspect, this shortage of viable labor
creates opportunities for hospitality management programs that are accessible to these
geographic areas. This accessibility can be a direct byproduct of the other two trends mentioned
earlier- higher education and technological advances.
Educational trends and technological advances seem to go hand-in-hand with one
another. According to Jin-Zhao and Jing (2009), “new educational providers have risen in order
to fill the undeniable demand for open, flexible, distance, and life-long learning” (p. 54). The
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major changes and shifts in curriculum in the hospitality industry mirror the paradigm shift from
teacher-centered instruction to student-centered instruction (Sizoo, Agrusa, & Iskat, 2005).
According to Jin-Zhao and Jing (2009), this paradigm shift requires the teacher to be a facilitator,
the student to be an active participant in learning, and the library specialist to be a learning
collaborator. All three aspects are aided by the advancements in technology.
The technology trends are two-fold: on one hand, we have the ever advancing technology
of the industry, and on the other hand, we have the technological advances that are enabling
educational delivery methods to meet the demands of the learners. Both sides of the equation
require the academic community to keep pace with the technological advances. It is a challenge
to both the academic and industry communities to stay abreast of the advancements from a time-
consuming aspect, as well as an expense aspect (Jin-Zhao & Jing, 2009).
There are many tools and technologies that have improved communications, academic
delivery, and academic accessibility. Rosen and Nelson (2008) referred to this next generation
of interactive internet as Web 2.0. Web 2.0 is defined as the next phase in internet usage that
allows users to create and share information across the internet in a social and collaborative
manner (Rosen & Nelson, 2008). There are many tools and applications that fall under the Web
2.0 umbrella. Some of these include: wikis, blogs, social networks, social bookmarking, and
many more. According to Rosen and Nelson (2008),
these tools allow users to transform individual activities—such as idea mapping,
calendars, journals, note taking, writing, photo albums, and more—into social-sharing
activities by facilitating the creation of internet-based communities joined for a common
purpose, providing these communities with new, on-the-fly ways to publicly share and
discuss content and requiring much less technical knowledge then their predecessor Web
1.0 tools. (p. 213)
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These Web 2.0 tools can help create collaborative learning communities that put the learners at
the center of their own learning experience.
From an educational standpoint, the transition from Web 1.0 to Web 2.0 mirrors the
paradigm shift teacher-centered instruction to student-centered instruction. The one-way read-
only nature of Web 1.0 is similar to teacher-centered instruction where the learner is a passive
participant and the content is delivered to them. Conversely, the collaborative, social, and
constructivist nature of Web 2.0 is similar to the learner-centered instruction that is popular
today (Rosen & Nelson, 2008). In this type of learning the student is an active participant in the
learning process and personalizes the learning by building knowledge on previous learning and
relevant perspectives.
Although the connection to individual learner preferences is evident in Web 2.0 tools,
attitudes and implementation of these tools is slowly gaining acceptance in academia.
Attitudes and Examples of E-Learning in Hospitality Education
With the advances in technology, software, and collaboration tools in the educational
environment, the potential for increasing accessibility of hospitality management degree
programs is a real possibility. However, there continues to be debate regarding the effectiveness
and preference of distance education and e-learning environments among teachers and students
alike. According to McDowall and Li-Chun (2007), distance education is growing at a rapid
pace in higher education, as institutions strive to stay competitive as the barriers to enrollment
diminish. This growth can be attributed to the differences in life-styles and demographics of
today’s student population and the need for alternatives modes, places, and timing of instruction
(McDowall & Li-Chun, 2007).
Despite the push by institutions to offer distance education and the demand of students
for accessibility, the study conducted by McDowall and Li-Chun (2007) found that hospitality
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students preferred the more traditional face-to-face classroom learning environment to the e-
learning environment offered in distance education. Although these students saw the value in
technology as a resource in the classroom and preferred the teacher’s ability to teach over his /
her presence in the classroom, they preferred the structure and predictability of the traditional
classroom. According to McDowall and Li-Chun (2007), the major contributing factor in the
hospitality students’ preference towards traditional learning environment had to do with
technical problems that cause stress and discouragement in the learning process. Although there
is always a chance of technical difficulties when using technology, these issues can be overcome
with training, support, and flexibility of the learning environment. Technology is still a viable
educational tool in exposing the students to resources that may not be readily available in the
traditional classroom.
A specific means to bridge the gap between the physical environment of the traditional
classroom and the flexibility of the online environment is with the use of virtual learning
environments, or VLEs, as they are referred to. According to McGugan and Peacock (2005), in
an effort to prepare hospitality students for the hospitality industry expectations, virtual learning
environments can aid in familiarizing the students with the workplace. These virtual learning
environments provide an opportunity for students to contextualize learning through reference to
the hospitality work environment. McGugan and Peacock (2005) found that hospitality students
and teachers consider virtual learning environments to be useful in supplementing existing
teaching practices, rather than replacing these practices altogether. Similar to other studies on e-
learning environments, the major obstacle or challenge to utilizing virtual learning environments
is technical difficulties or a system that is not robust enough to support an engaging virtual
learning environment. With this in mind, it is important to remember that the overall attitude of
both students and teachers in this study was positive when considering virtual learning
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environments as a supplement to traditional coursework (McGugan & Peacock, 2005). The
hybrid classroom that combines traditional learning with e-learning supplemental resources is a
viable option for those hospitality programs not comfortable committing their entire program to
the online setting.
Taking the virtual learning environment one step further, Douglas, Miller, Kwansa, and
Cummings conducted a study about students’ perceptions of the usefulness of virtual simulations
in postsecondary hospitality education. According to Douglas, Miller, Kwansa, and Cummings
(2007), computer-based simulations can be useful interactive tools in reinforcing hospitality
concepts and providing experiential practice of content. The ability to enforce key concepts has
been a primary goal of hospitality or vocational education and the industry for decades. These
computer-based simulations have been credited with providing a greater degree of realism
comparable to real-world industry settings (Douglas, Miller, Kwansa, & Cummings, 2007).
According to Douglas, Miller, Kwansa, and Cummings (2007),
the results of this study are that internet-based simulations was shown to be a useful
instructional tool for the development of skills crucial to the hospitality business
management, namely those skills relating to planning, decision making, general
management, hospitality concepts, and problem identification. (p. 16)
It is interesting to note that the hospitality students did not feel that the compute-based
simulation improved their assignment of effectiveness of the course. Also, the students
enjoyment of the simulation activity and the amount of stress associated with the activity were
directly related to their experience level with computer-based simulations (Douglas, Miller,
Kwansa, & Cummings, 2007).
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Conclusions
Based on the trends in the hospitality industry and hospitality education, it is clear that
there is a need for online course offerings and resources in hospitality management degree
programs. The extent of these offerings is dependent on the resources and technical support
available to the institutions, teachers, and students. It is also evident that instructional time in the
e-learning environment must be spent acclimating the students to the technology to minimize the
negative effect of the instructional tool itself.
With the growing number of postsecondary hospitality degree programs available to
students, and the hospitality industry’s need for qualified employees, accessibility to degree
programs becomes a significant issue. Distance learning, online instruction, and hybrid course
offerings can aid in connecting students to hospitality programs and to the industry.
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Chapter III: Methodology
Introduction
This chapter will include a description of the sample, the instrument used, and the data
collection procedures. In addition, the data analyses will be reported. The chapter will conclude
with the identified methodological limitations and a summary.
Description of Research Method
This educational research was conducted utilizing the descriptive research method. This
study will report on the current attitudes and barriers affecting the decisions hospitality students
in the Wisconsin Technical College System (WTCS) schools are making in deciding to, or not
to, continue on to the hospitality management bachelor degree program at UW-Stout.
Selection of Subjects
This study included students who were currently enrolled in hospitality programs at
WTCS schools (see Appendix A). These hospitality programs included hospitality management,
hotel & restaurant management, culinary management, and culinary arts. The programs ranged
from certificate to associate degree programs. Thirteen out of the sixteen technical schools in the
Wisconsin Technical College System had hospitality degree programs.
Instrumentation
The survey (see Appendix B) was developed and distributed with the Qualtrics survey
program that was licensed through the University of Wisconsin-Stout. The survey was created
specifically for this research project by the researcher and thesis advisor. The first section of the
survey was dedicated to demographic information about the WTCS schools’ hospitality program
students. This demographic information mirrored the demographic information collected by
WTCS and the University of Wisconsin-Stout for their biennial report and fact book,
respectively. This overlap of information was helpful in comparing sample results with the
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larger population of students. The second section of the survey was dedicated to collecting
participants’ institutional information and participants’ academic experience and future plans.
This section included questions regarding obstacles to continuing education to the baccalaureate
academic level. Finally, the third section of the survey was dedicated to measuring the
participants’ attitudes towards several instructional delivery method scenarios that could be
utilized in completing coursework in a hospitality management baccalaureate degree program.
These attitudes were measured utilizing a seven-point Likert Scale that consisted of responses
ranging from strongly disagrees to strongly agree.
No measure of validity or reliability has been documented for this study because it was
developed for the purpose of this study.
Data Collection and Recording
Data collection began started on September 26, 2011 and ended on November 27, 2011.
During the first weeks of the fall 2011 semester, hospitality program directors or deans at the
thirteen WTCS schools were contacted by email (see Appendix C). In the absence of a program
director or dean, hospitality program instructors were contacted. These initial contact emails and
phone calls were made to request participation in the research by their respective schools’
hospitality students and asked for their help in distributing the survey to their hospitality
students. When participation was confirmed emails were sent to the key contacts at each school.
These emails contained contact information, description of the study, instructions, and a link to
the Qualtrics online survey tool. The schools were given the option of providing student emails
to the researcher for survey distribution or forwarding the survey link to their hospitality students
themselves. Eleven of the thirteen WTCS schools participated and all chose to distribute the
survey link to their students. To assure confidentiality, emails were sent through the “bcc” field
so that participants were not able to see contact information or names of others participating in
23
the research. The survey instrument included an implied consent form that indicated that
participants must be eighteen years of age or older to participate in the research and that
completion of the survey instrument indicated implied consent. WTCS hospitality students
completed the survey instrument online, on their own time, and the results were collected by
Qualtrics survey software. Qualtrics collected the responses, with no participant identifying
information, and created the data for analysis and interpretation.
Data Processing and Analysis
Data was collected, processed, and analyzed though the Qualtrics survey software.
Incomplete surveys were removed from the results. This descriptive study needed limited
statistical analysis based on most of the data being nominal and ordinal in nature. The statistical
analysis that was utilized in this study included frequency, percentages, and cross-tabulations.
The research was searching for correlations between various factors. Quantitative questions
were grouped together in order to perform statistical analysis to answer the research questions.
The few qualitative responses that were needed for short-answer blanks were utilized to allow for
answers that were not included in the choices given.
Limitations
The survey instrument was developed through Qualtrics survey software by the
researcher and advisor specifically for this research. Even though the survey was reviewed by
the hotel and restaurant management program director at UW Stout, the reliability of the survey
instrument has not been determined.
The method of distribution may have also limited the number of participants and the
ability to track how many WTCS school hospitality students were actually exposed to the survey
link. Since it was necessary to rely on third party (program directors and / or instructors) entities
in the distribution of the survey, it was unable to be determined if all WTCS hospitality students
24
were given the opportunity to participate. Additionally, because this method of distribution was
necessary, the generic link to the survey (URL) had to be used so one email could be sent to all
hospitality students by the program directors and / or instructors; it is not possible to know if the
survey was only taken once by each respondent.
The exact return rate could not be determined because of the method of distribution and
the survey link type. Not all WTCS hospitality program directors and / or instructors provided
total numbers of hospitality students in their programs or how many hospitality students they
actually distributed the survey to. Therefore, it was necessary to base the return rate on the
average rate of those schools who provided the information and assume that the return rate was
similar at all the schools that participated.
Summary
Students enrolled in hospitality management or certificate programs at the thirteen WTCS
schools that have hospitality programs were surveyed utilizing a survey instrument developed by
researcher and advisor through the Qualtrics survey software at UW-Stout, specifically for this
research. The purpose of the survey was to gauge the hospitality students’ attitudes towards
different course delivery methods utilizing a combination of online and face-to-face coursework
and barriers to continuing education past the technical college academic level. The link to the
survey was distributed by email through the assistance of the WTCS schools hospitality program
directors and / or instructors. Data was collected through Qualtrics survey software and basic
descriptive statistics were performed within the software.
25
Chapter IV: Results
Introduction
This chapter will include a description of the demographic information about the WTCS
hospitality students who participated in the research and an item analysis of the responses to all
of the questions included in the survey. The chapter will conclude with an analysis of the
research questions and how the survey responses answered those questions.
Demographic Information
Although all WTCS hospitality program directors and / or instructors did not supply data
regarding how many hospitality students they distributed the survey link to, the average return
rate from the schools that did supply distribution numbers was 18.8%. Over half of the eleven
WTCS schools who participated in distributing the survey supplied specific distribution
numbers. There were a total of 88 students who accessed the survey. After reading the implied
consent at the beginning of the survey, 87 chose “yes” to participate in the survey and 1 chose
“no” and abstained from participating.
Of the 87 participants, 45 (51.7%) were traditional students between the ages of eighteen
and twenty-four years old and 42 (48.3%) were nontraditional students twenty-five years of age
or older. Of the 87 participants, 37 (42.5%) were male and 50 (57.5%) were female. Of the 87
participants, 69 (79.3%) indicated they were single (never married, separated, or divorced), 17
(20.6%) indicated they were married or in a domestic partnership, and 1 (1.1%) preferred not to
answer the question. Of the 87 participants, 75 (86.4%) were white, 3 (3.4%) were African
American, 3 (3.4%) were Asian American, 3 (3.4%) were Hispanic, 1 (1.1%) was Italian
American, and 2 (2.3%) preferred not to answer the question. Of the 87 participants, 65 (74.7%)
indicated they were currently employed and 22 (25.3%) indicated they were not currently
employed.
26
Item Analysis
Figure 1 illustrates the participant’s responses to item number one of the survey. Item
number one of the survey asked the participants what was their current age. The results
indicated 51.7% (n = 45) of the participants were between the ages of eighteen and twenty-four
years old. This age group (24 years of age or younger) is described by WTCS and UW-Stout as
“traditional” students. The results also indicated 48.3% (n = 42) of the participants were twenty-
five years of age or older. This age group (25 years of age or older) is described by WTCS and
UW-Stout as “nontraditional” students.
Figure 1: Age Distribution of the Survey Participants
18-2137.9% (n=33)
22-2413.8% (n=12)
25-2919.6% (n=17)
30-348.0% (n=7)
35-399.2% (n=8)
40-442.3% (n=2)
45-492.3% (n=2)
50 or older6.9% (n=6)
18-21 years old
22-24 years old
25-29 years old
30-34 years old
35-39 years old
40-44 years old
45-49 years old
50 years or older
Item number two of the survey asked the participants whether they were male or female.
The results were as follows: 42.5% (n = 37) of the participants indicated they were male and
57.5% (n = 50) of the participants indicated they were female.
Item number three of the survey asked participants what their current marital status was.
The results were as follows: 72.4% (n = 63) of the participants indicated they were single (never
married), 14.9% (n = 13) of the participants indicated they were married, 1.1% (n = 1) of the
27
participants indicated they were separated, 5.8% (n = 5) of the participants indicated they were
divorced, 4.6% (n = 4) of the participants indicated they were in a domestic partnership, and
1.1% (n = 1) of the participants indicated they preferred not to answer the question.
Item number four of the survey asked the participants about their ethnicity. The results
were as follows: 3.4% (n = 3) of the participants indicated they were African American, 3.4% (n
= 3) of the participants indicated they were Asian, 3.4% (n = 3) of the participants indicated they
were Hispanic, 86.4% (n = 75) of the participants indicated they were white, 1.1% (n = 1) of the
participants indicated they were of another ethnicity (Italian American), and 2.3% (n = 2) of the
participants indicated they preferred not to answer the question.
Item number five of the survey asked participants if they were currently employed. The
results were as follows: 74.7% (n = 65) of the participants indicated yes they were currently
employed and 25.3% (n = 22) of the participants indicated no they were not currently employed.
Item number six of the survey refers to those participants who indicated they were
currently employed (n = 65) and asked what their current employment status was. The results
were as follows: 43.1% (n = 28) of the participants who indicated they were currently employed
were employed at a full-time basis (30 or more hours per week) and 56.9% (n = 37) of the
participants who indicated they were currently employed were employed on a part-time basis (29
or fewer hours per week).
Item number seven of the survey refers to those participants who indicated they were
currently employed (n = 65) and asked if their current employment was in the hospitality
industry. The results were as follows: 80.0% (n = 52) of the participants who indicated they
were currently employed were employed in the hospitality industry and 20.0% (n = 13) of the
participants who indicated they were currently employed were not employed in the hospitality
industry.
28
Item number eight of the survey asked participants how much hospitality work
experience do you had. The results were as follows: 12.6% (n = 11) of the participants indicated
they had no hospitality work experience, 11.5% (n = 10) of the participants indicated they had
less than a year of hospitality work experience, 5.7% (n =5) of the participants indicated they had
1 to 2 years of hospitality work experience, 10.3% (n = 9) of the participants indicated they had 2
to 3 years of hospitality work experience, 21.8% (n = 19) of the participants indicated they had 3
to 4 years of hospitality work experience, 6.9% (n = 6) of the participants indicated they had 4 to
5 years of hospitality work experience, and 31.0% (n = 27) of the participants indicated they had
more than 5 years of hospitality work experience.
Table 1 illustrates the participant’s responses to item number nine of the survey. Item
number nine of the survey asked participants which of the Wisconsin Technical College (WTCS)
schools they were currently enrolled in. The two WTCS schools with most hospitality students
participating in the survey were Madison Area Technical College (23%, n = 20) and Moraine
Park Technical College (20.7%, n = 18), respectively. Only two of the thirteen WTCS schools
that have hospitality programs did not have students participate in the survey: Milwaukee Area
Technical College and Southwest Technical College.
Table 1 Distribution of Participants by WTCS School- (Which of the Wisconsin Technical College System
(WTCS) schools are you currently enrolled in?)
WTCS School Response %
Blackhawk Technical College 7 8.0%
Chippewa Valley Technical College 7 8.0%
Fox Valley Technical College 3 3.4%
29
Gateway Technical College 5 5.7%
Lakeshore Technical College 3 3.4%
Madison Area Technical College 20 23.0%
Milwaukee Area Technical College 0 0.0%
Moraine Park Technical College 18 20.7%
Nicolet Area Technical College 3 3.4%
Northeast Wisconsin Technical College 9 10.3%
Southwest Technical College 0 0.0%
Waukesha County Technical College 7 8.0%
Western Technical College 5 5.7%
Total 87 100%
Item number ten of the survey asked participants which hospitality program they were
currently enrolled in. The results were as follows: 8.0% (n = 7) of the participants indicated they
were enrolled in a hotel & hospitality management program, 36.8% (n = 32) of the participants
indicated they were enrolled in a hotel & restaurant management program, 11.5% (n = 10) of the
participants indicated they were enrolled in a culinary management program, 36.8% (n = 32) of
the participants indicated they were enrolled in a culinary arts program, and 6.9% (n = 6) of the
participants indicated they were enrolled in multiple programs at their schools.
Item number eleven of the survey asked participants which academic program level they
were currently enrolled in. The results were as follows: 95.4% (n = 83) of the participants
indicated they were enrolled in associate degree programs, 2.3% (n = 2) of the participants
indicated they were enrolled in certificate programs and 2.3% (n = 2) of the participants
indicated they were enrolled in both associate degree and certificate programs.
30
Item number twelve of the survey asked participants what their current enrollment status
was. The results were as follows: 88.5% (n = 77) of the participants indicated they are enrolled
as full-time students (12 or more credits) and 11.5% (n = 10) of the participants indicated they
were enrolled as part-time students (11 or fewer credits).
Item number thirteen of the survey asked participants approximately how far they
commute to school— one way. The results were as follows: 5.7% (n = 5) of the participants
indicated they lived less than a mile from their school, 39.1% (n = 34) of the participants
indicated they lived between 1 to 10 miles from their school, 26.4% (n = 23) of the participants
indicated they lived between 11 to 20 miles from their school, 12.6% (n = 11) of the participants
indicated they lived between 21 to 30 miles from their school, and 16.1% (n = 14) of the
participants indicated they loved more than 30 miles from their school.
Item number fourteen of the survey asked participants when they plan to complete their
degree in the hospitality program they are currently enrolled in. The results were as follows:
9.2% (n = 8) of the participants indicated they planned on completing their program in the fall of
2011, 27.6% (n = 24) of the participants indicated they planned on completing their program in
the spring of 2012, 3.4% (n = 3) of the participants indicated they planned on completing their
program in the summer of 2012, 27.6% (n = 24) of the participants indicated they planned on
completing their program in the fall of 2012, 20.7% (n = 18) of the participants indicated they
planned on completing their program in the spring of 2013, 1.1% (n = 1) of the participants
indicated they planned on completing their program in the summer of 2013, 6.9% (n = 6) of the
participants indicated they planned on completing their program in the fall of 2013, 1.1% (n = 1)
of the participants indicated they planned on completing their program after the fall of 2013, and
2.3% (n = 2) of the participants indicated they were undecided about when they would be
completing their program.
31
Item number fifteen of the survey asked participants if they plan on continuing their
education to pursue a bachelor’s degree in hospitality management or a related field. The results
were as follows: 28.7% (n = 25) of the participants indicated yes they were planning on
continuing their education, 20.7% (n = 18) of the participants indicated no they were not
planning on continuing their education and 50.6% (n = 44) of the participants indicated they
were undecided about their future academic plans.
Item number sixteen of the survey refers to participants who were either not planning, or
undecided, on continuing their education to the bachelor degree level in hospitality management
or a related field (n = 62). The item asked participants to indicate what their plan is, after
completing their hospitality associate degree or certificate program. The results were as follows:
6.5% (n = 4) of the participants indicated they were planning to pursue another associate degree
or certificate at the technical college level, 1.6% (n =1) of the participants indicated they were
planning to pursue a bachelor’s degree at a 4-year college/university in a degree program other
than hospitality management or related field, 40.3% (n = 25) of the participants indicated they
were planning to pursue new employment in the hospitality and tourism industry, 3.2% (n = 2) of
the participants indicated they were planning to pursue new employment in an industry other
than hospitality and tourism, 8.1% (n = 5) of the participants indicated they were planning to stay
at their current place of employment, and 40.3% (n = 25) of the participants indicated they were
undecided in their future plans.
Item number seventeen of the survey refers to participants who were either not planning,
or undecided, on continuing their education to the bachelor degree level in hospitality
management or a related field (n = 62). The item asked participants if they were not continuing
on to a bachelor degree level institution, please indicate which of the following barrier
represented the most significant reason for this decision. The results were as follows: 11.3% (n =
32
7) of the participants indicated the distance to the desired 4-year college / university was the
greatest barrier to continuing to a bachelor degree institution, 35.5% (n = 22) of the participants
indicated the financial obligation was the greatest barrier to continuing to a bachelor degree
institution, 14.5% (n =9) of the participants indicated the time commitment was the greatest
barrier to continuing to a bachelor degree institution, 17.7% (n = 11) of the participants indicated
continuing on to a bachelor degree institution was not necessary for their future plans, 3.2% (n =
2) of the participants indicated their lack of interest in continuing on was their reason for not
continuing on to a bachelor degree institution, and 17.7% (n = 11) of the participants indicated a
variety of other barriers that were keeping them from continuing on to a bachelor degree
institution. These other responses included:
Really dislike school but love to work (n =1)
Undecided (n = 3)
Desire to move out of state after 2 years if BTC (n = 1)
Already have a BA in theatre (n = 1)
I’m a single dad with 2 boys (n =1)
I don’t feel as if that would be beneficial to me living in a small town like I do and
planning to stay here after school (n =1)
(left blank) (n =3)
Figure 2 illustrates the participant’s responses to item number eighteen of the survey.
Item number eighteen of the survey asked participants what 4-year colleges/universities were
they aware of that currently had hospitality management bachelor degree programs. A total of
107 (fill-in the blank) results were filled in (1 to 3 options) by 60 participants and were as
follows: Lakeland College (n = 5), UW-Green Bay (n = 4), UW-Stout (n = 48), UW-Madison (n
=4), NWTC (n = 1), Swiss School of Hospitality (n = 1), UNLV (n = 8), Le Cordon Bleu (n = 5),
33
MATC (n = 2), Art Institute of Minneapolis (n = 3), University of Central Florida (n = 2),
Cornell (n = 3), Purdue (n = 1), Michigan State (n = 1), Robert Morris (n = 1), Edgewood (n =
1), Upper Iowa (n = 2), University of Phoenix—online (n = 2), Blackhawk Tech (n = 1), UCLA
(n = 1), UW-Eau Claire (n = 1), Culinary Institute of America (n = 2), Kendall (n = 1), UW
Oshkosh (n = 1), University of Denver (n = 1), Oklahoma State (n = 1), UW-Milwaukee (n = 1),
UW-Stevens Point (n = 1), Silver Lake College (n = 1), and Johnson & Wales (n = 1).
Figure 2: Institutions that Survey Participants Indicated had Hospitality Management Bachelor
Degree Programs (60 participants supplied 107 responses)
Lakeland College4% UW Green Bay
4%
UW Stout45%
UW Madison4%
UNLV7%
Le Cordon Bleu4%
MATC2%
Art Institute3%
U of Central Florida2%
Cornell3%
Upper Iowa2%
University of Phoenix
2%
Culinary Inst. Of Amer.
2%
Others only mentioned once
16%
Lakeland College UW Green Bay UW Stout
UW Madison UNLV Le Cordon Bleu
MATC Art Institute U of Central Florida
Cornell Upper Iowa University of Phoenix
Culinary Inst. Of Amer. Others only mentioned once
Item number nineteen of the survey asked participants if they were aware that
their current technical college had an articulation agreement with 4-year colleges/universities
making it possible to transfer most of their current hospitality credits into a comparable
34
bachelor’s degree program. The results were as follows: 74.7% (n = 65) of participants indicated
yes they were aware of their school’s articulation agreement(s) with 4-year colleges/universities
and 25.3% (n = 22) of the participants indicated no they were not aware of their school’s
articulation agreement(s) with 4-year colleges/universities.
Item number twenty of the survey asked participants if they completed any courses in the
technical college level in the online learning environment. The results were as follows: 46.0% (n
= 40) of the participants indicated yes they had completed coursework at their technical college
in the online learning environment and 54.0% (n = 47) of the participants indicated no they had
not completed coursework at their technical college in the online learning environment.
Table 2 illustrates the participant’s responses to item number twenty-one of the survey.
Item number twenty-one of the survey refers to participants would answered yes to item twenty
of the survey (n = 40), indicating that they had completed coursework in the online learning
environment at their technical college. Item twenty-one asked participants how they would
categorize their experience(s) in the online learning environment. Results indicated 80% (n =
32) of the participants who had experienced coursework in the online learning environment
categorized their experiences as neutral to very satisfied, whereas, 20% (n = 8) of the of the
participants categorized their online learning experiences as somewhat dissatisfied to very
dissatisfied on the Likert Scale.
Table 2
Attitudes about Online Learning Experiences
Very Dissatisfied
Dissatisfied
Somewhat Dissatisfied
Neutral Somewhat Satisfied
Satisfied Very Satisfied
TOTAL
1 2 5 11 4 13 4 40
2.5% 5.0% 12.5% 27.5% 10.0% 32.5% 10.0% 100%
35
Table 3 illustrates the participant’s responses to item number twenty-two of the survey.
Item number twenty-two of the survey asked participants if they had to relocate to the 4-year
college/university campus to continue their hospitality education to the bachelor’s degree level,
how likely they would be to continue their education. While 11.5% (n = 10) of the participants
indicated they were undecided about how relocating to the 4-year college/university campus
would affect their desire to continue their education to the bachelor’s degree level, 40.3% (n =
35) of the participants indicated their decision would be negatively affected, and 48.2% (n = 42)
of the participants indicated their decision would be positively affected.
Table 3
Attitudes about Relocating to a 4-Year College/University- (If you had to relocate to a 4-year
college / university campus to continue your hospitality education to the bachelor’s degree level,
how likely would you be to continue your education?)
Very Unlikely
Unlikely Somewhat Unlikely
Undecided Somewhat Likely
Likely Very Likely
Total
18 9 8 10 17 13 12 87
20.7% 10.4% 9.2% 11.5% 19.5% 14.9% 13.8% 100%
Table 4 illustrates the participant’s responses to item number twenty-three of the survey.
Item number twenty-three of the survey asked participants if they could complete most of their
coursework online, with lab-intensive coursework being completed at the 4-year
college/university campus over a few weekends during the school year or summer, how likely
would they be to continue their education to the bachelor’s degree level. While 13.8% (n = 12)
of the participants indicated they were undecided about how online coursework combined with
lab coursework at 4-year college/university campus would affect their desire to continue their
36
education to the bachelor’s degree level, 37.9% (n = 33) of the participants indicated their
decision would be negatively affected, and 48.3% (n = 42) of the participants indicated their
decision would be positively affected.
Table 4
Attitudes about Combining Online and 4-Year College/University- ( If you could complete most
of your coursework online, with lab-intensive coursework being completed at the 4-year
college/university campus over a few weekends during the school year or summer, how likely
would you be to continue your education to the bachelor’s degree level?)
Very Unlikely
Unlikely Somewhat Unlikely
Undecided Somewhat Likely
Likely Very Likely
Total
12 10 11 12 22 13 7 87
13.8% 11.5% 12.6% 13.8% 25.3% 14.9% 8.1% 100%
Table 5 illustrates the participant’s responses to item number twenty-four of the survey.
Item number twenty-four of the survey asked participants if they could complete most of their
coursework online, with lab-intensive coursework being completed at a satellite campus within
an hour and a half drive from them, over a few weekends during the school year or summer, how
likely would they be to continue their education to the bachelor’s degree level. While 18.4% (n
= 16) of the participants indicated they were undecided about how online coursework combined
with lab coursework at satellite campus would affect their desire to continue their education to
the bachelor’s degree level, 45.9% (n = 40) of the participants indicated their decision would be
negatively affected, and 35.7% (n = 31) of the participants indicated their decision would be
positively affected.
37
Table 5
Attitudes about Combining Online and Satellite Campus- (If you could complete most of your
coursework online, with lab-intensive coursework being completed at a satellite campus within
an hour and a half drive away from you, over a few weekends during the school year or summer,
how likely would you be to continue your education to the bachelor’s degree level?)
Very Unlikely
Unlikely Somewhat Unlikely
Undecided Somewhat Likely
Likely Very Likely
Total
14 13 13 16 15 5 11 87
16.1% 14.9% 14.9% 18.4% 17.2% 5.8% 12.7% 100%
Table 6 illustrates the participant’s responses to item number twenty-five of the survey.
Item number twenty-five of the survey asked participants if they could complete most of their
coursework online, with lab-intensive coursework being completed at their technical college’s
campus over a few weekends during the school year or summer, how likely would they be to
continue their education to the bachelor’s degree level. While 11.5% (n = 10) of the participants
indicated they were undecided about how online coursework combined with lab coursework at
their technical college campus would affect their desire to continue their education to the
bachelor’s degree level, 26.5% (n = 23) of the participants indicated their decision would be
negatively affected, and 62.0% (n = 54) of the participants indicated their decision would be
positively affected.
Table 6
Attitudes about Combining Online and at Own Campus- (If you could complete most of your
coursework online, with lab-intensive coursework being completed at your technical college
38
campus over a few weekends during the school year or summer, how likely would you be to
continue your education to the bachelor’s degree level?)
Very Unlikely
Unlikely Somewhat Unlikely
Undecided Somewhat Likely
Likely Very Likely
Total
6 6 11 10 14 13 27 87
6.9% 6.9% 12.7% 11.5% 16.1% 14.9% 31.0% 100%
Item number twenty-six of the survey asked participants of the four scenarios discussed
above, which one scenario they would prefer, if they were to continue their education on to the
baccalaureate level. The responses were as follows: 33.3% (n = 29) of the participants indicated
they preferred relocating to the 4-year college/university campus to continue their education to
the baccalaureate level, 2.3% (n = 2) of the participants indicated they preferred the mostly
online coursework with lab work at the 4-year college/university scenario, 2.3% (n = 2) of the
participants indicated they preferred the mostly online coursework with lab work at a satellite
campus within driving distance scenario, and 62.1% (n = 54) of the participants indicated they
preferred the mostly online coursework with lab work at their current technical college campus
scenario.
Research Questions
Research Question #1: What barriers prevented students in associate degree hospitality
programs at WTCS schools from continuing on to the baccalaureate degree hospitality program
at UW-Stout?
Survey items 15, 16, 17, and 19 dealt with this research question. The results indicated
that of the 71.3% (n = 62) of the total participants who indicated they were either not planning
on, or undecided about, pursuing their education in the hospitality management bachelor’s
39
degree, 40.3% (n = 25) were planning on pursuing new employment in the hospitality industry
after obtaining their associate’s degree. 40.3% (n = 25) remained undecided about their future
plans. The results also indicated that the largest barrier preventing students from continuing their
education was the financial obligation (35.5%, n = 22), while only 11.3% (n = 7) of the
participants indicated that distance to the 4-year college/university was a significant barrier.
Finally, three quarters of the 87 participants were aware that there were articulation agreements
in place with 4-year colleges/universities that would mean most of their technical college
hospitality credits would transfer.
Research Question #2: What role did age of the student have in influencing students to
continue their education from the WTCS hospitality programs to 4-year college/university?
Survey items 1 and 15 dealt with this research question. The results indicated that 35.6%
(n = 16) of traditional students (ages 24 years old or younger) planned on continuing their
education to pursue a bachelor’s degree in hospitality management or related field, while 13.3%
(n = 6) were not planning on continuing their education to the bachelor’s degree level.
Conversely, 21.4% (n = 9) of nontraditional students (ages 25 and older) planned on continuing
their education to the bachelor degree level, while 28.6% (n = 12) were not planning on
continuing their education to the bachelor degree level. Twice as many nontraditional students
than traditional students were not planning on continuing their education past their associate’s
degree at their respective WTCS school. Both sets of students had approximately 50% of their
group that were undecided about their plans for continuing their education to the bachelor degree
level in hospitality management or a related field.
Figure 3: Age of Participants Cross-tabulated With Their Responses to Plans on Continuing
Their Education to the Bachelor’s Degree Level
40
Research Question #3: If UW-Stout offered a hybrid version of its baccalaureate degree
hospitality program that allowed adult / nontraditional students to stay near home, would the
baccalaureate degree program be a viable option?
Survey item 20, 21, 22, 23, 24, 25, and 26 dealt with this research question. The results
indicated that over 50% (54.0%, n = 47) of participants had not taken a postsecondary course
online and only 20% (n = 8) of 40 students who had taken online courses at their technical
college indicated that they had a less than satisfactory experience in the online learning
environment. The most significant positive response to any of the four course delivery scenarios
(total relocation to 4-year college/university, online coursework at 4-year college/university,
online / satellite campus, and online /at own campus) came with the scenario that included online
coursework combined with lab-work at their own technical college. This scenario garnered a
positive response from 62% (n = 54) of the participants with only 26.7% (n = 23) responding
negatively. 11.5% (n = 10) were undecided about the scenario. If given the option of only
choosing one of the four course delivery scenarios, over 62% (n = 54) of the chose the hybrid
option of online coursework with lab-work done at their home WTCS school campus. 33.3% (n
= 29) chose the completely relocation scenario.
41
Chapter V: Discussion
Introduction
This chapter will include a comparative discussion based on results and previous research
and a summary of the limitations of the research and survey procedures. Additionally, this
chapter will include conclusion of the research based on survey results and the literature review.
Finally, this chapter will include recommendations for the future based on survey results and
conclusions.
Discussion
According to the University of Wisconsin Stout-Office of Budget, Planning, and Analysis
(2009), less than six percent of students enrolled in the hospitality management program were
considered nontraditional / adult students. With the number students transferring into the UW
Stout hospitality management program from the WTCS schools numbering in the single digits,
the current study confirmed that nontraditional WTCS students were less likely to continue their
education / transfer to a 4-year college/university and almost three quarters of the participants
were either not planning on continuing their education or undecided about the prospect.
According to the current study’s findings, WTCS hospitality students still preferred face-
to-face instruction over the online learning environment at their current technical college
campuses. These findings concurred with the study conducted by McDowall and Li-Chun
(2007) that found hospitality students preferred more traditional classroom learning
environments to those offered by distance education. However, McDowall and Li-Chun (2007)
also found that distance education continues to grow at a rapid pace in higher education, as
institutions strive to stay competitive as barriers to enrollment diminish. The current study bears
this out as given the choice; WTCS hospitality students preferred a hybrid learning environment
42
of mostly online instruction with some traditional face-to-face lab work at a ratio of two to one
over relocating, if they were to continue their education on to a 4-year college/university.
Given the uncertainty of the economic environment, Jin-Zhao and Jing (2009) reported
that the deficiency in the labor force is creating the most significant obstacle to hospitality
expansion. This study concurred as the most significant reasons given by the WTSC hospitality
students for not continuing on past the associate degree academic level were the impending
financial obligation and the desire to enter employment after completion of the hospitality
associate’s degree or certificate program.
Limitations
The study was limited to students enrolled in hospitality associate degree programs at
Wisconsin Technical College System (WCTS) schools during the 2010-2011 academic school
year. The findings of this study should only be applied to this specific major / program of study
and should not be generalized to other majors / programs of study.
The population included students at all stages of completion of the hospitality associates
degree programs at WCTS schools, including full and part-time students. Consequently, the
findings of this study might have included results of students who had varying senses of urgency.
This could have affected the approach to the survey that investigated plans upon completion.
The survey instrument was developed through Qualtrics survey software by the
researcher and advisor specifically for this research. Even though the survey was reviewed by
the hotel and restaurant management program director at UW-Stout, the reliability of the survey
instrument has not been determined.
The method of distribution may have also limited the number of participants and the
ability to track how many WTCS school hospitality students were actually exposed to the survey
link. Since it was necessary to rely on third party (program directors and / or instructors) entities
43
in the distribution of the survey, it was unable to be determined if all WTCS hospitality students
were given the opportunity to participate. Additionally, because this method of distribution was
necessary, the generic link to the survey (URL) had to be used so one email could be sent to all
hospitality students by the program directors and / or instructors; it is not possible to know if the
survey was only taken once by each respondent.
The exact return rate could not be determined because of the method of distribution and
the survey link type. Not all WTCS hospitality program directors and/or instructors provided
total numbers of hospitality students in their programs or how many hospitality students they
actually distributed the survey to. Therefore, it was necessary to base the return rate on the
average rate of those schools who provided the information and assume that the return rate was
similar at all the schools that participated.
Conclusions
The results of the survey indicated that the age dispersion of the participants was similar
to the overall WTCS student population age dispersion with roughly half the students falling
under the traditional student definition of twenty-four years or less, and the other half falling
under the nontraditional / adult student definition of twenty-five years or older.
The most significant reason given by WTCS hospitality students for choosing not to
continue their education on past their current hospitality program or certificate was their desire or
need to return/continue their current employment or to seek new employment in the hospitality
industry. The most significant barrier for WTCS hospitality students for choosing not to
continue their education to the bachelor degree level at a 4-year college/university was the
financial obligation of such an undertaking.
Given the four instructional delivery scenarios presented separately in the study, the first
three garnered fairly similar positive and negative measured responses. These three scenarios
44
were as follows: complete relocation to the 4-year college/university, mostly online with lab
work taking place at the 4-year college/university, and mostly online with lab work taking place
at a satellite campus within an hour and a half driving distance from the student. The forth
instructional delivery scenario, mostly online with lab work taking place at the student’s home
technical college campus, garnered the strongest reaction, one way or the other. Almost two
thirds of the participants had a positive attitudinal reaction to this scenario.
Recommendations
Based on the results of this study, there needs to be more done to increase WTCS
hospitality student interest in the UW-Stout hospitality management bachelor’s degree program.
There seems to be a positive reaction to a potential hybrid instructional delivery environment that
would make the UW-Stout hospitality management program accessible to WTCS hospitality
students. The most popular of the instructional delivery scenarios involved most of the
instruction taking place online with the few lab-intensive courses being instructed on weekends
or in the summer at the various WTCS school campuses. UW-Stout already offers most of its
hospitality management courses online and articulation agreements already exist with all thirteen
WTCS campuses that offer hospitality programming. It would seem that it would not take a
tremendous amount of changes or effort to develop the UW-Stout hospitality program to extend
to all corners of the state of Wisconsin (and maybe even beyond), without the need for student
relocation to Menomonie, WI. Based on this information, it is recommended that UW-Stout
extend its campus to those WTCS campuses interested in offering a more accessible bachelor
degree program in hospitality management. This would aid the Wisconsin adult student
initiative to increase bachelor degree holders in the state of Wisconsin and also provide a more
qualified workforce in the hospitality industry of Wisconsin.
45
References
Adult student initiative. (2008). Retrieved May 20, 2010, from: www.wisconsin.edu/news
/2008/04-2008/MaxAccessUWC-UWEXed.pdf
Clements, C. J., Buergermeister, J., Holland, J., & Monteiro, P. (2001). Creating a virtual
learning community. Journal of Teaching in Travel & Tourism, 1(2/3), 73-90.
Dictionary.com (2010). Retrieved June 16, 2010, from: http://dictionary.reference.com
Douglas, A., Miller, B., Kwansa, F., & Cummings, P. (2007). Students’ perceptions of the
usefulness of virtual simulation in post-secondary hospitality education. Journal of
Teaching in Travel & Tourism, 7(3), 1-19.
Initiatives for a growth agenda for Wisconsin. (2005). Retrieved May 30, 2010, from:
www.wisconsin.edu/growthagenda/initiatives/index.htm
Jin-Zhao, W., & Jing, W. (2009). Issues, challenges, and trends that are facing hospitality
industry. Management Science & Engineering, 3(4), 53-58.
Joint UWS/WTCS Committee on baccalaureate expansion. (2005). Expanding access to
baccalaureate education in Wisconsin. Madison, WI: Author.
Marshall, L. (2010, May 10). Wisconsin tourism predicts rebound in 2010 [Press release from
Wisconsin Department of Tourism]. Retrieved June 1, 2010, from: http://media.
travelwisconsin.com/en/Press+Releases/2010-05-09+Tourism+Week+Release.aspx
McDowall, S., & Li-Chun, L. (2007). A comparison of students’ attitudes toward two teaching
methods: Traditional versus distance learning. Journal of Hospitality and Tourism
Education, 19(1), 20-26.
46
McGugan, S., & Peacock, S. (2005, May). Learning technology and its potential to support
student placements in hospitality and tourism education. Jounal of Hospitality, Leisure,
Sport, and Tourism Education, 4(1), 15-29.
Rosen, D., & Nelson, C. (2008). Web 2.0: A new generation of learners and education.
Computers in the Schools, 25(3/4), 211-225.
Sizoo, S., Agrusa, J., & Iskat, W. (2005). Measuring and developing the learning strategies of
adult career and vocational education students. Education (Chula Vista, CA.), 125(4),
527-538.
Stoller, G. (2008, January 8). Hotel schools are in with the inn crowd; Graduates with hospitality
degrees are in demand. USA Today, p. 1B.
Wisconsin Department of Tourism: 2009 Economic impact research. (2010). Retrieved June 14,
2010, from: http://industry.travelwisconsin.com/en/Research/Economic+Impact/2009
+Economic+Impact+Research+Kit.aspx
Wisconsin Restaurant Association: Industry trends & statistics. (2009). Retrieved June 14, 2010,
from: www.wirestaurant.org/press/statistics.php
Wisconsin Technical College System: 09 Hospitality & tourism. (2009). Retrieved May 30, 2010,
from: http://systemattic.wtcsystem.edu/Instruction/Career-Cluster/09-hospitality-
tourism/Hospitality-Tourism.htm
Wisconsin Technical College System Board. (2009, October). State of Wisconsin 2007-09
biennial report: Wisconsin Technical College System. Madison, WI: Author.
University of Wisconsin-Stout: Office of Budget, Planning, and Analysis. (2009). University of
Wisconsin- Stout 2008-09. Menomonie, WI: Author.
47
Appendix A: Map of the 16 Wisconsin Technical College System Schools.
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48
Appendix B: Qualtrics Hospitality Online Survey Instrument- Ritacco.
“This research has been approved by the UW-Stout IRB as required by the Code of Federal regulations Title 45 Part 46.” ______________________________________________________________________________ Thank you for accessing our survey! Once you have answered all questions on each page, please click on the [ >> ] on the bottom right corner of each page to navigate through the survey. Some pages may require you to scroll down to see all questions. The next page describes the research and consent to participate. ______________________________________________________________________________
Consent to Participate In UW-Stout Approved Research Title: The Accessibility of Hospitality Baccalaureate Degree Programs to Hospitality Students from Wisconsin Technical College System Schools. Investigator: Daniel M Ritacco UW-Stout Graduate Student 715-505-7232, [email protected] Description: This study is being conducted to assess factors that hinder students in hospitality management associate degree programs from continuing on to bachelor degree programs. Additionally, the study will assess the role age plays in influencing students to continue their education from the WTCS hospitality programs to 4-year college / university level. Finally, the study will reveal attitudes towards different course delivery methods that will potentially affect change, accessibility, and expansion of the hospitality management bachelor degree programs at 4-year colleges or universities. Risks and Benefits: There are no risks to participants for participating in this study. No names, email addresses, IP addresses, or any form of identification will be asked or recorded. The survey is completely voluntary, and no personal information will be used or shared with anyone. By participating in this study, you will be contributing towards the development of more accessible course delivery methods in the hospitality management baccalaureate program. Special Populations: Participants must be 18 years old or older to participate in this study. Time Commitment: Completion of this survey should only take the participants ten to fifteen minutes. Confidentiality: Your name will not be included on any submissions. All surveys will be submitted online using
49
Qualtrics program at the University of Wisconsin- Stout. The surveys will be submitted anonymously and there will be no identifiable information collected in the survey that will be able to be linked to specific participants. Right to Withdraw: Your participation in this study is completely voluntary. You may choose not to participate without any adverse consequences to you. You have the right to stop the survey at any time. However, should you choose to participate and later wish to withdraw from the study, there is no way to identify your anonymous submission after it has been submitted online. The data cannot be linked to individual participant and therefore cannot be withdrawn after submission. IRB Approval: This study has been reviewed and approved by The University of Wisconsin-Stout's Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies. If you have questions or concerns regarding this study please contact the Investigator or Advisor. If you have any questions, concerns, or reports regarding your rights as a research subject, please contact the IRB Administrator. Investigator: Daniel M. Ritacco, IRB Administrator UW-Stout Graduate Student Sue Foxwell, Director, Research Services 715-505-7232, [email protected] 152 Vocational Rehabilitation Bldg. UW-Stout Advisor: Damian Hanft, Menomonie, WI 54751 UW-Stout Program Director 715-232-2477 Hotel, Restaurant, & Tourism Program [email protected] 715-232-2543, [email protected] Statement of Consent: By completing the following survey you agree to participate in the project entitled, The Accessibility of Hospitality Baccalaureate Degree Programs to Hospitality Students from Wisconsin Technical College System Schools. Having read the consent form above, if you would like to continue on to the survey, please choose Yes and navigate (>>) to the next page. If you decide that you do not want to participate in the study, please choose No and navigate (>>) to the next page. (Reminder-- you must be 18 years or older to participate in this study.) Yes No
______________________________________________________________________________ Thank you for choosing to participate in our survey. The first section of the survey is dedicated to collecting basic demographic information. ______________________________________________________________________________
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Q1 What is your current age?
18 to 21 years old
22 to 24 years old
25 to 29 years old
30 to 34 years old
35 to 39 years old
40 to 44 years old
45 to 49 years old
50 or older
Prefer not to answer Q2 Which of the following best describes you?
Male
Female
Prefer not to answer Q3 What is your current marital status? What is your current marital status?
Single (never married)
Married
Separated
Divorced
Domestic partnership
Prefer not to answer Q4 Which of the following best describes your ethnicity?
African American
American Indian
Asian
Hispanic
White
Multi-ethnic
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Other (Click on the text box below to enter another answer not listed above)
Prefer not to answer Q5 Are you currently employed?
Yes
No Q6 If yes, what is your current employment status?
Full-time (30 or more hours per week)
Part-time (29 or fewer hours per week) Q7 Is your current employment in the hospitality industry? (i.e. bar, restaurant, hotel, club, casino, tourism, convention center, meeting planner, etc.)
Yes
No Q8 How much hospitality work experience do you have?
None
Less than 1 year
1 to 2 years
2 to 3 years
3 to 4 years
4 to 5 years
5 years or more ______________________________________________________________________________ The next section of the survey is dedicated to information regarding your current hospitality program and future educational plans. ______________________________________________________________________________ Q9 Which Wisconsin Technical College System (WTCS) school are you currently enrolled in? Which Wisconsin Technical College System (WTCS) school are you curre
Blackhawk Technical College
Chippewa Valley Technical College
Fox Valley Technical College
52
Gateway Technical College
Lakeshore Technical College
Madison Area Technical College
Milwaukee Area Technical College
Moraine Park Technical College
Nicolet Area Technical
Northeast Wisconsin Technical College Northeast Wisconsin Technical College
Southwest Technical College
Waukesha County Technical College
Western Technical College Q10 Which hospitality program are you currently enrolled in?
Hotel & Hospitality Management
Hotel & Restaurant Management
Culinary Management
Culinary Arts
Other (Click on the text box below to enter another answer not listed above) Q11 What academic program level are your currently enrolled in?
Associate degree
Certificate
Other (Click on the text box below to enter another answer not listed above) Q12 What is your current enrollment status?
Full-time (12 or more credits)
Part-time (11 or fewer credits) Q13 Approximately how far do you commute to school? (one way)
Less than 1 mile
1 to 10 miles
11 to 20 miles
21 to 30 miles
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More than 30 miles Q14 When do you plan to complete your degree in the hospitality program that you are currently enrolled in?
Fall Semester 2011
Spring Semester 2012
Summer Semester 2012
Fall Semester 2012
Spring Semester 2013
Summer Semester 2013
Fall Semester 2013
Later than Fall Semester 2013
Undecided Q15 Do you plan on continuing your education to pursue a bachelor's degree in hospitality management or related field?
Yes
No
Undecided Q16 If no, please indicate what your current plan is, after completing your hospitality associate degree or certificate program? (please choose one answer)
Pursue another associate degree or certificate at the technical college level
Pursue a bachelor's degree at a 4-year college / university in a degree program other than hospitality management or a related field
Pursue new employment in the hospitality and tourism industry
Pursue new employment in an industry other than hospitality and tourism
Stay at current place of employment
Undecided
Other (Click on the text box below to enter another answer not listed above)
54
Q17 If you are not continuing on to a bachelor degree level institution, please indicate which of the following barriers represents the most significant reason for this decision.
Distance to desired 4-year college / university
Financial obligation
Time commitment
Not necessary for future plans Not necessary for future plans
Lack of interest
Other (Click on the text box below to enter another answer not listed above) Q18 What 4-year colleges / universities are you aware of that currently have hospitality management bachelor degree programs? (Please name the first three 4-year colleges / universities with hospitality management bachelor degree programs that come to mind, or as many as you can think of.) Click to write Choice 1 Click to write Choice 2 Click to write Choice 3 Q19 Are you aware that your current technical college has articulation agreements with 4-year colleges / universities making it possible to transfer most of your current hospitality credits into a comparable bachelor's degree program?
Yes
No Q20 Have you completed any courses in the technical college level in the online learning environment?
Yes
No Q21 If yes, how would you categorize your experience(s) in the online learning environment? Very Dissatisfied Dissatisfied Somewhat
Dissatisfied Neutral Somewhat Satisfied Satisfied Very
Satisfied
______________________________________________________________________________
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For the final five questions, regardless of your current plans regarding continuing your education to the bachelor's degree level, please approach / answer these questions as if you were considering continuing your education past the associate degree or certificate level. (* Because of the presence of a couple of lab-intensive courses that are required in completing a bachelor’s degree in hospitality management, it is not possible to complete the bachelor degree entirely online. Following are four options that may be utilized in completing the hospitality management bachelor degree program.) ______________________________________________________________________________ Q22 If you had to relocate to the 4-year college / university campus to continue your hospitality education to the bachelor's degree level, how likely would you be to continue your education? Very Unlikely Unlikely Somewhat
Unlikely Undecided Somewhat Likely Likely Very Likely
Q23 If you could complete most of your coursework online, with lab-intensive coursework being completed at the 4-year college / university over a few weekends during the school year or summer, how likely would you be to continue your education to the bachelor's degree level? Very Unlikely Unlikely Somewhat
Unlikely Undecided Somewhat Likely Likely Very Likely
Q24 If you could complete most of your coursework online, with lab-intensive coursework being completed at a satellite campus within an hour and a half drive from you, over a few weekends during the school year or summer, how likely would you be to continue your education to the bachelor's degree level? Very Unlikely Unlikely Somewhat
Unlikely Undecided Somewhat Likely Likely Very Likely
Q25 If you could complete most of your coursework online, with lab-intensive coursework being completed at your technical college's campus over a few weekends during the school year or summer, how likely would you be to continue your education to the bachelor's degree level? Very Unlikely Unlikely Somewhat
Unlikely Undecided Somewhat Likely Likely Very Likely
Q26 Of the four scenarios discussed above, which one scenario would you prefer, if you were to continue your education on to the baccalaureate degree level?
Relocating to the 4-year college / university campus
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Mostly online with lab work at the 4-year college / university campus
Mostly online with lab work at a satellite campus within driving distance from you (within 1.5 hours
Mostly online with lab work at your current technical college campus
r
r
r
57
Appendix C: Draft of Email to WTCS Hospitality Management Program Directors.
Subject: Study involving Wisconsin Technical College System school hospitality students “This research has been approved by the UW-Stout IRB as required by the Code of Federal regulations Title 45 Part 46.” [Insert WTCS Hospitality Program Director / Instructors], My name is Daniel Ritacco and I am a graduate student at the UW Stout. I am completing my thesis as part of my Career & Technical Education master's program. My undergraduate work was in Hotel, Restaurant, and Tourism Management at UW Stout and Madison Area Technical College. My research is assessing the accessibility of the Hotel, Restaurant, & Tourism Management program at UW Stout to hospitality students at the Wisconsin Technical College System schools and possible alternative delivery methods that may increase accessibility. My thesis advisor, Damian Hanft, and I are contacting you to request permission to include your school's hospitality students in my research. We would also like to seek your assistance with distributing the online research instrument to the hospitality students at [Insert specific WTCS school name here]. The direct link to the survey for your hospitality students is as follows (It is "live" and ready to go!)— [Insert Qualtrics online survey link / URL here] If you prefer that we distribute the survey directly to your students, please provide an email distribution list and we would be happy to do this. We appreciate you taking the time to consider involvement in this research project. Please let us know if you need any further information, need to discuss things further, or if there is someone else we should be contacting with this request. Thank you and we look forward to hearing from you in the coming days. Investigator: Daniel Ritacco UW Stout Graduate Student [email protected], 715-505-7232 Research Advisor: Damian Hanft UW Stout Program Director Hotel, Restaurant, & Tourism Management [email protected], 715-232-2543 “This research has been approved by the UW-Stout IRB as required by the Code of Federal regulations Title 45 Part 46.”