3 1 H

A/&1 yVo. 66

A SURVEY OF TWO-YEAR AND FOUR-YEAR HOSPITALITY MANAGEMENT

PROGRAMS TO DESCRIBE CHARACTERISTICS OF HOTEL FRONT

OFFICE MANAGEMENT COURSES

THESIS

Presented to the Graduate Council of the

University of North Texas in Partial

Fulfillment of the Requirements

For the Degree of

MASTER OF SCIENCE

By

Rhu-rong Chiang, B.B.A.

Denton, Texas

December, 1993

3 1 H

A/&1 yVo. 66

A SURVEY OF TWO-YEAR AND FOUR-YEAR HOSPITALITY MANAGEMENT

PROGRAMS TO DESCRIBE CHARACTERISTICS OF HOTEL FRONT

OFFICE MANAGEMENT COURSES

THESIS

Presented to the Graduate Council of the

University of North Texas in Partial

Fulfillment of the Requirements

For the Degree of

MASTER OF SCIENCE

By

Rhu-rong Chiang, B.B.A.

Denton, Texas

December, 1993

Rhu-rong, Chiang, A Survey of Two-Year And Four-Year

Hospitality Management Programs To Describe Characteristics

of Hotel Front Office Management Courses. Master of

Science (Hotel, Restaurant Management), December, 1993, 259

pp., 15 tables, 1 illustration, references, 42 titles.

This study focused on the hotel front office management

course and how this course and related topics were taught in

hospitality management programs. The final survey was

mailed to 272 two-year and four-year universities and

colleges, located in the United States.

The response rate was 54%. Seventy-one percent of the

responding schools offered the course as a required course.

Fifty-nine percent of the responding schools included a

laboratory component as part of the course.

The results of the study can guide faculty in

developing and expanding the hotel front office management

course, related textbooks and teaching resources to best

prepare students to meet the future needs of the lodging

industry.

TABLE OF CONTENTS

Page

LIST OF TABLES v

ILLUSTRATION vi

Chapter

I. INTRODUCTION • 1 Statement of the Problem Objective of the Study Purpose of the Study Resealrch Questions Research Hypotheses Significance of the Study Delimitations Assumptions Definition of Terms

II. REVIEW OF LITERATURE 8

Introduction A Model for Curriculum Planning Teaching Resources and Methods Hotel Front Office Management Characteristics of Hotel Managers Hotel Front Office Management Course Content Similar Studies Summary

III. METHODOLOGY 36

Introduction Selection of the Subjects for the Final Survey Development of the Research Instrument Cover Letter Pre-test Details of Data Collection for the Actual Study Analysis of the Data

IV. ANALYSIS OF THE RESULTS 45

Introduction Statistical Analysis Hypothesis Tests Data Collection Data Analysis

iii

IV. ANALYSIS OF THE RESULTS . 45 Summary

V. FINDINGS, IMPLICATIONS AND RECOMMENDATIONS .... 74

Introduction Findings Implications Recommendations

APPENDIX 84

REFERENCES 256

IV

LIST OF TABLES

Page

Table

1. Topics Not Taught in 2-Year Schools 48

2. Topics Not Taught in 4-Year Schools 50

3. Differences Found in Methods/Resources Used in Teaching Hotel Front Office Management in Two-Year Hospitality Schools 140

4. Differences Found in Methods/Resources Used in Teaching Hotel Front Office Management in Four-Year Hospitality Schools 178

5. Summary of Data Collection 53

6. Academic Position of Respondent 55

7. Schools That Offered the Hotel Front Office

Management Topics in Related Courses 56

8. Course Offering by the Institutions 57

9. Textbook (s) Used in the Course • 61

10. Plan to Change Textbook (s) 61

11. Resources Needed to Better Teach the Course ........ 62

12 . Location of Laboratory 63

13. Topics Included in the Laboratory 65

14. Topics Taught in the Course 66 15. Methods/Resources Used in Teaching Hotel Front Office

Management in Two-Year And Four-Year Hospitality Management Schools 217

v

ILLUSTRATION

Page

1. Process of Curriculum Planning 11

VI

CHAPTER 1

INTRODUCTION

Statement of the Problem

The front office is regarded as the "nerve center", the

"hub", and the "heart" of a hotel (Vallen, 1985, p. 1). The

fact that guests frequently interact with front office staff

members, direct their complaints to front desk clerks, and

expect to receive prompt remedies from front office desk

personnel exemplifies the importance of the front desk

(Vallen, 1985) .

Due to the expanding role of service in the United

States and the interrelatedness of the world economy,

hospitality educators are specifically addressing the ever

enlarging needs of the industry. For example, hotel

management trainees are now expected to understand how to

meet the needs of international guests or how to use more

complicated computer systems that have become a part of the

hospitality business. Furthermore, four-year hospitality

programs are responding to the demand for increased

professional skills by seeking qualified faculty with

business training and by encouraging instructors to focus on

particular issues that concern the hospitality industry.

Such issues include computerization of hotel operations and

2

a demand for qualified graduates who can function in the

workplace (Goodman & Sprague, 1991, p. 66-67) .

In order to effectively address the changes of high-

tech globalization, as well as the increasingly complex

expectations of guests, hospitality educators are faced with

the challenge of how to adjust hotel front office management

courses and other related instruction so that these

procedures will reflect the changing hotel environment.

Due to this concern, more front office management course

information is needed so as to increase the breadth and

quality of the respective curriculums. For example,

hospitality graduates should be trained in customer

relations and the use of computers to process room

reservations. They also should be trained to deal with

differing cultures from other parts of the world (Kasavana &

Brooks, 1991) .

Front office operations have changed dramatically over

the past ten years. For this reason, hospitality educators

should continue to evaluate what is included in the courses

taught and what is relevant to both the needs of the

industry and the ongoing education of their students (DeVeau

& DeVeau, 1990) .

A survey of hotel front office programs is needed to

gather information on course format so as to determine

whether or not the programs are meeting the needs of the

lodging industry. Questions to be answered by such a survey

3

might include: What topics should be taught? Is the course

required or elective? Is a laboratory offered? What

textbooks are used? Are those textbooks up-to-date? What

resources and methods can be used to improve teaching? And,

finally, does the course content apply to the workplace?

Based on answers to these questions, a more practical

curriculum can be devised.

Objective of the Study

In regard to the hotel front office management course,

the objective is to determine what topics are taught in the

course, as well as to determine the resources/methods used

in teaching the topics.

Purpose of the Study

The purpose of this study is to describe characteris-

tics of hotel front office management courses offered in

2-year and 4-year hospitality management programs in the

United States.

Research Questions

The following research questions will be addressed in

this study:

1. What is the percentage of colleges and

universities responding to the survey that offer hotel front

office management as a required course?

4

2. What is the percentage of colleges and

.universities responding to the survey that do not offer a

hotel front office management course?

3. What is the percentage of colleges and

universities responding to the survey that offer hotel front

office management as an elective course?

4. What is the percentage of colleges and

universities responding to the survey that do not offer a

hotel front office management course, but have included

hotel front office management topics in other required

courses?

5. What percentage of colleges and universities

responding to the survey do not have a hotel front office

management course, but include the topics in selected

electives?

6. In colleges and universities that do not offer the

course, in which specific required courses are the topics

covered?

7. In colleges and universities that do not offer the

course, in which elective courses are the topics covered?

8. In schools that do not offer the course, what are

the constraints preventing them from offering this course?

9. If responding colleges and universities offer the

course, what topics are covered?

10. If responding colleges and universities offer the

course, what methods/resources are used to teach the topics

5

included in the hotel front office management course?

11. If responding colleges and universities offer the

course, what are the differences as to the number of the

topics covered in the hotel front office management course

as offered by the 2-year and 4-year schools?

12. If responding colleges and universities offer the

course, what are the differences as to the kinds of

methods/resources used in teaching the hotel front office

management topics as offered by 2-year and 4-year schools?

13. If responding colleges and universities offer the

hotel front management course and laboratory, where is the

laboratory located?

14. If responding colleges and universities offer the

hotel front office management course and laboratory, what

areas or topics are included in the laboratory phase?

15. If responding colleges and universities offer the

hotel front office management course, what percentage of

schools offer the laboratory?

Research Hypotheses

From these research questions regarding the hotel

front office management course and laboratory, two research

hypotheses were drawn and examined. The hypotheses are the

following:

Hypothesis 1

There is a significant difference in the topics taught in the hotel front office management course in 2-year

and 4-year hospitality management programs.

Hypothesis 2

There is a significant difference in the kinds of methods/resources used in teaching the hotel front office management course topics in 2-year and 4-year hospitality management programs.

Significance of the Study

Studies such as this one could guide faculty in

developing and expanding hotel front office management

courses, including a re-evaluation of adopted textbooks and

other teaching resources that were used to prepare students

for meeting the needs of hotels. The study included a

description of how hotel front office management courses

were taught at various colleges and universities. Pertinent

topics included in the course were also identified.

Delimitations

Academic programs reviewed in this study were limited

to those offered in 2-year and 4-year hospitality management

programs in the United States. All the schools surveyed

were members of the Council on Hotel, Restaurant, and

Institutional Education (CHRIE). The person listed on

CHRIE's mailing list was either the director of the program

or a school representative. The questionnaire was then

mailed to that one individual at each institution. Mailing

labels were obtained from the CHRIE office in Washington,

D.C. The mailing list is presented in Appendix A.

7

Many schools on the list were culinary schools which

focus primarily on restaurant operations or the culinary

arts. For this reason, these programs might not offer the

hotel front office management course.

Assumption

Although the addressee was the one listed on the CHRIE

list, it was requested and assumed that each questionnaire

would be passed on to an instructor who taught the hotel

front office management course for completion. For the

schools that did not offer the hotel front office management

course, the program director or a representative was asked

to complete the questionnaire. It was also assumed that the

respondents would answer truthfully.

Definition of Terms

For the purpose of this study, two conceptual terms

were defined. The terms and definitions are the following:

Hotel front office management courses: courses offered

by hospitality management programs and which include topics

such as guest room reservations, guest check-in and check-

out, communications with front office staff, night audit,

forecasting, and budgeting.

Teaching resources/methods: materials, facilities, and

class activities, such as case studies, role playing, and

group research projects, used to administer the course.

CHAPTER 2

REVIEW OF LITERATURE

Introduction

DeVeau and DeVeau (1990) stated that over the past 10

years, hotels' front office operations have changed

dramatically, due primarily to the expanded use of

computers. Because today's job market is extremely

competitive for qualified graduates, it is important to

consider what skills the lodging industry looks for in

hospitality graduates. The question as to where and how

classroom theories found in hospitality programs relate to

the work place is deemed to be important. It is imperative

that educators offer a curriculum that is relevant and one

that satisfies the requirements of both the industry and the

students (DeVeau & DeVeau, 1990, p. 586). In order to focus

on this issue, hospitality educators must periodically

update the curriculum offered. Michael Haywood (cited in

Bardi, 199 0) argued that:

Education must adapt itself and its role in order to retain its effectiveness. In other words, educators must explore the prospects for educational design that enable students to prepare for continued learning and participation in their careers and their society. The specific knowledge and skills acquired through formal hospitality and tourism education are becoming less important than a willingness and ability to seek new knowledge and understanding. We need new strategies to help us understand the environment and the complex

changes that are occurring, and we are unlikely to find them in the established maps of knowledge that now characterize our discipline, (p. 68)

In an article entitled "Meeting the Industry Needs",

authors R. J. Goodman, Jr. and L. G. Sprague (1991)

presented the hospitality industry's expectations for

hospitality programs. They emphasized that hospitality

educators must restructure their curriculums to better meet

the needs of the industry. One voice, namely, industry

representative S. Spivey, Director of Training and

Development for Denny's Restaurants said, "We need to

broaden our appeal and course work" (p. 58). P. H.

Laesecke, Director of Management, Development, and Planning

for Wyndham Hotels and Resorts, agreed by stating, "It is

time for hospitality programs to grow and change as our

industry changes. The products of our schools should be

managers, motivators, entrepreneurs, leaders - and winners"

(Goodman & Sprague, 1991, p. 69).

A Model for Curriculum Planning

Relevant curriculum planning textbooks were reviewed in

order to establish a greater understanding of curriculum

planning principles. After reviewing these textbooks it was

determined that many of the teaching methods and resources

described were relevant to this investigation'. Those that

were judged to be functional were included in the research

instrument.

10

According to Westmeyer (1981), curriculum is defined as

a set of subjects comprising what is to be taught and what

is to be learned, teaching methods, student activities, and

devices for presentation, including such items as

videotapes, films, and printed materials. Unruh and Unruh

(1984) stated that rapid changes in society and technology

demand that educators assess contemporary circumstances in

order to gauge future needs. In addition, reviewing past

experience can assist in preventing repetition of mistakes

and can spotlight actual achievements; this can answer and

reveal solutions to current problems and present suggestions

for a more successful future.

How should instructors face these challenges and what

should they teach to meet the needs of their students?

Perhaps, the answer is to consider the elements of

curriculum design and its processes. The researcher has

selected one particular model for this study. Westmeyer

(1981) has presented a curriculum planning model which

includes eight phases (refer to Figure 1, p. 11). It should

be noted that the last two phases are outside the scope of

this research endeavor in that they have to do with student

preparation and achievement, evaluation materials, and

writing and producing instructional materials.

1 1

FIGURE 1 Process of Curriculum Planning From "Curriculum planning on the local schools or district level" by P. Westmeyer 1981, p. 4. Copyright 1981 by Charles C. Thomas Publisher, Springfield, Illinois. Reprinted by permission.

Statement of Psychological Bases for Curriculum

Analysis of N< seds of Clientele

Statement of Curriculum Goals

Statement of Objectives for Instruction

Description of Instructional

Procedures

Sequencing Procedures

Specification of Content

Description of Teacher Activities

1 I Description of

Learner Activities

Selection of iMedia

Preparation of

Student Achievement Evaluation

Materiais

Writing and Producing

Materiais

12

As described by Westmeyer (1881), the initial phase,

"statement of psychological basis for curriculum",

emphasizes that designers should develop a curriculum built

on a solid psychological base. This means that when

planning a curriculum one must take into account both the

ages of the prospective students and the various models of

psychological growth that relate to the students. "And if

it is adult learners for whom your materials are to be

prepared, you need to consult those theories or sources of

information regarding the changes in learning skills and

behaviors that occur in later life" (p. 16).

Zenger and Zenger (1982) verbalize the second phase,

namely, "analysis of needs of clientele". Their statements

focus on the requirements for the curriculum. To determine

what is needed in a curriculum that meets the needs of

clientele, information has to be collected. That

information is often gathered through a survey, or more

frequently, a questionnaire. After collecting and

organizing information, designers should analyze data and

compare the findings with what now actually exists in the

curriculum. Hopefully, this will be helpful in determining

what is needed. This difference is termed as the curriculum

need (p. 7-8). Unruh and Unruh (1984), defined curriculum

need as the difference between reality and the envisioned

circumstances, actually the differences among the reality in

the condition, quality, or attitude (p. 173). However,

13

curriculum development frequently has to be concerned with

overall educational needs, rather than stressing the

students' psychological needs that include such factors as

motivational determinant. Therefore, needs assessments are

to be determined when revising, modifying, and expanding the

curriculum (Unruh & Unruh, 1984) .

The third phase, "statement of curriculum goals", is

designed to translate the needs identified in the preceding

step into at least one goal for the"curriculum (Westmeyer,

1981). In this regard, a review of the common criticisms of

schools, suggested that the schools' curricula, among other

things, were too narrow; that schools were assuming too many

responsibilities, and, therefore, should be more focused;

and that they were ignoring important information and

knowledge (Unruh & Unruh, 1984, p. 146). Thus, Unruh and

Unruh (1984) suggested that curriculum goals must reflect

both the realistic present and future conditions, as well as

resources available; only then can these goals be used as

indicators for developing specific objectives (Unruh &

Unruh, 1984).

The fourth phase, "statement of objectives for

instruction", is the outlining of objectives which indicate

the expected outcomes of instruction (Westmeyer, 1981).

Clearly written objectives can guide the curriculum

designers in selecting appropriate instructional materials

and teaching strategies. The procedure used to establish

14

objectives includes (a) identifying objectives, (b)

selecting ideas, (c)arranging ideas according to

significance, (d) constructing activities in order of value

and selecting only those activities of highest value, and

(e) gathering illustrations for use in appropriate

instructional modes (Wulf & Schave, 1894, p. 45 & 47).

The fifth phase, "description of instructional

procedures", delineates four areas: (a) specification of

content, (b) description of teaching activities,

(c) description of learner activities, and (d) selection of

media. Specification of content is essentially a blueprint

of what the curriculum will cover. Content can be selected

after researching the literature in that field, obtaining

the opinions of an expert in that content area, and

evaluating a needs assessment (Wulf & Schave, 1984, p. 24 &

2 6 ) .

Westmeyer (1981) stated that teaching and learning

activities can be divided into three categories:

(a) presentation, made orally by the instructor or by a

resource person other than the instructor, namely, a learner

peer, or a guest, (b) the learner engages in independent

study, and make progress through the use of study guides,

through conferences between instructor and learner, and

through programmed materials (books, audio and video tapes,

films and computer programs). However, the learner's

independence may not involve an instructor at all in that

15

the learner may design his own study, and (c) instructor

and learner engage in activities that involve interactions

between them, or, possibly, interactions among learners in a

group setting. It is noted, also, that interactions may

occur between learners and "machine-managed"(computer,

video-tape) teaching under the guidance of the instructor

(Westmeyer, 1981, p. 85-86).

Curriculum material can be delivered orally by an

instructor or through the use of the printed text or the

utilization of technical materials, such as video

recordings. Thus, various types of media serve as essential

vehicles for communications and stimulation in the class

(Gagne, Leslie, & Walter, 1992, p. 205).

In order to reach the desired interactions between an

instructor and the learner, Gagne, Leslie and Walter (1992)

made the suggestion that an instructor should select media

based on the following criteria:

1. What form of media do I prefer to use for each

intended learning outcome?

•2. Where can I find the specific materials?

Publishers and medium suppliers often provide

instructional modules which include instructions that help

guide both instructors and learners in how the material and

exercises can best be utilized to achieve the objectives.

Since the utilization of such modules has become more

popular, instructors may face fewer difficulties in making

16

their selections (Gagne, Leslie, & Walter, 1992, p. 207).

The final phase, "sequencing procedures", emphasizes

making media decisions aimed at ensuring learning

effectiveness, according to identified and projected

learning results. However, it may be necessary to make a

final choice on grounds such as feasibility, availability,

and costs (Westmeyer, 1981) .

Teaching Resources and Methods

One of the primary goals for teaching is for the

teacher to use effective classroom delivery skills to help

students understand a subject. The variety of teaching

methods and resources used to reach this goal can include

the usage of non-text materials, class-time projects, and

student presentations (Reich, 1992, p. 67-68). According to

C. D. Schmelzer, P. S. Costello, and S. L. Blalock (1987),

who compared 4-year baccalaureate hotel, restaurant, and

institutional management programs, comparisons between

programs should be based on a review of program options

offered and types of laboratory facilities available. In

addition, they suggested having a meaningful and up-to-date

program where teaching activities associated with the

hospitality curriculum would include field trips and group

research projects.

The use of case studies in the classroom is a useful

tool for achieving hands-on learning experiences. However,

17

case studies should be applicable to the current industry

environment (Meyer & Kent, 1987; Wright, 1988). Additional

teaching resources include computer software, audio-visual

materials, laboratory equipment, course books, and self-

instructional modules.

Textbooks covering particular college subjects often

vary considerably. It is not uncommon for instructors to

review as many as ten or more different textbooks to find •

the one best suited for a particular course. If instructors

are unable to find a textbook that they believe is right for

a course, they may chose not to use the available textbooks

or they may decide to write their own. Even in the same

school, different instructors of the same course may use

different textbooks (Simpson, 1989).

While lectures are usually used to introduce concepts

and theories, laboratory sessions provide students with an

environment in which to practice concepts and theories

(Fitzgerald & Cullen, 1991, p. 86). Seemingly, this hands-

on approach would be a positive movement from the

theoretical to practical.

Based on research conducted by Tas (1988), a strong

relationship exists between job competency, course material,

and instructional methods used. Classroom lectures coupled

with controlled laboratory activities develop a greater

number of competencies than does a curriculum comprised of

lectures alone. Classroom lectures can also be supplemented

18

with case studies and role playing (p. 43).

School and business partnerships provide an advantage

to those students seeking business knowledge. When the

school's curriculum is combined with job-based training,

students can be better equipped to adjust to the work world

(Nelson, 1990, p. 49).

Hotel Front Office Management

According to Kasavana and Brooks (1991), hotels

represent a labor-intensive industry that consumes a large

quantity of materials and tremendous energy. In order to

reduce operational costs and increase competitiveness, hotel

managers must plan and evaluate the efficiency of their

usage of these resources. Front office managers play a very

important role in evaluating and planning front office

activities which support the organization's objectives.

Bardi (1990), quoting from a Horwath and Horwath

International report, stated that:

Nearly 80 percent of the hotels in the North America region use computerized reservation systems, guest accounting and general ledger accounting systems. Sixty percent use point-of-sales terminals for food-and-beverage outlets, 3 0 percent use computerized energy management systems, 14 percent use electronic card key systems, and 6 percent have automatic checkout machines, (p. 87)

Thus, computerization plays a key role in front office

operations for hotels in the 1990 's, and will continue to do

so in the foreseeable future. Computerization also relates

to security and safety functions. According to O'Dwyer

19

(1990), a critical concern facing the hotel industry today

is the safety and security of guests. Providing a safe

environment can protect hoteliers from expensive lawsuits

and loss of business.

O'Dwyer (1991) suggested the use of control systems

that pinpoint such things as fire alarm locations and the

exact nature of detected problems. Electronic locking

systems can provide security for guests, and their usage may

increase business in that guests often consider an

electronic locking system to be safer than a traditional

locking system (O'Dwyer, 1990, p. 52-53).

The use of advanced computer software cannot only save

manpower and reduce human error, but it can also assist with

increasing room revenues. For example, yield management is

a technique used to maximize room revenue. Yield management

considers the many factors influencing business trends and

is also a valuable tool that allows front office managers to

use potential revenue as a standard against which actual

revenue can be compared (Kasavana & Brooks, 1991, p. 383-

384) .

As graduates begin their careers in the lodging

industry, they should have a good understanding of computer

applications in this field (Bardi, 1990). In addition,

courses which integrate hands-on experience with computer

abilities are particularly, desirable. Today's job

candidates are expected to be able to use word processors,

20

spreadsheets, and data bases (Jonker & Jonker, 1990, p. 12) .

For this reason, educators should offer updated computer

information in hotel front office courses in order to better

prepare their students.

Characteristics of Hotel Managers

Hotels have a somewhat unique dilemma because they

produce a fixed inventory of perishable products which

cannot be stored if unsold by a specific time (Kasavana &

Brooks, 19 91, p. 3 84). As an information source and a

request center, the front office must reposition itself from

an order-taking department to an order-generating

department. A good front desk clerk must be skillful at

assigning rooms and be willing to take the challenge to

upsell guests' rooms and to convey information to guests

about other products offered, such as food and beverage

(Bardi, 1990, p. 250). For this reason, today's managers

should be skilled at yield management tactics.

All hospitality managers should be leaders. "They

should have the ability to motivate and direct their staff,

to plan creatively, to relate to guests successfully, and

manage employees effectively" (Rutherford,.1990, p. 41).

Because the hospitality industry is a "people"

business, hospitality managers need to be outgoing and

capable of interacting well with guests and with employees.

It is also important for managers to display genuine concern

21

for others (Worsfold, 1989, p. 58). As leaders, managers

are responsible for delegating daily routine jobs to their

subordinates. Much of their time is spent supervising or

interacting with their staff or guests. Because managers

are also responsible for staffing and training, continuous

training of staff members is required to meet established

standards and to obtain the best performance possible.

Continuous evaluation of staff performance, and the ongoing

motivation and adequate compensation of employees are also

important. As pointed out by Worsfold (1989),

Effective hotel managers need to possess specific management skills and personal characteristics. Assertiveness, a competitive spirit and confidence fall into the top ten personality requirements of managers. Managers who are good team workers, who demonstrate enthusiasm, are sociable and have good communication skills do a better job of motivating people, (p. 52,

58)

The most important goal of hospitality managers is

guest satisfaction. The hospitality industry relies on

guests for indicators that suggest a successful operation.

Guests who are not satisfied mean lost business in the

future. Because of the importance of satisfied guests,

managers must do all they can to make sure guests leave

their establishments well satisfied. Service orientation is

critical.

Other important goals for successful managers include

low employee turnover rates, high productivity, expansion of

the hotels' business potential, and general improvement of

hotel services (Rutherford, 1990, p. 42). These goals

22

require managers to have good communication and human

relations skills. The expansion of hotels' business

potential also requires that managers be aggressive and be

willing to take risks.

Jonker and Jonker (1990) provided the following list of

skills needed by hospitality managers:

* interaction skills

* public speaking skills

* ability to manage meetings

* skills to meet legal responsibilities

* ability to write clear reports.

Lower ranking skills include: progressive discipline skills,

conflict resolution skills, ability to provide payroll cost

control and collective bargaining skills. In addition,

performance appraisal skills, the ability to train trainers,

counseling/employee assistance skills, motivation skills and

leadership skills are all vitally important (p. 13).

Tas (1988) conducted a survey researching the

competencies needed by hotel manager trainees. He found

that managers need the skills to:

* manage guest problems

* uphold professional and ethical standards in the workplace

* establish professional appearance and poise

* communicate well in both writing and speaking modes

* develop positive guest relations

23

* achieve positive working relationships with employees (p. 42).

The preceding review of literature reveals that the

effectiveness and success of managers' departments or

property depends upon their ability to motivate and direct

members of their staff. Education is the primary tool used

in the preparation of students to meet industry needs.

Educators should focus on the skills described if they are

to adequately prepare students to become competent managers

in the hotel industry.

Hotel Front Office Management Course Content

A major element that affects educational standards is

the curriculum (Resnick & Resnick, 1983). What is taught

determines what is learned. The content of a particular

college course is the responsibility of the instructor

(Rudolph, 1977). For example, a curriculum which teaches

students of hospitality schools to learn good telephone

skills is a step in the right direction. Proper answering

of reservation requests is a hotel's first opportunity to

sell guest rooms. To achieve this goal, reservation agents

must accurately respond to guests' inquiries. Because most

reservations are made by telephone, correct telephone

communication skills are especially important in order to

present a positive company image and to avoid

misunderstandings (Paige & Paige, 1989, p. 17-18) .

In order to better communicate with an increasing

24

number of international guests who bring a whole different

set of needs and expectations, multicultural awareness is

very important (Kasavana & Brooks, 1991, p. 27). Fine-

tuning the non-verbal skills and observation skills enables

hotel staff members to better communicate with international

guests. In addition to communicating with guests, front

office staff must communicate effectively with each other,

and with other hotel employees. Efficient communication can

reduce staff conflict and speed customer service.

After determining the reservation status of guests, the

front desk agent moves into the registration process.

Registration relies on the information included in

reservation records. Front office personnel must accurately

and quickly complete the registration process. Guests, who

may be tired from a long trip, may become annoyed by even a

few minutes spent waiting. In addition to assigning rooms,

front office staff should follow established procedures for

turning away guests when the property cannot accommodate

them (Kasavana & Brooks, 1991, p. 187) .

Guests' safety is crucial. Front office staff deal

with many security issues, such as key control, guest

privacy, safety deposit boxes, guest asset protection, lost

and found items, etc. Furthermore, emergency procedures

(fires, bomb threats, robberies, injuries, etc.), and the

identification and detention of suspects are included in

such issues. Front office staff must also handle credit

25

cards, checks, and cash (Kasavana & Brooks, 1991, p.57-58).

When guests prepare to check-out, front office staff

must promptly settle their accounts. The ability of the

front office to perform accounting tasks directly affects

the hotel's ability to collect outstanding balances and to

reduce billing disagreements. The night audit is a daily

review of guests' account transactions against revenue

center transactions which helps verify the accuracy and

completeness of front office accounting (Kasavana & Brooks,

1991, p. 223, 250).

Based on the review of eight textbooks related to hotel

front office management (Bardi, 1990; Foster, 1992; Kasavana

& Brooks, 1991; Paige & Paige, 1989; Rutherford, 1990;

Steadmon, 1985; Steadmon & Kasavana, 1988; Vallen, 1985), it

became apparent that many topics relating to hotel front

office management were addressed in the majority of the

textbooks. Many of these topics were considered vital by

educators. Hence, initially 33 of the topics most often

described were included in the research instrument in order

to ascertain whether hospitality schools presently teach

these topics. If educators teach these topics, it was

desirable to know what kind of resources and methods were

being used to teach them during the unfolding of the course.

The 33 topics included in the pre-test instrument were the

following:

1. front office organization 2. front office design and layout

26

3. written and oral communication 4. interdepartmental communication 5. human resource management 6. front office budgeting 7. concierge service 8. bell service 9. front office computer application 10. property-management system 11. use of hotel statistics 12. yield management 13. rev par 14. calculating room availability 15. interaction with travel agents 16. handling group business 17. international guests' needs 18. reservation process 19. establishing room rates 20. registration and check-in 21. guest history 22. handling guest requests 23. handling overbooking 24. rooming procedure 25. managing guest folio 26. front office accounting 27 . city ledger 28.. handling charges and credits 29. noncomputerized audit 30. billing guest 31. check-out and settlement 32. front office security functions 33. front office legal issues.

Similar Studies

Several research studies and research instruments

related to this research study were reviewed prior to the

development of the questionnaire for this study. Various

sources were considered in the development of the research

instrument and research methodology for this study focusing

on the teaching of the hotel front office management course.

C. D. Schmelzer, P. S. Costello and S. L. Blalock

(1987) reported the findings of a survey having to do with

27

the current status of 4-year hospitality education programs

in the continental United States. Programs were compared by

program options and type of laboratory facilities available.

The study revealed no significant difference in laboratory

facilities when compared by academic unit. In a similar

manner, it is important for the researcher to determine the

importance of the laboratory component for the hotel front

office management course. It is also important to determine

what topics are taught in the laboratory, the location and

availability of the lab, and the percentage of the schools

which offer the laboratory component.

Because of expanded computer usage in the hotel and

food service industries, L. J. Dennington (1989) conducted a

research study to evaluate computer usage in hotel and food

service management education and to determine whether

hospitality educators properly integrate computers into the

education process and provide the industry with well-trained

graduates. The results of this study noted that computers

are used in the curriculum, but that the computer software

currently available was not adequate.

H. J. Melton and P. M. DeVeau (1991) stated that

hospitality management programs presently are making an

extra effort to prepare students to become very familiar

with computerization within the hospitality industry. This

issue has forced hospitality programs to integrate computer

technology into the curriculum, in order to prepare students

28

to achieve the computer skills and knowledge required in the

work place. The survey found that one of the most effective

methods for improving the teaching of computer usage was to

provide students with a self-directed computer exercise.

The usage of self-directed computer exercises allowed

students to have a much higher degree of understanding than

was possible prior to its utilization. In turn, students

gained confidence with computer applications in the hotel

front office.

In addition, W. F. Jaffe (1989) observed that computer-

assisted instruction (CAI) was a very useful tool in

teaching a hospitality management course. It definitely

improves the student's learning process. Students can chose

the time of instruction and the priority of course topics,

as well as deciding on the schedule and length of

instruction. Faculty are encouraged to devote classroom

time to CAI instruction in order to enhance their students'

ability to understand complex topics in the hospitality

management curricula. This study indicated that computer

software was considered to be a useful tool in the

enhancement of student learning and job competencies.

In summary, the cited review of the selected literature

reveals that teaching computer usage is an effective method

to improve students' learning processes and job skills.

With this in mind, the research instrument was designed to

survey how educators use the computer as a resource in

29

teaching topics in the course.

J. Bareham and P. Jones (1988) emphasized that

hospitality educators should instill in students the concept

of service, rather than the concept of a manufacturing

process. After all, the hospitality industry is service-

oriented and is absolutely different from the manufacturing

industry. They also stated that successful hospitality

managers should be able to communicate well with both

employees and guests. Although educators have addressed

this in their courses, there is a need to exert even more

effort regarding service in today's classroom. Since

emphasis on guest services was considered important this

factor was included in the research instrument.

J. T. Dana and M. B. Gregorire (1990), in an effort to

determine the types of entrepreneurial ventures undertaken

by graduates, studied how the topic of entrepreneurship was

covered in the 4-year hospitality management curricula.

Their questionnaire purported to survey how entrepreneurship

was addressed:

1. Was subject addressed in a course required for

graduation?

2. Was it covered in an elective?

3. If the course was unavailable were the topics of

this subject covered in a required course with a different

title?

4. Or, were the topics, addressed in a frequently

30

selected elective?

5. Or, was there no coverage of the subject in either

a designed course or in a related elective?

This study indicated that approximately 50% of the

respondents indicated that it is important to teach the

topic of entrepreneurship in the hospitality management

curriculum . The format of the questionnaire used to

address entrepreneurship as an integral part of hospitality

management was adapted and used in segment B of the

instrument focusing on teaching the hotel front office

management course.

In a DeVeau and DeVeau (1990) abstract, it was stated

that the hotel front office management course was a major

focus of the hospitality management program. Many

hospitality graduates began their career in the hotel front

office and learned many hands-on operations. Due.to

automation in hotels, hotel front office operations have

changed dramatically and the previous kind of instruction is

no longer satisfactory. However, the problem is that the

schools may not always keep up with this change. Hence, it

is important to identify what should be taught in this

course in order to prepare students for the workplace. To

examine this problem fully, DeVeau and DeVeau surveyed both

front office managers and instructors of front office

management courses. The former were asked to identify which

topics they believed were important; the latter, to explain

31

what topics they are teaching currently.

J. Buergermeister (1983) conducted a research study to

ascertain whether the education program reflected the

challenges of the future. To meet this challenge, educators

should seek input from the industry, and evaluate their

programs. The purpose of this study was to evaluate the

current Hotel and Restaurant Management curriculum at the

University of Wisconsin-Stout in Menomonie, Wisconsin. A

questionnaire was designed to investigate the educational

skills and competencies required of hospitality managers.

The results of the study were submitted to the Hotel and

Restaurant Curriculum Committee at the University of

Wisconsin-Stout, and served as an education evaluation

device.

F. J. DeMicco, B. A. Almanza, D. C. Tucker, J. S. Katz,

and K. M. Snepp (1990) surveyed 4-year hospitality programs

in the United States in order to evaluate the status of

institutional food service management programs and to

determine how institutional food service management is

taught and what additional resources would be helpful for

teaching this curriculum. A questionnaire was designed and

reviewed by educators and industry representatives. Results

indicated that 2 9% of the respondents considered a need for

the course to cover more about self-operated food services,

and 56% revealed a need to teach more about contract food

service management. Most schools offered this course during

32

junior and senior years, and 55% of institutions surveyed

listed this course as required. Other results revealed that

there is a need for a comprehensive textbook and the use of

guest lectures. The reasons as to why schools did not offer

this course were financial restrictions and lack of demand

by students.

In order to better examine the strengths and weakness

of curricula D. V. Pavesic (1984) surveyed 25 programs that

were selected on the basis of the programs' reputations and

associated history of success. The surveyed subjects

included the employers of graduates of the programs. All

subjects were asked to reveal their perception of the

importance of 3 5 selected subject areas. Although the

significance of the findings of the survey was limited by

its sample size, the research included opinions from three

different perspectives that aided the educators in

evaluating their curricula.

T. W. Calnan, H. E. Chacko, E. C. Nebel, III, J. D.

Schaffer, and G. K. Stearns (1988) examined the nation's ten

leading hospitality programs and found that a successful

program should meet three criteria: (a) alumni success, (b)

academic recognition, and (c) industry recognition. The

high visibility of a program that has been declared a center

of excellence results in ever enlarging benefits. These

benefits include (a) budgetary conservation, (b) recruitment

of excellent students, (c) increased industry support, (d)

33

community recognition, and (e) the ability to attract higher

quality faculty.

The cited research studies all indicated that both

educators and industry representatives should be asked to

review course topics. The input from these two groups was

judged to be important in designing a successful hospitality

program. In regard to the study focusing on the hotel front

office management course, it was concluded that "grass roots

data" was worthy of being the validator of the research

instrument that was used in the study. Not only was the

research useful in forming a basis for the evaluation of

course topics but it was also instrumental in avoiding

ambiguous language.

In summary, after reviewing the various noted studies,

one can conclude that both the availability of a laboratory

and the use of computer software are important in enriching

a student's learning outcomes. These resources help move

theory into practice. By gaining hands-on experience from

the usage of the computer and laboratory experiences,

students should become more capable in the workplace.

A successful program must reflect industry need.

Hence, educators should survey appropriate hospitality

industry representatives and determine what skills and

knowledge they believe are required for a qualified job

candidate to perform effectively. By so doing, the school

can better adjust its programs to the job market.

34

Summary

Front office employees are constantly required to

interact with hotel guests. From the perspective of guests,

hotel employees' attitudes and appearances represent the

image of the hotel. Based on this perception, it is

apparent that front office management plays a very important

role in hotel operations.

The introduction of new techniques, such as

computerization in the front office and safety systems

covering both people and property, has made it necessary for

front office personnel to come face to face with new

challenges as they utilize new technological devices. •

Students majoring in hospitality management today are the

future leaders of the lodging industry. Therefore, colleges

and universities should develop well-designed programs and

must stay abreast of current trends in the lodging industry

in order to prepare students to meet industry needs.

To date, there has not been published a research study

similar to the one focusing on the teaching of the hotel

front office management course. The study surveying the

teaching of the hotel front office management course,

hopefully, will be beneficial to others doing research in

this area and to educators in this field. This study is

judged to be worthy. The results of the survey will provide

instructors with information related to the hotel front

office management course and will serve as a basis for

35

formulating recommendations that have to do with curriculum

development and topic selections. By gaining feedback from

a variety of educators and leaders in the lodging industry,

hospitality educators can better prepare students for

meeting industry needs.

CHAPTER 3

METHODOLOGY

Introduction

Since this research was a descriptive study describing

characteristics of hotel front office management courses

offered in hospitality management programs in the United

states, an integral portion of the study was determining

appropriate course topics and the kinds of resources/methods

that were being used to better teach the course. In lieu of

interviews, a questionnaire was designed with these factors

in mind: (a) ease of completion by the respondents, (b)

objectivity, (c) ease of data analysis, and (d) cost

effectiveness.

In order to validate the research instrument, a pre-

test instrument was developed and then sent to a sample of

the population. Twenty-three questionnaires were sent to

colleges and universities and 14 were returned, resulting in

an overall response rate of 60.87%. Nineteen questionnaires

were sent to industry representatives and 11 were returned,

thus generating an overall response rate of 57.89%. The

results of the pre-test are included in this chapter.

36

37

Selection of the Subjects for the Final Survey

The subjects for the final study were from universities

and colleges located in the United States, all of which

offered a hospitality management program. All schools were

members of the Council on Hotel, Restaurant, and

Institutional Education (CHRIE). The targeted population

represented a total of 163 colleges with 2-year programs and

109 universities offering 4-year baccalaureate degree. All

of the schools on the list were asked to take part in the

survey. A mailing list was obtained from CHRIE. If the

school surveyed offered a hotel front office management

course, the instructor teaching this course was asked to

complete the survey. If the school did not offer such a

course, a school representative or the director of the

hospitality program, was asked to complete the survey.

Development of Research Instrument

Based on a review of the literature, a questionnaire

was designed to measure characteristics of hotel front

office management courses. The items on the questionnaire

were designed to reflect the objectives of the study.

For ease of response and coding, the questionnaire was

constructed to enable the respondents to check off

responses. However, the questionnaire did include open-

ended questions. These questions could be answered with a

few words.

38

The questionnaire included four segments. Refer to

appendix B, for a copy of this research instrument.

Segment A was designed to identify the position of the

respondent. Five choices were provided for the respondents.

Segment B focused on hotel front office management

course information. This section of the survey was used to

determine whether the course was offered as a required or as

an elective course, to gather data regarding textbooks used,

to ascertain the teaching resources'available, and to

inquire as to the characteristics of the laboratory

component of the course.

The format of Segment B, section one of the

questionnaire was adapted from Dana and Gregorire (1990) who

addressed entrepreneurship in 4-year hospitality management

curricula. This adaptation allowed the instrument to focus

on the infrastructure of the teaching of the hotel front

office management course.

Segment C asked which topics relating to hotel front

office management were offered and how these topics were

taught. Thirty-three of the topics listed on the pre-test

questionnaire were selected after review of eight hotel

management textbooks. These topics were addressed most

often in the hotel management textbooks. Four more topics

were added to the final questionnaire after a tabulation of

the results of the pre-test questionnaire. The kinds of

resources/methods were determined after reviewing

39

appropriate periodicals and general education textbooks.

Segment D was designed to solicit comments relating to

the teaching of hotel front office'management. Also, a

summary of the research results was offered as an inducement

to respondents for their reply. Perhaps this was viewed as

a reward, but a positive response to this offer was judged

to be an indicator of interest on the part of the

respondent.

Cover Letter

A one-page cover letter was written to explain the

significance of the research, the importance of subjects'

participation, the confidential nature of the study, and who

should complete the questionnaire. The researcher's name,

address and the phone number were given for respondents to

write or call should questions arise. A copy of this letter

is provided in Appendix C.

Pre-test

Industry Pre-test

Nineteen hotel front office managers or rooms division

directors employed by major hotels in the Dallas/Fort Worth

metroplex were chosen to evaluate Segment C of the research

instrument. This was done in order to receive input from

appropriate representatives of the lodging industry. The

questionnaire was mailed to each of the industry

40

representatives. They were asked to review the course

topics included on the questionnaire and to make changes,

additions, or deletions according to what they believed

should be taught in the hotel front office management

course. Appendix C is a duplicate of the cover letter to

the industry representatives. Appendix D provides the list

of individuals surveyed. The industry contacts represented

major hotels, including The Mansion on Turtle Creek and

Loews Anatole. Industry contacts also were affiliated with

several hotel chains: Courtyard Marriott, Hilton, Harvey,

Holiday Inn, Hyatt, and Radisson.

University and College Pre-test

Twenty-three 2-year and 4-year schools throughout the

United States which offered hospitality management programs

were selected for pre-testing. Ten days following the first

mailing, a postcard was sent as a reminder to all subjects

who had not returned the questionnaire. Appendix C presents

the information included on the postcard. Three weeks after

the original mailing, another questionnaire with a .revised

cover letter was mailed to subjects who had not yet

responded. Appendix C includes a copy of this letter.

Based upon the results of the pre-test, modifications

were made to the research instrument, thereby establishing

face validity. The revised questionnaire for the final test

was mailed March 1993.

41

Results of the Pre-test

Eleven of the 19 questionnaires sent to the industry

representatives were returned, giving an overall response

rate of 57.89%. Fourteen of the 23 questionnaires sent to

schools were returned, giving an overall response rate of

60 .87%.

On the basis of responses from educators and hotel

front office managers or room division directors,

modifications were made to the pre-test instrument. The

final research instrument included the following changes:

1. Question number 8 of the research instrument

focused on hotel front office management topics taught in

the laboratory component of the course. The pre-test

version of the instrument did not include "night audit".

The revised version included this area since several

respondents noted its importance.

2. "Rev par" was clarified as revenue per available

room, in segment C of the instrument.

3. Four topics (night audit functions, employee

training, telecommunications, and managing computer

breakdowns) were added to the topic list, included in

segment C of the instrument.

Comments from Respondents

Comments were received from both industry and school

representatives. All individual comments submitted by the

industry representatives are as follows:

Industry representatives

"I have added telecommunication to your list - not knowing if this is addressed in other courses - but is a must for any successful front office manager. Telecommunications is the fastest growing and consistently changing area in front office operations".

"Your survey seems very solid. My practical experience with a 1600 room hotel brings to mind the problems we continually encounter. Unfortunately, an institutional inability to change from computer to a manual system and then back, could be a costly learning experience".

"This seems to be a very comprehensive list/outline. If I can give any further input - please contact me. Thanks!"

"Additional teaching methods could include allowing students to prepare and facilitate modules for each other, as this will be an important skill throughout their career".

" I would recommend a bit more emphasis on sales/reservations for front desk since in many hotels the front desk is expected to take overflow reservation calls".

School representatives

"I also use Moreo's night audit workbook and a computer simulation by a member of our faculty -Jun Dougan, especially good for numbers 5, 9, 11, 14, 18, 20, 24, 26, 27, 28, 29, 30, 31".

These topics were as follows: #5 - human resource management #9 - front office computer application #11 - use of hotel statistics #14 - calculating room availability #18 - reservation #20 - registration/check-in #24 - rooming procedure #26 - front office accounting #27 - city ledger #28 - handling charges/credits #2 9 - noncomputerized audit #30 - billing guest #31 - check-out/settlement

43

"It is not our focus to provide a hands-on level of specific instruction. We acquaint a student with the operation and process of front office in overall context of hotel operations".

"My best advice to you in conducting a survey is that you read "Mail and Telephone Survey", as found in The Total Design Method by Dillman. It is a pearl beyond price".

Details of Data Collection for the Actual Study

The researcher requested approval for the use of human

subjects in the research study from'the Graduate Office,

University of North Texas, prior to data collection.

Approval was granted, the instrument was accepted, and

procedure steps were taken to implement the research.

Data was collected using the following procedures:

(a) each research unit contained the cover letter,

questionnaire, and a self-addressed, stamped envelope, (b)

ten days following the first mailing, a postcard was sent as

a reminder to each subject who had not returned the

questionnaire, (c) three weeks after the original mailing,

another questionnaire with a revised cover letter was mailed

to subjects who had not yet responded, (d) a thank-you

postcard was mailed to subjects who responded to the

questionnaire. A copy of the two letters and the postcard

is provided in Appendix C.

Analysis of the Data

For questions one through eight which are included in

44

segment A and B of the instrument, frequency distributions

and percentages were computed from the responses. Cross-

tabulations were also calculated for course-attribute

variables. The variables used in this study are listed in

Appendix E.

Based on the research questions presented in chapter

one of this thesis (p. 3-4) regarding the hotel front office

management course, two research hypotheses were drawn and

examined. The hypotheses were as follows:

1. There was a significant difference (alpha =.05) in

the topics taught in the hotel front office management

course when 2-year and 4-year hospitality management

programs were compared.

2. There was a significant difference (alpha =.05) in

the kinds of resources/methods used to teach the hotel front

office management topics when 2-year and 4-year hospitality

management programs were compared.

In other words, the null hypothesis for each variable

was that its value was zero and the alternative hypothesis

was that its value was not equal to zero. All hypotheses

tested were tested at a .05 alpha level. In addition, 95%

confidence intervals were computed for each of the

hypothesis.

CHAPTER 4

ANALYSIS OF THE RESULTS

Introduction

This chapter is designed to show the basic differences

in instructional curricula that apply to the hotel front

office management course and to the related topics as

offered by both 2-year and 4-year schools. Data analysis is

presented in both discussion and table formats and this

presentation includes the academic backgrounds of

respondents, textbooks and other resources used with the

courses, and the locations of and topics taught in the

laboratory.

Data generated from the research study is reflected as

a frequency of the total number of the respondents or as a

percentage. The data associated with the particular options

of the respondents is presented in the order of the listing

on the research instrument, and data is shown in rank order.

In other words, the data is presented according to the

format of the instrument. Some of the findings are

presented in tables as frequencies and percentages. For

clarification purposes, several of the tables are preceded

by discussion.

45

46

Statistical Analysis

The data was analyzed using Lotus 123 spreadsheet

software. The confidence intervals were calculated by

formulas found in Kvanli, A. H., Guynes, C. S. & Pavur, R.

J. (1992) Introduction to Business Statistics (p. 371). The

test was performed at a .05 significance level, using

confidence intervals. If the upper and lower confidence

intervals included zero, there was no significant difference

between schools.

Hypothesis Tests

Two hypotheses were tested for the purpose of the study

and answering of the research questions. The hypotheses are

the following:

Hypothesis 1

There is a significant difference in the topics taught in the hotel front office management course in 2-year

and 4-year hospitality management programs.

This hypothesis was formulated to obtain evidence

regarding the research question number 11 (p. 5), which

asked whether responding colleges and universities offering

the course, differed as to the topics taught in the hotel

front office management course. This hypothesis was tested,

using a confidence interval proportion technique, with the

corresponding statistical hypothesis: Ho-1: There is no significant difference in the topics

taught in the hotel front office management course in 2-year and 4-year hospitality

47

management programs.

Ha-1: There is a significant difference in the topics taught in the hotel front office management course in 2-year and 4-year hospitality management programs.

The null hypothesis was tested at the .05 significance

level. Between 2-year and 4-year hospitality management

programs, no significant difference was found as to the

topics taught.

Hypothesis 2

There is a significant difference in the kinds of methods/resources used in teaching the hotel front office management topics in 2-year and 4-year

hospitality management programs.

This hypothesis was formulated to obtain evidence

regarding the research question number 12 (p. 4-5), which

asked whether responding colleges and universities offering

the course differed, as to the kinds of methods/resources

used to teach the hotel front office management topics.

This hypothesis was tested, using a confidence interval

proportion technique, with the corresponding statistical

hypothesis: Ho-2: There is no significant difference in the kinds

of methods/resources used in teaching the hotel front office management topics in 2-year and 4-year hospitality management programs.

Ha-2: There is a significant difference in the kinds of methods/resources used in teaching the hotel front office management topics in 2-year and 4-year hospitality management programs.

The null hypothesis was tested at the .05 significance

level. Between 2-year and 4-year hospitality management

48

programs, no significant difference was found in the kinds

of methods/resources used in teaching the hotel front office

management topics.

After the testing, findings were found and are as

follows:

Finding 1

There was no significant difference as to the topics taught in the hotel front office management course when 2-year and 4-year hospitality management programs were compared.

Finding 2

There was no significant difference in the kinds of methods/resources used in teaching the hotel front office management topics when 2-year and 4-year hospitality management programs were compared.

Finding 3

There was a range of significant differences in topics taught in the hotel front office management course in 2-year hospitality management programs.

For example, 37 of the 72 2-year hospitality schools

(51.3 9%) did not teach topic number 12 (managing computer

breakdown). Further information regarding topics not taught

in 2-year schools is presented in TABLE 1. Topics with

frequencies less than five are not included in TABLE 1.

TABLE 1

Topics Not Taught in 2-year Schools (N = 72)

Topic Frequency* Percentage*

1. Managing computer breakdown 37 51.3 9 (table continues!

TABLE 1 (table continues)

Topics Not Taught in 2-year Schools

49

(N = 72

Topic Frequency* Percentage*

2 . International guests' needs 28 38.89

3 . Credit reports 18 25 . 00

4 . Interaction with travel agents 17 23 . 61

5 . Front office budgeting 16 21.92(*)

6 . Front office legal issues 15 20 .55(*)

7 . Concierge service 14 19 .44

8 . Bell service 14 19 .44

9 . Telecommunications 13 18.06

10 . Property-management system 11 15 .28

11. Use of hotel statistics 10 13 .39

12 . Handling group business 9 12 .50

13 . Billing guest 8 11.11

14. Written/oral communication 7 9 .72

15 . Yield management 7 9 .72

16 . Rooming procedure 7 9.72

17 . Night auditing functions 7 9 .72

18. Front office design/layout 6 8.33

19 . Establishing room rates 6 8.33

20 . Guest history 6 8.33

21. Interdepartmental communication 5 6 . 94

22 . Front office computer application

5

(table

6 . 94

continues)

50

TABLE 1 (table continues)

Topics Not Taught in 2-year Schools (N = 72)

Topic Frequency* Percentage*

23. Front office accounting 5 6.94

24. Front office security function 5 6.94

25. Employee training 5 6.85 (*)

* Frequency = number of schools not teaching a specific topic

* Percentage = frequency

number of respondents

* Number of the respondents = 73

Finding 4 There was a significant range of differences in topics taught in the hotel front office management course in 4-year hospitality management programs.

For example, 27 of the 51 4-year hospitality - schools

(52.94%) did not teach the topic "managing computer

breakdown". Further information regarding topics not taught

in 4-year schools is presented in TABLE 2. Topics with

frequencies less than five are not included in TABLE 2.

TABLE 2

Topics Not Taught in 4-year Schools (N = 51)

Topic Frequency Percentage

1. Managing computer breakdown 27 52.94 (table continues]

51

TABLE 2 (table continues)

Topics Not Taught in 4-year Schools (N = 51'

Topic Frequency Percentage

2 . Front office budgeting 16

3 Telecommunications 14

4. Interaction with travel agents 14

5. International guests' needs 13

6. Front office design/layout 12

7. Credit reports 10

8. Employee training 8

9. Concierge service 8

10. Yield management 8

11. Human resource management 7

12. Property-management system 7

13. Bell service 6

14. Written/oral communication 6

15. Front office computer 6 application

16. Handling group business 6

17. Rooming procedure 6

18. City ledger 6

19. Front office legal issues 6

20. Interdepartmental communication 5

21. Use of hotel statistics 5

22. Revenue per available room 5

31.37

28 . 00(*)

27 .45

25.49

23 .53

19 .61

15 . 69

15 . 69

15 . 69

13 .73

13 .73

12.00 (*)

11.76

11.76

11.76

11.76

11.76

11.76

9 .80

9 .80

9 .80

52

* Numbers of the respondents = 50

Finding 5

There was a significant range of differences in methods/resources used in teaching the hotel front office management topics in 2-year hospitality management programs.

For example, 95.71% of the 2-year schools used

textbooks to teach the topic of "front office organization"

and 4.29% of them used self-instructional modules to teach

the topic. Refer to TABLE 3 in Appendix F, for further

information and an idea of the variety of usage. Topics

with frequencies less than five are not included in TABLE 3.

The standard deviation is included in the tables.

Finding 6

There was a significant range of differences in methods/resources used in teaching the hotel front office management topics in 4-year hospitality management programs.

For example, 100% of the 4-year schools used lectures

to teach "front office organization" and 6% of them used

self-instructional modules to teach the topic. Refer to

TABLE 4 in Appendix G for further information and an

indication of the scope of the variety of usage. Topics

with frequencies less than five are not included in TABLE 4.

The standard deviation is included in the tables.

Data Collection

Two hundred and seventy-two questionnaires were mailed

for the final survey. Findings and data from the responses

53

of the 23 subjects who participated in the pre-test phase

were not included in the final survey tabulations. One

hundred and fifty-two of the 272 questionnaires were

returned, giving an overall response rate of 56%. Five of

the 152 questionnaires were excluded from analysis because

many of the responses were either omitted or they were

incomplete. In the final analysis, the response rate of

usable questionnaires was 54%. Not all respondents

responded to every question in the survey. TABLE 7 and

TABLES 9 through 14 provide information which was gathered

from the responses of 125 respondents from institutions

offering the hotel front office management course. However,

in all of these tables, the number of respondents (N) was

always less than 125. This difference was total to the

exclusion of "no answers" for the particular question

reported in the table. Where percentages total to more than

100%, it was due to multiple answers. The summary of the

data collection is shown in TABLES 5 and 6.

TABLE 5

Summary of Data Collection

Category Number/percentage

1. Mailed questionnaires 272

2. Number of total responses 152

3. Number of incomplete questionnaires 5 (table continues)

54

TABLE 5 (table continues)

Summary of Data Collection

Category Number/percentage

4. Number of usable questionnaires 147

5. Overall response rate 56%

6. Response rate of complete and usable 54% questionnaires

Data Analysis

This section of chapter four illustrates the responses

to the questions from the research instrument. The sequence

of information presented, follows the format of the

instrument.

Instrument Question A-l: What is your academic position?

Academic positions associated with the respondents

included faculty members, program directors, department

heads, deans, school directors, a hotel operations

coordinator, and a student union director. Over forty-three

percent of the respondents were faculty members. The

overall distribution of the responses from the 147

respondents regarding their academic position is presented

in TABLE 6.

55

TABLE 6

Academic Position of Respondent (N = 147)

Position Frequency Percentage

1. Faculty Member 63

U3

00 CO

2 . Program Director 46 31.29

3 . Department Head 31 21.09

4. Other(*) 4 2 .72

5 . Department Head and Faculty Member

3 2 . 04

6 . Dean 1 .68

* Including two School Directors, one Hotel Operations Coordinator, and a Student Union Director

Instrument Question B: Which of the following statements

best describe how hotel front office principles are

addressed in your undergraduate hospitality management

program?

Twelve respondents indicated that the topics of hotel

front office management were available in courses other than

a required or elective course. The related courses are

listed in TABLE 7 (also answers research questions number 6

and 7). Principles of the hotel front office management

course were addressed in various ways as listed in TABLE 8

as are research questions number 1, 2, 3, 4, 5, and 8.

56

TABLE 7

Schools That Offered the Hotel Front Office Management

Topics in Related Courses (N = 12

Course Frequency Percentage

1. Hotel operations 3 25 .00

2 . Lodging operations 2 16 .67

3 . Introduction to hospitality management

2 16 .67

4. Lodging management 1 8 .33

5 . Seminar in tourism 1 8 .33

6. Management of lodging facilities

1 8 .33

7 . Administration-operation management

1 8 .33

8. Management for hotel and restaurant

1 8 .33

9 . Marketing for hotel and restaurant

1 8 .33

Of the twenty-three schools which did not offer the

course, 14 were food management and culinary schools and

nine were non-food management and non-culinary schools. Two

of the latter group focused on travel and tourism while the

others focused on hospitality management.

Reportedly, the key constraint that prevented the

programs from offering the course was limited faculty.

Perhaps, the reason may be due, in part, to the nature of

schools which focused on particular aspects other than hotel

57

management, such as food management and tourism. The

reasons for not offering the course were varied. The

reasons for non-inclusion as given by 23 of the schools are

presented in the postscript of TABLE 8. TABLE 8 is an

analysis that indicates the availability or unavailability

of the course in the respective schools.

Regarding plans by the schools as to whether they would

offer the course within the next two years, 78% indicated-

that they would not offer this instruction. Only 11% said

they definitely would offer the course, and 11% were

uncertain as to its being a part of the program.

TABLE 8

Course Offering by the Institutions (N = 147)

Course Addressed Frequency Percentage

1. Required 105 71 .44

2 . Not offered(*) 23 15 .65

3 . Not available, topics included in other required course

11 7 .48

4 . Available as an elective 9 6

00 o

Constraints indicated by the 23 non-offering schools:

1. Limited faculty (65% - 15 schools)

2. Cost (43% - 10 schools)

3. Space (22% - 5 schools)

4. Lack of student interest (22% - 5 schools!

5. Unnecessary (13% - 3 schools)

58

For each of the above constraints the appropriate

percentages and frequencies are noted as indicated by the 23

non-offering schools. In several instances, these were

multiple responses from a school.

Instrument Question 2: Are any hotel front office management

or related curriculum changes expected in your undergraduate

program within the next two years?

The majority of the schools (71.42%) in the study who

offered the course stated that they' did not expect to change

hotel front office management or related curriculum within

the next two years. However, (28.57%) of the schools

expected to change their curriculum and (61.7 6%) of this

group planned to emphasize more computer utilization and

increase computer lab availability. The proposed changes as

suggested by the survey respondents are as follows:

Proposed changes made by two or more respondents

* more computer instruction and usage

* computer orientation to enhance instruction and usage - including the use of a lab - and a computer simulation

* addition of automation lab

* better use of computers by adding a lab section

* more experiences that involve hands-on activities formulated in a lab situation, especially those having to do with problem solving

Proposed changed made by only one respondent

* expansion of the course to include a housekeeping section

59

* reduction in lectures and an increase in laboratory time

* introduction of computer programs and use of varied texts

* enhancement of computer PMS labs

* revision of course content periodically

* movement of the course from the fourth semester to third semester

* enhancement and improvement of the status of the hotel front office management course by making it a required course

* highlighting the lodging aspect in curriculum

* evaluation of the Inntime system with a view toward examining other Systems

* establishment of a one to one ratio of students to computers as a requirement of the course

* formation of a technical preparation program that involves high schools, especially in the introductory class of basic hotel front office management; in the vocation-technical curriculum, instruction could be terminal or could lead into college level work

* more hands-on computer problems as practice exercises

* practicums with hands-on activities that grow out of textbooks concepts

* modernization of the Holidex System.

Instrument Question 3: Can your students take the

certification examination developed by A. H. M. A.?

Of the schools that offered the course, 58.2 6% allowed

students to take the certification examination developed by

the American Hotel and Motel Association (AHMA). Slightly

less than half of the schools (41.74%) did not offer the

60

examination.

Instrument Question 4 : What textbook(s) do you currently

use in the course?

Kasavana, M. L. & Brooks, R. M. (1991), Managing Front

Office Operations, Bardi, J. A. (1990) Hotel Front Office

Management. and Vallen, J. J. & Vallen, G. K. (1990) Check

In Check Out were listed in the questionnaire. Frequencies

and percentages of usage are given in TABLE 9.

Additional texts used, as suggested by the respondents

from the schools, included the following:

* customized supplement from the Educational Institute of the American Hotel and Motel Association (EI of AH&MA)

* Basic Front Office Procedures by Renner, P. F.

* Hotel Management & Operations by Rutherford, D. G.

* Introduction to Hospitality Management by Dittmer, P. R.

* "Secondary School Packet" by Steadmon, C. E. & Kasavana, M. L. (EI of AH&MA)

* Hotel/motel Front Office Personnel by Paige, G. & Paige, J.

* Managing Front Office by Steadmon, C. E.

* Hotel by Haley, A.

In addition, some respondents listed front office documents

and procedures from various hotels.

Although common sense would indicate the soundness of

the practice, it was judged that approximately one-third, of

the schools developed their own teaching materials to

supplement the current textbooks and other published,

61

commercial materials.

TABLE 9

Textbook(s) Used in the Course (N = 114:

Textbook Frequency Percentage

1. Managing Front Office Operations

75 65 .79

2 . Check In Check Out 17 14 . 91

3 . Hotel Front Office Management

12 10 .53

4. Other (*) 10 8 .77

* Titles given in response to open-end queries (these are

listed under "additional texts", p. 60)

Instrument Question 5: Do you plan to change textbook(s) for

the next semester/year?

TABLE 10 indicates potential textbook change for the

ensuing semester or year. Very little change was

anticipated, by the respondents, namely, a movement of 5%.

TABLE 10

Plan to Change Textbook(s) for the Ensuing Semester/year (N = 116)

Change textbook(s! Frequency Percentage

1. No

2. Uncertain

3 . Yes

87

23

6

75.00

19.83

5.17

62

Instrument Question 6: What resources could you use to

better teach the course?

The results of the survey indicated that computer

software (72.07%) and audio-visuals (57.66%) were considered

as the most important resources needed to better teach the

course as shown in TABLE 11. In addition, the respondents

indicated the need for additional resources and activities

to better teach the course. The resources and activities

needed are the following:

Resources and activities needed by two or more respondents

* computer hardware

* night audit projects

* lab in front office management

Resources and activities needed by only one respondent

* information on role playing

* simplistic property inspection

* trips to facilities

* up-to-date information

* speakers

* case studies

TABLE 11

Resources Needed to Better Teach the Course (N = 111)

Resources Frequency Percentage

1. Computer software 80 72.07

2. Audio-visuals 64 57.66 (table continues)

63

TABLE 11 (table continues)

Resources Needed to Better Teach the Course (N = 111)

Resources Frequency Percentage

3. Self-instructional module 16 14.41

4. Different textbook 15 13.51

Instrument Question 7: Where is the laboratory for the hotel

front office management course located?

Most of the schools (58.97%) offered the course with

laboratories, but 41.03% of the universities and colleges

did not offer laboratories. The building in which the

program is located was found to be the most common location

for the laboratory. Computer centers were also frequently

used for the laboratory. This information is presented in

TABLE 12 which also answers research question number 13.

TABLE 12

Location of Laboratory (N = 117)

Location Frequency Percentage

1. In the building which 33 28.21 houses the program

2. Computer center 30 25.64

3. Hotels off campus 13 11.11

4. Other(*) 7 5.98

5. Hotel on campus 5 4.27

64

* Including adjacent buildings, classrooms, internship sites, utilization of local hotels/motels through .visitations to these institutions

Instrument Question 8: What areas or topics are included in

the hotel front office management laboratory?

Regarding topics taught in the laboratory, those having

to do with reservations were listed the most often. In

descending order, the other topics in the laboratory were as

follows: front office management, night audit, and guest

services. The details are shown in TABLE 13 which also

answers research question number 14. In addition to the

topics listed in the questionnaire, the following specified

topics were taught in the laboratory:

Additional course topics noted made by two or more

respondents

* computer simulation

* yield management

* forecasting

* coordination between front office and other departments

Additional course topics noted made by only one respondent

* maintenance, conference services

* posting of guest room charges

* financial aspects

* charge posting to guest's folio at registration

* cashing, check-in, check-out

* travel agent commissions

65

PBX, concierge, guest service

food and beverage, conventions, exhibits

attending to guest complaints and giving directions

legal issues

security

point of sale

TABLE 13

Topics Included in the Laboratory (N = 117)

Topic Frequency Percentage

1. Reservation 70 59 .83

2 . Front office management 62 52 .99

3 . Night audit 58 49 .57

4. Guest service 54 46 .15

5 . Housekeeping 30 25 -.64

6. Marketing 24 20 .51

7 . Laundry 15 12 .82

8 . Engineering 14 11 .97

9 . Other 13 11 .11

Instrument Question C: Either in the hotel front office

management or in other applicable courses, please indicate

how the following topics relating to hotel front office

management are taught within your program.

Thirty-seven listed topics taught in the course were

sorted in rank order. Further information is presented in

66

TABLE 14 which also answers research question number 9. A

review of the results revealed that most of the listed

topics were taught in hospitality programs. The topic of

"reservations" (97.65%) was the topic most frequently

taught. "Managing computer breakdowns" (48.7 8%) was the

topic least often taught. This topic was taught by less

than half of the respondent schools.

In addition to the topics included as part of the

research instrument, the following topics were also taught:

* renovation

* re-flagging

* housekeeping overview

* mechanical preventation and maintenance overview

* TQM/service management and movement traffic

* room layout and design

It is noted that legal issues were often addressed in

hotel front office management courses. However, some

institutions addressed general legal issues in regular law

courses.

TABLE 14

Topics Taught in the Course

Topic Respondent* Frequency'* Percentage11

1. Reservation

2. Front office organization

123

124

120 97.65

120 96.77

(table continues)

TABLE 14 (table continues)

Topics Taught in the Course

67

Topic Respondent^ Frequency* Percentage^

3. Handling guest 124 requests/complaints

4. Registration/check in

123

5. Check out/settlement 123

6. Managing guest folio 123

7. Reservation sales 123 techniques

8. Handling overbooking 123

9. Calculating room 123 availability

10. Guest history 123

11. Front office 123 accounting

12. Front office 123 security function

13. Establishing room 123 rates

14. Revenue per 123 available room

15. Night audit 123 function

16. Interdepartmental 123 communicat ion

17. City ledger 123

18. Human resources 124 management

19. Front office 123 computer application

20. Billing guest 123

21. Employee Training 124

119 95.97

118 95.93

118 95.93

117 95.12

117 95.12

117 95.12

117 95.12

116 94.31

116 94.31

116 94.31

115 93.50

114 92.68

114 92.68

113 91.87

113 91.87

113 91.13

112 91.06

111 90.24

111 89.52 (table continues)

TABLE 14 (table continues)

Topics Taught in the Course

68

Topic Respondent^ Frequencyv Percentage^

22 . Written/oral communication

123 110 89 .43

23 . Rooming procedure 123 110 89 .43

24. Use of hotel statistics

123 108 87 .80

25. Yield management 123 108 87 .80

26. Handling group business

123 108 87 .80

27. Property-management system

123 106 86 .18

28. Front office des ign/layout

123 105 85 .37

29 . Bell service 122 102 83 .61

30. Front office legal issues

124 103 83 .06

31. Concierge service 123 101 82 .11

32 . Telecommunications 122 95 77 .87

33 . Credit reports 123 95 77 .24

34. Interaction with travel agents

123 92 74 .80

35. Front office budgeting

124 92 74 .19

36. International guests' needs

123 83 66 .68

37 . Managing computer breakdown

123 60 48 .78

Respondent = number of schools offering the course that responds to a specific topic

Frequency = number of schools that included the topic within the course

Percentage = frequency number of respondents

69

Resources and Methods Used to Teach Topics

The results are found in Appendix H which also answers

research question number 10. The topics were arranged

according to their listing on the instrument. Throughout

the analysis, textbooks and lectures were the most common

methods used to teach the listed topics. However, in regard

to the topic of "written/oral communication" (#3), class

activities (56.36%) such as case study, role playing, and

research projects were most often noted as being used to

teach this topic. Also a high rate of usage was found in

the area of computer software (58.93%) to teach "front

office computer application" (#11). Other indexes are found

in the TABLES 15.

In addition to the listed resources, some of the more

creative ideas given by the respondents are as follows:

1. Sales blitzes in a hotel setting. Students need

to become better salesmen at the hotel front desk,

especially in reservations.

2. Enhancement of internships, especially in the

field of computers and other telecommunications.

Comments from the Respondents

Practical insights having to do with institutional

programs were gleaned from the questionnaires. The

following comments were excerpted from the questionnaires

completed by the individual respondents:

* "We also have a mock guest room to teach housekeeping and guest room maintenance".

70

"We need a book with more depth on topic".

"I also have students 'shoulder' a front office person for four hours minimum to reinforce much of above".(ideas presented in the questionnaire)

"We have a hospitality reading room with 80-90 hospitality publications".

"Course is not available at this time. We will offer it again when we have enough students interested in this optional class".

"Our courses are primarily macro. I see no need to train students in a narrow part of the discipline when each hotel has its own approach to front office management".

"Our program focuses on travel counseling, meeting and convention management and regional tourism development. We focus on hospitality issues as they relate only to these three, and front office management is too specific for us. We are most interested in the sales, marketing, catering and budget management functions in lodging settings as these relate most to our three areas of focus".

"HPTY 1301, Front Office Procedures is taught at St. Philip's College, with which we have an articulation agreement. In our articulated program with St. Philip's College all hospitality courses are taught at St. Philip's College".

Summary

The response rate of this study was 54%. The majority

of the respondents (44%) were faculty members. Approximate-

ly 71% of the responding schools offered the hotel front

office management course as a required course.

However, 16% of the responding schools did not offer

the course. The key constraint that prevented the course

from being offered was limited faculty. As to whether or

not these non-offering schools planned to offer the course

71

within the next two years, 7 8% of them indicated they would

not offer this instruction. However, (28.57%) of the non-

offering schools expected to change their curriculum and

61.7 6% of this group planned to emphasize more computer

utilization and increased computer lab availability.

Of the schools that offered the course, 58.26% allowed

students to take the certification examination developed by

the American Hotel and Motel Association. Therefore,

slightly more than 40% of the schools did not offer this

certification.

The three books included on the research instrument

were Hotel Front Office Management, Check In Check Out, and

Managing Front Office Operations. The latter was the text

most frequently used (65.7 9%) for the hotel front office

management course followed by Check In Check Out (14.91%)

and Hotel Front Office Management (10.53%). Only 5% of the

schools planned to change textbooks.

Most of the topics included in the research instrument

were taught in respective hospitality programs. The topic

of "reservations" was most frequently taught in both

classroom lectures and laboratories. Conversely, the topic

of "managing computer breakdown" (48.78%) was the least

often taught in the course. Lectures and textbooks were the

most common resources used in teaching the course. The

results of the survey also showed that computer software and

audio-visuals were considered as being the most needed

72

resources to better teach the course.

Approximately 59% of the schools that offered the

course offered the course with laboratories, but 41% of the

schools did not offer laboratories. The building in which

the program was located was the most common location for the

laboratory.

After the hypotheses were tested at the .05

significance level, six major findings were found. The

findings were as follows:

1. There was no significant difference (alpha = .05)

as to the topics taught in the hotel front office management

course when 2-year and 4-year hospitality management

programs were compared.

2. There was no significant difference (alpha = .05)

in the kinds of methods/resources used in teaching the hotel

front office management topics when 2-year and 4-year

hospitality management programs were compared.

3. There was a range of differences in topics taught

in the hotel front office management course in 2-year

hospitality management programs. For example, 37 of the 72

2-year hospitality schools (51.39%) did not teach topic #12

(managing computer breakdown).

4. There was a range of differences in topics taught

in the hotel front office management course in 4-year

hospitality management programs. For example, 27 of the 51

4-year hospitality schools (52.94%) did not teach the topic

73

of managing computer breakdown.

5. There was a range of differences in methods and

resources used in teaching the hotel front office management

topics in 2-year hospitality management programs. For

example, in the 2-year schools, the topic of "front office

organization", was most often taught by using the "textbook"

(95.71%), and the resource least used to teach this topic

was the "self-instructional module" (4.29%). Refer to TABLE

3 for additional information.

6. There was a range of differences in methods and

resources used in teaching the hotel front office management

topics in 4-year hospitality management programs. For

example, in the 4-year schools, the highest usage of a

particular resource/method to teach the topic of front

office organization was "lecture" (100.00%), and the least

used was "self-instructional module" (6.00). Refer to TABLE

4 for additional information.

CHAPTER 5

FINDINGS, IMPLICATIONS, AND RECOMMENDATIONS

Introduction

The purpose of the study is to describe characteristics

of the hotel front office management course offered in 2-

year and 4-year hospitality management programs in the

United States. The objective is to determine what topics

are taught in the course and the resources/methods used in

teaching the topics.

This chapter also presents a summary of the pertinent

procedures used in this study, methods of analyzing the data

and the rationale on which the conclusions are based.

Recommendations result from the tabulation of the responses

from those who participated in this study.

Before the formal study began and prior to designing a

questionnaire instrumental to the investigation, relevant

literature was reviewed as explained in chapter two. As a

result of the literature review, a pre-test questionnaire

was designed and mailed to individuals at randomly selected

schools and lodging establishments, all of which were

located in the United States. The list of names of the

school recipients was obtained from the Council on Hotel,

Restaurant, and Institutional Education (CHRIE) office. One

74

75

person was contacted at each school.

Twenty-three 2-year and 4-year hospitality management

schools were selected for the pre-test. Fourteen of the 23

questionnaires were returned. The response rate from the

school representatives was 60.87%.

The industry representatives for the pre-test all

represented hotels in the Dallas/Forth Worth metroplex. The

industry representatives were suggested by the researcher's

major professor. Nineteen questionnaires were sent to the

industry representatives and 11 were returned, resulting in

a response rate of 57.89%.

Two hundred and seventy-two questionnaires were mailed

for the final study. Findings and data from the responses

of the 23 subjects who participated in the pre-test phase of

the study were not included in the final survey tabulations.

One hundred and fifty-two of the 272 questionnaires were

returned, giving an overall response rate for the final

research study of 56%. Five of the 152 questionnaire were

excluded from analysis because many of the responses were

either omitted or were incomplete. In the final analysis,

the response rate of usable questionnaires was 54%. These

returns were limited to respondents representing only the

schools surveyed.

The data was analyzed using Lotus 123 spreadsheet

software. The test was performed at .05 significance level

using confidence intervals.

76

Findings

After reviewing the collected data, the researcher

perceives specific findings to be significant. These

findings are as follows:

1. As identified by 72% of the respondents, there is

a need for computer software to better teach the hotel front

office management course.

2. "Reservations" was the topic most frequently

taught in both classroom lectures (97.65%) and laboratories

(59.83%) .

3. The topic least frequently taught in classroom

lectures was "managing computer breakdown" (48.78%).

4. Seventy-one percent of the responding universities

and colleges offered the hotel front office management

course as a required course.

5. Sixteen percent of the responding universities and

colleges did not offer the hotel front office course. The

key constraint for 65% of.these schools was limited faculty.

6. Most (58.97%) of the responding universities and

colleges provided a laboratory, but an almost equal number

of them (41.03%) did not.

7. Overall, lectures and the use of textbooks were

the most common methods used to teach the topics listed in

the research instrument.

After the hypotheses were tested at the .05

significance level, six major findings were found. The

77

findings are as follows:

1. There was no significant difference as to the

topics taught in the hotel front office management course

when 2-year and 4-year hospitality management programs were

compared.

2. There was no significant difference in the kinds

of methods/resources used in teaching the hotel front office

management topics when 2-year and 4-year hospitality

management programs were compared.

3. There was a significant range of differences in

topics taught in the hotel front office management course in

2-year hospitality management programs. Refer to TABLE 3

for specific findings.

4. Likewise, there was a significant range of

differences in topics taught in the hotel front office

management course in 4-year hospitality management programs.

Refer to TABLE 4 for specific findings.

5. There was a significant range of differences in

methods/resources used in teaching the hotel front office

management topics in 2-year hospitality management programs.

Refer to TABLE 3 for specific findings.

6. There was a significant range of differences in

methods/resources used in teaching the hotel front office

management topics in 4-year hospitality management programs.

Refer to TABLE 4 for specific findings.

78

Implications

Based on the analysis of the data, the following

implications were drawn:

Twenty-three (15.65%) of the universities and colleges

did not offer the hotel front office management course. Out

of the 23 institutions, 78% of them did not plan to offer

the course within the next two years. The majority of the

universities and colleges offering the course (71.42%) did

not expect to change the course within the next two years.

It would appear that hospitality educators are reluctant to

make too many significant changes to the hotel front office

management curriculum.

It might be appropriate to note that there are a few

educators who feel that requiring or emphasizing the hotel

front office management course is not necessary since many

hospitality establishments have their own computerized

approach to managing the hotel front office. Perhaps,

regular course work is not best suited for all prospective

employees. In fact, there are some graduates of hospitality

programs that find employment with hotel companies without

having taken the hotel front office management course.

While some may value the on-the-job-training approach, the

idea is not by any means universal. Those who feel that

there might be more beneficial ways of educating future

employees may have a point.

Among the universities and colleges (41.03%) that did

79

not offer the laboratory experience, some (9.23%) indicated

they made an effort to create laboratory situations.

Although reasons for not having laboratory situations were

not probed, it would appear from several of the comments

included by the respondents, that the unavailability of

laboratories was due to budgetary constraints.

It was noted that there were differences in the topics

taught and the kinds of methods and resources used in

teaching the courses in 2-year colleges. It was also noted

that there were differences in the topics taught and the

kinds of methods and resources used in teaching the courses

in 4-year universities. These differences may have been the

result of differing teaching styles, educational

methodologies, teaching goals or teaching philosophies.

Recommendat ions

Based on a review of the findings, several

recommendations in the area of curriculum development are

made:

1. Today almost all businesses, institutions, and

manufacturers use computers in their daily operations.

Hospitality education is no exception. Based on the

responses to the questionnaire, 72.07% of the respondents

indicated that computer software could be used to better

teach the hotel front office management course. Since a

large number of the respondents placed much value on the

80

need for this resource, it would appear that seeking and

securing useful software would be a worthy goal for any

institution engaged in producing well-educated future

hospitality employees. In this regard, educators should

interact with hospitality industry representatives to gain a

better understanding of reputable industry software

available and to receive recommendations from these

professionals in order to find suitable software for the

students' needs. On the other hand, industry

representatives can serve as a bridge to assist faculty to

contact computer manufacturers or publishers to obtain

complimentary software, or software at a reduced rate,

including charges affiliated with upgrades and other

possible expenses. It is important for schools to

continually network with representatives of computer

companies and publishers to make sure excellent resources

are available to successfully teach students.

2. Hotel computer systems do break down and when they

do more traditional methods must be used to conduct business

transactions. Ironically, "managing computer breakdown"

(48.78%) was the topic least frequently taught. This

neglect must be addressed. One industry representative who

took part in the pre-test evaluation of the research

instrument stated: "... an institutional inability to change

from computer to a manual system and then back, could be a

costly learning experience".

81

Instructors should implement ways to teach students to

successfully manage situations relating to computer

breakdown. One excellent way is to invite hotel industry

representatives such as front office managers, reservation

managers, or rooms division directors, as guest speakers to

specifically discuss different aspects relating to this

problem. The guest speakers can explain how the

establishments revert the computer systems into manual

systems and what kinds of specific procedures are taken to

overcome computer breakdown.

Instructors can design case studies related to problem-

solving techniques during a computer breakdown situation.

In addition, publishers could emphasize successful

management of this problem through better books, case

studies, videos, and other publications specifically

discussing the management of computer breakdown. Publishers

can receive feedback by consulting appropriate industry

representatives from major hotels.

3. As indicated by 57.66% of the respondents, audio-

visuals were the second most important resource needed to

better teach the course. Therefore, as an example

publishers should update videos, for example, adding the

topics of telecommunication and managing computer breakdown.

4. While a majority (58.97%) of responding schools

indicated they used a laboratory in teaching the hotel front

office management course, almost as many did not (41.03%).

82

Reasons were not specified by respondents, for the most

part. However, some schools (25.64%) offer laboratory-

experiences through the use of their computer centers.

Under the right conditions, a computer center could largely

substitute for a local hotel laboratory, particularly as

there is an increased focus on computerized instruction.

5. Since the lecture was the most commonly used

method (95.73% - 72.32%) to teach the topics listed on the

questionnaire, it would behoove hospitality educators to

continually upgrade this mode of instruction. This includes

refinement of the course content, enhanced verbal

presentation by the instructors, and a greater active

participation of the students by encouraging them to ask

more questions during lectures. To best meet the needs of

students, lecture information needs to be relevant, up-to-

date and operationally oriented in the hotel front office

management course.

6. The textbook was the second most common method

(95.00% - 57.63%) used to teach the course topics. Insuring

that the textbooks are the best and most current should be a

top priority for course instructors. An excellent textbook

can greatly facilitate a student's learning potential.

Improved and updated textbooks should involve the

publishing industry through two-way communication between

the schools and publishing firms. This dialogue could be

encouraged through networking of the two groups at annual

83

conventions of CHRIE, National Restaurant Association, or

the American Hotel and Motel Association, among others.

Also, educators can inform publishers their specific needs

by telephone or correspondence.

Publishers, on the other hand, should periodically

contact educators to ascertain whether appropriate topics

and methods of presentation are available for course

instructors. However, publishers should ask for input from

appropriate hotel industry representatives in order to

ascertain the validity of the textbook content. For

example, from this survey study, the industry

representatives indicated that managing computer breakdown

and telecommunication were important for front office

operations. It appears that publishers should include these

topics in hotel front office management textbooks. Success

to all concerned depends on a cooperative relationship among

educators, industry, and publishers.

APPENDIX A

SURVEY MAILING LIST

84

85

UNIVERSITY AND COLLEGE FACULTY REPRESENTATIVES FOR THE

RESEARCH STUDY

1. University of Massachusetts Hotel, Restaurant & Travel Administration Flint Lab 101 Amherst MA 01003

2. Holyoke Community College Hospitality Management Program 3 03 Homestead Ave. Holyoke MA 01040

3. Bay Path College 588 Longmeadow St. Longmeadow MA 0110 6

4. Quinsigamond Community College Hotel & Restaurant Management 67 0 West Boylston St. Worcester MA 01606

5. Worchester Vocational Hotel & Lodging 26 Salisbury St. Worcester MA 01609

6. Endicott College Hotel, Restaurant & Travel Administration 376 Hale St. Beverly MA 01915

7. New England Bartenders School 811 Boylston Street Boston MA 02116

8. Bay State College Hospitality Management 122 Commonwealth Ave. Boston MA 02116

9. Newbury College Hospitality Management & Culinary Arts Department 12 9 Fisher Avenue Brookline MA 02146

86

10. Lasell College 1844 Commonwealth Ave. Newton MA 02166

11. Massachusetts Bay Community College Hospitality Program-Framingham 50 Oakland St. Wellesley Hills MA 02181

12. Boston University Hotel & Food Administration 808 Commonwealth Ave. Boston MA 02215

13. New Hampshire College Hospitality Management Department 2 500 N. River Rd. Manchester NH 03106

14. New Hampshire Technical College Culinary Arts 2020 Riverside Dr. Berlin NH 03570

15. University of New Hampshire Department of Hotel Administration McConnell Hall Durham NH 03824

16. So. Maine Technical College Hotel & Restaurant Management Culinary Arts Center So. Portland ME 04106

17. Vermont College of Norwich University Hotel & Service Industry Management Montpelier VT 05602

18. New England Culinary Institute 250 Main St., Box 1255 Montpelier VT 05602

19. Manchester Community College Hotel & Food Service Management Bidwell St., P.O. Box 1046 Manchester CT 06040

20. Briarwood College Hotel & Restaurant Management 227 9 Mount Vernon Rd. Southington CT 06489

87

21. University of New Haven School of Hotel, Restaurant & Tourism 3 00 Orange Avenue West Haven CT 06516

22. South Central Community College Hospitality Management Program 60 Sargent Drive New Haven CT 06511

23. Mattatuck Community College Hospitality Management Program 7 50 Chase Pky. Waterbury CT 06708

24. Teikyo Post University School of Business Administration 800 Country Club Rd. Waterbury CT 06708

25. Swiss Hospitality Institute 101 Wykeham Rise Rd. Washington CT 067 93

26. Montclair State College Food Service Management Normal Avenue Upper Montclair NJ 07 043

27. Fairleigh Dickinson University Hotel, Restaurant & Tourism Management Hesslein Building Rutherford NJ 07 07 0

28. Hudson County Community College Culinary Arts Institute 161 Newkirk St. Jersey City NJ 07306

29. Bergen Community College Hotel & Restaurant Management 400 Paramus Rd. Paramus NJ 07 652

30. Brookdale Community College Foodservice Management 7 65 Newman Springs Rd. Lincroft NJ 07738

31. County College of Morris Hotel, Restaurant Management Center Grove Road Randolph NJ 07 869

32. Burlington County College Hospitality Management County Rte. 53 0 Pemberton NJ 08068

33. Middlesex County College Hotel, Restaurant & Institute Management 155 Mill Rd., P.O. Box 3050 Edison NJ 08818

34. Middlesex County Vo-Tech 112 Rues Lane East Brunswick NJ 08816

35. Raritan Valley Community College Hotel, Restaurant Management P.O. Box 33 00 Somerville NJ 0887 6

36. New York University Center for Food & Hotel Management 35 W. 4th St., 10th Floor

• New York NY 10003

37. New York Restaurant School Management Department 27 West 34th St. New York NY 10001

38. Ecole Des Arts Culinaires et d'l Hotellaie C/O ACRA 37 W. 57th Suite 703 New York NY 10019

39. Mercy College Hotel & Restaurant Management Program 555 Broadway Dobbs Ferry NY 10522

40. Westchester Community College Foodservice Administration Department 75 Grasslands Rd. Valhalla NY 10595

89

41. Rockland Community College Food Service Management 145 College Road Suffern NY 10 9 01

42. New York City Technical College Hotel & Restaurant Management Department 300 Jay Street Brooklyn NY 112 01

43. Nassau Community College Hotel & Restaurant Management Stewart Ave., Bldg. K Garden City NY 1153 0

44. New York Institute of Technical School of Hotel Administration & Culin. Central Islip NY 11722

45. State University of New York Food Service & Hospitality Administration Agriculture & Technology College Cobleskill NY 12043

46. Schenectady Co. Community College Hotel, Culinary Arts & Tourism 78 Washington Ave. Schenectady NY 123 05

47. Culinary Institute of America Education Department 651 S. Albany Post Rd. Hyde Park NY 12538

48. Sullivan County Community College Hospitality Division Box 4002 Loch Sheldrake NY 12759

49. State University of New York Center for Human Resources Ward Hall, Rm 109 Plattsburgh NY 12 901

50. Paul Smith's College Hospitality Management Division Rte. 192 & 30 Paul Smiths NY 12970

90

51. Tompkins Cortland Community College Business & Public Service 17 0 North St. Dryden NY 13 0 53

52. Syracuse University Nutrition & Foodservice Management Department 034 Slocum Hall Syracuse NY 13244

53. State University of New York Hospitality, Tourism & Nutrition School of Business & Hospitality Morrisville NY 13408

54. Mohawk Valley Community College Hospitality Programs Rome Campus, Upper Floor Rome NY 13440

55. State University of New York Department of Hospitality Management Delhi NY 13753

56. Genesee Community College Hospitality Management College Road Batavia NY 14020

57. Niagara University Travel, Hotel, Restaurant Administration Niagara University NY 14109

58. Buffalo State College Nutrition & Food Science 13 00 Elmwood Ave. Buffalo NY 14222

59. Daemen College Travel/Transportation Management 4380 Main Street Amherst NY 14226

60. Erie Community College - North Foodservice/Restaurant Management 62 05 Main St. Buffalo NY 14221

61. Community College of Finger Lakes Travel & Tourism Management 43 55 Lake Shore Dr. Canandaigua NY 1442 4

93

82. Delaware County Community College Hotel/Restaurant Management Program Route 2 52 Media PA 19063

83. Drexel University Hotel, Restaurant & Institute Management Market & 33rd Sts. Philadelphia PA 19104

84. Cheyney University of Pennsylvania Hotel, Restaurant & Institute Management P.O. Box 3 91 Cheyney PA 19319

85. University of Delaware Hotel, Restaurant & Institute Management 321 S. College Ave./Rextrew Newark DE 19716

86. Delaware State College Hotel & Restaurant Management Program 12 00 N. Dupont Aighway Dover DE 19901

87. La Varenne Ecole de Cuisine United States Office P.O. Box 25574 Washington DC 20007

88. Health Communications Incorporation T.I.P.S. Program 60 0 New Hampshire Ave. NW Washington DC 2 0037

89. George Washington University Tourism Administration Graduate Program 817 23rd St. NW, Bldg. K Washington DC 20052

90. Howard University School of Business & Hospitality Management 2600 Sixth Street N.W., Rm. 551 Washington DC 20059

91. Montgomery College Department of Management 51 Mannakee St. Rm. 427 Rockville MD 20850

94

92. Anne Arundel Community College Hotel, Restaurant Management 101 College Pkwy C-136 Arnold MD 21012

93. Baltimore's Int's Culinary College 19-21 S. Gay St. Baltimore MD 212 02

94. Essex Community College Hotel, Motel, Restaurant-Club Management 7201 Rossville Blvd. Baltimore MD 21237

95. Morgan State University Academic Planning 434 Truth Hall Baltimore MD 21239

96. Maryland University-Eastern Shore Department of Hotel, Restaurant Management Princess Anne MD 21853

97. Northern Virginia Community College HRIM/Travel & Tourism 8333 Little River Tnpke Annandale VA 22 003

98. James Madison University Marketing & Hotel, Restaurant Management College of Business, Rm. 515 Harrisonburg VA 22 807

99. Commonwealth College Academics 4160 Virginia Beach Blvd. Virginia Beach VA 23452

100. Norfolk State University Hotel, Restaurant & Institute Management 2401 Corprew Avenue Norfolk VA 23504

101. Virginia State University Hotel, Restaurant & Institute Management P.O. Box M Petersburg VA 23803

102. Virginia Polytechnic Institute Hotel, Restaurant & Institute Management 362 Wallac Hall Blacksburg VA 24061

95

103. Concord College Travel Industry Management Athens WV 24712

104. Shepherd College Home Economics Department Division of Education Shepherdstown WV 25443

105. West Virginia University Division of Family Resources 702 Allen Hall Morgantown WV 2 6505

106. Wake Technical Community College Hotel & Restaurant Management 9101 Fayetteville Rd. Raleigh NC 27603

107. East Carolina University School Human Environmental Science Department of Nutrition & Hospitality Management Greenville NC 27858

108. Barber Scotia College Hospitality Management Program Business & Social Science Concord NC 28025

109. Fayetteville Technology Community College Foodservice Management P.O. Box 35236 Fayetteville NC 28303

110. Appalachian State University Hospitality Management Program Walker College of Business Boone NC 2 8608

111. Wilkes Community College Business Department P.O. Drawer 12 0 Wilkesboro NC 28697

112. Western Carolina University Human Environmental Sciences Cullowhee NC 28723

113. Asheville-Buncombe Technical College Hospitality Education Division 340 Victoria Rd. Asheville NC 28801

96

114. University of South Carolina Hotel, Restaurant & Tourism Administration Carolina Coliseum, Rm. 108 Columbia SC 29208

115. Midlands Technical College Management Department P.O. Box 2408 Columbia SC 29202

116. Trident Technical College Hospitality & Tourism Management P.O. Box 103 67, 7000 Rivers Ave. Charleston SC 29411

117. Horry Georgetown Technical College Hospitality & Tourism Management Department US 501 South- P.O. Box 1966 Conway SC 2 9526

118. Gwinnett Technical Institute Hotel, Restaurant & Travel Management 1250 Atkinson Rd., Box 1505 Lawrenceville' GA 3 0246

119. Georgia State University C.B. Day School of Hospitality Administration P.O. Box 4018 Atlanta GA 30302

120. Morris Brown College Hospitality Administration 643 M. L. King Jr. Dr., NW Atlanta GA 30314

121. Georgia Southern University FCS & RHIA Departments L.B. 8034 Statesboro GA 30460

122. Gainesville College Hotel, Restaurant and Travel Department' P.O. Box 1358 Gainesville GA 30503

123. Colorado State University Gifford Building 205 Ft Collins CO 30523

97

124. University of Georgia Department of Food & Nutrition Dawson Hall Athens GA 3 0 602

125. Bethune-Cookman College Hospitality Management Program 640 Second Avenue Daytona Beach FL 32015

126. Florida Community College-Jacksonville The Institute of the South 3 93 9 Roosevelt Blvd. Jacksonville FL 32205

127. Florida State University Department of Hospitality 'Administration 225 William Johnson Building Tallahassee FL 32312

128. ITT Technical Institute 2600 Lake Lucien Dr., Ste 140 Maitland FL 32751

129. University of Central Florida Hospitality Management Department BA Building Ste. 409 Orlando FL 32816

130. North Technical Education Center Commercial Food/Culinary Arts 7 071 Garden Road Riviera Beach FL 33404

131. Lynn University Hotel, Restaurant & Tourism Administration 3601 N. Military Trail Boca Raton FL 33431

132. Pinellas Technical Education Center Culinary Arts 6100 154th Avenue N. Clearwater FL 33520

133. St. Leo College Hotel & Restaurant Management Department State Road, P.O. Box 2067 St. Leo FL 33574

134. Nat'1. Career Institute Hospitality & Travel 3910 NS Hwy. 301 N. Suite 200 Tampa FL 33 619

135. Webber College Hospitality Management 1201 Alt. Hwy. 27 South Babson Park FL 33827

136. University of Alabama Restaurant & Hospitality Management P.O. Box 870158 Tuscaloosa AL 35487

137. Tuskegee University Hospitality Management Program Washington Hall Tuskegee AL 3 6088

138. Tennessee State University Hotel & Restaurant Administration 3500 John Merritt Blvd. Nashville TN 37209

13 9. University of Tennessee Hotel & Restaurant Administration 1215 Cumberland Avenue Knoxville TN 379 96

140. University of Southern Mississippi School of Home Economics • Southern Station Box 5035 Hattiesburg MS 39406

141. Sullivan College Nat'1 Center for Hospitality Studies 3101 Bardstown Road Louisville KY 40205

142. Lyndon Technology Center 502 Wood Rd. Lyndon KY 40222

143. Morehead State University Hotel & Restaurant Management Department of Home Economic Box 889 Morehead KY 40351

99

144. University of Kentucky Nutrition & Food Science 212 Funkhouser Lexington KY 40506

145. Transylvania University Hotel, Restaurant & Tourism Administration 3 00 N. Broadway Lexington KY 40508

146. Western Kentucky University Home Economics & Family Living Academic Complex, Rm. 301 Bowling Green KY 42101

147. Columbus State Community College Hospitality Management Department 550 E. Spring St. Columbus OH 43215

148. Ohio State University Hospitality Management/265 Campbell Hall 17 87 Neil Avenue Columbus OH 43210

149. Bowling Green State University Hospitality Management Program Management Center Bowling Green OH 43403

150. Cuyahoga Community College Hospitality Management 2 900 Community College Ave. Cleveland OH 44115

151. Cuyahoga Valley VO-ED Commercial Foods 8001 Breckville Rd. Brecksville OH 44141

152. Ashland University Business Administration Department 401 College Ave. Ashland OH 44805

153. Tiffin University Hotel & Restaurant Management 155 Miami Tiffin OH 44883

100

154. Cincinnati Technical College Hotel & Restaurant Management 3 52 0 Central Pky. Cincinnati OH 45223

155. Ohio University Restaurant & Food Service Management Tupper Hall Athens OH 457 01

156. Hocking Technical College Hotel, Restaurant Management 33 01 Hocking Pkwy. Nelsonville OH 45764

157. Ivy Tech Hotel & Restaurant Management P.O. Box 1763 Indianapolis IN 46206

158. Indiana Vocational Tech College Culinary Arts 5727 Sohl Avenue Hammond IN 46320

159. Indiana University/Purdue University Cons. & Family Svc./NEFF 33 0 2101 Coliseum Blvd. East Ft. Wayne IN 46805

160. Ball State University Home Economics Department Muncie IN 47306

161. Macomb Community College Culinary Arts Department 44575 Garfield Rd. Mt. Clemens MI 48044

162. Washtenaw Community College F & H Department, P.O. Box D-l 4800 E. Huron River Rd. Ann Arbor MI 48106

163. Henry Ford Community College Hospitality Studies 5101 Evergreen Dearborn MI 48128

101

164. Schoolcraft Community College Culinary Arts Department 1860 0 Haggerty Rd. Livonia MI 48152

165. Eastern Michigan University HECR 108 Roosevelt Hall Ypsilanti MI 48197

166. Oakland Community College Hospitality Department 27 055 Orchard Lake Rd. Farmington Hills MI 48334

167. Mott Community College 1401 East Ct. St. Flint MI 48503

168. Northwood Institute Hotel & Restaurant Management 3225 Cook Rd. Midland MI 48640

169. Michigan State University School of HRIM 424 Eppley Center East Lansing MI 48824

170. Central Michigan University Marketing & Hospitality Services 100 Smith Hall Mt. Pleasant MI 48859

171. Central Michigan University Foodservice Administration Dept of Home Economic, Family Life Mt. Pleasant MI 48859

172. Jackson Community College Business/Hospitality Management 2111 Emmons Rd. Jackson MI 49201

173. Ferris State University Hospitality Management West Commons 106 Big Rapids MI 49307

102

174. Ferris State University Hospitality Management West Commons 10 6 Big Rapids MI 49307

175. Grand Rapids Community College Hospitality Education Division 151 Fountain NE Grand Rapids MI 49503

17 6. Northwestern Michigan College Foodservice & Hospitality Management 1701 E. Front St. Traverse Cith MI 49684

177. Northern Michigan University Consumer & Family Studies Jacobetti Center Marquette MI 49855

178. Iowa State University Hotel, Restaurant & Institute Management 11 Mackay Hall Ames IA 50011

17 9. American Institute of Commerce Hotel & Restaurant Management 1801 E. Kimberly Rd. Davenport IA 52807

180. Waukesha County Technical College Hospitality Occupation Program 800 Main St. Pewaukee WI 53 072

181. Mount Mary College Hotel Sc Restaurant Management 2 9 00 N. Menomonee River Milwaukee WI 53222

182. Madison Area Technical College Hospitality Management 3550 Anderson St. Madison WI 53704

183. Mid-State Technical College Food & Hospitality Management 500 32nd St. Norht Wisconsin Rapids WI 54494

103

184. Nicolet College & Technical Institute Restaurant & Food Prepation Program Box 518 Rhinelander WI 54501

185. University of Wisconsin-Stout School of Home Economics Department of Hospitality & Tourism Menomonie WI 54751

186. Wisconsin Indianhead Tech Institute Hospitality Services 2100 Beaser Avenue Ashland WI 54806

187. Fox Valley Technical College Service Occupations 182 5 N. Bluemound Dr. Appleton WI 54915

188. Southwest State University Hotel & Restaurant Administration Lecture Center 101 Marshall MN 56258

189. Moorhead State University Hotel, Motel & Restaurant Management Department of Business Administration Moorhead MN 56560

190. University of Minnesota, Crookston Hotel, Restaurant & Institute Management Business Division Crookston MN 56716

191. Black Hills State University College of Business & Public Affairs USB 9007, BHSU Spearfish SD 57799

192. North Dakota State University Hotel, Motel Sc Restaurant Program College of Home Econmics Fargo ND 58105

193. Oakton Community College Hotel Management 1600 East Golf Rd. Division #4 Des Plaines IL 60016

104

194. Northern Illinois University Human and Family Resources Dekalb IL 60115

195. Culinary School of Kendall College Culinary Division 2408 Orrington Ave. Evanston IL 60201

196. Kendall College Hospitality Program 2408 Orrington Ave. Evanston IL 60201

197. Roosevelt University School of Hospitality Management 43 0 South Michigan Ave. Chicago IL 60605

198. Echols Hotel School Incorporation 676 N. Saint Clair Chicago IL 60611

199. The Cooking & Hospitality Institute of Chicago 3 61 W. Chestnut Chicago IL 60610

200. Chicago State University Hotel & Restaurant Management 95th St. at King Dr. Chicago IL 60628

201. Lexington Institute of Hospitality Careers 10840 S. Western Avenue Chicago IL 60643

202. Western Illinois University Department of Home Economics Knoblauch Hall 2 04 Macomb IL 61455

203. University of Illinois-Urbana Hospitality Management Program 3 63 Bevier Hall 9 05 S. Goodwin Urbana IL 61801

204. Parkland College Hospitality Industry 2400 West Bradley Ave Champaign IL 61821

105

205. Eastern Illinois University School of Home Economics 109 Klehm Hall Charleston IL 61920

206. Belleville Area College Hospitality/Food Service Management 49 50 Maryville Rd. Granite City IL 62040

207. Southern Illinois University Hotel, Restaurant & Travel Administration Room 209 Quigley Hall Carbondale IL 62901

208. Central Missouri State University Human Environmental Sciences Grinstead 247 Warrensburg MO 64 093

209. University of Missouri - Columbia Food Science and Nutrition 122 Eckles Hall Columbia MO 65211

210. Columbia College Travel Administration Department Columbia MO 65216

211. Southwest Missouri State University Hospitality & Restaurant Administration 901 S. National Springfield MO 65804

212. Johnson County Community College Hospitality Management Program 12345 College Blvd. Overland Park KS 66210

213. Kansas State University Hotel, Rest, Institute Management & Diet 104 Justin Hall Manhattan KS 665 06

214. Cloud Community College 2221 Campus Dr. Box 1002 Concordia KS 66901

215. Southeast Community College Food Services Program/Home Economics 8800 0 St. Lincoln NE 68520

106

216. University of Nebraska Nutritional Science & Hospitality Management 316 Ruth Leverton Hall Lincoln NE 68583

217. Central Community College P.O. Box 1024 Hastings NE 68902

218. Delgado Community College Culinary Arts Department 615 City Park Ave. New Orleans LA 7 0119

219. University of New Orleans Hotel, Restaurant & Tourism Administration Business Building, Rm. 202 New Orleans LA 70148

220. Grambling State University Hotel, Restaurant Management Box 882 Grambling LA 71245

221. Arkansas Tech University Hotel & Restaurant Management 1816 West 3rd St. Russellville AR 72801

222. Northeastern State University Tourism Management Department College of Business Tahlequah OK 74960

223. Texas State Technical College - Waco Food Service Technology 3801 Campus Dr. Waco TX 7 6705

224. Texas A & M University Department of Recreation & Parks Tourism Sciences College Station TX 77843

225. St. Philip's College Hospitality Management Department 2111 Nevada St. San Antonio TX 78203

10'

226. Incarnate Word College Professional Studies 43 01 Broadway, Box 108 San Antonio TX 7 8209

227. University of Texas College of Business San Antonio TX 78249

228. Del Mar College Restaurant Management Department Baldwin at Ayers Corpus Christi TX 78404

229. Houston-Tillotson College 1820 East Eight St. Evans Hall Rm. 104 Austin TX 78702

230. South Plains College Food Industry Management 1302 Main Lubbock TX 7 9401

231. El Paso Community College Business Programs Division P.O. Box 20500 El Paso TX 79998

232. University of Denver School of Hospitality Management & Tourism University Park Denver CO 80208

233. University of Colorado Business Research Division Campus Box 42 0 Boulder CO 80309

234. Blair Junior College Travel & Tourism/Hospitality Management 82 8 Wooten Rd. Colorado Springs CO 80915

235. Fort Lewis College School of Business Administration 1000 Rim Dr. Durango CO 813 01

108

236. College of Southern Idaho Hotel & Restaurant Management Program P.O. Box 1238 Twin Falls ID 83303

237. Utah Valley Community College Hospitality Management Department 800 W. 1200 South Orem UT 84058

238. Central Arizona College Hospitality Management & Business 8470 N. Overfield Rd. Collidge AZ 85228

239. Pima County Community College Hospitality Department P.O. Box 5027, 1255 N. Stone Tucson AZ 85703

240. Chaparral Career College Hospitality Management 4585 East Speedway Blvd. Tucson AZ 85712

241. Northern Arizona University School of Hotel & Restaurant Management P.O. Box 5638 Flagstaff AZ 86011

242. New Mexico State University Hospitality & Tourism Services P.O. Box 3 0003, Department 3HTS Las Cruces NM 88003

243. Sierra Nevada College P.O. Box 4269 800 College Dr. Hotel, Restaurant Management Incline Village NV 89450

244. Chaffey Community College Hotel & Food Service Management 5885 Haven Ave. Rancho Cucamonga CA 91737

245. California State Poly. University School of Hotel & Restaurant Management 3 801 W. Temple Ave. Pomona CA 917 68

109

246. Grossmont Community College Business & Vocational Education 8800 Grossmont College Dr. El Cajon CA 92020

247. United States Int'1 University School of Hotel, Restaurant, & Tourism 10455 Pomerado Road San Diego CA 92131

248. Oxnard College Hotel & Restaurant Management/Culinary Arts 4000 S. Rose Ave. Oxnard CA 93 033

249. Santa Barbara City College Hotel/ Restaurant/Culinary Program 721 Cliff Dr. Santa Barbara CA 93109

250. Bakersfield College Family & Consumer Education Division 1801 Panorama Dr. Bakersfield CA 93305

251. Golden Gate University Hotel, Restaurant & Tourism Management 536 Mission Street San Francisco CA 94105

252. California Culinary Academy 625 Polk Street San Francisco CA 94102

253. University of San Francisco McLaren School of Business 2130 Fulton St. San Francisco CA 94117

254. San Francisco State University School of Business - Hospitality Management 1600 Hollyway Ave. San Francisco CA 94132

255. Mission College Hospitality Management Program 3000 Mission College Blvd. Santa Clara CA 95054

110

256. San Joes State University Department of Nutrition & Food Science One Washington Square San Joes CA 95192

257. Yuba Community College Food Service Management Department 2088 N. Beale Rd. Marysville CA 95901

258. Shasta College Culinary Arts P.O. Box 600 6 Redding CA 96099

259. Brigham Young University - Hawaii Hotel and Restaurant Management Division of Business Laie HI 96762

260. Kapiolani Community College Food Service/Hospitality Education 43 03 Diamond Head Rd. Honolulu HI 96816

261. Hawaii Pacific University Travel Industry Management 1188 Fort St., 4th Floor Honolulu HI 96813

262. Mt. Hood Community College Hospitality & Tourism Program 26000 S.E. Stark St. Gresham OR 97 03 0

263. Western Culinary Institute Graduate Placement 1316 SW 13th Avenue Portland OR 97201

264. Portland Community College Hospitality Department/Business Computer Tech P.O. Box 19000 Portland OR 97219

265. Chemeketa Community College Hospitality Systems Management P.O. Box 14007 Salem OR 97309

Ill

266. South Seattle Community College Food Sciences Division 6000 16th Ave, SW Seattle WA 98106

267. Olympic College Food Services 1600 Chester Ave. Bremerton WA 98310

268. Washington State University Hotel Sc. Restaurant Administration 470 Todd Hall Pullman WA 99164

269. Spokane Community College Hospitality Careers N. 1810 Greene St. Spokane WA 992 07

270. University of Alaska-Anchorage Food Service Technology 3211 Providence, Building F Anchorage AK 99508

271. University of Alaska 120 A. Bunnell Building Travel Industry Building Fairbanks AK 99701

272. University of North Texas School of Human Resource Management P.O. Box 5248 Denton Tx 7 6203

273. Johnson and Wales University The Hospitality College 8 Abbott Park Pi. Providence RI 02903

274. Johnson and Wales University at Charleston 701 East Bay St., BTC Box 1409 Charleston SC 29403

275. Atlantic Community College Academy of Culinary Arts Rte 322 Mays Landing NJ 08330

112

276. Joliet Junior College Louis Joliet Renaissance Center 214 N. Ottawa St. Joliet IL 60431

277. St. Louis Community College Hospitality Studies 5600 Oakland St. Louis MO 63110

278. Triton College Hospitality Industry Management 2 000 N. 5th Ave. River Grove IL 60171

279. El Centro College Food and Hospitality Services Institute Main and Lamar Streets Dallas TX 75204

280. Houston Community College Hotel, Restaurant, and Management Program 13 00 Holman, Room #3 05 Houston TX 77044

281. City College of San Francisco Hotel and Restaurant Department 50 Phelan Avenue San Francisco CA 94112

282. Daytona Beach Community College Hospitality Management 1200 Volusia Ave. Daytona Beach FL 3212 0

283. Pennsylvania State University Hotel, Restaurant, and Recreation Management 118 Henderson Building University Park PA 16802

284. Pennsylvania State University - Berks Campus Hotel, Restaurant, and Institute Management P.O. Box 7 009 Reading PA 19610

285. Pennsylvania State University Western Region Hotel, Restaurant, and Recreation Management 3550 7th Street Road New Kensington PA 15068

113

286. Cornell University School of Hotel Administration Statler Hall, Room 146 Ithaca NY 14853

287. Florida International University School of Hospitality Management NE 151st St. and Biscayne Blvd. North Miami FL 33181

288. Purdue University - North Central Restaurant, Hotel, and Institute Management 1401 S. US 421 Westville IN 46391

289. Purdue University - Calumet Restaurant, Hotel, and Institute Management Behavioral Sciences Department Hammond IN 46323

2 90. Purdue University Restaurant, Hotel, Institute and Tourism 106 Stone hall West lafayette IN 47907

291. Oklahoma State University OSU Hotel/Conference Center H103 Student Union Stillwater OK 74078-0650

292. University of Houston Hilton College of Hotel/Restaurant Management 4800 Calhoun Road Houston TX 77004

2 93. Texas Tech University ENRHM Box 41162 Lubbock TX 7 9409

294. University of Nevada Harrah College of Hotel Administration 4505 Maryland Parkway Las Vegas NV 89154

295. University of Hawaii School of Travel Industry Management 2 560 Campus Road Honolulu HI 96822

APPENDIX B

SURVEY INSTRUMENT

114

115

HOTEL FRONT OFFICE MANAGEMENT IN HOSPITALITY CURRICULA

A. BACKGROUND INFORMATION

1. What is your academic position? [ J Dean [ ] Department head [ ] Program director [ ] Faculty member [ ] Other {please specify)

B. HOTEL FRONT OFFICE MANAGEMENT INFORMATION

Which of the following best describes how hotel front office management principles are addressed in your undergraduate hospitality management program? Check all that apply. [ ] Course is required. [ ] Course is available as an elective. f ] Course is not available, and hotel front office management topics are included in other required course(s). If so, please provide

course name(s) and number(s):

[ ] Course is not available, but hotel front office management topics are included in frequently selected elective(s). If so. please provide course name(s) and number(s):

If you checked any of the above questions, please skip to question number 2, page 1.

If a hotel front office management course or coverage of these topics in another course is not included in the hospitality management program, please answer the next two questions. a) Do you plan to offer the hotel front office management course within the next two years? [ ] Yes ( ] No b) If the answer is "no" to (a), what are the constraints that prevent you from offering this course? Check all that apply.

[ ] Cost [ ] Space [ ] Limited faculty [ ] Lack of student interest [ j Other (please specify)

If you responded to the above question, please skip to page 3, section D, "additional comments," and complete the last section of the survey.

2. Are any hotel front office management related curriculum changes expected in your undergraduate program within the next two years? [ ] Yes [ ] No If yes, what change(s) do you anticipate?

3. Can your students take the certification examination developed by the A.H.M.A.? [ ] Yes [ ] No

4. What textbook(s) do you currently use in the course? Check all that apply. [ ] Managing Front Office Operations by Kasavana, M.L. & Brooks, R.M. [ ] Hotel Front Office Management by Bardi, J.A. [ ] Check-In Check-Out by Vallen, J.J. & Vallen, G.K. [ ] Other (please specify)

5. Do you plan to change textbook(s) for the next semester/year? [ ] Yes [ ] No [ ] Uncertain

6. What resources could you use to better teach the course? Check all that apply. [ ] Computer software [ ] Audio-visuals [ ] Self-instructional module [ ] Different textbook [ ] Other (please specify)

7. Questions 7 and 8 relate to the laboratory for the hotel front office management course. Where is the laboratory located? Check all that apply. [ ] No laboratory. Please skip to section C, page 2. [ ] In the building which houses the program [ ] Computer center [ ] Hotel on campus [ ] Hotel off campus [ ] Hotels off campus f ] Other (please specify)

8. What areas or topics are included in the hotel front office management laboratory? Check all that apply. [ ] Front office management [ ] Night audit [ ] Marketing [ ] Laundry [ ] Reservations [ ] Guest services [ ] Housekeeping [ ] Engineering [ ] Other (please specify)

116

C EITHER IN THE HOTEL FRONT OFFICE MANAGEMENT COURSE OR IN OTHER APPLICABLE COURSES, PLEASE INDICATE HOW THE FOLLOWING TOPICS RELATING TO HOTEL FRONT OFFICE MANAGEMENT ARE TAUGHT WITHIN YOUR PROGRAM by checking the appropriate resource! s)lmethocis(s) per topic.

Topics

/£•/>?/j r/o /&/ $ / •$/$/$ / P / £ / / W ° 7 / r r / < 3 y

Topics 0 1 2 3 4 5 6 7 8 9 10

1. Front office organization

2. Front office design/layout

3. Written/oral communication

4. Interdepartmental communication

5. Human resource management

6. Employee training

7. Front office budgeting

8. Concierge service

9. Bell service

10. Telecommunications

11. Front office computer application

12. Managing computer breakdown

13. Property-management system

14. Use of hotel statistics

15. Yield management

16. Revenue per available room

17. Calculating room availability

18. Interaction with travel agents

19. Handling group business

20. International guests' needs

21. Reservation process

22. Reservation sales techniques

23. Establishing room rates

24. Registration/check-in

25. Managing guest folio

26. Guest history

e.g., rase study, role playing, group research projects

117

i ///*//'fmin sh si /s/mi//m Topics

A r / c ? / o / $ / < 3 / v / 4 y < 5 j Topics

0 1 2 3 4 5 6 7 8 9 10

27. Handling guest requests/complaints

28. Handling overbooking

29. Rooming procedure

30. Front office accounting

31. City ledger

32. Credit reports

33. Night audit functions

34. Billing guest

35. Check-out/settlement

36. Front office security function

37. Front office legal issues

Other topics (please specify)

1.

2.

3. 1

4.

5.

P. ADDITIONAL COMMENTS ARE WELCOME

Thank you for your time and participation!

Please return the questionnaire in the enclosed postage-paid envelope.

r, P16&S& i f you would l i t e t o « copy & f t b & purvey

# ^ ' " %" s

• Tifc-'let

•Organ i sa t i on :

APPENDIX C

CORRESPONDENCE

118

119

October 10, 1992

Mr. Loren Nalewanski Operations Manager Rooms Division Courtyard Marriott Dallas/Piano Courtyard 4910 West Piano Parkway Piano, Texas 75093

Dear Mr. Nalewanski

I am a graduate student in the School of Merchandising and Hospitality Management at the University of North Texas. My thesis focuses on how the Hotel Front Office Management course and related topics are taught within hospitality management programs.

Enclosed is a copy of the questionnaire. Could you please review the topics on pages 2 and 3 of the questionnaire? Feel free to make any changes, additions, or deletions to make sure I have included all important topics which need be taught in the Hotel Front Office Management course. Additional comments are welcome.

Your input is very important to the success of this national study. Please return the survey in the postage-paid envelope.

I look forward to receiving the completed questionnaire.

Thank you.

Sincerely,

Rhu-rong Chiang

Enclosure

120

October 20, 1992

Mr, Tim Giddens Room Executive Hyatt Regency Dallas at Reunion 3 00 Reunion Boulevard Dallas, Texas 75207

Dear Mr. Giddens:

I am a graduate student in the School of Merchandising and Hospitality Management at the University of North Texas. This note serves as a follow-up to the questionnaire I previously mailed to you.

If you have mailed back the completed questionnaire, -I appreciate your assistance. If you have not already returned your completed questionnaire relating to the Hotel Front Office Management course, I would like to request your assistance in completing and mailing back the survey.

Your input is very important to the success of this research study. If you did not receive the survey and need one, please contact either myself or my major professor, Dr. Daniel Emenheiser. Dr. Emenheiser's telephone number is (817) 565-4786. My home number is (817) 3 87-2875.

I hope to receive the completed questionnaire by November 14, 1992 .

Thank you.

Sincerely,

Rhu-rong Chiang

121

November 17, 19 92

Mr. Tim Giddens Room Executive Hyatt Regency Dallas at Reunion 3 00 Reunion Boulevard Dallas, Texas 75207

Dear Mr. Giddens:

I truly appreciate your response to my questionnaire. You assistance has been greatly appreciated.

Thank you.

Sincerely,

Rhu-rong Chiang

122

October 10, 1992

Dear CHRIE Member:

I am a graduate student in the School of Merchandising and Hospitality Management at the University of North Texas. My thesis focuses on teaching the Hotel Front office Management course. I would appreciate your assistance in gathering information on how this course and related topics are taught within your program.

The survey are mailed to approximately 300 two-year and four-year colleges which offer a hospitality management program. All subjects are CHRIE members in November 14, 1992 .

Your response is critical. This survey will only take a few minutes of your time. If your program offers a Hotel Front Office Management course, please give the questionnaire to the faculty member who teaches this course.

If your program does not offer the course, would you please complete the questionnaire and return it in the enclosed postage-paid envelope. Your response will be confidential and very much appreciated. Feel free to include any additional comments you believe would be helpful. Your input is very important to the success of this pre-test.

This survey information will be useful to schools, students, and the lodging industry. if you would like to know the results of the study, please indicate this on the questionnaire.

I will be happy to answer any questions you may have. Please contact either myself or my major professor, Dr. Daniel Emenheiser. Dr. Emenheiser's telephone number is (817) 565-4786. My home telephone number is (817) 387-2875.

Thank you for your assistance with this research. I look forward to receiving the completed survey by November 14, 1992 .

Sincerely,

Rhu-rong Chiang Enclosure

123

December 10, 1992

Dear CHRIE Member:

I am a graduate student in the School of Merchandising and Hospitality Management at the University of North Texas. This letter serves as a follow-up to the questionnaire, relating to the Hotel Front Office Management course, that I mailed to you October 29, 1992.

In case you did not receive it, enclosed is a copy of the questionnaire. Could you please complete and mail back the questionnaire in the addressed, postage-paid envelope? Your input is very important to the success of this pre-test. Additional comments are welcome.

I look forward to receiving the completed questionnaire. Thank you.

Sincerely,

Rhu-rong Chiang

Enclosure

91

62. Keuka College Food, Hotel & Resort Management Keuka Park NY 1447 8

63. Rochester Institute of Technology Food, Hotel & Travel Management School One Lomb Memorial Drive Rochester NY 14623

64. Monroe Community College Food, Hotel & Tourism Management 1000 E. Henrietta Road Rochester NY 14623

65. Pennsylvania Institute of Culinary Arts 7 00 Clark Building 717 Liberty Ave Pittsburgh PA 15222

66. Indiana University of Pennsylvania Hotel, Restaurant & Institute Management 114 Ackerman Hall Indiana PA 15705

67. Indiana University of Pennsylvania Culinary Arts P.O. Box 280 Punxsutawney PA 157 67

68. Mercyhurst College Hotel, Restaurant & Institute Management Glenwood Hills Erie PA 16546

69. Mt. Aloysius Junior College Hotel, Restaurant Management William Penn Highway Cresson PA 16630

70. Central Pennsylvania Business School Travel Division College Hill Rd. Summerdale PA 17093

71. Harrisburg Area Community College Hospitality Management 33 00 Cameron Street Harrisburg PA 17110

92

72. Pennsylvania College of Technology FH/CA 1 College Ave. Williamsport PA 17701

73. Northampton Community College Business Department/Hospitality Management 383 5 Green Pond Road Bethlehem PA 18017

74. East Stroudsburg University Hospitality Management Department East Stroundsburg PA 18301

75. Keystone Junior College Hospitality Management & Travel Tourism College Ave. La Plume PA 18440

76. Marywood College Hotel & Restaurant Management 23 00 Adams Ave. Scranton PA 18509

77. Int'1 Correspondence School Hospitality Management Oak St. and Pawnee St. Scranton PA 18515

78. Luzerne County Community College Hotel & Restaurant Management 1333 S. Prospect St. Nanticoke PA 18634

79. Bucks County Community College Hotel/Motel/Restaurant & Institute Management Department of Business Swamp Rd. Newtown PA 18940

80. Widener University School of Hotel & Restaurant Management 14th & Chestnut Chester PA 19013

81. Harcum Junior College Tourism & Travel Program Montgomery & Morris Ave. Bryn Mawr PA 19 010

124

March 24, 19 93

Dear CHRIE Member:

I am a graduate student in the School of Merchandising and Hospitality Management at the University of North Texas. My thesis focuses on teaching the Hotel Front office Management course and related topics are taught within hospitality management programs.

The encloses survey will take just a few minutes to complete. If your program offers a Hotel Front Office Management course, please give the questionnaire to the faculty member who teaches this course.

If your program does not offer the course, would you please complete the questionnaire and return it in the enclosed postage-paid envelope? Your confidential response is very important to the success of this study.

I will be please to answer any questions you may have. Please contact either myself or my major professor, Dr. Daniel Emenheiser. Dr. Emenheiser's telephone number is (817) 565-4786. My home telephone number is (817) 387-2875.

I look forward to receiving your completed survey by April 7, 1993. Thank you for your assistance with this research proj ect.

Sincerely,

Rhu-rong Chiang

Enclosure

APPENDIX D

INDUSTRY REPRESENTATIVES EVALUATING RESEARCH PRE-TEST INSTRUMENT

125

126

INDUSTRY REPRESENTATIVES EVALUATING RESEARCH PRE-TEST INSTRUMENT

1. Ms. Crista de Bruyn Front Office Manager Hotel Crescent Court 400 Crescent Court Dallas, Texas 75201

2. Mr. Loren Nalewanski Operations Manager Rooms Division Courtyard Marriott Dallas/Piano Courtyard 4901 West Piano Parkway Piano, Texas 75093

3. Ms. Claudia Kursevski Operations Manager Courtyard Marriott Northpark 10325 N. Central Expressway Dallas, Texas, 75231

4. Mr. Joe Pozzobon Front Office Manager DFW Hilton Executive Conference Center 1800 Highway 26E Grapevine, Texas 7 6051

5. Ms. David Melugin Front Office Manager The Summit Hotel 2 645 LBJ Freeway Dallas, Texas 75234

6. Ms. Marietta Smith Front Office Manager The Harvey Hotel - Piano 1600 North Central Expressway Piano, Texas 75074

7. Ms. Carole Nelson Front Office Manager Holiday Inn Arlington Highway 3 60 N. at Brown Blvd. Arlington, Texas 76011

127

8 . Ms. Rene Gibson Front Office Manager Sheraton Denton 2211 1-35 E. North Denton, Texas 762 05

9. Mr. Jackson Seamans Front Office Manager The Harvey Hotel - Addison 14315 Midway Road Dallas, Texas 75244

10. Mr. Steve Massey Front Office Manager The Worthington Hotel 200 Main Street Fort Worth, Texas 76102

11. Mr. Brent Rumsey Director of Rooms Westin Hotel Galleria 13340 Dallas Parkway Dallas, Texas 75240

12. Mr. Tim Giddens Rooms Executive Hyatt Regency Dallas at Reunion 3 00 Reunion Boulevard Dallas, Texas 75207

13. Mr. Rene Ramirez Front Office Manager Doubletree Hotel at Park West 1590 LBJ Freeway Dallas, Texas 75234

14. Ms. Marissa Aviles Rooms Division Director The Radisson Plaza Hotel 815 Main Street Fort Worth, Texas 7 6102

15. Mr. David Scheide Front Office Manager The Stoneleigh Hotel 2 927 Maple Avenue Dallas, Texas 75201

128

16. Mr. David Shelley Front Office Manager Loews Anatole Hotel 22 01 Stemmoms Freeway Dallas, Texas 75207

17. Ms. Jill Jessee Front Office Manager Doubletree at Campbell Centre 8250 North Central Expressway Dallas, Texas 75206

18. Ms. Andrea Gates Rooms Division Director The Mansion on Turtle Creek 2821 Turtle Creek Boulevard Dallas, Texas 75219

19. Mr. Alex Johnson Director of Rooms The Harvey Hotel - DFW 4545 West John Carpenter Freeway Irving, Texas 75063

APPENDIX E

VARIABLES USED FOR ANALYSIS OF THE DATA

129

VARIABLES USED FOR ANALYSIS OF THE DATA

130

1 . 2 . 3 . 4 . 5 6 7 8 . 9 . 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43

44 45

Front office organization Front office organization

Topic not taught Textbook

Front office organization - Lecture Front office organization - Lab Front office organization - Class activities Front office organization - Guest speaker Front office organization - Field trip Front office organization - Computer software Front office organization - Audio-visuals Front office organization - Self-instructional module Front office organization - Other Front office design/layout Front office design/layout Front office design/layout Front office design/layout Front office design/layout Front office design/layout Front office design/layout Front office design/layout Front office design/layout Front office design/layout Front office design/layout Written/oral communication Written/oral communication Written/oral communication Written/oral communication Written/oral communication

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other Topics not taught Textbook Lecture Lab Class activities

Written/oral communication - Guest speaker Written/oral communication - Field trip Written/oral communication - Computer software Written/oral communication - Audio-visuals Written/oral communication - Self-instructional module Written/oral communication - Other Interdepartmental communication - Topics not taught Interdepartmental communication - Textbook Interdepartmental communication - Lecture Interdepartmental communication - Lab Interdepartmental communication - Class activities Interdepartmental communication - Guest speaker Interdepartmental communication - Field trip Interdepartmental communication - Computer software Interdepartmental communication - Audio-visuals Interdepartmental communication - Self-instructional

module Interdepartmental communication - Other Human resource management - Topic not taught

131

46. Human resource management 47. Human resource management 48. Human resource management 49. Human resource management 50. Human resource management 51. Human resource management 52. Human resource management 53. Human resource management 54. Human resource management 55. Human resource management 56. Employee training 57. Employee training 58. Employee training 59. Employee training 60. Employee training 61. Employee training 62. Employee training 63. Employee training 64. Employee training 65. Employee training 66. Employee training 67. Front office budgeting 68. Front office budgeting 69. Front office budgeting 70. Front office budgeting 71. Front office budgeting 72. Front office budgeting 73. Front office budgeting 74. Front office budgeting 75. Front office budgeting 76. Front office budgeting 77. Front office budgeting 78. Concierge service 79. Concierge service 80. Concierge service 81. Concierge service 82. Concierge service 83. Concierge service 84. Concierge service 85. Concierge service 86. Concierge service 87. Concierge service 88. Concierge service 89. Bell service 90. Bell service 91 Bell service 92. Bell service 93. Bell service 94. Bell service 95. Bell service 96. Bell service 97 Bell service

Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals

132

98 . 99 . 100 . 101, 102 . 103 . 104 . 105 . 106 , 107 , 108 , 109 . 110 , 111. 112 . 113 . 114 . 115 . 116. 117 . 118 . 119 . 120 ,

121 , 122 . 123 . 124 . 125 . 126 . 127 . 128 . 129 . 130 1 3 1 132 133 134 135 136 137 138 139 140 1 4 1 142 143 144 145 146 147 148

Bell service - Self-instructional module Bell service - Other Telecommunications - Topic not taught Telecommunications - Textbook Telecommunications -Lecture Telecommunications Telecommunications Telecommunications Telecommunications Telecommunications Telecommunications Telecommunications Telecommunications

Lab Class activities Guest speaker Field trip

Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Front office computer application - Topic not taught Front office computer application - Textbook Front office computer application - Lecture Front office computer application Front office computer application Front office computer application Front office computer application Front office computer application - Computer software Front office computer application - Audio-visuals Front office computer application - Self-instructional

module Front office computer application - Other Managing computer breakdown - Topic not taught Managing computer breakdown - Textbook Managing computer breakdown Managing computer breakdown Managing computer breakdown Managing computer breakdown Managing computer breakdown - Field trip Managing computer breakdown - Computer software Managing computer breakdown - Audio-visuals Managing computer breakdown - Self-instructional module Managing computer breakdown - Other Property-management system - Topic not taught Property-management system - Textbook Property-management system - Lecture Property-management system - Lab Property-management system - Class activities Property-management system - Guest speaker Property-management system - Field trip Property-management system - Computer software Property-management system - Audio-visuals Property-management system - Self-instructional module Property-management system - Other Use of hotel statistics - Topic not taught Use of hotel statistics - Textbook Use of hotel statistics - Lecture Use of hotel statistics - Lab Use of hotel statistics - Class activities

Lecture Lab Class activities Guest speaker

133

149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 . 170 . 171. 172 . 173 . 174 . 175. 176 . 177 . 178 . 179 . 180 . 181. 182 . 183 . 184 , 185. 186,

187 , 188 . 189 , 190 , 191, 192 , 193 , 194. 195 . 196 , 197 ,

statistics statistics

Use of hotel statistics Use of hotel statistics Use of hotel statistics Use of hotel statistics Use of hotel Use of hotel Yield management Yield management Yield management Yield management Yield management Yield management Yield management Yield management Yield management Yield management Yield management

Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Revenue per available room - Topic not taught Revenue per available room - Textbook Revenue per available room - Lecture Revenue per available room - Lab Revenue per available room - Class activities Revenue per available room - Guest speaker Revenue per available room - Field trip Revenue per available room - Computer software Revenue per available room - Audio-visuals Revenue per available room - Self-instructional module Revenue per available room - Other Calculating room availability - Topic not taught Calculating room availability - Textbook Calculating room availability - Lecture Calculating room availability • - Lab Calculating room availability Calculating room availability Calculating room availability Calculating room availability Calculating room availability Calculating room availability

Calculating room availability -Interaction with travel agents Interaction with travel agents Interaction with travel agents Interaction with travel agents Interaction with travel agents Interaction with travel agents Interaction with travel agents Interaction with travel agents Interaction with travel agents Interaction with travel agents

198. Interaction with travel agents -

Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

.34

199 . 200 . 201. 202 . 203 . 204 . 205 . 2 0 6 . 207 . 2 0 8 . 209 . 210 . 2 1 1 . 212 . 213 . 2 1 4 . 215 . 216 . 217 . 218 . 219 . 2 2 0 . 221. 222 . 223 . 224 . 225 . 226 . 227 . 2 2 8 . 229 . 230 . 231, 232 . 233 . 234 . 235 . 236 , 237 . 238. 239 , 241. 242 .

243 . 244 245 246 247 248 249 250

Handling group business - Topic not taught Handling group business - Textbook Handling group business - Lecture Handling group business - Lab Handling group business - Class activities Handling group business - Guest speaker Handling group business - Field trip Handling group business - Computer software Handling group business - Audio-visuals Handling group business - Self-instructional module Handling group business - Other International guests' needs - Topic not taught International guests' needs - Textbook International guests' needs - Lecture International guests' needs - Lab International guests' needs - Class activities International guests' needs - Guest speaker International guests' needs - Field trip International guests' needs - Computer software International guests' needs - Audio-visuals International guests' needs - Self-instructional module International guests' needs - Other

- Topic not taught - Textbook - Lecture - Lab - Class activities - Guest speaker - Field trip - Computer software - Audio-visuals - Self-instructional module

Reservation process Reservation process Reservation process Reservation process Reservation process Reservation process Reservation process Reservation process Reservation process Reservation process Reservation process - Other Reservation sales techniques Reservation sales techniques Reservation sales techniques Reservation sales techniques Reservation sales techniques Reservation sales techniques Reservation sales techniques Reservation sales techniques Reservation sales techniques Reservation sales techniques

Reservation sales techniques Establishing room rates Establishing room rates Establishing room rates Establishing room rates Establishing room rates Establishing room rates - Guest speaker Establishing room rates - Field trip

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities

135

251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297

298 299 300 301

Establishing room rates Establishing room rates Establishing room rates Establishing room rates Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Registration/check-in -Managing guest folio Managing guest folio Managing guest folio Managing guest folio Managing guest folio Managing guest folio Managing guest folio Managing guest folio Managing guest folio Managing guest folio Managing guest folio Guest history Guest history Guest history Guest history Guest history Guest history Guest history Guest history Guest history Guest history Guest history

- Computer software - Audio-visuals - Self-instructional module - Other Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Handling guest requests/complaints - Topic not taught Handling guest requests/complaints Handling guest requests/complaints Handling guest requests/complaints Handling guest requests/complaints Handling guest requests/complaints Handling guest requests/complaints Handling guest requests/complaints Handling guest requests/complaints Handling guest requests/complaints

Handling guest requests/complaints Handling overbooking - Topic not taught Handling overbooking - Textbook Handling overbooking - Lecture

Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

136

302 . 303 . 3 0 4 . 305 . 306 . 307 . 308 . 309 . 310 . 3 1 1 . 312 . 313 . 314 . 315 . 316 . 317 . 318 . 319 . 320 . 3 2 1 . 322 . 323 . 3 2 4 . 325 . 326 . 327 . 3 2 8 . 329 . 330 . 3 3 1 . 332 . 333 . 3 3 4 . 335 . 3 3 6 . 337 . 338 . 339 . 340 . 3 4 1 . 342 . 343 . 344 . 345 . 3 4 6 . 347 . 348 . 349 . 350 . 3 5 1 . 352 . 353 .

Handling overbooking Handling overbooking Handling overbooking Handling overbooking Handling overbooking Handling overbooking Handling overbooking Handling overbooking Rooming procedure Rooming procedure Rooming procedure Rooming procedure Rooming procedure Rooming procedure Rooming procedure Rooming procedure Rooming procedure Rooming procedure Rooming procedure

Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Front office accounting -Topic not taught Front office accounting - Textbook Front office accounting Front office accounting Front office accounting Front office accounting Front office accounting Front office accounting Front office accounting Front office accounting Front office accounting City ledger - Textbook

Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

City ledger City ledger City ledger City ledger City ledger City ledger City ledger City ledger City ledger Credit reports Credit reports Credit reports Credit reports Credit reports Credit reports Credit reports Credit reports Credit reports Credit reports Credit reports

Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Night audit functions - Topic not taught

137

3 5 4 . 3 5 5 . 3 5 6 . 357 . 3 5 8 . 359 . 360 . 3 6 1 . 362 . 3 6 3 . 3 6 4 . 3 6 5 , 3 6 6 . 367 . 3 6 8 . 3 6 9 . 3 7 0 . 3 7 1 . 372 . 3 7 3 , 3 7 4 , 3 7 5 , 3 7 6 . 3 7 7 . 3 7 8 . 379 , 380 , 3 8 1 , 382 . 3 8 3 . 3 8 4 . 3 8 5 3 8 6 387 . 3 8 8 . 389 3 9 0 3 9 1 392 3 9 3 3 9 4 3 9 5

3 9 6 3 9 7 3 9 8 399 400 4 0 1 402 4 0 3 4 0 4

Night audit functions Night audit functions Night audit functions Night audit functions Night audit functions Night audit functions Night audit functions Night audit functions Night audit functions Night audit functions Billing guest Billing guest Billing guest Billing guest Billing guest Billing guest Billing guest Billing guest Billing guest Billing guest Billing guest

Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker Field trip Computer software Audio-visuals Self-instructional module Other

Check-out/settlement - Topic not taught Check-out/settlement - Textbook

- Lecture - Lab - Class activities - Guest speaker - Field trip - Computer software - Audio-visuals - Self-instructional module - Other

Front office security function - Topic not taught Front office security function - Textbook Front office security function - Lecture Front office security function - Lab Front office security function - Class activities Front office security function - Guest speaker Front office security function - Field trip Front office security function Front office security function Front office security function

Check-out/settlement Check-out/settlement Check-out/settlement Check-out/settlement Check-out/settlement Check-out/settlement Check-out/settlement Check-out/settlement Check-out/settlement

Front office security function Front office legal issues Front office legal issues Front office legal issues Front office legal issues Front office legal issues Front office legal issues Front office legal issues - Field trip Front office legal issues - Computer software

Computer software Audio-visuals Self-instructional module Other

Topic not taught Textbook Lecture Lab Class activities Guest speaker

138

405. Front office legal issues - Audio-visuals 406. Front office legal issues - Self-instructional module 407. Front office legal issues - Other

APPENDIX F

DIFFERENCES FOUND IN METHODS/RESOURCES USED IN TEACHING HOTEL FRONT OFFICE MANAGEMENT IN TWO-YEAR HOSPITALITY

SCHOOLS

139

140

TABLE 3

DIFFERENCES FOUND IN METHODS/RESOURCES USED IN TEACHING HOTEL FRONT OFFICE MANAGEMENT IN TWO-YEAR HOSPITALITY

SCHOOLS

Topic #1 Front Office Organization (N = 73)

Resource/method Frequency* Percentage1 SE CI

SD̂

1. Textbook 67 95 .71 4 .74% 4 .00% 90 . 97%/100.46%

2 . Lecture 61 87 .14 7 .84% 4 .35% 79.30%/94.98%

3. Guest speaker 23 32 .86 11.00% 4 .35% 3. Guest speaker 21.85%/43.86%

4. Field trip 23 32 .86 11.00% 4 .35% 4. Field trip 21.85%/43.86%

5 . Audio-visuals 20 28 .57 10.58% 2 .42% 17.9 9 %/3 9.15%

6. Class activities 15 21 .43 9.61% 5 .61% 11.82%/31.04%

7 . Lab 11 15 .71 8.53% 4 .90% 7 .19%/24.24%

8. Computer software 11 15 .71 8 .53% 4 .90% 8. Computer software 7 .19%/24.24%

* Numbers of respondents teaching the topic =70

Frequency = Numbers of respondents using a specific resource/method to teach a specific topic

141

Percentage = frequency

number of respondents teaching the topic

SE = Standard error

CI = Confidence interval

SD = Standard deviation

Topic #2 Front Office Design/layout

142

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 61 92 .42 6.38% 5 .38% 86 .04%/98.81%

2 . Lecture 49 74 .24 10.55% 4 .02% 63 ,69%/84.79%

3 . Field trip 35 53 . 03 12 .04% 2 .56% Field trip 40 .99%/65.07%

4 . Lab 8 12 .12 7 .87% 4 .02% 4 . 25%/20.00%

5 . Class activities 8 12 .12 7 .87% 4 . 02% 4 . 25%/20.00%

6. Guest speaker 8 12 .12 7 .87% 4 .02% Guest speaker 4 . 25%/20.00%

7 . Audio-visuals 5 7 .58 6.38% 1 .50% 1 .19%/13 .96%

* Numbers of respondents teaching the topic = 66

Topic #3 Written/oral Communication

143

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 54 83

00 o 9.12% 4 .48%

73 . 96%/92.19%

2. Textbook 46 70 .77 11.06% 4 . 65% 59 . 71%/81.83%

3 . Class activities 40 61 .54 11.83% 4 .48% 49 . 71%/73 .37%

4 . Audio-visual 14 21 .54 9 . 99% 3 .84% 11 . 54%/31.53%

5 . Lab 10 15 .38 8 .77% 6 .03% 6 . 61%/24.16%

6. Guest speaker 10 15 .83 8 .77% 6 .03% 6 . 61%24.16%

7. Self-instructional 7 10 .77 7 .54% 2 .14% module 3 . 23%/18.31%

8. Computer software 6 9 .23 7 .04% 5 .10% 2 . 19%/16.27%

Numbers of respondents teaching the topic = 65

Topic #4 Interdepartmental Communication

144

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 56 83 .58 8 .87% 3 .21% 74 .71%/92 .45%

2. Textbook 50 74.63 10 .42% 4 .53% 64 . 21%/85 .05%

3 . Class activities 23 34.33 11.37% 4 .35% 22 . 96%/45 .70%

4. Audio-visuals 12 17 .91 9 .18% 2 .53% 8 .73%/27.09%

5. Guest speaker 10 14.93 8.53% 3 .49% 6 .39%/23.46%

6. Field trip 6 8.96 6 .84% 3 .49% 2 . 12%/15.79%

7. Computer software 6 8 . 96 6.84% 3 .49% 2 .12%/15.79%

8. Lab 5 7 .46 6.2 9% 5 .80% 1.17%/13.76;

* Numbers of respondents teaching the topic = 67

Topic #5 Human Resource Management

145

(N = 73)

Resource/method Frequency Percentage SE SD Percentage CI

1. Textbook 61 88 .41 7 .55% 4.05% 80 .85%/95.96%

2. Lecture 60 86.96 7 . 95% 3.39% 79 . 01%/94.90%

3. Class activities 23 33.33 11.12% 5.38% 22 .21%/44.46%

4. Guest speaker 19 27 .54 10 .54% 3.39% 4. Guest speaker 17 . 00%/38.08%

5. Audio-visuals 12 17 .39 8.94% 2 .46% 8 .45%/26.33%

6 . Lab 6 8.70 6.65% 5.68% 2 . 05%/15.34%

7. Field trip 6 8.70 6 . 65% 5.68% 7. Field trip 2 . 05%/15.34%

* Numbers of respondents teaching the topic = 69

Topic #6 Employee Training

146

(N = 73)

Resource/method Frequency Percentage SE SD CI

1. Textbook 59 86 .76 8.05% 4 . 90% 78 .17%/94.82%

2 . Lecture 54 79 .41 9.61% 4 .29% 69 .80%/89.02%

3 . Class activities 25 36 .76 11.46% 5 .44% 25 .30%/48.23%

4. Guest speaker 19 27 . 94 10 . 67% 3 .44% Guest speaker 17 . 28%/38.61%

5. Audio-visuals 16 25 .53 10.08% 2 .49% 13 .45%/33.61%

6. Lab 10 14 .71 8.42% 5 .85% 6 .29%/23.12%

7 . Field trip 6 8 .82 6.74% 2 .49% Field trip 2 . 08%/15.57%

Numbers of respondents teaching the topic = 68

Topic #7 Front Office Budgeting

147

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 84 .21 9 .47% 3 .75% 74 . 74%/93.68%

2 . Textbook 47 82 .46 9 .87% 4 .83% 72 .58%/92.33%

3 . Class activities 13 22 .81 10.89% 4 .35% 11 . 91%/33.70%

4. Computer software 12 21 . 05 10.58% 3 .38% Computer software 10 . 47%/31.64%

5 . Guest speaker 7 12 .28 8 .52% 2 .96% Guest speaker 3 .76%/20.80%

6. Lab 5 8 .77 7 .34% 5 .56% 1 . 43%/16.12%

* Numbers of respondents teaching the topic = 68

Topic #8 Concierge Service

148

(N = 73)

Resource/method Frequency Percentage SE SD CI

1. Lecture 50 86 .21 8.87% 2 .91% 77 . 33%/95.08%

2 . Textbook 46 79 .31 10 .43% 4 .53% 68 .89%/89.74%

3 . Field trip 16 27 .59 11.50% 1 .71% Field trip 16 . 08%/39.09%

4. Guest speaker 9 15 .52 9.32% 5 .87% Guest speaker 6 . 20%/24.84%

5 . Class activities 7 12 .07 8.38% 4 .75% 3 .69%/20.45%

6. Audio-visuals 6 10 .34 7.84% 1 .71% 2 .51%/18.18%

* Numbers of respondents teaching the topic = 58

Topic #9 Bell Service

149

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 49 84

00 9 .32% 1 .71% 75 .16%/93.80%

2. Textbook 46 79 .31 10 .43% 4 .53% 68 .89%/89.74%

3 ." Field trip 12 20 .69 10 .43% 1 .71% 3 ." Field trip 10 .26%/31.11%

4. Audio-visuals 8 13 .79 8.87% 1 .71% 4 .92 %/22.67%

5. Guest speaker 6 10 .34 7 .84% 5 .32% 5. Guest speaker 2 .51%/18.18%

6. Class activities 5 8 .62 7 .22% 4 .00% 1 .40%/15.84%

* Numbers of respondents teaching the topic = 58

150

Topic #10 Telecommunications (N — 72 )

Resource/method Frequency Percentage SE SD Frequency Percentage CI

1. Textbook 49 83 . 05 9 .57% 4 .88% 73 . 48%/92.62%

2. Lecture 49 83 . 05 9.57% 4 .88% 73 . 48%/92.62%

3. Field trip 10 16.95 9 .57% 1 .68% 3. Field trip 7 . 38%/26.52%

4. Class activities 10 16.95 9 .57% 1 . 68% 7 .38%/26.52%

5. Audio-visuals 7 11.86 8.25% 2 .36% 3 .61%/20.12%

6. Lab 6 10 .17 7 .71% 4 .88% 2 . 46%/17.88%

7. Guest speaker 6 10 .17 7.71% 4 .88% 7. Guest speaker 2 . 46%/17.88%

* Numbers of respondents teaching the topic = 59

Topic #11 Property-management System

151

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 71 . 64 10.79% 5 .51% 60 .85%/82.43%

2 . Textbook 45 67 .16 11.25% 5 .74% 55 . 92%/78.41%

3 . Computer software 43 64 .18 11.48% 5 .86% Computer software 52 .70%/75.66%

4 . Lab 31 46 .27 11.94% 6 . 09% 34 .33%/58.21%

5 . Class activities 18 26 .87 10.61% 5 .42% 16 .25%/37.48%

6 . Field trip 18 26 .87 10.61% 5 .42% Field trip 16 .25%/37.48%

7 . Guest speaker 10 14 .93 8.53% 4 .35% Guest speaker 6 .39%/23.46%

8 . Audio-visuals 9 13 .43 8.17% 4 .17% 5 . 27%/21.60%

* Numbers of respondents teaching the topic = 67

Topic #12 Managing Computer Breakdown

152

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 26 74 .29 14.48% 7 .39% 59 . 81%/88.77%

2 . Textbook 20 57 .14 16.40% 8 .36% 40 .75%/73.54%

3 . Lab 8 22 .86 13.91% 7 .10% 8 .95%/36.77%

4 . Computer software 8 22 .86 13 .91% 7 .10% 8 .95%/36.77%

5 . Field trip 6 17 .14 12.49% 6 .37% Field trip 4 .66%/29.63%

* Numbers of respondents teaching the topic = 35

Topic #13 Property-management System

153

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 77

CM 10 .41% 5 .31%

67 .01%/87.83%

2 . Textbook 46 74 .19 10 .89% 5 .56% 63 .30%/85.09%

3 . Computer software 18 29 .03 11.30% 5 .76% Computer software 17 .73%/40.33%

4 . Lab 12 19 .35 9 .83% 5 .02% 9 . 52%/29.19%

5 . Field trip 9 14 .52 8 .77% 4 .47% Field trip 5 .75%/23.28%

6. Class activities 8 12 . 90 8.34% ' 4 .26% 4 . 56%/21.25%

7 . Class activities 8 12 .90 8 .34% 4 .26% 4 .56%/21.25%

8 . Audio-visuals 5 8 . 06 6.78% 3 .46% 1 . 2 9%/14.84%

* Numbers of respondents teaching the topic = 62

Topic #14 Use of Hotel Statistics

154

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 56 90.32 7.36% 3 .75% 82 .96%/97 .68%

2. Textbook 47 75.81 10.66% 5 .44% 65 . 15%/86.47%

3 . Computer software 20 32.26 11.64% 5 . 94% 20 ,62%/43.89%

4. Class activities 17 27 .42 11.10% 5 .67% 16 .31%/38.52%

5 . Lab 14 22 .58 10.41% 5 .31% 12 .17%/32.99%

6. Guest speaker 10 16.13 9.16% 4 .67% 6 . 97%/25.28%

7 . Field trip 6 9 . 68 7.36% 3 .75% 2 . 32%/17.04%

8. Audio-visuals 6 9.68 7.36% 3 .75% 2 .32%/17.04%

Numbers of respondents teaching the topic = 62

Topic #15 Yield Management

155

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 5 6 86

in 8 .40% 4 .28% 77 . 76%/94.55%

2 . Lecture 55 84 . 62 8 .77% 4 .48% 75 . 84%/93.39%

3 . Computer software 16 24 .62 10 .47% 5 .34% Computer software 16 14 . 14%/35.09%

4 . Class activities 12 18 .46 9 .43% 4 .81% 9. 03%/27.89%

5 . Lab 9 13 . 85 8.40% 4 .28% 5. 45%/22.24%

6. Guest speaker 9 13 .85 8 .40% 4 .28% Guest speaker 9 5. 45%/22.24%

7 . Audio-visuals 9 13 .85 8.40% 4 .28% 5. 45%/22 .24%

8 . Field trip 5 7 .69 6.48% 3 .31% Field trip 5 1. 21%/14.17%

* Number of respondents teaching the topic = 65

Topic #16 Revenue Per Available Room

156

(N = 72)

Resource/method Frequency Percentage SE SD CI

1 . Lecture 60 88

CNl 7 .66% 3 . 91%

80.58%/95.89%

2 . Textbook 55 80 .88 9.35% 4 .77% 71.54%/90.23%

3 . Class activities 19 27 . 94 10 .67% 5 .44% 17 . 28%/38.61%

4 . Computer software 18 26 .47 10.49% 5 .35% Computer software 18 15.98%/36.96%

5 . Lab 11 16 .18 8.75% 4 .47% 7 . 42%/24.93%

6. Guest speaker 5 7 .35 6.20% 3 .17% 1.15%/13 .56%

* Numbers of respondents teaching the topic = 68

Topic #17 Calculating Room Availability

157

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 61 88 .41 7.55% 3 .85% 80.85%/95.96%

2 . Textbook 54 78 .26 9 .73% 4 .97% 68 . 53%/87.99%

3 . Computer software 22 31 .88 11.00% 5 . 61% Computer software 22 20 .89%/42.88%

4. Class activities 18 26 .09 10 .36% 5 .29% 15.73%/36.45%

5 . Lab 14 20 .29 9 .49% 4 .84% 10.80%/29.78%

6 . Guest speaker 5 7 .25 6.12% 3 .12% Guest speaker 5 1.13%/13.36%

7 . Field trip 5 7 .25 6 .12% 3 .12% Field trip 5 1.13%/13.36%

* Numbers of respondents teaching the topic = 69

Topic #18 Interaction with Travel Agents

158

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 49 00

09 8 .24% 4 .20% 80 .85%/97.33%

2 . Textbook 41 74 . 55 11.51% 5 .87% 63 . 03%/86.06%

3 . Guest speaker 17 30 . 91 12.21% 6 .23% Guest speaker 17 18.70%/43 .12%

4. Class activities 6 10 . 91 8 .24% 4 .20% 2 . 67%/19.15%

5 . Computer software 6 10 . 91 8.24% 4 .20% Computer software 6 2 . 67%/19.15%

6. Lab 5 9 . 09 7 .60% • 3 .88% 1. 49%/16.69%

* Numbers of respondents teaching the topic = 55

Topic #19 Handling Group Business

159

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 59 93 .65 6.02% 3 . 07% 87 . 63%/99.67%

2 . Textbook 52 82 .54 9.37% 4 .78% 73 . 17%/91.91%

3 . Guest speaker 19 30 .16 11.33% 5 .78% Guest speaker 18 . 83%/41.49%

4 . Class activities 15 23 .81 10 .52% 5 .37% 13 .29%/34.33%

5 . Lab 9 14 .29 8.64% 4 .41% 5 .64%/22.93%

6. Field trip 9 14 .29 8.64% 4 .41% Field trip 5 .64%/22 .93%

7 . Computer software 6 9 .52 7 .25% 3 .06% Computer software 2 .28%/16.77%

* Numbers of respondents teaching the topic = 63

Topic #2 0 International Guests' Needs

160

(N = 72)

Resource/method Frequency Percentage SE SD Frequency CI

1. Lecture 38 83 .36 10 .14% 5 . 17% 76 . 22%/96.50%

2. Textbook 32 72 .73 13.16% 6 .71% 59 . 57%/85.89%

3. Guest speaker 6 13 . 64 10.14% 5 .17% 3. Guest speaker 3 .50%/23.78%

4. Field trip 5 11.36 9.38% 4 .78% 4. Field trip 1 . 99%/20.74%

* Numbers of respondents teaching the topic = 44

Topic #21 Reservation Process

161

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 65 92 .86 6.03% 3 .08% 86 . 82%/98.89%

2. Lecture 63 90 . 00 7 .03% 3 . 59% 82 .97%/97.03%

3. Computer software 36 51 .43 11.71% 5 . 97% 3. Computer software 39 .72%/63.14%

4. Class activities 27 38 .57 11.40% 5 .82% 27 . 17%/49.97%

5 . Lab 19 27 .14 10 .42% 5 .32% 16 .73%/37.56%

6. Audio-visuals 18 25 .71 10 .24% 5 .22% 15 . 48%/35.95%

7. Field trip 15 21 .43 9.61% 4 .90% 7. Field trip 11 . 82%/31.04%

8. Guest speaker 11 15 .71 8.53% 4 .35% 8. Guest speaker 7 . 19%/24.24%

* Numbers of respondents teaching the topic = 7 0

Topic #22 Reservation Sales Techniques

162

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 62 88 .57 7 .45% 3 .80% 81.12%/96.02%

2 . Lecture 61 87 .14 7 .84% 4 .00% 79 . 30%/94.98%

3 . Class activities 28 40 .00 11.48% 5 .86% 28 . 52%/51.48%

4 . Audio-visuals 26 37 .14 11.32% 5 .78% 25 . 82%/48.46%

5. Computer software 18 25 .71 10 .24% 5 .22% Computer software 18 15 . 48%/35.95%

6. Lab 11 15 .71 8 .53% 4 .35% 7 .19%/24.24%

7 . Guest speaker 10 14 .29 8.20% 4 .18% Guest speaker 10 6.09%/22.48%

8 . Field trip 10 14 .29 8.20% 4 .18% Field trip 10 6.09%/22.48%

* Numbers of respondents teaching the topic = 70

Topic #23 Establishing Room Rates

163

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 59 88 .06 7.76% 3 . 96% 80 .30%/95.82%

2 . Textbook 58 86 .57 8.17% 4 . 17% 78 .40%/94.73%

3 . Class activities 19 28 .36 10 .79% 5 .51% 17 .57%/39.15%

4 . Guest speaker 9 13 .43 8 .17% 4 .17% Guest speaker 5 . 27%/21.60%

5 . Audio-visuals 9 13 .43 8.17% 4 .17% 5 . 27%/21.60%

6. Computer software 8 11 .94 7.76% 3 .96% Computer software 4 .18%/19.70%

7 . Lab 5 7 .46 6.29% 3 .21% 1 .17%/13.76%

* Numbers of respondents teaching the topic = 67

Topic #24 Registration/check-in

164

(N = 72)

Resource/method Frequency Percentage SE SD

1. Textbook 62 91 h-1 00

6 .74% 3 .44% 84 .43%/97 . 92%

2. Lecture 59 86 .76 8.05% 3 .44% 78 . 71%/94.82%

3 . Class activities 27 39 .71 11. 63% 5 . 93% 28 . 08%/51.34%

4. Computer software 26 38 .24 11.55% 5 .89% 4. Computer software 26 . 68%/49 .79%

5. Audio-visuals 22 32 .35 11.12% 5 . 67% 21 .23%/43.47%

6 . Lab 20 29 .41 10.83% 5 .53% 18 ,58%/40.24%

7. Field trip 13 19 .12 9.35% 4 .77% 7. Field trip 9 . 77%/28.46%

8. Guest speaker 9 13 .24 8.05% 4 .11% 8. Guest speaker 5 . 18%/21.29%

* Numbers of respondents teaching the topic = 68

Topic #25 Managing Guest Folio

165

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 60 88 .24 7.66% 3 . 91% 80 . 58%/95 .89%

2 . Lecture 60 88 .24 7 . 66% 3 . 91% 80 .58%/95.89%

3 . Computer software 28 41 .18 11.70% 5 . 97% Computer software 29 . 48%/52.87%

4 . Class activities 25 36 .76 11.46% 5 .85% 25 .30%/48.23%

5 . Lab 21 30 .88 10.98% 5 .60% 19 .90%/41.86%

6. Audio-visuals 13 19 .12 9.35% 4 .77% 9 .77%/28.46%

7 . Guest speaker 7 10 .29 7 .22% 3 . 69% Guest speaker 3 . 07%/17.52%

8 . Field trip 6 8 .82 6.74% 3 .44% Field trip 2 . 08%/15.57%

* Numbers of respondents teaching the topic = 68

Topic #26 Guest History

166

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 58 87

00 00 7 .87% 4 .02%

80 .00%/95.75%

2 . Textbook 56 84 .85 8.65% 4 .41% 76 .20%/93 .50%

3 . Computer software 21 31 .82 11.24% 5 .73% Computer software 20 .58%/43 .06%

4 . Class activities 19 28 .79 10.92% 5 .57% 17 .86%/39.71%

5 . Lab 12 18 .18 9.31% 4 .75% 8 .88%/27.49%

6 . Audio-visuals 9 13 .64 8.28% 4 .22% 5 . 3 6%/21.92%

7 . Field trip 6 9 . 09 6.94% 3 .54% Field trip 2 . 16%/16.03%

8 . Guest speaker 5 7 .58 6.38% 3 .26% Guest speaker 1 .19%/13.96%

* Numbers of respondents teaching the topic = 66

167

Topic #27 Handling Guest Requests/complaints (N = 73)

Resource/method Frequency Percentage SE SD CI

1. Lecture 62 89 .86 7 .12% 3 .63% 82 . 73%/96.98%

2 . Textbook 56 81 .16 9.23% 4 .71% 71 .93%/90.39%

3 . Class activities 33 47 .83 11.79% 6 .01% 36 . 04%/59.61%

4. Audio-visuals 29 42 .03 11.65% 5 .94% 30 .38%/53.68%

5 . Lab 13 18 .84 9 .23% 4 .71% 9 .61%/28.07%

6. Guest speaker 12 17 .39 8 . 94% 4 .56% Guest speaker 8 . 45%/26.33%

7 . Field trip 8 11 .59 7 .55% 3 .85% Field trip 4 .04%/19.15%

* Numbers of respondents teaching the topic = 69

Topic #2 8 Handling Overbooking

168

(N = 72)

Resource/method Frequency Percentage SE SD CI

'1. Lecture 66 95 . 65 4.81% 2 . ,46% 90 . 84%/100.46%

2 . Textbook 54 78 .26 9 .73% 4 . 97% 68 . 53%/87.99%

3 . Class activities 23 33 .33 . 11.12% 5. 68% 22 . 21%/44.46%

4 . Lab 9 13 . 04 7 . 95% 4 . 05% 5 . 10%/20.99%

5 . Audio-visuals 9 13 . 04 7 .95% 4 . 05% 5 . 10%/20.99%

6. Guest speaker 6 8 .70 6.65% 3 . 39% 2 . 05%/15.34%

7 . Field trip 5 7 .25 6.12% 3 . 12% 1 . 13%/13.36%

8 . Computer software 5 7 .25 6.12% 3 . 12% 1. 13%/13.36%

* Numbers of respondents teaching the topic = 69

Topic #2 9 Rooming Procedure

169

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 61 93

LD

00 5.84% 2 .98% 88 .00%/99.69%

2 . Lecture 59 90 .77 7 .04% 3 .59% 83 .73%/97.81%

3 . Class activities 19 29 .23 11.06% 5 .64% 18 .17%/40 .29%

4 . Computer software 16 24 . 62 10 .47% 5 .34% Computer software 14 . 14%/35.09%

5 . Lab 14 21 .54 9.99% 5 .10% 11 . 54%/31.53%

6 . Audio-visuals 14 21 .54 9.99% • 5 .10% 11 . 54%/31.53%

7 . Field trips 7 10 .77 7 .54% 3 .84% Field trips 3 . 23%/18.31%

8 . Guest speaker 5 7 . 69 6 .48% 3 .31% Guest speaker 1 .21%/14.17%

* Numbers of respondents teaching the topic = 65

Topic #30 Front Office Accounting

170

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 62 92 . 54 6.29% 3 .21% 86 . 24%/98.83%

2 . Lecture 57 85 . 07 8 .53% 4 .35% 76.54%/93.61%

3 . Computer software 2 9 43 . 28 11.86% 6 .05% 31. 42%/55 .15%

4 . Class activities 27 40 . 30 11.75% 5 . 99% 28.55%/52.04%

5. Lab 17 25 . 37 10 .42% 5 .32% 14 . 95%/35.79%

6. Guest speaker 8 11. 94 7.76% 3 .96% 4.18%/19.70%

7 . Audio-visuals 8 11. 94 7.76% 3 . 96% 4.18%/19.70%

* Numbers of respondents teaching the topic = 67

Topic #31 City Ledger

171

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 62 91 00

6 .74% 3 .44% 84 . 43%/97.92%

2 . Lecture 58 85 .29 8 .42% 4 .29% 76 .88%/93.71%

3 . Class activities 27 39 .71 11.63% 5 . 93% 28 . 08%/51.34%

4 . Computer software 17 25 .00 10.29% 5 .25% Computer software 14 .71%/35.29%

5 . Lab 14 20 .59 9.61% 4 .90% 10 .98%/30.20%

* Numbers of respondents teaching the topic = 68

Topic #3 2 Credit Reports

172

(N = 72)

Resource/method Frequency Percentage SE SD CI

1 . Textbook 4 8 8 8

cn 00 8 . 3 8 % 4 . 2 8 %

8 0 . 5 1 % / 9 7 . 2 7 %

2 . Lecture 4 4 8 1 . 4 8 1 0 . 3 6 % 5 . . 2 9 % 7 1 , 1 2 % / 9 1 . 4 8 %

3 . Class activities 9 1 6 . 6 7 9 . 9 4 % 5 . . 0 7 %

6 . 7 3 % / 2 6 . 6 1 %

4 . Computer software 8 1 4 . 8 1 9 . 4 8 % 4 , , 8 3 % 5 . 3 4 % / 2 4 . 2 9 %

5 . Lab 6 1 1 . 1 1 8 . 3 8 % 4 . , 2 8 % 2 . 7 3 % / 1 9 . 4 9 %

* Numbers of respondents teaching the topic = 54

Topic #33 Night Audit Functions

173

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 59 90 .77 7 .04% 3 .59% 83 .73%/97.81%

2. Lecture 55 84 .62 8 .77% 4 .48% 75 .84%/93.39%

3. Class activities 30 46 .15 12 .12% 6 .18% 34 . 03%/58.27%

4. Computer software 21 32 .31 11.37% 5 .80% 20 .94%/43.68%

5 . Lab 18 27 .69 10 .88% 5 .55% 16 .81%/38.57%

6. Guest speaker 7 10 .77 7 .54% 3 .84% 3 .23%/18.31%

7. Field trip 6 9 .23 7 . 04% 3 .59% 2 .19%/16.27%

8. Audio-visuals 6 9 .23 7.04% 3 .59% 2 . 19%/16.27%

9. Self-instructional 5 7 .69 6.48% 3 .31% module 1. 21%/14.17%

* Numbers of respondents teaching the topic = 65

Topic #34 Billing Guest

174

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Lecture 55 85 . 94 8 . 52% 4 .35% 77 . 42%/94.45%

2. Textbook 53 82 .81 9 .24% 4 .72% 73 .57%/92.06%

3. Computer software 18 28 .13 11.02% 5 . 62% 3. Computer software 17 .ll%/39.14%

4. Class activities 13 20 .31 9 .86% 5 .03% 10 .46%/30.17%

5. Lab 11 17 .19 9 .24% 4 .72% 7 .94%/26.43%

6. Audio-visuals 5 7 .81 6 .58% 3 .35% 1 . 24%/14.3 9%

* Numbers of respondents teaching the topic = 64

Topic #35 Billing Guest

175

(N = 72)

Resource/method Frequency Percentage SE SD CI

1. Textbook 65 94 .20 5.51% 2 .81% 88 .69%/99.72%

2 . Lecture 59 85 .51 8.31% 4 .24% 77 .20%/93 .81%

3 . Computer software 31 44 .93 11.74% 5 .99% 33 . 19%/56.66%

4. Class activities 23 33 .33 11.12% 5 .68% 22 . 21%/44.46%

5. Lab 18 26 .09 10.36% 5 .29% 15 .73%/36.45%

6. Audio-visuals 14 20 .29 9 .49% 4 .84% 10 .80%/29.78%

7 . Field trip 8 11 .59 7 .55% 3 .85% 7 . Field trip 4 . 04%/19.15%

8. Guest speaker 5 7 .25 6.12% 3 .12% 1 .13%/13.36%

Numbers of respondents teaching the topic = 69

176

Topic #3 6 Front Office Security Functions (N = 72 )

Resource/method Frequency Percentage SE CI

SD

1. Textbook 59 88 . 06 7.76% 3 . 96% 80 .30%/95.82%

2. Lecture 57 85 .07 8.53% 4 .35% 76.54%/93.61%

3. Audio-visuals 20 29 .85 10.96% 5 .59% 18.89%/40.81%

4. Guest speaker 19 28.36 10.79% 5 .51% 17 ,57%/39.15%

5. Class activities 13 19 .40 9 .47% 4 .83% 9 . 93%/28.87%

6. Field trip 7 10 .45 7 .32% 3 .74% 6. Field trip 3 .12%/17.77%

7 . Lab 5 7.46 6.29% 3 .21% 1.17%/13.76%

Numbers of respondents teaching the topic = 67

Topic #37 Front Office Legal Issues

111

(N = 73)

Resource/method Frequency Percentage SE SD CI

1. Lecture 51 87 . 93 8.38% 4 .28% 79 . 55%/96 . 31%

2. Textbook 47 81 .03 10.09% 5 .15% 70 .95%/91.12%

3 . Class activities 17 29 .31 11.71% 5 .98% 17 . 60%/41.03%

4. Guest speaker 13 22 .41 10.73% 5 .48% 11 . 68%/33 .15%

5. Audio-visuals 9 15 .52 9 .32% 4 .75% 6 . 20%/24.84%

Numbers of respondents teaching the topic = 58

APPENDIX G

DIFFERENCES FOUND IN METHODS/RESOURCES USED IN TEACHING HOTEL FRONT OFFICE MANAGEMENT IN FOUR-YEAR HOSPITALITY

SCHOOLS

178

179

TABLE 4

DIFERENCES FOUND IN METHODS/RESOURCES USED IN TEACHING HOTEL FRONT OFFICE MANAGEMENT IN FOUR-YEAR HOSPITALITY

SCHOOLS

Topic #1 Front Office Organization (N = 51)

Resource/method Frequency* Percentage* SE * SDV

CI

1. Lecture 50 100 . 00 0.00% 0, . 00% 100 .00%/100.00%

2. Textbook 47 94 .00 6.58% 6, .20% 87 .42%/100.58%

3. Field trip 15 30 . 00 12 .70% 4, . 91% 3. Field trip 17 .30%/42.70%

4. Guest speaker 14 28 .00 12.45% 6 , .48% 4. Guest speaker 15 .55%/40 .45%

5. Lab 13 26 .00 12 .16% 6 . .20% 13 . 84%/38.16%

6. Class activities 13 26 .00 12 .16% 6. .20% 13 .84%/38 .16%

7. Audio-visuals 11 22 .00 11.48% 3 . .36% 10 .52%/33.48%

8. Computer software 7 14 . 00 9 . 62% 5 .86% 8. Computer software 4 . 38%/23.62%

* Numbers of respondents teaching the topic = 50

* Frequency = Numbers of respondents using a specific resource/method to teach a specific topic

* Percentage = frequency number of respondents teaching the topic

180

* SE = Standard error

* CI = Confidence interval

* SD = Standard deviation

181

Topic #2 Front Office Design/layout (N = 51)

Resource/method Frequency Percentage SE SD CI

1. Textbook 3 5 89 .74 9.52% 5 .35% 80 . 22%/99.27%

2. Lecture 34 87 .18 10.49% 6 .47% 76 . 69%/97.67%

3. Field trip 13 33.33 14.80% 4 .27% 18. 54%/48.13%

4. Audio-visuals 10 25 . 64 13 .70% 3 .53% 11. 94%/39.35%

5. Lab 8 20 .51 12 .67% 6 .15% 7 . 84%/33.19%

6. Class activities 7 17.95 12 .04% 7 .55% 5 . 90%/29.99%

7. Guest speaker 7 17 . 95 12 .04% 7 .55% 5. 90%/29.99%

* Numbers of respondents teaching the topic = 39

Topic #3 Written/oral Communication

182

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 33 73 .33 12 .92% 4 . 68% 60 .41%/86.25%

2. Textbook 24 53 .33 14.58% 6 .59% 38 . 7 6%/67.91%

3. Class activities 22 48.89 14.61% 4 .68% 34 .28%/63.49%

4. Audio-visuals 8 17 .78 11.17% 3 .07% 6 . 61%/28.95%

5 . Lab 5 11.11 9 .18% 7 .45% 1 .93%/20.29%

6. Guest speaker 5 11.11 9 .18% 7 .45% 6. Guest speaker 1 . 93%/20.29%

7. Field trip 5 11.11 9 .18% 7 .45% 7. Field trip 1 .93%/20.29%

* Numbers of respondents teaching the topic = 45

Topic #4 Interdepartmental Communication

183

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 40 86 . 96 9 .73% 5 .59% 77 . 22%/96.69%

2 . Textbook 36 78 .26 11.92% 4 . 97% 66 . 34%/90.18%

3 . Class activities 12 26 .09 12 .69% 4 .24% 13 . 40%/38.78%

4 . Lab 8 17 .39 10.95% 6 .47% 6 .44%/28.34%

5. Audio-visuals 7 15 .22 10.38% 3 .01% 4 . 84%/25.60%

6. Guest speaker 6 13 .04 9 .73% 4 .15% Guest speaker 3 .31%/22.78%

* Numbers of respondents teaching the topic = 46

Topic #5 Human Resource Management

184

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 42 95 .45 6.15% 4 .33% 89 .30%/101.61%

2 . Textbook 38 86 .36 10.14% 3 . 14% 76 .22%/96.50%

3 . Class activities 15 34 .09 14.01% 6 .88% 20 . 08%/48.10%

4 . Guest speaker 13 29 .55 13 .48% 4 .78% Guest speaker 16 .06%/43.03%

5 . Audio-visuals 13 29 .55 13 .48% 4 .78% 16 .06%/43.03%

6 . Field trip 5 11 .36 9.38% 3 .14% Field trip 1 . 99%/20.74%

* Numbers of respondents teaching the topic = .44

185

Topic #6 Employee Training (N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 41 95 .35 6.29% 6 .20% 89 . 05%/101.64%

2. Textbook 32 74 .42 13.04% 3 .21% 61 .38%/87.46%

3. Class activities 19 44.19 14.84% 6 .84% 29 . 34%/59.03%

4. Guest speaker 12 27 . 91 13 .41% 4 .89% 14 . 50%/41.31%

5 . Lab 9 20 . 93 12 .16% 7 .57% 8 .77%/33.09%

6. Audio-visuals 9 20.93 12.16% 7 .57% 8 .77%/33 .09%

7. Field trip 5 11.63 9.58% 3 .88% 7. Field trip 2 . 05%/21.21%

* Numbers of respondents teaching the topic = 43

Topic #7 Front Office Budgeting

186

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 33 94 .29 7 . 69% 5 .91% 86 . 60%/101.98%

2 . Textbook 27 77 .14 13.91% 3 .92% 63 .23%/91.05%

3 . Class activities 10 28 .57 14.97% 5 .91% 13 .60%/43 .54%

4. Lab 5 14 .29 11.59% 7 . 64% 2 . 69%/25.88%

5. Guest speaker 5 14 .29 11.59% 7 .64% Guest speaker 2 .69%/25.88%

6. Audio-visuals 5 14 .29 11.59% 7 .64% 2 . 69%/25.88%

* Numbers of respondents teaching the topic =35

Topic #8 Concierge Service

187

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 40 93 .02 7 . 61% 4 .43% 85 . 41%/100.64%

2 . Textbook 35 81 .40 11.63% 3 .88% 69 .76%/93.03%

3 . Guest speaker 6 13 . 95 10 .36% 4 .89% 3 . 60%/24.31%

4. Class activities 5 11 .63 9 .58% 5 .28% 2 . 05%/21.21%

5 . Field trip 5 11 . 63 9 .58% 5 .28% Field trip 2 . 05%/21.21%

* Numbers of respondents teaching the topic = 43

Topic #9 Bell Service

188

(N = 50)

Resource/method Frequency Percentage SE SD Percentage CI

1. Lecture 37 84.09 10.81% 4 .78% 73 . 28%/94.90%

2. Textbook 34 77 .27 12 .38% 5 .51% 64 .89%/89.66%

3. Class activities 9 20 .45 11. 92% 4 .78% 8 .45%/32.37%

4. Field trip 6 13 . 64 10 .14% 3 .14% 4. Field trip 3 .50%/23.78%

5. Audio-visuals 6 13.64 10.14% 3 .14% 3 .50%/23.78%

6. Lab 5 11.36 9.38% 6 . 08% 1 .99%/20.74%

7. Guest speaker 5 11.36 9.38% 6 . 08% 7. Guest speaker 1 . 99%/20.74%

* Numbers of respondents teaching the topic = 44

Topic #10 Telecommunications

189

(N - 50)

Resource/method Frequency Percentage SE SD CI

11.30% 6 . 21% 74 ,81%/97.41%

13 .58% 5 . 67% 64 .20%/91.36%

12 .93% 5 . 76% 6 .52%/32.37%

12 .17% 6 . 60% 4 . 49%/28.84%

11.30% 5 . 24% 2 . 59%/25.19%

11.30% 5. 24%

1. Lecture 31

28 2. Textbook

3. Class activities 7

4 . Lab

5. Guest speaker

6. Audio visuals

86.11

77 .78

19 .44

16.67

13 .89

13 .89 2 . 59%/25 .19!

* Numbers of respondents teaching the topic =36

190

Topic #11 Front Office Computer Applications (N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 33 73 .33 12.92% 6 .59% 60.41%/86.25%

2. Textbook 3 0 66.67 13.77% 7 .03% 52.89%/80.44%

3. Computer Software 23 51.11 14.61% 7 .45% 36.51%/65.72%

4. Lab 18 40.00 14 .31% 7 .30% 25 . 69%/54.31%

5. Field trip 10 22 .22 12 .15% 6 .20% 10 . 08%/34.37%

6. Class activities 9 (NJ

O

O O

11.69% 5 .96% 8 . 31%/31.69%

7. Guest speaker 5 11.11 9.18% 4 . 68% 1.93 %/2 0.2 9%

* Numbers of respondents teaching the topic = 45

Topic #12 Managing Computer Breakdown

191

;N = 5i)

Resource/method Frequency Percentage SE CI

SD

1. Lecture 21 84 . 00 14.37% 7 .33% 69 . 63%/98.37%

2. Textbook 14 56.00 19 .46% 9 . 93% 36 .54%/75.46%

3 . Lab 8 32 . 00 18 .29% 9 .33% 13 ,71%/50.29%

4. Field trip 6 24.00 16.74% 8 .54% 7 .26%/40.74%

5. Computer software 5 20 .00 15.68% 8 .00% 4 . 32%/35.68%

* Numbers of respondents teaching the topic =25

192

Topic #13 Property-management System (N = 51;

Resource/method Frequency Percentage SE SD CI

1. Lecture 39 88 . 64 9.38% 4 .78% 79 . 26%/98.01%

2 . Textbook 31 70 .45 13.48% 6 .88% 56 .97%/83.94%

3 . Lab 13 29 .55 13.48% 6 .88% 16 .06%/43.03%

4. Class activities 10 22 .73 12 .38% 6 .32% 10 ,34%/35.11%

5 . Computer software 10 22 .73 12 .38% 6 .32% Computer software 10 . 34%/35.11%

6. Guest speaker 8 18 .18 11.40% •5 .81% Guest speaker 6 .79%/29 .58%

7 . Field trip 5 11 .36 9.38% 4 .78% Field trip 1 . 99%/20.74%

* Numbers of respondents teaching the topic = 44

193

Topic #14 Use of Hotel Statistics (N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 43 93

00 7 .14% 3 .64% 86 . 34%/100.61%

2 . Textbook 32 69 .57 13 .30% 6 .78% 56 .27%/82.86%

3 . Class activities 15 32 .61 13 .55% 6 . 91% 19 . 06%/46.16%

4 . Lab 11 23 . 91 12 .33% 6 .29% 11 .59%/36.24%

5 . Computer software 8 17 .39 10.95% 5 .59% Computer software 6 .44%/28.34%

* Numbers of respondents teaching the topic = 46

Topic #15 Yield Management

194

(N = 51)

Resource/method Frequency Percentage SE SD CI

1 . Lecture 40 93 . 02 7 .61% 3 .38% Lecture 85 . 41%/100.64%

2 . Textbook 33 76 .74 12 . 63% 6 .44% Textbook 64 .12%/89.37%

3 . Class activities 13 30 .23 13 .73% 7 .00% 3 . Class activities 16 ,51%/43.96%

4. Computer software 11 25 .58 13.04% 6 .65% Computer software 12 . 54%/38.62%

5 . Audio-visuals 11 25 .58 13 .04% 6 .65% Audio-visuals 12 . 54%/38.62%

6. Lab 8 18 . 60 11.63% 5 .93% Lab 6 .97%/30.24%

7 . Guest speaker 6 13 .95 10 .36% 5 .28% 7 . Guest speaker 3 . 60%/24.31%

* Numbers of respondents teaching the topic = 43

Topic #16 Revenue Per Available Room

195

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 45 97 .83 4.21% 2 . 15% 93 .61%/102.04%

2 . Textbook 38 82 .61 10.95% 5 .59% 71 .66%/93.56%

3 . Class activities 11 23 . 91 12 .33% 6 .29% 11 .59%/36.24%

4. Computer software 9 19 .57 11.46% 5 .85% 8 . 10%/31.03%

5 . Lab 8 17 .39 10.95% 5 .59% 6 .44%/28.34%

* Numbers of respondents teaching the topic = 46

Topic #17 Calculating Room Availability

196

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 47 97 . 92 4 . 04% 2 . 06% 93 . 88%/101.96%

2 . Textbook 41 85 .42 9 . 98% 5 .09% 75 ,43%/95.40%

3 . Computer software 14 29 .17 12 .86% 6 .56% Computer software 16 .31%/42.03%

4 . Class activities 11 22 . 92 11.89% 6 .07% 11 . 03%/34.81%

5 . Lab 10 20 .83 11.49% 5 .86% 9 .34%/32 .32%

* Numbers of respondents teaching the topic = 48

Topic #18 Interaction With Travel Agents

197

(N = 51)

Resource/method Frequency Percentage SE SD Frequency Percentage CI

1. Lecture 34 91.89 8.80% 4 , ,49% 83 .10%/100 .69%

2. Textbook 25 67 .57 15.08% 7 , .70% 52 .48%/82.65%

3. Guest speaker 7 18 . 92 12 . 62% 6 . .44% 3. Guest speaker 6 . 30%/31.54%

4. Field trip 5 13 .51 11.02% 5 . . 62% 4. Field trip 2 . 50%/24.53%

* Numbers of respondents teaching the topic = 37

Topic #19 Handling Group Business

198

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 40 88.89 9 .18% 4. 68% 79 . 71%/98.07%

2. Textbook 35 77 .78 12 .15% 6. 20% 65 . 63%/89.92%

3. Class activities 10 22.22 12 .15% 6 . 20% 10 . 08%/34.37%

4. Guest speaker 6 13 .33 9 . 93% 5 . 07% 3 . 40%/23.27%

5. Computer software 6 13 .33 9.93% 5. 07% 3 . 40%/23.27%

6. Lab 5 11.11 9 .18% 4. 68% 1. 93%/20.29%

7. Computer software 5 11.11 9.18 4. 68% 1. 93%/20 . 29!

* Numbers of respondents teaching the topic = 45

Topic #20 International Guests' Needs

199

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 34 87 . .18 10.49% 5 .35% 1. 76 .69%/97 . 67%

2 . Textbook 28 71, .79 14.12% 7 .21% Textbook 57 .67%/85.92%

3 . Class activities 10 25 , . 64 13.70% 6 . 99% Class activities 11 .94%/39.35%

4 . Guest speaker 9 23 .08 13 .22% 6 .75% Guest speaker 9 .85%/36.30%

* Numbers of respondents teaching the topic =39

Topic #21 Reservation Process

200

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 96

O o 5.43% 2 .77%

90 .57%/101.43%

2. Textbook 46 92 .00 7 .52% 3 .84% 84 .48%/99.52%

3. Computer software 19 38 .00 13.45% 6 .86% 24 ,55%/51.45%

4 . Lab 15 30 .00 12 .70% 6 .48% 17 .30%/42.70%

5. Class activities 10 20 .00 11.09% 5 . 66% 8 .91%/31.09%

6. Field trip 9 18 .00 10.65% 5 .43% 6. Field trip 7 . 35%/28.65%

7. Guest speaker 8 16 .00 10 .16% 5 .18% 7. Guest speaker 5 . 84%/2 6.16%

8. Audio-visuals 7 14 .00 9.62% 4 . 91% 4 .38%/23.62%

Numbers of respondents teaching the topic = 50

Topic #22 Reservation Sales Techniques

201

(N - 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 43 91. 49 7 . 98% 4 . 07% 83 .51%/99.47%

2 . Textbook 3 6 76 . 60 12 .10% 6 . 18% 64 . 49%/88.7 0%

3 . Class activities 14 29 . 79 13.07% 6 . 67% 16.71%/42.86%

4. Audio-visuals 11 23 . 40 12 .10% 6. 18% 11.3 0%/3 5.51%

5 . Lab 8 17 . 02 10 .74% 5 . 48% 6 .28%/27.77%

6. Guest speaker 8 17 . 02 10.74% 5 . 48% 6.28%/27 .77%

7 . Field trip 8 17 . 02 10.74% 5. 48% 6.28%/27.77%

8 . Computer software 7 14. 89 10.18% 5 . 19% 4.72%/25 . 07%

* Numbers of respondents teaching the topic = 47

202

Topic #23 Establishing Room Rates (N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 100

O o 0 . 00% 0 . 00%

100 .00%/100.00%

2. Textbook 41 85 .42 9 . 98% 5 . 09% 75 .43%/95.40%

3 . Lab 11 22 .92 11.89% 6 . 07% 11 . 03%/34.81%

4. Class activities 10 20 .83 11.49% 5 . 86% 9 .34%/32 .32%

5. Computer software 10 20 .83 11.49% 5 . 86% 9 .34%/32.32%

6. Field trip 6 12 .50 9.36% •4 . 77% 3 . 14%/21.86%

7. Guest speaker 5 10 .42 8.64% 4. 41% 1 . 77%/19.06%

* Numbers of respondents teaching the topic = 48

203

Topic #24 Registration/check-in (N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 96 . 00 5 .43% 2 .77% 90 .57%/101.43%

2 . Textbook 47 94. 00 6.58% 3 .36% 87 .42%/100.58%

3 . Lab 18 36 . 00 13 .30% 6 .79% 22 .70%/49.30%

4 . Computer software 13 26 . 00 12.16% 6 .20% Computer software 13 . 84%/38.16%

5. Class activities 11 22 . 00 11.48% 5 .86% 10 .52%/33.48%

6. Audio-visuals 10 20 . 00 11.09% 5 . 66% 8 . 91%/31.09%

7 . Field trip 8 16 . 00 10.16% 5 .18% Field trip 5 .84%/2 6.16%

8. Guest speaker 6 12 . 00 9.01% 4 . 60% Guest speaker 2 .99%/21.01%

* Numbers of respondents teaching the topic = 50

204

Topic #25 Managing Guest Folio :N = 51:

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 97 . 96 3 .96% 2 .02% 94 . 00%/101.92%

2. Textbook 44 89 .80 8 .48% 4 . .32% 81 . 32%/98.27%

3 . Lab 18 36 .73 13 .50% 6 , .89% 23 .24%/50.23%

4. Computer software 12 24 .49 12.04% 6 . .14% 12 .45%/36.53%

5. Class activities 10 20 .41 11.28% 5 , .76% 9 . 12%/31.69%

6. Audio-visuals 5 10 .20 8.48% 4. .32% 1 . 73%/18.68%

Numbers of respondents teaching the topic = 49

205

Topic #26 Guest History (N — 51)

Resource/method Frequency Percentage i SE SD Percentage CI

1. Lecture 46 92 .00 7 .52% 3 .84% 84.48%/99.52%

2. Textbook 45 90.00 8 .32% 4 .24% 81.68%/98.32%

3. Computer software 13 26.00 12.16% 6 .20% 3. Computer software 13.84%/38 .16%

4 . Lab 10 20 . 00 11.09% 5 .66% 8. 91%/31.09%

5. Class activities 9 18.00 10.65% 5 .43% 7 . 35%/28.65%

6. Field trip 6 12 .00 9.01% 4 .60% 2 . 99%/21. Oli

* Numbers of respondents teaching the topic = 50

206

Topic #27 Handling Guest Request/complaints (N - 51)

Resource/method Frequency Percentage SE CI

SD

1. Lecture 48 96 . 00 5 .43% 2 .77% 90 . 57%/101.43%

2. Textbook 3 9 78.00 11.48% 5 .86% 66 .52%/89.48%

3. Class activities 23 46 . 00 13 .81% 7 .05% 32 .19%/59.81%

4. Audio-visuals 18 36.00 13.30% 6 .79% 22 .70%/49 .30%

5. Guest speaker 13 26.00 12 .16% 6 .20% 13 . 84%/38.16%

6. Lab 11 22 .00 11.48% 5 .86% 10 .52%/33.48%

7. Field trip 5 10.00 8.32% 4 .24% 1 . 68%/18.32%

* Numbers of respondents teaching the topic = 50

Topic #28 Handling Overbooking

207

(N - 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 46 95 .83 5.65% 2 .88% 90 . 18%/101.49%

2. Textbook 40 83 .33 10 .54% 5 .38% 72 .79%/93.88%

3. Class activities 16 33 .33 13 .34% 6 .80% 20 . 00%/46.67%

4 . Lab 10 20 .83 11.49% 5 .86% 9 .34%/32 .32%

5. Guest speaker 9 18 .75 11.04% 5 .63% 5. Guest speaker 7 .71%/29.79%

6. Computer software 5 10 .42 8.64% '4 .41% 6. Computer software 1 . 77%/19.06%

7. Audio-visuals 5 10 .42 8 . 64% 4 .41% 1 . 77%/19.06%

* Numbers of respondents teaching the topic = 48

Topic #2 9 Rooming Procedure

208

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 43 95

KO

LD

6.02% 3 . 07% 89 . 53%/101.58%

2 . Textbook 33 73 .33 12 .92% 6 .59% 60 . 41%/86.25%

3 . Class activities 9 20 .00 11.69% 5 .96% 8 . 31%/31.69%

4 . Lab 8 17 .78 11.17% 5 .70% 6 .61%/28.95%

5 . Computer software 8 17 .78 11.17% 5 .70% 6 . 61%/28.95%

6. Guest speaker 7 15 .56 10 .59% 5 .40% Guest speaker 4 .97%/26.15%

7 . Audio-visuals 7 15 .56 10.59% 5 .40% 4 .97%/26.15%

8. Field trip 5 11 .11 9 .18% 4 .68% Field trip 1 .93%/20.29%

Numbers of respondents teaching the topic = 45

Topic #30 Front Office Accounting

209

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 48 97 .96 3 .96% 2 . 02% 94 . 00%/101.92%

2 . Textbook 44 89 .80 8 .48% 4 .32% 81 .32%/98.27%

3 . Computer software 17 34 . 69 13 .33% 6 .80% 21 .37%/48.02%

4 . Lab 12 24 .49 12.04% 6 .14% 12 . 45%/3 6.53%

5 . Class activities 12 24 .49 12 .04% 6 .14% 12 .45%/36.53%

6. Guest speaker 6 12 .24 9 .18% 4 .68% 3 . 07%/21.42%

* Numbers of respondents teaching the topic = 49

Topic #31 City Ledger

210

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 41 91 .11 8.31% 4 .24% 82 .80%/99.43%

2 . Textbook 40 88 .89 9 .18% 4 . 68% 79 . 71%/98.07%

3 . Lab 10 22 .22 12 .15% 6 .20% 10 . 08%/34.37%

4 . Class activities 9 20 .00 11.69% 5 .96% 8 . 31%/31.69%

5 . Computer software 9 20 .00 11.69% 5 .96% Computer software 8 . 31%/31.69%

6. Guest speaker 6 13 .33 9.93% 5 .07% Guest speaker 3 .40%/23.27%

7 . Audio-visuals 5 11 .11 9 .18% 4 .68% 1 .93%/20.29%

* Numbers of respondents teaching the topic = 45

Topic #32 Credit Reports

211

!N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 37 90 .24 9 .08% 4 . 63% 81 . 16%/99.33%

2 . Textbook 35 85 .37 10 .82% 5 .52% 74 .55%/96.18%

3 . Lab 10 24 .39 13 .15% 6 .71% 11 .25%/37 .54%

4 . Computer software 10 24 .39 13 .15% 6 .71% Computer software 11 .25%/37.54%

5 . Class activities 7 17 . 07 11.52% 5 .88% 5 .56%/28.59%

6. Guest speaker 7 17 .07 11.52% 5 .88% Guest speaker 5 . 56%/28.59%

* Numbers of respondents teaching the topic = 41

Topic #33 Night Audit Functions

212

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 47 95 . 92 5.54% 2 .83% 90 . 38%/101.46%

2 . Textbook 44 89 .80 8 .48% 4 .32% 81 .32%/98.27%

3 . Class activities 15 30 . 61 12 . 90% 6 .58% 17 .71%/43.52%

4 . Lab 14 28 .57 12 .65% 6 .45% 15 . 92%/41.22%

5 . Computer software 9 18 .37 10 .84% 5 .53% Computer software 7 ,53%/29.21%

6. Guest speaker 8 16 .33 10.35% •5 .28% Guest speaker 5 . 98%/26.68%

* Numbers of respondents teaching the topic = 49

Topic #34 Billing Guest

213

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 45 95 .74 5 .77% 2 .94% 89 . 97%/101.52%

2 . Textbook 43 91 .49 7 . 98% 4 .07% 83 . 51%/99.47%

3 . Computer software 12 25 .53 12 .47% 6 .36% 13 . 07%/38.00%

4 . Lab 11 23 .40 12 .10% 6 .18% 11. 30%/35.51%

5 . Class activities 8 17 .02 10.74% 5 .48% 6.2 8%/27 .77%

* Numbers of respondents teaching the topic = 49

Topic #35 Check-out/settlement

214

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 47 95 .92 5 . 54% 2 .83% 1. Lecture 90 .38%/101.46%

2 . Textbook 46 93 .88 6.71% 3 .42% Textbook 87 .16%/100.59%

3 . Lab 16 32 .65 13 .13% 6 .70% 3 . Lab 19 ,52%/45.78%

4 . Computer software 15 30 .61 12 .90% 6 .58% Computer software 17 .71%/43.52%

5 . Class activities 11 22 .45 12 .68% 5 .96% Class activities 10 . 77%/34.13%

* Numbers of respondents teaching the topic = 49

215

Topic #36 Front Office Security Function (N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 47 95 . 92 5 .54% 2 .83% 90 .38%/101.46%

2 . Textbook 39 79 .59 11.28% 5 .76% 68 . 31%/90.88%

3 . Audio-visuals 11 22 .45 11.68% 5 .96% 10 .77%/34 .13%

4 . Guest speaker 8 16 .33 10.35% 5 .28% Guest speaker 5 . 98%/26 . 68%

5 . Lab 7 14 .29 9 .80% 5 .00% 4 . 49%/24.08%

6. Class activities 5 10 .20 8.48% 4 .32% 1 . 73%/18.68%

Numbers of respondents teaching the topic = 49

Topic #37 Front Office Legal Issues

216

(N = 51)

Resource/method Frequency Percentage SE SD CI

1. Lecture 42 93 .33 7.29% 3 .72% 86 . 05%/100.62%

2 . Textbook 37 82 .22 11.17% 5 .70% 71 . 05%/93.39%

3 . Guest speaker 8 17 .78 11.17% 5 .70% 6 . 61%/28.95%

4 . Class activities 6 13 .33 9 . 93% 5 . 07% 3 .40%/23.27%

5 . Audio-visuals 5 11 .11 9 .18% 4 .68% 1 . 93%/20.29%

* Numbers of respondents teaching the topic = 45

APPENDIX H

METHODS/RESOURCES USED IN TEACHING HOTEL FRONT OFFICE MANAGEMENT IN 2-YEAR AND 4-YEAR HOSPITALITY

MANAGEMENT SCHOOLS

217

21 f

TABLE 15

METHODS/RESOURCES USED IN TEACHING HOTEL FRONT OFFICE MANAGEMENT IN 2-YEAR AND 4-YEAR HOSPITALITY

MANAGEMENT SCHOOLS

Topic #1 Front Office Organization (N = 124 )

Resource/method Frequency * Percentage* SE * SD* * Percentage* CI

1. Textbook 114 95.00 3.90% 2 . 40% 91 .10%/98 .90%

2. Lecture 111 92 .50 4 .71% 3 . 65% 87 .79%/97.21%

3. Field trip 38 31. 67 8 .32% 3 . 26% 3. Field trip 23 .34%/39.99%

4. Guest speaker 37 30 .83 8.26% 4. 25% 4. Guest speaker 22 . 57%/39.10%

5. Audio-visuals 31 25.83 7 .83% 1. 99% 18 .00%/33.67%

6. Class activities 28 23 .33 7 .57% 4. 22% 15 .77%/30.90%

7 . Lab 24 20.00 7 .16% 3 . 86% 12 ,84%/27.16%

8. Computer software 18 15.00 6.39% 4 . 00% 8. Computer software 8 . 61%/21.39%

9. Self-instructional 6 5.00 3 .90% 1. 17% module 1.10%/8.90%

* Numbers of respondents teaching the topic = 12 0

* Frequency = Numbers of respondents using a specific resource/method to teach a specific topic

219

* Percentage = frequency number of respondents teaching the topic

* SE = Standard error

* CI = Confidence interval

* SD= Standard deviation

Topic #2 Front Office Design/layout

220

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Textbook 96 91 .43 5.35% 3 . 97% 86 .07%/96.78%

2 . Lecture 83 79 .05 7 .78% 3 .51% 71 . 26%/86.83%

3 . Field trip 48 45 .71 9 .53% 2 .2-7% Field trip 36 .19%/55.24%

4. Lab 16 15 .24 6.87% 3 .41% 8 .36%/22.11%

5 . Class activities 15 14 .29 6.69% 4 .86% 7 .59%/20.98%

6 . Guest speaker 15 14 .29 6.69% 4 .86% Guest speaker 7 . 59%/20.98%

7 . Audio-visuals 15 14 .29 6 . 69% 4 .86% 7 .59%/20.98%

8 . Computer software 6 5 .71 4.44% 3 .41% Computer software 1 .27%/10.15%

9 . Self-instructional 3 2 .86 3 .19% 1 .'33% module — 0 . 33%/6.04%

* Numbers of respondents teaching the topic = 105

Topic #3 Written/oral Communication

221

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 87 79 .09 7 .60% 3 .27% 71 .49%/86.69%

2 . Textbook 70 63 . 64 8.99% 3 .88% 54 .65%/72.63%

3 . Class activities 62 56 .36 9 .27% 3 .27% 47 . 10%/65.63%

4. Audio-visuals 22 20 . 00 7 .48% 2 .61% 12 .52%/27.48%

5 . Lab 15 13 . 64 6.41% 4 .73% 7 . 22%/20.05%

6. Guest speaker 15 13 . 64 6.41% 4 .73% Guest speaker 7 . 22%/20.05%

7 . Field trip 9 8 .18 5 .12% 2 .48% Field trip 3 .06%/13.30%

8 . Self-instructional 9 8 .18 5.12% 2 .48% module 3 .06%/13.30%

9 . Computer software 8 7 .27 4.85% 3 .81% module 2 ,42%/12.13%

* Numbers of respondents teaching the topic = 110

222

Topic #4 Interdepartmental Communication (N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 96 84 .96 6.59% 3 .00% 78 .3 6%/91.55%

2 . Textbook 86 76 .11 7 .86% 3 .36% 68 . 24%/83.97%

3 . Class activities 35 30 .97 8.53% 3 .28% 22 . 45%/39.50%

4 . Audio-visuals 19 16 .81 6.90% 1 . 93% 9 . 92%/23.71%

5 . Guest speaker 16 14 .16 6.43% 2 . 67% Guest speaker 7 .73%/20.59%

6 . Lab 13 11 .50 5.88% •4 .35% 5 . 62%/17.39%

7 . Field trip 10 8 .85 5.24% 2 . 67% Field trip 3 . 61%/14.09%

8 . Computer software 10 8 .85 5 .24% 2 .67% Computer software 3 .61%/14.09%

9 . Self-instructional 5 4 .42 3.79% 1 .51% module 0 . 63%/8.22%

* Numbers of respondents teaching the topic = 113

Topic #5 Human Resources Management

223

(N = 124)

Resource/method Frequency Percentage SE SD CI

1. Lecture 102 90 .27 5 .47% 2 .67% 84 . 80%/95.73%

2. Textbook 99 87 . 61 6 . 07% 2 .79% 81.54%/93.69%

3. Class activities 38 33 . 63 8.71% 4 .24% 24 . 92%/42. 34%

4. Guest speaker 32 28 .32 8.31% 2 .79% 4. Guest speaker 20 . 01%/36.63%

5. Audio-visuals 25 22 .12 7.65% 1 .74% 14.47%/29.78%

6. Field trip 11 9 .73 5 .47% 1 .74% 6. Field trip 4.27%/15.20%

7. Lab 10 8 .85 5 .24% 4 .44% 3.61%/14.09%

8. Computer software 4 3 .54 3 .41% 3 . 90% 8. Computer software 0 .13%/6. 95%

9. Self-instructional 4 3 .54 3 .41% 3 .90% module 0 .13%/6.95%

* Numbers of respondents teaching the topic = 113

Topic #6 Employee Training

224

(N = 124)

Resource/method Frequency Percentage SE SD CI

1. Lecture 95 85 .59 6.53% 3 . 58% 79 , 05%/92.12%

2. Textbook 91 81 . 98 7 .15% 3 .33% 74 . 83%/89.13%

3. Class activities 44 39 .64 9 .10% 4 .26% 30 . 54%/48.74%

4. Guest speaker 31 27 .93 8.35% 2 .84% 4. Guest speaker 19 .58%/36.27%

5. Audio-visuals 25 22 .52 7 .77% 1 .77% 14 .75%/30.29%

6. Lab 19 17 .12 7 . 01% 4 . 64% 10 . ll%/24.12%

7. Field trip 11 9 . 91 5.56% 2 .15% 7. Field trip 4 . 35%/15.47%

8. Computer software 6 5 .41 4.21% 3 .96% 8. Computer software 1. 20%/9.61%

9. Self-instructional 4 3 . 60 3 .47% 0 . 90% module 0.14%/7.07%

* Numbers of respondents teaching the topic = 111

Topic #7 Front Office Budgeting

225

(N = 124)

Resource/method Frequency Percentage SE SD CI

1. Lecture 81 88 . 04 6.63% 3 .25% 81 . 41%/94.67%

2 . Textbook 74 80 .43 8.11% 3 .38% 72 .33%/88.54%

3 . Class activities 23 25 .00 8 .85% 3 .51% 16 ,15%/33.85%

4 . Computer software 16 17 .39 7 .75% 3 .10% Computer software 9 . 65%/25.14%

5 . Guest speaker 12 13 .04 6.88% 2 .36% Guest speaker 6 . 16%/19.93 %

6 . Lab 10 10 .87 6.36% 4 .51% 4 .51%/17.23%

7 . Audio-visuals 9 9 .78 6 . 07% 1 . 08% 3 . 71%/15.85%

8 . Field trip 5 5 .43 4.63% 3 .95% Field trip 0 . 80%/10.07%

9 . Self-instructional 1 1 .09 2 .12% 1 ! 52% module — 1.03%/3.21%

* Numbers of respondents teaching the topic = 92

Topic #8 Concierge Service

226

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 90 89 .11 6.08% 2 .53% 83 . 03%/95 .18%

2 . Textbook 81 80 .20 7 .77% 3 . 10% 72 . 43%/87.97%

3 . Field trip 21 20 .79 7.91% 1 .69% Field trip 12 .88%/28.71%

4 . Guest speaker 15 14 .85 6.94% 4 .04% Guest speaker 7.92%/21.79%

5 . Class activities 12 11 .88 6.31% 3 .54% 5 . 57%/18.19%

6. Audio-visuals 10 9 .90 5.82% 1 .39% 4 . 08%/15.73%

7 . Lab 7 6 .93 4.95% 3 .22% 1.98%/ll. 88%

8 . Computer software 3 2 .97 3.31% 2 .97% Computer software -0 .34%/6.28%

9 . Self-instructional 2 1 .9-8 2 .72% 1 .39% module -0 .74%/4.70%

* Numbers of respondents teaching the topic = 101

Topic #9 Bell Service

227

(N = 122)

Resource/method Frequency Percentage SE SD CI

1. Lecture 86 84 .31 7 .06% 2 . .33% 77 .26%/91.37%

2 . Textbook 80 78 .43 7 .98% 3 , .60% 70 .45%/86.41%

3 . Field trip 18 17 .65 7 .40% 1. . 67% Field trip 10 . 25%/25.05%

4 . Class activities 14 13 .73 6.68% 3 . . 07% 7 . 05%/20.40%

5 . Audio-visuals 14 13 .73 6.68% 3 . . 07% 7.05%/20.40%

6 . Guest speaker 11 10 .78 6 . 02% •3 .77% Guest speaker 4.76%/16.80%

7 . Lab 6 5 .88 4.57% 3 .41% 1.32%/10.45%

8. Computer software 3 2 .94 3.28% 2 .41% Computer software -0 .34%/6.22%

9 . Self-instructional 2 1 .96 2 .69% 1 .37% module -0.73%/4.65%

* Numbers of respondents teaching the topic = 102

Topic #10 Telecommunications

228

(N = 122)

Resource/method Frequency Percentage SE SD CI

1. Lecture 80 84 .21 7.33% 3 .41% 76.88%/91.54%

2. Textbook 77 81 .05 7 .88% 3 .74% 73 .17%/88.93%

3. Class activities 17 17 .89 7.71% 3 .28% 10 .19%/25.60%

4. Field trip 14 14 .74 7 .13% 1 .79% 4. Field trip 7 . 61%/21.86%

5. Lab 12 12 .63 6 . 68% 3 . 93% 5 . 95%/19.31%

6. Audio-visuals 12 12 .63 6.68% 3 .93% 5 . 95%/19.31%

7. Guest speaker 11 11 .58 4.00% 3 . 64% 7. Guest speaker 7 .58%/15.58%

8. Computer software 3 3 .16 3 .52% 3 .41% 8. Computer software -0 .36%/6.67%

9. Self-instructional 2 2 .11 2 .89% 1 .47% module -0.78%/4.99%

* Numbers of respondents teaching the topic = 95

229

Topic #11 Front Office Computer Application (N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 81 72 .32 8.29% 4 .23% 64 . 04%/80.61%

2. Textbook 75 66 .96 8.71% 4 .44% 58 . 25%/75.68%

3. Computer software 66 58 .93 9 .11% 4 . 65% 3. Computer software 49 . 82%/68.04%

4 . Lab 49 43 .75 9 .19% 4 .69% 34 .56%/52.94%

5. Field trip 28 25 . 00 8.02% 4 .09% 5. Field trip 16 .98%/33.02%

6. Class activities 27 24 .11 7 . 92% 4 .04% 16 .19%/32.03%

7. Guest speaker 15 13 .39 6.31% 3 .22% 7. Guest speaker 7 .09%/19.70%

8. Audio-visuals 12 10 .71 5.73% 2 . 92% 4 . 99%/16.44%

9. Self-instructional 5 4 .46 3 .82% 1 .95% module 0.64%/8.29%

* Numbers of respondents teaching the topic = 112

Topic #12 Managing Computer Breakdown

230

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 47 79 . 66 10 .27% 5 .24% 69 . 39%/89.93%

2. Textbook 34 57 .63 12.61% 6 .43% 45 . 02%/70.24%

3 . Lab 16 27 .12 11.34% 5 .7 9% 15. 77%/38.46%

4. Computer software 13 22 .03 10.58% 5 .40% 11. 46%/32.61%

5. Field trip 12 20 .34 10 .27% 5 .24% 10. 07%/30.61%

6. Class activities 7 11 .86 8.25% 4 .21% 3 . 61%/20.12%

7. Guest speaker 6 10 .17 7 .71% 3 .93% 2 . 46%/17.88%

8. Audio-visuals 3 5 .08 5.61% 2 .86% -0 . 52%/10.69%

9. Self-instructional 1 1 .69 3.29% 1 .68% module -1 .60% 4.99%

* Numbers of respondents teaching the topic = 59

Topic #13 Property-management System

231

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 87 82

00 o 7.30% 3 .73%

74.77%/89.38%

2 . Textbook 77 72 . 64 8 .49% 4 .33% 64.15%/81.13%

3 . Computer software 28 26 .42 8.39% 4 .28% Computer software 18 . 02%/34.81%

4. Lab 25 23 .58 8.08% 4 .12% 15 . 50%/31.67%

5 . Class activities 18 16 .98 7 .15% 3 .65% 9.83%/24.13%

6 . Guest speaker 16 15 .09 6.82% 3 .48% Guest speaker 8 . 28%/21.91%

7 . Field trip 14 13 .21 6.45% 3 .29% Field trip 6.76%/19.65%

8. Audio-visuals 8 7 .55 5.03% 2 .57% 2 .52%/12 .58%

9 . Self-instructional 3 2 .83 3 .16% 1 .61% module -0.33%/5.99%

* Numbers of respondents teaching the topic = 106

Topic #14 Use of Hotel Statistics

232

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 99 91 .67 5.21% 2 . 66% 86 .45%/96.88%

2 . Textbook 79 73 .15 8.36% 4 .26% 64 . 79%/81.51%

3 . Class activities 32 29 .63 8 . 61% 4 .39% 21 . 02%/38.24%

4 . Computer software 28 25 . 93 8 .27% 4 .22% Computer software 17 . 66%/34.19%

5 . Lab 25 23 .15 7 .95% 4 .06% 15 . 19%/31.10%

6 . Guest speaker 14 12 .96 6.34% ' 3 .23% Guest speaker 6 . 63%/19.30%

7 . Field trip 9 8 .33 5.21% 2 .66% Field trip 3 .12%/13.55%

8. Audio-visuals 9 8 .33 5.21% 2 .66% 3 .12%/13.55%

9 . Self-instructional 3 2 .78 3 .10% 1 .58% module — 0.32%/5.88%

* Numbers of respondents teaching the topic = 108

Topic #15 Yield Management

233

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 95 87 . 96 6.14% 3 .13% 81 . 83%/94.10%

2 . Textbook 89 82 .41 7 .18% 3 .66% 75 .23%/89.59%

3 . Computer software 27 25 .00 8.17% 4 .17% Computer software 16 .83%/33.17%

4 . Class activities 25 23 .15 7 . 95% 4 .06% 15 . 19%/31.10%

5 . Audio-visuals 20 18 .52 7.33% 3 .74% 11 . 19%/25.84%

6 . Lab 17 15 .74 6.87% 3 .50% 8 .87%/22.61%

7 . Guest speaker 15 13 .89 6.52% 3 .33% Guest speaker 7 .37%/20.41%

8 . Field trip 9 8 .33 5.21% 2 .66% Field trip 3 . 12%/13 ..55%

9 . Self-instructional 4 3 .70 3 .56% 1 .82% module 0 .14%/7 .27%

* Numbers of respondents teaching the topic = 108

Topic #16 Revenue Per Available Room

234

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 105 92 .11 4 . 95% 2 .53% 87 .16%/97.06%

2 . Textbook 93 81 . 58 7 .12% 3 .63% 74 .46%/88.70%

3 . Class activities 30 26 .32 8 . 08% 4 .12% 18 .23%/34.40%

4. Computer software 27 23 .68 7 .80% 3 . 98% Computer software 15 . 88%/31.49%

5 . Lab 19 16 . 67 6.84% 3 .49% 9 .83%/23.51%

6. Guest speaker 9 7 .89 4.95% 2 .53% Guest speaker 2 .94%/12.84%

7 . Field trip 8 7 .02 4.69% 2 .39% Field trip 2 . 33%/ll.71%

8 . Audio-visuals 8 7 .02 4.69% 2 .39% 2 . 33%/ll.71%

9 . Self-instructional 3 2 . 63 2 .94% 1 .50% module — 0 . 31%/5.57%

* Numbers of respondents teaching the topic = 114

Topic #17 Calculating Room Availability

235

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 108 92 .31 4.83% 2 .46% 87 .48%/97.14%

2 . Textbook 95 81 .20 7 . 08% 3 . 61% 74 . 12%/88.28%

3 . Computer software 36 30 .77 8.36% 4 .27% Computer software 22 .41%/39.13%

4 . Class activities 29 24 .79 7 .82% 3 .99% 16 . 96%/32.61%

5 . Lab 24 20 .51 7 .32% 3 .73% 13 .20%/27.83%

6. Guest speaker 8 6 .84 4.57% 2 .33% Guest speaker 2 . 26%/ll.41%

7 . Field trip 8 6 .84 4.57% 2 .33% Field trip 2 .26%/ll.41%

8 . Audio-visuals 7 5 . 98 4.30% 2 .19% 1 . 69%/10.28%

9 . Self-instructional 3 2 .56 2 .86% 1 .46% module — 0 .30%/5.43%

* Numbers of respondents teaching the topic = 117

236

Topic #18 Interaction with Travel Agents (N = 123 )

Resource/method Frequency Percentage SE SD Resource/method Frequency Percentage CI

1. Lecture 83 90 .22 6.07% 3 . 10% 84 .15%/96.29%

2. Textbook 66 71.74 9.20% 4 . 69% 62 ,54%/80.94%

3. Guest speaker 24 26.09 8.97% 4. 58% 3. Guest speaker 24 17 . ll%/35.06%

4. Class activities 10 10 .87 6.36% 3 . 25% 4 . 51%/17.23%

5. Field trip 8 8.70 5.76% 2 . 94% 5. Field trip 8 2.94%/14 . 45%

6. Computer software 8 8.70 5.76% 2 . 94% 6. Computer software 8 2 . 94%/14.45%

7. Lab 7 7 . 61 5 .42% 2 . 76% 2 .19%/13.03%

8. Audio-visuals 4 4.35 4.17% 2 . 13% 8. Audio-visuals 4 0 .18%/8.52%

9. Self-instructional 3 3.26 3 .63% 1. 85% module -0 .37%/6.89%

* Numbers of respondents teaching the topic = 92

Topic #19 Handling Group Business

237

!N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 99 91 .67 5.21% 2 . 66% 86 ,45%/96.88%

2 . Textbook 87 80 .56 7.46% 3 .81% 73 . 09%/88.02%

3 . Class activities 25 23 .15 7 . 95% 4 .06% 15 . 19%/31.10%

4. Guest speaker 25 23 .15 7 . 95% 4 .06% Guest speaker 15 .19%/31.10%

5 . Lab 14 12 .96 6.34% 3 .23% 6 . 63%/19.30%

6. Field trip 14 12 . 96 6.34% ' 3 .23% Field trip 6 . 63%/19.30%

7 . Computer software 12 11 .11 5.93% 3 . 02% Computer software 5 . 18%/17.04%

8 . Audio-visuals 8 7 .41 4.94% 2 .52% 2 .47%/12.35%

9 . Self-instructional 3 2 .78 3 .10% 1 . 58% module — 0 .32%/5 .88%

* Numbers of respondents teaching the topic = 108

Topic #20 International Guests' Needs

238

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 72 86 .75 7.29% 3 .72% 79.45%/94.04%

2. Textbook 60 72 .29 9 . 63% 4 . 91% 62 . 66%/81.92%

3. Guest speaker 15 18 .07 3 .00% 4 .22% 15 . 07%/21.07%

4. Class activities 14 16 .87 8.06% 4 .11% 8 . 81%/24.92%

5. Field trip 7 8 .43 5 .98% 3 .05% 2 . 46%/14.41%

6 . Lab 4 4 .82 4.61% 2 .35% 0 ,21%/9 .43%

7. Audio-visuals 4 4 .82 4 . 61% 2 .35% 0 .21%/9.43%

8. Computer software 2 2 .41 3.30% 1 .68% 8. Computer software -0 .89%/5 ..71%

9. Self-instructional 2 2 .41 3.30% 1 .68% module -0 .89%/5.71%

Numbers of respondents teaching the topic = 83

Topic #21 Reservation Process

239

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Textbook 111 92 .50 4.71% 2 .40% 87 .77%/97 .21%

2 . Lecture 111 92 . 50 4.71% 2 .40% 87 .77%/97.21%

3 . Computer software 55 45 .83 8.92% 4 .55% Computer software 36 . 92%/54.75%

4 . Class activities 37 30 .83 8.26% 4 .22% 22 . 57%/39.10%

5 . Lab 34 28 .33 8 . 06% 4 .11% 20 .27%/36.40%

6 . Audio-visuals 25 20 .83 7.27% 3 .71% 13 . 57%/28.10%

7 . Field trip 24 20 .00 7.16% 3 . 65% Field trip 12 . 84%/27.16%

8 . Guest speaker 19 15 .83 6 .53% 3 .33% Guest speaker 9 .30%/22.36%

9 . Self-instructional 4 3 .33 3 .21% 1 .64% module 0 .12%/6.55%

* Numbers of respondents teaching the topic = 12 0

Topic #22 Reservation Sales Techniques

240

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 104 88 .89 5.69% 2 . 91% 83 . 19%/94.58%

2. Textbook 98 83 .76 6.68% 3 .41% 77 .08%/90.44%

3. Class activities 42 35 .90 8.69% 4 .43% 27 . 21%/44.59%

4. Audio-visuals 37 31 .62 8.43% 4 .30% 23 . 20%/40.05%

5. Computer software 25 21 .37 7 .43% 3 .79% 5. Computer software 13 . 94%/28.7 9%

6. Lab 19 16 .24 6.68% 3 .41% 9 .56%/22.92%

7. Guest speaker 18 15 .38 6.54% 3 .34% 7. Guest speaker 8 . 85%/21.92%

8. Field trip 18 15 .38 6.54% 3 .34% 8. Field trip 8 . 85%/21.92%

9. Self-instructional 4 3 .42 3.29% 1 68% module 0 .13%/6.71%

* Numbers of respondents teaching the topic = 117

Topic #23 Establishing Room Rates

241

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 107 93 . 86 4.41% 2 .25% 89 .45%/98.27%

2 . Textbook 99 86. 84 6.21% 3 .17% 80.64%/93.05%

3 . Class activities 29 25 . 44 7.99% 4 .08% 17 .44%/33.43%

4 . Computer software 18 15 . 79 6 . 69% 3 .42% 9 .10%/22.48%

5 . Lab 16 14 . 04 6.38% 3 .25% 7 . 66%/20.41%

6 . Guest speaker 14 12 . 28 6 . 03% 3 . 07% 6 . 26%/18.31%

7 . Audio-visuals 12 10 . 53 5.63% 2 .87% 4 . 89%/16.16%

8 . Field trip 8 7 . 02 4.69% 2 .39% 2 . 33%/ll.71%

9 . Self-instructional 4 3 . 51 3.38% 1 .72% module 0 ,13%/6.89%

* Numbers of respondents teaching the topic = 114

Topic #24 Registration/check-in

242

(N = 123)

Resource/method Frequency Percentage SE CI

SD

1. Textbook 109 92 .37 4.79% 2 .44% 87 .58%/97 .16%

2 . Lecture 107 90 . 68 5.25% 2 .68% 85 . 43%/95.92%

3 . Computer software 39 33 . 05 8 .49% 4 .33% 24.56%/41.54%

4 . Lab 38 32.20 8 .43% 4 .30% 23 .77%/40.63%

5 . Class activities 38 32.20 8 .43% 4 .30% 23 . 77%/40.63%

6. Audio-visuals 32 27 .12 8.02% 4 .09% 19 .10%/35.14%

7 . Field trip 21 17 .80 6.90% 3 .52% 10.90%/24.70%

8. Guest speaker 15 12 .71 6.01% 3 .07% 6 .70%/18.72%

9 . Self-instructional 5 4.24 3 .63% 1 .85% module 0 . 60%/7 .87%

• Numbers of respondents teaching the topic = 118

Topic #25 Managing Guest Folio

243

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 108 92 .31 4.83 2 .46% 87.48%/97.14%

2 . Textbook 104 88 .89 5 . 69% 2 . 91% 83.19%/94.58%

3 . Computer software 40 34 .19 8.60% 4 .39% 25.59%/42.78%

4 . Lab 39 33 .33 8.54% 4 .36% 24 . 7 9%/41.88%

5 . Class activities 35 29 . 91 8.30% 4 .23% 21.62%/38.21%

6 . Audio-visuals 18 15 .38 6 .54% 3 .34% 8 . 85%/21.92%

7 . Guest speaker 11 9 .40 5.29% 2 .70% 4.11%/14.69%

8. Field trip 9 7 .69 4.83% 2 .46% 2.86%/12 ,52%

9. Self-instructional 4 3 .42 3.29% 1 .68% module 0 .13%/6.71%

* Numbers of respondents teaching the topic = 117

Topic #26 Guest History

244

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 1 04 89 .66 5 .54% 2 .83% 1. Lecture 84 . 11%/95.20%

2 . Textbook 1 01 87 .07 6 .11% 3 .12% 2 . Textbook 80 .96%/93.18%

3 . Computer software 34 29 .31 8.28% 4 .23% Computer software 21 . 03%/37 .59%

4. Class activities 28 24 .14 7.79% 3 . 97% Class activities 16 . 35%/31.93%

5 . Lab 22 18 . 97 7 .13% 3 .64% Lab 11 .83%/26 .10%

6. Field trip 12 10 .34 5 .54% 2 .83% Field trip 4 .80%/15.89%

7 . Audio-visuals 12 10 .34 5.54% 2 .83% Audio-visuals 4 .80%/15.89%

8 . Guest speaker 9 7 .76 4.87% 2 .48% Guest speaker 2 .89%/12.63%

9 . fiplf-instructional 3 2 .59 2 . 87% 1 .47% module — 0 .30%/5.47%

* Numbers of respondents teaching the topic = 116

245

Topic #27 Handling Guest Requests/complaints (N = 124)

Resource/method Frequency Percentage SE SD CI

1. Lecture 110 92 .44 4.75% 2 .42% 87 .69%/97.19%

2 . Textbook 95 79 .83 7.21% 3 . 68% 72 .62%/87.04%

3 . Class activities 56 47 .06 8.97% 4 .58% 38 . 09%/56.03%

4 . Audio-visuals 47 39 .50 8 .78% 4 .48% 30 .71%/48.28%

5 . Guest speaker 25 21 .01 7.32% 3 .73% Guest speaker 13 . 69%/28.33%

6. Lab 24 20 .17 7.21% 3 .68% 12 .96%/27.38%

7 . Field trip 13 10 . 92 5.60% 2 .86% Field trip 5 . 32%/16.53%

8. Computer software 5 4 .20 3.60% 1 .84% Computer software 0.60%/7.81%

9 . Self-instructional 4 3 .36 3 .24% 1 .65% module 0 .12%/6.60%

* Numbers of respondents teaching the topic = 119

Topic #2i Handling Overbooking

246

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 112 95 .73 3 .66% 1 .87% 92 . 06%/99.39%

2. Textbook 94 80 .34 7.20% 3 .67% 73 . 14%/87.54%

3 . Class activities 39 33 .33 8.54% 4 .36% 24 . 7 9%/41.88%

4 . Lab 19 16 .24 6.68% 3 .09% 9 . 56%/22.92%

5. Guest speaker 15 12 .82 6.06% 4 .36% 6 . 76%/18.88%

6. Audio-visuals 14 11 .99 5 .88% 3 .00% 6. 08%/17.85%

7. Computer software 10 8 .55 5 . 07% 2 .58% 3 . 48%/13.61%

8. Field trip 8 6 .84 4.57% 2 .33% 2 . 26%/ll.41%

9. Self-instructional 4 3 .42 3.29% 1 .68% module 0 .13%/6.71%

* Numbers of respondents teaching the topic = 117

Topic #29 Rooming Procedure

247

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 102 92 .73 4.85% 2 .48% 87 .87%/97.58%

2 . Textbook 94 85 .45 6.59% 3 .36% 78 .87%/92.04%

3 . Class activities 28 25 .45 8 .14% 4 .15% 17 .31%/33.60%

4 . Computer software 24 21 .82 7 .72% 3 . 94% Computer software 14 .10%/29.54%

5 . Lab 22 20 . 00 7 .48% 3 .81% 12 .52%/27.48%

6 . Audio-visuals 21 19 . 09 7.34% 3 .75% 11 . 75%/26.44%

7 . Guest speaker 12 10 .91 5 .83% 2 .97% Guest speaker 5 . 08%/16.74%

8 . Field trip 12 10 .91 5 .83% 2 .97% Field trip 5 . 08%/16.74%

9 . Self-instructional 2 1 .82 2 .50% 1 .27% module — 0 .68%/4.32%

Numbers of respondents teaching the topic = 110

Topic #30 Front Office Accounting

248

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Textbook 106 91 .38 5.11% 2 . 61% 86 .27%/96.49%

2 . Lecture 105 90 .52 5.33% 2 .72% 85 . 19%/95.85%

3 . Computer software 46 39 .66 8.90% 4 .54% Computer software 30 .75%/48.56%

4 . Class activities 39 33 .62 8.60% 4 .39% 25 .02%/42.22%

5 . Lab 29 25 .00 7 .88% 4 .02% 17 .12%/32.88%

6. Guest speaker 14 12 .07 4.00% 3 .21% Guest speaker 8 . 07%/16.07%

7 . Audio-visuals 12 10 .34 5.54% 2 .83% 4 .80%/15 .89%

8. Self-instructional 7 6 . 03 4.33% 2 .21% module 1 .70%/10.37%

9 . Field trip 5 4 .31 3.70% 1 .89% Field trip 0.61%/8.01%

* Numbers of respondents teaching the topic = 116

249

Topic #31 City Ledger (N = 123)

Resource/method Frequency Percentage SE SD CI

1. Textbook 102 90 .27 5 .47% 2 .79% 84 . 80%/95.73%

2 . Lecture 99 87 .61 6.07% 3 .10% 81 . 54%/93.69%

3 . Class activities 36 31 .86 8.59% 4 .38% 23 .27%/40.45%

4 . Computer software 26 23 .01 7.76% 3 .96% Computer software 15 .25%/30.77%

5 . Lab 24 21 .24 7 .54% 3 .85% 13 .70%/28.78%

6. Guest speaker 10 8 .85 5 .24% 2 .67% Guest speaker 3 . 61%/14 .09%

7 . Audio-visuals 9 7 .96 4.99% 2 .55% 2 .97%/12.96%

8. Self-instructional 5 4 .42 3.79% 1 .93% module 0 . 63%/8.22%

9 . Field trip 4 3 .54 3 .41% 1 .74% Field trip 0 .13%/6.95%

* Numbers of respondents teaching the topic = 113

Topic #32 Credit Reports

250

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Textbook 83 87 .37 6 . 68% 3 .41% 80.69%/94 . 05%

2. Lecture 81 85 .26 7 .13% 3 . 64% 78.14%/92.39%

3. Computer software 18 18 .95 7 .88% 4 .02% 3. Computer software 11. 07%/26.83%

4 . Lab 16 16 .84 7.53% 3 .84% 9 .32%/24.37%

5. Class activities 16 16 .84 7 .53% 3 .84% 9.32%/24.37%

6. Guest speaker 10 10 .53 6.17% 3 .15% 6. Guest speaker 4.35%/16.70%

7. Audio-visuals 4 4 .21 4.04% 2 .06% 0 .17%/8.25%

8. Field trip 3 3 .16 3 .52% 1 .79% 8. Field trip -0 . 36%/6.67%

9. Self-instructional 1 1 .05 2 .05% 1 .05% module -1.00%/3.10%

* Numbers of respondents teaching the topic = 95

Topic #33 Night Audit Functions

251

(N = 123)

Resource/method Frequency Percentage SE SD CI

1 . Textbook 103 90 .35 5 .42% 2 .77% 84 . 93%/95.77%

2 . Lecture 102 89 .47 5.63% 2 .87% 83 .84%/95.11%

3 . Class activities 45 39 .47 8 . 97% 4 .58% 30 ,50%/48.45%

4 . Lab 32 28 .07 8.25% 4 .21% 19 . 82%/36.32%

5 . Computer software 30 26 .32 8.08% 4 .12% Computer software 18 .23%/34.40%

6 . Guest speaker 15 13 .16 6.21% 3 .17% Guest speaker 6 .95%/19.36%

7 . Audio-visuals 10 8 .77 5.19% 2 . 65% 3 .58%/13.96%

8. Field trip 8 7 .02 4.69% 2 .39% Field trip 2 .33%/ll.71%

9 . Self-instructional 8 7 .02 4.69% 2 .39% module 2 . 33%/ll.71%

* Numbers of respondents teaching the topic = 114

Topic #34 Billing Guest

252

(N = 123}

Resource/method Frequency Percentage SE SD CI

1. Lecture 100 90 . 09 5.56% 2 .84% 84. 53 %/95.65%

2. Textbook 96 86 .49 6.36% 3 .24% 80 . 13%/92.85%

3. Computer software 30 27 .03 8.26% 4 .22% 18. 77%/35.29%

4 . Lab 22 19 .82 7 .42% 3 .78% 12 . 40%/27.24%

5. Class activities 21 18 .92 7.29% 3 .72% 11. 63%/26.21%

6. Audio-visuals 8 7 .21 4.81% 2 .45% 2 . 40%/12 .02%

7. Guest speaker 5 4 .50 3 .86% 1 . 97% 0 .65%/8.36%

8. Field trip 5 4 .50 3 .86% 1 .97% 0 . 65%/8.36%

9. Self-instructional 3 2 .70 3 .02% 1 .54% module -0 .31%/5.72%

* Numbers of respondents teaching the topic = 111

Topic #35 Check-out/settlement

253

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Textbook 111 94 .07 4.26% 2 .17% 89 ,81%/98.33%

2 . Lecture 106 89 .83 5 .45% 2 .78% 84 . 38%/95.28%

3 . Computer software 46 38 .98 8.80% 4 .49% Computer software 30 .18%/47.78%

4 . Lab 34 28 .81 8.17% 4 .17% 20 . 64%/36.99%

5 . Class activities 34 28 .81 8 .17% 4 .17% 20 . 64%/36.99%

6 . Audio-visuals 18 15 .25 6.49% 3 .31% 8 . 77%/21.74%

7 . Field trip 11 9 .32 5.25% 2 .68% Field trip 4 . 08%/14.57%

8. Guest speaker 8 6 .78 4.54% 2 .31% Guest speaker 2 . 24%/ll,32%

9. Self-instructional 6 5 .08 3 .96% 2 .02% module 1.12%/9.05%

* Numbers of respondents teaching the topic = 118

Topic #36 Front Office Security Function

254

(N = 123)

Resource/method Frequency Percentage SE SD CI

1. Lecture 104 89 . 66 5.54% 2 .83% 84 . ll%/95.20%

2 . Textbook 98 84 .48 6.59% 3 .36% 77 . 89%/91.07%

3 . Audio-visuals 31 26 .72 8.05% 4 .11% 18 . 67%/34.78%

4 . Guest speaker 27 23 .28 7.69% 3 .92% Guest speaker 15 . 59%/30.97%

5 . Class activities 18 15 .52 6.59% 3 .36% 8. 93%/22.11%

6 . Lab 12 10 .34 5.54% 2 .83% 4. 80%/15 .89%

7 . Field trip 10 8 .62 5 .11% 2 .61% Field trip 3 . 51%/13.73%

8. Computer software 5 4 .31 3.70% 1 .89% Computer software 0 .61%/8.01%

9 . Self-instructional 3 2 .59 2 .89% 1 .47% module -0 .30%/5.47%

* Numbers of respondents teaching the topic = 116

Topic #37 Front Office Legal Issues

255

(N = 124)

Resource/method Frequency Percentage SE SD CI

1. Lecture 93 90 .29 5 .72% 2 . 92% 84 . 57%/96.01%

2. Textbook 84 81 .55 7 .49% 3 .82% 74 . 06%/89.04%

3. Class activities 23 22 .33 8.04% 4 .10% 14 ,29%/30.37%

4. Guest speaker 21 20 .39 7 .78% 3 .97% 4. Guest speaker 12 . 61%/28.17%

5. Audio-visuals 14 13 .59 6.62% 3 .38% 6 . 97%/20.21%

6 . Lab 7 6 .80 4.86% 2 .48% 1. 96%/ll.66%

7. Computer software 5 4 .85 4.15% 2 .12% 7. Computer software 0.70%/9.00%

8. Field trip 4 3 .88 3 .73% 1 .90% 8. Field trip 0.15%/7.61%

9. Self-instructional 2 1 .94 2 .66% 1 .36% module -0 . 72%/4.61%

* Numbers of respondents teaching the topic = 103

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