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Student evaluations of teaching (SET) elicit feedback to enhance the course, teaching, and learning. However, hospitality and tourism curriculum research lacks an understanding of the dyadic relationship between the instructor and motivation and other logistics to complete SET. This remains important to uncover student competence, perceived choice, value/usefulness, and relatedness to complete SET to increase SET feedback from instructors. Pearson product-moment correlation coefficient analysis was employed to test the hypotheses using data collected from 69 undergraduate hospitality and tourism students recruited through U.S. educational institutions in the northeast and southeast. Results reveal that intrinsic motivation relates positively to SET completion, showing a strong, positive correlation between all variables. The study provides contributions to instructors to offer extrinsic motivators to encourage students to recognize the value of the SET. The study is among the first to explore the intrinsic motivators and completion of SET with hospitality and tourism undergraduate students. [ABSTRACT FROM AUTHOR]

By addressing the academic imperative for mental health education and crisis intervention, this exploratory study evaluates the desirability and availability of undergraduate education in recognizing and supporting mental health conditions and crises in hospitality and tourism industry settings. Hospitality and tourism management faculty and undergraduate students were surveyed through an online survey. The majority of faculty and students agreed mental health is important to learn in the classroom to prepare for industry, yet the majority have neither taught nor learned about mental health education and crisis intervention. The findings contribute to how educational leadership influences mental health training integration in classroom instruction. Recommendations included conducting feasibility studies with hospitality management educators on the integration of mental health in classroom learning; conducting larger, more generalizable studies on the effects of such education; and integrating effective mental health and crisis intervention training for hospitality management educators and students into curricula across the field. [ABSTRACT FROM AUTHOR]

To move from the gap between industry and academia, educators must review and change instructional content to meet industry demands. By addressing the industry imperative for leadership skills, this exploratory study evaluates the most prominent leadership style among faculty who implement leadership pedagogy in the classroom. The researchers surveyed hospitality management faculty through an online survey. The majority of respondents identified as transformational leaders, indicating leadership integration as highly important. The two most frequently integrated instruction methods were student-led discussions and delegation of group tasks. No significant relationship existed between methods of leadership integration and leadership style. Findings from this research contribute how educational leaders influence leadership skills and competency integration in classroom instruction. Recommendations included conducting further studies of hospitality management educators' leadership styles, enhanced statistical tests to build significant results to methods of transformation leadership in classroom instruction, and effective leadership training for hospitality management educators and administrators. [ABSTRACT FROM AUTHOR]