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Desirable competencies for hospitali...

Nanthachai, Yupa.

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Desirable competencies for hospitality educators in Thailand: A Delphi approach.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Desirable competencies for hospitality educators in Thailand: A Delphi approach./
Author:	Nanthachai, Yupa.
Description:	161 p.
Notes:	Advisers: Rod Riegle; George Padavil.
Contained By:	Dissertation Abstracts International63-09A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064535
ISBN:	049383639X

Desirable competencies for hospitality educators in Thailand: A Delphi approach.
Nanthachai, Yupa.

Desirable competencies for hospitality educators in Thailand: A Delphi approach. - 161 p.

Advisers: Rod Riegle; George Padavil.

Thesis (Ph.D.)--Illinois State University, 2002.

The purpose of this study was to identify the desirable competencies of effective hospitality educators in Thailand. Moreover, the additional purpose was to clearly establish consensus and prioritize the desirable competencies for hospitality educators in Thailand from experts.

ISBN: 049383639XSubjects--Topical Terms:

626645
Education, Administration.

Desirable competencies for hospitality educators in Thailand: A Delphi approach.
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005 20110427
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020 $a 049383639X
035 $a (UnM)AAI3064535
035 $a AAI3064535
040 $a UnM $c UnM
100 1 $a Nanthachai, Yupa. $3 1253406
245 1 0 $a Desirable competencies for hospitality educators in Thailand: A Delphi approach.
300 $a 161 p.
500 $a Advisers: Rod Riegle; George Padavil.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3074.
502 $a Thesis (Ph.D.)--Illinois State University, 2002.
520 $a The purpose of this study was to identify the desirable competencies of effective hospitality educators in Thailand. Moreover, the additional purpose was to clearly establish consensus and prioritize the desirable competencies for hospitality educators in Thailand from experts.
520 $a Six distinguished hospitality experts who had strong connections with hospitality education programs in Thailand selected the 20 Delphi experts in this study from 60 hospitality educators who were individually nominated most frequently. Each of those six hospitality experts was asked to prioritize a list of 10 hospitality educators who were eligible to serve on the Delphi panel and had met the criteria. Those 20 nominee participants were considered as experts because of their knowledge and experience with the subject under investigation.
520 $a The researcher conducted all three rounds by collecting data from all 20 Delphi experts. Data analysis was conducted after each round. Mode, Mean and Standard Deviation were calculated for all competencies identified in the 9-point rating scale questionnaire in Round II. The group Mean, group Mode, and Standard Deviation were calculated in Round III. The researcher considered convergence of opinion by conducting paired-samples t-test between the last two rounds. The Mode and Mean of the Round III responses were rank-ordered. At the conclusion of the Delphi study, the researcher formulated the desirable competencies specified for effective hospitality educators in Thailand.
520 $a Based on the Delphi three rounds responses, this study revealed that from a total of 300 competencies identified by the Delphi panel from Round I open-ended questionnaire, the lists of competencies were combined into 91 competencies, including 30 knowledge, 30 ability and skill and 31 affective competencies.
520 $a After the final round, the results were analyzed to identify the desirable competencies, which rated most important (9) and very important (8). At least 80% of the panelists (n = 20) arrived to 9, 14, and 21 competencies in the above three categories. To establish a consensus, a total of 91 competencies in the three categories were confirmed by the panel in the final round. There were no significant differences between the last two rounds of responses.
520 $a With regard to the rank order of most important of each category's competencies, “Having theoretical and practical knowledge in subject taught in hospitality industry” ranked first in the category of desirable knowledge competencies, and “Possess practical skills in subjects taught” ranked first in the desirable ability and skill competencies category. Finally, “Having a positive attitude towards teaching professional” ranked first as a desirable affective competency.
520 $a This study has implications for guiding hospitality teaching staff development programs in Thailand. The key competencies identified in this study by the Delphi panel of experts can facilitate their mastery by hospitality educators and help support the increasing quality of Thailand's tourism industry.
590 $a School code: 0092.
650 4 $a Education, Administration. $3 626645
650 4 $a Health Sciences, Education. $3 1017921
690 $a 0350
690 $a 0514
710 2 0 $a Illinois State University. $3 1019455
773 0 $t Dissertation Abstracts International $g 63-09A.
790 $a 0092
790 1 0 $a Padavil, George, $e advisor
790 1 0 $a Riegle, Rod, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064535