Exploring the impact of experiential learning on students’ career intentions through vocational identity in the hospitality and tourism higher education

Abstract

Purpose: This study aims to: (1) develop a stakeholder-based understanding of experiential learning (EL) approaches in hospitality and tourism (H&T) higher education; and (2) examine the impact of EL approaches on students' career intentions to pursue careers in the H&T industry. Design/methodology/approach: The present research adopted a mixed-method approach, encompassing two primary studies. The first study aimed to investigate experiential learning (EL) approaches and identify a comprehensive set of EL activities within the context of H&T higher education. This phase involved three key steps: a literature review to discern EL approaches and associated activities, a survey with a sample of 17 directors of H&T bachelor programs to gather insights from real-life programs and refine identified activities based on the literature, and a pretest completed by undergraduate students in the H&T Bachelor's program to validate the content validity of EL approaches. The findings from the initial study served as inputs for the second study, which employed a survey-based quantitative research approach. Findings: The study explored four stakeholder-based EL approaches: classroom-based, community-based, laboratory-based, and industry-based. Notably, classroom-based and community-based EL directly influenced career intentions. While career exploration fully mediated the relationship between laboratory-based EL and career intention, it did not mediate the link between industry-based EL and career intention. Laboratory- and industry-based EL indirectly influenced career intentions through career commitment. Originality/value: This study makes a novel contribution by being the first to investigate how stakeholder-involved experiential learning (EL) approaches influence students’ career exploration, commitment, and intentions in the hospitality and tourism (H&T) industry, offering new insights into theory–practice integration in career development.