Bringing the Industry into the Classroom: A Fresh Take on Postgrad Tourism & Hospitality Education

Abstract

Integrated industry engagement has become a vital aspect of higher education, particularly ensuring curricular relevance in postgraduate programmes. This is especially significant in the complex field of Tourism and Hospitality (T&H), where equipping students with both hard and soft skills is essential for navigating the evolving workplace. Informed by Experiential Learning Theory (ELT), this paper examines the enhancement of tourism education in two postgraduate T&H courses. These courses incorporated interviews with key industry figures as part of their assessments. Employing duoethnography, the research involved analysing the reflections of two T&H educators, along with a review of assessment outcomes and course evaluations. The findings reveal that incorporating industry interviews enriches classroom discussions and bridges the gap between theory and practice. Furthermore, this approach fosters technological proficiency and improves the overall quality of students’ assessments, resulting in a more practical and insightful learning experience within T&H courses.

Keywords: Higher Education, Curriculum Design, Tourism, Hospitality, Industry Interviews.

Introduction
The field of Higher Education is continually challenged to update curricula to reflect industry advancements and ensure students acquire the employability skills critical for their future careers (O’Connor et al., 2020; Southworth et al., 2023). This challenge necessitates a thorough re-evaluation of the knowledge and skills graduates are expected to possess (Ndou et al., 2019). Aligning academic curricula with the dynamic demands of contemporary businesses and industries is essential for preparing students for real-world professional environments (Werner et al., 2022). Specifically, within the domain of T&H, curricula must effectively integrate both hard and soft skills to meet industry needs (Ezeuduji et al., 2023). The future workforce in T&H is expected to excel in complex problem-solving, creativity, and critical thinking (Stone et al., 2017). Despite these demands, a notable gap persists in establishing robust industry connections, which are vital for achieving these educational goals.
In addressing this challenge, Werner et al. (2022) suggest that bridging this gap and fostering closer industry connections requires a fundamental overhaul of current academic curricula. To effectively prepare students for the dynamic T&H sectors, educational programmes must undergo regular evaluation and updates to align with market demands and changes in technology, the economy, politics, and society (Ndou et al., 2019). Afterall, the primary objective of higher education is to prepare the next generation of students to navigate the complexities of the industry (Stone et al., 2017). Nonetheless, Kitchen et al. (2024) uncover a significant concern among T&H and events academics regarding career readiness in higher education. To address this, they propose a fundamental curriculum redesign by adapting teaching practices that prioritise industry preparation to better equip students for professional challenges. In particular, their study emphasises the importance of knowledge co-creation among students, educators, and industry. While advocating for placing students at the learning centre, Kitchen et al. (2024) also highlight the critical role of instructors in facilitating meaningful student-industry connections.
To this end, various ‘Learning by Doing’ approaches have been proposed, aiming at enhancing job preparation by increasing opportunities for students to apply newly acquired skills across diverse contexts (Hariharasudan & Kot, 2018). In particular, instructors play an important roles in facilitating internships, providing mentorship opportunities, and encouraging engagement in project-based activities (Bustreo et al., 2018; Hariharasudan & Kot, 2018). Another learning and teaching activity that has received increasing attention is the incorporation of industry interviews within the curriculum (Ezeuduji et al., 2023).
Industry interviews refer to structured conversations conducted by students with professionals working in a specific field to gain practical insights and real-world applications of theoretical concepts (Bano et al., 2019; Bustreo et al., 2018). As a form of authentic assessment, this method places students at the centre of their learning experience, offering students the opportunity to demonstrate critical thinking and apply their knowledge to real-world industry contexts (Sokhanvar et al., 2021; Villarroel et al., 2020). The integration of industry interviews enhances student engagement and interaction with the industry, thereby enriching their academic experience through authentic insights from the practitioners (Bustreo et al., 2018).
Despite its potential, there remains a paucity of studies investigating the pedagogical value of industry-professional interviews in T&H education (e.g., Bustreo et al., 2018; Ezeuduji et al., 2023). Existing studies have never explored students’ perspectives, but have largely overlooked their actual performance, course satisfaction rate, and even much less from instructors’ viewpoints despite their key role as facilitators. This study seeks to address this gap by examining the impact of integrating industry stakeholder interviews into course assessments on student engagement, academic performance, industry preparedness, and employability skills. Grounded in Experiential Learning Theory (ELT) (Kolb & Kolb, 2009), it adopts a case study approach, focusing on two T&H courses at an Australian higher education institution.
By evaluating the effectiveness of industry interviews in fostering engagement, skill development, and career readiness, this research offers valuable insights into their role in enriching the educational experience, supporting curriculum development and strengthening authentic assessments in the field. This study is therefore valuable to three key stakeholders in the T&H learning ecosystem. For educators, it highlights how interviews with industry professionals can enhance curriculum design and support authentic assessment. For students, it provides insights into industry practices and expectations, helping them better prepare for employment and the interview process. For industry practitioners, it ensures academic learning aligns with real-world demands, bridging the gap between theory and practice.

Literature Review

Graduate Employability Skillsets
In the field of T&H, the cultivation of specific competencies and attributes is crucial for the successful career development of graduates (Patiar et al., 2021). These attributes encompass a wide range of knowledge, skills, qualifications, capacities, and postgraduate qualities essential for navigating the complexities of the T&H industry (Werner et al., 2022). These complexities arise from the industry’s constant adaptation to global trends, technological advancements, environmental concerns, and evolving consumer preferences (Dutta, 2024), reshaping the sector’s landscape. Further compounding this, the industry’s complexities are characterised by the interplay of diverse stakeholders, fluctuating demand, and regulatory frameworks (Hartman, 2023), significantly escalated during and after COVID-19 (Sigala, 2020). For instance, within the closely related events space, Steriopoulos and Wrathall (2021) documented the severe impacts of COVID-19, including widespread event cancellations, reduced employment, and salary cuts.
Against these complexities, educational institutions play a pivotal role as intermediaries, offering opportunities that go beyond academic achievements to enhance employability within this dynamic sector (Ezeuduji et al., 2023). Moreover, Ndou et al. (2019) underscore a significant gap in the discourse regarding the skills and attributes required for T&H management, highlighting the urgent need for further scholarly exploration in this specialised field. This gap emphasises the necessity for curriculum adaptations in T&H programmes, including redefining the requisite skills and knowledge sets and incorporating innovative pedagogical approaches to better prepare graduates for industry demands (Kitchen et al., 2024; Patiar et al., 2021).
Recent trends in T&H management education place a strong emphasis on effective project management (Patiar et al., 2021), the refinement of course content and the integration of technology (Ndou et al., 2019) while focusing on industry insights (Kitchen et al., 2024; Stone et al., 2017). To adequately prepare students for successful careers in this dynamic sector, academia is encouraged to adopt a holistic approach to curriculum development. This approach integrates personal development, professional learning, skill enhancement, internships, work-integrated learning, and career management skills (Martin & Rees, 2019; Patiar et al., 2021). Kitchen et al. (2024) suggest that these actions would connect academic learning with practical experience, boosting students’ confidence and providing valuable industry exposure. Further, industry professionals increasingly seek graduates with advanced leadership, communication, and organisational skills (Ndou et al., 2019). Additionally, problem-solving capabilities and analytical skills are increasingly recognised as indispensable attributes for graduates (Werner et al., 2022).

Industry Interviews as Authentic Assessments

Over the past twenty years, higher education has increasingly embedded authentic learning pedagogies, including industry-partnered assessments (Goh & King, 2020; Kitchen et al., 2021). Furthermore, O’Connor et al. (2020) suggest utilizing interviews as part of assessment processes, as this introduces innovative and practical methods into the curriculum. This approach enables students to apply theoretical concepts covered in their courses to real-world scenarios, thereby fostering the development of practical and experiential skills. In various educational contexts, stakeholder interviews have enhanced existing practices and provided unique engagement opportunities for students, enriching their overall learning experience (Bano et al., 2019). Industry interviews are also recognised as a novel means of incorporating authentic assessment theory, as they involve applying theoretical knowledge acquired in the classroom to real-world industry contexts (Nyanjom et al., 2023; Sokhanvar et al., 2021; Steriopoulos et al., 2022). Karunanayaka and Naidu (2021) further suggest that authentic assessment effectively strengthens graduate attribute skills prior to students entering the workforce.
Engaging with key industry players through interviews offers substantial educational benefits by providing firsthand insights into the challenges, trends, and operational practices prevalent in students’ fields of study (Quang et al., 2022). Using Indonesia as a case study, Ernawati and Pearce (2003) advocate for integrating industry expert perspectives into the development of tourism courses, particularly at the higher education level. Twyford and Dean (2024) assert that employability skills can be cultivated by involving key industry players in simulated work-based scenarios. These interactions go beyond imparting theoretical knowledge by enhancing students’ understanding of the industry’s dynamic nature and equipping them with the adaptability required to address evolving trends and demands. Moreover, these practical learning experiences improve students’ abilities to navigate their career paths effectively. They gain valuable insights into strategies for securing employment and advancing their careers. Interactions with industry professionals also provide a platform for students to build networks and connections that can be invaluable for their future career prospects (Ayres, 2006). Consequently, integrating interviews into the curriculum facilitates a comprehensive educational experience that prepares students for both academic and professional success (Bano et al., 2019).
Finally, integrating interviews with industry experts into course assessments has demonstrated significant potential in enhancing classroom interaction. This approach encourages active participation and deeper involvement in the learning process (King & Ayoo, 2020). Furthermore, these interactions with the industry energise classroom discussions and enhance students’ communication and interpersonal skills—competencies crucial for both academic and professional success—but also provide a dynamic learning environment conducive to comprehensive education (King & Ayoo, 2020; Leviton et al., 1998).
Despite the clear educational benefits and positive contributions of these interviews to the learning experience, there has been limited research on their outcomes, particularly in relation to student experience and career pathways within T&H courses. Furthermore, previous studies have not investigated the instructors’ standpoint and students’ actual performance, including their satisfaction. Addressing this gap could yield valuable insights for optimising assessment strategies to better prepare educators and students for industry demands, ultimately contributing to more effective educational outcomes.
Experiential Learning Theory (ELT)
This research is grounded in the ELT (Kolb & Kolb, 2009), a recognised educational framework that emphasises the acquisition of knowledge, skills, and experiences within traditional classroom settings and beyond them. According to Kolb and Kolb (2009), learning is a process through which knowledge is created by transforming experience, progressing through four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. ELT has been widely applied in diverse learning approaches, highlighting the significance of the learning process in fostering educational-industrial engagement (Grimwood et al., 2015; Morellato, 2014). Research shows that students achieve better learning outcomes when they actively engage with industry rather than passively consuming instructional materials (Arcodia et al., 2021; Grimwood et al., 2015). Arcodia et al. (2021) identify social and professional connections as crucial factors in fostering industrial engagement through experiential learning. To facilitate such engagement, educators often encourage students to participate in activities like making observations, conducting interviews, and formulating recommendations for industry partners based on their direct experiences (Arcodia et al., 2021).
In contemporary learning environments, instructors can enhance cooperative experiential learning by leveraging various technological tools, including video, photography, and digital devices (Grimwood et al., 2015; Morellato, 2014). Furthermore, using learning from a guest house business as research context, Lin et al. (2017) argue that experiential learning forms a critical component of service industry education, particularly in cultivating critical thinking skills. Other studies have explored this theory in the field of T&H education in various study contexts (Bos et al., 2015; Morellato, 2014; Nyanjom et al., 2023; Ruhanen, 2006). ELT enables students to develop employability skills by actively engaging with real-life scenarios and applying theoretical concepts to practical industry contexts (Nyanjom et al., 2023; Ruhanen, 2006). ELT also emphasises the role of reflection on experience in learning, allowing students to integrate knowledge with industrial problem-solving while enhancing their career readiness. Nevertheless, research examining the incorporation of industry interviews as part of the assessment process within the framework of ELT remains limited (Ezeuduji et al., 2023). Therefore, it is imperative to investigate the role of industry interviews in assessments to strengthen the experiential learning process and improve learning outcomes.

Context

The study was conducted in two postgraduate T&H courses at an Australian university between 2022 and 2023, where assessment criteria were adapted to include interviews. Focusing on postgraduate courses allowed for the incorporation of more complex, real-world tasks into the assessments, enabling students to connect theoretical knowledge with practical industry challenges. On average, 50 postgraduate students were enrolled in each course offering. Both courses were taught concurrently by the two instructors involved in the study.
In 2021, as a result of the circumstances brought about by COVID-19, students in both courses relied on industrial reports to prepare their assessments. These assessments were completed in isolation from the industry, limiting students’ opportunities to develop the practical and soft skills essential for communicating with key stakeholders. To address this issue, the teaching team initiated the integration of stakeholder interviews into the assessments. This novel approach aligned with the courses’ objectives, as incorporating interviews with stakeholders was intended to reflect real-world industry experiences (O’Connor et al., 2020).
The first course, ‘Sustainable Tourism Management’ was designed to equip students with the skills to identify and recommend strategies for enhancing the operational sustainability of the tourism industry from a management perspective. The assessment involved a group project where students acted as reporters, preparing and presenting a news report highlighting both a local and a global sustainability trend or event expected to impact the tourism industry. Students were encouraged to produce pre-recorded news reports that included interviews with industry professionals. The marking criteria assessed students on their awareness of contemporary issues, presentation delivery, and creativity in communication.
The second course ‘Tourism and Hospitality Career Development’ aimed to assist students in successfully transitioning from university to the workplace and managing their career progression. For one of the assessments, students were required to work in groups to examine a real issue impacting an organisation or industry related to their career interests. They were encouraged to include industry interviews in their presentations, offering insights into the issue at hand. The marking criteria included an overview of the industry, identification of the issue, strategies to address it, and presentation skills.
In these two courses, students received detailed assessment guidelines outlining the objectives, expectations and evaluation criteria for their industry interview, ensuring alignment with the course topic. To prepare them for the task, instructors provided guidance on interviewing techniques helping students understand the fundamentals of conducting professional interviews. The guidelines specified that students were required to conduct a structured interview with an industry professional, link their findings to course concepts and present their insights in a pre-recorded presentation. The assessment criteria emphasised critical thinking, professionalism, and the ability to connect theoretical knowledge with industry practices.
To prepare for the task, instructors provided guidance on interviewing techniques and throughout the process, students participated in workshops, and peer discussions to refine their interview approach and enhance their communication skills. Instructors also facilitated mock interviews and provided examples of interview reports to demonstrate professional expectations.
Interview partners included a diverse range of industry professionals from various sectors of T&H. Key participants included hotel general managers, event organisers, tourism consultants, destination marketing executives, and hospitality entrepreneurs. These professionals provided valuable insights into sustainability, digital transformation, marketing strategies, and operational challenges within the industry.
Students explored a range of industry-relevant topics, including sustainable practices, digital transformation in tourism, destination branding, crisis management in post-pandemic tourism, and career development strategies for T&H graduates. They were encouraged to select topics that aligned with current trends and challenges in the sector, fostering deeper industry engagement.
To mitigate risks and ensure professionalism, instructors provided structured feedback on question design and conducted role-playing exercises to simulate real-world interview scenarios. These measures ensured that students were well-prepared to engage professionally with industry partners, protecting the reputation of both the instructors and the university while enhancing the overall learning experience.

Methods

The study compared overall student performance and the Student Experience of Courses (SEC) and Student Evaluation of Teaching (SET) data from 2021, which served as the benchmark course offering prior to the incorporation of interviews into the course curriculum. Both SEC and SET evaluations consist of quantitative and qualitative components, providing insights into students’ experiences with the course and teaching staff. These surveys were designed to align with Kolb’s ELT by assessing students’ engagement with experiential learning activities, their reflections on these experiences, and their ability to apply knowledge in real-world contexts.
In the SEC survey, students assessed their overall experience, responding to six quantitative questions related to course content, assessment, and learning journey, rating aspects such as course design, assessment, feedback, satisfaction with course quality, and teaching effectiveness on a 1 to 5 scale, with 5 being the highest. Additionally, two qualitative questions allowed students to describe the course’s strengths, learning experiences and suggest improvements.
Similarly, in the SET survey, students evaluated teaching effectiveness through five quantitative questions assessing aspects such as the teaching staff’s delivery style, subject knowledge, and overall satisfaction. The qualitative component included two open-ended questions, inviting students to provide feedback on valuable teaching practices and suggest areas for improvement.
The research also examined the reflections and dialogues of two educators in T&H. Duoethnography was employed as a methodological tool by the two instructors teaching the aforementioned postgraduate courses. Duoethnography is a specific form of analytical autoethnography that uses a collective, introspective, and conversational approach (Pung et al., 2020). This dialogical form of investigation allows educators to collaboratively explore and reflect on their teaching practices and experiences. This introspective method provides a platform for educators to critically analyze their own teaching approaches, student interactions, and the overall learning environment (Trahar, 2013). By engaging in this reflective practice, instructors can uncover a deeper understanding of their educational approaches and their impacts (Nimri & Yang, 2024).
The data collection involved a combination of in-depth discussion and personal reflections, focusing on each instructor’s insights regarding incorporating industry interviews as part of the assessments. The discussions were conducted online through several sessions, and were voice recorded and transcribed verbatim. Additionally, each instructor documented their personal reflections in a shared working document dedicated to the courses. This approach facilitated the accumulation of reflective data over multiple course offerings, creating a rich resource for analysing student engagement and assessment strategies. Personal reflections were recorded continuously by the instructors, who added entries after each discussion session or significant teaching milestones.
Both the transcribed discussions and the personal reflections were analysed manually using thematic coding, following the approach outlined by Braun and Clarke (2006). The process began with data familiarisation where initial ideas were noted by both instructors. Systematic coding was then undertaken to identify the patterns across the dataset, with relevant data collated under specific codes. These codes were subsequently grouped into potential themes. Several rounds of reviews were conducted among the authors to confirm the coherence of the themes with the coded extracts and the dataset, further refining them into a structured thematic framework. Once established, themes were defined and named, with further analysis undertaken to elucidate their significance and contribution to the broader narrative. The findings are presented in the next section, incorporating selected data extracts and integrating them with the SET and SEC outcomes.

Results

Student performance and experience
Table 1 highlights the impact of this assessment approach (i.e., industry interviews) on student learning, as evidenced by the mean scores (out of 100) for overall student performance, Student Experience of Courses (SEC) and Student Evaluation of Teaching (SET) from 2021 (the benchmark course offering prior to incorporating the interviews in the course). The Sustainable Tourism Management course was delivered in 2021, 2022, and 2023, while the Tourism and Hospitality Career Development course was taught in the years 2021, 2022, and 2024.

Year	Course	Number of Students	Mean Score (out of 100)	Student Experience of Course (SEC)	Student Evaluation of Teaching (SET)
2021	Tourism & Hospitality Career Development	27	66.50	4.4	4.5
2021	Sustainable Tourism Management	10	61.75	4.6	4.6
2022	Sustainable Tourism Management	55	68.91	4.7	4.6
2022	Tourism & Hospitality Career Development	57	69.27	4.5	4.4
2023	Sustainable Tourism Management	58	67.00	4.7	4.8
2023	Sustainable Tourism Management	61	69.17	4.8	4.6
2024	Tourism & Hospitality Career Development	55	67.32	4.8	4.7

In ‘Sustainable Tourism Management’, there is a notable upward trend in mean scores, starting from 61.75 in 2021 to 68.91 in 2022, and maintaining high performance with a score of 67.00 and 69.17 in 2023. Similarly, ‘Tourism and Hospitality Career Development’ shows a significant increase in mean score for student performance, from 66.50 in 2021 to 69.27 in 2022 and 67.32 in 2024. The SEC scores also indicate increased student engagement and satisfaction. For ‘Sustainable Tourism Management’, the SEC scores improved from 4.6 in 2021 to 4.7 in 2022 and further from 4.7 to 4.8 in 2023 (two different trimesters). Likewise, ‘Tourism and Hospitality Career Development’ exhibited a similar positive trajectory in SEC scores, improving from 4.4 in 2021 to 4.5 in 2022 and 4.8 in 2024. Finally, the Tutor SET scores also indicate increased student appreciation towards the courses and assessment strategies. The SET score in ‘Sustainable Tourism Management’ improved from 4.6 in 2021 and 2022, and to 4.8 in 2023. ‘Tourism and Hospitality Career Development’ exhibited a similar positive score, from 4.5 in 2021 and 4.4 in 2022, to 4.7 in 2024 remaining consistently high over the period.
Table 1 Student Performance and Course Experience
T&H Career Development Sustainable Tourism Management Sustainable Tourism Management T&H Career Development Sustainable Tourism Management Sustainable Tourism Management T&H Career Development
Year 2021 2021 2022 2022 2023 2023 2024
Number of Students 27 10 55 57 58 61 55
Mean Score 66.50 61.75 68.91 69.27 67.00 69.17 67.32
Course SEC 4.4 4.6 4.7 4.5 4.7 4.8 4.8
Tutor SET 4.5 4.6 4.6 4.4 4.8 4.6 4.7

Course	Metric	2021	2022	2023	2024	Trend
Sustainable Tourism Management	Mean Score	61.75	68.91	67.00 / 69.17	–	↑ Significant improvement
	SEC	4.6	4.7	4.7 / 4.8	–	↑ Gradual increase
	SET	4.6	4.6	4.8 / 4.6	–	↑ Slight improvement, consistently high
Tourism & Hospitality Career Development	Mean Score	66.50	69.27	–	67.32	↑ Noticeable improvement
	SEC	4.4	4.5	–	4.8	↑ Strong improvement
	SET	4.5	4.4	–	4.7	↑ Recovery and high satisfaction

In terms of student qualitative feedback regarding the course, the evaluation surveys provide insightful comments. One student remarked, “The course was designed with a focus on practical application, allowing us to apply theoretical materials and gain hands-on experience. The assignments were thoughtfully crafted to reinforce this emphasis on practical learning” (Tourism and Hospitality Career Development, 2022). Furthermore, the industry interactions offered students an opportunity to build realistic insights into potential career paths, with one student noting, “This allowed us to consider our career in tourism” (Tourism and Hospitality Career Development, 2024). Another student reflected that “this course made me deeply learn how to integrate sustainable concepts into the business model” (Sustainable Tourism Management, 2022). Reflecting on the assessment itself, one student commented, “Interviewing the stakeholders and preparing a video to present in class was an insightful experience” (Sustainable Tourism Management, 2022). A similar view was shared by another student who stated, “It provided a unique opportunity to engage directly with industry experts and translate our learnings into an engaging format” (Sustainable Tourism Management, 2023).

Instructors’ Reflections

Revitalising Classroom Engagement

Incorporating interviews with industry practitioners into student assessments significantly transformed the classroom environment, fostering a more interactive and engaging learning experience. Tina observed, “The introduction of industry interviews into student prerecords presentations and news reports marked a significant shift from passive to active learning. Students seemed more invested in their assignments, likely due to the clearer connection between their studies and potential career paths in tourism.”
Similarly, John highlighted the value of these interviews, stating, “The interviews bridged the gap between theory and practice, making the classroom discussions livelier and interactive. It was directly relevant to real-world challenges. This approach also enhanced students’ ability to critically analyse and apply their knowledge in practical settings.”
This approach, which blended academic theory with real-world industry experience, proved exceptionally valuable. It transformed the classroom into a more interactive and engaging environment, encouraging students to critically assess the relevance of their academic work to real-world scenarios within the T&H industry.

Industry Engagement

The inclusion of industry professional interviews in student assessments significantly enhanced the empirical learning aspect of the course. Tina highlighted, “Observing my students engage with professionals and apply these insights to their presentations was enlightening. Through these interviews, students gained tangible insights that directly enriched their understanding with real-world examples.” Similarly, John observed the impact of this approach on the students’ prerecorded presentations, “Students obtained material from the classroom and validated the findings in class together through the industrial stakeholders they interviewed.”
The inclusion of industry interviews was a valuable tool in facilitating empirical learning. This approach enriched the academic curriculum and better prepared students for the professional world by embodying the principles of empirical and experiential learning. It effectively transformed theoretical knowledge into practical applications, bridging classroom concepts with tangible industry insights. By engaging directly with industry stakeholders in the T&H sector, students validated their learning, deepened their understanding and applied their skills in real-world contexts.
Pathways to Career and Professional Preparedness
The integration of industry interviews into student coursework has significantly contributed to their career advancement in tourism. Tina noted, “They began to see themselves not just as learners but as emerging professionals. This realisation seemed to ignite a sense of responsibility and professionalism in their work, preparing them for the practical challenges of the tourism industry.”
Similarly, John observed that students who organised and conducted interviews gained extensive networks and insights into T&H practices, “Several students who met with stakeholders felt that the network they met had increased. These interactions with industry experts provided students with networking opportunities, potentially opening doors for their future career development.”
Engaging with industry experts provided practical insights and essential networking opportunities, fostering career development. This approach sharpened their critical thinking and problem-solving skills, which are key to success in the dynamic T&H sector. Overall, it equips students with both theoretical knowledge and practical experience, essential for their professional growth.
Enhancing Employability Competencies
The inclusion of interviews with industry professionals in coursework has significantly advanced students’ employability skills. Tina observed, “Students have honed their interview techniques, which are now more insightful and demonstrate a better grasp of professional communication. Their teamwork has also improved, featuring enhanced collaboration and more effective use of each other’s strengths.”
John highlighted the broad skill developments from assignments involving interviews with stakeholders, noting, “The interview process has boosted students’ confidence and technological skills, crucial in today’s digital era. Their presentation skills have similarly improved, reflecting increased confidence, and clearer communication.”
Additionally, John emphasised the complex preparation involved in these interviews, stating, “Organising and conducting interviews with industry requires multiple plans and preparations, such as contacting stakeholders, negotiating schedules, preparing question instruments, and analysing responses.” Tina also added, “The process of video recording and editing brought out a variety of viewpoints from the students, making each project unique. Additionally, the use of group assignments proved invaluable for developing their ability to work effectively as teams.”
This holistic approach to skill development integrates practical, technological, and interpersonal competencies, making students more adaptable and better equipped for the modern workplace. By engaging with industry professionals and managing technologically intensive tasks, students enhance their teamwork and communication skills. They also gain direct insights into the T&H industry, enriching their educational journey and aligning it with the demands of a rapidly evolving job market. This strategy prepares them for immediate professional roles and builds a foundation for sustained career success.

Discussion

There is a growing recognition of the necessity for students to engage with the industry in the T&H education field (Goh & King, 2020; Kitchen et al., 2024; Patiar et al., 2021) with various methods being explored to facilitate this connection. One approach gaining increasing attention is the incorporation of interviews with industry professionals as part of the coursework, providing students with direct exposure to real-world insights and industry expectations. However, despite the increasing significance of industry engagement, this area remains under-researched (King & Ayoo, 2020). This paper aims to address this research gap by examining the reflections of two T&H educators and reviewing assessment outcomes and course evaluations (including students’ feedback) to scrutinise the initiative of incorporating industry interviews. The findings emphasised that industry engagement is particularly effective through interviews, as they help students bridge theoretical knowledge with practical applications.
Regarding assessment outcomes, the results indicated that integrating industry interviews into courses led to a relative increase in mean scores. The results also address the research gap as outlined in the study objective, by exploring students’ perspectives and their course satisfaction rate. These improvements, particularly in mean scores suggest that student performance and engagement were enhanced following the integration of industry interviews into the curriculum. The data clearly demonstrate that the inclusion of interview activities significantly improved course quality and enhanced the overall student experience both within and beyond the classroom. In the course evaluation surveys, students consistently highlighted the practical orientation of the course, noting the emphasis on hands-on learning through well-designed assignments. These improvements can be attributed to the practical, experiential learning opportunities provided by the industry interviews, which likely fostered a deeper understanding and greater interest in the subject matter among students. These outcomes confirm the impact of authentic assessment on the development of employability skills, as previously studied by Karunanayaka and Naidu (2021). They strengthen the existing literature on the advantages of authentic assessment (e.g., Sokhanvar et al., 2021; Steriopoulos et al., 2022; Villarroel et al., 2020), which highlights its role in enhancing employability skills and career readiness through interview assessments
Incorporating interviews with industry professionals into the curriculum, informed by the ELT framework, enriches T&H education by transcending traditional classroom boundaries. Aligning with Kolb and Kolb’s (2009) four-stage of learning cycle, our findings indicate that students engaged with industry professionals, gaining firsthand insights into real-world challenges and trends from the industrial stakeholders as part of their concrete experience. Through reflective observation, they analysed key takeaways from the interviews and connected them to theoretical concepts. This process further encouraged abstract conceptualisation, where students synthesised their insights into broader industry perspectives, and active experimentation, as they considered how to apply this knowledge in professional contexts into their presentations. These findings reinforce the role of experiential learning in T&H education, highlighting the value of industry engagement in bridging academic knowledge with practical application. This study thus expands the ELT framework by providing a detailed elaboration of each stage during the implementation of authentic assessment.
Additionally, students applied the insights from the industry interviews in new, practical contexts within their coursework and future professional activities. This finding lends support to previous literature (Arcodia et al., 2021; Grimwood et al., 2015), indicating that active industry engagement significantly enhances student involvement both in the classroom and within the industry itself. Moreover, this approach has been affirmed by Lin et al. (2017) and Morellato (2014), who observed that such experiential learning opportunities foster critical thinking and the practical application of knowledge in the T&H industry context. Thus, the integration of interviews into the curriculum adheres to the principles of ELT and extends its application, proving effective in developing competencies essential for the dynamic T&H sector.
In terms of the educators’ reflections, the findings have addressed the study gap by elaborating on the instructors’ viewpoints, given the important role they play as facilitators of student-industry connections (Kitchen et al., 2024). To this end, the use of interviews as an assessment tool has provided an authentic context for learning, significantly enriching the student experience. These educators observed that engaging directly with industry professionals motivated students to incorporate industry insights into their academic discussions. Such real-world exposure has proven crucial for students in contextualising classroom theories through practical application. Educators further highlighted enhancements in students’ problem-solving and analytical skills as they navigated complex real-world data and situations during these interviews. This method effectively addressed previously unexamined learning gaps in traditional teaching approaches (Bano et al., 2019; Leviton et al., 1998).
The educators also noted that the adoption of technology to facilitate these interviews has significantly enriched the educational experience. Furthermore, regarding the uptake of Generative AI, the educators believe that this authentic assessment can help address issues with academic integrity, as students create videos of the assessments and develop ideas through direct interviews with leading practitioners. By integrating these interviews into the assessment process, students were exposed to realistic scenarios that mirrored real-world challenges. This method also facilitated the development of soft skills such as communication, critical thinking, and problem-solving, all of which are crucial for career success in any field. Finally, using various digital tools and platforms allowed students to record, analyse, and present their findings more effectively. For instance, students used CapCut and Adobe Video Editor to edit interview recordings and create professional-quality video presentations. Additionally, they adopted a reportage format, which involved presenting their findings in a structured and journalistic style. This technological integration streamlined the learning process and prepared students for a digitally-driven industry, enhancing their technical skills and proficiency in media production and professional communication – key skills critical for their future careers in T&H (Stone et al., 2017; Werner et al., 2022).
The assessment design also expanded students’ interactions with industrial stakeholders, creating additional avenues for their future career prospects. This approach aligns with the findings of Bustreo et al. (2018), emphasising the crucial correlation between students’ perceptions and the skills required by industry experts. Interviews with these stakeholders offer tourism experts valuable insights into current theoretical foundations (Ruhanen, 2006; Twyford & Dean, 2024; Zhang et al., 2021). Ultimately, this paper makes a practical contribution by highlighting how experiential learning activities can lead to genuinely practical assessments. It also promotes active student participation in the course by incorporating interviews with key industry stakeholders, thereby enhancing both the educational experience, and the relevance of the course to real-world professional environments.

Conclusion and Implications

This study substantiates the significant positive impact of integrating industry interviews into T&H education, aligning with experiential learning theory. The findings demonstrate that this approach enhances the quality of courses, enriches the student experience, and effectively bridges the gap between theory and industry application. Through this method, students developed practical skills, gained a heightened awareness of course content, and increased their technological proficiency, all while receiving constructive feedback that fosters continuous improvement. As T&H education continues to evolve, incorporating industry engagement through interviews stands out as a valuable pedagogical strategy with clear benefits for students and their career prospects in the field.
The findings of this study highlight the value of integrating interviews with industry practitioners into assessments, offering a practical framework for teaching that bridges theoretical knowledge with real-world applications. Educators can implement this approach by incorporating structured industry interviews into coursework, guiding students in designing questions, conducting interviews, and reporting findings to connect theory with practice. Further, by incorporating practitioner insights, students develop critical thinking skills and industry awareness. This assessment method also improves students’ ability to apply academic concepts to professional scenarios, cultivates their communication skills in the professional setting, and subsequently enhances their employability.
Beyond the classroom, these insights have policy implications, advocating for more experiential learning strategies in T&H curriculum design. Higher education institutions could promote industry interviews as an authentic assessment tool, ensuring curricula remain responsive to evolving industry demands. On a broader scale, this study contributes to societal impact by fostering stronger university-industry collaboration. Embedding industry engagement into curricula strengthens partnerships with industry stakeholders, potentially leading to internships and mentorship programs, ultimately contributing to workforce readiness.
This study is not without its limitations, which also suggest promising directions for future research. A primary limitation stems from the methodology used, which relies predominantly on inputs from course instructors, and their evaluation of course assessments and student engagement. However, it does not directly capture how students engaged with the assessment or the industry’s perceptions of the assessment. Therefore, future empirical research should employ a more holistic design to gather insights from students, educators, and industry. Additionally, future research could assess the practical learning outcomes of these courses, examining the broader application of experiential learning methods in educational practice, and conducting longitudinal studies to gain a deeper understanding of these educational interventions.
Another limitation concerns the context in which the benchmark course was offered in 2021 during the COVID-19 pandemic. This period imposed significant restrictions on students’ ability to conduct face-to-face interviews with industry professionals. Future studies should replicate this study under similar conditions to verify and expand upon the findings. Finally, the current research primarily explored reflections during the assessment phase. Therefore, the future research agenda should aim to identify the challenges, opportunities, and reflections both prior to and following the implementation of the assessment.

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