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Preparing tourism, hospitality and events graduates to be industry ready: extending the three-factor model of authentic learning.

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Title: Preparing tourism, hospitality and events graduates to be industry ready: extending the three-factor model of authentic learning.
Authors: Kitchen, Eliza (AUTHOR), Goh, Edmund (AUTHOR), Steriopoulos, Effie (AUTHOR), Harkison, Tracy (AUTHOR), Drake, Colin (AUTHOR), Robertson, Martin (AUTHOR), Losekoot, Erwin (AUTHOR), Waterston, Lynn (AUTHOR)
Source: Studies in Higher Education. Nov2025, Vol. 50 Issue 11, p2448-2466. 19p.
Subjects: Authentic learning, Higher education, Collaborative learning, Student engagement, Employability, Curriculum planning
Abstract: Authentic learning is a critical pedagogy and curriculum requirement in higher education to better prepare students for future workforce requirements. As such, educators adopt a range of authentic learning tasks such as work-integrated learning, industry reports, and field trips to enable student engagement in current industry issues. Although such actions are practical and have valuable impact on students, there has been little effort to narrow the theoretical gap. The present study addresses this by extending the authentic learning three-factor model (construction of knowledge, disciplined inquiry, and value beyond school) to evaluate the perceptions of educators in THE higher education towards their understanding and embeddedness of authentic elements in their teaching curriculum to better prepare industry-ready graduates. In-depth interviews were conducted with higher education THE academics (n = 21) in Australia, New Zealand, The Netherlands, and Scotland. Thematic analysis using NVivo revealed seven key themes within the authentic learning three-factor model: knowledge co-creation and scaffolding, customising knowledge and experiences, student engagement, educator capability, industry readiness, real-world problems, and meaningful connections. The proposed seven standards necessitate a paradigm shift in curriculum design, syllabus structuring, and student assessment within THE institutions. Emphasising industry-readiness as a core objective, educators must align their teaching approaches with the theoretical findings of this research to better prepare students for real-world challenges. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Preparing tourism, hospitality and events graduates to be industry ready: extending the three-factor model of authentic learning.
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Nov2025, Vol. 50 Issue 11, p2448-2466. 19p.
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  Data: Authentic learning is a critical pedagogy and curriculum requirement in higher education to better prepare students for future workforce requirements. As such, educators adopt a range of authentic learning tasks such as work-integrated learning, industry reports, and field trips to enable student engagement in current industry issues. Although such actions are practical and have valuable impact on students, there has been little effort to narrow the theoretical gap. The present study addresses this by extending the authentic learning three-factor model (construction of knowledge, disciplined inquiry, and value beyond school) to evaluate the perceptions of educators in THE higher education towards their understanding and embeddedness of authentic elements in their teaching curriculum to better prepare industry-ready graduates. In-depth interviews were conducted with higher education THE academics (n = 21) in Australia, New Zealand, The Netherlands, and Scotland. Thematic analysis using NVivo revealed seven key themes within the authentic learning three-factor model: knowledge co-creation and scaffolding, customising knowledge and experiences, student engagement, educator capability, industry readiness, real-world problems, and meaningful connections. The proposed seven standards necessitate a paradigm shift in curriculum design, syllabus structuring, and student assessment within THE institutions. Emphasising industry-readiness as a core objective, educators must align their teaching approaches with the theoretical findings of this research to better prepare students for real-world challenges. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2025
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