Problem-Based Learning (PBL) and Employability Skills Development in the Hospitality Sector

Introduction

Hospitality industry graduate nowadays are required to have specific competencies, problem solving skills, critical thinking, creativity, analytical and ICT skills, and the ability to cope with ever changing business environment (Dawson & Titz, 2012). There is a serious concern about their job readiness and being equipped with the relevant skills to meet the industry requirements (deBoer & Otting,2011). It is for the education providers to make sure that the students know how to become better problem solvers, how to separate relevant from irrelevant information, and how to be innovative (Gustin, 2001) to support them and prepare to succeed in the competitive environment. Even though the importance of lecture-based approach cannot be undermined in transferring the knowledge but the need of the hour is adopting more student-centred approach and the Instructional methods must allow the activation of prior knowledge to gain new knowledge. A small-group discussion based on a specific situation or an opportunity to learn within a specific context can help developing effective problem-solving skills.

Mostly student have a very short retention span for the traditional lectures. Hence more interest is being shown by the practioners and businesses to orient the students in such a way that they become independent learners and problem solvers rather than passive learners. More focus is sought towards critical reflection, debate, individual and cooperative learning, critical inquiry and independent thinking. These competences provide students with the critical thinking (DeBoer & Otting, 2011).

Dredge and Bosman (2015) are of the opinion that modern universities need not only to adopt interdisciplinary approach but also close the artificial gap between classroom and fieldwork, enabling students to venture in to the field and learn by doing whereby they engage in, and enhance, their learning experience and acquire new competencies, capacities and skills to communicate and act accordingly.

The ever-growing demand for skills and competencies today is due to the changing shift to a knowledge economy and need for highly skilled employees to meet current and future challenges by strengthening future employees critical thinking skills through interactive processes (Sheldon & Fesenmaier, 2015).

Knight and Yorke (2006) provided the USEM employability model which focuses on four interrelated components: understanding, skills, efficacy, and metacognition. The acronym USEM is for understanding, skills, efficacy, and metacognition. This model is based on the understanding that the students develop their knowledge through an experiential approach, which allows the student to analyze, test to enhance their learning.

Background

According to Strobel & van Barneveld (2009), Problem based learning (PBL) engage learners through peer group discussions and sharing experiences. Here the knowledge construction happens through formal/informal discussions and negotiations between the participants and facilitators using innovative ideas and previous experiences. This approach offers ample of opportunities to the learners to act as co-constructors of knowledge through active engagement (Beers, 2005). It provides exciting choice and keeps students motivated to be attentive and get involved in module content rather than simply listening to the lectures (Lorenzen, 2001). It is based on long term retention and application of the knowledge (Dolmans et al.,2005). Here the learners are knowledge seekers and co-creators who are always eager for new and relevant experiences through social interaction(Derry,1996).