Benchmarking an undergraduate convention curriculum: An analysis of convention industry growth and human resource needs

Kelly Virginia Phelan, Purdue University

Abstract

The convention and event segment represents a major part of the hospitality industry in the United States. MICE services currently account for an annual economic impact of more than $122 billion (Meetings & Conventions, 2006), making it the 29th largest contributor to gross national product (Power, 2005). In addition to the spending power associated with this sector, conventions and events employ over 1.7 million full time workers annually. Despite this, the MICE industry suffers from a lack of qualified professionals. In order to alleviate this labor shortage, hospitality undergraduate students must be properly trained and prepared to enter management positions upon graduation. Unfortunately, limited information exists regarding how well prepared students are for the workforce. This current study was designed to fill this gap in the literature. The objective of this research was threefold: (1) conduct an analysis of convention industry human resource needs, (2) determine current MICE course offerings in undergraduate hospitality management programs, and (3) develop and test a Convention Career Readiness Model. Based on findings from these studies, a benchmarked convention curriculum guide was created. This research followed a four step process. The initial study was designed to state the knowledge, skills, and abilities (KSAs) necessary for individuals to be successful in MICE management positions. Qualitative surveys were distributed to convention industry professionals and faculty members. Results yielded a five pillar competency model of human resource needs: planning skills, professionalism, leadership qualities, personality traits, and self management. A Kruskal-Wallis Analysis by Ranks test was conducted to determine whether any of the categories were statistically significant. Though none of the variables within the categories were significant at the 0.05 level, two categories; professionalism and personality traits were significant at the 0.15 level. The emphasis placed on these qualities above others which emerged in the research is logical, particularly considering the importance placed upon personal relationships within the MICE segment. Step two involved an assessment of current convention course offerings. A content analysis of course syllabi was conducted to determine the learning objectives, teaching methods, assessment techniques, topics of instruction, and textbooks used in MICE classes. Course syllabi were classified into six categories: General MICE Industry, Conventions and Meetings, Event Management, Catering/Banquets, Tradeshow Operations and Group Sales. Each category was further analyzed using CATPAC software and Kruskal-Wallis nonparametric statistics. Results demonstrated a statistically significant difference between courses characterized as General MICE Industry, Convention and Meeting Planning, and Event Management courses. The third step was concerned with determining students' mastery of important convention, hospitality, and business skill sets. A Convention Career Readiness Model (CCRM) was developed using extant literature and findings from steps one and two. The CCRM was tested using an online quantitative survey distributed to students currently enrolled in MICE courses in 28 hospitality programs throughout the United States. Confirmatory factor analysis was performed using Analysis of Moment Structures (AMOS) 4.0. Results demonstrated students possessed significant convention industry knowledge with regard to management positions and industry standards. This was evidenced by the factor loading of 0.98 on the Convention Management construct and 0.99 on the Industry Standards construct. Factor loadings on the Hospitality Foundations (0.62), Business Foundations (0.64), Convention Stakeholders (0.70) and Convention Industry Components (0.82) suggested students were less proficient in these areas, thus indicating a need for more rigorous instruction in these subjects. Based upon the results obtained in the articles produced in steps one, two, and three, a Convention Curriculum Guide was produced. The Curriculum Guide reflected those competencies and skill sets which emerged from the research conducted in the previous three steps. The Guide itself presented an overview of various topics, along with objectives and suggestions for execution and assessment of the curriculum. The Guide proposed business and hospitality foundations as supporting framework for a comprehensive MICE curriculum. The Convention Industry Curriculum proposed seven areas of expertise: base knowledge, best practices, stakeholders, processes, practical experience, innovation and specialization. This study is important as limited information is available regarding how to best prepare students for careers in the MICE industry. Additionally, there is no standardized framework for educating convention undergraduates. This research suggests one potential model for instruction and evaluation. By understanding the human resource needs of the MICE industry and subsequently designing curriculum to meet these needs, students may be better prepared for entry into the workforce. In turn, this improved preparation may ease the current labor shortage felt by the convention and event sector.

Degree

Ph.D.

Advisors

Kavanaugh, Purdue University.

Subject Area

Management|Business education|Higher education

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