การพัฒนารูปแบบการจัดการศึกษาการโรงแรมเชิงบูรณาการ:  มุมมองคณาจารย์ต่อความเป็นไปได้และความท้าทาย

Jenasama Srihirun; Rotsukhon  Songkhong; Sornsiri  Rawirojworakul; Porpim  Tantiatimongkol; Supreeya  Suebsuntorn

doi:10.60101/jla.2025.6.2.8755

Authors

Jenasama Srihirun Hotel Management Department, Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi https://orcid.org/0009-0000-0284-4651
Rotsukhon Songkhong Department of Western Languages, Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi
Sornsiri Rawirojworakul Hotel Management Department, Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi
Porpim Tantiatimongkol Hotel Management Department, Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi
Supreeya Suebsuntorn Hotel Management Department, Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi

DOI:

https://doi.org/10.60101/jla.2025.6.2.8755

Keywords:

integrated hotel management education, hotel competencies, CWIE, OBE

Abstract

This research aimed to develop an educational management model and evaluate faculty members' perspectives on the integration of Hotel Competencies, Cooperative and Work-Integrated Education (CWIE), and Outcome-Based Education (OBE). A mixed-methods research design was employed, combining a survey of 384 faculty members with qualitative content analysis. Quantitative results revealed that the alignment of the three concepts had a statistically significant positive effect on the feasibility of the proposed educational management model (p < 0.001), accounting for 81.4% of its overall effectiveness (R² = 0.814). The developed model demonstrated a "very high" level of implementation feasibility across all dimensions: input, process, output, and outcome. Notably, the process dimension, particularly the co-design of curricula with industry partners and mentorship mechanisms, received a particularly high mean score (4.55). Qualitative findings indicated that the most critical success factor was the development of students' skills and competencies, especially in ethics, morals, and language proficiency. The main challenge was establishing and sustaining long-term partnerships with industry stakeholders (29.20%), followed by designing curricula that adequately responds to industry demands (23.30%). The study culminated in the synthesis of a new conceptual framework: “The Dynamic Synergy Model for Modern Hotelier Competencies.” This model posits that a foundational belief in the philosophy underpinning the synergistic integration of OBE, CWIE, and Hotel Competencies serves as the primary driver influencing acceptance and feasibility of the integrated hotel education model. This belief fuels two key operational pillars—Deep Industry Partnership and Responsive Curriculum—aimed at producing Work-Ready Graduates. The success of these graduates subsequently reinforces the underlying belief, creating a continuous cycle of dynamic educational development.

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