Support
Systems
for
international
Hospitality Management students
A comparative analysis
Yukari Iguchi
University of Derby, Buxton, UK.
Kathryn Scott
Swiss Hotel Management School, Leysin, Switzerland
Gaurav Chawla
Swiss Hotel Management School, Leysin, Switzerland.
Mikaela Balder
University of Derby, Buxton, UK.
Abstract
Purpose: The purpose of this paper is to study the student support systems offered
to international hospitality management students at two Higher Education institutes.
Although the content of the course is invariably similar, other factors have been
tailored to the needs of individual institutes. The research aims to identify what part
these support mechanisms play in the overall student experience and achievement of
superior academic performance.
Design / Methodology / Approach: The article reviews current literature on student
support systems in Higher Education institutions across Europe. Primary data was
collected from the students both at University of Derby’s Buxton campus and SHMS,
Leysin through focus groups.
Additionally, academics at both the participating
institutes were interviewed to gain a deeper insight into student support systems put in
place at both these institutes. The data was analysed and presented qualitatively……
Findings:
Research findings are based on………..
Research Limitations: …………………
Practical Implications:
Originality / Value: Extensive research has been conducted about student support
services in many areas such as nursing and distance education. However, no such
literature exists for undergraduate international hospitality management students. It is
evident that the key generating areas for such courses are swiftly changing with
emerging economies, and it is of profound interest to the authors to research what
support systems these students require to excel in academic performance.
The research is of value for University of Derby and SHMS, Leysin, who will greatly
benefit from a greater understanding of student’s needs of support mechanisms. This
paper may also benefit other academic institutions across Europe, looking to attract
increasingly international cohort of students.
Key Words: Student support, non-academic support systems, online support, peerto-peer support.
Paper Type: Research paper
Introduction:
We are living in an increasingly globalised world, which is highlighted by increased
mobility of goods, people and other resources. People are travelling much further
and wider not only for business and leisure, but also for educational purposes. The
latter is most evident in the UK, as the economy receives £4 bn per annum from
international students in what is largely seen as ‘an excellent British export industry’
(Guardian, 2011) . The UK received 368, 970 non-EU HE students in academic year
2008/9 (UKCISA, 2011). It is interesting to note that the number of international
students to the UK has doubled in the last decade.
For the purpose of this research, we identify international students as non-British (for
University of Derby) and non-Swiss national (for SHMS, Leysin). All nationals from
other EU countries will be considered international for the purpose of the research.
Student support is a critical element of student learning and is a part of the overall
student ‘experience’. The support systems are not only important from an academic
achievement point of view, but also to build student confidence, create social bonds
and offer assistance and guidance at personal, professional and academic front. The
support mechanism assumes heightened importance in case of international students
who are bound to feel anxiety and stress related to unfamiliar culture, learning
methods and foreign way of life in general. The support mechanism may include
academic support (such as tutoring, feedback provision, mentoring) and non-academic
(online resources, library, peer support, team building, student induction/orientation
programmes to name a few). Our research is focused on the latter as the authors
strongly believe that non academic support systems play a very important part in
academic performance and in overall student experience through the duration of the
course.
University of Derby, Buxton Campus (Hospitality Management undergraduate
programme)
Swiss Hotel Mangement School, Leysin, Switzerland
What is student support system?

Student support is seen as a key element in optimizing learning experiences of
students, and its importance has been widely discussed in contemporary
literature.

The aim of learning support is to ‘ensure that the students derive maximum
learning from their course’ Earwaker(1992, p 11)

Student support is needed to help students achieve learning goals and
objectives successfully (Curley and Strage, 1996)

Student support was once seen as an add-on to pre designed courses, but it has
since been recognized and integrated into the course design itself (Thorpe,
2002)

Providing easy access to support systems is as important as planning the
support systems itself (Lee et al, 2011)

Support services may range from advice on study skills,
career choice,
accommodation, part-time employment, inter personal development, medical
matters, scholarships and financial matters among other things.

Choudhry et al (2008) argue that these services exist to address student needs
and to assist in problem solving, allowing students to focus more on their
studies.

Simpson (2000) defined student support services as all activities beyond the
production and delivery of course materials that assist in the progress of
students in their studies.

Garrison (1989) holds conventional views about student support and observes
that ‘teachers form the most important form of support in an educational
transaction’.

Tait (2000) divides the primary function of student support services into three
categories. These are cognitive (developing and supporting learning through
mediation of the standard and uniform elements of course materials); affective
(developing the environment which supports students, creates commitment to
learning)
and
systematic
(establishing
administrative
processes
and
information management systems which are effective, transparent and student
friendly)

Quality of student support has become a significant component to determine
the effectiveness of a course (Küçük, Genç-Kumtepe and Taski, 2010)

Appropriate support strategies to meet student’s needs and learning styles are
likely to enhance student learning experience (Wheeler, 2006; Rovai and
Downey, 2010)

Academic support systems in most academic institutions include tutoring,
counseling and academic advising

Non academic support systems will include
induction / orientation
programmes, peer support, team building exercises, mentoring, online
resources, internship office (part time work during term time and full time
work placements), International office (advice on visas, work permits etc.)

Arguably, non academic support system as important as academic one for
enhancing quality of student experience. It could also be argued that support
systems take on a new dimension in the context of international students,
trying to cope with new set of rules, culture, teaching and learning methods,
language.

Gap identified in the literature as the idea of non academic support in modern
universities has not been fully exploited. Hence, the focus of present study.
Peer Support systems

Peer Support (Lee et al, 2011): Peer-to-peer learning, encouraging social
interaction, develop a sense of learning community. Muilenburg and Berge
(2005) through their factor analysis study concluded that students strongly felt
that improving interaction among students made the course more effective and
enjoyable.

Peer support may take the form of group projects, group discussions, peer
mentoring or forming a study group. Goldschmidt and Goldschmidt (1976)
through their research in HE concluded that peer teaching strategy might
benefit the student teacher and student learner.

Aston and Molassiotis (2003) researched the peer-support system and found
that students found this as enhancing motivation to learn and curbing internal
anxieties.

The main thrust of peer-to-peer learning seems to be creating shared
educational spaces for university students that can be either physical or virtual
in character, among other activities, can engage in communication with each
other; discuss course related issues; help each other in order to deepen their
understandings; and facilitate learning process (Scott et al, 2009)
Customised support?

All learners are different and hence the same type of support may not be
suitable for all types of learners (Lee et al, 2011)
Social Media as support system

Scearce et al (2010) emphasise the use of social media on learning as it offers
significant advantages such as weaving community, accelerating information
sharing, including diverse perspectives,
and stimulating collaborative
knowledge building

Greenhow and Robelia (2009) further support this line of thought through
their seminal research among US based high school students. They propound
that students use social networking sites to receive appreciation and validation
for their creative work through feedback received on their profile pages. It was
also observed that social media was used to obtain peer/alumni support and to
obtain assistance with study related tasks.
Mentorship

Importance of mentorship has been highlighted in many academic researches,
and there exists ample empirical evidence that it can enhance the student
learning experience. In particular, guiding and assisting have been seen as key
roles of the ‘mentor’ (Chow and Suen 2001; Gidman et al, 2011)
Library support

In terms of library support, research evidenced that students appreciated faceto-face interaction with the librarian, as it develops the most positive and
effective relationship
(Connaway et al, 2007) . Students also cited the
trustworthiness,
knowledge and friendliness of the librarian as important
factors.
Internet as a support tool

Internet can facilitate improved interaction between students (Peters, 1998;
Palloff and Pratt, 1999, p 9)
What does Gen Y value?

Deloitte and Touche
Audit and Consulting Firm in the US found that
Millennials value information and support available online, as it is 24/7 and
almost immediately.

Eng and Gardner (2005) study the expectations and characteristics of
Generation Y . The find the following four attributes of this generation: They
have great expectations, they expect customization, they are technology
veterans and they utilize new communication modes.
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