Exploring critical conceptual space in hospitality higher education

Abstract

This article employs criticality, a concept that embodies various intellectual values, to evaluate the forms and degree of criticality currently manifested in hospitality higher education. Criticality is discussed in relation to the academic well-being of hospitality as an academic subject. Semi-structured interviews were conducted with 55 academics working in nine universities in the United Kingdom, capturing how they interpret criticality in relation to teaching hospitality courses and conducting hospitality research. The study revealed that conceptualizations of criticality in relation to the academic subject of hospitality largely occupy an uncritical conceptual space. Hospitality is restrictively understood with its commercial manifestations, namely ‘the hotel industry’, with alternative understandings of hospitality and hospitality offerings largely missing. The primary purpose of teaching criticality is perceived as an essential competency crucial for graduate employability. Critical research is perceived as studies that are relevant and applicable to ‘the hotel industry’. The conceptualizations of criticality revealed an unwelcoming academic community, whereby a dismissive attitude was expressed towards alternative approaches to the study of hospitality. With the prevalent neo-liberal influences on higher education, an uncritical conceptual space of hospitality raises serious concerns regarding the future development of hospitality as an academic subject in higher education.