The development of accreditation standards for faculty in four- year hospitality management education programs
The problem for this study was to identify standards desirable for faculty when four-year hospitality management education programs are accredited. A modified Delphi technique was used to determine standards and reach agreement among a panel of hospitality professionals concerning desirable standards to be used to evaluate faculty during the self-study section of the specialized accreditation process. Nine faculty qualifications identified in the literature as being common to the self-study section of specialized accreditation constituted the framework of the study. These qualifications included academic preparation, scholarly productivity, applied professional experience, involvement in professional associations, competency in area of specialization, teaching effectiveness, interest in curricular experimentation, ability to work with students, and public service.
A professional panel consisting of 15 hospitality management education administrators/faculty and 12 hospitality management industry representatives developed standards for each of the above qualifications. The panel rated the desirability of the standards using a Likert-type scale (4=very desirable, 3=desirable, 2=undesirable, l=very undesirable). All standards receiving a total of two-thirds of the responding panel members' votes in the very desirable and desirable categories were included in a proposed accreditation model of faculty standards. Unexpectedly, the panel questioned the inclusion of the qualification of public service and agreed to omit the evaluation of faculty on this qualification during specialized accreditation.
It was recommended that eight of the qualifications and their corresponding standards be used by The Council on Hotel Restaurant and Institutional Education (CHRIE) to form criteria necessary for the self-study section of specialized accreditation. It was also recommended that the developed standards be used by hospitality management faculty as a means of self-evaluation. Finally, it was recommended that hospitality management education administrators use the standards as (a) guidelines when hiring and evaluating faculty and (b) a means for assessing faculty needs prior to faculty development programs.