Enhancing industry-ready competence and skills through design thinking integration: evidence from a CLIL-based hospitality course

Abstract

Purpose

The purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods.

Design/methodology/approach

A quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter.

Findings

Findings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking.

Originality/value

This paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course.

Citation

Wang, M.-j.S., Munoz, K.E. and Tham, A. (2022), "Enhancing industry-ready competence and skills through design thinking integration: evidence from a CLIL-based hospitality course", Consumer Behavior in Tourism and Hospitality, Vol. 17 No. 3, pp. 326-337. https://doi.org/10.1108/CBTH-09-2021-0211