By Dr. Pratik Ghosh, Head of the Department , Dr. Ambedkar Institute of Hotel Management Catering & Nutrition, Chandigarh,
In the dynamic world of higher education, particularly in hospitality management, faculty members stand as the core asset tasked with delivering knowledge, conducting research, and fostering professional growth among students. These educators not only impart essential skills and knowledge but also embody the values and ethos of the institution they serve. However, a significant void exists in understanding how faculty members perceive their work environment and the quality of service provided by their institutions, especially in the field of hospitality education. This article delves into the critical role of faculty as internal stakeholders in hospitality institutes, exploring their perceptions of service quality, their satisfaction levels, and how these factors influence their behavioural intentions, particularly their decision to stay within the institution.
Faculty as Internal Customers in Higher Education
In the hospitality education sector, faculty members play a pivotal role in ensuring that students receive a high-quality education, which ultimately satisfies the expectations of other stakeholders such as industry recruiters and employers. Faculty satisfaction, therefore, is crucial for the overall success of the institution, as it directly impacts the quality of education delivered and the institution’s reputation. Faculty as a significant yet often overlooked stakeholder in hospitality education. Drawing from studies on internal marketing, particularly the service-profit chain, faculty members are regarded as internal customers whose satisfaction and service value perceptions influence their commitment and retention in higher education institutions (HEIs).
By adopting this perspective, we performed a study to uncover how faculty perceive the service quality of their institutes, how their sacrifices—both monetary and nonmonetary—affect their perception of service value, and how these factors ultimately influence their behaviouralintentions at the workplace. The details of the study and their implications is provided in the following section.
Key Dimensions of Service Quality in Hospitality Education
Service quality, as perceived by faculty members, encompasses several key dimensions, including tangibles (infrastructure and facilities), competence, attitude, delivery, and reliability. The study found that all these dimensions significantly impacted faculty members’ overall perception of service quality. This finding is particularly important for administrators of hospitality institutes, as it emphasizes the need for creating a conducive working environment that supports the professional and personal development of faculty members.
For instance, ensuring that faculty members have access to state-of-the-art facilities, adequate resources, and a supportive administrative structure can significantly enhance their perception of the institution’s service quality. Moreover, providing opportunities for continuous professional development and fostering a culture of collaboration and innovation can further improve faculty satisfaction and, by extension, their commitment to the institution.
The Role of Sacrifice in Faculty Perceptions of Service Value
An interesting aspect of the study was the exploration of the concept of “sacrifice” and its impact on faculty members’ perception of service value. Sacrifice, in this context, refers to both monetary and nonmonetary costs that faculty members incur in pursuing and sustaining their academic careers. Monetary sacrifices include opportunity costs, such as forgoing other career options, while nonmonetary sacrifices encompass the time and effort devoted to their profession.
Contrary to the commonly held belief that sacrifice negatively affects service value, the study revealed that faculty members in hospitality management institutes viewed their sacrifices as a source of pride. This finding aligns with the notion of intrinsic motivation, where faculty members derive satisfaction from their work and the recognition that comes with being part of a prestigious institution. In fact, nonmonetary sacrifices, such as time and effort, had a more significant positive impact on service value than monetary sacrifices. Faculty members recognized that their contributions to the institution were valued, which in turn enhanced their overall service value perceptions.
This insight challenges the traditional view of sacrifice in service value models and highlights the need for HEIs to focus on supporting faculty members’ intrinsic motivation. By providing challenging and meaningful tasks, such as engaging in research, mentoring students, and collaborating with industry, institutions can help faculty members realize the full value of their work, thereby fostering a positive work environment.
Satisfaction as the Key Predictor of BehaviouralIntentions
One of the most significant findings of the study was the role of satisfaction as the primary predictor of faculty behaviouralintentions. Satisfaction, in this context, refers to the faculty members’ overall contentment with their work environment, career choices, and the support they receive from the institution. The study found that satisfaction had a direct and significant impact on faculty members’ intention to stay at the institution, share positive experiences with others, and remain committed to their roles.
Interestingly, while service quality and service value were important factors in shaping faculty perceptions, they did not have a direct effect on behavioural intentions. Instead, their influence was mediated through satisfaction. This suggests that even if an institution provides excellent service quality, it must also ensure that faculty members feel satisfied with their work environment to foster positive behavioural intentions.
For administrators, this finding underscores the importance of focusing on faculty satisfaction as a key driver of retention and loyalty. By addressing both the extrinsic and intrinsic needs of faculty members, such as providing competitive salaries, professional development opportunities, and a supportive work culture, HEIs can create an environment that not only attracts but also retains talented faculty members.
The Need for a Superior Value Proposition in Hospitality Education
Despite the positive relationship between sacrifice and service value, the study found that the service value perceived by faculty members was not strong enough to directly influence their satisfaction or behavioural intentions. This suggests that while faculty members may appreciate the value of their work, there is still room for improvement in terms of the overall value proposition offered by hospitality institutes.
To bridge this gap, the study recommends that HEIs, particularly institutes of hotel management (IHMs), focus on creating a superior value proposition for faculty members. This could involve offering higher monetary and nonmonetary incentives, such as increased salaries, research grants, sabbatical opportunities, and career advancement prospects. Additionally, institutions should strive to enhance the service value by aligning faculty members’ roles with their passions and strengths, thereby maximizing their time and effort.
By doing so, IHMs can ensure that the perceived gap between service quality and sacrifice is significant enough to drive positive behavioural intentions, such as increased retention, loyalty, and the sharing of positive experiences about the institution.
Implications for Policymaking and Institutional Development
The findings of this study have important implications for both institutional administrators and policymakers. In the context of India’s National Education Policy (NEP) 2020, which aims to provide affordable and quality education while preparing universities to generate employment and entrepreneurship, faculty members play a critical role in the successful implementation of these reforms. The NEP 2020 recognizes faculty as key stakeholders in the education system and emphasizes the need for institutions to support their professional growth and satisfaction.
Given the significant role that faculty satisfaction plays in influencing behavioural intentions, institutions must prioritize faculty development as part of their strategic initiatives. This includes not only improving service quality but also ensuring that faculty members feel valued and supported in their roles. By doing so, institutions can enhance their reputation, attract talented faculty and students, and build long-lasting relationships with industry partners and donors.
Conclusion
Faculty members are the backbone of hospitality education, and their satisfaction is crucial to the success of higher education institutions. As internal customers, they deserve the same attention and care as external stakeholders, such as students and industry recruiters. This study highlights the importance of understanding faculty perceptions of service quality, their satisfaction levels, and the role of sacrifice in shaping their service value perceptions. By focusing on enhancing both the extrinsic and intrinsic factors that contribute to faculty satisfaction, administrators of hospitality institutes can foster a positive work environment that encourages retention, loyalty, and the sharing of positive experiences. Ultimately, satisfied faculty members will not only contribute to the success of the institution but also play a key role in shaping the future of hospitality education in India and beyond.
(Ref: Ghosh, P., Jhamb, D., & Yu, L. (2022). Faculty behavioral intentions in hospitality education: Effect of service quality, service value, sacrifice, and satisfaction. Journal of Hospitality & Tourism Education.https://doi.org/10.1080/10963758.2022.2034121
