Current Convention Course Offerings at the Top 25 Ranked Hospitality Management Undergraduate Programs: An Analysis of Objectives, Instructional Delivery, and Assessment Methods

Abstract

In an effort to keep abreast of convention industry demands for a more qualified workforce, some hospitality and tourism undergraduate programs have implemented courses to prepare students for employment in the business. However, limited information exists regarding the content and quality of these programs and whether they are designed to adequately meet the needs of the industry. This current study evaluates the convention course offerings at the top 25 ranked hospitality and tourism undergraduate schools (Brizek & Khan, 2002). Course objectives, assessment and teaching methods, topics of instruction, and textbooks were analyzed using nonparametric statistics and CATPAC software to determine the similarities and differences among the various course offerings. Results revealed statistically significant differences among courses characterized as General MICE (Meetings, Incentive Travel, Conventions, Events) Industry, Convention and Meeting Planning, and Event Management. Limitations and suggestions for future research in convention education are provided

KEYWORDS:

• MICE education
• convention management
• event management
• curriculum assessment
• Bloom's Taxonomy

INTRODUCTION

The globalization of many corporations, the emphasis upon human interaction in a technologically advanced age, and the value placed on continuing education have resulted in the expansion of the convention and event market in recent decades. Conventions and events contribute over $122 billion annually in direct spending to the U.S. economy (“2006 meetings,” 2006). Paralleling this growth is the development of convention education programs and curricula aimed at preparing graduates for managerial-level employment in the industry. The economic impact of the convention segment lends credence to the need to educate future managers to fulfill positions in this field. The need for continued training of future convention managers has been recognized by hospitality educators, resulting in universities now offering baccalaureate and graduate-level courses to fill this niche. Many postsecondary academic institutions are now involved in a “race” to develop courses in this area in an effort to meet the demand of employers as well as students with aspirations to enter full-time MICE positions upon graduation. However, little research exists regarding the effectiveness of the instruction being offered by these programs. Further, no current study details what hospitality educators have identified as systematic standards, core learning goals, and appropriate adult education learning theories necessary for instruction in convention education. Likewise, do current convention course offerings reflect the directives of mainstream educator buzzwords such as “transformative learning,” “critical thinking,” “collaborative learning,” and “experiential learning”? These topics would seem highly applicable to convention education by their very nature, but no study currently sheds light on the inclusion of these methods of instruction in the MICE (Meetings, Incentive Travel, Conventions, Events) field. In an effort to bridge this gap in the literature, this study investigated the course content, instructional design, and learning objectives of convention-oriented classes offered at top institutions of hospitality higher education. By determining current MICE course offerings, a deeper understanding of this academic field of study and potential areas of improvement may be identified and further explained.

Study Background

While the convention segment is primarily viewed as a business-oriented field, it is actually part of the much larger MICE industry, or the meetings, incentive travel, convention, and events industry. While these components are often viewed as interchangeable concepts, a distinct difference does exist. A meeting is defined as “an event where the primary activity of the attendees is to attend education sessions, participate in meetings/discussions, socialize, or attend other organized events” (Convention Industry Council, 2005). Conventions include meetings; however, in many cases there is also an exhibition element in which a company or an organization representative displays products, services, or information about their affiliation (Convention Industry Council, 2005). Unlike conventions, meetings, and exhibitions, which are often more business oriented, events may be planned for the general public or a special interest. An event is used to describe any function that brings people together for a specific purpose, which may include, but is not limited to, a sports tournament, festival, or concert (Getz, 1997). Incentive travel is also an important element of the MICE industry, though it typically receives less attention because it represents a smaller percentage of the total MICE market. Corporations offer incentive travel trips to top-performing employees as a reward for fulfilling strategic goals and to stimulate continued productivity (Astroff & Abbey, 2006).

Currently, there are more than 200 hospitality and tourism programs worldwide offering MICE courses, of which 67 are located in the United States (Goldblatt, 2002). Most hospitality and tourism programs offer only a limited number of convention and event management courses, while a select few offer a separate MICE major with 16 or more related courses (University of Central Florida, 2007; University of Nevada–Las Vegas, 2008).

Course instruction involves three interrelated elements: determining learning objectives, actual instruction through classroom activities and homework assignments, and the evaluation of learning (Lindvall & Nitko, 1975). The first step in course development is the articulation of course objectives. Course objectives provide goals for students, which state specifically what information and knowledge should be learned throughout the semester (McKeachie, 1999). Objectives are of utmost importance, providing instructors and students with guidelines regarding necessary accomplishments and explicit information regarding expected performance, ultimately facilitating student self-directed learning. Using course objectives as a guiding framework, professors are able to select appropriate topics of instruction, textbooks, and teaching and assessment methods (Gow, 1976; Monetti, Hummel, & Huitt, 2006).

For the past 50 years, Bloom's Taxonomy of Educational Objectives has served as a guide for educators in developing classroom curricula (Bloom, 1956) and is frequently utilized by instructors when formulating course objectives (Gronlund, 2004; Howard, Carver, & Lane, 1996; Lister, 2001). The cognitive domain of Bloom's Taxonomy of Educational Objectives is designed around six learning levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. These learning levels are briefly described in Table 1.

TABLE 1 Learning Levels of Bloom's Taxonomy

Learning level	Description
Knowledge	Recollection of basic facts and concepts.
Comprehension	Demonstration of facts by organizing, interpreting, and comparing ideas.
Application	Applying learned information to new situations.
Analysis	Determination of cause and effect, making inferences and identifying evidence to support generalizations.
Synthesis	Compiling information to propose new solutions.
Evaluation	Make judgments and defend opinions.

In hospitality and tourism education, many course objectives initially focus on attainment of basic knowledge and progress up Bloom's Taxonomy over time. Introductory classes, which are designed to provide an overview of many aspects of a field, may concentrate solely on the lower levels of Bloom's Taxonomy as it is expected that students will take more in-depth courses at a later time. For example, freshman tourism classes typically provide a broad overview of the industry, leaving it up to the discretion of students to pursue more focused study in subsequent future courses. By contrast, advanced courses, such as a Feasibility Practicum, that require prerequisites often skip introductory taxonomy levels as students are expected to have prior knowledge of the subject. Course objectives directly influence and in many cases dictate instructional design and assessment methods employed by professors.

Once learning objectives are established, specific topics of instruction are chosen. In some academic areas, topics of instruction may be dictated according to predetermined criteria. For instance, accountants take the Certified Public Accountant examination and lawyers must pass the bar, meaning courses and the topics addressed are relatively uniform (Sincoff & Owen, 2004). However, there is no standardized certification industry-wide for the MICE profession, which may cause the determination of course content to be particularly challenging. In those hospitality and tourism programs that offer only one MICE course, it may be difficult for professors to determine specifically which areas to address, as it is impossible to cover all aspects of the industry in a single semester. Program administrators and faculty members often turn to literature to guide curricular decisions (Chen & Groves, 1999; Dale & Robinson, 2001; Johns & Teare, 1995), but in the case of MICE education this literature is limited. Competency models are one valuable resource to consider when designing course curriculum, as are best practice guidelines put forth by professional associations (Ernawati, 2003). In many cases, information obtained from research literature and trade press sources can provide an extensive listing of potential topics of instruction (Ernawati, 2003; Sincoff & Owen, 2004). Consulting literature is particularly relevant to MICE education because these sources often reveal the trends at the forefront of the industry, such as the current emphasis placed on social responsibility and greening (Doyle, 2006; Phillips, 2004).

Textbook selection is also an integral part of the curriculum planning process and should complement and support course learning objectives and content (Ansary & Babaii, 2002). Researchers have credited textbooks as being important teaching aids (Durwin & Sherman, 2008; Issitt, 2004; Mustafa & Cullingford, 2008) that significantly impact the instructor's success in the classroom (Wolfe, 2004) and students' overall learning (Remillard, 2005). In many cases, textbooks are used as a guideline for learning similar to, or in place of, a syllabus (Ansary & Babaii, 2002). In addition, textbooks encourage students to become less dependent on the instructor and more responsible for their own education through student-centered learning. In hospitality and tourism education, the variety of textbooks adopted is widespread. Findings from a study of textbooks utilized in hospitality marketing courses yielded 21 different texts (Hsu & Lin, 1999). Results also indicated that updated information and hospitality-specific examples were the two most important criteria for instructors in selecting a textbook (Hsu & Lin, 1999). The importance of selection criteria is heightened in hospitality and tourism courses due to the weight placed on hands-on experience, which in turn makes it imperative that texts support the experiential learning process instructors frequently integrate into their courses.

Teaching Methods in MICE Education

Teaching methods in hospitality and tourism education are significantly influenced by learning objectives, course content, and textbooks utilized. The search for the ideal teaching method is one that occurs in vain, with little concrete evidence to support the notion of the ultimate instructional design (Bligh, 2000). Nevertheless, researchers and educators in hospitality and tourism have spent considerable time attempting to identify the “perfect” delivery technique. Several studies have explored various methods for teaching undergraduate hospitality and tourism students, spanning specific areas of study including foodservice (Behnke & Ghiselli, 2004) and lodging (Titz & Wollin, 2002), while others provided a more general overview of hospitality and tourism education (Dale & McCarthy, 2006). Some of the most frequently utilized teaching methods in hospitality and tourism education include lectures, problem-based learning (PBL), case studies, experiential exercises, and guest speakers (Lo, 2004; Okumus & Wong, 2004). The interrelated nature of hospitality and tourism and convention education suggests these teaching techniques may also be applicable to MICE course offerings. However, it is unclear which teaching methods are most utilized in MICE course instruction and whether these methods are appropriate based on the nature of the subject. A brief overview of these teaching methods is provided in Table 2.

TABLE 2 Teaching Methods in MICE Education

Instructional technique	Description
Lecture	In most cases, the instructor delivers substance to students by presenting various topics through speech and visual cues, with minimal input from the audience members.
Problem-based learning (PBL)	PBL involves placing students in teams and then providing them with realistic scenarios that they must analyze and subsequently develop recommendations regarding course of action (Prideaux, Gannon, Farmer, Runciman, & Rolfe, 2001). Examples include developing plans to open new hotel properties, designing foodservice outlets, and evaluating hypothetical lawsuits (Lee, 2003).
Case study	Case studies may utilize theoretical examples or recount actual events in real businesses. These are considered particularly valuable for students because they provide real-life business “problems” to which students may apply relevant concepts.
Experiential exercise	Experiential learning techniques provide students the opportunity to gain work experience through on-campus restaurants or hotels. Off-campus experiential exercises may include field trips (Xie, 2004), internships, or part-time or volunteer work (Holmes, 2006) .
Guest speaker	Guest speakers may be asked to attend classes to talk to students. These visitors may be industry professionals, experts, or other academics invited for the purpose of providing students with a more diverse perspective of the industry.

The instructional techniques described in Table 2 echo industry demands in terms of skill sets expected of new hires. For example, the service-oriented nature of the convention and event industry places a premium on job applicants having at least a basic level of MICE work experience prior to accepting a new position (Getz, 1997). Student-led planning projects and experiential learning exercises are two methods by which this may be accomplished. MICE managers are also expected to be comfortable working in teams and using available data to derive creative and unique solutions to challenges (Getz, 1997). Case studies and PBL are frequently utilized to encourage collaborative and transformative learning (Mezirow, 2003), thus further preparing students for their future careers.

MICE Course Assessment

Assessment is particularly important in hospitality and tourism education because it provides feedback to students and professors regarding learning attainment and the mastery of course objectives (McKeachie, 1999). Assessment also provides reinforcement and development of skill sets that are vital to hospitality and tourism managers, such as critical thinking, communication, leadership, and teamwork. Typically, assessment is categorized as being either formative or summative. Summative assessment refers to a one-time evaluation at the conclusion of a class to measure cumulative learning, while formative assessment takes place throughout the duration of the course. Often, several methods of formative assessment occur. Learning research indicates that students are significantly influenced by course assessment and not by teaching as previously believed (Miller & Parlett, 1974; Snyder, 1971). Assessment methods dictate student actions throughout the course, such as attendance, length of time spent studying, and how the task of studying course content is carried out (Miller & Parlett, 1974; Snyder, 1971; Struyven, Dochy, & Janssens, 2005). The types of assessment utilized also have a significant impact on the overall performance of students. For instance, using a combination of assessment techniques, such as participation, presentations, and quizzes, generally results in semester grades up to 12% higher than exams alone (Chansarkar & Raut-Roy, 1987). In a 1997 study, researchers discovered students performed on average 3.5% to 5% higher when assessed using a combination of assignments (Gibbs & Lucas, 1997). More recent research has corroborated these findings, demonstrating students achieved grades 8% to 11% higher when multiple assessments occurred as opposed to those courses where examinations were used as the sole assessment tool (Bridges et al., 2002).

The variety of assessments is particularly important when considering students' overall level of learning (Tynjala, 1998). Experimental studies compared two groups of students. One group was exposed to so-called traditional learning methods (lectures, textbooks, and exams), and a second used “active learning” (class discussions and frequent graded assignments). Findings concluded that students in the latter group demonstrated a higher level of learning, critical thinking skills, and overall course satisfaction (Tynjala, 1998). The already overwhelming evidence against examination-only courses is further supported by studies that found exams to be poor predictors of future success in education or professional careers (Baird, 1985; Warren, 1971) and that coursework is a better indication of long-term learning than exams (Conway, Cohen, & Stanhope, 1992). This information is applicable to MICE education because it demonstrates how assessment directly influences the types of skills students develop throughout the duration of the course.

Based on previous research regarding curriculum design (Behnke & Ghiselli, 2004; Bloom, 1956; Hsu & Lin, 1999; Struyven, Dochy, & Janssens, 2005; Tynjala, 1998), and in an effort to examine MICE educational offerings in the United States, this current research project was conducted. Five research questions were formulated to achieve the study objectives:

1. What are some of the main learning objectives in MICE courses?

2. What industry topics are being taught in MICE courses?

3. What textbooks are being used in MICE courses?

4. What types of teaching methods are currently being utilized in MICE courses?

5. How are students being assessed in MICE courses?

METHODOLOGY

This study evaluated syllabi of the MICE course offerings at the top 25 ranked hospitality programs in the United States as determined by a 2001 study by Brizek and Khan (2002), which is the most recently published article providing rankings of hospitality and tourism undergraduate programs. While this ranking was not a comprehensive listing of U.S. hospitality programs that offer a convention curriculum, this list was utilized in order to eliminate any potential sampling bias. Program Web sites were initially consulted to obtain information concerning availability of convention and event courses, instructor names, and contact information. These professors were subsequently contacted and course syllabi requested for analysis. The list of the top 25 ranked hospitality programs and corresponding Web sites used for obtaining course information is located in Table 3.

TABLE 3 Hospitality Programs Evaluated in This Study

Rank	University/College	Program web site	MICE courses
1	Purdue University	http://www.cfs.purdue.edu/htm/	No
2	California Polytechnic University, Pomona	http://www.csupomona.edu/~cshm/collins_school/index.shtml	No
3	University of Houston	http://www.hrm.uh.edu/	Yes
4 (tie)	Pennsylvania State University	http://www.hhdev.psu.edu/shm/	Yes
4 (tie)	Michigan State University	http://www.bus.msu.edu/shb/	Yes
5	University of Nevada–Las Vegas	http://hotel.unlv.edu/	Yes
6	Florida International University	http://hospitality.fiu.edu/	Yes
7 (tie)	University of Massachusetts–Amherst	http://www.isenberg.umass.edu/htm/	Yes
7 (tie)	University of Delaware	http://www.hrim.udel.edu/	Yes
8	Oklahoma State University	http://ches.okstate.edu/hrad/	Yes
9	University of South Carolina	http://www.hrsm.sc.edu/HRTM/	Yes
10	Florida State University	http://www.cob.fsu.edu/dsh/	No
11	Washington State University	http://www.business.wsu.edu/Hospitality/Pages/index.aspx	Yes
12	Robert Morris University	http://sentry.rmu.edu/OnTheMove/findoutmore.open_page?iCalledBy=findoutmore&iPage=70005&ivisitor=0	No
13	Georgia State University	http://robinson.gsu.edu/hospitality/index.htm	Yes
14	Virginia Polytechnic Institute and State University	http://www.htm.pamplin.vt.edu/	Yes
15	Texas Tech University	http://www.hs.ttu.edu/nhr/rhim/	Yes
16 (tie)	Kansas State University	http://www.humec.k-state.edu/hrimd/	Yes
16 (tie)	Widener University	http://www.widener.edu/sohm/	Yes
17	Niagara University	http://www.niagara.edu/hospitality/	Yes
18	Boston University	http://www.bu.edu/hospitality/about/index.html	Yes
19	University of Denver	http://daniels.du.edu/hrtm/	No
20	Northern Arizona University	http://home.nau.edu/hrm/	No
21	New Mexico State University	http://spectre.nmsu.edu/dept/welcome.html?t=hrt2	Yes
22	Colorado State University	http://www.fshn.cahs.colostate.edu/programs1.asp	No
23	Metropolitan State College of Denver	http://www.mscd.edu/~hmt/	Yes
24 (tie)	University of Central Florida	http://www.hospitality.ucf.edu/	Yes
24 (tie)	Iowa State University	http://www.aeshm.hs.iastate.edu/hrim/	No
25	Johnson & Wales University	http://www.jwu.edu/hosp/index.htm	Yes

Upon receipt of convention course syllabi, a content analysis was performed. Content analysis is a research technique used to obtain “data by observing and analyzing the content or message” of documents (Zikmund, 2003, p. 248). Specifically, content analysis is used to identify words, phrases, or themes as the unit of analysis in the text in question. Syllabi were evaluated based on: (a) learning objectives, (b) topics of instruction, (c) textbooks used, (d) teaching methods, and (e) assessment techniques. A cross-case comparison was then conducted to systematically determine whether any significant difference existed between different categories of MICE course offerings (Ragin, 2000).

Syllabi were analyzed using CATPAC software and nonparametric statistics. CATegory PACkage (CATPAC) is qualitative software used for analyzing the content of text. It is able to identify the most important words and elicit patterns based on similarity and the way specific phrases are used throughout the text (Woelfel & Woelfel, 1997). Based on the content analysis, the CATPAC software produces a table that quantifies the frequency with which the most commonly used words appear.

The advantage to using the CATPAC program is that categories are not created prior to data analysis; instead, the program recognizes when words are related and groups them appropriately. CATPAC functions by reading a body of text and eliminating unnecessary words (a, the) that do not affect the meaning of the text. The program determines the frequency and creates a matrix using the words. The word matrix is then organized into categories and a visual plot is generated. This software was relevant for the current study because it allowed for comparison of syllabi via a standardized method. In order to reduce the concern over interrater reliability, the CATPAC software was chosen based on the ability of the program to systematically detect patterns in words and phrases.

In addition to the CATPAC analysis, nonparametric statistics were used to evaluate various parts of syllabi, as well as to provide comparisons between different types of classes. Items were measured using a dichotomous scale. Attributes were coded as “0” if the variable was not present or “1” if the variable was included on the syllabus. Coding was conducted several times in an effort to increase reliability. Kruskal-Wallis nonparametric statistics were then used to analyze the data. A Kruskal-Wallis Analysis of Variance by Ranks is an alternative to an Analysis of Variance (ANOVA) test (Sheskin, 2004). The primary difference between these two tests is that ANOVA requires numerical scores to calculate means and variances, whereas Kruskal-Wallis requires that the individual cases in the sample be ranked according to the variables being measured. Similar to ANOVA, the Kruskal-Wallis null hypothesis states there is no systematic difference in the ranks between the sample groups, while the alternative hypothesis declares the rankings between at least two groups are different (Sheskin, 2004).

RESULTS AND DISCUSSION

Twenty of the twenty-nine schools (69% of the sample), offered at least one MICE-focused course. In total, 70 MICE courses were identified across the 20 schools. Instructors for all 70 courses were contacted and syllabi requested. In total, 28 syllabi were received, resulting in a 40% response rate. Titles of the 28 courses were categorized into 6 subject area groupings: General MICE Industry, Conventions & Meetings, Event Management, Catering/Banquets, Tradeshows, and Sales. General MICE Industry indicated courses that provided a broad overview of various topics encompassing the convention and event segment. The second category, Conventions & Meetings, specified convention and meeting management course titles, meaning there was no emphasis placed on events, catering, or tradeshows. The third classification, Event Management, included courses focused on events. The remaining sections were those that concentrated on specific entities of the industry, particularly Catering/Banquets, Tradeshows, and Sales. The categorization of MICE courses is presented in Table 4.

TABLE 4 Categorization and Frequency of MICE Courses

Titles	Frequency
Group 1: General MICE Industry courses
Meeting, Convention, and Event Management	3
Conventions and Event Management	2
Conventions and Expositions	1
Group 2: Convention and Meeting courses
Convention and Meeting Management	5
Meeting Planning	3
Advanced Meeting Management	1
Group 3: Event Management courses
Event Administration	3
Festival and Event Management	1
Special Event Management	2
Event Promotion	1
Group 4: Catering/Banquet courses
Catering and Banquet Management	2
Group 5: Tradeshow courses
Exhibit and Tradeshow Operations	2
Group 6: Sales courses
Hotel and Convention Group Sales	2

Research Question #1: What are some of the main learning objectives in MICE courses?

Twenty-two of the 28 (79%) courses listed learning objectives on their syllabi. Most course objectives were similar across all syllabi and reflected key best practices in the MICE segment. Best practices have been developed by industry professionals regarding site selection, creating Requests for Proposals (RFPs), and event specification guides (Convention Industry Council, 2004). Other important skill sets include designing room setups, determining stakeholder needs, constructing budgets, and organizing all aspects of an event from start to finish. In addition, being able to identify and predict future industry trends, along with understanding the economic impact of the MICE segment on a particular destination, is important for convention and event professionals to recognize because these skills directly influence future business success. These objectives reflect the primary industry standards (Fenich, 2008; Ramsborg, 2006), and thus may be used as a guideline for future convention curriculum planning in hospitality programs. A list of the most prominent learning objectives was composed and is included in Table 5.

TABLE 5 Major Learning Objectives in MICE Courses

Objectives
Conduct an analysis for site selection.
Create a Request for Proposal (RFP).
Develop an Event Specification Guide (i.e., Group Résumé).
Draft room sets appropriate to a variety of program requirements.
Analyze the needs of sponsoring organizations and attendees through the use of strategic planning.
Set reliable budget goals and plan a budget for a specified event.
Explain the economic, sociocultural, and environmental impacts of the MICE segment as part of the hospitality industry.
Identify trends that may impact the MICE industry.
Design and implement a comprehensive event plan.

The learning objectives included in Table 5 may be categorized according to the levels in Bloom's Taxonomy. With the exception of two courses, all syllabi in the sample were written for upper-level undergraduate classes, as denoted by a 300 or 400 classification. As a result, it was anticipated that the objectives would coincide with the advanced stages of Bloom's Taxonomy. In reality, this was not the case. As evidenced above, most objectives represented the comprehension level. Application, analysis, and synthesis were denoted by only one learning objective each. The reasoning behind the use of only the lower and middle level Bloom's objectives may have been the result of many of these courses being electives. In many hospitality and tourism undergraduate programs elective courses are categorized as upper-level or senior classes because students are required to fulfill specified core curricula prior to taking them. However, in many programs only one or two MICE-focused courses are offered, meaning that students had minimal, if any, background in MICE business functions prior to entering these classes. Therefore, despite the upper-level designation, many of the courses included in this sample were designed to provide students with their first look at the convention and event segment. In the future, it may be advisable for professors to attempt to make use of the higher levels of Bloom's Taxonomy when writing learning objectives for MICE courses.

While the major learning objectives articulated above are no doubt vital and necessary, several were largely absent from the syllabi assessed. For instance, writing meeting objectives is one of the first steps that must be conducted in order to plan a successful MICE gathering (Fenich, 2008); however, there was no mention of meeting objectives in any of the course syllabi reviewed in this study. Other skills, such as conducting pre- and postconvention meetings, learning about sales methods and how to conduct sales presentations to attract group business, were also notably omitted. Gaining proficiency in these areas is imperative for new convention managers as they will be expected to fulfill these duties on a daily basis upon entering the workforce full time. These are a few examples of meeting objectives that could be considered for inclusion in future MICE courses and should be further evaluated by convention faculty in an effort to prepare undergraduate students for their professional careers.

Research Question #2: What industry topics are being taught in MICE courses?

In many cases, the topics covered in the courses examined were similar, if not identical, to the chapters in the corresponding textbooks. Nevertheless, there was invariably a difference in content across courses. Initially, CATPAC software was utilized to reveal those words that appeared most frequently in the syllabi. There was a total of 1,065 keywords and 1,537 lines of text. “Convention” was mentioned most often in the dataset with 95 occurrences, accounting for 9.0% of the text. “Meetings” ranked second, occurring 78 times (7.3%), followed by “events” at 6.9% (73 occurrences). “Food/beverage” (68 occurrences, 6.3%) and “site selection” (66 occurrences, 6.2%) rounded out the top five most frequently generated words from the CATPAC output. These results coincided with those topics of instruction addressed in the various courses. Twenty of the 28 syllabi received included a list of topics to be covered throughout the semester. Table 6 lists the topics of instruction and the frequency of each topic throughout the courses examined in this study.

TABLE 6 Main Topics of Instruction in MICE Courses

Course topic	Percentage	N = 20
Introduction to MICE	100	20
Food and Beverage	70	14
Program Design	65	13
Exhibitions/Tradeshow Management	60	12
Function Space Setup	60	12
Site Selection	60	12
Legal Issues	55	11
Marketing Plans	55	11
Contracts & Negotiations	45	9
Housing	45	9
International Meetings	45	9
Registration	45	9
Service Contractors	45	9
Special Events	35	7
Audio Visual	30	6
Risk and Crisis Management	30	6
Sales/RFPs	30	6
Transportation	30	6
Convention & Visitors Bureaus	25	5
Speakers/Entertainment	25	5
Sponsorship	25	5
Advertising	20	4
Budgeting and Finance	20	4
Destination Management	20	4
Ethics	20	4
Human Resources	20	4
Meeting Technology	20	4
Revenue Management	20	4
Components of an Event	15	3
Creating the Environment	15	3
Future Industry Trends	15	3
Meeting Objectives	15	3
Strategic Planning	15	3
Wedding Planning	15	3
Career Opportunities	10	2
Creative Development	10	2
Americans with Disabilities Act	10	2
Incentive Travel and Events	10	2
Return on Investment	10	2
Alternative Venues	5	1
Business Plans	5	1
Convention Centers	5	1
Green Meetings	5	1
Lighting	5	1
Socially Responsible Meetings	5	1

The one common thread throughout all courses was the inclusion of an industry overview. This may have been incorporated to provide students with a basis for understanding how the various aspects of the field relate to one another. Certain topics, such as food and beverage (70%), program design (65%), exhibition/tradeshow management (60%), function space setup (60%), and site selection (60%), received attention in a majority of courses. The frequency of these subjects was anticipated, particularly when considering the importance of destination and location choice, the need to design a show floor to facilitate crowd control, and the use of foodservice functions as a distinguishing element in the overall MICE experience.

While the above-mentioned topics were covered in most courses, others were noticeably absent from many of the course syllabi reviewed in this study. For instance, green meetings and social responsibility were included in only one class. This may be due in part to the fact that these topics receive little attention in textbooks, accounting for fewer than five pages each. This lack of attention may be the result of these subjects being relatively new areas of interest to the industry. Only within the last 2 to 4 years have industry professionals become cognizant of the need to be socially responsible, attempt to incorporate eco-friendly practices into events, and actively patronize environmentally conscious suppliers and facilities (Doyle, 2006; Phillips, 2004). However, recent interest in environmental issues has put these topics at the forefront of the industry. This translates into a need to include these subjects in undergraduate courses because it is imperative for students to be aware of and prepared to accommodate these requests in their future careers.

A Kruskal-Wallis test was conducted within each category to determine the level of statistical significance among the courses examined. Findings indicate there was a significant difference (p-value < 0.01) between courses in the first three categories: General MICE Industry, Conventions & Meetings, and Event Management. By contrast, the findings for the Catering/Banquets (p  = 0.898), Tradeshow (p = 0.370), and Sales (p = 0.223) courses were not statistically significant. There are several explanations for this variation in statistical findings. For instance, there were 6 General MICE Industry courses, 9 Convention & Meeting courses, and 7 Event Management courses, meaning there was more opportunity for variation to exist. Also, in Table 2, there are several different course titles listed in these categories. For example, in the Event Management category there were four different course titles used: “Event Administration,” “Festivals and Events,” “Special Events,” and “Event Promotion.” This variation in course titles suggests that some courses, such as Event Promotion, focus more on certain topics than others. The same explanation may be used to justify the lack of statistical significance in the Catering/Banquet, Tradeshow, and Sales categories. Each of these groups contained only two courses each, which would naturally limit the amount of variation within each category. It should also be noted that these three areas of study are specific in nature. For instance, tradeshows are primarily concerned with the operation and execution of exhibitions, and thus would not address incentive travel. The narrow focus of the Catering/Banquet, Tradeshow, and Sales courses is another legitimate reason for the lack of statistical significance. Table 7 includes the statistical results for the Kruskal-Wallis Analysis of Variance by Ranks tests.

TABLE 7 Kruskal-Wallis Results

	General MICE industry	Convention & meetings	Event Mgmt.	Catering/ banquets	Trade-shows	Sales
Chi-sq	31.695	39.46	29.941	6.345	12.989	15.355
df	12	12	12	12	12	12
p-value	0.002	0.000	0.003	0.898	0.370	0.223

Research Question #3: What textbooks are being used in MICE courses?

The textbook Meetings, Expositions, Events, and Conventions: An Introduction to the Industry by George Fenich (2008) was required most frequently, by 18% of courses in this study. Professional Meeting Management, edited by Glenn Ramsborg (2006), and published by the Professional Convention Management Association, was the second most frequently used text. While these two books did address many similar topics, the Fenich (2008) text was written specifically for use by professors in university settings and included contributions from college instructors and industry professionals. By contrast, Professional Meeting Management was written by meeting professionals primarily for the purpose of preparing PCMA members to take the Certified Meeting Planner (CMP) examination. It should be noted that the CMP is not required to work in the MICE segment, and actually requires several years of fulltime work experience as a convention and event professional before an individual may apply to take the exam. As a result, only 12,000 meeting planners worldwide possess this certification, and these professionals often have significant industry work experience and knowledge. However, the facilitators of the CMP designation could consider the possibility of offering an entry-level exam that certifies college students coming out of convention management programs as beginning executives. Due to the different target audiences of these two texts, some instructors have stated a preference for using the Fenich book for lower level courses, while taking advantage of the more advanced material in the Ramsborg book for senior and graduate-level classes. The Art of the Show (Morrow, 2001), which addresses tradeshow management, and Convention Management and Service (Astroff & Abbey, 2006) were also used in several classes. There were five courses (18%) that required no textbook. Some of these courses posted articles online or recommended certain industry publications, but these were optional and consumption was at the discretion of the students. Based on the wide variety of texts used and the exclusion of books in some cases, one can infer that there is no “one size fits all” text for teaching MICE courses. Table 8 includes the full list of textbooks used in the 28 courses examined.

TABLE 8 Textbooks Used in MICE Courses

Textbook title	Author (publication date)	Frequency of use
Convention Management and Service	Astroff, M. T., & Abbey, J. R. (2006)	2
Event Management for Tourism, Cultural, Business, and Sporting Events	Van Der Wagen, L., & Carlos, B. R. (2004)	1
Event Marketing: How to Successfully Promote Events, Festivals, Conventions and Expositions	Hoyle, L. H. (2002)	1
Event Planning	Allen, J. (2000)	1
Hospitality Sales: Selling Smarter	Siguaw, J., & Bojanic, D. (2003)	1
Meetings, Conventions, and Expositions: An Introduction to the Industry	Montgomery, R., & Strick, S. (1995)	1
Meetings, Expositions, Events, and Conventions: An Introduction to the Industry	Fenich, G. (2008)	5
On-Premise Catering	Shock, P., & Stefanelli, J. M. (2001)	1
Professional Event Coordination	Silvers, J. (2003)	1
Professional Meeting Management	Ramsborg, G. C. (Ed.). (2006)	4
The Art of the Show	Morrow, S. L. (2001)	3
The Book of Yields	Lynch, F. (2005)	1
The Business of Event Planning	Allen, J. (2002)	1
The Complete Idiot's Guide to Meeting and Event Planning	Craven, R. E., & Golabowski, L. J. (2001)	1

The lack of a standardized text across courses is representative of other academic areas within hospitality and tourism education. For instance, an article that examined textbooks utilized in Hospitality Marketing courses found 21 different texts were employed in 76 courses (Hsu & Lin, 1999). Textbook selection is a function of personal preference by MICE instructors and should readily support classroom teaching and course objectives. While this study did not find conclusive evidence regarding the existence of an “ideal” MICE textbook, the listing compiled here may provide instructors with options not previously considered for their courses.

Research Question #4: What types of teaching methods are currently being utilized in MICE courses?

While course content plays a vital role in determining the information students receive throughout the semester, the method by which that knowledge is delivered is also important. All courses included in the sample utilized a variety of instructional techniques, with the exception of one class, which was strictly a semester-long experiential learning exercise. As previous literature stated (Bligh, 2000; Bowles, 1982; Nance & Nance, 1990), lectures were still the primary means of instruction and were used in 96.4% of courses evaluated. Lectures are a reasonable delivery method in MICE courses, particularly in introductory classes where students have a limited background concerning the topic of interest. While some students may have previous experience working in the convention and event segment, many do not, meaning that they are probably limited in their ability to discuss various aspects of the field. This makes it more practical to have the professor deliver information in a lecture format, at least until students are more knowledgeable about the topic of interest. Problem-based learning, case studies, and guest speakers were also implemented in MICE courses. These teaching methods may have been employed in an effort to encourage students to become more actively involved in the learning process (Whatley & Ahmad, 2007), foster skill sets important in their future careers (Chung & Chow, 1999; Norman & Schmidt, 1992; Rodriguez, 2004), and provide them with information about the industry from experts apart from the course instructor (Solomon, 2007).

Over one third of classes required students to participate in experiential learning exercises, which often involved planning an actual event. These projects varied widely, from organizing golf tournaments to charity fundraisers to gala events. In some cases, students were given a significant amount of freedom, being expected to organize all aspects of the event, from securing sponsorship to designing marketing campaigns and training volunteers. Three courses had preexisting designs where students were assigned to committees according to their interests and previous experience. In addition to those classes that spent the entire semester planning a large-scale event, two courses expected students to volunteer time outside of class to work as part-time employees at various events. There are several advantages to this type of instructional design. Most important, students can learn the inner workings of how to plan an event by being actively involved in the process as opposed to being outside observers. Organizing an event associated with a class also provides students the opportunity to learn without fear of damaging their professional reputation. In other words, a new convention manager who makes a major mistake may be fired, whereas an error made by a student as part of a class event-planning project will be corrected by a professor and used as a teaching opportunity. These types of experiential projects, along with other teaching methods that encourage transformative and collaborative learning, are necessary as they help students develop greater teamwork and managerial skills essential for successful careers in the MICE industry.

Research Question #5: How are students being assessed in MICE courses?

In addition to recording the types of teaching methods used in MICE classes, assessment techniques were also noted. Examinations and classroom participation and/or attendance were the two primary methods of assessment in the convention and event courses surveyed, being implemented in 85.7% and 67.8% of classes, respectively. However, there was a host of other assessment methods utilized, including research papers, quizzes, and presentations. Research papers were implemented in 13 courses (46.4%). These papers varied widely according to the complexity and topics covered. Students were expected to research topics including MICE professional associations, destination management companies, convention and visitor bureaus, and current industry trends. Seven courses (25%) integrated in-class presentations, many of which addressed subjects similar to those in the research papers. In addition, many presentations required students to present a critique of a legal brief, tradeshow or event specification guide, function room setup, or site visit. Three of the course syllabi that incorporated student presentation components stated the expectation that these projects were conducted for the purpose of generating classroom discussion and introducing students to a diverse offering of MICE services. Ten courses (35.7%) also used regular quizzes as an assessment tool. As with the other grading methods previously mentioned, the method of quiz distribution was varied. In four classes quizzes were regularly posted on an online course management system such as WebCT or Blackboard. Among the remaining six courses, quizzes were distributed regularly in class, with the exception of one course in which pop quizzes were randomly issued. The full listing of teaching and assessment methods and the corresponding percentage of these tactics are located in Table 9.

TABLE 9 Teaching and Assessment Methods

Teaching/assessment method	Percentage	N = 28
Lecture	96.4	27
Exams	85.7	24
Participation/attendance	67.8	19
Research papers	46.4	13
Guest speakers	42.9	12
Problem-based learning	35.7	10
Quizzes	35.7	10
Student-led planning project	35.7	10
Case study	32.1	9
Term paper	28.6	8
Student presentations	25	7
Experiential exercise/lab component	17.9	5

Despite the variety of teaching and assessment tools employed, there was no clear distinction between upper and lower level courses. Several upper level classes utilized lectures and exams, while others included more hands-on techniques such as a large-scale planning project. One of the two lower level classes did require students to participate in experiential exercises as well as participating in planning a regional conference and exposition sponsored by Meeting Professionals International, a leading association in MICE management. Considering these facts, no apparent conclusions may be drawn regarding the relationship between the level at which courses are taught and the preferred teaching and assessment methods.

CONCLUSION

The ultimate goal of this study was to determine the types of MICE courses offered and how the classes were taught in an effort to obtain a comprehensive understanding of educational offerings and to strive to improve curricula in the future. This study examined the convention course offerings at the top 25 ranked hospitality programs in the United States. This research involved a multistep process in order to achieve the articulated objectives. The Web sites of the sample were evaluated to determine whether convention courses were offered. Based on information obtained during the Web site evaluation, professors and/or administrators were contacted and copies of course syllabi requested; these were subsequently cross-compared to determine content, objectives, text used, and teaching and assessment methods.

The study found six different types of courses being offered, categorized as follows: General MICE Industry, Conventions & Meetings, Event Management, Catering, Tradeshows, and Sales. More courses were offered in the General MICE Industry, Conventions & Meetings, and Event Management categories than in Catering, Tradeshows, and Sales. This disparity in the number of courses offered may have been a result of the fact that a wider range of topics may be covered in General MICE Industry, Conventions & Meetings, and Event Management courses, thus appealing to more students. It may also be argued that the Catering/Banquets, Tradeshow, and Sales classes are offered less frequently due to the challenging nature of the course topics. Catering, Tradeshow, and Sales courses may be better suited to actual work experience than to the classroom.

In addition to determining a statistically significant difference existed between the General MICE Industry, Conventions & Meetings, and Event Management courses, the topics addressed, textbooks used, and teaching and assessment methods were also ascertained. Findings demonstrated 14 different textbooks were utilized across 23 courses. Some texts were written and designed specifically for education at the university level, while others were published by professional organizations. Further investigation into the benefits of using one text over another may be warranted in subsequent studies to determine which publications are most suitable to promoting student-led learning at various skill levels.

In total, 49 individual topics were covered in these courses. All classes included some overview of the MICE industry, and more than half taught about food and beverage, site selection, and legal issues. At the other end of the spectrum, only one class concentrated on alternative venues, greening issues, and socially responsible meetings. Generating a list of all the topics addressed by the sample brings to light some important industry concerns that are not being adequately addressed in undergraduate courses.

Teaching and assessment methods were scrutinized in order to determine exactly how professors were delivering course material. According to the findings, lectures were the top delivery method, being implemented in all but one class. Project-based learning (35.7%), guest speakers (42.9%), and case studies (32.1%) were also used, as well as experiential exercises in 17.9% of classes. Experiential exercises did vary considerably. In some cases, students were expected to plan an entire event from start to finish. Others had an on-campus laboratory component, and still others required students to volunteer or complete part-time employment at an actual convention or event off campus. Nevertheless, it was obvious that many of the instructors teaching convention and event courses valued hands-on experience and attempted to provide students these opportunities. These experiential teaching methods are particularly useful and necessary in convention curricula due to the emphasis placed on critical thinking skills in the MICE industry. Similar to teaching methods, there was no homogeneous assessment technique. Many professors elected to gauge student learning through exams (85.7%), participation (67.8%), and quizzes (35.7%). Previous research found testing was not the ideal way to determine the achievement of learning outcomes; thus future research may consider evaluating the “best” assessment techniques for convention and event courses. It may also be valuable to survey students to establish their preferred approach for teaching and assessment in MICE education because this may result in higher levels of learning and active participation.

LIMITATIONS

There were several limitations involved in this study. First, the sample was taken from the Brizek and Khan (2002) study of ranked U.S. hospitality programs in which several prominent schools did not participate. In addition, the sample consisted of larger, more research-oriented programs in the United States. As a result, smaller and teaching-focused schools, as well as those that cater to students pursuing 2-year associate's degrees, were underrepresented in this sample. Thus, the nature of the sample limits the generalizability of the findings to a larger population of hospitality and tourism schools, and specifically to schools confined to the United States. However, this research does provide a basis upon which future studies of MICE education may be built.

Other limitations of this research included the method of data collection. Initially, program Web sites were consulted to determine which MICE courses were offered, instructors' names, and contact information. The lack of standardization among program Web sites did make some sites difficult to navigate and information challenging to obtain. This prompted questions regarding the accuracy of information included within these Web sites. Some sites included date stamps, which implied accurate information, but many lacked this feature. Future researchers may consider obtaining course information via printed material and cross-examining Web site content with program administrators to ensure data collected is correct. Professors and/or administrators were then contacted for syllabi according to the course information located on each program's Web site. Though individuals were solicited several times, 40% of syllabi were received and analyzed. Three professors directly contacted the primary researcher and stated they would not participate in the study because they preferred not to share their course syllabi. Researchers conducting surveys of course syllabi in the future may consider alternate ways of contacting faculty members to request materials.

RECOMMENDATIONS

There are several directions for future research and practical application to classroom teaching that may be culled from this study. Teaching and 2-year institutions were absent from the sample, but an examination of these educational providers could potentially yield valuable information regarding how they educate their students. In addition, continuing education opportunities offered by professional organizations such as the Professional Convention Management Association or the International Special Events Society may be considered in future studies. An investigation into these association-sponsored courses may generate insight regarding important industry trends that are absent in undergraduate courses or not included in textbooks. Publications by professional organizations may also be considered useful tools for educating aspiring MICE managers. Many industry associations regularly update their Web sites and distribute association journals and/or newsletters to keep members up to date on important industry-wide matters. These publications may be more accurate sources of information than textbooks because they are published monthly or quarterly as opposed to once every few years as in the case of most textbooks. In addition to establishing topics not elicited in this study, examining teaching and 2-year MICE courses may provide suggestions for alternative teaching and/or assessment methods. For instance, many associate's programs cater to nontraditional students, meaning instructors may have to use creative and potentially unorthodox means for teaching topics because their pupils cannot devote as much time to their studies as full-time undergraduates. This information may prove useful to other MICE professors for incorporation into their own classrooms.

It may also be useful to conduct an in-depth analysis of MICE textbooks to determine which are most suitable to different levels of students and how these publications may be improved to include current industry trends. The variation in texts used in this sample may have been a result of instructors' preferences, attempts to minimize monetary cost to students, or the lack of a more appropriate option. It is interesting to note that while many faculty members chose to have students read supplemental materials, such as research or periodical articles, none elected to create their own course packets. This was surprising as three syllabi listed no fewer than five additional textbooks as “optional reading.” Further research into MICE textbooks and selection criteria may assist in the creation of more comprehensive texts in the future.

This study articulated the most common learning objectives, course content, teaching and assessment methods, and textbooks used in MICE undergraduate courses today. This knowledge is particularly valuable to administrators looking to implement new MICE courses or improve upon current offerings in their hospitality programs. Faculty members may also capitalize on this information by recognizing areas they do not currently address in their classrooms and looking for creative methods to introduce these topics to their students. Notably, collaborative and experiential learning opportunities were utilized in only one third of all classes surveyed. The significance placed upon these skill sets by industry professionals challenges educators to implement instructional designs that facilitate the development of these competencies so as to best prepare students to fulfill future positions in the MICE segment.

Notes

Goldblatt, J. (2002). Meetings, conferences, exhibition and events courses, certificates and degree programs in higher education. Unpublished manuscript.