Learning from the Discourse of Culinary

Entrepreneurship

Dr. Sjoerd Gehrels

Academy of International Hospitality Research

Stenden Hotel Management School

Leeuwarden, The Netherlands

Council for Hospitality Management Education

Annual Research Conference 2014

1.Introduction

2.Research Agenda

Agenda for presentation

Stenden University of Applied Sciences

• Stenden University of Applied Sciences, Leeuwarden,TheNetherlands: 12.000 students

• Portfolio of programmes: Associate, Bachelor and Master Degrees

• Campuses in South-Africa, Qatar, Thailand and Bali

• Largest BBA (4-year) in International Hospitality Management Programme in Europe: 2400 students

• International Double Degree Master Programmes: Hospitality & Service Management validated by University of Derby (per 2015, now London Met)

Leeuwarden, The Netherlands

Leeuwarden

School of Graduate Studies

International Campus in:

• South Africa

• Qatar

• Thailand

• Bali

‘Researching Work and Learning’ :

Reflexive Practice in Hospitality Management Education

Background

Sjoerd Gehrels, Course Leader, Master in International Service Management

& Researcher in the Academy of International Hospitality Research (AIHR)

Professional Experience

10 years Hospitality Industry; Upper Segment Restaurants (1979 - 1988)

25½ years Higher Education, Hospitality Management (1989 - now)

Education (HE)

Diploma Management, University of Groningen/Ch. of Commerce, NL (1994)

MSc Tourism & Hospitality Education, University of Surrey, UK (1999)

MBA (Hospitality), Oxford Brookes University, UK (2004)

Doctor of Education – EdD, University of Stirling, UK (2013)

Background of the research

- Academy of International Hospitality Research (Research Unit Stenden Hotel Management School)

- Research Programme: Innovation in Hospitality

- Where is the future of hospitality? how/ where/ why is hospitality developing?

- The Study for Hospitality: industry & education

- Doctor of Education degree study: reflexive practitioner

Core questions for Stenden HMS are addressed by AIHR:

What is the essence of hospitality and hospitableness? How

can we effectively train/ educate in hospitality and

hospitableness? (The Study of Hospitality)

Where is the future of hospitality? How/ where/ why is

hospitality developing? (The Study for Hospitality)

Three levels of sustainability in hospitality and tourism.

How can hospitality and tourism be sustained and

sustainable in the future?

Output of this entrepreneurs research

Gehrels, S. A. (2013). Successful Small

Upper Segment Culinary Restaurant

Owners’ influence on Hospitality

Management Education. European

Journal of Tourism Research. 6(2)

Gehrels, S. A. (2014). Grounded Theory

Application in Doctorate Research.

Research in Hospitality Management.

3(1).

Aim

To explore how the contextual characteristics of successful small upper segment culinary restaurant owners (SSUSCROs) potentially can be used in hospitality management education, to have students, faculty, programme and management connect to the industry.

Essence To learn from the practice among a specific

group of entrepreneurs and develop insights for education.

My experience in the SSUSCRO restaurants (10 years)

Four reflexive narratives defining questions & purpose

InterviewingSSUSCROs

Literature: research and context

Grounded theory approach

LiteratureMemosConstant comparison

Coding

Categorizing

Grounded Theory:• SSUSCRO Social Construct• Narrative – Living the Business, Lessons for Practice

Theorizing

Literature (about the entrepreneurs as people)

• Balazs, K. (2001). Some like it haute: Leadership lessons from France’s great chefs.

• Balazs, K. (2002). Take One Entrepreneur: The Recipe for Success of France’s Great Chefs.

⇒ Praising the SSUSCROs

• Johnson, C., Surlemont, B., Nicod, P., & Revaz, F. (2005). Behind the Stars: A Concise Typology of Michelin Restaurants in Europe.

⇒ Problems occur

• Kets de Vries, M. F. (1985). The Dark Side of Entrepreneurship. Jones, C., & Spicer, A. (2009). Unmasking the Entrepreneur.

⇒ Critical investigation needed

⇒ Nothing from within the Dutch culinary entrepreneurship context

Analysis

Codes-to-theory model qualitative inquiry (Saldana, 2009, p. 12)

Findings

ConclusionsA. Advice to Would Be SSUSCROs

1. Entering

2. Sustaining

3. Exiting

B. Education and Support

1. Encountering the SSUSCRO’s World

2. Modelling SSUSCRO’s Influence

3. Accommodating Hyperactivity

C. Bridging the Gap between Two Worlds (Indust. & Educ.)

1. Difficult Communication

2. Differences in Professional Cultures

3. Connecting by Metaphor

4. Getting People Involved

Conclusions example: Work & Learning – Connecting by Metaphore

Metaphorical comparison between education and the restaurant sector

Thank You!

Questions?