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A Hospitality School Shapes Future Managers

A job in hospitality management can put you in control of a world-class lodge or simply a five-star eatery. Typically, these roles are taken by workers who’re promoted from inside a company, but it’s ordinarily favored they have some type of higher education. Hospitality schools can really help employed professionals obtain the degree they will need to obtain full-time management positions. A career in hospitality is pleasing and exciting, and by gaining a degree from one of several hospitality schools, you aren’t going to discover yourself to be trapped in a 9 to 5 desk job.

Online education is the right path to take for nontraditional students who have full-time careers, family members and other important commitments. By signing up for a web-based college, you’ll be able to finish coursework within the ease and comfort of your house. Online learning is especially conducive to hospitality personnel since management careers in the industry are usually filled by promoting from inside a company. Through hospitality schools, working professionals can attain the degree required to advance their career while still maintaining all other duties in their chaotic lives.

Two Popular Hospitality Professions:

1. Food Service Management

Although a lot of restaurant management positions are filled by lower-level laborers like a shift supervisor who has been promoted, most restaurant owners have a preference for that their managers hold no less than an associate’s qualification in hospitality management. Hospitality schools online can help food service workers create the credentials they require so as to transition into full-time management positions.

How they work: Restaurant managers operate in any kind of food service location, from fast-food chains to independently owned or operated fine-dining facilities. Managers oversee restaurant procedures, employees, and client care. In a very energetic restaurant environment, the manager needs to be qualified to multi-task and fill in when necessary – whether seating guests or assisting in the kitchen area. Managers handle supply and they are accountable for ordering food in addition to equipment that a restaurant needs. They also cope with administrative and HR duties like hiring, training, and firing personnel.

Earnings: Even though salary can vary dependent upon the location and status of a restaurant, the median yearly income for managers falls at about $47,210. The lower ten percent of the field earns around $29,810 and the top 10 percent, about $78,910. All data comes from the U.S. Bureau of Labor Statistics

2. Lodging Management

Just as the food service community, lodging management opportunities are usually filled by lower-level hotel staff members such as front desk workers who are promoted. However, many proprietors like their managers to possess a university education and a hospitality school will help lodging professionals attain the experience vital to find full-time work in management.

How they work: Hotel managers frequently work long hours, including nights and weekends due to the fact a resort is a 24-hour enterprise. They are in charge of ensuring that their hotel runs correctly while keeping guest satisfaction high. Lodging mangers supervise other personnel, take on guest problems, and are accountable for administrative responsibilities. The function of an inn may differ greatly, from providing overnight rooms for tourists to hosting intercontinental market conferences. The role of a manager varies as necessary.

Earnings: While salary of a lodging manager will differ greatly depending on their region and nature of work, the typical gross annual salary is just about $46,300. The bottom ten percent of professionals in the niche earn around $28,450 and the top ten percent earn about $85,600. All figures come from data revealed by the U.S. Bureau of Labor Statistics.

A degree from an accredited hospitality school is your first step into a management position within your hotel or restaurant.

Minneapolis Public Schools Lose Students to Charter Schools

Minneapolis schools are being faced with the prospect of empty school buildings as more and more students flee the system to charter schools in the district. Minneapolis schools’ enrollment figures have plummeted to just 36,000 this year – that’s almost half its capacity of 50,000 students. Schools in the north side have felt the pinch the hardest with a 44 percent drop in enrollment over the past five years. All indications are that there is no stemming this tide and Minneapolis schools have already announced plans to close 5 schools leaving more than 2000 students in the lurch, desperately scrambling to find new schools.

The Exodus of Blacks and Minorities from Minneapolis Schools

A bulk of the students that chose to leave Minneapolis public schools belongs to high poverty black neighborhoods and other minority communities. The statistics reveal a strong yet disturbing trend. In the ’99-’00 academic year, more than 48,000 black students sought admission in Minneapolis schools. Compare this to the bleak picture painted for 2008 when enrollment from black students is expected to touch barely 33,500.

Most black students prefer to enroll at charter schools in the district which have perceived higher standards than Minneapolis public schools. This problem of “black flight” is, authorities agree, a serious problem for Minneapolis schools. Surveys in the African American community show that black parents in general tend to be dissatisfied with the quality of education in Minneapolis public schools. Not that they have any reason to feel differently. In 2005, barely 29 % of black students in the eighth grades in Minneapolis schools managed to pass basic math tests and just 47% could manage to scrape through the reading tests. Graduation rates for black students at Minneapolis schools were some of the lowest at fifty percent. Besides blacks, Asian students are joining the growing movement out of Minneapolis schools.

Moves to Stem the Tide at Minneapolis Schools

The success of charter schools can be traced to a number of factors. School sizes are smaller, and it is generally believed that teaching staff are more in tune with students’ requirements and are better able to meet these needs. Minneapolis schools have begun to realize that immediate steps have to be taken to avoid the current migration of students. School authorities have proposed initiatives that require schools in the district to offer additional emphasis on music, arts, and language besides improving their core academic curricula. It’s hoped that raising the bar on academic learning will stem the growing tide. Even if the schools do not succeed in attracting students back to their fold, one hopes that at the very least they will be able to stop students leaving in masses.

B-Schools in India Thrive on Quality and Not Rising Numbers

The number of private management institutions and B-Schools in India is expected to double from the present 300 to 600 in the next two years, as the government has reduced its spending on higher education.

So what does it mean for the industry and the students alike? The growth trend is a result of the apparent demand and supply asymmetries that exist in the MBA education market. The void that has been created by the lack of adequate infrastructure by the government has created an enabling environment for the private institutes. With that as the prevailing background, the buoyant economy and the resultant demand for skilled human resource have been the potent triggers for the market to expand exponentially. And thus we see a deluge of management institutes across the country. The predicted growth in the number of management institutes could also mean an increasing interest in professional courses among students. More students are opting for management courses because of the lure of high paying corporate jobs. The fallacy in this logic is that these high-paying jobs only go to students graduating from the top- tier management institutes.

Simply opening more management institutes does not mean all students graduating from these institutes will get high- paying jobs. Just like any other industry, competition in times to come is imminent, But then, unlike other industry, India education is one industry where the older it gets, the better it becomes – provided there is no compromise in quality of education and everything around it. So the rest of the competition would be more upon the newer entrants as they would then compete on every other parameter like infrastructure, faculty, academic and industry interfaces, etc, but for legacy.

Increasing the number of management institutes will not matter when it comes to improving the quality of education. There are already so many institutes, be it B- schools, technical universities or independent universities. When we’re talking about quality, only a handful of institutes are providing that. If we want India to become a superpower then we’ll have to achieve that.

How do we ensure quality of B-Schools

Quality is governed by only one thing – the quality of faculty. The supply of good quality management faculty is scarce and having more management institutes or B-Schools will stretch this problem further. Consequently, the quality of management institutes, when their numbers increase, will be under severe stress. In order to develop a good faculty, we’ll have to devise a strategy to attract the best of the talents from around the world. The new dean of Harvard B- School is an Indian, so is the dean of Kellogg School of Management. Indians are doing exceptionally well in this sector globally. We need to have similar faculty in India as well.

The only way to get out of this quality abyss is to make it more attractive for good people to become management faculty. This is of course easier said than done as it has significant salary increase implications that need to be sustainable from the perspective of the management institutes. The future of MBA education rests only on those institutions which proffer uncompromising quality of education and at the same time remain receptive to change.

This should be done with a singular objective – and that is creating the maximum value for its stakeholders, which are students in this case. In education, there cannot be any other differentiators than education itself.