The Impact of Technological Trends on Training and Service Delivery in Hospitality Education among the Technical Universities in Ghana
AKROFI-ANSAH H
Warsaw University of Life Sciences (SGGW), Management Institute, Warsaw, Poland.
IMPRAIM, C.E.
Department of Hotel Catering and Institutional Management, Kumasi Technical University, Ashanti, Ghana.
Agnes Abankwah
Wesley College of Education, Kumasi, Ghana.
ASHLEY, I *
Department of Hotel Catering and Institutional Management, Kumasi Technical University, Ashanti, Ghana.
KOOMSON B.S.E
Warsaw University of Life Sciences (SGGW), Management Institute, Warsaw, Poland.
GORSKA-WARSEWICZ H
Warsaw University of Life Sciences (SGGW), Management Institute, Warsaw, Poland.
JOHN AYUEKANBEY AWAAB
Department of Statistical Sciences, Kumasi Technical University, Ashanti, Ghana.
*Author to whom correspondence should be addressed.
Abstract
The use of artificial intelligence, simulation software, online reservation systems, virtual reality, and other smart technologies is a requirement for hospitality training to reflect real practice. The technologies not only enhance experiential learning but also facilitate students to arm themselves to meet the evolving demands of the industry. The study examined how technological trends influence service delivery and training within hospitality education in Ghana's technical universities. With the descriptive survey design, the study gathered quantitative and qualitative data from 150 respondents, made up of lecturers, administrators, and final-year hospitality students at Takoradi Technical University, Kumasi Technical University, and Accra Technical University. The purposive and stratified random sampling techniques were employed in selecting the respective respondents. Data collection instruments were structured questionnaires and semi-structured interviews. Quantitative data was analysed using descriptive statistics and regression analysis, while thematic analysis was utilised for qualitative answers. Findings exhibited a moderate level of technological infusion within hospitality education, with the highest mean score in student access to learning technologies. Regression analysis revealed that, while most of the competencies were not significantly affected by technological developments, efficiency in operational procedures was negatively correlated, suggesting areas of improvement in implementation. Factor analysis identified key challenges and opportunities in technology adoption, including faculty digital literacy, institutional policy support, internet connectivity, budget constraints, and collaboration with industry partners. The study concludes that while there is a foundation for technology-enhanced hospitality education in Ghana, there remain yawning gaps in infrastructure, finance, and stakeholder attitudes that work against full integration. Institutional policy support, financial injection, and industry collaboration are recommended to enhance the digitalisation of hospitality education in technical universities.
Keywords: Hospitality education, technological trends, service delivery, Ghana, online learning, simulation tools, industry readiness