Satisfying All Stakeholders: Incorporating the Restaurant Industry into the Dual Education Programs

Abstract

Updating the curriculum to meet the needs of the marketplace is one of the main issues facing most educational institutions. The purpose of this research is to demonstrate the potential of a dual education program (DEP) as a type of work-based learning to link academia and industry, with a focus on the restaurant sector. The current research carried out a case study on the DEP launched by the College of Tourism and Hotels at Alexandria University. A qualitative study was employed, and the primary stakeholders-students, the university, and a restaurant company-were interviewed in-depth and through focus groups to retrieve data. The results demonstrate that DEP boosts graduates' functional skills and professional preparedness to a level that all stakeholders deem satisfactory. The results also highlight how well the DEP fosters collaborations between the university and the employer in the restaurant sector. Furthermore, this study emphasizes the necessity of tackling several obstacles to enhance the DEP's results. The research finally concluded that universities might better prepare graduates for the workforce, improve employability, and ultimately support wider economic development by applying DEP in place of traditional education. To properly apply DEP, the research offers useful implications for educational institutions and businesses alike.

Full text

Vol. 3, issue. 2 (2024), 40-54
*Corresponding author: Mohamed Kamal Abdien, Email: mohamed_kamal260@alexu.edu.eg
Pharos International Journal of Tourism and Hospitality 40
Satisfying All Stakeholders: Incorporating the Restaurant Industry
into the Dual Education Programs
Mohamed Kamal Abdien
Associate Professor, Department of Hotel Studies, Faculty of Tourism and Hotels, Alexandria University, Egypt.
Abstract
Updating the curriculum to meet the needs of the marketplace is one of the main issues facing most
educational institutions. The purpose of this research is to demonstrate the potential of a dual
education program (DEP) as a type of work-based learning to link academia and industry, with a
focus on the restaurant sector. The current research carried out a case study on the DEP launched
by the College of Tourism and Hotels at Alexandria University. A qualitative study was employed,
and the primary stakeholders—students, the university, and a restaurant company—were
interviewed in-depth and through focus groups to retrieve data.
The results demonstrate that DEP boosts graduates' functional skills and professional preparedness
to a level that all stakeholders deem satisfactory. The results also highlight how well the DEP fosters
collaborations between the university and the employer in the restaurant sector. Furthermore, this
study emphasizes the necessity of tackling several obstacles to enhance the DEP's results. The
research finally concluded that universities might better prepare graduates for the workforce,
improve employability, and ultimately support wider economic development by applying DEP in
place of traditional education. To properly apply DEP, the research offers useful implications for
educational institutions and businesses alike.
Keywords: Dual education, work-based learning, restaurant industry, university, stakeholder
perspectives.
1. Introduction
Theoretical understanding is valued more
highly than actual application in many
educational programs. According to Cheng et
al. (2010) and Muhambetaliev & Kasymova
(2016), this can make it challenging for
graduates to move seamlessly into the industry
environment that calls for various practical
skills and problem-solving abilities. Employers'
expectations and graduates' qualifications
diverge when educational institutions and
industry don't work together in a systematic
manner (Abdien & Jacob, 2019; Ankrah &
Omar, 2015; Rayter & Davlikanova, 2017).
One of the biggest obstacles to businesses’
expansion is a shortage of competent workers
(Hogeforster & Wildt, 2020). The restaurant
business in particular is a thriving and dynamic
sector that is vital to both employment and the
global economy. Nonetheless, the restaurant
business is well-known for its high rate of staff
turnover and dearth of qualified workers (Even
and Macpherson, 2014; Slonaker et al., 2007).
According to studies by Bufquin et al. (2018),
Langove et al. (2022), and Lee & Liu (2021),
Pharos International Journal of Tourism and Hospitality
Journal Homepage: https://pijth.journals.ekb.eg/

Abdien, M. K.
41 Pharos International Journal of Tourism and Hospitality
this can have serious negative effects on firms,
such as higher expenses, lower productivity,
and worse customer service.
As the gap between theory and practice has
grown, it is imperative to eliminate the
deficiency of conventional learning (Cheng et
al., 2010; Rayter & Davlikanova, 2017; Salas et
al., 2012). Educational institutions strive to
improve students' practical skills and keep their
curricula up to date with shifts in the industry.
This helps the nation's economy remain stable
and competitive on a global scale (Ankrah &
Omar, 2015; Kolodiziev et al., 2023; Kocsis &
Pusztai, 2021). Dual education (DE) and work-
based learning (WBL) are actions for bridging
the knowledge gap between academia and
business in order to satisfy employers (Kocsis
& Pusztai, 2021; Rakhimovna, 2024). Under
these actions, students receive both supported
theoretical instruction and practical instruction
(Ciobănică, 2023; Kocsis & Pusztai, 2021).
Businesses and educational institutions may
work together to make full use of all the
prospects for a nation's technical, economic,
and social well-being (Kulalaieva & Leu,
2019). DE is considered a social construct with
a significant social component. It assumes that
government institutions and economic agents
jointly have the obligation of investing in and
facilitating the professional training of youth
(Ciobănică, 2023; Kocsis & Pusztai, 2021).
Although there is available literature about DE
in different fields such as engineering, nursing,
technology, teaching, etc. (Ertl, 2020), there has
been relatively little exploration of their
application to the hospitality industry. This
sector presents unique challenges and
opportunities, including seasonal fluctuations,
fast-paced environments, and customer-centric
demands, which necessitate customized
educational approaches (Even and Macpherson,
2014; Lee et al., 2016; Slonaker et al., 2007).
The gap in existing literature emphasizes the
importance of conducting research that
examines the distinct advantages and
challenges of integrating the hospitality
industry, especially the restaurant sector, into
dual education programs (DEPs).
Additionally, over the past thirty years, the
Egyptian labor market has encountered
difficulties. One of the most pressing problems
faced by the Egyptian government is the high
unemployment rate (Assaad and Crafft, 2018;
Bremer, 2018; Omran & Bilan, 2024). As a
result, Egypt's strategy now prioritizes
encouraging young employment. Although
active labor market initiatives such as training
programs and funding projects are widely used
to overcome unemployment, there is currently
little proof of their efficacy (IZA et al., 2018).
Furthermore, whereas DE is becoming more
common in many nations, it is still uncommon
in Egypt, which represents another gap in
previous research. Consequently, the primary
goal of the current study is to draw attention to
the issue of DE while evaluating the
perspectives of the various stakeholders, such
as the Egyptian employers in the restaurant
sector, the university, and the students. It also
aims to assess the challenges of its
implementation.
2. Literature Review
2.1 Theories of Work-Based Learning
Work-based learning (WBL) is an effective
learning approach that incorporates a number of
well-established learning theories. In addition
to theoretical knowledge, WBL offers a
comprehensive approach to learning that equips
students for successful professions by fostering
social interaction, practical skills, and
situational understanding (Guo et al., 2020;
Lester & Costley, 2010). The section that
follows provides an overview of a few of these
theories:
Experiential Learning Theory (ELT)
According to David Kolb's definition of ELT,
learning is the manner by which experience is
transformed into knowledge. ELT holds that
understanding and changing experience
together produce knowledge (Morris, 2020). A
student must go through four stages in order to
effectively absorb the content. These stages
include abstract conceptualization and concrete
experience, as well as contemplative

Abdien, M. K.
42 Pharos International Journal of Tourism and Hospitality
observation and active exploration, which are
the two polar opposites of understanding the
content. Creative tension between all four
learning skills is a key component of
experiential learning (McCarthy, 2016).
In order to enhance undergraduates' readiness
for entering the workforce during this turbulent
period, experiential learning trips abroad with
specific goals might be incorporated into
programs to facilitate the learning process
(Jonathan and Laik, 2021). According to Castro
et al. (2022) and Rayter & Davlikanova (2017),
students enrolled in the dual education program
(DEP) receive practical training in real-world
environments. This program enables them to
apply theoretical information and reflect on
their experiences, therefore reinforcing learning
and proficiency achievement.
Social Learning Theory (SLT)
Social contact and observation are critical
components of learning, according to SLT.
Within an actual work environment, students
may pick up knowledge from experts in
practical scenarios. Educators may provide a
social learning environment that promotes
engagement, information acquisition, and
enhancement of skills by using components
such as sharing knowledge, tutoring among
classmates, and role-playing exercises.
Conversations with peers and mentors can help
students grasp concepts more clearly, get
performance evaluations, and polish their social
skills—all of which are shaped by social
contact (Daniels, 2012).
Students who work for companies might gain
confidence and experience a positive work
atmosphere. Employees who possess greater
self-confidence would persevere through
difficult circumstances and may even achieve
exceptional performance in their assignments
(Abbas & Nawaz, 2019; Abdien & Jacob, 2019;
Zeb et al., 2023). Employees with more self-
confidence are better equipped to solve
problems and deal with challenging
circumstances (Abbas & Nawaz, 2019; Dabuke
et al., 2023). Furthermore, employees with
elevated levels of self-confidence showed less
vulnerability, which improved job
performance, participation, and commitment
(Zeb et al., 2023). When employing SLT,
educators should set an example for adult
learners and help them learn via social
interactions and indirect experiences in a group
setting. Applying SLT to education requires
both human relations and social engagement
(Chuang, 2021).
Constructivist Learning Theory (CLT)
CLT is founded on scientific research and
observation on human learning. According to
this theory, students build their own knowledge
and understanding of the world via interactions
with their surroundings and firsthand
experiences (Bereiter, 1994). One of the key
concepts in education is constructivism (Bada
& Olusegun, 2015). In order to implement CLT,
educators should take on the role of a mentor,
helping students to become self-directed and
build knowledge via experiences and
interpersonal interactions (Chuang, 2021).
Within constructivist environments of
education, students participate actively in the
learning process, lead learning activities,
collaborate with classmates, and assume
responsibility for the classroom. Furthermore,
students can voice their opinions regarding the
educational environment (Do et al., 2023).
According to Muhambetaliev and Kasymova
(2016), dual education gives students the
chance to actively participate in their education
and to collaborate with mentors and peers in
both professional and classroom contexts.
Situated Learning Theory (SLT)
Learning and its environment are closely
related, according to SLT theory. Engaging
students in real-world circumstances is the
greatest way to teach them (Abdien & Jacob,
2019; Lave & Wenger, 1991). According to the
notion, explicit knowledge is formal and
abstract, but situated knowledge is practical and
context-specific. As noted by Jugdev and
Mathur (2013), SLT highlights the significance
of these two pieces of information for
successful learning. Teaching as a social
practice holds that learning cannot be

Abdien, M. K.
43 Pharos International Journal of Tourism and Hospitality
accomplished or examined in isolation from the
context in which it takes place. Teachers are
responsible for establishing genuine learning
environments for their students as well as for
supporting them during activities that fall under
the umbrella of cognitive apprenticeship (Bell
et al., 2013; Chatterjee et al., 2018; Gnyawali &
Stewart, 2003). The emphasis of situated
learning is on giving students the chance to
showcase their skills and abilities. Students are
given access to a learning environment that is
modeled after real-world settings and equipped
with resources that are appropriate for everyday
usage (Chatterjee et al., 2018; Murdoch-Kinch
et al., 2017). Accordingly, SLT maintains that
students have to participate in progressively
more difficult assignments inside social
networks (Gnyawali & Stewart, 2003;
Korthagen, 2010).
2.2 The Concept of Dual Education
One type of work-based learning is dual
education (DE), which entered the academic
terminology in its homeland of Germany in the
middle of the 1960s (Castro et al., 2022; Kocsis
& Pusztai, 2021). According to Rakhimovna
(2024), higher education in Germany is offering
a growing number of dual education programs,
or DEPs. The selection of these programs is
primarily influenced by the existence of several
possible partner enterprises working in
partnership with universities to offer a radically
novel training system (Lavía et al., 2024). In
contrast to apprenticeships, DE allows "dual
students" to get training in the firm while
pursuing a bachelor's degree at a university
(Hogeforster & Wildt, 2020; Kocsis & Pusztai,
2021). This idea holds that companies have a
leading role in creating a dual program, putting
it into action, choosing dual students, and
evaluating their performance (Rayter &
Davlikanova, 2017).
DEP permits students to spend around 70–80%
of their time learning and working in the field
directly and just 20–30% of their time in college
taking classes (Bogush et al., 2024;
Muhambetaliev & Kasymova, 2016). Thus,
DEP is acknowledged as a type of employee
training that blends classroom instruction at one
academic university with practical experience
gained on the workplace (Castro et al., 2022).
The close collaboration and involvement of
several parties as well as the unique agreements
made between an employer and an educational
institution are further characteristics of DEP
(Kocsis & Pusztai, 2021; Rayter &
Davlikanova, 2017). Therefore, DEP is a
learning process that blends classroom
instruction with on-the-job training in a typical
educational setting as well as part-time work in
production (Kravchenko, 2021; Kravchenko et
al., 2023). In this, employers may provide a
student with an employment contract, and
students participate in the production process as
employees (Kravchenko et al., 2023; Rayter &
Davlikanova, 2017).
There are three basic processes that must be
followed in order to deploy DEP. The first step
is referred to as "the preparation and
planning"; it entails searching and determining
the firms that are most able to meet the labor
market's requirements (Jenkins et al., 2002;
Pogátsnik, 2021). It also entails creating the
rules and legal framework that will support the
DEP (Mongkhonvanit, 2017). Subsequently,
this phase should create a curriculum that ties
theoretical knowledge to practical skills and
conforms to industry norms. Additionally, this
phase is to look for corporate and university
collaborations and supply any equipment or
materials required for DEPs (Kulalaieva & Leu,
2019; Sapogov, 2020).
In the second stage, known as "the program
implementation," employers and students are
selected to take part in dual education
programs. During this phase, teachers, mentors,
and students receive orientation and training on
the fundamentals and procedures of DE
(Jenkins et al., 2002). Tracking of the dual
students' development allows for evaluating the
DEPs' efficacy (Kulalaieva & Leu, 2019). The
third step, "expansion and sustainability,"
entails receiving ongoing assessment and
feedback in order to guarantee the sustainability
of dual education and to highlight DEP's
advantages to the public, employers, and
policymakers (Sapogov, 2020).

Abdien, M. K.
44 Pharos International Journal of Tourism and Hospitality
2.3 Benefits and Challenges of DEP
According to Kravchenko et al. (2023), a DEP
promotes the interests of all parties involved,
including the educational institution, industry,
and students. First, it may ensure that graduates
find rewarding jobs; many of them take jobs
straight out of the training programs they
completed (Romanyshyna & Dundiuk, 2021;
Kravchenko et al., 2023). Students that get this
kind of instruction have better soft skills,
practical knowledge, and customer interactions
(Succi & Canovi, 2019, Hogeforster &
Priedulena, 2014, Hogeforster & Wildt, 2020).
Furthermore, work-based learning provides
students with social experiences as they receive
feedback from a variety of sources, including
classmates, mentors, coworkers, and clients
(Pogatsnik et al., 2019). This makes it possible
for students to become acquainted with actual
workplace settings (Kravchenko et al., 2023).
Students can save several years of further
training and considerable financial costs by
joining DEP by putting their theoretical
knowledge into practice (Abdien & Jacob,
2019; Pogatsnik, 2018; Kocsis & Pusztai,
2021).
Furthermore, DEP assists employers in
obtaining the precise resources needed for their
task (Muhambetaliev & Kasymova, 2016). It
enables them to meet their need for skilled
workers and guarantees hiring professionals
(Kocsis & Pusztai, 2021). The company has the
chance to pick the top experts for the job while
cutting expenses associated with hiring,
training, and retraining staff (Romanyshyna &
Dundiuk, 2021; Kravchenko et al., 2023). This
kind of learning makes the company's
knowledge and experience better, promotes
corporate culture, and fosters "networking" by
bringing together senior staff members with
specialized expertise and experience and
students who are digital natives (Z generation).
Finally, this is a valuable experience, even for
the professors. The DEP students return to their
academic institution with the most recent
practices. According to Kocsis & Pusztai
(2021) and Pogatsnik (2018), this kind of WBL
enables universities to have more engaged and
motivated students as well as regular, high-
energy cooperation with businesses, students
who are more socially conscious, recognized,
and interested. It also allows for regular,
formalized contacts that can extend beyond
dual training and involve collaborative research
and development initiatives.
However, DEP is not without its difficulties.
Students, in particular, find it challenging to
balance work and study, which calls for a
prominent level of motivation and a specific
level of maturity (Muhambetaliev &
Kasymova, 2016). Additionally, not every
student is suited for the dual type of education
because it demands more work and self-
organization (Sapogov, 2020). DEP’s educators
or supervisors must also visit workplaces and
evaluate students' reports; this requires them to
have a deeper grasp of how relevant the
curriculum is to employers' requirements
(Rayter & Davlikanova, 2017). Furthermore,
companies bear the responsibility of providing
opportunities for students to acquire real-world
job experience and practical skills (Kravchenko
et al., 2023). As a result, in order to deliver an
effective curriculum and maintain integration
with academic units, this method necessitates
close communication between instructors and
administration participating in DEP, as well as
between administrative personnel and students
(Kravchenko et al. 2023).
3. Method
The purpose of the current study is to assess the
DEP from the viewpoints of all stakeholders,
drawing on four years of implementation
experience. The study was better able to
comprehend the general sentiments that the
university community has on DEP by
compiling data from all available sources. This
is qualitative research; focus groups and
interviews were used to gather data from
students, DEP educators, and industry
representatives between February and July
2024, when the program's first class of students
were set to graduate. The observations of the
DEP’s coordinator (the researcher) and the

Abdien, M. K.
45 Pharos International Journal of Tourism and Hospitality
supervision team were also kept an eye on.
Table 1 summarizes the tools utilized to collect
data and the sample selection.
The present study carries out a case study on
DEP, which is initiated by Alexandria
University's College of Tourism and Hotels. A
new dual education program (DEP) called
"restaurant operations and management" has
been launched by the college. In the academic
year 2020–2021, the program was launched.
This curriculum of this DEP is focused
specifically on the restaurant industry to satisfy
the growing need for trained workers,
accommodate the growing number of
businesses, and address the industry's high
turnover rate. The initiative was carried out in
collaboration with Americana Company, the
biggest operator of quick service restaurants
(QSRs) and out-of-home eating in 12
operational nations in the Middle East, North
Africa, and Kazakhstan. Global brands like
KFC, Pizza Hut, Hardee's, Krispy Kreme,
Costa Coffee, and Tikka are operated by the
firm.
In line with the terms of the agreement between
the two parties, the student works five days a
week in a single restaurant under a single brand
of the firm to learn practical skills that
complement the theoretical portion of the
curriculum and attends class one day per week
to acquire theoretical and academic knowledge.
The student, who is referred to as an employed
student, has all the responsibilities and
privileges of any employee in the organization,
according to DEP. Following four years of
study, the student graduates from the college
and gets a bachelor's degree in restaurant
operations and management.
The DEP in the college of tourism and hotels
was selected for the current study for a number
of reasons. First of all, since it is the first college
in Alexandria University to launch DEP.
Secondly, the researcher functions as the DEP
coordinator, making it simple to oversee and
gather information from each partner. Third,
according to the rules set forth by the DEP, the
practical part of the program is closely observed
and tracked by the DEP coordinator and the
supervision team through frequent visits to the
company restaurants. So, they often receive
comments and interact with both restaurant
managers and students.
4. Results
A systematic method for the analysis was used
to glean the important insights from the
qualitative information gathered. All of the
audio recordings were turned into written text
by the researcher, who then coded areas that
represented important topics. Reviewing the
coded data allowed for the thematic analysis to
be conducted, which involved finding recurring
themes and classifying related concepts into

Abdien, M. K.
46 Pharos International Journal of Tourism and Hospitality
larger themes. Within each primary theme,
several subthemes were also identified. Content
analysis was also taken into consideration to see
how frequently specific themes or words
appeared.
4.1 Focus Groups with DEP Students
Seven focus groups were conducted in order to
learn what the students thought about joining
the DEP. The two primary topics of discussion
for the focus group are (1) the advantages of
DEP and (2) the difficulties they encountered.
Ten students from the second, third, and fourth
years participated in each focus group. First-
year students were not admitted because they
lacked sufficient experience. The focus group
research concluded that DEP provided the
participating students with a number of
valuable benefits, including academic
enrichment, industry connections, real-world
exposure, and job preparedness. Nevertheless,
they face difficulties, including a heavy
workload, inadequate mentoring and
communication, and a lack of flexibility. A
summary of the themes that came out of the
focus groups is as follows:
Theme 1: Advantages of DEP (Table 2)
- Practical Experience: Most students said
that internships and apprenticeships
provided them with practical experience.
They reported having a stronger
comprehension of the subjects they had
selected and being able to apply theory to
practical settings.
- Industry Connections: The significance of
establishing connections with professionals
in the sector was emphasized by several
students. These relationships opened doors
for networking, mentorship, and possible
employment.
- Career Readiness: Because of the real-
world experience and exposure to the
business that came with joining DEP,
students felt more equipped for the job.
They conveyed assurance in their capacity
to make a smooth transition into their
selected professions.
- Academic Enrichment: A few students said
that DEP improved their academic
standing. Their comprehension and
retention of the course content improved
due to the actual application of academic
principles.
Theme 2: Challenges of DEP (Table 3)
- Workload: Students expressed worries
about academic exhaustion and time
management. One frequent problem
was juggling the demands of
coursework and the on-the-job training.

Abdien, M. K.
47 Pharos International Journal of Tourism and Hospitality
- Communication and coordination:
There have been cases of students
reporting that practical and academic
requirements are not aligned. It was
occasionally challenging to maintain
efficient coordination and
communication between the college and
the restaurant.
- Mentorship and supervision: A few
students conveyed their want for further
direction and assistance during their
practical learning experience. Among
the brands, there were differences in the
standard of industry specialists'
mentoring and supervision.
- Limited flexibility: Some students
believed that their options for pursuing
multiple professional routes or
specializing in particular fields were
restricted. Students with unique needs
or preferences may find the structured
style of DEP to be limiting.
- Work-life balance: students said that
because DEP frequently experiences
major obstacles in maintaining a healthy
work-life balance, it may be challenging
to maintain solid relationships with
friends and family. They expressed
dissatisfaction about the DEP's habit of
having lengthy workdays that lack
personal time.
4.2 Focus group with the DEP educators
Eleven academic educators participated in one
focus group to provide their thoughts on the
DEP. They were asked two primary questions:
(1) How does DEP vary from traditional
learning? and (2) What difficulties do they
confront? Consequently, we divided their
responses into two primary themes:
Theme 1: Perception of the DEP:
Positive opinions of DEP are shown by
lecturers, who acknowledged their general
pleasure with dual education. They conveyed
their contentment with their positions in dual
education initiatives. They emphasized the
sense of fulfillment that comes from seeing
pupils succeed and improve.
- Practical experience: The benefit of
dual education, according to lecturers, is
that it gives students hands-on
experience and allows them to apply
what they learn in the classroom.
- Variety of Skills: Instructors observed
how students' soft skills—like
cooperation, communication, and
problem-solving—were developing.
- Student engagement: Many instructors
have noticed that because DEP offers
opportunities for hands-on learning and
relevant content, students are typically
more motivated and engaged in class.
- Self-development: Several instructors
stated that their students' work
satisfaction was influenced by the

Abdien, M. K.
48 Pharos International Journal of Tourism and Hospitality
practical aspect of dual education and
the chance to interact with business
partners when conducting interviews
and exams.
Theme 2: Challenges of the DEP:
The following are some of the difficulties that
the DEP’s educators discussed regarding the
DEP that need to be addressed in order to
maintain and improve its sustainability:
- Curriculum and industry relevance:
They emphasized the necessity of on-
going professional development to keep
abreast of market developments and
guarantee that their instruction is in line
with contemporary approaches.
- Teaching methods: They
acknowledged that DEP demands they
build fresh and innovative teaching
approaches to successfully combine
practical experience with academic
knowledge.
- Assessment methods: They believe
that creating efficient evaluation
techniques that gauge both academic
knowledge and practical abilities is a
difficult undertaking.
4.3 Results of Interviews and the Self-
Observation
It was helpful to conduct interviews with the
responsible members engaged in DEP to get an
understanding of the implementation, efficacy,
and difficulties of these initiatives. Also, the
self-observation of the researcher himself as a
DEP coordinator was considered. They stress
the advantages of establishing solid contacts
with industry partners through DEP, as this may
result in chances for student research projects,
internships, and job placements. They
anticipate that DEP will help industry and the
college work together to develop an innovative
and entrepreneurial culture. To elucidate, they
were asked three questions, to which they
responded as follows:
Q1: What is the college's intention in
implementing DEP?
What the DEP hopes to provide is a distinctive
and cutting-edge educational experience,
according to the participants. The program's
objective is to enhance students' employability
and work preparation by offering them a hands-
on, practical learning experience that blends
academic study and on-the-job training.
Additionally, they said that DEP is
implemented as a means of the institution
fulfilling its social duty; it helps to cultivate a
workforce with the necessary skills, which is
advantageous to the economy and society at
large.

Abdien, M. K.
49 Pharos International Journal of Tourism and Hospitality
Opportunity to support social inclusion and
equity may be made available to students from
low-income classes through the DEP's
implementation. Therefore, DEP may promote
sustained economic growth and development
by training students for professions that are in
demand.
Q2: How are candidates for DEP chosen?
Common criteria may be used to choose
students for DEP. Interviews with students are
conducted by college and industry
representatives to evaluate them. Along with
having personal attributes like ambition,
effective communication, and cooperation,
students should show a sincere interest in the
subject matter of their studies. The candidates
should also possess dedication and
appropriateness. Besides, the applicants must
complete an application, which may ask for
details about their family and financial
situation, as priority may be given to students
from low-income families. Furthermore, they
show that selecting the best candidates is
crucial to preventing the program's high
turnover rate.
Q3: What obstacles did the college encounter
when putting the DEP into practice?
Despite the program's substantial benefits, the
DEP’s responsible members stressed that they
frequently encounter implementation-related
obstacles, including:
- The partner Selection: It takes a lot of effort
and is quite difficult to locate an industry
partner who is acceptable and fits the program's
requirements.
- Continuous coordination with the partner of
the industry: Even though it might be
challenging, this is necessary to make sure the
curriculum and on-the-job training correspond.
- Resource Allocation: Setting aside enough
funds for both the academic and professional
components of DEP implementation—such as
college time, facilities, and equipment—can be
difficult.
- Student Engagement: Keeping students
engaged and motivated during the program can
be difficult, particularly when considering the
heavy workload.
- Evaluation and assessment: it might be
difficult to come up with efficient ways to
evaluate student performance and learning in
both academic and professional contexts.
Cooperation is needed from academic and
professional participants.
- Continuous supervision: to oversee students'
job placements and make sure their experiences
complement the academic program, there is
extra effort needed. Additionally, throughout
their training in the restaurants, students must
put in extra effort to address difficulties.
- Regulatory Compliance: It might be
challenging to follow essential rules and
guidelines, such as labour laws and educational
requirements.
4.4 Interviews with the Industry
Representatives
Interviews were conducted with industry
professionals, including restaurant managers
and human resource directors, through a special
meeting and a follow-up visit to restaurants.
The purpose of the interviews was to gauge
their opinions about the DEP. They shared the
following favourable views and experiences:
- Skilled Workforce: The representatives
from the industry were pleased with the
quality and abilities of the joining
students in DEP.
- Reduced Training Costs: They
emphasized the advantages of
employing recent graduates who have
completed dual education and have
already gotten on-the-job training.
- Improved Retention: According to
them, people who have taken part in
DEP are more likely to be long-term
employees of the company.
However, the participants expressed a few
challenges about the DEP, such as the rate at
which students drop out of the program; this
calls for careful selection.
Also, they voiced worries over the program's
cost-benefit analysis, especially if it calls for
large expenditures from business partners.

Abdien, M. K.
50 Pharos International Journal of Tourism and Hospitality
5. Conclusion and Discussion
Work-based learning (WBL) has become a
viable strategy for bridging the gap between
academia and business, especially when
implemented as dual education (DE). This kind
of learning offers several advantages to a wide
range of stakeholders, including companies,
students, universities, and society at large
(Kocsis & Pusztai, 2021; Pogatsnik et al.,
2019). In agreement with SLT and other
research, involving students in real-world
situations in the DEP is the most effective
approach to teach them (Abdien & Jacob, 2019;
Chatterjee et al., 2018; Lave & Wenger, 1991;
Murdoch-Kinch et al., 2017). It blends formal
education with on-the-job training. Giving
students real-world experience improves their
employability and helps companies and society
as a whole. Thus, DEP can help create a
workforce that is more talented, creative, and
fair. According to the findings, the restaurant
industry is an excellent fit for WBL since it
offers several opportunities for students to gain
real-world experience and develop crucial
skills. This is consistent with CLT and other
studies such as (Kravchenko et al., 2023;
Muhambetaliev & Kasymova, 2016;
Romanyshyna & Dundiuk, 2021), as DEP
allows students to actively participate in their
education and collaborate with mentors and
peers in both professional and classroom
settings.
The results also confirmed that through
partnerships with the restaurant industry and
the college of tourism and hotels, DEP was able
to give students insightful knowledge about the
management and operations of restaurants.
Experience may be gained by students in front-
of-house service, culinary arts, and restaurant
management, which includes marketing,
operations, and financial management. This is
consistent with Castro et al. (2022) and Rayter
& Davlikanova (2017). DEP’s graduates can
pursue possibilities to work as consultants or
launch their own restaurant enterprises by
learning about entrepreneurship in this
program. The findings further revealed that in
order for DEP to reach its full potential,
difficulties must be resolved, and these
programs must be carefully planned, executed,
and evaluated. This is consistent with
Kravchenko (2023) and Rayter and
Davlikanova (2017).
Through comprehension and resolution of these
issues, interested parties may collaborate to
develop fairer and more successful WBL
initiatives that benefit companies, employees,
and the community at large. Every stakeholder
that took part in the current research agreed that
the DEP has bright future prospects. According
to the DEP’s stakeholder perspectives in this
research, it was noted that including the
restaurant business in DEPs provides an
appealing combination of academic study and
practical experience. All stakeholders affirmed
that this method is consistent with the shifting
needs of the labor market, which is increasingly
looking for qualified workers with both
theoretical knowledge and hands-on
experience. This is consistent with SLT and
other studies, which found that students who
work for corporations may build confidence
and enjoy a favorable work environment.
Graduates with stronger self-confidence will
endure in challenging situations and may even
achieve outstanding performance in their
assignments (Abbas & Nawaz, 2019; Zeb et al.,
2023).
6. Implications
The study provides theoretical and practical
implications for academic institutions and
industry partners in developing and
implementing DEPs that effectively satisfy the
expectations of both students and the restaurant
industry.
6.1 Theoretical Implications
The existing research contributes to the
literature by utilizing WBL theories such as
SLT, CLT, SLT, and ELT in the restaurant
sector. These theories can lead to the generation
of context-specific knowledge, active
knowledge construction, observational
learning, and deep learning within the

Abdien, M. K.
51 Pharos International Journal of Tourism and Hospitality
restaurant industry. Through the integration of
these components, DEPs can effectively
prepare students for successful careers in the
restaurant sector. Specifically, by integrating
the restaurant industry into DEP, it can
significantly improve the human capital of the
restaurant sector. By imparting students with a
blend of theoretical knowledge and practical
skills, these programs can equip individuals
with the competencies required to thrive in the
industry. In addition, incorporating the
restaurant industry into DEPs can promote
stronger relationships between academic
institutions and business employers. This could
result in more appropriate educational
programs, shared materials, and possibilities for
those in the industry to participate in the
educational process. Furthermore, DEPs can
improve graduates' job opportunities by
ensuring they have the necessary skills and
knowledge for the restaurant sector. This can
help to reduce unemployment as well as boost
labor quality in general. DEPs can also inspire
creativity and entrepreneurship by exposing
students to the restaurant industry's difficulties
and potential. This can lead to the creation of
new business models, products, and services,
all of which can help the sector grow and
compete.
6.2 Practical Implications
This research has numerous practical
applications for educational institutions,
industry stakeholders, and the government.
First, academic institutions/universities should
recognize that incorporating the restaurant
business within DEPs necessitates the
development of suitable curriculum that is in
line with industry standards and optimal
practices. This could include developing new
courses, integrating industry-specific
information into current courses, and creating
hands-on educational programs. Furthermore,
the findings reveal that effective DEPs
necessitate strong collaborations between
academic institutions and restaurant
enterprises. These collaborations can help
students gain real-world employment
experience, mentorship, and networking
opportunities. The findings highlight the value
of using good evaluation and assessment tools
to ensure the quality and efficacy of dual
education programs. This could include a blend
of traditional evaluations like tests and
assignments, as well as practical assessments
like job simulations and industry accreditation.
Second, the industry partners (the restaurant
companies) should work hard to provide
students with valuable practical experiences
while also guaranteeing the curriculum's
relevancy to industry demands. Students can
receive on-the-job training in a variety of
disciplines, including front of house, back of
house, and management. They should give
students access to their training facilities and
tools so they can apply what they learned in a
real-world context. They can also connect
students with highly qualified professionals
who can offer advice, assistance, and
mentorship. Finally, the government must
support DEP by establishing precise regulations
and procedures for DEPs that ensure superior
standards of quality and accountability. It can
also offer monetary advantages, such as tax
exemptions or subsidies, which motivate
businesses and educational institutions to
participate in dual education programs.
Furthermore, the government should strive to
enhance collaboration and exchange of
resources between industry and educational
institutions.
7 Limitation and Future Research
This study was conducted on one case study;
generalization may be difficult to draw from a
study of a single case. So, subsequent
investigations ought to involve other cases,
considering a wide variety of establishments
and regions. In order to fully comprehend the
efficacy of DEPs, future studies must assess the
long-term effects on students' career outcomes,
such as employment rates, incomes, and work
satisfaction. Further, it is advised that studies
compare the benefits and drawbacks of dual and
traditional learning to be done. Future research
endeavours might benefit from a meta-analysis
study that synthesizes findings from several

Abdien, M. K.
52 Pharos International Journal of Tourism and Hospitality
studies to discern patterns and trends in diverse
situations.
References
Abbas, G., & Nawaz, A. (2019). Linking employee
motivation with teamwork-spirit: The influence of
social skills and self-confidence. Gomal University
Journal of Research, 35(2), 87-97.
Abdien, M. K., & Jacob, M. (2019). Cross-cultural
training and cultural intelligence of hospitality
students: a case study in Egypt and Spain. Journal
of Teaching in Travel & Tourism, 19(3), 191-215.
Ankrah, S., & Omar, A. T. (2015). Universities–industry
collaboration: A systematic review. Scandinavian
journal of Management, 31(3), 387-408.
Bada, S. O., & Olusegun, S. (2015). Constructivism
learning theory: A paradigm for teaching and
learning. Journal of Research & Method in
Education, 5(6), 66-70.
Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning
in context: Technology integration in a teacher
preparation program informed by situated learning
theory. Journal of Research in Science
Teaching, 50(3), 348-379.
Bereiter, C. (1994). Constructivism, socioculturalism,
and Popper's world 3. Educational
Researcher, 23(7), 21-23
Bogush, A., Naida, R., Malinovska, N., Durmanenko, Y.,
& Bubin, A. (2024). The impact of a dual education
system on the professional training of future
preschool teachers in higher education
institutions. Revista EDaPECI, 24(1), 172-184.
Bremer, J. (2018). Youth unemployment and poverty in
Egypt. Poverty & Public Policy, 10(3), 295-316.
Bufquin, D., DiPietro, R., Orlowski, M., & Partlow, C.
(2018). Social evaluations of restaurant managers:
The effects on frontline employees’ job attitudes
and turnover intentions. International Journal of
Contemporary Hospitality Management, 30(3),
1827-1844.
Castro, W. R. A., Suárez, A. A. G., & Núñez, R. P.
(2022). Work-based virtual learning: analysis of the
perceptions of vocational training teachers and
trainers. Journal of Language and Linguistic
Studies, 18(1), 1026-1036.
Chatterjee, A., Pereira, A., & Bates, R. (2018). Impact of
individual perception of organizational culture on
the learning transfer environment. International
Journal of Training and Development, 22(1), 15-33.
Cheng, M. M., Cheng, A. Y., & Tang, S. Y. (2010).
Closing the gap between the theory and practice of
teaching: Implications for teacher education
programmes in Hong Kong. Journal of Education
for Teaching, 36(1), 91-104.
Chuang, S. (2021). The applications of constructivist
learning theory and social learning theory on adult
continuous development. Performance
Improvement, 60(3), 6-14.
Ciobănică, F. C. (2023). Dual education-a viable solution
in the transition to the labour market. Economic
Engineering in Agriculture & Rural
Development, 23(3), 147-156.
Dabuke, A. M., Zainal, V. R., & Hakim, A. (2023). The
Effect of Self-Ability and Self Confidence on
Employee Performance: A Literature
Review. Dinasti International Journal of Digital
Business Management, 4(2), 286-296.
Daniels, H. (2012). Institutional culture, social
interaction and learning. Learning, Culture and
Social Interaction, 1(1), 2-11.
Do, H. N., Do, B. N., & Nguyen, M. H. (2023). How do
constructivism learning environments generate
better motivation and learning strategies? The
Design Science Approach. Heliyon, 9(12), e22862.
https://doi.org/10.1016/j.heliyon.2023.e22862
Ertl, H. (2020). Dual study programmes in Germany:
blurring the boundaries between higher education
and vocational training? Oxford Review of
Education, 46(1), 79-95.
Even, W. E., & Macpherson, D. A. (2014). The effect of
the tipped minimum wage on employees in the US
restaurant industry. Southern Economic Journal,
80(3), 633-655.
Glavas, A., & Kelley, K. (2014). The effects of perceived
corporate social responsibility on employee
attitudes. Business Ethics Quarterly, 24(2), 165-
202.
Gnyawali, D. R., & Stewart, A. C. (2003). A contingency
perspective on organizational learning: integrating
environmental context, organizational learning
processes, and types of learning. Management
Learning, 34(1), 63-89.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A
review of project-based learning in higher
education: Student outcomes and
measures. International Journal of Educational
Research, 102, 101586.
https://doi.org/10.1016/j.ijer.2020.101586
Hogeforster, M. A., & Priedulena, E. (2014). The
significance and impact of innovation networks of
academia and business with a special emphasis on
work-based learning. TalTech Journal of European
Studies, 4(2), 69-82.
Hogeforster, M., & Wildt, C. (2020). Recent
developments and challenges of the introduction of
dual training for SMEs in countries around the

Abdien, M. K.
53 Pharos International Journal of Tourism and Hospitality
Baltic Sea Region with a special emphasis on
Lithuania. 11th International Scientific Conference
“Business and Management”. May 7–8, 2020,
Vilnius, Lithuania.
https://doi.org/10.3846/bm.2020.652
IZA, A. E., Hempel, K., & Osman, A. (2018).
Overcoming Youth Unemployment in Egypt.
https://www.povertyactionlab.org/sites/default/files
/research-paper/Impact-Evaluation-Youth-
Employability-EEIP-Egypt-Oct2018.pdf. Access at
15/5/2024
Jenkins, A. A., Pateman, B., & Black, R. S. (2002).
Partnerships for dual preparation in elementary,
secondary, and special education
programs. Remedial and Special Education, 23(6),
360-372.
Jonathan, L. Y., & Laik, M. N. (2021). Using experiential
learning theory to improve teaching and learning in
higher education. European Journal of Social
Science Education and Research, 8(3), 117-131.
Jugdev, K., & Mathur, G. (2013). Bridging situated
learning theory to the resource‐based view of
project management. International Journal of
Managing Projects in Business, 6(4), 633-653.
Kocsis, Z., & Pusztai, G. (2021). A double road to
success? Impact of dual education on
effectiveness. Research in Post-Compulsory
Education, 26(2), 164-188.
Kolodiziev, O., Shcherbak, V., Krupka, M., Kovalenko,
V., Kolodizieva, T., & Yatsenko, V. (2023). The
social responsibility of dual education in an unstable
environment. International Journal of Human
Capital in Urban Management, 8(3), 303-316.
Korthagen, F. A. (2010). Situated learning theory and the
pedagogy of teacher education: Towards an
integrative view of teacher behavior and teacher
learning. Teaching and Teacher Education, 26(1),
98-106.
Kravchenko A. V. (2021) Approaching linguistic
semiosis biologically: Implications for human
evolution. Special issue on “Languages, languaging
and biosemiotics.” Rivista Italiana di Filosofia del
Linguaggio 15(2): 139–158.
Kravchenko, S. A. (2023). Civilizational Challenges to
Russia’s Sustainable Development. Mirovaia
Ekonomika I Mezhdunarodnye Otnosheniia, 67(2),
30-40.
Kulalaieva, N., & Leu, S. (2019). Dual education as a tool
for assurance the education of sustainable
development. IJPINT, 6(2), 104-115.
Langove, N., Masood, K., & Iqbal, A. (2022). Turnover
Intention: A Case of Employee Working in the Fast
Food Industry. Academic Journal of Social Sciences
(AJSS), 6(3), 089-103.
Lave, J., & Wenger, E. (1991). Situated learning:
Legitimate peripheral participation. Cambridge
University Press.
Lavía, C., Otero, B., Olazaran, M., & Albizu, E. (2024).
From provider to partner? Main elements of the
relationship between schools and small‐and
medium‐sized firms in vocational education work
placements in the Basque and Navarre regions
(Spain). International Journal of Training and
Development, 28(2), 213-231.
Lee, C., Hallak, R., & Sardeshmukh, S. R. (2016).
Innovation, entrepreneurship, and restaurant
performance: A higher-order structural
model. Tourism Management, 53, 215-228.
Lee, Y. S., & Liu, W. K. (2021). The moderating effects
of employee benefits and job burnout among the
employee loyalty, corporate culture and employee
turnover. Universal Journal of Management, 9(2),
62-69.
Lester, S., & Costley, C. (2010). Work‐based learning at
higher education level: Value, practice and
critique. Studies in Higher Education, 35(5), 561-
575.
McCarthy, M. (2016). Experiential learning theory: From
theory to practice. Journal of Business &
Economics Research, 14(3).
Mongkhonvanit, J. (2017). Thailand’s dual education
system: a way forward. Higher Education, Skills
and Work-Based Learning, 7(2), 155-167.
Morris, T. H. (2020). Experiential learning–a systematic
review and revision of Kolb’s model. Interactive
learning environments, 28(8), 1064-1077.
Muhambetaliev, S. K., & Kasymova, A. K. (2016). The
introduction of elements of dual education system:
Experience, problems, prospects. Indian Journal Of
Science And Technology, 9(47), 1-12.
Murdoch-Kinch, C. A., Duff, R. E., Ramaswamy, V.,
Ester, T. V., Sponseller, S. A., & Seeley, J. A.
(2017). Climate study of the learning environment
for faculty, staff, and students at a US dental school:
foundation for culture change. Journal of dental
education, 81(10), 1153-1163.
Pogátsnik, M. (2021). Dual education: connecting
education and the labor market. Opus et
Educatio, 8(3), 304-313.
Pogatsnik, M. (2018). Dual education: The win-win
model of collaboration between universities and
industry. iJEP, 8(2), 145-152.
https://doi.org/10.3991/ijep.v8i3.8111
Pogatsnik, M., Gergely, K., & Zoltán, R. (2019). The
impact of dual higher education on the development
of non-cognitive skills. Search of Excellence in
Higher Education, 179-190.

Abdien, M. K.
54 Pharos International Journal of Tourism and Hospitality
Rakhimovna, B. N. (2024). Integration of theory and
practice of the dual education system in the field of
light industry education. European International
Journal of Multidisciplinary Research and
Management Studies, 4(02), 336-341.
Rayter, G., & Davlikanova, O. (2017). Introduction of
Dual Education in Ukrainian Higher Educational
Establishments and Approaches to Estimation of its
Economic Benefits. Business Ethics and
Leadership, 1(4), 93-101.
Romanyshyna, O. Y., & Dundiuk, A. Y. (2021). Dual
education as one of the conditions for the formation
of professional сompetence. Scientific Bulletin of
Uzhhorod University. Series:“Pedagogy. Social
Work, 1(48), 361-364.
Sapogov, M. (2020). The use of smart technologies
within the conditions of dual education
system. Scientific Journal of Polonia
University, 38(1-1), 193-201.
Slonaker, W. M., Wendt, A. C., & Baker, B. (2007).
Employment discrimination in the restaurant
industry. Cornell Hotel and Restaurant
Administration Quarterly, 48(1), 46-58.
Succi, C., & Canovi, M. (2020). Soft skills to enhance
graduate employability: comparing students and
employers’ perceptions. Studies in Higher
Education, 45(9), 1834-1847.
Whishaw, I. Q., & Kolb, B. (1984). Decortication
abolishes place but not cue learning in
rats. Behavioural Brain Research, 11(2), 123-134.
Zeb, A., Goh, G. G. G., Javaid, M., Khan, M. N., Khan,
A. U., & Gul, S. (2023). The interplay between
supervisor support and job performance:
Implications of social exchange and social learning
theories. Journal of Applied Research in Higher
Education, 15(2), 429-448.