Journal of Hospitality & Tourism Education

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To Read or Not to Read? Exploring the Reading

Habits of Hospitality Management Students

Cynthia S. Deale & Seung Hyun (Jenna) Lee

To cite this article: Cynthia S. Deale & Seung Hyun (Jenna) Lee (2022) To Read or Not to Read?
Exploring the Reading Habits of Hospitality Management Students, Journal of Hospitality &
Tourism Education, 34:1, 45-56, DOI: 10.1080/10963758.2020.1868317

To link to this article: https://doi.org/10.1080/10963758.2020.1868317

Published online: 11 Feb 2021.

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JOURNAL OF HOSPITALITY & TOURISM EDUCATION
2022, VOL. 34, NO. 1, 45–56
https://doi.org/10.1080/10963758.2020.1868317

To Read or Not to Read? Exploring the Reading Habits of Hospitality Management

Students
Cynthia S. Deale , PhD and Seung Hyun (Jenna) Lee , PhD
School of Hospitality Leadership, College of Business, East Carolina University

ABSTRACT KEYWORDS
College educators may have concerns about the reading habits of their students in general and Reading; students;
within disciplines, and may wish to understand more about their students’ reading habits. hospitality; teaching;
Therefore, this Scholarship of Teaching and Learning (SoTL) study investigated students’ percep­ learning
tions of their own reading habits; 124 surveys were collected from hospitality and tourism students
at a university in the southeastern United States. Students at higher levels reported reading more
than others, grade point average was related to reading, and several themes connected to their
reading habits were identified. Based on the results of the study, implications are discussed,
strategies for encouraging reading are provided, and further research is suggested.

Introduction Although many studies have been conducted about

Many faculty members, including hospitality and tour­
ism educators, may find themselves wondering why
their students, in the current era, do not read. It may
simply be that students engage in other activities that
focus on social media and short, fast-paced snippets of
information instead of reading. Not surprisingly,
a number of researchers who have investigated stu­
dent’s reading habits over the past couple of decades
support this notion (e.g., Gallik, 1999; Hoeft, 2012:
National Endowment for the Arts [NEA], 2007). For
example, Gallik (1999) found that college students con­
ducted most of their reading for academic purposes
rather than for recreational reasons and even back in
the late 1990s they spent a good deal of time on the
Internet reading e-mails and visiting chat rooms.
A report completed over a decade ago by the NEA
(2007) noted that students spent considerably more
time on media and media devices than on reading
(p. 8). However, according to a number of studies, it
appears that, in general, college students’ reading
habits continue to change (Coiro, 2009; Dolisso &
Cochran, 2017; Hoeft, 2012; Paulson, 2006).
Therefore, it could be helpful for instructors to know
about their students’ reading practices and preferences
in general and within their own disciplines, as reading
is often a critical factor in course design and instruc­
tion, and more importantly with regard to learning
(Kerr & Frese, 2017).
students’ reading practices (e.g., Bhavsar, 2020;
Burchfield & Sappington, 2000; K. W. Braun & Sellers,
2012; Clump et al., 2004; Gallik, 1999; Hatteberg &
Steffy, 2013; Hoeft, 2012; Kerr & Frese, 2017), more
could be learned about college students’ reading habits
and preferences, particularly within disciplines.
Knowing more about students’ reading experiences
could benefit teaching and learning practices within
a discipline, within a particular program, and with
regard to educators and students themselves. For exam­
ple, understanding more about students’ reading prac­
tices within hospitality and tourism education could be
helpful for instructors in terms of determining what
types of readings they assign and how they assign
them, and with regard to the types of reading activities
they apply in their teaching. Therefore, the purpose of
this Scholarship of Teaching and Learning (SoTL) study
was to investigate the reading activities of hospitality and
tourism students.
Literature Review
The topic of student reading is an issue for educational
institutions at all levels, including institutions of higher
education (e.g., Bhavsar, 2020; Burchfield & Sappington,
2000; K. W. Braun & Sellers, 2012; Clump et al., 2004;
Gallik, 1999; Hatteberg & Steffy, 2013; Hoeft, 2012). In
the United States (U.S.) according to the National
Center for Education Statistics (2016), just 34% of eighth

CONTACT Cynthia S. Deale, PhD ohalloranc@ecu.edu School of Hospitality Leadership, College of Business, East Carolina University, C/0 Rivers 148,
Mailstop 180, Greenville, NC 27858, USA.
© 2021 The International Council on Hotel, Restaurant, and Institutional Education
46 C. S. DEALE AND S. H. LEE
graders received a score of proficient or above on the
2015 National Assessment of Educational Progress
(NAEP) exam, and only 37% of high school seniors
received a score of proficient or above. In addition,
a survey of young adults in the U.S. (16–24 years of
age) indicated that the average reading level of young
adults was below the average score for developed coun­
tries around the world (Organisation for Economic Co-
operation and Development [OECD], 2013).
It has been estimated that just 20–30% of undergrad­
uate students read the materials that they are assigned
for class (Berry et al., 2011). In one study, researchers
found that only 29% of that students in the study read
the assigned textbook pages for classes that did not have
a daily quiz (K. W. Braun & Sellers, 2012). In another
study, researchers found that fewer than 25% of first-
and second-year psychology students read the materials
assigned to them in their courses (Burchfield &
Sappington, 2000). Others found that reading rates
were a bit higher (27.46%) when considering psychology
classes overall (Clump et al., 2004), and yet another
scholar found that 72% of her students answered that
they rarely or never read their assignments according to
the course schedule (Connor-Greene, 2000).
Previous research has indicated that college students
do not complete assigned readings because they may
lack motivation, be deficient in reading skills, have con­
straints on their time, and undervalue the importance of
reading (Brost & Bradley, 2006; Kerr & Frese, 2017;
Leamson, 1999; Lei et al., 2010). As might be expected,
a lack of reading has been found to be related to lower
exam scores (Sappington et al., 2002), while reading
before class is more likely to lead to higher levels of
achievement in a class (Phillips & Phillips, 2007).
Furthermore, not surprisingly, students appear to be
more likely to read if they have an interest in the subject
or class and respect for the instructor’s work (Hoeft,
2012; Lei et al., 2010).
Not having the motivation to read has been found to
be a significant factor in students choosing not to read,
and therefore, providing incentives, such as graded
quizzes and/or assignments and interesting activities
based on the reading, may encourage students to read
(Braun & Sellers, 2012; Lei et al., 2010; Marchant, 2002;
Ryan, 2006). Other researchers found that students were
most likely to be motivated to complete reading assign­
ments if an instructor applied mandatory and/or
announced methods of assessment rather than unan­
nounced or optional methods (Hatteberg & Steffy,
2013).
With regard to a lack of reading skills, one scholar
found that students with insufficient reading skills often
quit reading when they came across demanding or
complex concepts and terms, including the contents of
tables and charts (Ryan, 2006). Moreover, one author
stated a decade ago that, “the nature of reading compre­
hension is changing because of digital technology”
(Coiro, 2009, p. 63). However, although one might be
quick to say that the digital world is the sole reason for
the changes seen in reading habits, as noted, other
explanations for the changes in reading behaviors have
also been given.
The issue of time constraints is a difficult one for
faculty members to address, for a large number of col­
lege students work; a decade ago, it was estimated that
50% of college students, of traditional age, worked while
attending school (Perna, 2010). Additional reasons may
play into this issue; for instance, a cultural anthropolo­
gist connected low levels of reading to a student’s wish
for more personal time (Nathan, 2006).
In addition to lacking time, students may also lack
perspective in that they may believe that they can suc­
ceed in a course by attending a lecture class without
completing the reading (Murden & Gillepsie, 2017).
This is an interesting notion because researchers have
found that lecture-based teaching methods have the
highest level of effectiveness for students with grade
point averages (GPAs) above 3.5 (Hsu & Li, 2017).
This finding indicates that many students might not
benefit from that method, and perhaps reading could
be helpful to all students, especially those with lower
GPAs. Unfortunately, it seems that a misunderstanding
frequently exists whereby students believe that the lec­
ture is a substitute for a textbook, rather than being
a complement to it (Braun & Sellers, 2012). For as
other researchers have noted, effective reading practices,
at all levels, including college, improve academic
achievement (Fatiloro et al., 2017; Wandersee, 1988).
However, research findings have also indicated that
students do not regard a textbook as a primary source of
information (e.g., Murden & Gillespie, 1997). Research
results suggest that students underestimate the centrality
of reading to a course as a whole (Lei et al., 2010).
Students may believe that reading is a desirable activity,
but not necessary and think that they can succeed
merely by attending lectures and completing minimal
reading (Murden & Gillespie, 1997). In addition,
instructors may not clearly communicate to their stu­
dents the reasons why they need to read to be prepared
for class (Bhava, 2020).
Furthermore, over two decades ago, Gallik (1999)
observed a decline in recreational reading and other
research studies support this claim, and found that stu­
dents have also reduced their academic reading (e.g.,
Huang et al., 2014; Sheorey & Mokhtari, 1994).
Authors of a study focused on the reading habits of

over 1,000 college students in the U.S., found that college
students indicated that they spent an average of
8.95 hours per week on the Internet, 7.72 hours on
academic reading, and 4.24 hours per week on recrea­
tional reading (Huang et al., 2014). Whereas in an older
study of college students’ reading habits, students stated
that they spent an average of 9.72 hours per week on
academic reading and 4.75 hours per week on non-
academic reading (Sheorey & Mokhtari, 1994).
In their study, Huang et al. (2014) found that, not
surprisingly, the Internet is particularly important as
a source of reading materials for college students. The
authors posited that college instructors should acknowl­
edge the “power of technology in student’s reading
habits” (Huang et al., 2014, p. 462) and they should
adjust their teaching strategies accordingly. They also
acknowledged that the use of varied technologies cannot
take the place of long-established scaffolding and literacy
techniques (Berg, 2011; Huang et al., 2014).
Researchers suggest that college instructors need to
encourage the concept of “learning to learn” (Watts-
Taffe & Gwinn, 2007, p. 15) and help to persuade stu­
dents to read through a variety of strategies (e.
g. Bhavsar, 2020; Huang et al., 2014; Hyman et al.,
2014; Nilson, 2019). For example, in one study involving
the flipped classroom, the author required students to
take reading notes and submit them as an assignment
prior to class (Bhavsar, 2020). Rather than having stu­
dents sit and listen to a lecture, flipping the classroom
means that students read and complete work outside of
the class, prior to the class, and then engage in active
learning activities, such as discussion during class time
(Ritchhart et al., 2011). The assignment used in the
recent study by Bhavsar (2020) was based on strategies
provided by another educator, whose ideas included
having students read before class and then come to
class and write down everything that they could remem­
ber from their reading (Nilson, 2013). According to
other scholars, just using the simple recall method that
writing everything down entails, helps students to learn
the course material more effectively (Brown et al., 2014).
Nilson (2013) also asked students to engage in metacog­
nition, by having the students ask themselves questions
about what they read and why it is important.
As far as reading within a discipline is concerned, one
of the suggested ways to get students to read has been to
incorporate book clubs into the academic life of students
(Deale, 2004; Sylvan, 2018). For as noted in a discussion
of the use of books, and in particular book clubs within
hospitality and tourism education, the “thoughtful use
of literature related to tourism and food, in the tourism
and hospitality curriculum, may help motivate students”
(Deale, 2004, p. 46). The use of book clubs can provide
JOURNAL OF HOSPITALITY & TOURISM EDUCATION 47
students with some choice in terms of the reading mate­
rials and thus, encourage them to read about the subject
matter related to a course (Sylvan, 2018).
In addition to the use of different reading strategies,
various tools have been developed that could possibly
assist students with their reading. For example, recently
a German startup company worked to create an app to
help people read the key parts of numerous nonfiction
books (Farrar, 2018) and another recent app encourages
students to read books in 20-minute segments per day
(Deshazo, 2018). Is it possible that new technology could
help students read rather than simply being part of the
reason students do not read as much as they used to read
a few decades ago? Is it possible that additional instruc­
tional strategies could help? Clearly, it would be helpful
for instructors to know more about their students’ cur­
rent reading practices and to find out what might help
them to read more, and more effectively, so as to learn
more.
Purpose
This Scholarship of Teaching and Learning study
focused on learning more about students’ reading habits
and on finding out about what kinds of activities or
applications could help them to read more and to read
more effectively. The study was guided by the following
research questions:
● What are hospitality and tourism students’ reading
practices?
● How much time do hospitality and tourism stu­
dents spend on academic and pleasure reading?
● Is there a relationship between academic achieve­
ment in college and the amount of time spent in
pleasure and academic reading?
● What kinds of activities and applications would
help students to read more and to read more effec­
tively to help them learn?
Methods
This research study was a Scholarship of Teaching and
Learning (SoTL) project. SoTL can be defined as the
connection and interplay between teaching, scholarly
teaching, and research (Hutchings & Shulman, 1999).
SoTL goes beyond scholarly teaching, for as Hutchings
et al. (2011, p. xix) note, “the scholarship of teaching and
learning encompasses a broad set of practices that
engage teachers in looking closely and critically at stu­
dent learning in order to improve their own courses and
programs, and to share insights with other educators
who can evaluate and build on their efforts.” Through
48 C. S. DEALE AND S. H. LEE

SoTL projects, educators explore questions related to (Braun & Clarke, 2006). The investigators compared
their teaching, and to the learning of their own students their results as a type of cross-validation, as recom­
within their own subject area, ask and attempt to answer mended by researchers in the field of content analysis
meaningful questions about teaching and learning, and (Berg, 2004; Malterud, 2012; Neuendorf, 2017).
make the results of their inquiries public and available to
peer review (O’Loughlin, 2006). This study focused on
Results and Discussion
the student population of a hospitality management
program in the southeastern U.S. because the authors The Sample
sought to learn more about what the reading habits and
For this study, 124 complete surveys were collected from
perceptions of reading were among their own students
students enrolled in the hospitality and tourism pro­
to determine how this information could impact future
gram at the university. The sample consisted of predo­
teaching and learning activities.
minantly females (83.5%), juniors or seniors (third- or
The research design included a survey with quantita­
fourth-year students) (82.2%), and students younger
tive and qualitative items. Survey items used in the
than 24 years old (72.8%) (See Table 1). Their average
quantitative analysis were derived from the literature
cumulative grade point average (GPA) was 3.15 on
(Gallik, 1999; Hoeft, 2012; Huang et al., 2014). For
a 4-point scale, and ranged from 2 to 4. Over three-
example, questions were asked that related to the follow­
fourths of the participants reported that they work in
ing: how often students read online articles, social
addition to attending college (78.4%). Their work varied
media, etc. (Gallik, 1999); factors that play in their
and included the following positions: server, bartender,
decision to read and not to read an assignment (Hoeft,
sales associate, housekeeping supervisor, manager, and
2012); and reading habits (Huang et al., 2014). The
director for events and conference planning.
qualitative items were also used to help gain an under­
standing of the students’ perceptions (Huang et al.,
2014). The survey method allowed the researchers to Reading in General
acquire information from a variety of respondents in
a relatively easy, anonymous manner. The quantitative Overall, the participants reported that they “somewhat
items provided numeric data, while the qualitative items like to read “(m = 3.20), and 63.7% of the students stated
allowed the researchers to gain deeper, richer data about that they would read more if they had more free time.
the study’s objectives. The Qualtrics survey platform was They perceived that their time available for work and
used, and the quantitative items were analyzed via social life was limited. For example, they scored “in my
descriptive analysis, t-tests, analysis of variance, and free time I still deal with my work duties” (m = 4.02) and
regression analysis techniques. “because of my work (studies), I have no free time”
To analyze the open-ended responses provided by the (m = 3.46) high in their responses. Upon learning that
students, content analysis was used (Berg, 2004;
Malterud, 2012). Specifically, the basic counting of Table 1. Description of the sample.
words and terms was used and then thematic analysis, Frequency Percent
based on the technique described by Braun and Clarke Gender
Male 17 16.5
(2012) was employed. Thematic analysis involves several Female 86 83.5
steps. These include familiarizing one’s self with the Student status
Sophomore 5 5.0
data, coding the data, creating themes from those that Junior 29 28.7
arise in the data, reviewing the themes created, delineat­ Senior 54 53.5
Graduate student 13 12.9
ing and naming the themes, and writing down the find­ Age
ings derived from the thematic analysis process (Braun 18– 24 75 72.8
& Clarke, 2012). For this study, the authors and two 25– 34 14 13.6
35– 44 7 6.8
graduate students coded the data autonomously. 45– 54 5 4.9
Initially, the responses were read through in their 55– 64 2 2
Reading or other learning disability
entirety and then they were read a second time and Yes 10 9.6
coded by counting the frequency of specific terms and/ No 94 90.4
Honors program
or ideas, and labels were put on interesting and fre­ Yes 2 2.0
quently mentioned words and/or terms. This involved No 99 98.0
Work in addition to attending college
the process of organizing codes into possible themes, Yes 80 78.4
grouping all data applicable to each possible theme, No 22 21.6
identifying the themes, and reviewing the themes (n = 124).
 JOURNAL OF HOSPITALITY & TOURISM EDUCATION 49

78% of the participants work in addition to attending Table 3. Relationship between time spent on reading and GPA.
college, differences in their perceptions of time available β t
for work and social life were investigated by whether or Time spent each week on reading required for classes 0.261 2.327**
Time spent each week on recreational reading (not −0.098 −0.854
not they work in addition to attending college. Not required for classes) when school is in session
surprisingly, the students who work while attending Time spent each week on recreational reading (not 0.099 0.839
required for classes) during vacations
college were more likely to perceive that they have no R2 8.2%
free time because of their work and deal with their work F statistics F (3,88) = 2.621*
duties in their free time. This result was similar to that *p < .10; **p < .05; (n = 124).
found by Huang et al. (2014). Students who did not work
were more likely to perceive that they often visit their This finding was similar to that of previous researchers
friends and acquaintances and have enough time for who found that more reading led to higher levels of
their friends (See Table 2). academic achievement (e. g. Fatiloro et al., 2017;
Sappington et al., 2002: Wandersee, 1988).
Students were also asked about the reasons they had
Reading for Academic Purposes
for deciding to read an assignment for a class recently.
In addition to their attitude toward reading, the respon­ As shown in Table 4, the respondents decided to read
dents were asked to indicate the amount of time they the assignment because of their concern over their grade
spend each week on reading that is required for their in the course (77%), interest in the topic (61%), interest
classes. On average, students read 6.67 hours for classes, in the course (58%), and their respect for the professor
ranging from 0 to 25 hours. Interestingly, the average who teaches the course (56%). They were less likely to be
was lower than the 7.72 hours reported by the study motivated to read for classes by their love for reading of
conducted by Huang et al. (2014) and quite a bit lower any kind (8%), the emphasis their family places on read­
than the 9.72 hours reported by researchers almost two ing (6%), and because they might feel that reading comes
decades ago (Sheorey & Mokhtari, 1994). Students at before their social life (2%).
higher levels tended to read more. For example, with As seen in Table 5, the participants decided not to
regard to the hours spent on completing reading read an assignment for a class primarily because they
required for classes each week, sophomores reported lacked interest in the topic (58%), their work schedule
spending 3.20 hours, juniors reported 4.59 hours, did not allow them time for reading (50%), they lacked
seniors reported 7.18 hours, and graduate students sta­ interest in the course (38%), and they indicated that they
ted that they spent 9.29 hours (F = 4.477; p = .006). Older were lazy (25%). Interestingly, four participants noted
students also tended to spend more hours on reading for that their reason for not reading the material for class
classes (F = 3.493; p = .010). Moreover, how much time was that reading the material was not needed to keep up
was spent on reading explains the variance of student
performance, as shown in Table 3. Not surprisingly,
Table 4. Reasons for their decision to read for classes.
a significant positive relationship was found between
Frequency Percent
time spent each week on reading required for classes
Your concern over your grade in this course 95 77%
and cumulative GPA (β = 0.261, p = .022). The more Interest in the topic 76 61%
participants spent time on reading the materials for Interest in the course 72 58%
Your concern that you will be tested on this 72 58%
classes, the better their cumulative GPA was recorded. assignment during this class
Your respect for the professor who teaches this 70 56%
course
Table 2. Different perceptions of time available for work and Your concern over what the professor thinks of you 40 32%
social life by work status. Your concern that you will be called on during this 38 31%
class to discuss assignment
Mean SD t Sig. You are ambitious 33 27%
I often visit my friends and Yes 3.55 1.23 3.374 0.069* Your desire to not let your classmates down 32 26%
acquaintances. No 4.09 1.19 A work schedule that allows you time for reading 31 25%
Because of my work (studies), I have Yes 3.61 1.00 7.280 0.008** Your interest in being exposed to ideas that may be 25 20%
no free time. No 2.91 1.31 more liberal or conservative than your own
I neglect my family or friends. Yes 2.89 1.24 1.932 0.168 Your concern that you will be embarrassed by 25 20%
No 2.45 1.47 professor if you don’t read
I have enough time for my friends. Yes 2.81 1.12 13.376 0.000*** Your concern that you will be embarrassed by 18 15%
No 3.77 0.97 students if you don’t read
In my free time I still deal with my Yes 4.14 0.92 4.892 0.029** Love reading of any kind 10 8%
work duties. No 3.64 1.00 The emphasis your family places on reading 8 6%
I have enough time for my family Yes 3.28 1.17 3.398 0.068 Reading comes before your social life 2 2%
(partner, parents, children, etc.). No 3.77 0.92 Factors not listed above (please specify) 3 2%
*p < .10; **p < .05; ***p < .001; (n = 124). (n = 124).
50 C. S. DEALE AND S. H. LEE

Table 5. Reasons for their decision not to read for classes.
Frequency Percent
Lack of interest in the topic 72 58%
A work schedule that doesn’t allow you time for 62 50%
reading
Lack of interest in the course 47 38%
You are lazy 31 25%
Dislike reading of any kind 24 19%
Your social life comes before reading 19 15%
Lack of concern about being tested on the 12 10%
assignment during this class
Dislike exposure to ideas that may be more liberal or 10 8%
conservative than your own
Lack of concern about being called on during class 10 8%
to discuss
Lack of concern over letting your classmates down 9 7%
Lack of concern about being embarrassed by 9 7%
professor for not reading
Lack of concern about being embarrassed by 9 7%
students for not reading
Lack of concern over your grade in course 7 6%
Lack of emphasis your family places on reading 4 3%
Your lack of respect for the professor who teaches 4 3%
this course
Lack of concern over what the professor thinks of 4 3%
you
Factors not listed above (please specify) 17 14%
(n = 124).
in the class; a similar result to that found by Huang et al.
(2014). Not surprisingly, a lack of time or being too busy
were reasons that were given for not reading more in
previous studies (Hoeft, 2012). When asked what kinds
of activities or applications would help a student to read
more, the most common answer was more free time
(n = 41), with others indicating that an app (n = 16),
or a book club (n = 6), or a kindle or e-book (n = 5)
might help. A couple of students observed that using
books differently in their courses could help them to
read more, such as allowing them to read a book related
to course topics, but of their own choosing, would help
encourage them to read more.
Interestingly, the students’ most preferred reading mate­
rials for classes were traditional paper books, followed by
electronic books, online articles, and material on websites.
Other preferred kinds of readings were also mentioned,
including social media, recent news and related information,
class handouts and Power Point slides, handouts from text­
books, newspapers, magazines, audio books, and YouTube
videos. A few students specifically stated that they preferred
printed articles and always printed out online articles, so that
they could highlight the important points.
With regard to access to reading materials, the stu­
dents were asked the following open-ended question,
“How do you use the library online or in person for
resources?” Their answers included using it often for
research purposes for assignments and papers (n = 35),
not used or rarely used (n = 16), as a place to study
(n = 11), to find books (n = 7), to print items (n = 4), and
to use computers (n = 4), as the most common answers.
Recreational Reading
As far as recreational reading was concerned, the par­
ticipants indicated that they spent 2.43 hours each
week engaging in recreational reading when school is
in session, ranging from 0 to 15 hours. This was
a lower than the 4.24 hours reported by Huang et al.
(2014), but higher than that found two decades ago in
a study by Gallik (1999). In addition, the participants
reported spending 4.71 hours on recreational reading
during vacations, ranging from 0 to 40 hours. Not
surprisingly, the participants were more likely to read
social media, followed by online articles, letters/
e-mail/chat rooms, and novels (in that order). This
result was in line with that found by Gallik (1999)
two decades ago, when students reported using the
Internet and e-mails and chat rooms frequently; social
media were not mentioned, but the study was con­
ducted before the era of much of the current social
media. The most frequently read social media were
Facebook (n = 27), Instagram (n = 19), and Twitter
(n = 17). Examples of online articles were news articles
from CNN and The New York Times. Their most pre­
ferred fiction reading materials were mystery, science-
fiction/fantasy, other types of fiction, and thriller
novels. When they were reading for pleasure, the par­
ticipants preferred traditional paper books and online
articles.
Participants were asked what their favorite books
were, and 91 respondents provided some kind of an
answer, with a few respondents providing more than
one answer. The most common response was novels or
some kind of fiction (n = 25), followed by no favorite
books (n = 23), and then mysteries or thrillers (n = 14).
Five students liked self-help books, five enjoyed biogra­
phies, and another five favored books about sports.
Some specific books or book series were mentioned;
the most common were the Harry Potter book series
(n = 4) and the book titled, Perks of a Wildflower (n = 4).
The respondents were also asked why their favorite
books were their favorites, and their answers varied. The
most common response was that the book’s topic was of
interest to them (n = 14), followed by self-help or devel­
opment (n = 9), the style of the book (novel, mystery,
etc.) (n = 7), the story told (n = 7), the topic of sports
(n = 5), as a source of inspiration (n = 4), as an escape
from everyday life (n = 3), and a range of other answers
(n = 9). The other answers included responses such as,
“because I can’t stop reading them” and “how well the
books are written.”
In terms of their favorite books, the students were
asked how they came to know about the books and no
single answer dominated their responses, although only

25 respondents provided information for this question.
Their answers included the following: mother or step­
mother (n = 5); online (n = 5); from other people, such
as a boss or industry professional (n = 4); friends (n = 4);
and a bookstore (n = 2). Students were asked what the
last book they read for pleasure was and their answers
varied greatly, with 91 providing some kind of answer,
the most common responses were the following: cannot
remember (n = 7); nothing (n = 5); books by Nicholas
Sparks (n = 4); Girl, Wash your Face (n = 4); and The
Woman in Cabin 10 (n = 2). Respondents were also
asked how they found new books to read. Answers
varied; the most common responses were the following:
from other people (such as a mother, stepmother, grand­
mother, husband, or friend) (n = 23), online (n = 18),
from reviews (n = 16), from a bookstore (n = 14), and
from social media (n = 6). Comments about recreational
reading also varied and included remarks such as the
following:
● Recreational reading is fun! Sometimes textbooks
can be very dull and boring.
● A lot of times I will buy a book that I am interested
in reading. Then it sits on the shelf for months and
I get discouraged. If I do pick it up, it’ll take me
months to read it- I’ll be very slow. Probably because
I never fully get into it. But that’s why I like articles,
they are short and to the point. Not too long where
I feel like it will take up a lot of my time.
The Internet and Reading
Because so much reading material is available online,
students were asked about their use of the Internet,
and 72.3% of the participants stated that they always
used the Internet and 25.7% of them used it most of
the time. On average, each week the respondents noted
that they spent 14.4 hours on the Internet for personal
purposes and 11.27 hours online for academic pur­
poses. These numbers were quite a bit higher than
the 8.95 hours per week reported by Huang et al.
(2014), but perhaps not surprising given the ubiqui­
tous nature of the Internet in the 21st century.
Students were asked to explain what they did when
they spent time online and 99% of them provided
answers, and often mentioned more than one activity.
The online activities they mentioned included using
social media (n = 54), completing school work
(n = 33), shopping (n = 22), reading and answering
e-mail (n = 16), reading news (n = 7), and playing
games (n = 6).
Students were asked how the Internet impacts their
learning experiences and reading activities when they are
JOURNAL OF HOSPITALITY & TOURISM EDUCATION 51
in the classroom and 94 students provided an answer.
Overwhelmingly, the students believed that the Internet
was helpful in the classroom and allowed them easy access
to information (n = 57), some felt it was distracting
(n = 11), while others indicated that it did not impact
them (n = 19), and one student noted that it did both,
stating that, “It has a huge impact because it is a great
resource and is very helpful but, sometimes it is very
distracting.” Huang et al. (2014) also observed that the
Internet was important with regard to students’ reading
experiences.
Implications and Conclusions
Respondents in this study indicated that they read the
textbook and other items for classes and they read
a variety of materials for pleasure. A shortage of free
time was reported as an issue with regard to time for
reading and that presents a challenge for educators, as
they cannot really change how students use their
time. However, perhaps students can be encouraged
to make some changes to the ways that they use the
time that that is available to them for reading.
Reading makes a difference with regard to GPA (e.q.
Fatiloro et al., 2017) and therefore, finding ways to get
students to read more effectively would be helpful.
Suggestions for educators to help students increase
their time and attention to reading for classes include
incorporating some or all of the following activities
and assignments into courses.
Suggestions to Address a Lack of Time for Reading
Given that a lack of time appears to be an issue for
students, educators could provide them with techniques
to streamline the reading process, and help them read
more effectively. It was interesting that students noted
that they lacked free time to read and many of them
worked, but they did not mention that they lacked sleep,
a factor that has been found to relate somewhat to GPA,
and the researchers believe that the need for sleep
should not be neglected (Chiang et al., 2019). For exam­
ple, with academic readings, the instructor could help
students learn useful tactics such as skimming the table
of contents and identifying headings and sub-headings,
so that they have a “road map” for reading an item. In
addition, instructors can teach students to read with
a purpose in mind and help them learn to recognize
the main point of a passage of text (Nilson, 2019).
Provide Reminders
Providing students with frequent reminders about the
readings that they need to complete for a class could be
52 C. S. DEALE AND S. H. LEE
a simple way to encourage students to read. Although
the readings may be listed on the syllabus, perhaps the
instructor could encourage students to read by remind­
ing them about the items they need to read each week
and also by including thought-provoking questions
about the readings in those reminders. Reminders to
complete the assigned readings could be annoying to
some students, but by adding thought-provoking ques­
tions, perhaps students will see an actual need to read
instead of just feeling like their instructors are bothering
them. In addition, educators might do more to make the
readings sound interesting (Hoeft, 2012).
Suggestions to Encourage More Reading Adding
Interest to a Course
Start Book Clubs
Perhaps book clubs could be implemented in face-to-
face or online classes (e.q. Deale, 2004; Sylvan, 2018). In
a study of social reading, as scholar found that 71.%% of
millennial students had never participated in a book
club for social reading, and one wonders how many
have ever been involved in an academic book club
(Wittaveen, 2019). A book that is read for a book club
might provide students with interesting reading material
and an interesting learning experience. To conduct
a book club, a group of students might select the same
book to read about a particular topic related to hospi­
tality and tourism and then discuss it in person in the
classroom or online. Conducting book clubs could help
to inspire students to read more and could potentially
introduce interesting content into a course. A recent
study about the use of book clubs found that they
“increased students’ engagement and enjoyment with
reading related to the course content” (Sylvan, 2018,
p. 232).
Use Talking Circles and Storytelling
Talking circles and storytelling have been used for cen­
turies by Native Americans (Kaminski, 2011), and they
could also potentially be used in a classroom or online
after students have read course content materials. In
a talking circle, one person tells a story and then listens
while others speak, and as the name implies, the com­
munication goes in a circle. For storytelling, the students
could be given a topic related to the reading material,
and then create stories based on that information. As
one educator who implemented these methods into her
classes noted, “using them in the international class­
room may be a new way of looking at complex theories
through a collaborative community of practice” (Zizka,
2017, p. 49). These two tools might help to give the
students a reason to read as they add interest to a class
and the students themselves have to use what they have
read in either a talking circle or a storytelling experience.
Apply Universal Design for Learning (UDL) Tactics
Students noted that they often read for a grade or an
interest in a topic or a class, and perhaps the use of the
concepts of Universal Design for Learning (UDL), that
encourage instructors to provide a variety of materials for
learning content, could improve their attention to reading
in a hospitality and tourism course (Rose & Meyer, 2002).
As noted by a couple of students in this study, applying
reading materials differently in courses could possibly
encourage students to read more, such as allowing them
to read a book related to course topics, but of their own
choosing, or providing them with a variety of sources that
cover the same content, but allowing them choice in terms
of what to read, would help encourage them to read more.
Try a Flipped Classroom
The term the “flipped classroom” is an active learning
method that appears to have truly come into use when
instructors applied technology to move typical class
activities outside of the classroom time to make room
for collaborative learning experiences within the class
period in secondary schools (Bergmann & Sams, 2012),
and similar activities have been implemented in colleges
(e.q. Berrett, 2012), and professional schools, such as law
schools (Roehl et al., 2013). As noted previously, rather
than having students sit and listen to a lecture, flipping
the classroom means that students read and complete
work outside of the class, prior to the class, and then
engage in active learning activities, such as discussions
during the class time (Ritchhart et al., 2011). Instructors
conducting a study of the impact of flipping a classroom
found that in-depth, thought-provoking, pre-class read­
ing assignments helped students to have a greater grasp
of course concepts prior to engaging in the classroom
exercises that involved active learning and discussions
(Brown et al., 2016). Moreover, in a recent study of the
use of a reading assignment for a flipped class, the
instructor found that providing the benefits of and
clear rationale for completing the assignment helped
add value to the assignment (Bhavsar, 2020).
Incorporate Interesting Projects
Because students noted that they read due to their inter­
est in a topic or course, instructors would do well to
incorporate learning opportunities that are typically of
high interest and therefore, motivate students to be
more inclined to complete the reading. For example,
engaging students in community-based learning (CBL)
might be one way to encourage students to read more
because they would need to read so as to complete their

projects effectively. As two educators observed about
their program’s development of scaffolded, community-
based learning, the use of CBL in hosptiality and tourism
education can result in “mutually beneficial long-term
relationships” (Tuma & Sisson, 2019, p. 173). While
face-to-face community-based learning experiences
may be relatively common, there are also opportunities
for online projects.
Suggestions About Incorporating More Graded
Reading Assignments
Give Quizzes or Other Assignments over Class
Readings
Students stated that they often read because of concerns
about their grade. Therefore, an instructor can make
students accountable for the reading material in
a course by assigning graded quizzes over the readings
on a regular basis, as suggested by previous researchers
(Hatteberg & Steffy, 2013). However, some would say
that having students constantly be quizzed over reading
material can be seen as punitive and there may be better
ways to engage students in reading (Goodblar, 2014;
Hoeft, 2012). Therefore, in addition to or in place of
quizzes, instructors might incorporate short assign­
ments over the readings such as those that ask students
to identify the main points or summarize what they
read.
Require Graded Journals
Another assignment strategy that may encourage stu­
dents to read, because it results in a graded item, is to
assign them the task of writing journals that are to reflect
on the reading materials and to grade these journals. The
journal may be seen as less punitive than a quiz and may
allow the student to reflect on the importance of various
readings in a more meaningful way (August, 2000).
Although reading journals may be helpful, some note
that reading them and grading them takes too much
time (Facing history and ourselves, n.d.), while others
encourage the use of keeping informal journals
(Hatteberg & Steffy, 2013).
Assign Graded Discussion Board Assignments
Yet another assignment tool that can require students to
read, and that results in a graded item, is the online
discussion board that is commonly included in online
learning platforms. Assignments that involve sharing
information from the readings can be constructed and,
as suggested by some educators, the discussion board
can require students do more than summarize the read­
ings, instead it can ask them to reflect upon the readings
thoughtfully, such as asking them what was most
JOURNAL OF HOSPITALITY & TOURISM EDUCATION 53
challenging about the particular readings or how the
readings impact their professional lives (Lieberman,
2019). In fact, these assignments could require students
to engage in “deep reading” practices that ask students to
delve into the content, make connections between ideas,
and reflect thoughtfully on the material (Roberts &
Roberts, 2008).
Additional Thoughts about Assigned Reading
In the final analysis, educators need to think carefully
about the readings that they assign for a course. For
example, textbooks can be expensive and if a student
does not purchase a text, then he or she has limited
access to the materials to be read for class. Textbooks
may be the easiest way to incorporate all of the content
material necessary for students to achieve the course
learning outcomes; however, other readings might be
more affordable and accessible. It may be possible for
instructors to provide students with different sources or
different forms of assigned readings that can all help
them to learn about the content of a course (Hoeft,
2012; Nilson, 2019).
Researchers have found that students find reading
one text easier than reading a multitude of sources (Liu
& Brown, 2019), for the information is all organized in
one place and in one style. However, perhaps educators
need to take a step back and at the beginning of a course
and perhaps even at the beginning of a unit, commu­
nicate with students about how they can more readily
read and understand the assigned readings. Therefore,
in addition to thinking about the content of a course an
instructor would do well to consider the genre, format,
and style of the reading materials used in a course.
Furthermore, educators should think about the charac­
teristics of students, including their demographic
backgrounds, year in school, and whether they are native
speakers of a language (Liu & Brown, 2019; Wittaveen,
2019).
Limitations and Recommendations for Future
Research
This study has several limitations. The study was limited
to one hospitality program at a single university and the
respondents to the survey were overwhelmingly female;
therefore, results may not be generalized to a more
diverse population. This study was a SoTL project for
use by those at the study location, and a larger, more
diverse sample might yield different results and would
be more applicable across educational experiences in the
discipline of hospitality and tourism. In addition, it
would be helpful to investigate further to determine if
significant differences exist between various groups
54 C. S. DEALE AND S. H. LEE
(gender, age, student classification) in the amount of
time spent engaging in pleasure and academic reading
and in academic performance, although little difference
existed in the present study. Also, the survey method
only captured perceptions of reading and not the actual
time spent on reading. Future research might delve into
the actual time students spend reading and investigate
more carefully what they read, how they read, and where
they read. Furthermore, the survey did not fully address
reading on the wide variety of devices available for use,
such as e-readers, and that aspect of reading deserves
further study. The use of reading apps and other tech­
nology deserves more attention, too. Although students
in the study noted that they preferred traditional books,
they also observed that they did not read often and
perhaps future research could discover additional ways
to encourage more reading that would be beneficial to
both students and their instructors.
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