Journal of Hospitality, Leisure, Sport & Tourism Education 31 (2022) 100381

Contents lists available at ScienceDirect

Journal of Hospitality, Leisure,

Sport & Tourism Education
journal homepage: www.elsevier.com/locate/jhlste

A Systematic Review of hospitality and tourism management

students’ career intentions
Zilan Gong a, *, Dr Zhujun Jia b, **
a
School of Tourism and Hospitality Management, Shanghai Shanda University, School of Tourism and Hospitality Management, Hong Kong
Polytechnic University, China
b
Nanjing Forestry University, Renmin University of China, China

A R T I C L E I N F O A B S T R A C T

Keywords: Students’ career intentions determine the need for hospitality and tourism management (HTM)
Career intention programs. This paper aims to systematically review the literature on HTM students’ career in­
Hospitality and tourism management tentions and to uncover trends in associated research and specific publications. Text analysis
undergraduate program
reveals three topics: HTM students’ current career intentions, factors affecting these intentions,
Influencing factors
College education
and HTM students’ entrepreneurial intentions. Most studies were quantitative with research
objectives involving bachelor students. Results suggest that the HTM education system must
clarify and standardize its career values. More qualitative and comparative studies are needed to
better understand students’ career intentions, address additional research objectives, and
consider macro-environmental factors to predict students’ career intentions.

1. Introduction

The enduring phenomenon of hospitality and tourism management (HTM) students leaving the sector within 10 years (Brown et al.,
2014) has led to a shortage of industry professionals (Papathanassis, 2021). This trend has also triggered questions about whether HTM
programs are even necessary in universities. This issue is not unique to HTM.
Career intention has come under the spotlight of higher education studies in recent years. Related research exploded since 2015.
Varies of topics, such as students’ career satisfaction, gender differences, career-related motivation, self-efficacy, and self-recognition,
has been developed ever since.
The purpose of the present article is to identify major threads in studies of HTM students’ career intentions, the factors affecting
such intentions, and promising avenues for future research.

2. Method

Quantitative and qualitative approaches were applied to systematically review articles on HTM students’ career intentions
following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Moher et al., 2010, p. 339). Procedural details are
provided in Table 1.

* Corresponding author.
** Corresponding author.
E-mail addresses: gong.zilan@live.com (Z. Gong), jiazhujun@nianhuawan.com (D.Z. Jia).

https://doi.org/10.1016/j.jhlste.2022.100381
Received 9 February 2022; Received in revised form 24 March 2022; Accepted 25 March 2022
Available online 28 April 2022
1473-8376/© 2022 Elsevier Ltd. All rights reserved.
Z. Gong and D.Z. Jia Journal of Hospitality, Leisure, Sport & Tourism Education 31 (2022) 100381

2.1. Data collection

Six career intention–related keywords (“career intention”, “job intention”, “work intention”, “career choice”, “job choice”, and
“work choice”) and “hospitality and tourism” were entered as search terms in the WoS and Scopus databases. After removing duplicate
articles, records were reviewed based on their respective titles and abstracts. Irrelevant and non-assessable sources were excluded
manually, such as THM-unrelated, career intention-irrelated sources, papers without full text, and books. Seventy-one studies were
ultimately included to analyze the main themes in the end.

2.2. Data analysis and topic identification

All studies were first analyzed based on the title and year of publication to gain a sense of scholarly trends related to HTM career
intention and the journals featuring this subject area. The grounded theory approach was adopted to identify relevant topics. Both
authors read all sources first and coded the articles’ topics separately three times (in one-month intervals) following Strauss and Corbin
(1990) recommendations. The two code databases were next compared, discussed, and integrated. Findings were then extracted from
the articles to further explain the results topically.

3. Results

3.1. General research trends regarding HTM career intention

Career intention studies in HTM have ballooned since 2011 (Fig. 1). The top six journals in which such articles appeared were
JHLSTE (9 papers); JHTE (6 papers); IJCHM (5 papers); JTTT (4 papers); IJHM (3 papers); and APJTR (3 papers). TM, Anatolia, JCTR,
JHRHT, and CIT published two papers each. The remaining 33 papers appeared elsewhere. Between 2000 and 2010, key literatures
studied students’ career preferences. Since 2011, factors influencing their career intention were discovered gradually.

3.2. Vicious cycle of career intention and industry demand

Most literature revealed a global trend of HTM undergraduates’ reluctance to apply for jobs in this industry. In developing
countries, students prefer jobs with a stable environment and a higher social status (Hoque & Ashif, 2020) and reputation (Papa­
thanassis, 2021). They value economic gains and quality-of-life improvements, such as promotions, social welfare, high entry salaries
(Ahmad et al., 2012; Armoo & Neequaye, 2014; Coros et al., 2021; Hoque & Ashif, 2020; Kobra et al., 2019; Raven & Nash, 2015; Wan
et al., 2014), viable career path, further training, and education (Amissah et al., 2020). Students in developed countries appear
especially interested in interactive aspects, such as friendly colleagues (Chang & Tse, 2015, 2015; J. S.; Chen et al., 2000; Fong et al.,
2014; Song & Chathoth, 2008) and the culture of enterprises’ recruiting activities (Yen et al., 2011). The selected literature did not
identify specific career directions for HTM students apart from government jobs (Hoque & Ashif, 2020; Wu, 2013) or considering the
HTM industry as a short-term career plan (Bednarska & Olszewski, 2016).
The chosen research unveils a vicious cycle which HTM students’ interest in the HTM industry has gradually declined as a result
(Amissah et al., 2020; Coros et al., 2021; Hoque & Ashif, 2020; Richardson, 2009; G. F.; Ross, 1994): Practical abilities were prioritized
over a liberal education by hotels (Cassel et al., 2018; Varra et al., 2021). Higher education did not offer students advantages in
promotions (Chang & Tse, 2015). Students did not understand the work content and conditions on campus (Richardson, 2009). College
students were similarly pessimistic about internships and lose interest due to the low threshold for frontline hotel jobs.

3.3. Factors influencing HTM students’ career intentions

Most literature explored the factors influencing HTM students’ career intentions. Several associated factors were identified as

Table 1
Search process and article selection.
Records identified through Scopus Additional records identified through WoS

Step 1: Identification (n = 379) Career intention 11 Career intention 37

Career choice 16 Career choice 54
Job choice 4 Job choice 26
Job intention 36 Job intention 40
Work choice 2 Work choice 42
Work intention 23 Work intention 58
Step 2: Screening (n = 280) Duplicate records 59
Excluded records based on title and abstract 109
Step 3: Eligibility (n = 89) Full-text articles assessed for eligibility 112
Full-text articles excluded with reasons 23
Step 4: Inclusion (n = 71) Studies included in quantitative synthesis 71
Including: quantitative 66 qualitative 3
mixed 2

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Fig. 1. Number of papers on HTM career intention published per year.

described below.

a. External factor 1: Internships and on-the-job training perceptions

Lacking a clear understanding of their majors (Robinson et al., 2016), students often decide to pursue HTM careers based on the
success or failure of their internship (Bednarska & Olszewski, 2016). Students are more willing to choose HTM jobs after developing
their confidence through internships (Bednarska & Olszewski, 2016; Park et al., 2017). Internships bridge students’ theoretical ed­
ucation and practice; develop students’ knowledge, skills, and attitudes; and increase their industry competence and intentions to
secure jobs in this sector (Dhevabanchachai & Wattanacharoensil, 2017; Shreelatha & Heggde, 2019; Sonnenschein et al., 2017). Yet
internships’ effects were not uniformly positive. Being transferred between departments during internships, dealing with customer
complaints, and being critiqued were three key reasons for students’ negative perceptions. These aspects also weakened students’
motivations to pursue an HTM career (C.-T. Chen et al., 2011). Students’ perceptions of the industry are further affected by their ability
to find employment (T.-L. Chen et al., 2021); enterprises’ culture; and the management of students’ mental states, training, and salaries
during internships (Farmaki, 2018). Students’ welfare, challenges, and emotions during internships can shift their original career
intentions (Lee & Chao, 2013; Robinson et al., 2016; Seyitoğlu, 2019).

b. External factor 2: Superior–subordinate relations

Superior–subordinate relations influence students’ chosen industry enterprises (J. S. Chen et al., 2000). Students judge their su­
periors’ leadership abilities (Lee & Chao, 2013), communication skills (G. F. Ross, 1994), fairness, and equity (F. G. Ross, 2013) when
deciding whether to join a company.

c. External factor 3: School education

Studies related to school education spanned three sub-topics. The first involved curricular adjustment to increase students’ career
competition. The effects of curricula on students’ career intentions were studied by analyzing employment barriers and work efficiency
(Tukamushaba & Xiao, 2012), such as English proficiency (Bury & Oka, 2017; Shyju & Naresh, 2020), international networking
opportunities (Shyju & Naresh, 2020), general business skills (Chang & Tse, 2015), and emotional intelligence enhancement (G. F.
Ross, 2003; Scott-Halsell et al., 2011).
The second sub-topic contradicted the first’s stress on the link between curricula and students’ career intentions. Papathanassis
(2021) qualitatively argued that students found jobs based on travel opportunities and international school, instead of curricular
settings.
The third sub-topic examined how pedagogy can affect students’ career intentions. Courses featuring academic involvement could
significantly increase Indian students’ intentions to seek HTM employment (Shreelatha & Heggde, 2019). Teaching quality and the
orientation of learning objectives predicted vocational school students’ career choices (Mahfud et al., 2019). But Zhong et al. (2021)
came to different conclusions that college students’ hope and loyalty toward the industry increased when campuses enhanced their
environmental support and the quality of student–teacher interaction, instead of teaching quality.

d. External factor 5: Religion

Religion-focused studies usually involved Muslim students. Muslims refused alcohol-related jobs due to their beliefs. However,
students who had a history of alcohol consumption or were male were more likely than others to seek jobs in food and beverage or
alcohol services (Afifi, 2015). Organizational attraction was the most significant predictive factor in Muslim students’ career pursuits.
This variable fully mediated the relationship between students’ negative perceptions of Muslim-friendly tourism and work intentions.
Enterprises’ Muslim-friendly policies and person–organization fit amplified Muslim students’ intentions to join certain enterprises as
well (Boğan et al., 2020).

e. External factor 6: Parents and families

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Although parents and families clearly influenced students’ career choices, findings varied contextually. Chinese students were most
influenced by their parents. Studies in Korea and US showed that parents were less influential than in China (Kim et al., 2010; Park
et al., 2017). Parental support, parental concerns about their children’s welfare and reputation, and anticipated career obstacles best
predicted whether students would enter the HTM industry (S. C. Wong & Liu, 2010). Parents’ HTM industry experiences, a high family
income, and family cohesion also positively affected students’ perceived physical and emotional family support, entrepreneurial
abilities, entrepreneurship, and environmental mission (Campopiano et al., 2016).
Gender differences were also bounded by culture. American fathers significantly influenced their sons’ career intentions (Kim et al.,
2010). Chinese mothers’ academic qualifications and socioeconomic status especially shaped their children’s career intentions.
Meanwhile, fathers had no significant influence in China (Wong & Liu, 2010).

f. Internal factor 1: Social cognitive career theory

Social cognitive career theory (SCCT) is a popular theory in HTM higher education. Two sub-topics manifested in the selected
studies. Related research has addressed influencing factors in this theoretical framework (Fig. 2). For example, salaries were not valued
by the graduates. Instead, self-efficiency, changing environments, team harmony, interpersonal interaction, and satisfaction when
helping customers were preferred (Chang & Tse, 2015). According to Song and Chon’s (2012) survey in graduates working in the hotel
industry in Hainan, China, career interests affected perceived person–job fit, and person–job fit and career interests shaped their career
choices.
Other research has aimed to unearth specific factors related to HTM SCCT. Song and Chathoth (2011) added global self-esteem to
the SCCT model and found person–organization fit to fully mediate the relationship between global self-esteem and career intention.
Tsaur et al. (2016) observed that perceived career barriers had direct negative effects on students’ career choices, but problem-based
coping strategies moderated these adverse impacts.

g. Internal factor 2: Career values

HTM students’ career values was pinpointed as a major factor predicting their career intentions (Neuman et al., 1980). Most studies
on HTM career values have since been conducted in China. However, scholars’ use of different theoretical models renders such work
impossible to compare even within the same cultural context. For example, supervisory relations, work surroundings, and ways of life
were identified as the most important career values among students majoring in hospitality in Taiwan (J. S. Chen et al., 2000). C. Wong
and Liu (2009) divided Mainland Chinese students majoring in hospitality management into high achievers (60% of all students) and
medium achievers who held distinct career values: high achievers with characteristics of altruism and management, whereas medium
achievers were aesthetics and seek safety. Tang et al. (2020) found that Generation Z’s work attitudes and work-related face values
significantly influenced their subjective well-being and career intentions in Macao.

h. Internal factor 3: Work experience

Work experience typically increased students’ career intentions in the HTM industry. Their first job was essential in guiding them to
enter this sector (Chang & Tse, 2015). Students’ career decisions were usually random in the early stage; those who chose HTM had
already explored their career options before declaring their major at university in the United Kingdom (Walmsley, 2012). Having work
experience in hotels led to more positive career attitudes (Bednarska & Olszewski, 2016) and stronger career commitment (Afifi, 2015;
Grobelna, 2016).

Fig. 2. HTM research on SCCT (Lent et al., 1994).

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i. Internal factor 4: Demographic differences

Gender influenced students’ career choices in HTM sub-industries. Among all HTM students, males frequently enter the hotel
industry because of job autonomy and leadership development; females more often enter the meetings, incentives, conferencing, and
exhibitions (MICE) industry because they prefer the social service function of tourism (Kim et al., 2010).
Though personality does not seem to significantly influence students’ career intentions (Papathanassis, 2021), those who choose a
certain job tend to share similar traits and behaviors. Chin and Law (2019) determined that individuals selecting HTM as their career
path exhibited overlapping characteristics: positive habits, routine behaviors, consistent interests, and perseverance.
Students’ career choices depended on their personal independence and familial economic conditions. Students who were more
independent and whose family was of higher economic status framed their early career choices as part of their career exploration.
Students who were less independent were more influenced by their parents (Walmsley, 2012).

j. Internal factor 5: Learning styles

Different learning styles also informed students’ career intentions. Creative and reflective learning styles encouraged students’ self-
employment in HTM contexts. Students with adaptive learning styles preferred the setting of a large organization (G. F. Ross, 2003).
Fong et al. (2014) focused on Hong Kong HTM students and discerned four learning styles: learning enthusiasts, social support seekers,
brand seekers, and school followers. The last three did not show significant preferences in choosing the HTM industry, while learning
enthusiasts decided on their careers based on enterprises’ training and their own training scores.

3.4. Students’ entrepreneurship

Entrepreneurship emerged as a research direction within the past five years. Two research questions were most prominent: who is
more likely to start a business, and which factors influence individuals’ entrepreneurship motivations? Barriers for students to start a
business were poor work environment (Jovicic-Vukovic et al., 2020), lacking residential property, and banking investments (Cam­
popiano et al., 2016). Experiences (Jovicic-Vukovic et al., 2020), reasonable income, market opportunities, and personal freedom
(Bayah et al., 2016), leadership, creative abilities, achievement, and personal control (Borges et al., 2021) propelled students’
entrepreneurial intentions. Conflict conclusions of whom to start a business existed when Jovicic-Vukovic et al. (2020) found Serbian

Fig. 3. The literature trend and gaps.

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males with Level I education and Borges et al. (2021) found students’ entrepreneurial intentions increased with age.

4. Discussion and suggestions for future research

Research in HTM students’ career intention were trying to break the vicious circle of students’ career intention and industry de­
mand. External factors’ influence on the students’ career intention were the spotlights among all. Due to the fragmented literature,
most of them implied the solution of focusing on the industry demands, instead of students’ perspectives (Fig. 3), which led to a
heartrending dead-end.

4.1. Clarifying vague discipline orientations

A vague discipline orientation from both researchers and students was illustrated from the literature. HTM falls under sociology
(tied to law) or business (belongs to economics). These two domains have conflicting vested interests, which lead to confusion about
HTM students’ hesitancy when applying jobs. Most entry-level positions align with social work career values such as selflessness and
dedication. However, HTM curricula suit business-related career values such as pursuing economic benefits and entrepreneurship.
Some literature reflected discrepant values from researchers (who were also college teachers) too. Whereas other educational studies
have advocated for internal factors such as critical thinking, problem solving, and leadership, HTM career intention studies showed
little regard for such factors. The concentration of literatures’ on improving students’ work performance through external factors may
lead to a dead end as a results.
The boundaries of HTM need to be re-clarified. However, global HTM career intention studies reflected a narrow employment view
suggesting hotels as the primary employment option. Instead, students find jobs related to luxury, MICE, and property managements.
Meanwhile, COVID has no sign of an impending turnaround, a more cross-disciplinary lens is needed as long as it fits the heart of HTM,
which is to improve guests’ quality of life and to create unique experiences.

4.2. Reveal the truth of students’ intention to stay

The students should be the research orientation. Helping students to stay in the industry, instead of arming students to suit the
industry. Most HTM educational study built their research on the premise that school education’s flaw led to the liberally educated
students’ disadvantage in promotion. The students’ view was neglected. More qualitative research is needed to explain the mecha­
nisms underlying students’ shifting attitudes. Cultural comparison studies can further elucidate the importance of culture in students’
career intentions. The findings of C. Wong and Liu (2009), Afifi (2015), and Boğan et al. (2020) can be explained that certain cultures
disrespect HTM. Cross-disciplinary career intentions should be scrutinized as well. Career-related pessimism pervades the HTM in­
dustry, particularly in terms of hospitality management. Interdisciplinary comparison can help scholars determine whether this
phenomenon is common or specific to HTM. Schools and teachers’ role in students’ career intention need to be examined too. Schools
and teachers fully participate in students’ academic lives and internships. However, researchers have not considered these parties’
mediating roles.

4.3. Macro-environmental factors as predictors

Reginal socioeconomic development may predicts HTM students’ career intentions (Kashyap, 2015). However, HTM studies have
adopted SCCT as the major theory, which focuses on micro external factors. The present article matched research objects’ regional

Table 2
Research objects’ intentions to enter the HTM industry and GDPPC ranking a year before publication.
Willingness to enter HTM Factors research objects Regions of research Global ranking of reginal
industry considered important objects GDPPC

Kim et al. (2010) Willing Internal & External United States 18

Sibson (2011) Willing Internal Australia 14
Tang et al. (2020) Willing Internal Macao, China 5
Richardson (2009) Reluctant External Australia 15
Ahmad et al. (2012) Reluctant External Malaysia 80
Wu (2013) Reluctant External Mainland China 108
Armoo and Neequaye (2014); Wan Reluctant External Ghana 153
et al. (2014)
Raven and Nash (2015) Reluctant External India 167
Kobra et al. (2019) Reluctant External Malaysia 78
Amissah et al. (2020) Reluctant External Ghana 152
Hoque and Ashif (2020) Reluctant External Bangladesh 156
Hoang (2020) Reluctant External Vietnam 145
Papathanassis (2021) Reluctant External Poland 43
Coros et al. (2021) Reluctant External Romania 50

Data source: The World Bank.

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GDPPC a year before publication with students’ career intentions. Students’ willingness to enter the HTM industry and start a business
was potentially tied to regional GDPPC (Table 2).
Other than regional socioeconomic status, the impacts of environmental factors (e.g., politics, culture, and technology) on students’
career intentions also warrant scrutiny.

5. Conclusions and applications

HTM studies regarding career intention have been on the rise. Even so, the quality and quantity of research stand to be improved.
Most studies revealed a vicious circle of students’ career intention and industry demands, and attributed this trend to external factors.
The literature has revealed discrepant values within the HTM higher education system. As a result, Students face value confliction
challenges when seeking work. To reverse the pessimistic career views of college students, the present authors recommend a uniform
view of career values combining business and sociology.
Many tactics can be leveraged to improve the status of HTM higher education and, by extension, industry employment. First,
critical thinking is a core ability to cultivate in undergraduates. The literature suggests that undergraduates hold pessimistic views of
the industry based on personal subjective and biased observations. Programs should train students in scientific observation and ac­
ademic research (Shreelatha & Heggde, 2019) to bolster their industry perceptions.
Second, colleges should encourage students to explore job options outside HTM. Undergraduates’ career exploration will accelerate
if they share internship experiences cross-disciplines. Students would realize that their imagined employment conditions were not
realistic and other industries also might not be as fulfilling as envisioned.
Third, a new form of lifelong education mode maybe more suitable for HTM. Boundless-discipline modules should be an option to
meet the students’ occupational need. For example, undergraduate programs should cultivate students’ awareness of public, rather
than economic, benefits, because students could only apply grassroots works which requires dedication. For those who decide to enter
the caring business, health-care modules from medical schools should be an option.

6. Limitations

Two concerns constrain the generalizability of this paper’s findings. First, the keywords were limited to “career”, “job”, “work”,
“intention”, and “choice”. Additional articles related to career intention may have been inadvertently omitted from the sample.
Second, the authors did not review articles related to certain aspects of career intention, such as career paths and internships.

Author statement

Both authors involved in the research design, data analysis, suggestion and conclusion part.

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