Management of student learning activities at the School of Hospitality and Tourism – Hue University: a comprehensive approach

Abstract

This study integrates the Conceive–Design–Implement–Operate (CDIO) framework with Management Process Theory to evaluate the current management of student learning activities at the School of Hospitality and Tourism - Hue University, from lecturers’ perspectives. Specifically, the study examines the gap between the perceived importance and the actual implementation of learning management practices across four core managerial functions: planning, organizing, directing, monitoring and evaluation. Based on survey data collected from 70 lecturers and analyzed using descriptive and inferential statistical techniques, the findings indicate that lecturers consistently recognize the importance of adhering to the CDIO framework; particularly during the operating stage (O). From a management process perspective, activities related to planning, organizing, directing, and monitoring are generally implemented at a satisfactory level. In contrast, practices associated with personalized learning support, the provision of adequate learning conditions, guidance on learning strategies, and the evaluation and continuous improvement of teaching and learning remain relatively underdeveloped. The study provides empirical evidence supporting the integrated application of the CDIO framework and Management Process Theory as an analytical framework for examining the management of student learning activities in higher education from a competency-based perspective. The findings also offer a foundation for designing targeted managerial interventions to enhance the effectiveness of student learning management.