국내 환대교육 연구동향 분석: 2010년~2024년 학술논문을 중심으로 = Analysis of Domestic Hospitality Education Research Trends: Focusing on Academic Papers from 2010 to 2024

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze research trends in the domestic hospitality education field, identify recent trends in hospitality-related research, and suggest implications for future hospitality education. The research data used to analyze research trends was collected by searching keywords related to ‘hospitality education’ in Academic Research Information Service (RISS). After reviewing the 220 retrieved papers, a total of 115 academic papers were selected for analysis. The frame of reference for the study was classified and analyzed by research period, research subject, research method, and research purpose. As a result of this study, first, the quantitative change trend in hospitality education by period began in earnest in 2010 and showed a steady increase until 2024. Second, the trend of research subjects was mainly in hospitality education-related research and documents (47.8%) rather than instructors (30.5%) or learners (18.2%). Third, trends by research method showed that literature research was 45.2%, mix research 36.5%, and qualitative research 13.1%, with quantitative research (5.2%) being the poorest. Fourth, in terms of trends by research purpose, research on the concept and theoretical consideration of hospitality was most actively conducted with 34 papers (29.6%), followed by research on recognition and competency, and research on the current status of education. The implication of this study is that research on hospitality education policies and systems is insufficient. So first. It was analyzed that increased interest in hospitality education researchers and continuous research support for researchers were necessary. Second, in order to maintain the tendency for research methods and research purposes to be unbiased, quantitative research, research on policies and systems, and research on the design, development and application of hospitality education should continue to be conducted. Third, it must be progressed to a level where implications can be drawn from the lifelong pedagogy, educational policy, and institutional aspects of hospitality education.