Hospitality Education in Postgraduate Programs:
Focusing on the Spirit of “Omotenashi” in Japanese Traditional Culture Classes
Yuko HANE* Stefan LEPOLD1. Background and Objectives Background
“Omotenashi” – the spirit of Japanese hospitality – attracted much attention when Japan gave their final presentation that won the bid to host the 2020 Summer Olympics in Tokyo.
In the Department of Human Life and Culture at Nagoya Future Culture College (NFCC), we put a strong emphasis on the education of hospitality, which aims to nurture students with a rich sense of humanity and strength of character, in order to prepare them for accepting the challenges and opportunities in the era of globalization and information technology. Our 2-year college programs in the Department of Human Life and Culture offer 3 majors with 12 specialized training courses(†1).
The curriculum is designed for graduates who aspire for careers in hospitality fields. Students are expected to acquire a wide range of hospitality skills during their two years of study, undergoing extensive ‘simulation’ training which serves to best prepare them for the professional workplace. By providing a variety
pride and passion for achieving mastery in each course of study.
Moreover, our school offers postgraduate programs, namely the Graces Course and the Master Course, where students can further enhance their knowledge and skills received in the 2-year college programs. In the Graces Course, students learn traditional Japanese culture and advanced hospitality skills for 2 years, whereas the one-year Master Course prepares graduates for travelling abroad for enrollment in their specific choice of study. The student demographics are diverse, and are comprised of graduates from our school, full-time employees, and foreign students.
Though the postgraduate course was established in 1994, that is, long before the word “Omotenashi” had gained international attention, the Graces Course has been implementing a distinctive education under three educational policies:
Policy 1: Mastering the spirit of Japanese hospitality Policy 2: Reinforcing the ability of self-development 1. Background and Objectives
Background
“Omotenashi” – the spirit of Japanese hospitality – attracted much attention when Japan gave their final presentation that won the bid to host the 2020 Summer Olympics in Tokyo.
In the Department of Human Life and Culture at Nagoya Future Culture College (NFCC), we put a strong emphasis on the education of hospitality, which aims to nurture students with a rich sense of humanity and strength of character, in order to prepare them for accepting the challenges and opportunities in the era of globalization and information technology. Our 2-year college programs in the Department of Human Life and Culture offer 3 majors with 12 specialized training courses(†1).
The curriculum is designed for graduates who aspire for careers in hospitality fields. Students are expected to acquire a wide range of hospitality skills during their two years of study, undergoing extensive ‘simulation’ training which serves to best prepare them for the professional workplace. By providing a variety of hospitality classes which are specifically tailored to students’ needs and under the guidance of seasoned professionals, our program aims to facilitate students’
pride and passion for achieving mastery in each course of study.
Moreover, our school offers postgraduate programs, namely the Graces Course and the Master Course, where students can further enhance their knowledge and skills received in the 2-year college programs. In the Graces Course, students learn traditional Japanese culture and advanced hospitality skills for 2 years, whereas the one-year Master Course prepares graduates for travelling abroad for enrollment in their specific choice of study. The student demographics are diverse, and are comprised of graduates from our school, full-time employees, and foreign students.
Though the postgraduate course was established in 1994, that is, long before the word “Omotenashi” had gained international attention, the Graces Course has been implementing a distinctive education under three educational policies:
Policy 1: Mastering the spirit of Japanese hospitality Policy 2: Reinforcing the ability of self-development
skills
Policy 3: Improving the quality of daily life
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名古屋文化短期大学研究紀要 第44集 2019年12月
Within these three principles, special emphasis is placed on Policy 1 as the guiding principle which is fundamental to the Graces course education.
By distinguishing the concept of hospitality from service, we must recognize that hospitality involves the interactions and mutual trust between ‘host’ and ‘guest,’ whereas service is provided more or less in one-way communication. Japanese traditional culture has deep roots in hospitality, with special emphasis given to pride and effort without expectations, and thus becomes an invaluable asset in effectively mastering the essence of one’s hospitality spirit.
To nurture students with high-quality hospitality skills, our curriculum structure allow students to acquire the distinct Japanese hospitality or Omotenashi through various classes on Japanese traditional cultures such as “ Urasenke (tea ceremony)” , “
Kunpuryu (tea ceremony)” , “ (incense ceremony)” , “Shod (calligraphy)” and “Kad Ohararyu (flower arrangement)”. We aim to cultivate students who can spread the spirit of “Omotenashi” to the world, by teaching Japanese traditional cultural practices.
In addition to the classes on traditional cultural practices, students are required to take ‘Introduction to Hospitality’ and ‘Practices on Hospitality.’ We also offer practical classes that teach manners for annual traditional events and ceremonial occasions, as well as refined communication skills and secretarial practices.
Objectives
The objective of this study is to investigate a) how students’ perceptions toward hospitality changed during the first 2 years of their study in college using surveys and b) how students in the postgraduate courses enhance and build upon their knowledge of the spirit of
hospitality learned in the 2-year college programs through immersion in traditional cultural practices. We then assess the effectiveness and educational significance of teaching Japanese traditional cultural practices as a means to equip students with high-quality hospitality skills.
2. Materials and Methods Method 1
We conducted questionnaire surveys on the hospitality-related subjects, targeting 207 graduates of the year 2019. We asked the following two questions: 1. Did you understand the difference between service
and hospitality before you entered the college? 2. Do you need hospitality skills in your course after you
entered the college?
We also investigated the difference on students’ perceptions and understandings toward the words “service” and “hospitality” by asking students to select keywords related to these words. The participants of this survey were 181 students who entered the college in 2019.
Thirty-three keywords that describe the words “service” and “hospitality” were selected from Dictionary on Emotional Vocabulary(†2) and students
were asked to select multiple keywords associated with these two words.
Method 2
We investigated what the spirit of Japanese hospitality represents or symbolizes in each class on Japanese traditional culture taught in the postgraduate courses (
Ritual cultures). We then investigated if students acquired the Japanese Omotenashi spirit by asking them questions through interviews.
3. Results Result 1
Although roughly 70% of the students answered that they have heard of the word “hospitality” before they entered college, less than 10% of the students knew the exact difference in meaning between the words “service” and “hospitality” (Fig. 1 & 2).
Over time students seem to acquire the spirit of etiquette, table manners, and manners for ceremonial occasions, all of which make their daily life easier. Only some students understood the exact difference among manner, service, and hospitality. Even though the students answered that hospitality skills are necessary for their future careers, they seemed not to recognize what they actually mean (Fig. 3).
Fig. 1 Percentage of students who have (or have not) heard the word “hospitality” before they entered the college. N=207
Fig. 2 Percentage of students who knew (did not know) the difference between “service” and “hospitality” before they entered the college. N=207
Fig. 3 Percentage of students who answered the relative importance of “hospitality” for their future career job on a 1̽4 scale (from “very important” to “not important at all”). N=181
We hypothesized that students recognize the difference between “service” and “hospitality” instinctively. Therefore, we asked students to choose emotional keywords that express these words (Table. 1). Keywords related to the word “service” that were selected by more than 50% of students include “warm”, “thankful”, “happy”, “kind”, “polite”, “satisfied”, “generous”, and “manner”. Among them, “thankful”, “kind”, and “courteous” were chosen by more than 60% of students. These keywords seem to be equivalent to good evaluations that students want to receive when they provide good service to their potential customers. Fewer students chose the words “peace of mind”, “sincerity”, and “smile”, as keywords related to “service”. It suggests that students perceive these qualities as the basic manners that they need to acquire. Ten main keywords that are related to the word “hospitality” include “love”, “warm”, “beautiful,” “respect”, “heart”, “comfortable”, “happy”, “believe”, “special”, and “rich”. As mentioned before, the difference between service and hospitality is that the fundamental concept of hospitality is rooted in the equal relationship and mutual trust between ‘host’ and ‘guest’, where ‘host’ provides an unforgettable experience to the ‘guest’. 1 2 3 5 Yes No Yes No Yes 9.7 No 90.3 1 Very important 58% 2 Slightly important 33%
3 Not very important 3%
4 Not important at all 0%
5 No answer 6%
Yes 72.9 No 27.1
Table 1 Comparison of service and hospitality using emotional keywords
emotional keywords service hospitality
love(*) 26 43 warm(*) 55 57 thankful 73 49 relief 35 27 beautiful(*) 8 23 respect(*) 17 20 glad 51 42 fun 2 7 smart 4 6 cool 4 9 do my best 7 7 strict 3 4 pure 11 14 mind(*) 34 34 comfortable(*) 39 41 happy(*) 28 38 trust(*) 4 12 kind 61 51 sincerity 30 36 righteous 14 18 effort 11 18 courteous 64 47 special(*) 18 37 sympathy 1 1 valuation 17 19 desire 12 9 want 7 8 satisfy 56 55 gentle 50 49 rich(*) 13 22 easy 5 5 polite 50 46 smile 17 17%
(*)Words mainly representing hospitality N=181 unit=%
The number of students who chose these ten main keywords for the word “hospitality” was higher compared to that for the word “service”. This indicates that students understood that these keywords express the concept of “mutual trust” in hospitality.
However, “warm” is the only keyword that was chosen by more than 50% of students when compared to “service”. This suggests that they only understood the basic concept of hospitality, but not the essential knowledge of the equal relationship and mutual trust between ‘host’ and ‘guest’ at the time this survey was conducted.
Result 2
We described the spirit of Japanese hospitality taught in each class of Japanese traditional culture, and then we investigated if students in the postgraduate programs acquired them.
is a type of tea ceremony that teaches the spirit of respecting others by hosting and serving guests. The fundamental elements of tea ceremony is expressed in its “four spirits and seven rules”. Students learn the spirit of Omotenashi in tea ceremony by practicing each element in every class (Fig. 4).
Four spirits “Wa Kei Sei Jyaku”
1. Wa: Harmonizing with others 2. Kei: Respecting others
3. Sei: Purify your surroundings and spirit 4. Jyaku: Maintain calm
Seven rules
1. Make tea as if you understand your guest’s feeling
2. Prior to the ceremony, master of the ceremony must be prepared for the ceremony
3. Feel the beauty and dignity as it is
4. Serve your guests with sensitivity that matches the season
5. Don’t rush the time
6. Be prepared for the worst situation
7. Greet your guests from the bottom of your heart
is different from
in which green tea is made with sencha (regular green tea leaves) and gyokuro (highest grade of green tea leaves) using a Japanese teapot.
Kunpuryu teaches the spirit of hospitality that is rooted
and blended in ordinary daily lives (Fig. 5).
Fig. 5 class
Spirits of style
1. Wa: Harmony between a person who makes tea, a person who serves tea, and their guests. 2. Fuga, Sokai: Ensuring comfort for the guest by
providing warm hospitality and creating a refreshing atmosphere (Fuga represents the way of Senchad .)
3. Shinsen: Always look for freshness
Introduction to Hospitality :
Ritual Cultures teaches the spirit of understanding
others and putting yourself in others’ shoes by always thinking of the purpose of each body movement. Students learn a series of essential rules and body movements that are born from experiential knowledge when attending annual traditional events and ceremonial occasions in Japan (Fig. 6).
Gift giving manners
Kinds of gifts and time of giving. How to give and receive. Mizuhiki(͊3), Noshi(͊4), addressing, card, and ribbon. How to wrap a gift.
Furoshiki(͊5) and Fukusa(͊6), and how to use them.
Manners on rituals
Auspicious events and funeral services
Communication manners
How to write postcards, letters, e-mails
How to make, receive, and transfer phone calls. Conversation, self-introduction, etc.
Visiting manners
Rules of conduct when visiting and hosting . Clothing
is a fine art of burning a fragrant wood and
“listening” to the incense. It teaches the spirit of appreciating the beauty of intangibles or incense (Fig. 7).
Fig. 7 Kod class
Six kinds of fragrant trees Five basic Fragrances:
Sweetness, Sourness, Saltiness, Spiciness, Bitterness
These fragrances are expressed characteristics based on 5 senses of taste.
Each Japanese traditional culture investigated in this study has a distinctive form of manners, and every element has its own meaning. We believe that students in the postgraduate programs can master the spirit of
Omotenashi from inside out by learning its rules and
governed body movements, practicing repeatedly while being conscious of others’ thoughts and feelings. The following responses are from 4 students in the postgraduate courses that have been asked how they master the skill of hospitality(†7).
1. First, I did not think classes on Japanese traditional cultures were necessary. However, I realized I could provide a unique experience to guests through learning “the spirit of ‘Omotenashi’” . 2. I would like to be a hairdresser, and I think the
spirit of respecting others, which I have learned
from class, will greatly help understand
customers’ needs.
3. I got a job position after an interview when I appealed to my strength of – putting myself in other’s shoes – which I have learned from Ritual Culture class.
4. One of my guests told me that the way I served
them tea, which I have learned through and
classes, is “beautiful” .
4. Discussion
From the questionnaire surveys, it was clear that the students recognized the need for hospitality skills in their future careers. However, it is difficult to evaluate if such skills have been acquired and practiced by students because most hospitality skills are soft skills.
The number of students who understood the difference between “service” and “hospitality” was low, while most students seemed to vaguely understand the difference. However, it was suggested from the interview results that students were able to apply the knowledge and skills of the spirit of Omotenashi that were acquired in classes on traditional Japanese culture. It was evident from the interview results that careers in
such professions as the beauty or wedding industries, with no direct link to traditional Japanese culture, actually have deep connections with Omotenashi spirit. They can demonstrate high hospitality skills in their work.
5. Conclusion
The results of questionnaire surveys suggested that there were many first-year students who did not understand the concept and meaning of hospitality. Classes that focus on roots, history, and cultures of hospitality need to be integrated in the curriculum for students to acquire the basics of hospitality.
Moreover, internship programs that match with students’ specialized areas of study should be implemented.
From the interview results, we found that students in the postgraduate programs acquired Omotenashi spirit and high-quality hospitality skills through various classes on Japanese traditional cultures. It was also clear that these skills were effectively practiced in their workplace, as evidenced from high evaluations obtained from the customers.
Teaching only business skills and social manners is not adequate for “hospitality education” in college. Therefore, we must strive to equip our graduates with a “hospitality” mindset and skills learned through Japanese traditional cultural practices so they are ready to use when students begin working in their respective professions.
In order to equip students with such a mindset and skills, it is essential to develop and implement a systematic curriculum that delineates the basic concepts of hospitality and its practical applications, through the collaborations between the 2-year college programs and
the postgraduate programs.
We believe that hospitality skills mastered through Japanese traditional cultural practices are invaluable strengths in a global society. We continue to improve our hospitality education that teaches the Omotenashi spirit in order to foster students with the ability to create an inspirational experience that surpasses customers’ expectations.
Acknowledgement
We thank Prof. Shoji Kamiya and Kazumi Kumagai in Urasenke Chado, Prof. Yasuko Kato in Kumpuryu Senchado, Prof. Yoko Ishikawa in Kodo, Prof Kayo Kani in Ritual Cultures for providing in constructing insightful comments in discussing the spirit of hospitality for Japanese traditional culture in this study.
Notes †1. 3 majors, 12courses
1) Lifestyle & Culture Major
Comprehensive Aesthetics/Photo Communication Course
Business Career Course Global Tourism Course Voice Actor / Talent Course Theme Park Dance · Ballet Course Bridal course
2) Fashion Business Major Fashion Business Course Fashion Creator Course Make-up ·Cosmetic Course Total Beauty Course 3) Food Major
Food Preparation Coordinator Course Cafe · Confectionary Creation Course
†2. Takaaki,K., Haruhiko,H. (2017) Kanjyo kotobaerabi ziten [Dictionary of Emotion words] Tokyo:Gakken Plus (P2-9)
†3. paper strings tied around a wrapped gift †4.a strip of dried abalone attached to a gift as a
decoration
†5.a square piece of wrapping cloth
†6.a silk cloth for gift-wrapping used in ceremonial occasions
†7. An interview survey was conducted with 10 students in the department of Postgraduate course 2017, and 4 valid answers were extracted.
†8. All pictures are provided by the Public Relations section of Nagoya Future Cultural College (NFCC)
Citation
Takaaki,K.,Haruhiko,H. (2017) Kanjyo kotobaerabi ziten [Dictionary of Emotion words] Tokyo: Gakken Plus(P2-9)
References
Katsuhito,H. (2008) Hosupitaritygaku no susume [Recommendation of hospitality studies] Tokyo:
MARUZEN-YUSHODO Company, Limited Katsuhito,H. (2006) Hosupitarity Manezimento gaku genron [Discussion of Hospitarityand Managemeet Studies] Tokyo: MARUZEN-YUSHODO Company, Limited
This study is based on a poster presentation “The Practice of Hospitality Education in Japan-Focusing on Japanese Traditional Cultures-”at the ARAHE 2017.
