Exploring the learning challenges and opportunities experienced by Hospitality Accounting students in an Authentic Assessment strategy

Numerous studies in hospitality education suggest that assessment for student learning is central to effective pedagogy. The phenomenon of learning through an authentic assessment (AA) lens is a relatively new focus of research in the South African context, which this study explores. This paper examines the relationship between AA and the learning experiences of hospitality accounting students, focusing on how AA enables or constrains the learning experiences of first-year students in a hospitality accounting module. A range of challenges and opportunities exists in assessing student learning within authentic assessment contexts. Using an interpretive approach, first-year hospitality accounting students were purposively sampled and engaged in focus group sessions and individual semi-structured interviews in this qualitative case study. The focus group consisted of students who shared similar learning experiences relevant to the phenomenon under investigation. Following thematic analysis, four themes emerged from the data: (1) Access to threshold concepts, (2) Lack of numeracy skills and hospitality disciplinary knowledge, (3) Time management, and (4) Intense group practice. This study contributes to hospitality education scholarship by providing insight into how AA shapes foundational learning experiences for first-year students.