From firefighting to strategic leadership: rethinking hospitality education for sustainable team performance

This viewpoint article critically examines prevailing teaching practices in hospitality education, particularly the assumption that constant responsiveness and intervention equate to effective teaching and leadership. This article contends that these practices promote reactive thinking and suggests a change in direction to focus on nurturing strategic leadership capabilities. The article emphasises that education in the hospitality industry tends to perpetuate a reactive problem-solving culture through over-intervention, instruction and a strong focus on performance outcomes. Such practice may affect students negatively by inhibiting their independence, motivation and capacity to reflect and think strategically. Moreover, the hidden curriculum promotes values of speed before comprehension and harmony over accountability. It becomes important to adopt a different approach to leadership capability development. The article highlights the need for educators to redesign learning environments that promote independence, reflection and productive struggle. It recommends integrating leadership development across curricula, adopting process-oriented assessment and strengthening industry partnerships to support strategic learning. These changes can better prepare graduates for complex and dynamic hospitality environments. It contributes to the literature by bridging hospitality education with leadership and proposes forward-looking for sustainable team performance.