INTERDISCIPLINARY INTEGRATION OF TOURISM MANAGEMENT, FINANCE, AND STRATEGIC MANAGEMENT, INDUSTRY UNIVERSITY COLLABORATION-CASE BASED TEACHING DESIGN AS ANTECEDENTS OF PERCEIVED TEACHING EFFECTIVENESS IN TOURISM ENTERPRISE MANAGEMENT COURSES IN CHINESE PRIVATE UNIVERSITIES

บทคัดย่อ

This research article aimed to: (1) construct and measure the interdisciplinary integration, industry-academia-research collaboration, and case-based teaching design in the tourism enterprise management course; (2) examine the independent impact of these three teaching factors on students' perceived teaching effectiveness; (3) test the joint explanatory power of these three factors after controlling for student background factors; and (4) propose teaching improvement strategies for tourism enterprise management courses in Chinese private universities.

Research employs a cross-sectional quantitative research design. Data were collected through a structured questionnaire. The survey participants were 352 undergraduate students majoring in tourism management or related fields in Chinese private universities who had completed at least 70% of the target course or had taken the course within the past 12 months. Data analysis was performed using SPSS software. Descriptive statistics, reliability and validity assessments, Pearson correlation analysis, multicollinearity diagnosis, multiple linear regression, and one-way ANOVA were used to test the research objectives and hypotheses.

The research results found that: (1) interdisciplinary integration, industry-university-research cooperation, and case-based teaching design were all perceived as being at a moderate level, and students' perception of teaching effectiveness was also at a moderate level; (2) all three factors could significantly and positively predict students' perception of teaching effectiveness, with case-based teaching design having the greatest impact (β = 0.390, p < .001), followed by interdisciplinary integration (β = 0.309, p < .001) and industry-university-research cooperation (β = 0.295, p < .001); (3) the overall regression model was statistically significant and could explain 52.3% of the variance in students' perception of teaching effectiveness (R² = 0.523, adjusted R² = 0.514, F(6, 345) = 62.936, p < .001). Supplementary ANOVA showed that there were significant differences in the perception of teaching effectiveness among students of different grades, with the fourth-year university students having the highest average score. These findings provide practical guidance for curriculum development, teaching improvement, and quality assurance in tourism enterprise management education.