AHFME Academic Member 2011 Total Annual Earnings Survey
ABSTRACT This study was conducted to determine the 2011 annual earnings of hospitality financial management educators. Forty percent of AHFME's members affiliated with educational institutions responded. Annual base salaries ranged from $67,000 to $185,000. The lowest paid member is an assistant professor while the highest paid member is a full professor. Many respondents supplement their base salaries by both teaching during summer school and consulting. The total annual earnings of members ranged from $75,000 to $293,000. Hospitality financial management educators appear to be more highly compensated than the average college professor.
AHFME Academic Member 2000 Total Annual Earnings Survey
ABSTRACT This study was conducted to determine the 2000 annual earnings of hospitality financial management educators. Fifty-five percent of AHFME's members affiliated with educational institutions responded. Annual base salaries ranged from $28,000 to $125,000. The lowest-paid member is an assistant professor while the highest-paid member is a full professor. Most respondents supplement their base salaries by teaching during summer school and doing consulting work. The total annual earnings of members ranged from $38,000 to $200,000. Hospitality financial management educators appear to be more highly compensated than hospitality industry financial executives.
Communicative Competence: Theory and Classroom Practice
ABSTRACT Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (T) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-lizguistic aspects of communication; and (4) the need to re-examiLe attitudes toward students and language teaching. Practical suggestins for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)