Abstract
Mainstream higher education classroom practices have not always followed sound pedagogical research. Increased Internet-based accessibility to information and varietal student learning preferences have prompted discourse in opposition to mainstream management education in the business disciplines. The article postulates a learning model that optimizes the time that higher education students spend on a course or unit of teaching. The basis of the conceptual model is found in hospitality and tourism, business, education, and educational psychology theory. The article explores the theoretical and philosophical roots of critical pedagogy and their benefits to hospitality and tourism education. Including critical pedagogy and accelerated learning methods in curricula results in positive outcomes on three levels: individual freedom, social justice, and business management productivity. The model advances learning, instructional, and pedagogical theory, forming the foundation of future empirical studies concerning the teaching professor's practices and overall pedagogical improvement.
