Mystery Shopper Training in Tourism and Hospitality Education: An Interdisciplinary Approach

Abstract

This paper puts forward two pedagogical initiatives involving practical research projects grounded in the Mystery
Shopper methodology. Designed to align with the evolving demands of hospitality and tourism management, these initiatives
aimed to bridge theoretical learning with hands-on application, enabling students to develop essential managerial,
observational, and evaluative competencies. By engaging as mystery guests in real-world restaurant settings and tourist
attractions, students assumed the role of consultants, identifying service inconsistencies and proposing evidence-based
improvements within the scope of different courses. These initiatives emerged from a faculty-led project aimed at promoting
pedagogical innovation and applied research, by fostering student engagement through relevant, experiential learning. They
sought to fulfil several pedagogical goals, including understanding the significance of the Mystery Guest approach, identifying
criteria for service quality, and reinforcing theoretical knowledge from different subjects. Additionally, they emphasized
collaborative learning, communication skill development, and interaction with industry stakeholders. In addition to framing
the methodology and providing examples within the scope of hospitality and tourism, authors outline the two initiatives –
one focusing on restaurants and another on artists ateliers included in tourist itineraries – describing their implementation
and reflecting on their affordances. Combining service training with observational research, both initiatives were successful
in involving students as both participant observers and active research agents in the design and implementation of evaluation
tools, having highlighted the value of integrating applied research into tourism education, promoting critical thinking,
reflective practice, and stronger alignment with market needs.