Wilson-Mah, Rebecca

Permanent URI for this collection

Rebecca Wilson-Mah’s teaching and research interests include case field research, case writing and teaching with cases.She has written several cases to support her undergraduate teaching writing cases in the following areas: performance management, internal brand management, progressive discipline and housekeeping operations.Additional research interests include experiential and active learning methods and practice. Wilson-Mah enjoys travelling in British Columbia and further afield with her husband Henry and two children, Matthew and Leo. Born in Nairobi, Kenya, she has travelled overseas extensively living in Zambia, Western Samoa and Japan. Wilson-Mah is the program lead for the BA in International Hotel Management – a role that enables her to coach and support students both on campus and on internship placement. Prior to Royal Roads, she was an instructor and program lead for the Tourism Management diploma at Camosun College. Wilson-Mah has both hospitality and tourism experience working for The Fairmont Empress as learning coach and as assistant HR director and for Tourism British Columbia, as manager of training services where she was responsible for SuperHost programming (now WorldHost). Wilson-Mah holds an MSc in Human Resource Management from Sheffield Hallam University, U.K and a BA Combined Honours in English and American Literature from Birmingham University, U.K. She holds a Certified Human Resources Professional (CHRP) designation and is a certified corporate coach.


Recent Submissions

Now showing 1 - 5 of 5
  • Item
    COVID-19 adaptation and recovery: Human resource and training needs in Whistler, BC
    (Zero Ceiling, 2020) Axe, Jo; Wilson-Mah, Rebecca
    This report documents a qualitative research project conducted between May and July 2020 by two researchers from Royal Roads University. The focus of the project was to understand more fully the Human Resource (HR) and training needs of Whistler employers during the early stages of the COVID-19 pandemic. These needs were explored in the following sectors: food and beverage, retail, accommodation, and not-for-profit. The research will assist organizations in these four sectors in Whistler as they adapt and respond to the changing pandemic environment. A literature review explored several major catastrophes with an emphasis on recovery strategies. Ten recovery strategies were identified in the literature, as well as seven lessons learned. Four virtual focus groups were held with representatives from each of the four sectors; these representatives were primarily managers and owners of Whistler-based organizations. A qualitative analysis software program was used to aid in the identification of themes. The resulting themes were further analyzed to develop the findings and recommendations presented in this report. Throughout the discussions with the research participants, there were several consistent findings. The questions and findings are organized into two areas: (1) HR needs, as organizations began to open operations, and (2) professional development and training needs. With respect to HR needs, the following five needs were identified as common issues: staffing, adaptability, uncertainty, communication, and strategies for working in the COVID-19 pandemic. With regard to professional development and training needs, all sectors identified conflict resolution and difficult conversations as priorities. The report lists the training and development needs by sector for managers and owners, and staff and volunteers. The research culminated in the development of the 4C model which focusses on workplace adaptation and recovery. The research will have relevance not only to Whistler, but also to other resort communities that have an economy that is reliant on tourism and hospitality.
  • Item
    Introduction to tourism and hospitality in BC
    (BCcampus, 2015) Westcott, Morgan; Bird, Geoffrey; Briscoe, Peter; Freeman, Ray; Glazer, Kelly; Henry, Keith; Hood, Terry; Knowles, Heather; McCartney, Micki; Owens, Donna; Robinson, Lynda; Thomlinson, Eugene; Tripp, Griff; Webster, Don; Wilson-Mah, Rebecca
    This textbook is an introduction to the tourism and hospitality industry in British Columbia, and is written with a first year college and university audience in mind. It is a collaborative work with input from educators, industry leaders, employers, and past graduates of BC’s tourism and hospitality management programs. All chapters have been reviewed by experts in the field. Each chapter is organized thematically moving from a global, then national, and finally provincial context. Chapters contain "Spotlight On" boxes that highlight an organization, business, or other key component and "Take a Closer Look" features that encourage further reading on particular subjects. Key terms, exercises and case studies can be found at the end of each chapter.
  • Item
    Convening interdisciplinary communities of practice in an institution of higher education
    (Papers on Postsecondary Learning and Teaching, 2017) Wilson-Mah, Rebecca; Walinga, Jennifer
    Communities of practice (CoP) are rich learning spaces that support knowledge creation, social engagement and practice improvement. In some university settings, there is a buoyant interest in creating and supporting interdisciplinary knowledge and practice. The purpose of the study was to apply an action research approach to explore the emergence of interdisciplinary communities of practice in a university context and to reflect on the practice of convening a CoP. How do communities of practice emerge and what approaches and practices nourish these groups? The authors of this study share a reflection on their role as convenors of CoP and on their work facilitating the emergence of these interdisciplinary groups.
  • Item
    A study of authentic assessment in an internship course
    (Papers on Postsecondary Learning and Teaching, 2019) Wilson-Mah, Rebecca
    Internship courses are an active and applied opportunity to integrate educational learning programs and courses within practice settings. Individual learners in internship courses have different work internship placements and they start a unique professional and practice journey. How can this authentic learning environment be supported with authentic assessment? What assessments are suitable for internship courses? This study explored authentic assessment concepts and the practice of internship assessment in a graduate internship course in international and intercultural communications. Students’ impressions of their internship assessments are explored with a particular focus on students’ impressions of authentic assessment, and the integration of their education and their real-world experience. To link this research to course improvement, this study also includes the instructor’s critical reflection on the course and her plans for integrating the study into her assessment practice.
  • Item
    Improving work integrated learning through implementing internship performance indicators
    (Royal Roads University, 2016-06-01) Wilson-Mah, Rebecca; Thomlinson, Eugene
    In applied programs, there is a growing expectation for students to be workready at the end of their undergraduate and graduate studies. Work integrated learning is a strategy that enmeshes applied and practical experience with academic courses to offer integrated learning and a connection between post-secondary education and the workplace. Students in tourism and hospitality programs across British Columbia were surveyed along with their internship employers to better understand their perceptions of internship programs across the province. With 46 of 93 students and 14 of 55 employers responding, the research discovered that participants are generally satisfied, with the internship programs rated at 85% above average or excellent. The ability to use skills and knowledge from the classroom in the work environment is a particularly strong aspect of internship, bridging theory, applied learning, and practice. Some areas for improvement, though, include better communication between employers, students, and supervisors, as well as broader internship opportunities. The findings also supported previous research regarding the potential disconnects between student expectations of internships and student internship performance evaluations completed by employers. The research demonstrated that internship programs continue to be an important aspect of the undergraduate and graduate learning experience and should be supported.