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Hospitality management educators in British universities confronted by a range of pressures, some of which are considered in this article, are in danger of increasingly resorting to traditional teaching and learning approaches. Passive student learning, the marginalization of transferable skills development and the lack of individualization are among the weaknesses of these approaches. Discusses aspects of hospitality management teaching and learning practice which are candidates for change and reports on a specific exercise within a hospitality management undergraduate degree course which is a response to the challenges imposed by the pressures for change. Highlights the conditions deemed critical for such exercises to succeed. Emphasizes the importance of learning rather than teaching, moving from the transfer of knowledge towards the acquisition of knowledge, the significance of deep learning, the development of skills and the value of real world learning experiences.