Relevant bibliographies by topics / Hospitality internships

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Hospitality internships'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Hospitality internships"

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Ananta, Benny Dele Bintang, Muhammad Firza Thoriq Sholahuddin, and Alimin Adi Waloyo. "Exploring student perspectives in amplifying students' speaking skills on English for hospitality internship." English Learning Innovation 5, no. 1 (2024): 53–63. http://dx.doi.org/10.22219/englie.v5i1.30537.

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This research focuses on the experiences of hospitality internships in amplifying speaking skills. In particular, the objective of this research is to examine the students’ perspectives in the hospitality program on enhancing speaking skills as well as the challenges they face and their solutions to these challenges. Qualitative research methods, including questionnaires and observations, were used to gather data from students in the English Language Education Department at the University of Muhammadiyah Malang, Indonesia. There were 28 students enrolled in COE English for Hospitality Program, who participated in the study. The results showed that students' opinions about their experiences with speaking education during their hospitality internships varied. Additionally, challenges in hospitality internships encompass three main areas: delivery, language, and interaction. Some strategies were also provided to assist in overcoming the difficulties identified. It is accordingly advocated that teachers and students need to prepare better in terms of delivery, language, and interaction. hospitality internships can be implemented in the class and Internship programs.
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Appietu, Melody E., Vincent K. Asimah, and Christopher Mensah. "Does perception of hospitality employment change post internship?" African Journal of Hospitality and Tourism Management 1, no. 2 (2019): 116–29. https://doi.org/10.5281/zenodo.3843139.

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Remarkably, exposures to hospitality workplaces through internships have been found to rather dissuade students from envisaging hospitality career. However, knowledge of this phenomenon remains inconclusive. Consequently, this study explored the effect of internship work experience on undergraduate students’ commitment and perception of the nature of hospitality work using before-and-after design. A convenience sample of 171 hospitality management students in a Ghanaian technical university completed paper-and-pencil questionnaires, and data were analyzed using descriptive statistics and Wilcoxon signed-rank test. The majority of the students indicated positive perceptions of hospitality employment and were accordingly willing to work in hospitality-related jobs after graduation. Contrary to the commonly held view, commitment, attitude, and perceptions of hospitality work do not undergo significant reconsiderations post-internships. 
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Wang, Chung-Jen. "Should I Stay or Should I Go? Linking Career Decision-Making Self-Efficacy to Intention to Stay in the Hospitality Industry Based on Internship Experience." Sustainability 13, no. 19 (2021): 10571. http://dx.doi.org/10.3390/su131910571.

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Internships are increasingly being used in the hospitality industry, as these can provide students with opportunities to examine their abilities, interests, and career decisions in a workplace context, as well as help cultivate human resources within this sector. This study thus examines students’ career decision-making self-efficacy with regard to internships. Based on social cognitive theory and career decision-making self-efficacy theory, we developed the research constructs with a focus group interview and a review of the existing literature, and then verified their content validity and scale reliability. Using 782 student data from the hospitality management departments, we found the direct influence of career decision-making self-efficacy in relation to internships on the intention to stay in the hospitality industry. Most important of all, we also found the mediating roles of internship satisfaction and career commitment in the relationship between decision-making self-efficacy and intention to stay in the hospitality industry, as well as the moderating roles of intrinsic motivation in the relationships among career decision-making self-efficacy, internship satisfaction, career commitment, and intention to stay in the hospitality industry. The theoretical and practical implications of these results in the context of hospitality will be discussed.
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Annas, Mohammad, Humairoh, Nosica Rizkalla, and Margareta Priswati Hayu Pratiwi. "What Determinants Make Internship Intention to Join the Hospitality Industry." Dinasti International Journal of Economics, Finance & Accounting 4, no. 1 (2023): 138–45. http://dx.doi.org/10.38035/dijefa.v4i1.1747.

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Retaining the program from the campus so that you can enjoy for the first time the way to practice in work, which may be referred to as internship work, offers college students an idea of running in the industry. Within internships performed by college students, there are numerous factors to attain satisfaction in an internship, one among which is the element of social support within the painting's surroundings. Consequently, this examination discusses the influence of social assistance on internship pleasure which affects the goal of signing up for the hospitality industry of college students who carry out internships in 4-stars hotels. This research uses quantitative techniques and judgemental sampling techniques. Primary data collection is information collected by distributing questionnaires to students of private universities in the Jakarta and Banten areas who did internships at four-star hotels within the Jakarta and Banten regions. The data amassed became 183 respondents. The data obtained is processed using the Structural Equation Modeling (SEM) method. The outcomes showed that perceived supervisor support and coworker support positively impacted Internship satisfaction, and perceived organizational support did not affect Internship satisfaction. Internship satisfaction impacts the intention to join the hospitality industry.
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Appietu, Melody E., Vincent K. Asimah, and Christopher Mensah. "Does perception of hospitality employment change post internship?" African Journal of Hospitality and Tourism Management 1, no. 2 (2019): 116–29. http://dx.doi.org/10.47963/ajthm.v1i2.141.

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 Remarkably, exposures to hospitality workplaces through internships have been found to rather dissuade students from envisaging hospitality career. However, knowledge of this phenomenon remains inconclusive. Consequently, this study explored the effect of internship work experience on undergraduate students’ commitment and perception of the nature of hospitality work using before-and-after design. A convenience sample of 171 hospitality management students in a Ghanaian technical university completed paper- and-pencil questionnaires, and data were analyzed using descriptive statistics and Wilcoxon signed-rank test. The majority of the students indicated positive perceptions of hospitality employment and were accordingly willing to work in hospitality-related jobs after graduation. Contrary to the commonly held view, commitment, attitude, and perceptions of hospitality work do not undergo significant reconsiderations post-internships.
 
 
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Felicen, Sevillia, Rowena Falaria, and Jeninah Christia Pulhin. "Impact of Virtual Internship to International Hospitality Management Students." Asia Pacific Journal of Management and Sustainable Development 12, no. 3 (2024): 66–73. https://doi.org/10.70979/sskc1830.

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The education system was greatly affected by the COVID-19 pandemic. Limitations on gatherings and mobility caused by the virus arise but instead of postponing or canceling the internships, educational institutions are forced to offer an alternative in the form of virtual internships. This study assessed the impact of virtual internship to the Hospitality Management students. Specifically, it described the profile of the respondents in terms of year level, duration of the internship, and type of internship program enrolled; determined the impact of virtual internship in terms of professional development, professional skills, personal growth, and personal capabilities and tested the significant difference on the impact of virtual internship when grouped according to profile. A descriptive research design was used with 246 interns as respondents of the study. The study utilized an adapted questionnaire and used statistical tests such as percentage, weighted mean, ranking, and ANOVA. Based on the result, the majority of the respondents were male and took 1000 hours of training in the Food and Beverage Services areas. The interns Ad that virtual internship has significant impact on their professional development, professional skills, personal growth, and personal capabilities. It was also found that there is no significant difference in the assessment of the impact of virtual internships when grouped according to the profile variables. The researchers recommended having more innovative strategies to provide students with a higher impact on their virtual internship experience.
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Raysa Apriana Firdaus, Nabila Ufaira, Noliana Oktavia, and Feri Ferdian. "Implications of English Communication Anxiety on Hospitality Management Students' Work Attitudes in the Hospitality Industry During Internship Programs." Brilliant International Journal Of Management And Tourism 3, no. 2 (2023): 168–79. http://dx.doi.org/10.55606/bijmt.v3i2.1556.

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Objectives - This study aims to analyze the effect of anxiety communicating in English on the work attitude of hospitality management students in the hospitality industry during the internship program.
 Methodology - A quantitative approach was used on 539 hotel management students who had carried out internships in the hotel industry based on a stratified random sampling technique. The sample size researchers took and managed to collect 76 respondents from hotel management students who had carried out internships in the hotel industry. Then the data were analyzed using Partial Least Square Structural Equation Modeling (PLS-SEM).
 Findings - The results of the study show that the influence of anxiety affects the work attitude of hospitality students while doing internships.
 Originality – The effect of anxiety in communicating using English makes findings to get various kinds of anxiety faced so that it becomes better learning when communication in English and reduces anxiety. The novelty in this study found that many students still had anxiety in communicating using English during their internships.
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Pusiran, Arif Kamisan, Yuzainy Janin, Sarimah Ismail, and Lorna Jimi Dalinting. "Hospitality internship program insights." Worldwide Hospitality and Tourism Themes 12, no. 2 (2020): 155–64. http://dx.doi.org/10.1108/whatt-12-2019-0079.

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Purpose The purpose of this paper is to provide some insights on current industry internship practices and the perceptions of students during their internship experience. This paper also highlights some issues pertaining to internship from the students’ and the industry’s perspective Design/methodology/approach The paper utilises qualitative research methodology using in-depth interviews. Findings The sources of conflict arising between the two parties need to be addressed carefully so as to create a win–win situation. The paper offers some suggestions for higher education institutions as to how to establish better guidelines for student internships as well as for industry operators.. Originality/value Internship, industrial training, practical training or work-integrated learning refers to the involvement of students, institutions and colleges of higher learning in the industry. Internship provides an opportunity for students to experience first-hand, a work-related learning process. Given this, the involvement of industry in accepting students onto well-designed internship programmes is very much needed, so as to ensure the completion of a balanced period of study for a career in hospitality and tourism.
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McDonald, Moira, and Rebecca Wilson-Mah. "The Role of Mentorship in Internships." Papers on Postsecondary Learning and Teaching 5 (February 22, 2022): 42–50. http://dx.doi.org/10.55016/ojs/pplt.v5y2022.73268.

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Undergraduate hospitality programs typically integrate a work-integrated learning (WIL) component such as a co-op placement, practicum, or internship. Mentorship is one practice in the workplace that offers opportunities to enhance both psycho-social and career development support. This qualitative study explores undergraduate hospitality management students' perceptions of the role of mentorship in their internship workplaces. Students' impressions of mentorship are described with a particular emphasis on the role of supervisors as mentors in the workplace, how the mentorship starts, the degree of formality for the mentorships, and key benefits and learning outcomes. The study sample was a purposefully selected group of six Bachelor of Arts students who had recently completed their internships and graduated from their degree program. The research employed a qualitative methodology with semi-structured interviews. To bridge this research to course development, this study includes the authors' critical reflections to support students, with the objective being to establish mentorship opportunities and maximize opportunities during their internships.
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Doniņa, Agita. "The role of tourism and hospitality companies in ensuring an effective internship process." Journal of Education Culture and Society 6, no. 1 (2020): 281–90. http://dx.doi.org/10.15503/jecs20151.281.290.

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Tourism and hospitality education has only been provided in Latvia as a separate curriculum relatively recently. According to legislation, the curriculum should consist of study courses, internships and the state exam.
 Cooperation between all stakeholders is crucial in order to achieve the goal of internship – to increase students’ knowledge and to develop skills in the study area chosen. The purpose of this study is to explore cooperation between higher educational establishments and companies targeted at enhancing students’ employability skills. The survey was conducted in Latvia by addressing managers of 154 tourism and hospitality industry companies in 2014. The findings showed that only 51.30% of the companies plan interns’ job assignment during internship on the basis of an internship programme and in 35.06% of the cases higher educational establishments do not contact internship companies for feedback at all. This means that, despite the importance of internships in developing students’ skills, cooperation among all stakeholders does not proceed in the best possible manner. It is suggested to improve cooperation at all stages of internship – at the planning, organisational and control stages.
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Dissertations / Theses on the topic "Hospitality internships"

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Simmons, Jona Cary Hubbard Susan Sorrells. "Hospitality internships as a career development tool stakeholder perceptions and expectations /." Auburn, Ala., 2006. http://hdl.handle.net/10415/1303.

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Ju, Jeongeun. "Korean Students' Perceptions of the Effectiveness of their Internship Experiences in the Hospitality Industry in Korea." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278968/.

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This research study assessed Korean students' perceptions and overall satisfaction levels regarding the effectiveness of their hospitality internship experiences. Relationships with demographic characteristics were identified. The sample was comprised of 74 senior-level university students enrolled in hospitality and/or tourism management programs who were completing an internship in Korea. Generally, students exhibited low agreement levels on the internship program aspects being investigated. Previous work experience was the most common factor influencing students' perceptions of their internship experiences. Agreement levels increased with length of prior work experience. Type of internship workplace, expectation of an employment offer, age and gender were found to influence students' perceptions of the internship experiences.
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Stansbie, Paul. "Internship design and its impact on intrinsic motivation and student career choice." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/910.

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This study examines the role experiential education, in the form of internships, plays in the professional development of Hospitality and Tourism Management students. Through an appraisal of the literature, it outlines the many benefits available to direct and indirect stakeholders through the facilitation of a structured, work based learning experience. In particular, it analyses the internship through an evaluation of job design by applying both Hackman and Oldham’s (1975a) Job Characteristics Model (JCM) and developing a proposed intern’s version of that model. The outcomes demonstrate that dimensions of the work undertaken do contribute significantly to an individual’s satisfaction and intrinsic motivation with the proposed intern’s model offering improved R2 coefficients, over the original JCM, by using different predictive variables. The study further sub-divides the sample by examining the findings by cohort and emphasis area. This affords the opportunity to identify specific recommendations on internship design that provides maximum utility to the student participant and the facilitators of the work experience. To this end, the results offer a series of recommended job dimensions for various service industry destinations including the need for increased task significance and feedback from agents for tourism students, opportunities for an autonomous work environment for event planners, exposure to a variety of skills for lodging professionals and feedback from the job for food and beverage students. By designing internships in this way, opportunities for enriched work are created for students at the case-study university. The study also examines the role classroom education plays in underpinning the internship experience and finds that while this assists students in observing many of the topics and theories discussed in a theoretical setting, the experiential component of the learning enhances their education through the development of new skills and competencies not previously taught. Overall, this study offers a unique contribution to the existing body of knowledge on experiential education and its impact on worker/job satisfaction and intrinsic motivation.
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Zwane, Faith Nomakhosazana. "An analysis of skills expectations of learners versus employers : the case of culture, arts, tourism, hospitality and sport SETA / Faith Nomakhosazana Zwane." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9870.

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The economic growth in the tourism industry is changing the structure of labour markets, increasing the level of competitiveness and thereby creating a need for improved labour productivity and a more flexible workforce. Education and the creation of employment are among the key priorities of the South African government. This process can be successful only if companies raise performance and productivity standards through the enhancement and development of skills. To succeed in the rebuilding process, it is imperative that the various stakeholders interact to establish the composition of the relevant skills and qualifications required. Consequently, the growth of job opportunities in the tourism sector has uncovered various challenges, including gaps in the areas of education, training and development. These gaps have resulted in low levels of productivity and are currently creating unsatisfied expectations for students and job providers. Hence, it is a priority of government to develop quality Learnerships and Internships in South Africa to improve skills and the qualifications of the tourism workforce. Employers are increasingly conscious of the value for money from their investments in training and are demanding that training be more deliberately aligned with the strategic needs of their organisations. However, the tourism industry is still complaining that learners are not adequately prepared for the workplace and the learners believe that they have sufficient knowledge to meet the needs of the industry. The purpose of this research was to analyse the skills expectations of learners versus employers: the case of the Culture, Arts, Tourism, Hospitality and Sport SETA (CATHSSETA). To achieve this aim, the following objectives were set: to analyse literature concerning human resource management with the main focus falling on training, to contextualise the current tourism education environment in South Africa, to compare the differences in skills expectations between learners and employers in the tourism industry and, lastly, to draw conclusions and make recommendations regarding the skills expectations in tourism education. This was achieved by conducting quantitative research by means of a structured questionnaire that was distributed to 202 employers and 1023 learners on the CATHSSETA database. The questionnaires were linked and captured on an online program named SurveyMonkey. The application of SPSS, descriptive statistics, Factor Analysis, Confirmatory Factor Analysis, ANOVA and t-tests resulted in indicating various significant differences between skills expected by employers and skills presented by learners. These statistical analysis methods were used to demonstrate the gaps between the skills expectation of the role players. It was surprising to find that significant differences existed for most skills with the biggest gaps on self-reliance and people skills. The employers’ survey reflected that a priority for employers is customer orientation and learners’ willingness to learn. In all instances, employers expected learners to be better skilled than was the actual case. The results suggest that the learners are unable to adhere to the current demands of the industry. It was also found that learners rated their own skills much higher than the perception of employers. The results of this study can be used to assist CATHSSETA in improving their current training programmes to ensure they meet the needs of the broader tourism industry. It can also be used as a guideline for any training institution for improving the current tourism training programmes. This will contribute to the overall quality and sustainability of the tourism industry.<br>Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.
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Lee, Scott. "A COMPARISON OF STUDENT PERCEPTIONS OF LEARNING IN THEIR CO-OP AND INTERNSHIP EXPERIENCES AND THE CLASSROOM ENVIRONMENT: A STUDY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2313.

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This study analyzed hospitality management student perceptions of learning both inside the classroom environment and student perceptions of learning in their experiential learning assignments outside the classroom. There were 681 students attending the Rosen College of Hospitality Management at the University of Central Florida who participated in this study. A modified version of the Predicting Learner Advancement through Cooperative Education (P.L.A.C.E.) instrument was used in order to collect data for the study. The P.L.A.C.E. instrument was developed to be a standardized instrument measuring pre-graduation learning outcomes in the following four areas: (a) career development, (b) academic functions achievement, (c) work skills development, and (d) personal growth/development (Parks et al., 2001). This study attempted to add to the literature regarding learning outcomes by contrasting learning in the classroom environment and cooperative education learning assignments. Many leading hospitality curriculums currently incorporate an experiential learning component into their curriculums. Some of the documented benefits of experiential learning or cooperative education programs include: (a) improved student self confidence, self-concept, and improved social skills (Gillan, Davies, & Beissel, 1984). (b) increased practical knowledge and skills (Williams et al. (1993), and (c) enhanced employment opportunities (Clark, 1994; Sharma, Mannel & Rowe, 1995). This study confirmed all of these previously documented benefits of experiential learning, and identified new learning outcomes or benefits for students who participate in experiential learning, such as an increased understanding of how organizations function, increased ability to view career expectations realistically, an increased network of professional contacts, increased ability to take initiative, increased ability to adapt to change, increased leadership skills and increased financial management skills. Unlike many other studies, this study investigated student perceptions of learning in both their classroom environments and their experiential learning assignments at the same time. This allowed the researcher a unique opportunity to compare and contrast each learning environment and identify specific benefits for each.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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Boontham, Dechabun Phasuk, and n/a. "The Implementation of English language skills of Thai students during the internship in the hospitality service workplaces." University of Canberra. Community Education, 2008. http://erl.canberra.edu.au./public/adt-AUC20091218.144909.

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Due to its position as the main source of national income, the tourism and hospitality service industry in Thailand is now highlighted as an area to watch in terms of its value for continued national economic growth. Chiang Rai Rajabhat University (CRU) a university in the tourist area in the North of Thailand, plays a key role in hospitality service education and has a significant influence in the sector because it produces graduates for service in the workforce of this industry. Given the industry's competitive climate, decisions to increase the number of workers, or practitioners, need to take into account the quality of the workers. In this time of globalization, when English is used widely, particularly in the intercultural context ofhospitality service businesses, the quality of English must be seriously considered. Business English (BE) graduates, as prospective employees, need to be highly competent in English language skills. This demand for effective English users in hospitality service workplaces means that there is a need to give serious consideration to the ability of Thai graduates to become competent users of English in real workplaces, and to develop an understanding of how they may achieve the high level of competence required of them. This study investigates the English language skills Thai students used in intercultural communication in hospitality service workplaces. The aim was to determine what essential language skills were used, to explore how these skills were implemented while giving services to international tourists, and to use the results to reflect on English for Hospitality Services (EHS) study in order to provide some recommendations for teaching and learning in those courses. The project was designed as an ethnographic case study. Multiple research tools were used, but particularly participatory observations of student workplace interactions, and semi-structured interviews that included interviews with workplace staff, such as managers, heads of departments, business owners and on-site supervisors. There were additional sources of information used, including students' diaries and other documents relevant to internship. The data collected were then examined using both quantitative and qualitative methods. The participants were 15 volunteers and were fourth-year students in the Business English (BE) program at CRU. The case study involved an examination of data collected from ten workplaces in four hospitality service areas. The observation transcriptions were quantitatively scrutinized for the most essential functional language units used in the hospitality services. The significant findings indicate that the functional language of requests and responding to requests was the most frequently used unit in this hospitality services area. This result confirms previous studies that have found that the functional language of requests, including responding to requests, is the most essential functional pattern in hospitality services. Thanking, offering help/services, and refusing are counted as the second, third and fourth essential units used. However, apologizing and responding to complaints, which are generally considered important in the service area, were very much less frequently used in this study. There was no evidence that significant breakdown or major problems in communication occurred during hospitality service procedures examined; however, the findings suggest that the language proficiency of Thai students was very low in terms of language accuracy. From the results of the study, it is recommended that those responsible for EHS teaching and learning give serious consideration to increasing the level ofcommunicative competence of Thai BE students in terms of English language skills, and to improving the cultural awareness of graduates who expect to be involved in intercultural communication in the hospitality services industry.
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Lee, Shara. "Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5393.

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Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.<br>Ed.D.<br>Doctorate<br>Educational and Human Sciences<br>Education and Human Performance<br>Educational Leadership; Higher Education
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TAN, TE-SHYANG, and 譚得祥. "An Empirical Study of Hospitality Internship Adaptability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/08070493572229985638.

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博士<br>中華大學<br>科技管理博士學位學程<br>104<br>According the highly development of hospitality industry, the human resources demand were in urgent needed by this industries, many Hospitality & Tourism Management colleges designed the internship program for students to take practical training in industry. Various researches have aimed on the intern ion of retain at hospitality industry after they completed internship, however rare discussion on the adaptability during the internship. The purpose of this study was to explore the relationship among the social support, personality, adaptability and satisfaction, and enhance internship adaptability of hospitality majored students from colleges of northern Taiwan. Both quality and quantity methods have been taken in this study, the data was analyzed by, t-test, One-way ANOVA and regression analysis. The focus group interview was also taken to collect information behind questionnaire survey. The major findings including with higher openness personality have better adaptability and higher satisfaction during internship, “social support" will positive affect the internship adaptability and satisfaction by following factors: "significant others", "friends" and "families". Their supervisors’ leadership and training program provided by industry also affect the adaptability and satisfaction of internship as well. The findings & conclusions of this research were provided for these universities and relative hospitality industries to enhance the intern’s adaptability and satisfaction of hospitality industry.
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Chang, Fang-Chi, and 張芳綺. "Exploring the Implementation of Overseas Internship System in Hospitality College." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/07489144929209207394.

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碩士<br>國立高雄餐旅大學<br>餐旅教育研究所<br>101<br>The objectives of this paper are 1) to understand the implementation of overseas internship system in hospitality and tourism colleges, 2) to investigate the implementation effectiveness of the different background variables of overseas internship students, 3) to conclude the research result and provide the comprehensive suggestions for related organizations. The researcher designed the questionnaires named “Overseas internship system implementation effectiveness in hospitality and tourism colleges”. It used snowball sampling and aims to the students who have the experience of overseas internship in Taiwan 16 hospitality and tourism colleges. The study also used purposive sampling to choose 5 teachers who are from different colleges and have the experience of handling overseas internship administration to conduct interview. The study distinguished the overseas internship system to four dimensions. There are 1) administrative support, 2) curriculum planning, 3) student guidance, and 4) learning outcomes. The research results discovered: 1) the colleges do not strictly apply for student’s language skills and other relevant qualifications, 2) overseas internship companies do not attach importance to our hospitality and tourism professional licenses, 3) most of the college administration unit of handling overseas internship is “each department” self-contact, 4) there are still many colleges didn’t apply to the relevant funding from related government agencies, 5) students usually enroll the overseas internship course with “voluntary” based, 6) overseas internship positions are quite diverse, 7) the colleges require the students to submit the internship report once every 6 months, 8) overseas enterprises usually guidance the overseas internship students by leisure time talking, 9) most of overseas internship students do not exam their languages skill after they back to Taiwan, and 10) lots of internship students want to work abroad after they graduate. Based on the findings, the study makes the conclusion into three parts, there are 1) to establish the rigorous overseas operation before students go aboard, 2) to attract more overseas internship learning opportunities and 3) to improve the overseas internship subsequent administration works. Finally, the research follows the results and aims to the colleges, relate units, students and their parents to give several suggestions. Moreover, the research expects the follow-up study could 1) investigate the overseas internship in ordinary university, 2) compare the study between colleges and university, and 3) use completely qualitative research with more in-depth study of this issue.
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Huang, Yu-Chen, and 黃宥蓁. "The evaluation of the critical quality factors of hospitality internship programs." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/15613020921617853804.

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Books on the topic "Hospitality internships"

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Nancy, Pike, ed. Guiding your internship: A hospitality/tourism manual. Prentice-Hall, 1989.

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Internships: The Travel and Hospitality Industries (Internship Series). Career Pr Inc, 1989.

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Hospitality Management Internship: A Student Workbook. Prentice Hall, 2005.

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Hospitality Management Internship: A Student Workbook. Prentice Hall, 2005.

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Make It Count! Getting the Most from a Hospitality Internship. Kendall Hunt Publishing Company, 2017.

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Book chapters on the topic "Hospitality internships"

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Quintela, Joana A., Marília Durão, Medéia Veríssimo, and Jorge Marques. "Tourism and Hospitality Internships in Higher Education: A Competency-Based Framework." In Springer International Handbooks of Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3895-7_15-1.

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Quintela, Joana A., Marília Durão, Medéia Veríssimo, and Jorge Marques. "Tourism and Hospitality Internships in Higher Education: A Competency-Based Framework." In Springer International Handbooks of Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4318-6_15.

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Wagner, Daniela, and Gabriele Tragschitz-Köck. "How Relevant are Internships and Specializations in Higher Tourism Education for Future Tourism Careers?" In Building Human Capital in Tourism and Hospitality. CABI, 2025. https://doi.org/10.1079/9781800624979.0002.

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Llavanes, Avee Ross P., Danica C. Hortelano, Sophia Viene M. Midol, et al. "Examining the Influence of Online Internship Portal’s Ease of Use, Accessibility, and Visual Appearance on Students’ Training Interactions and Outcomes: A Case Study on Hospitality Interns." In Communications in Computer and Information Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-83210-9_7.

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Shikha, Shikha, Sanjeeb Pal, Yashwant Singh Rawal, and Shilpi Shilpi. "Hospitality Internship Reimagined." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3695-3.ch013.

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A significant impact of the COVID-19 epidemic has been felt in the hospitality sector, particularly in global education. Interns in hotels are often called back or offered virtual training as a setback to their internships. Although their preferences remain the same overall, they remain attracted to the industry. Survey findings reveal that 44.4% of institutes in Delhi-NCR and Haryana suggest converting internships into academic semesters, 25.9% suggest contactless internships, and 22.2% suggest virtual internships. There were 7.5% of respondents who suggested withdrawing from training. This particular research study focused on exploring the measures implemented by different hospitality education institutions in Delhi/NCR and Haryana in response to the COVID-19 pandemic regarding the internships of their hospitality students.
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O'Shea, Michelle, Karina Wardle, and Sarah Collado. "Virtual Internships in Hospitality Management Education." In Handbook of Research on Education Institutions, Skills, and Jobs in the Digital Era. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5914-0.ch009.

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Through interactive technologies, virtual internships provide students with supervised opportunities to apply their academic knowledge. Virtual internships represent an underserved and emerging space for conceptual and practical enquiry. Drawing from key stakeholder perspectives, this chapter explores the contribution of virtual internships to the employability of hospitality management students. The benefits and challenges of virtual internships are examined. The salience of this research is amplified by the economic and societal impacts emanating from the COVID-19 pandemic. In the face of pandemic-induced lockdowns, universities converted face-to-face learning and teaching online. This pivot was particularly challenging from a work-integrated learning (WIL) perspective. Students completing internships were required to retreat from the office to the online sphere or their internships and experiential learning opportunities ended abruptly; the significance of which induced the chapter focus.
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Aggett, Mandy. "Internships and Placements in the Talent Management Process." In Talent Management in Hospitality and Tourism. Goodfellow Publishers, 2017. http://dx.doi.org/10.23912/978-1-910158-66-1-3330.

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Rosita. "Competency development problems in tourism and hospitality students’ internship in Indonesia." In Promoting Creative Tourism: Current Issues in Tourism Research. Routledge, 2021. http://dx.doi.org/10.1201/9781003095484-49.

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Ridzuan, A., N. Ahmat, and A. Azdel. "The contribution of internship in developing industry relevant management competencies among hotel and tourism management students." In Theory and Practice in Hospitality and Tourism Research. CRC Press, 2014. http://dx.doi.org/10.1201/b17390-3.

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"Hospitality management The contribution of internship in developing industry relevant management competencies among hotel and tourism management students." In Theory and Practice in Hospitality and Tourism Research. CRC Press, 2014. http://dx.doi.org/10.1201/b17390-5.

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Conference papers on the topic "Hospitality internships"

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Ivančić, Ivana, Krešimir Mikinac, and Goran Ćorluka. "TRENDS IN HOSPITALITY HIGHER EDUCATION: ANALYSIS OF EDUCATION PROGRAMS IN FIRST 15 QS WORLD UNIVERSITIES." In Tourism and hospitality industry. University of Rijeka, Faculty of Tourism and Hospitality Management, 2023. http://dx.doi.org/10.20867/thi.26.12.

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Purpose - The changes caused by economic and technological development are present in all sectors of an advanced industrial society. The educational sector as such is not exempt from such changes; on the contrary, changes in the educational sector are becoming necessary. The challenges in transforming the entire educational system affect all segments of the educational process, including curricula, learning materials, teaching practices, and educational stakeholders. The hospitality industry, as a part of the overall economy based on human resources due to its specificity, is different from other industries and as such has a direct impact on the design of the educational model for future hospitality employees. Methodology - This paper aims to identify trends in higher education institutions for the hospitality industry, with a particular focus on analyzing the top 15 QS ranking world universities. The focus of the paper is to identify the challenges faced by higher education institutions specializing in the field of hospitality education and to analyze the educational programs that respond to the challenges and needs of the market. For the analysis of the collected data, the study used a qualitative methodology, employing a summative content analysis. Findings - The analysis of the educational system of established universities in the field of tourism and hospitality provides insight into specific teaching models for the hospitality industry. The results of the research showed that the focus of universities is in the segment of a tailor-made specialization, an internship in high-quality hospitality brands, and subjects that have foundations in hospitality, management, food and beverage, and marketing. Contribution - The research findings of this paper provide insight into the direction of further innovation of degree programs specializing in the hospitality field.
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Samantha Sabirin, Adelia, Munawaroh, and Robert La Are. "Is Internship Program Impact Career Development Perception? Empirical Study on lSGUr Hospitality Students." In 2nd International Conference on Tourism, Gastronomy, and Tourist Destination (ICTGTD 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictgtd-18.2018.13.

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Kukreti, Ravish, Rakesh Dani, Prateek Negi, and Akash Rawat. "Internship satisfaction and its relationship with career development among students of hospitality management." In INTERNATIONAL CONFERENCE ON RECENT TRENDS IN COMPOSITE SCIENCES WITH COMPUTATIONAL ANALYSIS. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0190464.

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Chang, To-Han, and Chia-Ling Lee. "Analyzing the Moderating Effects of Past Work Experiences on Job Burnout in off-campus Hospitality Internship Using Structural Equation Model." In 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.002.

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