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Hospitality internships: The effects of job dimensions and supportive relationships on student satisfaction
Abstract
The intent was to identify factors related to students' satisfaction with hospitality internships. Subjects were hospitality management students in five midwestern universities, who had served internships. Using Hackman & Oldham's JDS adapted for internships, students described their internships in terms of job dimensions and they reported their satisfaction with growth opportunities, co-workers, supervision, pay and their general satisfaction. Noe's Measure of Mentoring Functions determined mentoring functions present in supportive relationships during internships.^ Job dimensions were shown to relate to satisfaction. Students were most satisfied with internships that provided work relevant to their education and career. Results showed that interns want to use a variety of skills with a chance to practice autonomy knowing they are supported by appropriate feedback. Compared to an ideal internship, in terms of job dimensions, student satisfactions changed significantly as their internship job dimensions became different from their school's ideal. Autonomy was the lowest rated job dimension in each school's model; it was significantly important to students.^ Satisfactions were significantly higher for interns with supportive mentor or peer relationships than those with no relationship. But, there were no differences in satisfaction between those with assigned mentors and those with spontaneously formed relationships. Certain mentor functions were shown to relate to increased satisfaction; "Role Model" was the greatest contributor.^ The most significant contribution to satisfaction made by the internship itself was the presence of supervisory or decision-making responsibilities in the job. Neither years of industry experience nor career commitment were related to satisfaction.^ Earlier studies showed that industry and education differ in their views of internships. Students showed another view. They want relevant work that uses multiple skills and talents, and supervision that lets them practice autonomy with feedback for guidance. They want good role models, challenging assignments, and counseling.^ A curriculum focused on integrating preparation for internships throughout the program was recommended. It should recognize adult development, organizational socialization and the potential of mentor functions. It should include regular contact between interns and their schools. ^
... Students complain that organizations do not give interns various practical training options helpful to prepare for 89 KIC International Journal of Social Science and Management-VOL. 1, NO.1, 2022 89 training, for example, repetitious work by Nelson (1994) and poor supervision by Taylor (1988). ...
... Many studies about hospitality internships evaluated the level of student satisfaction and reported for example, technical skills and knowledge improvement Busby et al. (1997); problemsolving ability by Emenheiser et al. (1997); and mentor relationship by Fagenson (1989). Some studies about hospitality internships evaluated students' satisfaction and found low satisfaction with some issues during the training, for example, repetitious work by Nelson (1994) and poor supervision by Taylor (1988). ...
... b. Perceived quality of supervision Nelson (1994) stated that students tended to rate greater satisfaction when they had a good relationship at work and support from a supervisor. Lack of supervisor's support leads to an untrained and unmotivated employee and will result in poor customer service and a high turnover of employees (Knight and Crutsinger, 2003). ...
This study was designed to explore and determine the significant factors that predict internship satisfaction of hospitality and tourism students in the context of Nepal. An exploratory research design was used to identify the factors affecting the satisfaction of intern students in hospitality and tourism students. 399 responses were collected from the colleges of different universities. EFA and regression analysis were applied to students’ responses. Three significant factors, Perceived job, Perceived supervision, and student self-efficacy, where identified, which mainly affect the satisfaction of intern students in hospitality and tourism students. Study results support the service industry to increase the satisfaction of intern students by increasing supervisory activities.
... By knowing the IS, the host companies can redesign their internship program more effectively to encourage brilliant interns to convert to permanent hires in the future (Hurst, 2007;Huang and Jia, 2010;Karunaratne and Perera, 2015). Besides, the total IS is positively related to support from site supervisors (Nelson;1994;Moghaddam, 2011) and staff members (Auburn et al., 1993;Nelson, 1994;Hurst, 2007;D'abate et al., 2009;Lord et al., 2011;Klee, 2011). It is essential for the academic supervisors to work with students as consultants when emergencies or problems regarding internship arise (Fagan and Wise, 2000). ...
... By knowing the IS, the host companies can redesign their internship program more effectively to encourage brilliant interns to convert to permanent hires in the future (Hurst, 2007;Huang and Jia, 2010;Karunaratne and Perera, 2015). Besides, the total IS is positively related to support from site supervisors (Nelson;1994;Moghaddam, 2011) and staff members (Auburn et al., 1993;Nelson, 1994;Hurst, 2007;D'abate et al., 2009;Lord et al., 2011;Klee, 2011). It is essential for the academic supervisors to work with students as consultants when emergencies or problems regarding internship arise (Fagan and Wise, 2000). ...
... By knowing the IS, the host companies can redesign their internship program more effectively to encourage brilliant interns to convert to permanent hires in the future (Hurst, 2007;Huang and Jia, 2010;Karunaratne and Perera, 2015). Besides, the total IS is positively related to support from site supervisors (Nelson;1994;Moghaddam, 2011) and staff members (Auburn et al., 1993;Nelson, 1994;Hurst, 2007;D'abate et al., 2009;Lord et al., 2011;Klee, 2011). It is essential for the academic supervisors to work with students as consultants when emergencies or problems regarding internship arise (Fagan and Wise, 2000). ...
The business internship is helpful for students' learning and career preparation. However, there is no report using structural equation modeling to analyze the relationship between the internship satisfaction and the students' learning in Vietnam. Business students (male: 222, female: 74) were sampled from the University of Finance and Marketing. Forty-three question items were drawn from ten popular questionnaires. However, four of the factors are not significantly related to the internship satisfaction including university support, academic supervisor, student's knowledge, and student's attitude; two of the factors are significantly related to the internship satisfaction including student's skills and host company's support. This result suggests that students with good learning skills expect a higher level of training program from a competitive company. It also suggests that the characteristics of the host company's support are good predictors of internship satisfaction.
... Nevertheless, it has to be noted that this perceptual gap has long existed within the hospitality and tourism higher education context. In particular, Zopiatis and Theocharous (2013), as well as Downey and De Veau (1988), Nelson (1994) and Petrillose and Montgomery (1998) all point out towards the different perspectives dominating academia's and professionals' discourses when it comes down to collaborative partnerships and students' skills acquisition in the hospitality and tourism literature. Thus, the nature of the problem the current paper is dealing with has a rather continuous and historic perspective. ...
... This perceptual gap limits the competitiveness of the industry as a whole, and creates obstacles for further development in countries with a weak partnership ethos among stakeholders in the sector, much like Greece's case. There have been considerable efforts in the past to examine this relationship (Barron and Maxwell, 1993;Cargill and Fried, 1990;Christou, 1999;Cooper and Shepherd, 1997;Nelson, 1994;Downey and De Veau, 1988). The rapid transformation of the industry though, coupled with its highly complex and dynamic nature necessitate the constant re-evaluation of such investigative efforts (Zopiatis and Theocharous 2013). ...
... In contrast, according to Taylor (1988), "poor supervision was the most likely condition to lead to dissatisfaction with internships" (Taylor, 1988). Nelson (1994) stated that repetitious work with low freedom to test knowledge along with the high risk that accompanies insuffi cient feedback would relate to dissatisfaction with supervision (Nelson, 1994). Al-Muhanna (2009), observed that the major issue facing medical and health profession interns is the gap between what is offered by the training institution and what the interns want or expect. ...
... In contrast, according to Taylor (1988), "poor supervision was the most likely condition to lead to dissatisfaction with internships" (Taylor, 1988). Nelson (1994) stated that repetitious work with low freedom to test knowledge along with the high risk that accompanies insuffi cient feedback would relate to dissatisfaction with supervision (Nelson, 1994). Al-Muhanna (2009), observed that the major issue facing medical and health profession interns is the gap between what is offered by the training institution and what the interns want or expect. ...
... Many host companies even consider hire some of the brilliant interns to take a more permanent position later when the students complete their university (Huang et al., 2010;Hurst and Hurst, 2007;Karunaratne et al., 2015). In general, internship satisfaction has been shown to be positively related to support from site supervisors (Klee and Klee, 2011;Moghadam and Moghaddam, 2011;Nelson and Nelson, 1994) and staffs (Auburn et al., 1993;D'abate et al., 2009;Hurst and Hurst, 2007;Nelson and Nelson, 1994). ...
... Many host companies even consider hire some of the brilliant interns to take a more permanent position later when the students complete their university (Huang et al., 2010;Hurst and Hurst, 2007;Karunaratne et al., 2015). In general, internship satisfaction has been shown to be positively related to support from site supervisors (Klee and Klee, 2011;Moghadam and Moghaddam, 2011;Nelson and Nelson, 1994) and staffs (Auburn et al., 1993;D'abate et al., 2009;Hurst and Hurst, 2007;Nelson and Nelson, 1994). ...
Practicum in a given host company provides an opportunity for Business students to practice and enhance their knowledge and skills that can likely promote their motivation and later marketability. In doing practicum, students are not only considered as learners, they are also regarded as workers in the job force. Many students might need support from their universities as well as from the supporting system in the host companies. The purpose of this research was to investigate the students' satisfaction about their practicum programs and the individual and organizational factors that would affect it. Participants were 269 (68 males and 201 females) sophomore and junior undergraduate Business students from a university of southern Vietnam. Each completed a survey collected after they finished their practicum which consists of demographic information, questions about the organizational factors (19 items), individual factors (20 items), and overall practicum satisfaction (4 items). Confirmatory factor analysis was conducted and deleted 6 items to achieve convergent and discriminant validity. Structural equation modeling was used to analyze the potential mediating effects of organizational factors on the relationship between individual factors and Practicum satisfaction. Results showed the direct effect between individual factors and Practicum satisfaction. A further multi-group analysis found similar pattern of path on females and males. The results suggest the student's knowledge and skills are crucial factors which related to their practicum satisfaction, organizational factors on the other hand, are positively correlated with individual factors, however, do not affect their practicum satisfaction.
... Many host companies even consider hire some of the brilliant interns to take a more permanent position later when the students complete their university (Huang et al., 2010;Hurst and Hurst, 2007;Karunaratne et al., 2015). In general, internship satisfaction has been shown to be positively related to support from site supervisors (Klee and Klee, 2011;Moghadam and Moghaddam, 2011;Nelson and Nelson, 1994) and staffs (Auburn et al., 1993;D'abate et al., 2009;Hurst and Hurst, 2007;Nelson and Nelson, 1994). ...
... Many host companies even consider hire some of the brilliant interns to take a more permanent position later when the students complete their university (Huang et al., 2010;Hurst and Hurst, 2007;Karunaratne et al., 2015). In general, internship satisfaction has been shown to be positively related to support from site supervisors (Klee and Klee, 2011;Moghadam and Moghaddam, 2011;Nelson and Nelson, 1994) and staffs (Auburn et al., 1993;D'abate et al., 2009;Hurst and Hurst, 2007;Nelson and Nelson, 1994). ...
Practicum in a given host company provides an opportunity for Business students to practice and enhance their knowledge and skills that can likely promote their motivation and later marketability. In doing practicum, students are not only considered as learners, they are also regarded as workers in the job force. Many students might need support from their universities as well as from the supporting system in the host companies. The purpose of this research was to investigate the students' satisfaction about their practicum programs and the individual and organizational factors that would affect it. Participants were 269 (68 males and 201 females) sophomore and junior undergraduate Business students from a university of southern Vietnam. Each completed a survey collected after they finished their practicum which consists of demographic information, questions about the organizational factors (19 items), individual factors (20 items), and overall practicum satisfaction (4 items). Confirmatory factor analysis was conducted and deleted 6 items to achieve convergent and discriminant validity. Structural equation modeling was used to analyze the potential mediating effects of organizational factors on the relationship between individual factors and Practicum satisfaction. Results showed the direct effect between individual factors and Practicum satisfaction. A further multi-group analysis found similar pattern of path on females and males. The results suggest the student's knowledge and skills are crucial factors which related to their practicum satisfaction, organizational factors on the other hand, are positively correlated with individual factors, however, do not affect their practicum satisfaction.
... From a review of studies using independent variables as predictors of dependent variables with regression analysis, this appears to be an appropriate practice (D'Abate, Youndt, & Wenzel, 2009;Lee-Ross, 1998a, 1998bNelson, 1994) and also mirrors the methodology offered by Oldham (1975, 1976) when they initially developed their research into job design. ...
... However, the literature on internship satisfaction consistently advocates this agent feedback characteristic as an important component of the professional development of students. Examples include Nelson (1994), who, in addition to applying a modified version of Hackman and Oldham's JCM, specifically examined the supportive relationships between students and their mentors. Using Noe's Measure of Mentoring Functions, he confirmed the importance of SV and TA as essential characteristics for satisfaction but emphasized the value of feedback as a continuous process needed to underpin work experience and concluded that this has to occur in a timely manner, be frequent in nature, and be in support of an autonomous work environment. ...
This article examines the role internships play in the development of hospitality and tourism management students. Building upon earlier research on internship design, it specifically examines the characteristics present in a student’s internship through the use of a job characteristics model. Using a combination of quantitative and qualitative data analysis methods, we propose, within the limitations of a case university, the characteristics needed in career emphasis areas that contribute to increased levels of intrinsic motivation and student satisfaction gained from participation in an internship experience. © 2016 The International Council on Hotel, Restaurant, and Institutional Education.
... 13). Going a step further, Nelson (1994) examined students' internship perceptions in terms of the overall effects of job dimensions and supportive relations on the interns' level of satisfaction. Findings suggest that students were more satisfied with internships that "…provide relevant work, some autonomy, and timely feedback" (Nelson, 1994, p. 133). ...
... The mentality, knowledge, and genuine commitment of the supervisor may prove crucial not only for the successful completion of the specific internship, but also for positively affecting students' intention of pursuing a hospitality career upon graduation. In the study, the role and contribution of the intern's on-the-job supervisor has been measured in terms of mentoring, interest in the intern's professional development, and responsiveness to the unique, but often neglected studentintern status (Lam & Ching, 2007;Nelson, 1994;Singh & Dutta, 2010, Zopiatis & Constanti, 2012. Overall, the following three hypotheses are postulated: ...
... Secondly, internship gives undergraduate students opportunities to explore their future careers, gain deeper knowledge of the work, and begin to think about their future careers based on the experiences gained after completing their internship (Nelson, 1994). ...
Nghiên cứu này được thực hiện nhằm đánh giá vai trò của thực tập đối với sinh viên. Trong nghiên cứu này, các tác giả đã tiến hành khảo sát các sinh viên năm cuối của một trường đại học ngoài công lập ở Việt Nam đã tham gia kỳ thực tập tại doanh nghiệp trước khi tốt nghiệp cũng như các doanh nghiệp nơi mà các sinh viên đó thực tập. Các phát hiện chỉ ra rằng việc cung cấp cho sinh viên các cơ hội thực tế chính thống, hỗ trợ tại nơi làm việc có tác động mạnh mẽ tới việc phát triển các năng lực cá nhân cũng như thái độ của sinh viên.
... Satisfaction with an Internship Experience Nelson (1994) conducted a study to investigate the factors related to students' satisfaction with their hospitality internship experiences. The literature revealed that students were most satisfied with internships that provide relevant work, some autonomy, and timely feedback. ...
... , D"Abate et al. (2009), Gupta et al. (2010), Jawabri (2017), Koo et al. (2016), Phoebe (2010),Marinakou and Giousmpasoglou (2013),Nelson (1994),Sanahuja and Ribes (2015). ...
An internship program is integrated into higher learning institutions curriculum. It is aimed to cultivate students ability in applying knowledge from classrooms to practices. Internship satisfaction is identified as one of the focal points to assess the effectiveness of an internship program. Nonetheless, only little studies reviewed the determinants of internship satisfaction, particularly within the service-oriented industry. Thus, the main objective of this study was to review factors that influence internship satisfaction in the service industry, particularly the hospitality industry. Besides, the importance of internship in developing self-competencies among students is also discussed. A number of articles were obtained from two different databases, using keywords related to the topic. The articles were carefully examined, derived from relevant disciplines in the service industry: hospitality and tourism, business, sports management, education, and human resource. Main determinants of the internship satisfaction were clustered into five categories: individual factors, job characteristics, organisational environment, contextual factors, and career potential. Besides, the importance of internship experiences in fostering students self-competencies were discussed, including interpersonal skills, problem-solving, self-confidence, and knowledge about the job market. Findings on this paper are anticipated to extend the literature review on internship research and assist internship stakeholders in structuring a well-rounded internship program. As this paper is only based on traditional literature reviews, it has a limitation in its methodology. Hence, future research is recommended to use a structured methodology such as systematic reviews or scoping reviews.
... D'Abate, Youndt, and Wenzel (2009) investigated the influence of job characteristics, work environment characteristics and contextual factors on internship satisfaction of undergraduate students at a liberal arts college in the northeastern United States and concluded that task significance, feedback, learning opportunities, supervisor support, and organizational satisfaction were the most important predictors of internship satisfaction. Internships that provide students with relevant work, autonomy, and timely feedback contribute significantly to student internship satisfaction (Nelson, 1994). ...
Occupational stress among full-time employees has attracted considerable research attention. However, rarely have hospitality and marketing interns been the focus of work stress empirical investigations. This study explores perceived workplace stress experiences and its effects on internship satisfaction and turnover intention among hospitality and marketing students in a Ghanaian technical university. A sample of 285 respondents, conveniently selected, completed self-structured questionnaire. Data were analyzed using descriptive statistics, factor analysis, and Mann Whitney U test. The commonly reported work stressors were “no pay” “repetitive work,” “transportation challenges,” “different supervisor requirement,” and long working hours”. Conspicuously, hospitality students reported higher levels of stress compared to marketing students. Most importantly, stress was related to lower internship satisfaction but higher levels of turnover intentions among students. Implications of the findings for practice are discussed.
... Numerous studies have revealed the advantages of undergraduates' internship programs. According to Ko (2008) and Nelson (1994) the internship programs facilitate undergraduates to identify their future careers, as well as to settle on a career of their choice. Some undergraduates depend on their internship program in selecting their career path, whereas their experience in the internship program will solidify their intention towards the tourism and hospitality industry (Tse, 2010). ...
Tourism and Hospitality Industry generates and offers a wide spectrum of career opportunities both nationally and internationally giving a sensible solution to the unemployment problem especially for the developing countries. Having identified the significance of tourism and hospitality industry as one of the labor intensive industries, many universities and educational institutes in Sri Lanka are focusing on developing competent human resources that cater industry requirements. Recognizing the importance of improving employability skills along with developing knowledge and inculcating positive attitudes of the tourism and hospitality undergraduates, the national universities have integrated student internship experience in to their tourism and hospitality curricula, creating a solid platform for a better career prospects of the undergraduates. Hence, this study attempts to examine the satisfaction level of the tourism undergraduates with the internship experience and its impact on their future career intention. A structured questionnaire was utilized to collect data from tourism and hospitality undergraduates of two state Universities in Sri Lanka, who have minimum two months' internship experience. The population of the study consists of 139 undergraduates, whom had undergone an internship program in two state Universities in their 3rd and 4th year, out of which only 79 has responded. Training program, nature of work, supervisors, facilities, and coworkers are the concerned areas in measuring the satisfaction level. The result reveals that the tourism undergraduates are satisfied with their internship experience. Further, the result indicates that all the tourism undergraduates intend to work in the industry after graduation. The finding also shows that the tourism undergraduates' satisfaction with respect to the nature of the job and the training program significantly impact on their intention to work in the tourism industry in the future.
... Bu nedenle nitelikli işgücünün karşılanması ve geleceğin işgücü için iş başı eğitim ve mesleki staj gibi uygulamaya dayalı eğitimler, teorik eğitimi destekleyen önemli bileşenlerdir. Dolayısıyla turizm işletmelerinin ve destinasyonların geliştirdikleri turistik ürünleri turistlere ulaştıracak nitelikli personellere ihtiyaç duyması, insana yatırım yapılmasını (Tutan, 2010 (Nelson, 1994), eksiklerini ve becerilerini mesleki yönden keşfetmelerinin (Ko, 2008: 12) Mesleki stajın mezuniyet için zorunlu bir şart olmasının en olası nedeni, öğrencilerin eğitim kurumlarında edindikleri bilgileri, iş hayatında somut olarak uygulamasını ve bundan deneyim sağlayarak öğrenme sürecini aktif olarak tamamlamalarını sağlamaktır (Barbarash, 2016: 21). Bu uygulamalı eğitim ile öğrencilere söz konusu işin çalışma koşulları ve sorumlulukları tanıtılmaktadır Ayrıca iş ve çalışma ortamına uyumu için sosyal (iş arkadaşları ile anlaşma, görev paylaşımı, ekip işi vb.) ve kişisel (sorumluluk alma, risk alma, beceri geliştirme, özeleştiri, özgüven vb.) değerlendirmeler yapmasına imkân vermektedir. ...
This research is aimed to reveal cognitive structures about professional internship concept of students who are studying in tourism programs. The study was conducted on 78 students studying at associate degree level. The Word Association Test (WAT), one of the qualitative research methods, was used to collect the data and 220 different responses with a total repetition rate of 601 were obtained. According to the results of the research, students’cognitive perceptions about professional internship obtained as experience, money, learn, education, work, job, knowledge, hotel, crush, profession and responsibility. The most repeated answers were experience, money, learn and education. On the other hand, being crushed, fatigue, difficulty, slavery responses express students’ negative perceptions of professional internship, but also reflect their feelings. In this respect, the research findings show that students are aware of the scope and importance of professional internship, but they have problems in the sector as well. According to concept map, 88 responses with frequency of 2 or more were evaluated. Professional internship with concept map explain in scope, business area and emotion-thoughts. The answers in concept map show that students are familiar with knowledge of legislation of internship and are aware of importance of internship. However, answers given to field of business reveal that students are familiar with characteristics of the tourism sector. According to answers mentioned in emotions and thoughts category, professional internship connotes positive concepts such as career, reality, innovation, change and success; it also connotes negative concepts such as oppression, fatigue, difficulty and slavery. Sentence part related to key concept of WAT was evaluated in three categories as scientific, superficial and misconceptions. Although majority of students have established sentences containing scientific knowledge, it is noteworthy that sentences containing misconceptions are quite numerous. This is as close to association of students as to legislation and purpose of vocational internship; They also show that they have negative perceptions that create conceptual misconceptions about professional internship.
... Bu nedenle nitelikli işgücünün karşılanması ve geleceğin işgücü için iş başı eğitim ve mesleki staj gibi uygulamaya dayalı eğitimler, teorik eğitimi destekleyen önemli bileşenlerdir. Dolayısıyla turizm işletmelerinin ve destinasyonların geliştirdikleri turistik ürünleri turistlere ulaştıracak nitelikli personellere ihtiyaç duyması, insana yatırım yapılmasını (Tutan, 2010 (Nelson, 1994), eksiklerini ve becerilerini mesleki yönden keşfetmelerinin (Ko, 2008: 12) Mesleki stajın mezuniyet için zorunlu bir şart olmasının en olası nedeni, öğrencilerin eğitim kurumlarında edindikleri bilgileri, iş hayatında somut olarak uygulamasını ve bundan deneyim sağlayarak öğrenme sürecini aktif olarak tamamlamalarını sağlamaktır (Barbarash, 2016: 21). Bu uygulamalı eğitim ile öğrencilere söz konusu işin çalışma koşulları ve sorumlulukları tanıtılmaktadır Ayrıca iş ve çalışma ortamına uyumu için sosyal (iş arkadaşları ile anlaşma, görev paylaşımı, ekip işi vb.) ve kişisel (sorumluluk alma, risk alma, beceri geliştirme, özeleştiri, özgüven vb.) değerlendirmeler yapmasına imkân vermektedir. ...
... D'Abate and others distinguish several contextual factors that affect the satisfaction of the internship: salary, working time, travel to the internship place and the location of the organization in which the traineeship takes place. [3] Nelson also adds workplace security, peers, colleagues, and mentoring [13]. ...
The article examines the factors influencing the high school students' satisfaction of the internships, as well as the interrelationship between student satisfaction with the internship and the employers' satisfaction of the students' performance. A study of this satisfaction has been presented on the basis of a conducted survey. Positive interrelations have been established and the fact that primarily the organizational environment, the IT teacher's support and contextual factors play a crucial role in the high level of satisfaction with the production internship in ICT and non-ICT field.
... Scott (1992) highlights that hospitality students believe experiential learning to be the generally successful method to learn the reality of the positions they are in view of for their potential career. Nelson (1994) suggested that students have more likelihood to discover future career through internships, to add deeper acquaintance of details, and to begin thinking about their future vocation based on their internship experiences. Farinelli & Mann (1994) pointed out that hotel industry professionals usually assign menial and common tasks like making copies and stuffing envelopes. ...
... Benzer bir görüşe sahip olan; Davies (1990) ve Neuman (1999) da gerçek iş hayatında tecrübesiz rakiplere karşın avantaj elde edebilmek adına becerilerin, ilgilerin ve kariyer tercihlerinin test edildiği, bir fırsat olarak değerlendirmektedirler. Staj sayesinde öğrenciler gelecekteki kariyerlerini staj deneyimlerine dayanarak yordama ve yorumlama imkanına sahiptirler (Nelson, 1994). Hite ve Bellizi (1986) öğrencilerin staj sürecinde öğrenme deneyimleri elde ederek okulu bitirdikleri ve aynı zamanda bunu yaparken de maddi kazanç elde etme fırsatı olarak gördüklerini belirtmektedir. ...
... Satisfaction with an Internship Experience Nelson (1994) conducted a study to investigate the factors related to students' satisfaction with their hospitality internship experiences. The literature revealed that students were most satisfied with internships that provide relevant work, some autonomy, and timely feedback. ...
An internship is professional learning experiences that intergrates knowledge and theory learned in classrooms with practical application. Most of the local universities embrace internship in their curriculum design as it has been viewed as the platform to enhance students’ skills. However, little study has been done on the internship satisfaction
whereby this area should be the focus in assessing an internship. There is a need to study on internship satisfaction in order to maximize the outcomes of the experiential learning that provide benefits to students, universities and organizations. This paper reviewed different factors that contribute to the internship satisfaction, where the factors derived from different contexts of studies. The common factors of the internship satisfaction despite of different contexts are individual factors, university support, job characteristics, organizational environment and also contextual factors. There are several unique factors that are rarely noticed: academic program; program handling; intern’s quality; intern’s expectations on: future employability, career enhancement and the importance of the internship program for the completion of studies; intern’s perceptions- on career related experience, relevant to the field of study, relevant to interests, flexible schedule, communication skills and peer relationship. On the other hand, this paper also reviewed key components from different internship satisfaction instruments, which were conducted in various industries. The common components probed in the instruments are factors influencing internship satisfaction, demographic information and overall satisfaction towards internship experience. While, the distinctive components
incorporate general internship satisfaction, assessment of criteria: career skills and career focus, students’ employability options and comments from students on their internship experience. A direction of research for the internship satisfaction instrument comprising its factors, specifically within the context of the undergraduate hospitality program for local universities, is presented in this paper.
... Several studies have advocated the advantages of students' internship programs (e.g., Siegel et al., 2010;Tse, 2010;Ko, 2007). Internship programs enable students to examine their future careers, to understand it and to settle on a career of their choice (Ko, 2007;Nelson, 1994). Specifically, Tse (2010) stated that some students are dependent on the internship program to show them the way to their career path, and to solidify their intention towards the hospitality industry may depend on their experience in the program. ...
A successful firm in the tourism and hospitality industry requires skilled and committed employees. However, in the current tourism and hospitality industry, the top challenge lies in the attraction and retention of qualified and skilled employees and a great proportion of the graduates fail to enter the industry. It is therefore important to provide a value conceptual model that expounds on the theoretical relationships existing between the perceptions of undergraduate students and their intention to join the industry. This study contributes to literature by clarifying the perceptions of students-intention to join the industry relationship and by determining the moderating influence of the internship program on such relationship.
... Several studies have advocated the advantages of students' internship programs (e.g., Siegel et al., 2010;Tse, 2010;Ko, 2007). Internship programs enable students to examine their future careers, to understand it and to settle on a career of their choice (Ko, 2007;Nelson, 1994). Specifically, Tse (2010) stated that some students are dependent on the internship program to show them the way to their career path, and to solidify their intention towards the hospitality industry may depend on their experience in the program. ...
A successful firm in the tourism and hospitality industry requires skilled and committed employees. However, in the current tourism and hospitality industry, the top challenge lies in the attraction and retention of qualified and skilled employees and a great proportion of the graduates fail to enter the industry. It is therefore important to provide a value conceptual model that expounds on the theoretical relationships existing between the perceptions of undergraduate students and their intention to join the industry. This study contributes to literature by clarifying the perceptions of students-intention to join the industry relationship and by determining the moderating influence of the internship program on such relationship.
... Several studies have advocated the advantages of students' internship programs (e.g., Siegel et al., 2010; Tse, 2010; Ko, 2007). Internship programs enable students to examine their future careers, to understand it and to settle on a career of their choice (Ko, 2007; Nelson, 1994). Specifically, Tse (2010) stated that some students are dependent on the internship program to show them the way to their career path, and to solidify their intention towards the hospitality industry may depend on their experience in the program. ...
A successful firm in the tourism and hospitality industry requires skilled and committed employees. However, in the current tourism and hospitality industry, the top challenge lies in the attraction and retention of qualified and skilled employees and a great proportion of the graduates fail to enter the industry. It is therefore important to provide a value conceptual model that expounds on the theoretical relationships existing between the perceptions of undergraduate students and their intention to join the industry. This study contributes to literature by clarifying the perceptions of students-intention to join the industry relationship and by determining the moderating influence of the internship program on such relationship.
... Emenheiser et al. (1997) found that 79% of the 129 respondents surveyed were satisfied with their internship and strongly agreed that it had strengthened their problem-solving abilities for future application in the hospitality industry. Nelson (1994) investigated factors related to students' satisfaction with their hospitality internships. The study was designed to determine whether, and to what degree, there was any relationship among job dimensions, supportive relationships, students, and satisfaction. ...
The internship is one of the most effective models of experiential learning in hospitality education. However, to be successful, it requires the cooperation of students, employers, and educators. This article identifies the role and value of the internship in hospitality education. Its benefits and drawbacks are discussed from the perspectives of the three stakeholders, and an overall assessment is discussed. The article ends by proposing suggestions for future research.
... While Taylor (1988) suggested that poor supervision was the most likely condition to lead to dissatisfaction with internships. Nelson (1994) stated that repetitious work with little freedom to apply and test knowledge along with the high risk that accompanies inadequate or untimely feedback would relate to dissatisfaction with supervision. He further indicated that hospitality interns report greater satisfaction when they have a supportive relationship in the work setting. ...
The present study uses a quantitative approach to investigate students' satisfaction level toward their internship experience in the hospitality and tourism industry as well as identify the underlying factors of their overall satisfaction. A total of 124 usable questionnaires were collected for analysis. The result shows that students' overall satisfaction was low, and internship factor of 'Job itself' had the greatest influence on students' overall satisfaction. Based on the findings of this study, recommendations were provided in order to improve the quality of internship programs.
... The extant research into the hospitality industry suggests that not only does the successful manager in hospitality have to be hard working, diligent, and energetic with a strong bias for action and completion (Faiola, 1994;S. M. Kim, 1994;Ladkin & Laws, 2000;Nebel, 1991;Purdue, Ninemeier, & Woods, 2000;Ross, 1995a;Swanljung, 1981;Tas, et al., 1996;Woods, Rutherford, et al., 1998), the manager also needs a suite of fundamental skills and attributes such as listening skills, empathy and sensitivity, and psychological disposition (Berger & Bronson, 1981;Berger & Ferguson, 1986a, 1986bBerger, et al., 1989;Brownell, 1994aBrownell, , 1994cGhei & Nebel, 1994;Peacock, 1995;Riley & Ladkin, 1994) as well as "traditional hospitality skills" (Assante, 1998;Avgoustis, 1996;Chan & Coleman, 2004;Chung-Herrera, et al., 2003;Damitio, 1988;Dotson, 1993;Faiola, 1994;Mullins & Davies, 1991;Nelson, 1994;Ole-Sein, 1994;C. Roberts & Shea, 1995;Rudolph, 1999;D. ...
... Frank Farren recalls the extreme dedication of a Miss Mullins, the manageress of the Central Hotel in Dublin in 1944, who on the day she died had to be restrained from getting out of bed to attend to the Board of Directors meeting that morning (Field notes 28 May 2003, p.2). Erraught (1998) identified the gap in the training and education provision for head chefs. attempted to identify the elements that contribute to a satisfactory internship by collecting first hand reports from hospitality interns (Nelson, 1997). It was decided that with the development of this new degree course, a new model for professional internship also needed to be developed. ...
Should time be invested in nurturing the next generation of Culinarians in order to improve the profession? Is fear and intimidation acceptable in a professional kitchen? Can we identify the reasons behind the high levels of staff turnover? What is mentoring? In this paper I hope to address these questions, and to discuss mentoring as a model for nurturing culinary talent. I draw upon both personal experiences and those of students who have experienced mentoring as part of the Professional Internship Module of the BA in Culinary Arts in the Dublin Institute of Technology to support my position. I propose the philosophy of mentoring needs to be generalised into the wider culinary arts community in order to transform the nature of the kitchen into a nurturing environment.
Background. The priority of practical training in the higher education system is determined by the need of the tourism and hospitality industry for qualified personnel who are able to keep up with the times and work in modern conditions. In this regard, an important task of higher education institutions is to improve the education system, including traditional approaches. One of the main tasks is the timely updating of curricula and programs, namely the introduction of relevant disciplines, increasing the level of practical training, and the use of new technologies in teaching. Also, a priority in the development of the education system should be the continuous improvement of the quality of teaching and training. At the moment, the key direction for the development of the education system in Russian universities is the organization of practical training of students. Purpose. To identify the reasons for the inefficient organization of the process of practical training of students for the tourism and hospitality industry, as well as to offer recommendations for their elimination. Materials and methods. The paper uses systematic, competence-based and professionographic approaches for the model of organizing practical training of students in the tourism and hospitality industry; the main methods for research are statistical method, analytical method (documentary, comparative). Results. As a result of the conducted research, the conditions for the organization of effective practical training of students in the tourism and hospitality industry are determined. The study analyzes the current state of practical education in the tourism and hospitality industry in the Russian Federation, identifies factors affecting the low level of practical training, examines the relationship between students' practical experience and their ability to find work in the training profile, analyzes the reasons for the low effectiveness of practical training at the university. Based on the analysis, the conditions for the effective organization of practical training of students in the tourism and hospitality industry are proposed: the interaction of universities with employers from the real sector of the economy, the development of practical skills of teachers, changing the structure of educational programs in the direction of logical interaction of theory and practice, increasing the duration of practice in the structure of the educational process. The scientific novelty of the research lies in the analysis of the current situation of the organization of practical training of students and the identification of criteria for the effectiveness of this process. EDN: BEPHZI
This paper investigates the necessary core competencies for a successful career in the hotel industry. For this purpose, two survey questionnaire instruments were administered to collect data based on the views of both educators and hospitality professionals in Cyprus. Utilizing the exploratory factor analysis technique six-core competency factors were identified: Leadership and Critical Thinking, Information Technology and Financial Analysis, Human Relations-Communication , Interpersonal Communication-Cultural Diversity, Human Resource Management and Professional Image-Operational Knowledge. Consequently, a model emerged for identifying and developing core competencies required by the hotel industry that is useful for educators, as well as hotel industry professionals.
Internship programs have become an increasingly essential component for hospitality education. A successful internship program helps student interns to integrate their theoretical knowledge with practical experience gained through internship programs. The purpose of this study is to determine the factors affecting hospitality students’ satisfaction with their internship programs. This study employed an online questionnaire as the data-gathering instrument. A total of 100 undergraduate hospitality students who had participated in an internship program were surveyed. The structural equation modeling (SEM) was employed to analyze the data using AMOS Software. The results of the current study showed that feedback, autonomy, university supervisor support, academic preparedness, flexible working hours, student self-initiatives, location, and skills variety are imperative factors contributing towards internship satisfaction. The findings of the current study provide important practical implications for both university and internship host companies.
The purpose of this research is to investigate the factors associated with hospitality students' satisfaction with internship programs and the relationships between training, job satisfaction, and confidence about future careers in order to provide schools and industries with suggestions regarding course development and training during internships. A principal component analysis was used to determine the degree of satisfaction with the supervisor, the educational program, the environment, the administration, and relationships. Training classes made a significant difference in satisfaction with the supervisor and educational program. The regression analysis showed that training satisfaction played a positive role as a predictor of participants' job satisfaction and confidence about future careers. The effect of satisfaction with training on participants' confidence about future careers was mediated by their satisfaction with the internship. The administration and learning factors in connection with participants' satisfaction during the internship were found to be significant predicators of their confidence about future careers, but supervision, environment, and interpersonal relations were not.
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 Korean 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.
Many hotel management students show negative attitudes toward entering the hotel industry. Such attitudes are likely the result of a negative internship experience that may cause a young person to quickly turn away from the industry. At present, work–life balance is recognized as one of the top five important challenges in human resource management. Additionally, different hotel job characteristics would lead to different internship experiences. This article aims to establish a conceptual framework by reviewing the extensive literature on the study of the interrelationship of internship core job characteristics and work–life balance toward general job satisfaction and future career intention of hotel interns.
What is the role of work-placement mentoring in nurturing the next generation of Culinarians in order to improve the culinary profession? Is fear and intimidation acceptable in a professional kitchen? What is meant by professional kitchen? Can the reasons behind the high levels of staff turnover in kitchens be identified? What is meant by the term mentoring? In this article I hope to address these questions, and to discuss mentoring as a model for nurturing culinary talent. I draw upon both personal experiences and those of students who have experienced mentoring as part of the Professional Internship Module of the BA in Culinary Arts in the Dublin Institute of Technology to support my position.
Supervised Work Experience (SWE) is an important part of most undergraduate programs in many universities world wide. The students of the Technological Education Institute of Serres, Greece have to complete a six-month period of SWE. The paper reports findings from a survey addressed to companies, which offer SWE to students. The objective of the survey is to investigate the attitudes of business towards SWE, skills and knowl-edge development of students and to investigate companies' intention to employ students after their graduation. According to the survey findings, companies have a very positive attitude towards SWE and consider employ-ment of the students to be beneficial for both them and the students. Companies gain new labor force that is up to date technically and theoretically educated but most importantly they can develop new skills to meet companies' needs and demands. On the other hand, SWE is considered a channel for the students' entrance in the labor mar-ket. Further, companies can evaluate and record students' adequacy, note weak and strong points of students' per-formance, and even suggest work fields that the market needs. In this way companies' views, if considered prop-erly, can be used as a means for curiccula reforms, a necessary procedure for the institute in order to keep pace with current scientific and business needs.
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