determination of the opinions of tourism business managers...

ISSN 2309-0081 Akin (2018)

295

I

www.irss.academyirmbr.com June 2018

International Review of Social Sciences Vol. 6 Issue.6

R S S

Determination of the Opinions of Tourism Business Managers

on Internship Training

ALİYE AKIN Asst.Prof.Dr., Gaziantep University, Tourism and Hospitality Vocational School

Email: [email protected]

Tel: +905377604202

Abstract

This research was carried out in order to reveal the point of perspective of tourism business managers in

the training of internship. Within the scope of this purpose, face-to-face interviews were held with the

tourism establishment managers in Gaziantep, using semi-structured questionnaires and various data were

obtained. The study was concluded by applying descriptive analysis to the obtained data. As a result of the

research, in general, managers of tourism establishment stated that internship training is an important

element in the development of tourism in the city of Gaziantep but they stated that the number of tourists

due to the fact that the city is on Syrian border has decreased and their costs have increased and their

profitability has fallen. From this point of view, they think that the trainees want to contribute to the

development of their skills in tourism, but that these negative effects load an additional cost on the

business.

Keywords:Tourism, Internship, Tourism Establisments, Turkey/Gaziantep.

Introduction

The tourism sector, which is known as the smokeless industry, especially in developed and developing

country economies, is now regarded as one of the most important industries in the world. Hence, the

competition between the countries in order to get more share from the social, cultural and especially

economic gains that the tourism sector creates reveals the competition in the tourism industry (Erdem,

2010: 1086). It is a well known fact that increasing competition conditions bring the service quality in

tourism and customer satisfaction into the forefront (Öztürk and Görkem, 2011: 70). The labour-intensive

nature of the tourism in the services sector plays an impressive role in terms of the success in the sector

with the help of the employment of educated, trained and qualified personnel in the sector and increasing

the quality of service depending on the strategic importance of human resources (Pelit and Karaçur, 2015:

849).

Providing qualified service standards required by today's modern tourism concept, establishing the relations

between the customers and the business workers in a healthy and quality manner depend on the level of the

occupational skills and education level of the labor force employed in the sector (Türkseven, 2012: 2).

Qualified human resources in the tourism sector can only be achieved by effective and quality tourism

education and training (Aymankuy, Tetik, Girgin and Aymankuy, 2013: 102). In order to ensure the level

of education in question, the necessary characteristics of the tourism education can be explained as creating

tourism awareness in the students and increasing the general and professional knowledge of the personnel

working in the tourism sector. It is also a fact that tourism education covers the training activities of

manager, researcher and expert personnel for the sector.

mailto:[email protected]

ISSN 2309-0081 Akin (2018)

296

I



R S S

In Turkey, there are formal and non-formal education institutions that provide tourism education to train the

qualified work force required by the tourism sector. Within formal education, there are secondary and

higher education programs, and in non-formal education, there are various courses and certificate programs.

Within the scope of formal education, tourism education is provided in line with the secondary school

curriculum in the Anatolian hotel tourism vocational schools and hotel and tourism vocational high schools,

while tourism education is provided in different programs /curriculums at undergraduate, graduate/

doctorate levels in higher education. In addition, tourism education is carried out within the scope of non-

formal education in tourism education centers, public education centers and projects aimed at providing

vocational training with some special courses in our country. In addition to theoretical vocational

education, applied education is provided with the programs implemented within the scope of formal and

non-formal education. (Emir, Arslan and Kılıçkaya, 2008: 275).

Within the framework of formal training, it is an obligatory part of the education and training of the

students in the institutions providing tourism education to do an internship for a certain period in the

tourism businesses. The internship training provides students with professional experience as well as

personal development and self-confidence (Emir, Pelit and Arslan, 2010: 142). In this respect, the

internship can be defined as an activity carried out with the aim of practicing the received education and

gaining experience related to a profession or an arts field (Emir et al., 2008: 276). In a broader sense, an

internship is the experience of transformation of the professional knowledge in the field of activity into use

and trial in the working life and into behaviour by experiencing-performing by the individuals (Taşkın,

2006: 54).

It is possible for students to gain practical experience in their theoretical knowledge, acquired during their

education, through two methods. The first of these is the application area of the institution where the

student is educated and/or the practices to be carried out at the premises of the institution; the other is the

internship training which should be done on the job in tourism businesses, especially accommodation,

transportation, food-related sectors. When the practice is carried out together with theory at all levels of

tourism education, an coherence is ensured in the education (Aymankuy et al., 2013: 106).

Internship training forms the basis of learning and learning has a positive effect on the behaviour of the

individuals (workers) (Çelik and Tuna, 2012: 272). Internship can be expressed as an important value that

helps students to decide whether the sector they are operating in is appropriate for them. In addition,

internship training is included as a reference in the curriculum vitae of students and the student has various

gains by filling the gap between theory and practice. Due to the stated effects, internship training is

important in terms of both educational institutions and by tourism businesses (Aymankuy et al., 2013:

107).It is known that the aim of the involvement of the internship in the education programs is to ensure

that graduates are equipped with the competence, knowledge, skills and abilities required by the sector. As

a matter of fact, it can be said that it is important for the school, sector and students to achieve the desired

level of this determined objective.

Literature Review

In this study carried out, evaluations of the internship activities of the students who do internship in food-

beverage, accommodation and transportation businesses within the scope of tourism education at higher

education level by business owners and managers are included. As a result of the literature review within

the scope of this aim it has been revealed that there are many researches carried out in order to determine

the perception, attitude, satisfaction and expectations towards the tourism sector of the students at the

secondary and higher education level. However, it can be said that the studies about the evaluation of

tourism students by tourism business owners and managers during the internship training are limited. As a

matter of fact, literature review has been done in this regard and the studies determined have been stated

below.

ISSN 2309-0081 Akin (2018)

297

I



R S S

In institutions where tourism education is provided at the level of higher education today, it is a fact

practice-oriented education is outweighed by the theoretical education. This situation results in the failure

to meet expectations by both tourism education institutions and tourism enterprises in the sector. Numerous

scientific studies have been carried out on this subject (Kuşluvan, 2000, Koyuncu 2000, Demirer 2000,

Yağcı 2001, Yüksel, Hançer and Adak 2002, Güçer 2004, Çelik 2006). However, researchers generally

pointed out that the practice-oriented education of students receiving tourism education at the higher

education level is incomplete.

Alemdar (1992), in his/her study on "A Model on Internships in Tourism Education", describes the intern

students who receive tourism education as individuals who are equipped with successful and practical

knowledge in human relations. Therefore, employers prefer the workforce they will employ from an

applied science such as tourism to be knowledgeable both theoretically and practically. This clearly

demonstrates the need for tourism to attach importance to internships that will provide real-life work

experience for students of higher education institutions.

Fırat (1997) carried out a study with the aim of measuring the satisfaction levels of the interns and the

expectation of the tourism businesses from the interns in the internship activities carried out by the

Anatolian Hospitality and Tourism Vocational High School students during the summer period. In the

study, it has been determined that the professional experience and knowledge of the students are below the

expectations of the sector managers. It has also been determined that students are working in cooperation

with their colleagues and are willing to learn new techniques. However, it has also been stated that the

theoretical and practical education of the students in the school is found to be insufficient by the sector

managers in the study.

In his/her study titled "Tourism Sector-Tourism Education Institutions Cooperation, Internship Problems

and Solution Proposals: A Project Conducted at Kocaeli University Derbent Vocational High School",

Yıldırım (2002) applied a questionnaire to the managers of 3, 4 and 5 star hotels in Kocaeli and Istanbul

and identified the problems that managers experienced during their internship periods. According to this,

mostly the foreign language, computer use and theoretical knowledge deficiencies were indicated by the

managers. Business managers stated that they are looking for criteria such as honesty, physical appearance,

courtesy, communication skill, team spirit as well as personal characteristics such as experience,

professional knowledge and foreign language in interns. According to another result, students who started

their internship in tourism businesses are first provided with orientation training (introducing organizations

and staff departments, introducing staff) and supervised by hotel-department managers during the

internship period. In addition, managers stated that they saw students who did their internship in their hotels

as future personnel candidates.

Dayıoğlu (2010) conducted a planned descriptive survey in order to determine the opinions of the

employers about the internship students in the accommodation businesses in Edremit Gulf. According to

this research; it has been determined that the professional knowledge of the students is not enough to meet

the expectations of the sector, the sense of responsibility expected from the student has not been gained yet

and the students are not at the level expected by the school and the business in terms of work discipline and

morality. In addition, the study found that students were eager to learn new methods that they continued to

work regularly during the internship, but that the theoretical and practical education they received at school

was not sufficient.

Demir and Demir (2014) conducted face-to-face interviews with 20 managers from tourism businesses in

Bodrum, Dalaman, Fethiye and Marmaris and conducted a study on the evaluation of vocational internships

and interns in the tourism sector. Managers have emphasized that the wages of interns which are lower than

that of workers in normal status is important in terms of reducing the overall costs of the business.

Participants also stated that interns were much more qualified and open to development than the seasonal

workers employed. For this reason, it has been generally concluded that vocational internships and interns

ISSN 2309-0081 Akin (2018)

298

I



R S S

are an important element in the tourism sector. However, participants expressed the need for new legal

regulations in the tourism sector concerning vocational internships.

Üzümcü (2015), in his/her study titled "The Perceptions of Hotel Managers about Tourism Education: A

Study on Kocaeli Province Hotel Managers", conducted interviews with 10 hotel managers through semi-

structured questionnaires. According to this, the managers stated that students experience foreign language,

communication, technical (computer skill) and personal hardware problems during the internship. In order

to overcome these problems, the hotel managers stated that in the tourism education, students should be

given practical courses besides the theoretical courses, providing the students with personal development,

professional awareness and career planning. They have also emphasized that in the course of tourism

education, courses should be given by expert lecturers/sector professionals who are specialized in their

field, with the practice or in tourism businesses.

As can be understood from literary studies, tourism businesses generally emphasized the necessity of

carrying out tourism education together with theoretical and practical application. In addition, they have

emphasized that in this way, the development of the tourism sector, which has a dynamic structure, and the

qualified (professional knowledge-skill) personnel can be provided to the tourism sector.

Method

The Purpose and Importance of Study

The purpose of the study is to reveal the opinions of tourism business owners or managers about internship

training. In addition, it carries out general evaluations about the internship training and interns. Therefore,

this study is important because of the evaluation of internship training and internship students by business

managers, revealing the deficiencies of the internship training and suggesting solutions for these problems.

Limitations of the Study

The study has been conducted within the framework of various limitations. Within this scope, the first

limitation of the study is the feelings and thoughts on the internship training of the business owners or

managers consisting of 15 persons. However, the form consisting of 10 semi-structured questions prepared

by the researchers can be expressed as the second limitation of the research.

Data Collection

Qualitative research method has been applied in the analysis of data in this study. In January, February

2018 period, interviews were made with tourism business owners and managers in Şahinbey and Şehitkamil

which are the central districts of Gaziantep province and the data has been obtained there from. Various

information has been obtained from the participants in the framework of the semi-structured survey

prepared by the researchers. In the context of qualitative research, semi-structured interviewing is known as

the most commonly used interview technique (Karasar, 2002; Luborsky, 1994). This method can be

expressed as the most effective method of learning many reasons and results including the general,

technical knowledge, thoughts, comments, attitudes and behaviours of the participants in selected subjects.

The main purpose of the method used is to present a descriptive and realistic framework to the reader about

the event or phenomenon being studied (Yıldırım and Şimşek, 2013: 54). In the scope of the study,

interviews were made with 15 participants for an average of 30 minutes; a total of 10 questions were asked.

The names of the participants were kept confidential and each participant has been coded (K1, K2, K3, K4,

K5 ... K15).In addition, responses from participants were integrated with the subjects and conceptual

information after they were filtered through the analysis, synthesis, experience, observation and logic of the

researchers. As a matter of fact, the data obtained from the interview has been analyzed and interpreted and

the research has been concluded.

ISSN 2309-0081 Akin (2018)

299

I



R S S

Findings

Various findings have been reached by means of the data obtained within the scope of the study and these

findings have been evaluated below. The data has been obtained from the business owners or managers of

five 5-star hotels; five group a travel companies and five 1st and 2nd class food-beverage companies in

Gaziantep province.

Table 1. Participant Status and Business Type Distributions

Participant

Code Gender Age Status Working

Time in

Business

Type of Business Education

Level

K1 Male 47 General Manager 7 Hotel Management Post graduate

K2 Male 41 Food & Beverage Manager 5 Hotel Management Undergraduate

K3 Female 36 Housekeeping Manager 6 Hotel Management Associate

K4 Male 32 Service Chief 4 Hotel Management Associate

K5 Male 42 Head Cook 5 Hotel Management High School

K6 Female 38 Business Owner 8 Travel Agency Undergraduate

K7 Male 35 Business Owner 10 Travel Agency Associate

K8 Female 41 Business Owner 15 Travel Agency High School

K9 Female 50 Business Owner 15 Travel Agency Associate

K10 Male 47 Business Owner 20 Travel Agency Undergraduate

K11 Male 40 Head Cook 4 Food -Beverage M. High School

K12 Male 37 Assistant General Manager 5 Food -Beverage M. Undergraduate

K13 Female 44 Business Owner 10 Food -Beverage M. High School

K14 Male 30 Service Chief 3 Food- Beverage M. High School

K15 Male 31 Service Chief 2 Food -Beverage M. Associate

Table 1 shows the demographic features of the participants. According to this, 10 of the participants are

male and 5 are female. They generally consist of the managers of lower, middle, upper management and

business owners who are generally in the age range of 30 to 50 years. Only one of the participants has a

post-graduate education, whereas 4 have a bachelor's degree, 5 have associate degree and 5 are high school

graduates. In addition, 5 of the participants are business owners; and it has been determined that they have

been in the sector for 10 to 20 years and managers have been working as managers in the same business for

a period of 2 to 8 years in general.

Table 2. Research Questions

Item No Question Expressions Used in Research

1 What is the Importance of Internship Training in the Tourism Sector?

2 What are the advantages of internship training?

3 Is internship training necessary to increase the skills and abilities of tourism students?

4 Have you ever employed students who complete the internship training in your business?

5 What is your level of satisfaction with interns working in your business?

6 Do you think that the internship training causes a lot of cost for the business? So is there a

decrease in the number of interns?

7 When the internship students came to the business, was their knowledge sufficient

professionally?

8 Do you think that the internship training is sufficient in terms of time?

9 What is the most important problem regarding internship students during internship?

10 What are the subjects that internship students complain about?

ISSN 2309-0081 Akin (2018)

300

I



R S S

In the interviews with 15 participants, it was thought that the satisfaction point has been reached in the

survey as answers to the questions asked to the participants started to repeat each other and in general the

participants gave the same information. From this point of view, expressions about the research questions

were formed. Assessments were made in the light of the expressions and citations belonging to some

participants which were deemed important were directly included in the study.

Table 3. Expressions that Emphasize Importance of Internship Training in Tourism Sector

Expressions Frequency

Internship training is an important factor contributing to the development of the sector as it

allows interns to become more conscious.

8

Internship training is an important process affecting the future of tourism due to the

training of qualified personnel.

12

Internship training is an important asset that contributes greatly to the development of the

tourism sector.

15

Internship training is a process that supports the knowledge of interns in the tourism sector,

which is an important influence in the development of tourism.

13

Table 3 contains the assessment of participant considerations regarding the importance of internship

training in the tourism sector. According to this, in general, it has been revealed that the internship training

is an important element for the development of the tourism sector, and that it is an important process that

ensures the training of the qualified personnel and supports the knowledge of the interns. In addition, the

direct citations of some participants considered important are given below.

“Internship training is almost like a building block on the way to become apprentice, assistant master and

master of a profession. It is impossible to talk about the existence of a profession, and therefore the

performance, without placing these building stones… (K1)”

“Internship training is indispensable to the future of tourism… (K2)”

“If we care about the quality of service in tourism, internship training is indispensable basic value of quality

service.…(K12)”

“Foundations of the qualified workforce is laid by the internship training… (K10)”

Table 4. Expressions of Advantages of Internship Training in the Tourism Sector


Internship training increases the knowledge of interns. 15

Internship training enables interns to gain experience. 14

Internship training contributes to the development of interns’ skills-abilities. 13

Internship training increases the self-confidence of interns in the sector. 5

Internship training ensures that interns become qualified personnel. 6

Internship training completes the theoretical knowledge of interns practically. 10

Expressions that demonstrate the advantages of internship training are assessed in Table 4. It has been

found that intern training increases the knowledge of interns and positively affects the development of

interns’ skills and abilities that they experience. In the study of business owners and managers' thoughts on

the advantages of internship training, some impressive citations of some participants are shown below.

“With the internship training, the students are provided with the practices that cannot be gained with the

theoretical education, and it is ensured that they become skilled, gain hand skills, and perhaps most

importantly the experiences in situations…(K1)”

ISSN 2309-0081 Akin (2018)

301

I



R S S

“The work in practice is never like the theory. The theory is just writing. But practice is real. It is the heart

of tourism… (K13)”

“The internship is a process that gives a great experience that is difficult to forget and to learn in real life…

(K7)”

Table 5. Expressions that Suggest the Necessity of Internship Training for Increasing Skills and

Capabilities of Tourism Students


Internship training is a must for tourism students. 13

Internship training is important for interns to develop their skills and abilities. 13

Interns’ knowledge and skills are not at the desired level within the period of internship

training.

15

Internship training increases the self-confidence of interns in the sector. 5

Internship training ensures that interns become qualified personnel. 6

Internship training completes the theoretical knowledge of interns practically. 10

According to Table 5 where the necessity of internship training has been determined in order to increase the

skills and abilities of interns, participants generally have the same thoughts that internship training is

necessary. From this point of view, participants expressed that the internship training for tourism students is

an essential element in the development of the interns’ knowledge, skills and abilities. They also stated the

necessity of internship training to complement their theoretical knowledge with practical knowledge.

Regarding the answers of participants, the direct citations of some participants considered important are

given below.

“If there is no internship training, students cannot take place in the sector. With internship training, the

student develops the knowledge he/she has and gets experience first of all… (K3)”.

“Without an internship, a tourism student cannot develop his/her skill, talent. The students should

experience the sector, apply what they see and improve their knowledge. However, the short duration of the

internship is the biggest obstacle in this situation…(K5)”

Table 6. Expressions that Reveal the Employment Status of Students that Complete Internship Training in

the Business


The self employed, ambitious interns who embrace the tourism profession employ some of

the business as needed.

15

Self-sacrificing, ambitious interns who embrace the tourism profession are referred to these

students if they are not employed by businesses.

15

Interns do not employ businesses. 1

Table 6 contains participant views on the employment of students who completed internship training.

According to this, some of the devoted, ambitious students who embrace the tourism profession are

employed in businesses in case of need, and if not employed, these students are given references for other

businesses in the same sector. In addition, some of the statements from the participants that express the

above-mentioned opinions are directly given below.

“There are students that have done their internship in our business and have been employed in our business

after they proved they can do this job and there are also students that have been later recommended to the

other businesses with our reference…(K11)”.

“We have employed some of the interns who have adopted this profession in our business and are really

useful in the sector in line with our opportunities. This is a pleasing situation. I had also completed my

ISSN 2309-0081 Akin (2018)

302

I



R S S

internship here and I am a medium level manager here. I think I am the most beautiful example of this

situation…(K4)”

Table 7. Expressions that Reveal Business Owners or Managers’ Satisfaction Levels about the Internship

Students’ Works


The business owners and managers are pleased with the interns who are aware of the

purpose of their presence in the businesses.

13

Business owners and managers are pleased with enthusiastic, sensitive, disciplined interns

in terms of learning the practical training given to them.

14

Business owners and managers are pleased with the ambitious students who are trying to

improve their skills and abilities.

15

Business owners and managers are not pleased with students who act unconsciously in

business.

15

Business owners and managers are not pleased with the interns that adopt the internship

training just as a necessity.

15

The satisfaction levels of the participants with respect to the works of interns are shown in Table 7.

According to this; participants expressed that they were generally pleased with interns who are enthusiastic,

working, disciplined, self-sacrificing, conscious and knowledgeable about the purpose of being in business.

Some of the participants' thoughts on this issue are shown directly below.

“Of course, we were happy with our students who were aware of the purpose of presence in the business,

and we always tried to support them. However, we have also cancelled and not accepted the internship of

students who were obviously not going to do this profession and who were wandering unconsciously…

(K1)”

“Sometimes we are pleased and sometimes not. Because if interns are willing to work and if they are

enthusiastic, and they like the job, we become pleased. However, when the interns just think about fulfilling

the necessary conditions to graduate, we also lose interest. Then, of course we are not pleased… (K10)”

Table 8. Expressions that Reveal Whether Interns Cause an Extra Cost for the Businesses and If So,

Whether the Number of Interns Decrease


The interns cause an increase in the costs of businesses. 8

The interns cause an increase in the costs of businesses, but they are contributing to the

business by working.

13

The extra cost of interns in business is a reason of the decreasing number of interns. 12

Reductions in tourist numbers due to safety problems in the city reduce the number of

interns.

12

Table 8 shows the expressions that reveal whether interns cause an extra cost for the businesses and if so,

whether the number of interns decrease. It has been found that interns generally causes an extra cost to the

businesses. However, it has been also revealed that interns contributed to the business by working. Besides,

it has been stated that as the city of Gaziantep has an insecure environment due to war at the frontier,

therefore the number of tourists are not at the desired level and thus the number of interns is decreasing.

The answers to this question we think are important by some of the participants are given below.

“Undoubtedly, an intern will also have a cost in the business (from a small monthly pay, to eating, drinking

and uniforms). At this point, however, it is important to remember that the interns' contribution (helping

intermediate personnel), and most importantly, the fact that they are the foundations laid for the future of

the profession…(K1)”.

ISSN 2309-0081 Akin (2018)

303

I



R S S

“30% of the minimum wage is paid but the interns are recompensing adequately…(K9)”

“Gaziantep is considered an insecure city due to war at the border both by local and foreign tourists. So our

occupancy rates have been decreasing. At the same time there is a tremendous reduction in the number of

tours. As a matter of fact, there is a certain cost that interns cause for the business. Therefore, we would lie

if we do say that we have been decreasing the number of interns in this regard…(K2)”

Table 9. Expressions that Reveal the Level of Knowledge Competence of the Students Who Come to the

Business as an Intern


Although the interns have theoretical knowledge in general terms, they are inadequate in

practical training.

15

Interns do not have practical knowledge. 14

Interns have theoretical knowledge in general. 15

Table 9, in which knowledge of interns is evaluated in the eyes of business owners and managers, has

shown that the interns are inadequate in terms of practical knowledge. Some of the participants'

considerations deemed important are cited directly below.

“Theoretically they knew something. However, this was not practically supported, so it was not practiced

and did not work for us at all. Over time, as the hand skills develops, it was undoubtedly beginning to

emerge with something useful…(K4)”

“Answering this question is a little thought-provoking. Because the interns are like newborn babies when

they come to our business. They do not know anything. They know something in theory partially, but they

are very, very inadequate in practice… (K6)”

Table 10. Expressions of that Reveal Business Owners or Managers’ Opinions about the Length of

Internship Training

Expressions` Frequency

The duration of the internship training is sufficient. 3

The duration of the internship training is insufficient. 12

The duration of the internship training should be extended. 12

The distributions of the participants' views on the sufficiency of internship periods are shown in Table 10.

According to this, the participants stated that the period of the internship is insufficient and that the training

should be extended. On the basis of these expressions, the thoughts of some of the participants are directly

cited below.

“Absolutely not. It is an unacceptable fiasco to say that the most sensitive job in the world is the service and

to teach it with a one month internship. At the end of each year, at least 2 months of internship, and even

better, an integrated education (e.g. OSANOR, one semester Education, one semester Practice) should be

followed… (K1)”

“No, no, no. Were not these universities aware of the importance of practice when opening this department?

I think they make fun. What does a 30 day internship mean?… (K9)”

“No, not enough. The student comes; you teach how to hold the knife. The internship is over just when they

start to slice. What kind of training is this?… (K11)”

“We teach how to sell tickets in general. There's no time to teach other jobs. Certainly the time is

insufficient and must be extended.…( K8)”

ISSN 2309-0081 Akin (2018)

304

I



R S S

Table 11. Expressions that Reveal the Major Problems of Internship Students


Interns have a problem of adaptation. 10

Interns have difficulty in adopting the job. 8

Interns do not like the job given to them. 14

Interns do not care about internship education. 5

Interns do not want to comply with their working hours. 2

There is a communication problem with interns in internship training. 3

Interns want to be a manager immediately after the internship. 14

Table 11 shows the expressions of the problems experienced by internship students. According to this,

interns generally do not like the job given to them, they want to be a manager immediately and experience

the problem of adaptation. Participants' thoughts on these problems are directly given below.

“There's an adaptation problem. Unfortunately, the student sees himself as a deskman when he/she comes

to the business. When the internship is over, he/she thinks he/she is going to be a manager… (K3)”

“The students do not know what the tourism sector is, when they finish the school,they see themselves as a

senior executive, and when they see the works that we give to them, they react like saying they are

university students. But they are in the groove… (K15)”

Table 12. Expressions that Reveal the Most Important Complaints of Interns in the Business


Interns do not want to do the jobs that are necessary (sink cleaning, tea coffee service, etc.) 14

Intern students find the paid less. 12

Interns think it's too heavy job. 13

According to the findings of the business owners and managers, the complaints of the intern students in the

businesses are shown in table 12. According to this; interns do not want to do the jobs that are necessary,

think they are paid very little and they do a very heavy job. Some of the expressions of business owners and

managers in this regard are cited below as they are.

“As the work is so heavy (from kitchen to housekeeping), as due to long working hours (such as intensive

banquets), they say that they are university students and that they cannot work in chores (hotel routines). I

ask them every time this; in the future you are dreaming of being a Commander of an army, but first of all,

how could you achieve this without being a Soldier, a Sergeant… (K1)”.

“These things are not for me. These are very heavy. They keep saying if they are servant…(K14)”

“They complain like: What did I dream of coming to this school? Now I clean the sink. I'm serving tea and

coffee. (K7)”

Conclusions and Suggestions

Internship training can be expressed as one of the building blocks in the development of the tourism

industry. Internship training in tourism is an integral part of vocational training. In this context, the study

has been carried out with the aim of giving a general evaluation of the interns, starting from the opinions of

business owners and managers about internship training. From this point of view, business owners and

managers’ expectations from interns in the internship training and their level of realization of these

expectations have been evaluated. As a matter of fact, it can be said that this training is an education type

that provides the opportunity for the interns to get familiar with the sector in order to train qualified

personnel required by the tourism sector. For this reason, internship training is important. It is also

ISSN 2309-0081 Akin (2018)

305

I



R S S

considered that the increase in the number of studies on internship training, which is one of the building

blocks of tourism, and the continuation of these studies are important for the development of tourism.

Semi-structured questionnaires and various data have been obtained in the study in which the owners and

managers of the businesses about the internship training have been evaluated. Various statistical analyses

have been applied to the obtained data and the findings of the study and the results acquired from these

findings have been revealed.

Participants are graduates of higher education programs, generally in the age range of 30-50 years.

However, the business owners have been determined to be in the sector for 10-20 years and the managers

for 2-8 years as the participants.

It has been determined that internship training is important and necessary for the development of tourism,

and that this training provides the interns with knowledge, skills and experience.It has been determined that

the interns’ knowledge (theory - especially practice) is insufficient and that the internship period should be

extended, especially for practice, in order to gain sufficient knowledge.

During the internship training, it has been found that the managers and owners were satisfied with hard

working, responsible interns and that the interns cause an extra cost in the business but they recompense

this cost with their efforts.

As a result of the perception of Gaziantep city as an insecure region by both local and foreign tourists due

to being at the border of Syria, it has also been mentioned by participants that there have not been enough

tourists in the last 5 years and that the number of interns has decreased accordingly.

It has been concluded that interns that have adopted profession, dedicated themselves are employed, and if

they are not employed, they give references to interns for other businesses in the sector.It has been

determined that the interns had experienced the problem of adaptation at the beginning, complained about

the work done as heavy and the amount of the wage given.

The results obtained from the study have been compared and evaluated with the results of previous studies

on internship trainings. As a result, similarities and differences between the results of the study and those of

the other studies have been revealed. It has been determined as a result of researches that there are a limited

number of studies in which general evaluations of business owners or managers about internship training

and interns are made.

Kuşluvan, 2000; Koyuncu 2000; Demirer, 2000; Yağcı, 2001; Yüksel, Hançer and Adak, 2002; Güçer,

2004; Çelik 2006; Fırat (1997); Yıldırım (2002); Dayıoğlu (2010), in their studies, found that that practice

education in higher education programs is inadequate.Alemdar (1992) found that the internship training in

tourism was important in his/her study. Fırat (1997); Dayıoğlu (2010); Üzümcü (2015)’s study indicated

that the interns' knowledge was not sufficient. Yıldırım (2002) revealed in his/her study that interns who

have adopted the job have been seen as a staff in the following periods. Dayıoğlu (2010)’s study

determined that interns are not at the expected level in terms of work discipline and ethics. The results of

the study carried out from this point of view are similar to those of the studies concerned.

As a result of these studies, in contrast to this similarity, Demir and Demir (2014) conducted a study that

found that the intern was a low-paid worker and thus reduced the cost, thus determining that interns are an

important source for the businesses. As a matter of fact, this situation differs in the study results. The main

cause of differences is thought to result from the selection of businesses in Turkey's coastal regions which

are secure, such as Bodrum, Dalaman, Fethiye and Marmaris, as a sample.

The importance of the internship training and interns in the development of tourism in Turkey is a well

known fact. Particularly in these times of intense competition between countries, the importance of

ISSN 2309-0081 Akin (2018)

306

I



R S S

manpower in tourism should not be underestimated. For this reason, qualified labour force complementing

the tourism sector is important. Various suggestions have been made with the study carried out in this

context. First of all, in order to develop tourism, internship training period should be extended within the

scope of strategic planning. In this regard, since the qualified personnel training in the sector are important

for the future of tourism, various studies for extending the internship period should be carried out by the

universities. In addition to this, in order to educate the conscious labour force which will accept the tourism

as a profession, guidance service about the profession can be given by academicians and senior managers in

the sector to the willing students during high school education. Indeed, enthusiastic and conscious students

may make their university choices in this direction. In addition, both relevant departments of the university

and important managers of the sector can come together to follow the developments in internship training

in the world and update the internship training accordingly.

References

Alemdar, T. (1992). A Model on ınternships in tourism education. Tourism Education Conference /

Workshop,9-11 December, 357-360, Ministry of Tourism Publication of Tourism Education General

Directorate, Ankara.

Aymankuy, Y, Tetik, N., Girgin, G. K., & Aymankuy, Ş. (2013).Undergraduate students and

academicians' views on ınternship process in tourism education (A research in BTIOYO). International

Journal of Human Sciences, (10)1, 101-128.

Çelik, K. (2006). A research on satisfaction levels of trainee students in hotel and hotel managements

(Unpublished master’s thesis). Gazi University, Ankara/Turkey.

Çelik, S.,&Tuna, P. F. (2012). Internship problems of tourism students and solution proposal. Tourism

Education Conference / Workshop, 270-278, Ankara/Turkey.

Dayıoğlu, M. (2010). Employer ideas about anatolian hotel and tourism vocational high school's trainers

potential (Edremit Gulf example) (Unpublished master’s thesis). Balıkesir University, Turkey.

Demir, M., & Demir, Ş.Ş. (2014). Managers’ evaluation of vocational training and trainee in tourism

businesses. The Journal of Marmara Social Research, 6, 18-33.

Demirer, H. (2000). A Study on determining the expectations of senior and ıntermediate managers of

tourism administration and hotel management in cappadocia region tourism authority. Cappadocia

Meetings VII. Erciyes University School of Tourism and Hotel Management, Erciyes/Turkey.

Emir, O., Arslan, S., & Kılıçkaya, Ş. (2008). Tourism management and hospitality program assessment of

student views on ınternship practices: Afyon Kocatepe University sample. Afyon Kocatepe University

Journal of İ.İ.B.F, X (II), 273-291.

Emir, O., Pelit, E., & Arslan, S. (2010). Comparison of opinions of students in tourism field with pre-

bachelor’s degree education before and after training (Afyon Kocatepe Unıversity sample). Electronic

Journal of Social Sciences, 9(33), 141-165.

Erdem, B. (2010). The Attitudes of undergraduate tourism students towards the animation departmant in

hotel firms. Ege Academic Review, 10 (3), 1085-1113.

Fırat, Z, (1997). The Organization of the ınternship activities of the anatolian hotel and tourism vocational

high school students, the sector expectations and the satisfaction level of the students (Unpublished

master’s thesis). Gazi University, Ankara/Turkey.

Güçer, E. (2004). The Tourism education in turkey and comparison with the member countries of european

union and the expectations of the sector from the tourism education (Unpublishedmaster’s thesis). Gazi

University, Ankara/Turkey.

Karasar, N. (2002). Scientific research method. Ankara: Nobel Publishing.

Koyuncu, M. (2000). The expectation of the students of tourism management and hotel management from

tourism management managers. Cappadocia Meetings. Erciyes University, Turkey.

Kuşluvan, S. (2000). Expectations of Tourism Management Students and Tourism Management Managers.

Cappadocia Meetings VII. Erciyes University, Turkey.

Luborsky, M. R. (1994). Qualitative research in ageing research. Thousand Oaks: Sage.

ISSN 2309-0081 Akin (2018)

307

I



R S S

Öztürk, Y. & Görkem, O. (2011). Evaluation of the vocational competence of the cookery students: a study

on the students of hotels and vocational high schools. Journal of Business Research, 3(2), 69-89.

Pelit, E., & Karaçor, M. (2015). A Study on tourism students' communication skills: Afyon

Kocatepe University example. Gaziantep University Journal of Social Sciences, 14(4), 847-872.

Taşkın, M. (2006). Practical training in tourism at middle school and an application in process at the

vocational high schools that teach hotel management and tourism in the province of İzmir

(Unpublished master’s thesis). Dokuz Eylül University, İzmir/Turkey.

Türkseven, E. (2012). The Proplems of training programmes: a survey on things of undergreduate students

(Unpublished master’s thesis). Sakarya University, Turkey.

Üzümcü, P. T. (2015). Perceptions of tourism training for hotel managers: a study on managers of hotel

that is in Kocaeli. Kocaeli University Journal of Social Sciences, KOSBED, 30, 123-150.

Yağcı, Ö. (2001). Basic problems and solutions encountered in tourism education and employment in

Turkey. Gazi University Journal of Commerce and Tourism Education Faculty, 4(4), 23-39.

Yıldırım, A. (2002). Tourism sector-tourism training ınstitutions collaboration, ınternship problems and

solution proposals: a project carried out at kocaeli university derbent vocational high school. Tourism

Education Conference/ Workshop, Ankara.

Yıldırım A., & Şimşek, H. (2006).Qualitative research methods in the social sciences. Ankara: Seçkin

Publishing.

Yüksel, A., Hançer, M. &Adak, N. (2002). Trainee manager candidates in tourism and hospitality industry:

sectoral expectations and sector performance. Tourism Education Conference/ Workshop, Ankara.

determination of the opinions of tourism business managers...

Documents