the role of experiential learning in nurturing management

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Dissertations Graduate College

1-2011

The Role of Experiential Learning in Nurturing Management The Role of Experiential Learning in Nurturing Management

Competenciesin Hospitality and Tourism Management Students: Competenciesin Hospitality and Tourism Management Students:

Perceptions from Students, Facultyand Industry Professionals Perceptions from Students, Facultyand Industry Professionals

Kristen Jack Western Michigan University

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THE ROLE OF EXPERIENTIAL LEARNING IN NURTURING MANAGEMENT COMPETENCIES FN HOSPITALITY AND

TOURISM MANAGEMENT STUDENTS: PERCEPTIONS FROM STUDENTS, FACULTY, AND INDUSTRY

PROFESSIONALS

by

Kristen Jack

A Dissertation Submitted to the

Faculty of The Graduate College in partial fulfillment of the

requirements for the Degree of Doctor of Philosophy

Department of Educational Leadership, Research, and Technology Advisor: Louann Bierlein Palmer, Ed.D.

Western Michigan University Kalamazoo, Michigan

August 2011

THE ROLE OF EXPERIENTIAL LEARNING IN NURTURING MANAGEMENT COMPETENCIES IN HOSPITALITY AND

TOURISM MANAGEMENT STUDENTS: PERCEPTIONS FROM STUDENTS, FACULTY, AND INDUSTRY

PROFESSIONALS

Kristen Jack, Ph.D.

Western Michigan University, 2011

Previous research has revealed that industry professionals and educators in the

field of Hospitality and Tourism Management (HTM) agree that classroom theory and

experience in the field are essential components of undergraduate HTM education. Yet

there is some disagreement on internship hour requirements, and limited data on actual

outcomes. This study therefore examines the perceptions of students and industry

professionals as to the extent HTM undergraduate students actually develop key

management competencies while participating in experiential learning components. In

addition, it captures the views of university faculty and hospitality industry professionals

who work with these students regarding essential competencies and the most beneficial

internship requirements.

The study includes the perceptions of 122 undergraduate HTM students attending

one mid-sized university, 39 faculty members from various HTM programs at Midwest

institutions, and 98 hospitality industry professionals. On-line surveys were used to

capture data on five management competency categories conceptual/creative, leadership,

interpersonal, administrative, and technical.

Data revealed general agreement between faculty and industry participants

regarding the competencies students should attain prior to graduation. Skills identified as

most important are in the technical competency category, followed by skills in the

administrative, interpersonal, leadership and conceptual/creative categories. Specific top

skills include communicating effectively both written and orally, maintaining

professional and ethical standards, and managing guest problems.

In reference to actual competency attainment during internships, students

generally reported the highest levels of attainment within the technical competency,

followed by conceptual/creative, interpersonal, leadership, and administrative. Although

two of the individual skills attained were in the list of most desired (i.e., maintaining

professional and ethical standards, and managing guest problems), the top competency

categories were different when comparing skills students should have and skills students

actually attain.

The overall indication is that students attain fairly high levels of skill attainment

and increased confidence in their abilities upon completion of internship experiences.

Faculty and industry leaders also agreed that the best internship placements involve

paying students for their work, treating them the same as other employees, and offering

training and professional development opportunities. Finally, increasing the amount of

required internship hours should be a priority in undergraduate HTM programs.

Human Subjects Institutional Review Board

Date: March 11, 2011

To: Louann Bierlein Palmer, Principal Investigator

Kristen Jack, Student Investigator for dissertation

^ islam Re- HSIRB Project Number 11-02-51

From: AmyNaugle, Ph.D., c W V \ | l iM l \ ( l u |

This letter will serve as confirmation that your research project titled "The Role of Experiential Learning in Nurturing Management Competencies in Hospitality & Tourism Management Students Perceptions from Students, Faculty, and Industry Professionals" has been approved under the exempt category of review by the Human Subjects Institutional Review Board The conditions and duration of this approval are specified in the Policies of Western Michigan University You may now begin to implement the research as described in the application.

Please note that you may only conduct this research exactly m the form it was approved. You must seek specific board approval for any changes in this project. You must also seek reapproval if the project extends beyond the termination date noted below In addition if there are any unanticipated adverse reactions or unanticipated events associated with the conduct of this research, you should immediately suspend the project and contact the Chair of the HSIRB for consultation

The Board wishes you success in the pursuit of your research goals.

Approval Termination. March 11, 2012

Walwood Hall Kalamazoo Ml 49008-5456

PHONE (269) 387-8293 FAX (269) 387-8276

UMI Number: 3480281

All rights reserved

INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted.

In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed,

a note will indicate the deletion.

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ACKNOWLEDGEMENTS

I wish to thank my dissertation chair Dr. Louann Bierlein Palmer for her amazing

support, dedication, and hours spent with me on this project. In addition, thank you to

my committee members Dr. Jessaca Spybrook, for her guidance and insight, and Dr.

Charles Baker-Clark for not only his support during this project, but being there since the

beginning.

Thanks also to Matt Malloure, my stats champion, without whom this project may

never have been completed. Finally, thank you to my family for dealing with this long

process and your never-ending support.

Kristen Jack

n

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ii

LIST OF TABLES vii

LIST OF FIGURES xii

CHAPTER

1. INTRODUCTION TO THE STUDY 1

Problem Statement 3

Research Questions 8

Conceptual Framework..... 9

Chapter 1 Summary 12

2. LITERATURE REVIEW 14

Introduction 14

Foundations of Experiential Learning 14

Experiential Learning in Higher Education 17

Experiential Learning as a Component of Hospitality Programs 21

Perceptions of Hospitality Industry Leaders 24

Hospitality Student's Perceptions of Experiential Learning 28

Internships and Management Competencies 32

A Call for Program Structure and Quality Assessment 39


iii

Table of Contents-Continued

CHAPTER

3. RESEARCH METHODOLOGY 44

Introduction 44

Research Design 45

Population and Sample 45

Instrumentation 47

Data Analysis 49

Research question 1 49



Limitations of the Study 53

Chapter 3 Conclusion 54

4. DATA ANALYSIS...... 55

Introduction 55

Description of the Population 56

Research Question 1 60




iv


CHAPTER

5. SUMMARY, DISCUSSION AND RECOMMENDATIONS 110

Introduction 110

Summary and Discussion of the Findings I l l

Research Question 1 I l l


Conceptual creative competency.. 118

Leadership competency..... 118

Interpersonal competency 119

Administrative competency 120

Technical competency 121


Conceptual creative competency 127

Leadership competency 128

Interpersonal competency 128

Administrative competency... 128

Technical competency 128

Overall Conclusions 130

Leadership Recommendations 133

Program Structure 133

v


CHAPTER

Faculty Roles and Responsibilities 135

Industry Roles and Responsibilities 136

Student Roles and Responsibilities 137

Suggestions for Future Research 137

Closing.. 138

REFERENCES 139

APPENDICES

A. Faculty Survey Instrument 148

B. Industry Survey Instrument... 158

C. Student Survey Instrument 167

D. Faculty Email Invitation to Participate 178

E. Industry Email Invitation to Participate 180

F. Student Email Invitation to Participate 182

G. Opening Survey Webpage 184

H. Institutional Review Board Approval 186

vi

LIST OF TABLES

1. Student Respondent Demographics: Gender, Class Standing, Highest Level of Internship Completed, Sectors Worked 58

2. Industry Professional Respondents Demographics: Gender, Industry Sector 59

3. Faculty Respondent Demographics: Gender, Institution Type, Oversight of Interns 59

4. Faculty and Industry: Essential Internship Components 60

5. Independent Samples t-test: Faculty and Industry Ideal Total Hours for Internships 61

6. Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Conceptual Creative Competency 62

7. Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Conceptual Creative Competency 62

8. Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Leadership Competency 63

9. Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Leadership Competency. 64

10. Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Interpersonal Competency 65

11. Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Interpersonal Competency 65

12. Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Administrative Competency 67

13. Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Administrative Competency 68

vn

List of Tables-Continued

14. Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Technical Competency 69

15. Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Teclinical Competency 69

16. Summary Rank Orders of Essential Skills Needed Prior to Graduation 71

17. Overall Summary Rankings for Skills Needed Prior to Graduation 72

18. Faculty Response to Extent to which they have seen Internships Nurture this Skill: Conceptual Creative Competency 74

19. Industry Response to Extent to which they have seen Internships Nurture this Skill: Conceptual Creative Competency 74

20. Faculty Response to Extent to which they have seen Internships Nurture this Skill: Leadership Competency 76

21. Industry Response to Extent to which they have seen Internships Nurture this Skill: Leadership Competency 76

22. Faculty Response to Extent to which they have seen Internships Nurture this Skill: Interpersonal Competency 77

23. Industry Response to Extent to which they have seen Internships Nurture this Skill: Interpersonal Competency 78

24. Faculty Response to Extent to which they have seen Internships Nurture this Skill: Administrative Competency 80

25. Industry Response to Extent to which they have seen Internships Nurture this Skill: Administrative Competency 80

26. Faculty Response to Extent to which they have seen Internships Nurture this Skill: Technical Competency 82

27. Industry Response to Extent to which they have seen Internships Nurture this Skill: Teclinical Competency 82

viii


28. Student Responses Competency Statements 84

29. Summary Rank Orders of Skill Attainment during Internships 87

30. Overall Summary Rankings for Skill Attainment through Internships 89

31. Cronbach's Alpha: Reliability Results for Faculty, Industry and Students 92

32. Test of Homogeneity of Variances 93

33. ANOVA Results by Management Competency: Perceptions of Attainment 93

34. Pairwise Comparisons by Management Competency: Perceptions of Attainment.... 94

35. Free Response Comments Regarding Extent to which Students are being Prepared for Management Positions 95

36. Student Free Response Comments Regarding Students Comfort in Applying for Management Positions 96

37. Test of Homogeneity of Variances 97

38. ANOVA Results for Ideal Internship Hours 97

39. Pairwise Comparisons: Recommendations of Internship Hours and which Students are Actually Working 98

40. Industry Segment(s) Students Worked while on Internships 99

41. Highest Level of Internship(s) Completed 100

42. Student Responses to General Components of Internship Experience(s) 100

43. Regression Analysis: Conceptual Creative Competency.... 103

44. Regression Analysis: Leadership Competency 104

45. Regression Analysis: Interpersonal Competency 104

46. Regression Analysis: Administrative Competency 105

ix


47. Regression Analysis: Technical Competency 106

48. Student Free Response Comments Regarding Most Rewarding Aspects of Internship Experience 107

49. Student Free Response Comments Regarding Most Frustrating Aspects of Internship Experience 107

50. Competency Ranked Means as Related to: Essential Skills Needed Prior to Graduation 116

51. Competency Ranked Means as Relatated to: Extent to which Internships Nurture Competency Attainment 117

52. Faculty and Industry Sample Responses: To what Extent do you Believe Students are Currently being Prepared for Management Positions via their Undergraduate Internship Requirements? 121

53. Comparison of Essential Skills to Attainment of Skills: Overall Means by Occupation 123

54. Comparison of Hours: What Faculty and Industry Recommend Students Work versus what they Actually Work 124

55. Sample Student Responses: What was the Most Rewarding Part of your Internship Experience(s)? 125

56. Sample Student Responses: What was the Most Frustrating Part of your Internship Experience(s)? 126

57. Sample Student Responses: At this Point in Time.. .Are you Comfortable with the Idea of Applying for a Management Position within the Hospitality Industry, or do you Feel you Still have a Great Deal to Learn? 129

58. Comparison Summary of Jack Study and Prior Research Findings 132

x

LIST OF FIGURES

1. Conceptual Frame for Jack (2011) Study 12

xi

1

CHAPTER 1: INTRODUCTION TO THE STUDY

The hospitality industry is arguably one of the fastest growing segments

within our economy (Gailliard, 2010). This multi-billion dollar industry employs over

220 million people globally and generates 9.4 percent of world GDP (World Travel

and Tourism Council, 2010). As this industry continues to grow at a phenomenal rate,

so does the demand for highly trained and qualified people to fill new positions

continually becoming available (Gailliard). While the outlook for the industry is one

of positivity and growth, recruiters today are looking for skills beyond a college

diploma. While most graduates are adequately prepared in regards to job knowledge,

many are lacking necessary job skills (Irwin, 2005). To appropriately meet the

demands of this industry, educators must work with industry in supplying qualified

graduates to lead the hospitality industry into the future (World Travel and Tourism

Council).

Traditionally, the hospitality industry has few managers who have attained

their management skills through a formal education track (Barron & Maxwell, 1993:

Vujic, Becic, & Crnjar, 2008). As the hospitality industry is steadily seeing an

increase in positions that demand a minimum of a bachelor's degree, this leads to a

short supply of qualified employees for upper-level positions within all segments of

the industry. In addition to the shortfall of qualified employees, the hospitality field in

general does a poor job of training employees that do come to work in the industry

(Irwin, 2005). This lack of training often leads to frustration on the part of employees,

and as a result, high turn-over rates are the norm.

Higher education has the opportunity to play a significant role in the reversal

of these industry trends. Institutions that offer Hospitality and Tourism Management

(HTM) programs are on the front-lines of ensuring graduates are well-trained for top

level positions to lead this dynamic industry. The Accreditation Commission for

Programs in Hospitality Administration (ACPHA) (2010) strongly recommends that

certain guidelines are used when preparing students for future employment including:

sequential development of coursework, flexibility in elective offerings, opportunity

for advanced work in some areas, clear and specific goals and learning outcomes, and

most importantly, demanding experience within the working environment. Indeed, for

many years when professionals from every segment of the hospitality industry were

questioned on the ways hospitality educators can best prepare graduates, the number

one response was to offer internships and hands-on experience (Lefever & Withiam,

1998).

The curriculum within HTM programs generally includes information on

lodging, food and beverage, tourism, sales and marketing, human resources, and

hospitality law. Direct courses of emphasis may vary, but the general background

students receive remains the same. Students also have a strong core of business

courses to accompany the specialized hospitality courses. According to the ACPHA

(2010), such business courses give students a common knowledge of management

theory, and an awareness of the values, skills, and attitudes needed to prepare them

for roles in business.

Upon completion of such coursework, students should be able to adequately

describe the nature of the HTM industry and the basic job descriptions and duties

3

performed within most positions. Although these textbook concepts are an excellent

source of information and analysis, they do not give the student the chance to put

these ideas into practice. Reading about different scenarios in a textbook is very

different than dealing with actual people. This is where the hands-on industry

experience becomes an important component of the hospitality program. Generally

within these HTM programs some form of experiential learning is required in the

form of an internship or co-op program, but the level and nature of the requirements

varies.

Problem Statement

Foucar-Szocki and Bolsing (1999) define experiential learning as "an

educational plan that integrates classroom study with practical work experience. It is

intended to contribute meaningfully to the overall preparation of the student by

providing an opportunity for the practical application of skills and concepts learned in

the classroom" (p. 30). As such, experiential education via internships has become an

important component in an undergraduate HTM program (ACPHA, 2010). Students

acquire the skills necessary to be successful in the HTM field not only in the

classroom, but also by firsthand experience. Experiential learning is an important step

in taking book knowledge and understanding its application to actual situations

(Carey, 1993). In addition, students learn invaluable strategies never found in a book.

Research has demonstrated that students in HTM programs benefit from such

experiential learning in multiple ways, including higher starting salaries, graduating

with higher GPAs and taking less time to graduate (Blair & Millea, 2004); however

there is a discrepancy between university requirements and recommendations of

4

industry professionals. According to Downey and DeVeau (1988), most hospitality

educators believe that 500-550 hours of internship are adequate for graduates.

However the corporate recruiters clearly preferred students who are graduating with

1500-2500 hours of internship experience (Downey & DeVeau). Additionally,

educators and industry professionals disagree on the skills that should be attained

during experiential placements (Mayo & Thomas-Haybert, 2001).

Lee (2007) suggests that experiential learning benefits students whereby they

leave the experience with a much "deeper understanding of the soft skills employers

in today's market so desperately seek" (p. 39). Students are not only able to apply

theory learned in the classroom, but learn to work with multitudes of people,

personality types, and deal with issues on the "human" side of the business.

Internships also allow students the opportunity to assess their own abilities as they

relate to the desired career (Jones, 2003). Clinton (2005) finds internships give

participants a competitive edge in securing post-graduation employment, allows them

to gain practical skills and core competencies needed in their field, and ideally allows

them to directly impact an organization through their contributions. Employers

repeatedly point to practical experience as the most beneficial way for students to

fully understand the issues and challenges of the hospitality industry (Beggs, Ross, &

Goodwin, 2008; Lee, Lu, Jiao, & Yeh, 2006; Strauss, 1999). Employers within the

hospitality industry are looking for students with strong operational and human

relations skills (Ladkin, 2000).

Lee's (2007) research found that students' perceived learning increased to

some degree based on internship experiences, with the highest change being found in

5

the practical knowledge related to their major. Although students are self-reporting an

increase in learning due to internship experiences, it is important to note that many

students are reporting that they are entering these internship positions with high

expectations, only to be met with less than rewarding results (Gunlu & Usta, 2009,

Walmsley et al., 2006). Such research has found that students seek to attain certain

skills and outcomes from experiential placements including: applying knowledge they

have attained in the classroom, being recognized as part of the organization, being

treated like other non-intern employees, being valued as an individual with the

opportunity to share their knowledge and educational teachings, and finally securing

future employment. If students are finding a lack of challenge and supervisor

participation when entering the internship work environment, the experience with the

organization will be problematic (Waryszak, 2000). According to Clio (2006)

students are looking to the academic institution to provide enough guidance to the

employer to ensure proper oversight of the student, and relevance and connection

between the job and the courses studied within the institution.

As students progress through experiential internship placements, it is

important they move from entry-level learning to developing competencies that will

make them successful managers upon graduation. Nath and Raheja (2001) define

such management competencies as "a combination of observable and applied

knowledge, skills and behaviors that create a competitive advantage for an

organization. It focuses on how an employee creates value and what is actually

accomplished" (p. 26). Although there is little empirical evidence supporting an

agreed upon list of these competencies, current studies do agree that industry

6

professionals, hospitality educators and students must all be key stakeholders in the

progress to establish such a list (Clio, 2006; Lee, 2007; Mayo & Thomas-Haybert,

2001; Walo, 2000).

Indeed, Tsai, Goh, Huffman and Wu (2006) examined variations in

perceptions between hospitality educators and industry professionals regarding

management competencies. Their findings indicated that industry expectations have

changed, but university programs have not necessarily adapted curriculum to meet

these changing expectations. According to Tsai et. al, the clear focus of educators was

administrative and technical skills, while the industry focus was on interpersonal

skills. As hospitality educators continue to focus on the past, they are potentially not

adequately preparing students for the changing needs of the hospitality industry.

Work by Tas (1988), Tas, LaBrecque, and Clayton (1996), and Ricci and Kaufman

(2007) further indicated that professionals were focusing on interpersonal skills as the

strongest competency indicators, yet these topics are consistently lacking in

hospitality curriculum. In addition to educators not adapting curriculum to meet the

changing needs of industry, there is a wide variation of curriculum styles and

graduation requirements between university programs (Tesone & Ricci, 2005).

Because of such concerns, recruiters are often frustrated with the variation in

knowledge and skills of students coming out of these HTM university programs.

The work of Raybould and Wilkins (2005) brought the student voice into the

discussion of management competencies. By examining the perceptions of students

and industry regarding which skills were most important to attain prior to graduation,

they were able to determine that although the two agreed in many areas, the students

7

thought the conceptual and analytical skills would be much more important upon

graduation than the industry respondents did. Students believed they should be able to

show data management skills, strategic analysis, handle employee grievances, and be

able to use tables, graphs and charts to communicate information, whereby industry

believed strongly that they should be able to apply knowledge to different contexts,

adapt creatively to change, develop a career plan, and identify facts relative to

particular issues or problems. These areas of disconnect between the student and

industry perceptions clearly show the students beliefs in line with what they are being

taught in school.

Although university educators and industry leaders agree that internships are

an important aspect of undergraduate hospitality education, they have different

opinions and expectations regarding the ideal criteria for experiential programs

(Downey & Deveau, 1988). Generally the only thing currently agreed upon is that

good internship programs encourage students to evolve and improve as they progress

through the process (Foucar-Szocki & Bolsing, 1999). Academic programs in

hospitality and tourism management must therefore heed the advice of industry

professionals in helping to determine the course of action regarding experiential

education.

Despite no uniformity in aspects of HTM education programs, it appears

educators and industry professionals agree that certain management competencies

attained as a result of experiential internships include: an increase in conceptual

knowledge, including the operation and organization of the establishment; stronger

management skills in dealing with responsibility and employees; communication

8

skills whether appropriate writing skills or speaking with the skill of a person in

management; and finally, career development skills to prepare for their future career

and dealing with recruiters (Foucar-Szocki & Bolsing, 1999).

My study sought to discover the role experiential internship learning plays in

the development of such management competencies, so educators can better

understand student and employer needs, and be able to respond accordingly. In

addition, this study sought to discover what current students and industry

professionals consider to be characteristics of successful experiential learning.

For my study, I surveyed three groups: (1) HTM students at one Midwest

University who have completed internship requirements, (2) faculty from Midwest

institutions who oversee such programs, and (3) industry professionals who hire these

students, regarding individual experiences of each with experiential learning and the

subsequent development of management competencies. Student participants were

asked to reflect on past internship experiences and what management skills they

acquired, while faculty and industry professionals were asked to share their

viewpoints on the most ideal internship requirements and how well such experiences

prepare HTM students for management within the hospitality industry.

Research Questions

The following research questions are addressed in this study:

1. What are the perceptions of HTM educators and industry professionals in

reference to:

9

a. Essential components of internships (i.e., number of hours, types of

experiences) including the overall importance of such internship

experiences; and

b. The key management competencies HTM students should attain as a

result of their internship placement?

2. What are the perceptions of HTM educators, industry professionals, and

undergraduate students regarding the extent to which such HTM students are

actually attaining management competencies through these internship

placements? Additionally, what are the similarities and differences amongst

the three groups regarding competency attainment? And finally, how do the

actual hours students have completed on internships compare with the

recommendations by faculty and industry?

3. Is there a relationship between undergraduate HTM students' perceptions of

the actual internship components they participated in, and the management

competencies they perceived to have obtained?

Conceptual Framework

Students in HTM programs are usually seeking management level positions

upon graduation. Yet the nature of the hospitality industry is such that a university

diploma alone will not ensure future success. According to corporate recruiters, "the

classroom is not reflective of real life in a hospitality establishment" (Downey &

DeVeau, 1988, p. 20). Recruiters find that those who have significant work

experience as part of their cuniculum are typically much better prepared for positions

upon graduation. These experiences ideally transform a student into a reflective

10

practitioner who is able to turn theory into sound decision making skills (Ford &

LeBruto, 1995). Therefore, recruiters are looking equally at coursework and

experience in the interviewing process, confirming that this experience in the industry

not only gives students valuable experience, but also a realistic view of the industry

(Lefever & Withiam, 1998). This is vital in an industry that operates 24 hours per

day, 365 days per year. Students must understand that they will typically not work a

nine to five day.

A study by LeBruto and Murray (1994), focusing on 12 institutions offering

baccalaureate degrees in hospitality management with mandatory experiential

learning requirements, identified ten management skills recruiters were looking for in

hiring graduates for entry-level management positions. These skills and competencies

included: (1) Solving customer problems, (2) Human resource management skills, (3)

Oral communication skills, (4) Written communication skills, (5) Understanding of

management principles, (6) Positive peer relationships, (7) Cost control, (8) Ethics,

(9) Professional appearance, and (10) Poise. Within this study, practitioners,

educators and students agreed that the way to ensure students could meet such

objectives upon graduation was with the expansion of experiential work

requirements.

In addition to these skills, Sandwith's (1993) Competency Domain Model

allows for placing such skills into overarching categories. According to the model,

there are five domains, which can then have actual skills or competencies placed

within them. The domains are (1) Conceptual/Creative, (2) Leadership, (3)

11

Interpersonal, (4) Administrative and (5) Technical. See figure 1 for a diagram

outlining these skills and domains.

At a glance, combining coursework and experience seems relatively easy. But,

in order to provide students with the most beneficial experience careful consideration

must be given to the course parameters. According to O'Halloran and Deale (2003),

the cooperation of the student, company and academic institution are vital. The

benefits to each should be clearly outlined and desired outcomes planned in advance.

Currently there is no agreed upon fonnula outlining the best practices in internship

design. Each institution has its own requirements and partners in industry. It is

imperative for program administrators to determine how many hours of experiential

learning are adequate as well as what types of experiences recruiters find most

beneficial. If educators build a curriculum without adequate input from industry

leaders, there is the potential for deficiencies in students' skill and marketability upon

graduation. By knowing potential employers expectations, and the perceived

preparedness of the students themselves, educators will have the ability to adjust

academic programs accordingly. This will allow for the most effective program for

students, as well as, enhance the labor pool upon graduation. See figure 1 for a

diagram showing the areas of discomiect between hospitality educators and industry

professionals, and the process my study sought to encourage these stakeholders to

work in tandem when developing curriculum and program requirements.

12

What Should Internships Entail?

*Number of Hours

*Types of Experiences

*Role within Degree

What Management Competencies are Essential?

*Adnrinistrative (e.g., financial management,

personnel, laws) ^Technical (e.g., actual

work with product or service)

^Conceptual/Creative (e.g., cognitive skills needed

for important elements of the job)

^Leadership (e.g., strategically choosing opportunities to act)

^Interpersonal (e.g., effective interaction with

others)

Educators and Industry Professionals Differing Opinions

Based on Actual Experiences, What is Currently Happening?

Do Internships Develop Management Competencies in Undergraduate Students?

Figure 1. Conceptual Frame for Jack (2011) Study.

Chapter 1 Summary

According to Irwin (2005), employers are finding students who are often

knowledgeable in their fields, but lack the qualities desired on the job. Combining

internship experience with classroom theory gives students the ability to interact with

people and begin to take initiative in the work place. Additionally, experiential

placements allow students to move from a passive or entry-level mindset to a more

active role within an organization (Walker, 2005). While the student is involved in

13

experiential learning, the development of management competencies should begin to

take shape and properly prepare the student for job placement upon graduation.

In summary, the literature clearly supports the need for experiential learning

within undergraduate programs. Ongoing research and evaluation of hospitality

programs and their requirements are vital in ensuring that cuiTiculums are relevant

and up to date. Let us now turn to chapter two where the literature review for my

study focuses on experiential learning as a whole, and moves into focusing heavily on

the role these experiential placements have on the development of management

competencies.

14

CHAPTER 2: LITERATURE REVIEW

Introduction

To better understand experiential learning, literature from multiple disciplines

must be reviewed. Looking at how experiential learning came to be a part of

undergraduate coursework and the basis behind this phenomenon is vital. This

chapter begins with a brief history of experiential learning. Next, current research

regarding experiential learning and participant perceptions are reviewed. Such

research includes generalizations about experiential learning for students within any

major at a higher learning institution, to the specifics of its benefits to a hospitality

and tourism management major. Finally, the review addresses experiential learning as

it relates specifically to hospitality education paying special attention to perceptions

of industry professionals, faculty and students regarding the benefits of experiential

learning and the development of management competencies through these

experiences. The chapter concludes with a summary of the literature and conclusions

drawn.

Foundations of Experiential Learning

For centuries journeymen have used apprenticeships to learn and teach their

trade. These professionals pass down from generation to generation the skills required

to perform their daily tasks. The young accompany the experienced to the job site

every day, and learn by following the lead of experts in the field (Steffes, 2004).

Employed by master craftsmen, the journeyman would be bound to his master for a

number of years, often traveling to encourage the expansion of such training and

skills (Wiesner, 1991). This method is very different than the typical college or

15

university program, although many learning environments today have progressed far

beyond the reach of the classroom walls. Experiences such as lab work, service

learning, and internships or cooperative education are designed to enhance the

learning taking place in the classroom (Steffes).

Kolb (1976) established a model that explains how people learn. He labeled it

the Experiential Learning Model in order to emphasize the fact that people learn

through experience. This process, according to Kolb, includes four steps: concrete

experience, reflective observation, abstract conceptualization, and active

experimentation. The first step includes participating fully in a new experience; the

second, reflecting on and looking at these experiences from multiple viewpoints; the

third taking these reflections and establishing theories; and finally synthesizing the

information and using it in making decisions (Kolb). In order to determine where

individual learning styles exist, Kolb developed the Learning Style Inventory (LSI).

This instalment is used in determining how an individual learns best. This is not to

say that multiple methods of learning should not be used, but points to the strongest

aspect for an individual.

During Kolb's research in the 1970's, the LSI was administered to 800

managers and graduate students in management. Each was given four words to

describe different abilities, and asked to rank the order in which they thought these

words described them. Examples of the choices included "thinking" and "doing."

Overwhelmingly, managers and students emphasized active experimentation for their

dominant learning styles (Kolb, 1976). The majority of business students in the

experiment fell into the "accommodator" category according to Kolb. This indicates

16

that individuals will find their greatest strength in actually doing things. In order to

receive the most beneficial university experience, the accommodator must understand

the learning style and enhance it with practice on reflective observation and abstract

conceptualization. The perceptive educator will be aware of these differences in

learning behaviors and bring the "real-world" into the classroom.

According to Rogers (1969), the benefit of experiential learning versus

cognitive learning is that experiential learning takes into account the wants and needs

of the learner. Rather than a passive approach to content, Rogers states that the very

nature of experiential learning facilitates outcomes for the learner because "(1) the

student participates completely in the learning process and has control over its nature

and direction, (2) it is primarily based upon direct confrontation with practical, social,

personal or research problems, and (3) self-evaluation is the principal method of

assessing progress or success" (p. 1).

Mumford (1995) describes yet another model for how students learn through

experiential learning. His four approach model suggests that a variety of sequences

come into effect during the learning process. The first is what Mumford refers to as

the intuitive approach. This involves learning through experience, yet not being

cognitive of the learning at that time. The incidental approach happens when

something does not go as planned for the learner and they become more

knowledgeable due to mishaps. The retrospective approach develops the first two

approaches further as they encourage the participant to look back and reflect on what

experiences they have had to process and ideally confirm what they have learned. The

final approach according to Mumford is the prospective approach. This not only

17

combines all of the above mentioned approaches, but includes the idea of planning to

learn before the experience takes place.

According to Mansfield (2004) and his competence model, the approaches of

Mumford could aid the student in developing skills and qualities needed to enhance

performance and outcomes. His competence model outlines four components, each

equally important for effective performance. These include; knowledge/cognitive

competence, functional competence, personal/behavioral competence and

values/ethics competence. According to Kovac (2008), these competencies are

especially important in experiential education components as the desired outcomes of

such programs include the idea of competence within the workplace.

Lee (2007) carefully asserts that experiential learning is not meant to put a

vocational slant on higher education. Though some with little understanding will

argue to the contrary, the idea of experiential education has never been to move the

student away from curricular learning. Most experiential requirements within an

undergraduate program are strongly grounded in an academic focus and central to

student learning.

Experiential Learning in Higher Education

Too often the learning environment fails to progress beyond attainment of

knowledge (Steffes, 2004). The role of education is to find ways to fill the gap

between knowledge and practical application. Lee (2007) suggests that experiential

learning may be able to do just this. He finds that experiential learning benefits

students in such a way that the student leaves the experience with a much "deeper

understanding of the soft skills employers in today's market so desperately seek" (p.

18

39). Students are not only able to apply theory learned in the classroom and enhance

technical skills, but learn to work with multitudes of people, personality types, and

deal with issues on the "human" side of the business.

D'Abate, Youndt and Wenzel (2009) note that management programs in

higher education have used simulations and case studies as learning tools for years.

They found faculty feels these exercises allow students to apply classroom knowledge

and see real-world connections. Although this is true to some extent, the authors

believe such activities fail to replicate the actual complexities of the business world.

Therefore, D'Abate et al., call for "management education to be more grounded in

management practice" (p. 527).

Navarro (2008) conducted a web survey in 2008 of the top 50 business

programs in the country. He determined that few included an experiential learning

program in their curriculum. While urging programs to reverse this trend, Navarro

went on to stress that even those including internships were not adequately integrating

these experiences into the more formal learning experience of the classroom. To

defend these claims, Navarro notes employers are looking for real-world skills in

students as they graduate, and strengthens his case by noting 58% of students within

his study who completed internships were hired as full-time employees at the

organization within which they interned. As an example, the University of Maryland

has developed a program called Beyond the Classroom Living and Learning Program

to do just this (Steffes, 2004). Students are able to engage in work, service learning or

research projects to engage them in practical application of classroom materials.

19

While undergraduate research and service learning are not yet the norm,

internship experience continues to grow. A 2001 survey by the National Association

of Colleges and Employers found more than 93% of colleges surveyed had internship

programs at their institutions (Steffes, 2004). Many employers indicated that they

hire students who completed successful internships. Steffes points to a 1986 study by

Jagacinski that discovered that students who completed an internship related to their

field of study were employed earlier, paid more, and given greater responsibility than

those who did not. Additionally, these students were more satisfied with their current

positions compared to those who had no internship experience.

According to Blair and Millea (2004), the potential benefits to students who

participate in experiential learning activities outside of the classroom are enormous.

Using a dataset of 5,506 students who graduated from Mississippi State University

between 2000 and 2002, of which 780 had some form of internship experience, they

found that applying the perspectives gained through employment enhanced the

student's academic involvement, resulted in increased maturity and improved job and

salary circumstances after graduation.

Internships also allow students the opportunity to assess their own abilities as

they relate to the desired career (Jones, 2003). For example, the Shell Technology

Enterprise Program (STEP) is a leader in project based work opportunities for

undergraduates in the UK. Students are typically placed within an organization for

weeks during the summer, and work on a clearly defined project within an

organization. Clinton (2005) found through the completion of four case studies on the

STEP program, that such involvement give participants a competitive edge in

20

securing post-graduation employment, allows them to gain practical skills and core

competencies needed in their field, and ideally allows them to directly impact an

organization through their contributions.

Although it is important for students to build a resume and show potential

employers that they have the ability to succeed, a study by Lee (2007) involving 1700

hospitality students in Florida claims it is equally vital to determine if they are on the

correct job path for themselves. He states "most practitioners can tell story after story

of students who come to their program as hesitant and confused freshman and

sophomores and leave as seniors with grace, confidence, and a bright future ahead of

them" (p. 39).

People can certainly learn, and many will claim to learn, effectively through

hands-on experience. While this may be a solid approach, it is important to point out

that for the purposes of experiential learning in the higher education setting, it is vital

that these experiences are well thought out, overseen, and facilitated properly (Neil,

2004). "In such situations, it seems to work better if the raw experience is packaged

together with facilitated exercises which involve thinking, discussing, or creatively

processing cognitions and emotions related to the raw experience" (p. 2).

Internship experiences are not only helping with resume development and

determining if a planned major is right for the student, but beneficial to the employer

as well. According to Castillo (2004), companies often get interns bringing in fresh

ideas and creativity at a fraction of the cost of hiring full-time employees. Jones

(2003) states I.B.M. attracts 40% of their new college hires from such internal

sources.

21

Recruiters today are looking for skills beyond a college diploma. While most

graduates are adequately prepared in regards to job knowledge, many are lacking

necessary job skills (Irwin, 2005). The ability to interact with people, the desire to

take initiative, and even punctuality represent job skills that students lack. By

combining the internship work experience and routine coursework, students gain the

ability to fully grasp job expectations, gain self-confidence and improve social skills

(Lee, 2007; Walmsley, Thomas, & Jameson, 2006) when pursuing post graduation

employment. Employers are hoping to find students who can put classroom theory

into practice, communicate effectively with clients and co-workers, complete tasks

with little supervision and have the ambition to go beyond what is asked (Daugheriy,

2002).

Experiential Learning as a Component of Hospitality Programs

The hospitality industry is one with a primary goal of servicing customers.

The industry involves a wide range of businesses dedicated to the service of people

away from home. Examples include hotels, restaurants and cruise ships. Often the

hospitality "product" is an experience, and the customer walks away with nothing

more than a memory. Due to the intangibility of the hospitality product, employees

within the realm of this industry must be able to put a value on that product. Excellent

communication, problem solving skills, managing diversity as well as the teclinical

skills necessary to properly run a successful business are key. Oftentimes these skills

are difficult to learn in a classroom. Therefore, experts recommend students have

hands-on experience within the industry in combination with the coursework at a

university (Kennedy, 1994).

22

A lecture on a topic or participation in a fictitious case study have been shown

beneficial to students, but fail to capture the essence of a true business situation (Dev,

1990). A professor of hospitality and tourism at Cornell University used an

experiment in his marketing class to test the theory that students would learn more

from the course by working with actual marketing firms for a course project (Dev).

After revising his course to include an experiential component, he was able to make

comparisons between those who had the experiential project and those who did not.

Dev put students into pairs and required them to choose a local business to use as

their client. The assessment consisted of questionnaires given to the students and the

clients to determine the perceived learning experience. The outcome showed that

students had a significantly increased confidence level in marketing abilities, and the

firms attested to advantages such as new ideas and increased awareness of the

importance of marketing plans after the completion of the project.

Typical classroom learning comes about by educators transferring information

to students (Lambert, 1980). The role of the student is to process the information

given and at a later point in time, accurately apply the information. This application

may be in the form of an exam or other action that shows competence. The learner

first attains knowledge and then acts in some fonn (Lambert). Experiential learning is

essentially the opposite. The intern first acts and the results of this action come to

light. Secondly, the students mull the results of the action and reapply it to a new

situation (Lambert). The difference is that most people remember action and concrete

events more so than general information. According to Wolff (1997), students must

develop conceptual skills and relate these skills to theory. However, if this is not

23

combined with adequate hands-on experience, students will not have the professional

skills the industry is looking for.

Many universities have reduced the amount of practical experience students

are required to participate in (Rimmington, 1999). This has become a source of

debate between industry and higher education. Industry professionals claim that

decision makers in higher education must understand this type of training will give

students greater opportunity for higher-level positions upon graduation

(Rimmington). In addition to the possibility of promotion, experiential positions give

students the opportunity to fully understand the dynamics of the hospitality industry.

According to Lefever (1989), internships give students the knowledge to make proper

job choices as they leave school. The realistic view established during the internship

allows students an inside peek of what to expect with a career in hospitality. Often

there is a disparity between student expectations and the actuality of employment

situations. A study by Orr, Murray, and McKenna (1992), involving graduates of the

University of Ulster at Jordantown in Northern Ireland, found factual pre-graduation

expectations that coincide with post-graduation experiences lead to greater

satisfaction on the job and continued engagement within the hospitality industry

throughout their career.

A study in the 1990's found graduates of hospitality education expecting a

short initiation period coupled with further training and inspiration from coworkers.

Students believed the degree alone would guarantee them a place among industry

executives and a quick progression to promotion (Orr et al., 1992). On the industry

side of the study, it was revealed that current managers felt students were leaving the

24

university with inadequate practical experience. Industrialists pointed to extensive

relevant experience as the way to gain better placement upon graduation (Orr et al.).

As educators lean toward the reduction of practical experience hours in favor

of greater emphasis on management techniques, the trend in the industry is a

reduction in these middle management positions (Nebel, Braunlich, & Zhang, 1994).

This disparity of perceived qualifications between educators and industry points to

the need for greater collaboration between the two (Orr et al., 1992). The industry

view of higher education being the foundation for additional training and the

educator's view of coursework being the basis for high level placements skews the

perceptions of the students. The internship being the basis for later employment and

leading to the acceptance of the student as hospitality professional cannot be

overstated (Lambert, 1980).

Perceptions of Hospitality Industry Leaders

A 2003 survey by the National Association of Colleges and Employers

(NACE) revealed that student participation in internships or cooperative education

programs is the unequaled way to increase employability upon graduation (NACE,

2003). According to Strauss (1999), leadership and management skills, diversity

coaching and the importance of internships were most often mentioned when

employers were asked what they wish educators would teach. A conference for the

International Council of Hotel, Restaurant and Institutional Education (ICHRIE)

found employers and educators discussing the foundations important to students'

future success. The employers pointed to the need for practical experience as the most

beneficial way for students to fully understand the issues and challenges of the

25

hospitality industry (Strauss). Employers within the hospitality industry are looking

for students with strong operational and human relations skills (Ladkin, 2000).

It is important to note that experience is not the only key to success. Although

the vocational aspect of career development enhances the typical rate of promotion,

employers also point out that the academic side of the learning process provides entry

into the industry at a higher level (Ladkin, 2000). Employers are encouraged to place

student interns in beneficial learning environments (NACE, 2003). Employers believe

that universities have the expectation to provide students with the knowledge and

skills to be successful, but the employer involved in the experiential learning process

has a responsibility to take chances and place students where they can learn. In the

long run, no one benefits if students are not challenged during internship experiences

(NACE, 2003).

A study conducted by Lefever and Withiam (1998) had participants from all

segments of the hospitality industry complete a survey regarding their views on what

hospitality education should include. Forty-six respondents answered questions

regarding issues within their own sector, how hospitality education can prepare

graduates, strengths and weaknesses of current graduates, and the ideal internship or

work experience requirements. The top issues within each sector were related to the

work force. Respondents stressed recruitment issues, attracting and retaining

employees, unavailability of professionals, and the need for an educated labor pool.

Lefever and Withiam found that each segment stressed the need for internships within

college programs. It was continually promoted as the number one way that educators

can properly prepare students for the industry. The respondents overwhelmingly

26

pointed to the need to keep the curriculum current and making the course work as

relevant to the industry segments as possible. Most considered the amount of

experience within an internship more important than specific recommendations

regarding the actual position. The respondents rated the student having exposure to all

areas within an organization to be the most beneficial (Lefever & Withiam).

Kiser and Partlow (1999) point out that the ultimate goal of an internship

program is to "enhance students' learning by integrating practical experience and

classroom instruction" (p.70). Ford and LeBruto (1995) state that internships "best

bridge the gap between theory and practice" (p. 2). Lee (2007) claims "industry-based

experiential learning assignments afford students opportunity for deeper levels of

learning and application of classroom learning" (p. 38). These types of blanket

assessments are found throughout the literature on hospitality education. Most

potential employers put a heavy emphasis on the need for some fonn of experiential

learning within undergraduate degree programs. There is no consistent number of

hours required or specific experience requirements found from school to school.

Therefore some academics attempt to rely on the advice of industry experts when

deteniiining the amount and types of experiential requirements for individual

programs.

Research completed on such requirements varied, but common themes by

recmiters indicate the need for a number of hours of ideal experiential learning (Ford

& LeBruto, 1995). Lefever and Withiam (1998) reported that an entire year was an

adequate length for an internship. Multiple internships and a minimum of 800-1000

hours was the request of meeting professionals involved in PCMA (Professional

27

Convention Management Association) interviewed by Carey (1993). A study done by

Cornell University pointed to two-thirds of respondents requesting 1500-2000 hours

(Downey & DeVeau, 1988). The Cornell Survey found that six out often recruiters

believed most programs do not require adequate internship hours. Many hospitality

programs that were surveyed mandate 500-550 hours with nothing more than a

synopsis paper due at the end (Downey & DeVeau). Recruiters emphasized that a

hospitality degree alone does not guarantee employment and industry executives are

looking equally at college course work and related work experience when

interviewing potential employees (Downey & DeVeau). Industry recmiters place a

heavy emphasis on experiential education, and academe must respond accordingly to

ensure success of students (Kiser & Partlow 1999).

In addition to the views of recmiters on what skills they are looking for in

graduates, employers also advocate the many benefits to the organizations during the

time frame that the student intern is working for the organization. According to a

study by Lee et al. (2006), involving 304 survey respondents from international

tourist hotels in Taiwan, employers find that undergraduate students are better

employees than those with high school or junior college experience. Additionally,

employers find interns to have stronger interpersonal skills, customer management

abilities, and work and service attitudes. Finally, according to Clinton (2005) and her

case study work with the STEP progi'am, hiring interns may provide the business with

cost effective business solutions, allow the company access to student's knowledge in

current technology, and a fresh approach or innovative ideas to long standing

practices.

28

Hospitality Students' Perceptions of Experiential Learning

Literature in many fields points to the positive aspects of internship

requirements amid undergraduate coursework. While research is consistent in

declaring the positive aspects of internships, it is also important to evaluate the

perceptions of students who partake in the actual internship experience. A study by

Girard (1999) utilized an internship questionnaire to retrieve feedback from 120

senior hospitality students from internship programs within Illinois, New Mexico,

Florida, North Carolina and Rhode Island. The questions centered on motivational

factors, supervisory roles and the methods of appraisal used at the job site. Most

interns felt motivated by the work itself and secure in their accomplishments.

According to Girard's study, students were overwhelmingly positive about the

supervisor being encouraging and assisting in problem solving. The largest area of

concern expressed in the study was the appraisal process. Most found that clear

standards for performance were not laid out (Girard). If the largest motivator for

students was the work itself, but performance standards were less than clear,

conceivably educators, employers and students are not adequately communicating

perceptions of what an internship experience should be.

Assessing students' perceptions of the quality of internships and experiential

learning outcomes is an important step in determining the perceived value of

experiential education requirements within a hospitality undergraduate program.

Since these students must enter the work world after completing their degree, alumni

perceptions should be accounted for in program evaluation. A 1999 study by

Wiseman and Page (2001) sent questionnaires to 1,080 co-op and internship

29

coordinators throughout the United States. The coordinators then distributed the

surveys to students within their progi'am. The questions focused on certain aspects of

internship experience to aid in determining what students' perceptions were on the

outcomes of the experience. Ninety-seven people participated in the study, and each

was a university student who had completed internships. According to Wiseman and

Page, students revealed gaining career comprehension and a perceived competitive

edge in the marketplace as benefits of experiential education. Students also gained

self-confidence, social and practical skills (Waryszak, 1999). By participating in

professional environments and working independently, students developed good work

habits and begin to participate in the norms of working society (Wiseman & Page).

A study by Lee (2007) focused on a population of students at a university in

Florida. Hospitality majors were sent surveys to assess and compare their perceptions

of their internship and classroom learning outcomes and 681 responded. Lee used the

Predicting Learning Advancement through Cooperative Education instrument to

measure pre-graduation student outcomes as related to career development, academic

achievement, work skills development and personal growth and development. A

Likert scale was used to detemiine student's perceptions of their own learning both in

the classroom and in internship placements.

The results indicated that students perceived learning increased to some

degree based on their classroom experiences. Students perceived moderate increases

in learning based on internship experiences, with the highest change being found in

the practical knowledge related to their major. Nine areas showed students learning

more as a result of their experiential assignments including such things as;

30

understanding how organizations function, career expectations, ability to adapt to

change and self confidence. Five areas showed students learning increasing as a

result of classroom experience including; writing skills, oral presentation skills and

awareness of civic responsibility. The results of this study indicate the need for

hospitality programs to not only offer sound academic experiences, but also the need

to incorporate an experiential requirement to allow students the opportunity to try out

their new skills in a real-world environment.

As they enter work environments, today's students are looking for challenging

and gratifying work experiences (Filipczak, 1998). Requiring merely menial work

that does not apply to the desired career path will only frustrate the intern. According

to Filipczak, who spoke with five interns from within the White House and various

businesses, companies should not hire interns and just let them go. A learning plan

agreed on by both parties is the ideal scenario. Students and the sponsoring

organization should agree upon the position and job requirements that will utilize the

student's skills and provide a rigorous learning environment.

Often, according to Gunlu and Usta (2009) and Walmsley et al. (2006),

students' expectations prior to beginning an internship are high, only to result in less

than rewarding results. Their studies, involving 16 and 20 undergraduate students

respectively, asked direct in-depth questions regarding expectations versus actual

experiences. Both studies found that students seek to attain certain skills and

outcomes from experiential placements. They expect to apply knowledge they have

attained in the classroom, to be recognized as part of the organization, to be treated

like other non-intem employees, to be valued as an individual with the opportunity to

31

share their knowledge and educational teachings, and finally to secure future

employment. According to the aforementioned study of Wiseman and Page (2001),

students also have additional expectations of the site supervisor including: the

opportunity to network with industry professionals and letters of recommendation, if

deserved, to establish a professional identity and a competitive edge when seeking a

post-graduation position.

Waryszak (2000) states that many students are finding a lack of challenge and

supervisor participation when actually entering the work environment. Prior to hiring

students for experiential education, it is the recommendation of the students that the

organization address the issues students perceive as problematic within their

placements. According to Waryszak, these issues include improving managerial

support systems, clearly outlining policies and procedures prior to beginning the

placement, providing a clear assessment of the job demands, allowing students to

participate in decision making, and giving interns the opportunity to participate in a

variety of experiences and positions within the organization. Additionally, according

to Clio (2006) students are looking to the academic institution to provide enough

guidance to the employer to ensure proper oversight of the student, and relevance and

connection between the job and the courses studied within the institution.

A study by D'Abate, Youndt, and Wenzel (2009) surveyed 261 undergraduate

students enrolled in management and business classes at a liberal arts college in the

northeastern United States. The respondents were predominately senior students who

had completed internships. The researchers found the perception of task significance

to be the strongest indicator of intern satisfaction. Participants wanted to know that

32

their efforts impacted the organization as a whole. Additionally, students offering the

highest ratings of internship satisfaction pointed to support of supervisors, the ability

to learn new things that they could not learn in the classroom, and being able to

discuss their background knowledge and experience base prior to training periods as

key indicators of a positive progi'am.

Students believe that their own responsibilities in guaranteeing a quality

internship include demonstrating the ability to learn and provide skills, contributing to

the productivity of the job site, being open to constructive criticism, asking educated

questions and acting professionally. Finally, students believe they should be forced to

think critically, apply past knowledge and theoretical frameworks, and be exposed to

problem solving techniques. If there is cohesion between students perceptions of what

an internship should be and what the employer is willing to provide, the most

beneficial learning experience will take place (Wiseman & Page, 2001).

Internships and Management Competencies

There are many different ways to define management competency. Nath and

Ralieja (2001) define a management competency as "a combination of observable and

applied knowledge, skill and behavior that create a competitive advantage for an

organization, focusing on how an employee creates value and what is actually

accomplished" (p. 26). They go on to state that those who possess these competencies

will perfoim within positions at a much higher level than those who do not. Tas,

LaBrecque and Clayton (1996) define competencies as "those activities and skills

judged essential to perfoim the duties of a specific position" (p. 52). Brophy and

Kiely (2002) state that competencies are "the skills, knowledge, behaviors and

33

attitudes required to perfoim a role effectively" (p. 52). Boyatzis (1982) defines

competencies as "skills, types of behavior, knowledge or traits that are employed

successfully by managers in discharging their duties" (p. 8). Finally, a definition

suggested by the Manpower Services Commission (as cited in Jones) expands on the

idea of a simple definition to state that competence encompasses "the organization

and planning of work, innovation and coping with non-routine activities within the

demands of the occupation" (p. 8).

We are able to begin to see some agreement on the need for management

competencies. The problem, according to Jones (1990) is two-fold. First, the quantity

and quality of business education is not adequate for the ever-changing pace of the

business world. Secondly, Handy (1987) reports that despite the recognition that

education and training greatly enhance a person's skills, most managers receive little

to no foimal training. Therefore, Mumford (1987) cites a need to develop

management training and education as a process, as he notes:

Management development involves managing the total process by which

managers learn and develop. Most particularly, learning from work experience

and learning from education training must be integrated into activities.. ..What

is needed is an approach to management education which is based more firmly

on real management concerns, and on real management problems. The issues

should not be what management educators would like to teach, but what

issues managers might be willing to learn about in order to tackle problems

and meet opportunities (p. 8).

34

The research of Mayo and Thomas-Haybert (2001) and Kay and Moncarz

(2004) showed that hospitality education is putting increased emphasis on

management and leadership competencies and less on technical skills. Mayo and

Thomas-Haybert administered a survey of management competencies asking

educators and industry professionals who attend the 2001 ICHRIE conference to rate

a list of 20 competencies in order of importance. The survey administered by Kay and

Moncarz included a list of 37 management competencies and was sent to members of

AH&LA and alumni from Florida International University. These studies, which had

a response rate of 60 and 184 respondents respectively, found discrepancies in what

exactly these competencies should be with educators viewing technical skills such as

accounting and revenue management to be most important while industry

professionals believed soft skills such as listening and communication to be the

number one management competency.

Although to date there is little empirical evidence to support an agreed upon

list of what exactly these competencies should be, current studies do agree on the fact

that industry professionals, hospitality educators and students are all key stakeholders

in this discussion (Clio, 2006; Lee, 2007; Mayo & Thomas-Haybert, 2001; Walo,

2001). Therefore, each must play a role in a study to determine not only the vital

management competencies needed upon gi'aduation, but how these competencies will

be achieved and if the students perceive they have met the goals.

"In order to cany out the process of management a manager requires a

combination of teclinical competence, social and human skills and conceptual ability"

(Mullins & Davies, 1991, p. 23). The very nature of management assumes the person

35

in the role will have a balance of these traits. According to Mullins and Davies, as a

person advances up the management ladder the abilities will become stronger when it

comes to conceptual abilities, and less emphasis will be placed on technical skills.

Yet most importantly, the manager should have strong interpersonal and human

relation skills. "The one contribution a manager is uniquely expected to make is to

give others vision and ability to perfoim" (p. 24).

According to Cichy and Sciarini (1990) the skill most needed in the

hospitality industry is leadership. The authors surveyed 84 top hotel executives to

determine which of these leadership traits were most important in entry-level

supervisors. The results indicate that the most successful recent graduates will have:

(1) Vision, involving a clear idea of where the organization stands and where it is

heading in the short and long term; (2) Communication, listening to others at all

levels of the organization followed by candor and discussion; (3) Trust, built by

supporting employees and being honest and sincere; and (4) Perseverance, where by a

true leader believes in their convictions and has the stamina to stay on course.

According to Lennon (1989), the frustration of industry is that hospitality

programs fail to include the study of practical topics, include irrelevant courses, and

educators do not make adequate contact with industry to stay abreast of changing

demands and trends. Indeed, Tsai, Goh, Huffman and Wu (2006) examined variations

in perceptions between hospitality educators and industry professionals as related to

management competencies. The researchers sent surveys to 160 hospitality

management educators and 35 to human resource administrators within the lodging

industry of which they collected 104 usable responses. The focus of this study

36

attempted to assess the perceptions of both stakeholders and bridge the gaps between

industry and education. Their findings indicated that industry expectations have

changed, and university programs have not necessarily adapted cuniculum to meet

these changing expectations. In order to do so, the researchers cited the first step to be

determining the management competencies required by entry-level management as a

foundation for planning educational programming.

After the survey was conducted, the researchers compared the results of the

competency statements between lodging industry professionals and hospitality

educators. The industry professionals identified managing guests with understanding

and sensitivity, handling pressure with grace, professional appearance and behavior,

demonstrating knowledge of diverse cultures, and the ability to supervise staff as

being significant. Educators on the other hand identified implementing health and

safety regulations, motivating employees, managing administrative tasks, developing

procedures, inspection of guest rooms, analyzing financial reports and the

understanding of interior design principles as significant management competencies.

The clear focus of the educators was on administrative and teclinical skills, while the

industry focus was on interpersonal skills. The conclusions drawn by Tsai et al.

(2006) find further indication that hospitality educators continue to focus on the past,

and have not evolved with the changing needs of the hospitality industry today.

A study conducted by Tesone and Ricci (2005) focused on the fact that

undergi'aduate programs in hospitality management have a wide variety of cuniculum

styles and requirements for graduation. Because of this, they found industry

professionals to be frustrated with the variation in knowledge and skills of students

37

that are coming out of these programs. In order to assess these issues, Tesone and

Ricci sought to detemiine what skills and competencies these industry executives

were looking for in hiring entry level managers. A questionnaire was distributed to

members of the Central Florida Hotel and Lodging Association (CFHLA). The

membership within this association consists of 160 lodging properties with hotel

executives and owners making up the membership, and is considered the largest hotel

association in the world. Of the 160 member organizations, 156 responded to the

survey.

Although the results indicated that these practitioners did prefer to recruit new

hires directly from four-year hospitality programs, there was concern in the variation

of preparedness of the applicants. The results of the survey were broken down into

three categories; knowledge, skills and ability and attitude. According to Tesone and

Ricci (2005) the strongest attributes desired included: teamwork, communication

skills, guest service skills, professional appearance, understanding of industry

expectations, pride in self and preferring to work with people over completing

administrative tasks.

Work by Tas (1988), which had 75 respondents from managers at hotels with

400+ rooms, found six competencies centering on human relations skills; managing

guest problems, professional and ethical standards, professional appearance and

poise, effective communication skills, positive customer relation skills and the ability

to create positive working relationships. Tas, LaBrecque, and Clayton (1996) pointed

to the industry moving from the desire for technical skills to personal management

characteristics. Getty, Tas and Getty (1991), whose work sought to assess the quality

38

of graduates based upon their level of competence two to four years posted

gi'aduation, recommended the examination of course content on a regular basis by

faculty, as the need for human relations skills continued to be sited as the most

important skill needed, yet lacking in hospitality curriculum. A hospitality needs

assessment of professional competencies outlined by Horng and Lu (2006) found

emphasis on "humanity, flexibility, creativity, sharing with employees, and

communication between labor and the management" (p. 6) within their work as a

reason for educators to enhance training in organizational behavior and leadership.

Further work by Ricci and Kaufman (2007) used focus groups containing 12 lodging

managers and two professors in Florida to identify job competency expectations.

They found competencies for entry level managers to include; the ability to be

empathetic with guests, balancing the needs of multiple guests at one time, teamwork,

personal pride, empathy and seeking out positive solutions to be competencies

required by the lodging industry.

Due to the commonality of key words within all of these structures of what

competence is, Jones (1990) puts them into four over-arching themes. The first is

competence in dealing with people, the second is competence as related to managing

activities, third is competence in being mindful of environment and external factors,

and finally competence in reflecting on personal skills and effectiveness. Jones

recommends the integration of successful learning situations to aid in the

development of these competencies, not only in a formal education setting, but

through a commitment to lifelong learning principles within a workplace

development program.

39

A Call for Program Structure and Quality Assessment

According to the National Restaurant Association Educational Foundation

(NRAEF), (as cited in Crockett, 2002), the hospitality industry was an $800 billion

business in 1998 and is expected to grow by 50% by the year 2010. This being said,

the industry must support education programs to supply the sheer numbers of

employees these numbers suggest. While the number of hospitality education

programs has grown considerably over the past three decades, questions still arise

regarding adequacy of cuniculum (Crockett). There is no standardization of

hospitality education to date; therefore a fonn of best practices must be applied. A

triangular relationship between faculty, students and industry executives seemingly is

the best way to assess what should be contained in future hospitality curricula. The

history of hospitality education is based strongly in vocational methods (Monison &

O'Mahony, 2003). Today practitioners believe that a more balanced approach is

beneficial. This means that a liberal education, combined with the vocational

education, will give graduates much stronger development in personal and

professional expertise (Monison & O'Mahony).

The internship or vocational aspect of the cuniculum should ideally take the

student from a passive to a more active role in the learning process (Walker, 2005).

While the student is involved in experiential learning, the classroom effort should

enhance what is being learned on the job. According to Walker, joumaling their work

experiences will allow students to question and discuss the experience in the

classroom. In addition, this will allow for real-world scenarios to be applied to the

theory behind the profession. As schools attempt to put an internship program in

40

place, clear parameters should be outlined regarding desired outcomes (O'Halloran &

Deale, 2003). A sound framework including the structure of the program, defining

who will be involved in the process, the vision of objectives, target market, and roles

of each partner should be in place prior to students embarking on work site learning

(O'Halloran & Deale).

Finally, periodic reviews of the programs should take place (Getty, Tas, &

Getty, 1990). O'Halloran and Deale (2003) recommend evaluation of internship

partnerships, both past and present, when evaluating program success. Questions to

consider include: does everyone involved have a clear reason to participate in the

internship process? Are the goals of the company homogenous with its mission and

objectives for the intern? And finally is it fair? Getty et al., recommend examination

of teaching methods, industry advisory boards to review content and supply

infonnation regarding current industry trends, and studies to deteimine if employers'

perceptions of graduates are changing over time.

Chapter 2 Summary

Kolb's (1976) model of experiential learning emphasizes the fact that people

learn through concrete experience. According to the model, for optimum learning to

take place the leanier will first participate fully in a new experience, secondly reflect

on this experience from multiple viewpoints, thirdly use reflection to establish

theories, and finally incorporate the information into decision making (Kolb). This

idea of learning by actually experiencing situations first hand is the basis behind

enhancing the university classroom experience with experiential learning

components.

41

Research has shown that students who participate in experiential learning

activities outside of the classroom benefited in multiple ways (Blair & Millea 2004).

By applying perspectives gained from employment, students' academic involvement

increased, their maturity levels were greater and they found improved job and salary

prospects upon graduation (Blair & Millea). According to Irwin (2005), employers

are finding students who are often knowledgeable in their fields, but lack the qualities

desired on the job. Combining internship experience with classroom theory gives

students the ability to interact with people and begin to take initiative at the work

place. Daugheriy (2002) found that employers are looking for students who can

communicate effectively with clients and co-workers have ambition to go above and

beyond what is asked and complete tasks with little or no supervision. These vital

skills, if learned during the undergraduate experience, benefit the student immensely

in post-graduate life.

The hospitality industry is grounded in the premise of superior customer

service. Although teclinical skills are important in many aspects of the field, excellent

communication skills and the ability to work haimoniously with many diverse

populations is often the key to success. These are skills that are difficult to teach in a

classroom. Therefore, hands-on experience in combination with university

coursework is recommended (Kennedy 1994). Experiential positions give students the

opportunity to fully understand the dynamics of the hospitality industry and relate

industry theory to a true business situation.

Employers repeatedly point to industry internships as the foundation for

students' future success (Strauss, 1999). Employers believe that universities have the

42

responsibility to give students the knowledge and skills to be successful, but the

employers have the responsibility to mentor and place students in positions where

they can learn practical skills (NACE, 2003). Recruiters emphasize that a hospitality

degree alone does not guarantee employment upon graduation, and they typically

look equally at course work and experience when evaluating potential interviewees

(Downey & DeVeau, 1988).

According to Wiseman and Page (2001), graduates of hospitality programs

perceive a gain in self-confidence, increased social and practical skills, and a

competitive edge upon completion of experiential learning requirements. Students

expect to be given networking opportunities, challenging work and support from

sponsoring organizations when participating in an internship program. They also feel

responsible for contributing to the job site productively, acting professionally and

being open to constmctive criticism. Unfortunately students often feel there is a lack

of coherence between expectations and the actual work environment (Waryszak,

2000). Students cite lack of challenge and supervisor participation as the primary

concerns. These issues should be addressed and a course of action identified prior to

student participation in the job site.

Although the number of hospitality programs within higher education has

grown considerably over the last three decades there is no standardization of

cuniculum to date (Crockett, 2002). A strong relationship between faculty, industry

practitioners and students is seemingly the best way to assess what should be required

within individual programs. Most require some fonn of experiential learning, but

program parameters vary from school to school. Getty et al. (1990) recommend

43

periodic reviews of the cuniculum as a whole. Equally important is a continued

evaluation process of internship requirements. A sound framework outlining desired

outcomes should be in place prior to students undertaking internship positions

(O'Halloran & Deale, 2003).

Overall, the literature clearly supports the need of experiential learning within

undergraduate programs. Although the benefits of experiential education are outlined,

little research has been done regarding hospitality and tourism programs specifically.

The current research points to discrepancies between the views of educators and the

views of industry leaders regarding the most beneficial program for students. In

addition, little research has been done to establish the management competencies

students' should seek to attain upon graduation and if these competencies being

attained during internships. Due to these discrepancies my study was necessary as a

first step toward evaluating current program structures.

44

CHAPTER 3: RESEARCH METHODOLOGY

The purpose of this chapter is to offer insight into the methods selected to

facilitate the empirical research of this study. It outlines the methods of data

collection reviewed for use in my study before offering a justification as to which

specific techniques were selected. In doing this, I will delineate the validity of these

methods explaining how they contribute toward the findings and eventual

conclusions. This chapter concludes by describing any problems incurred in the

research and proposing action for future resolution.

Introduction

Through an extensive review of the literature, it is clear to see that experiential

education is an important component to an undergraduate program in hospitality and

tourism management. According to Carey (1993), experiential learning is an

important step in applying book knowledge to actual field experiences. There are

differences of opinion between academic programs and industry leaders as to what

experiential programs should entail, as related to the development of management

competencies from these experiences. Academic programs should seek input from

industry professionals when detemiining the content and duration of experiential

components of an undergraduate program. This study includes an assessment of

student perceptions of their development of management competencies through

internships. Cunent employers and faculty teaching these students were also asked to

assess the preparedness of students as related to their skills post-internship

experience, and their own views on what constitutes the most beneficial experiential

learning experience for students.

45

Research Design

A quantitative approach was used for this study, whereby surveys were used

to collect perceptions from students, faculty, and industry professionals. According to

Creswell (2003), this method provides a numeric description of the sample through

the data collection process of asking questions of people. For the purpose of this

study the survey method is most effective. The survey was cross-sectional

(information collected at one point in time), and an on-line survey instrument was

used with the link emailed to participants.

Population and Sample

In an ideal world, the population for this study would be all HTM students and

faculty within higher education programs, and all employers who work with and hire

students completing internships. However, as it is not possible to survey the entire

population of individuals or related organizations, proper design of survey methods

and samples are key in allowing for generalization back to the population

(Brotherton, 2008). Therefore consideration was given to the most beneficial and cost

effective method for completing the desired outcomes of this study.

The population for this study consisted of three groups: (1) HTM students at

one Midwest University who have participated in internship requirements, (2) faculty

from Midwest institutions who oversee such programs, and (3) industry professionals

who hire these students. This population was selected so that the study could focus on

the most ideal internship requirements and how well such experiences prepare HTM

students for management within the hospitality industry.

46

The population for the student portion of this study was a convenience sample

of HTM students at Grand Valley State University. The 153 students asked to

participate had completed at least one internship, and were enrolled in an internship

course during the 2010/2011 academic year. These internship courses were selected

in an effort to capture data from students who were both at the beginning and end of

their required cuniculum.

The population for the faculty portion of this study consisted of members of

Hospitality and/or Tourism programs at institutions in the Midwest, including the

states of Michigan, Wisconsin, Illinois, Indiana, and Ohio. From a list of all

hospitality programs in the United States, institutions were selected in an effort to

capture data from institutions that were similar in both region of the country, and type

of program offered. 206 faculty members met the criteria and were asked to

participate in my study.

The population for the industry portion of this study consisted of 197

professionals throughout the United States who cunently work with undergi'aduate

HTM interns. These professionals are cunently on file with the GVSU HTM

department as working with hospitality student interns and represent all segments of

the hospitality industry, including hotels and resorts, meeting and event planning

organizations, food and beverage operations and tourism segments.

Although this type of sampling is not random, and therefore caution should be

exhibited in generalizing the findings from this study, the sample selected generated

rich data. Such data was invaluable to me and may be useful to educators sharing

similar progi'am characteristics to those found at Grand Valley State University.

47

Instrumentation

The Self Assessment of Managerial Skills (SAMS) instrument was initially

considered for the student portion of this study. The original instrument consists of

113 competency statements and asks the participant to rate on a Likert scale of 1

(strongly disagree) to 7 (strongly agree). The assessment instrument utilizes

management competencies found within the "Competing Values Framework" (CFV)

(Quinn, Faennan, Thompson, & McGrath, 1990). The framework focuses on generic

management skills that can be applied to a variety of organizations and positions

within them. Although there were some statements that made sense for the purpose of

this study, it was not useful in its entirety. Therefore, 15 questions were adapted from

the SAMS instrument. Additionally, I looked at surveys used in the work of Tas

(1988) which surveyed hotel managers on management competencies; Getty et al.,

(1991) whose survey asked hospitality graduates to rate their competencies; and Tas

et al., (1996) which discussed competencies for management trainees. Though these

surveys were useful in generating ideas for creating a survey, none were adequate for

the use of this study. Therefore, I deteimined the remainder of the 42 statements

using said competency works. Finally, using Sandwith's (1993) Competency Domain

Model, I grouped my survey questions into the following domains (1)

Conceptual/Creative, (2) Leadership, (3) Interpersonal, (4) Administrative and (5)

Technical. As students will be entering various position types upon graduation, a

variety of skills must be measured.

The 42 competency statements were identical within all three surveys

(Appendix A, B, C). The instrument asked the student participants to what degree

48

experiential learning matured their development of the listed skills. The faculty

members and industry professionals were asked two-fold questions for each

statement. First, to what degree the skill is necessary for students to attain prior to

gi'aduation, and second to what degree they have seen the skill nurtured by the

internship process. In addition to competency statements, participants were asked to

expand on their viewpoints through open-ended questions, and also provided

demographic data. The open-ended questions were downloaded from survey monkey

and like comments were then tabulated and used for further discussion in these areas.

The students provided demographic information including; gender and age, cunent

standing in the university, intemships completed to date, and sector(s) of the industry

worked. Gender, age, years in industry, and current sector was collected for industry

professionals, while faculty provided gender, age, and institution type.

Upon completion of the survey design, Creswell (2003) recommends pilot or

field testing the survey. By providing a test link and having participants complete the

survey as it would appear in its final foimat, I had the opportunity to establish the

readability of the instrument and improve questions, the foimat, and scales. In

addition, this provided face validity for the surveys, as the six undergi'aduate students,

faculty members, and industry professionals asked to pilot the survey had knowledge

in the content area. Following this process, approval was granted by the Western

Michigan University Institutional Review Board (Appendix H).

The letter within the body of the email (Appendix D, E, F) outlined the

purpose of the study, explained the survey would ideally take ten minutes of the

respondents time, and provided the survey link should the recipient choose to

49

continue. Upon agreeing to participate, the opening page of the survey (Appendix G)

reiterated the purpose of the study, assured confidentiality, and provided researcher

contact information. Continuation beyond this point implied consent, but the ability to

stop at any time was offered.

Data Analysis

Responses obtained were entered in the Statistical Package of Social Sciences

(SPSS). All subsequent analysis was conducted using the SPSS. Description of the

samples in the form of frequency tables were used to investigate characteristics of

each sample. Basic descriptive analysis for students includes a demographic profile

including gender, current standing in the university, internships completed to date,

and sector(s) of the industry in which the respondent has worked. The descriptive

analysis for faculty includes gender, institution type, and intern oversight. The

descriptive analysis for industry professionals includes gender and industry sector.

Research question 1. The first research question asked the perceptions of

HTM educators and industry professionals in reference to: essential components of

internships (i.e., number of hours, types of experiences) the overall importance of

such internship experiences; and the key management competencies HTM students

should attain as a result of their internship placement(s).

For part a. of the question, respondents were asked questions regarding

essential components of internship experiences. In order to analyze and discuss the

perceptions of the respondents, and to have adequate response in each category, the

categories were collapsed from six degrees of measurement: l=Strongly disagree;

2=Disagree; 3—Slightly disagree; 4=Slightly agree; 5=Agree; 6=Strongly agree, to

50

disagree and agree. Those responding with one, two, or three were placed in the

disagree category, while those responding with four, five, or six were placed in the

agree category. In addition, I examined the number of internship hours faculty and

industry thought students should complete during the internship. An independent

sample t-test was used to analyze the data.

For part b. of the question, educators and industry professionals were asked to

rate their perceptions of 42 statements regarding management competencies as related

to the importance of the skill being attained prior to gi'aduation. The questions were

broken down by competency heading, and the degi'ees of measurement were: l=Not

at all important; 2=A little important; 3=Often important; 4=Almost always

important; 5=Absolutely essential. Mean scores were then calculated for each skill

statement in order to rank the importance of said skills for both industry and faculty

respondents and weighted mean scores were reported in all areas showing total means

amongst the groups to ensure that the differences in sample sizes were accounted for.

Research question 2. The second research question asked the perceptions of

HTM educators, industry professionals, and undergraduate students regarding the

extent to which such HTM students are actually attaining management competencies

through these internship placements. Additionally, what are the similarities and

differences amongst the three groups regarding competency attainment? And finally,

how do the actual hours students have completed on internships compare with the

recommendations by faculty and industry?

To address this question faculty and industry professionals were asked to

indicate their perceptions of whether students attain these skills during internship

51

experiences. The 42 items were identical to those used in the first research question,

but the context was changed. The degi'ees of measurement were: l=Not at all; 2=In

limited cases; 3=To some extent; 4=To a large extent; 5=Very large extent. Mean

scores were calculated for each skill statement in order to rank the importance of said

skill, again with weighted mean scores being reported when discussing total means

amongst the groups. Student respondents were asked to indicate their perception of

attainment of management competencies as related to their internship experiences for

42 items on a scale from 1 to 5. The degi'ees of measurement were: l^Did not learn at

all; 2=Leamed a little bit; 3=Learned somewhat; 4=Leamed it FAIRLY well;

5=Learned it VERY well.

Prior to conducting the statistical analyses, the questions were collapsed into

five overarching categories of management competencies, the competency score was

calculated by summing each response and creating a competency score for each.

Cronbach's Alpha was used to measure the internal consistency due to collapsing the

data. After creating these five outcome variables, I conducted analysis of variance

(ANOVA) to examine potential differences in perceptions among the three groups,

and also reported the pairwise comparison outcomes to further discuss the results.

Research question 3. The third research question asked if there is a

relationship between undergi'aduate HTM students' perceptions of the actual

internship components they participated in, and the management competencies they

perceived to have obtained.

Prior to examining this question, I initially conducted an ANOVA to see if

differences were found in competency attainment amongst the students based on the

52

levels of internships they completed. The students were broken down according to the

highest level of internship completed, HTM 290, HTM 390, or HTM 490. The

ANOVA looked to see if there were differences in skill attainment based on these

varied levels of experience. As no significant differences were found, the data

analysis was completed without having to break the students into three separate

groups. Additionally, a box-and-whisker diagram was used to indicate if there were

outliers within the observations of students reported hours. As there were not outliers,

no students were eliminated from the data presentation. Mean scores were calculated

for general internship components to assess how students responded to broad aspects

of their internships.

In order to show which of the skills were related to each of the competencies,

a multiple regression model was used. The independent variables were dummy coded

as 0 = disagree and 1 = agree. All ten of the skills were originally entered into the

model and a stepwise selection method was used to keep only the significant skills in

the model. In the stepwise selection method, the predictor with the highest correlation

with the dependent variable (competency attainment scores) is entered into the model

first and the model is tested for significance. If the model is significant, then the next

highest conelation with the dependent variable is entered and a multiple regression

model is tested for significance of both predictors. If one of the two predictors in the

model is insignificant, then it is removed from the model and the process stops. If

both are significant, then add the next highest correlated predictor and repeat the

process. Multiple models were fit by SPSS, but the rule of parsimony was used to

53

select the most appropriate. The rule of parsimony states that the best model predicts

the most with the fewest number of covariates.

Once the proper model is selected, there are three major assumptions that have

to be met. First, the subjects need to be independent of each other, which can

reasonably be assumed here. Next, the residual values need to be noimally distributed

with mean 0 and standard deviation 1. The other involves the variance in the residuals

to be constant among all observations.

According to Shavelson (1996) a level of significance is set at the outset of

research projects to indicate the probability of obtaining a sample mean as large as or

larger than the one observed, assuming the null hypothesis is true. For the purpose of

this study a level of significance of .05 was used which is often seen in social science

studies (Shavelson).

Limitations of the Study

There are several limitations to this study. The sampling of students and

employers came from a convenient audience; therefore, their perspectives may not be

representative (Brotherton, 2008). The response rate from faculty was only 19%,

which may indicate those perceptions are not representative. Generalization of

experiential learning as a whole should not to be implied. This study will be limited to

GVSU students who have completed internships as outlined by the HTM program at

GVSU. The experiences of students from other institutions may vary greatly. The

study was based solely on perceptions of the participants, and this in itself is

subjective in nature. The surveys within this study were self-developed, and therefore

the instruments had no formal validity testing. A conscious decision was made to use

54

means for skill statements for ease of understanding by hospitality practitioners,

therefore the results may lose some statistical power. The internship hour

recommendations reported by all groups were estimations on the part of the

respondents, no actual internship logs of hours were required. Within the final

research question, I did not control for demographic variables due to the specificity of

the research question, although this could be done in future research. Finally, the

results of this study are not intended to serve as a comprehensive assessment of the

HTM progi'am or even of the experiential component of the program. Instead it is

intended to provide preliminary infonnation that may be expanded upon if it is

deteimined that a more comprehensive investigation is needed.

Chapter 3 Conclusion

Chapter three has explained the methodology used for this study and

explained the statistical procedures used to address the research objectives. The

development and application of the sui'vey instmment was also discussed. Chapter

four presents the results of the data analysis by examining the findings.

55

CHAPTER 4: DATA ANALYSIS

Introduction

My study sought to evaluate, compare, and contrast perceptions of HTM

students, faculty, and industry professionals regarding internship experiences and the

development of management competencies through such experiences. Furtheimore, it

attempted to establish perceptions on the number of hours HTM undergraduate

students should work on internships, and what competencies should be attained prior

to graduation. The student respondents, faculty respondents, and industry professional

respondents completed surveys using Likert-type scales and open-ended questions.

Respondents were asked to rate their perceptions of ideal internship experiences,

management competencies that are vital to have upon graduation, and the attainment

of these competencies through internship experiences. Additionally, demographic

data was collected from each respondent.

Of the GVSU HTM student population of 153 students who were asked to

participate, 122 (79.7%) completed the survey. Of the 206 faculty members from

Midwest institutions in the states of Michigan, Indiana, Illinois, Ohio and Wisconsin,

offering hospitality and/or tourism management programs and who were asked to

participate, 39 (19.3%) completed the survey. Finally, of the 197 industry

professionals throughout the country who work with undergraduate interns, and who

were asked to participate, 98 (49.7%) completed the survey. Respondents did have

the ability to skip questions, therefore the response rates varied from question to

question. It should be noted that there is the potential for non-response bias, whereas

the responses of those who responded to the survey may be different than those who

56

did not. Every attempt was made to send the survey request to a large enough sample

to aid in the responses being representative of the population surveyed. As presented

in Tables 1-4, representation from students with varied degrees of internship

experience, ranging from one to three internship courses completed, faculty from

multiple institution types, including doctoral, masters, baccalaureate and associate

degree offerings, and industry professionals from hospitality industry segments

including lodging, meeting and events, food and beverage and tourism were

represented.

Description of the Population

The data for this study was collected during the winter 2011 semester. The

student sample consisted of HTM majors at Grand Valley State University. Those

selected were enrolled in an internship, during the 2010/2011 academic year. The

faculty sample consisted of faculty from programs offering hospitality and/or tourism

courses at institutions in the Midwest, including the states of Michigan, Wisconsin,

Illinois, Indiana, and Ohio. The industry professional sample consisted of employers

from all segments of the hospitality industry, including hotels and resorts, meeting

and event planning organizations, food and beverage operations, and tourism. The

professionals within the sample were found throughout the United States, and

cunently work with undergraduate interns.

Table 1 presents infonnation regarding student respondents' gender, class

standing, highest level of internship completed, and industry sectors they have

worked in. Female students (n - 99) accounted for 81.1% of the sample, and greatly

outnumbered male students (n = 23) 18.9%). Freshman accounted for 0.8% of the

57

sample (n = 1), sophomores accounted for 15% of the sample (n = 18), juniors

accounted for 24.2% of the sample (n = 29), and seniors were the largest group within

the sample, accounting for 62.5% of the total sample (n = 75).

Of the total student respondents, the highest level of internship completed by

36.6% (n = 34) was the first internship experience, for 53.8% (n = 50) the highest

level completed was the second internship experience, and 9.7% (n = 9) completed

the third internship experience. It should be noted that the internships are progressive,

therefore in order to move to the next level of internship the student must complete

the prior requirement. All respondents did not respond to the internship completion

question, and therefore, the numbers do not reflect the total number of respondents.

For 54.5% (n = 60) of the students, these experiences took place in the lodging

segment of the hospitality industry, 54.9% (62) worked in the food and beverage

segment, 46.4% (n = 52) worked in meeting and event planning and 26.9% (n = 28)

worked in the tourism sector. As students may have worked in multiple segments

during internships, the numbers are larger than the total number of respondents.

58

Table 1

Student Respondent Demographics: Gender, Class Standing, Highest Level of Internship Completed, Sectors Worked (n — 122)

Descriptors Frequency %

Gender Male Female

Class Standing Freshman Sophomore Junior Senior

Completed Internships First experience Second experience Third experience

Sectors Worked In Lodging Food & Beverage

Meeting & Events Tourism

23 99

1 18 29 75

34 50 9

60 62 52 28

18.9 81.1

0.8 15.0 24.2 62.5

36.6 53.8

9.8

54.5 54.9 46.4 26.9

Note. Not all respondents responded to all items. Students may have worked in multiple sectors during intemships.

Table 2 presents infonnation regarding industry professional respondents'

gender and industry sectors they work in. Female respondents (n = 67) more than

doubled male respondents (n = 30). Lodging professionals accounted for 39.8%o of the

sample (n = 37), meeting and event professionals accounted for 35.5%) of the sample

(n = 33), food and beverage professionals accounted for 19.4% of the sample (n =

18), and tourism professionals were the smallest group within the sample, accounting

for 5.4%> of the total sample (n = 5).

59

Table 2

Industry Professional Respondent Demographics: Gender, Industry Sector (n = 98)

Descriptors Frequency %

Gender

Male 30 30.9 Female 67 69.1

Industry Sector Lodging 37 39.8

Meeting and Events 33 35.5 Food & Beverage 18 19.4 Tourism 5 5.4

Table 3 presents infonnation regarding faculty respondents' gender,

institution type, and who oversees students while on intemships. Female respondents

accounted for 4 1 % of the sample (n = 16), while male respondents accounted for 59%

of the sample (n = 23). The largest portion of the sample, 53.8% work at doctoral

level institutions (n = 21), 28.2%o work at masters level institutions (n = 11),

baccalaureate level institutions accounted for 7.7% (n = 3) and associate institutions

accounted for 10.3% of the sample (n = 4).

Table 3

Faculty Respondent Demographics: Gender, Institution Type, Oversight of Interns (n = 39)

Descriptors Frequency % Gender Male 23 59.0 Female 16 41.0

Institution Type Doctoral 21 53.8 Masters 11 28.2 Baccalaureate 3 7.7 Associates 4 10.3

Intern Oversight Faculty 29 82.9 Internship Coordinator 23 21.1

60

Research Question 1

My first research question sought to address the perceptions of HTM

educators and industry professionals in reference to:

a. Essential components of internships (i.e., number of hours, types of

experiences) including the overall importance of such internship experiences; and

b. The key management competencies HTM students should attain as a

result of their internship placement.

For part a. of the question, respondents were asked questions regarding

essential components of internship experiences. Faculty and industry professionals

overwhelmingly agreed with the statements concerning essential internship

components. In fact, over 90% of respondents agree that employers should offer

interns extensive training and the opportunity for professional development. The

results are presented in Table 4.

Table 4

Faculty and Industry: Essential Internship Components

Question Occupation Disagree Agree Total n %

During the internship experiences... Students should be paid

Interns should be treated the same as other employees

Employers should offer extensive training

Employers should offer professional development

Following the internship experiences... Interns should have higher-level skills than non-intem employees

Employers should offer interns full time employment

Faculty Industry Faculty Industry Faculty Industry Faculty Industry

Faculty

Industry Faculty Industry

4(11.1) 23(25.3)

6(16.2) 7(7.9)

5(13.9) 6(6.7) 3(8.1) 4(4.4)

9(24.3)

27(30.0) 15(41.7) 51(56.7)

32(88.9) 68(74.7) 31(83.8) 82(92.1) 31(86.1) 84(93.3) 34(91.9) 86(95.6)

28(75.7)

63(70.0) 21(58.3) 39(43.3)

36 91 37 89 36 90 37 90

37

90 36 90

Note: Not all respondents responded to all items.

61

Next, I examined the number of internship hours each group thought students

should complete during the internships. The T-test results showed there was a

significant difference between industry professionals and faculty (F = .677, p = .021).

The range of recommended total hours from faculty and industry was from 300 to

2,496. Industry professionals reported a larger number of hours being needed with an

average total of 991, while the average recommended by faculty was 750 for

successful internships. The results are presented in Table 5.

Table 5

Independent Samples t-test: Faculty and Industry Ideal Total Hours for Internships

Occupation N Mean Std. Dev. T DF Sig! Hours (2-tailed)

Faculty 35 749.63 453.171 -2.347 123 .021* Industry 90 991.24 539.251 Note p < .05

For part b. of the question, educators and industry professionals were asked to

rate their perceptions of 42 statements regarding management competencies as related

to the importance of the skill being attained prior to gi'aduation. The questions were

broken down by competency heading. The degrees of measurement were: l=Not at

all important; 2=A little important; 3=Often important; 4=Almost always important;

5=Absolutely essential. The results for faculty and industry responses are in Tables 6-

15. For comparison, they are listed in rank order for each competency heading with

the faculty and industry response tables next to each other. Side-by-side comparison

tables are offered later in the analysis.

Tables 6 and 7 offer rank ordering of essential skills within the Conceptual

Creative Competency for faculty and industry respondents.

62

Table 6

Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Conceptual Creative Competency

Question Not at All A little Often Almost Absolutely Mean n(%) Important Important Always Essential

n(%) n(%) Important n(%) n(%)

Student must understand... -How to adapt to unexpected changes in the work place -The "unique" characteristics of the hospitality industry -How the various roles within the establishment fit together -The steps of effective career planning for the hospitality industry Note Not all lespondents lesponded to all items. Likert Scale = Not at all(l), A little impoitant(2),Often important(3), Almost always important(4), Absolutely essential(5).

Table 7

Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Conceptual Creative Competency

Question Not at All A little Often Almost Absolutely Mean n(%) Important Important always Essential


Student must understand... -How to adapt to unexpected changes in the work place -How the various roles within the establishment fit together -The "unique" characteristics of the hospitality industry -The steps of effective career planning -How the organization interacts with the laiger environment Note Not all lespondents lesponded to all items Likert Scale = Not at all(l), A little important(2), Often important(3), Almost always important(4), Absolutely essential(5)

4(10.8) 15(40.5)

4(10.8) 14(37.8)

10(27.0) 9(24.3)

8(21.6) 16(43.2)

17(45.9) 0(0.0)

19(51.4) 0(0.0)

17(45.9) 1(2.7)

11(29.7) 0(0.0)

1(2.7) 2.43

0(0.0) 2.41

0(0.0) 2.24

2(5.4) 2.24

11(13.3) 22(26.5) 48(57.8)

15(18.1) 29(34.9) 36(43.4)

17(20.0) 28(32.9) 39(45.9)

22(26.5) 30(36.1) 26(31.3)

27(32.1) 34(40.5) 14(16.7)

0(0.0) 2(2.4) 2.52

2(2.4) 1(1.2) 2.34

0(0.0) 1(1.2) 2 29

1(1.2) 4(4.8) 2.22

2(2.4) 7(8.3) 2.14

63

The mean scores for both industry and faculty are fairly low for the

conceptual/creative competency. The bulk of the respondents generally fall in the "a

little important" or "often important" range with over 90% of the respondents within

this range concerning the student understanding how to adapt to unexpected changes

in the work place. Perhaps as these are not concrete, position-related skills, less focus

is put on their necessity.

Tables 8 and 9 offer rank ordering of essential skills within the leadership

competency for faculty and industry respondents.

Table 8

Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Leadership Competency

Question

Student must be able

to... -Interact effectively and calmly under pressure in a "crisis" situation -Read and understand other's reactions during a conversation -Mentor people, help them grow & develop -"Take charge" of situations that arise -Motivate other people -Act as an advisor to people -Effectively use participative decision making -Delegate tasks to others -Employ formal authority in an effective way

Not at All n(%)

1(2.9)

1(2.9)

6(17.6)

2(5.7)

7(20.0) 8(23.5)

2(5.9)

4(11.8)

5(14.3)

A little Important

n(%)

6(17.6)

7(20.6)

10(29.4)

13(37.1)

7(20.0) 13(38.2)

16(47.1)

14(41.2)

14(40.0)

Often Important

n(%)

13(38.2)

13(38.2)

10(29.4)

15(42.9)

14(40.0) 5(14.7)

12(35.3)

11(32.4)

10(28.6)

Almost always

Important n(%)

14(41.2)

13(38.2)

3(8.8)

5(14.3)

7(20.0) 1(2,9)

4(11.8)

4(11.8)

6(17.1)

Absolutely Essential

n(%)

0(0.0)

0(0.0)

5(14.7)

0(0.0)

0(0.0) 7(20.6)

0(0.0)

1(2.9)

0(0.0)

Mean

3.18

3.12

2.74

2.66

2.60 2.59

2.53

2.53

2.49

Note Not all lespondents lesponded to all items always important(4), Absolutely essential(5)

Likert Scale = Not at all(l), A little important(2), Often importanl(3), Almost

64

Table 9

Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Leadership Competency

Question


to... -Interact effectively and calmly under pressure in a "crisis" situation -Read and understand other's reactions during a conversation -Effectively use participative decision making -"Take charge" of situations that arise -Delegate tasks to others -Employ formal authority in an effective way -Mentor people, help them grow & develop -Act as an advisor to people

Not at All n(%)

2(2.5)

6(7.6)

4(5.1)

3(3.8)

9(11.4)

9(11.4)

19(24.1)

21(26.6)

A little Important

n(%)

7(8.9)

11(13.9)

12(15.2)

17(21.5)

22(27.8)

24(30.4)

16(20.3)

20(25.3)

Often Important

n(%)

14(17.7)

17(21.5)

30(38.0)

23(29.1)

21(26.6)

24(30.4)

21(26.6)

20(25.3)

Almost always

Important n(%)

56(70.9)

45(57.0)

33(41.8)

36(45.6)

22(27.8)

20(25.3)

19(24.1)

14(17.7)


n(%)

0(0.0)

0(0.0)

0(0.0)

0(0.0)

5(6.3)

2(2.5)

4(5.1)

4(5.1)

Mean

3.57

3.28

3.16

3.16

2.90

2.77

2.66

2.49

Note: Not all respondents responded to all items, always important(4), Absolutely essential(5).

Likert Scale = Not at all(l), A little important(2), Often important(3), Almost

Both faculty and industry respondent had the student interacting effectively

and calmly under pressure and the ability to read and understand other's reactions

during a conversation as the highest rankings. It is interesting to note that while

industry had two additional statements ranking third, including taking charge of

situations and effectively using participative decision making, these same statements

ranked sixth in the faculty outcomes.

Tables 10 and 11 offer rank ordering of essential skills within the

interpersonal competency for faculty and industry respondents.

65

Table 10

Faculty Rank Ordering of Essential Skills Attained Prior to Gi aduation Interpersonal Competency

Question

Student must be able f r\

to -Intei act smoothly with a wide variety of people -Be comfortable communicating with a wide variety of people (e g diffeient cultures, education levels, ages) -Have knowledge of diverse culture/custom -Be skilled in team building techniques -Understand adult learning pimcrples and can apply them to training -Be able to turn a collection of individuals into team -Know how to explore win-win outcomes while negotiating -Be comfortable acting as an advisoi to people

Not at All n(%)

0(0 0)

0(0 0)

0(0 0)

1(3 3)

6(20 7)

4(13 3)

2(6 7)

7(23 3)

A little Important

n(%)

4(13 3)

5(16 7)

8(26 7)

11(36 7)

5(17 2)

8(26 7)

12(40 0)

9(30 0)

Often Important

n(%)

8(26 7)

11(36 7)

10(33 3)

9(30 0)

9(310)

10(33 3)

11(36 7)

11(36 7)

Almost always

Impoi tant n(%)

18(60 0)

14(46 7)

12(40 0)

9(30 0)

6(20 7)

8(26 7)

5(16 7)

0(0 0)


n(%)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

3(10 3)

0(0 0)

0(0 0)

3(10 0)

Mean

3 47

3 30

3 13

2 87

2 83

2 73

2 63

2 43

Note Not all lespondents lesponded to all items always nnportant(4), Absolutely essential(5)

Table 11

Likert Scale = Not at all(l), A little important(2), Often important(3), Almost

Industry Rank Ordering of Essential Skills Attained Prior to Graduation Interpersonal Competency

Question


to -Interact smoothly with a wide variety of people -Be effective in listening to others -Be able to turn a collection of individuals into a team

Not at All n(%)

0(0 0)

0(0 0)

7(9 1)

A little Important

n(%)

3(3 9)

5(6 5)

16(20 8)

Often Important

n(%)

11(14 3)

15(19 5)

28(36 4)

Almost always

Important n(%)

63(81 8)

57(74 0)

23(29 9)


n(%)

0(0 0)

0(0 0)

3(3 9)

Mean

3 78

3 68

2 99

Table 11-Continued

66

Question

Undei stand adult learning principles and apply them to training -Be comfortable acting as an advisor to people -Know how to explore win win outcomes while negotiating -Have knowledge of diverse cultui e/customs

Not at All n(%)

8(10 4)

9(117)

6(7 8)

11(14 3)

A little Important

n(%)

14(18 2)

21(27 3)

19(24 7)

26(33 8)

Often Important

n(%)

35(45 5)

23(29 9)

33(42 9)

20(26 0)

Almost always

Important n(%)

18(23 4)

18(23 4)

18(23 4)

19(24 7)


n(%)

2(2 6)

6(7 8)

1(13)

1(13)

Mean

2 90

2 88

2 86

2 65

Note Not all Iespondents lesponded to all items Likeit Scale = Not at all(l) A little important(2), Often mipoitant(3), Almost alwajs importanl(4) Absolutely essential(5)

The means m the mterpeisonal categoiy weie geneially highei than those m

the fust two categones with mean scores ranging fiom 2 65-3 78 Again, the

statement means weie fauly similai The highest lanked statement foi both faculty

and industry was the ability to mteiact smoothly with a wide vauety of people The

additional top lanked skills also focused on key communication skills including,

listening to otlieis, communicating with a wide vauety of people and being skilled m

team building tecliniques Howevei, faculty peiceived understanding diverse cultuies

and customs (thnd) notably moie important than industry (eighth)

Tables 12 and 13 offei lank oidenng of essential skills withm the

Admimstiative Competency foi faculty and industry l espondents

67

Table 12

Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Administrative Competency

Question


to... -Effectively manage their time to prioritize & complete tasks -Understand & explain a P&L statement -Be organized in record keeping -Organize a business document -Effectively budget labor costs -Write an effective employee schedule -Effectively budget food costs -Forecast the amount of expected business -Price products/sendees proficiently -Understand the documents that must be kept on record for employees -Conduct an employee review effectively -Comfortable interview potential employees -Explain employment documents to new hires -Comfortably terminate employees

Not at All n(%)

0(0.0)

0(0.0)

0(0.0)

0(0.0)

1(3.7)

0(0.0)

1(3.7)

1(3.7)

1(3.7)

1(3.7)

1(3.7)

0(0.0)

2(7.4)

3(11.1)

A little Important

n(%)

0(0.0)

2(7.4)

0(0.0)

1(3.7)

1(3.7)

3(11.1)

1(3.7)

1(3.7)

2(7.4)

6(22.2)

5(18.5)

6(22.2)

7(25.9)

6(22.2)

Often Important

n(%)

3(11.1)

6(22.2)

7(25.9)

6(22.2)

7(25.9)

6(22.2)

8(29.6)

8(29.6)

6(22.2)

3(11.1)

5(18.5)

9(33.3)

6(22.2)

7(25.9)

Almost always

Important n(%)

8(29.6)

5(18.5)

10(37.0)

10(37.0)

8(29.6)

10(37.0)

12(44.4)

12(44.4)

13(48.1)

10(37.0)

10(37.0)

9(33.3)

8(29.6)

9(33.3)


n(%)

15(59.3)

14(51.9)

10(37.0)

10(37.0)

10(37.0)

8(29.6)

5(18.5)

5(18.5)

5(18.5)

7(25.9)

6(22.2)

3(11.1)

4(14.8)

2(7.4)

Mean

4.48

4.15

4.11

4.07

3.93

3.85

3.70

3.70

3.70

3.59

3.56

3.33

3.19

3.04

Note: Not all respondents responded to all items. Likeit Scale = Not at all(l), A little important(2), Often important(3), Almost always important(4), Absolutely essential(5).

68

Table 13

Industry Rank Ordering of Essential Skills Attained Prior to Graduation Administrative Competency

Question Not at All A little Often Almost Absolutely Mean n(%) Important Important always Essential


Student must be able to -Effectively manage 0(0 0) their time to pnontize & complete tasks -Be oigamzed in record 0(0 0) keeping -Write an effective 3(4 3) schedule -Effectively budget 3(4 3) laboi costs -Organize a business 0(0 0) document -Effectively budget 3(4 3) food costs -Forecast the amount of 2(2 9) expected business -Understand and 1(14) explain a P&L statement Price products/services 2(2 9)

proficiently -Understand the 4(5 7) documents that must be kept on record for employees -Comfortably mteiview 7(10 0) -Conduct an employee 8(11 4) review effectively -Explain employment 8(11 4) documents to new hires -Comfortably terminate 11(15 7) employees Note Not all lespondents lesponded to all items Likert Scale = Not at all(l) A little important(2), Often important(3), Almost always important(4), Absolutely essential(5)

Faculty and mdustiy both lanked the ability to manage time to pnoritize and

complete tasks as the highest statement withm the administrative categoiy with means

of 4 48 and 4 63 respectively In addition, undei standing a profit and loss statement,

the ability to be oigamzed m recoid keeping, and oiganizing a business document

weie skills with means above four for faculty and being oigamzed in lecord keeping

0(0 0)

5(7 1)

6(8 6)

5(7 1)

9(12 9)

3(4 3)

8(114)

10(14 3)

8(114)

13(18 6)

14(20 0) 12(17 1)

14(20 0)

17(24 3)

3(4 3)

11(157)

13(18 6)

17(24 3)

16(22 9)

20(28 6)

14(20 0)

20(28 6)

17(24 3)

13(18 6)

18(25 7) 21(30 0)

17(24 3)

15(214)

20(28 6)

26(37 1)

20(28 6)

19(27 1)

22(31 4)

23(32 9)

25(35 7)

18(25 7)

27(38 6)

25(35 7)

18(25 7) 16(22 9)

22(31 4)

18(25 7)

47(67 1)

28(40 0)

28(40 0)

26(37 1)

23(32 9)

21(30 0)

21(30 0)

21(30 0)

16(22 9)

15(21 4)

13(18 6) 13(18 6)

9(12 9)

9(12 9)

4 63

4 10

3 91

3 86

3 84

3 80

3 79

3 69

3 67

3 49

3 23 3 20

3 14

2 96

69

also had a mean above four for industry. As the mean scores for each statement

within both groups fell in the often to almost always important categories, the

indication is that administrative skills may be quite important to acquire prior to

graduation.

Tables 14 and 15 offer rank ordering of essential skills within the Technical

Competency for faculty and industry respondents.

Table 14

Faculty Rank Ordering of Essential Skills Attained Prior to Graduation: Technical Competency

Question


-Communicate written & orally -Manage guest problems w/ understand & sensitivity -Maintain professional & ethical standards -Understand what our product is & sell it -Effectively use technology specific to the establishment

Not at All n(%)

0(0.0)

0(0.0)

0(0.0)

0(0.0)

1(3.7)

A little Important

n(%)

0(0.0)

0(0.0)

0(0.0)

0(0.0)

1(3.7)

Often Important

n(%)

1(3.7)

1(3.7)

0(0.0)

3(11.1)

2(7.4)

Almost always

Important n(%)

4(14.8)

8(29.6)

7(25.9)

11(40.7)

15(55.6)


n(%)

22(81.5)

18(66.7)

20(74.1)

13(48.1)

8(29.6)

Mean

4.78

4.74

4.74

4.37

3.78

Note: Not all respondents responded to all items. Likert Scale = Not at all(l), A little important(2), Often important(3), Almost always important(4), Absolutely essential(5).

Table 15

Industry Rank Ordering of Essential Skills Attained Prior to Graduation: Technical Competency

Question

Student must be able to... -Maintain professional 0(0.0) 1(1.4) 2(2.9) & ethical standards

ot at All n(%)

A little Important

n(%)

Often Important

n(%)

Almost always

Important


n(%)

Mean

10(14.3) 57(81.4) 4.76

Table 15-Contmued

70

Question

-Communicate effectnely wntten & orally Manage guest

problems with undei standing & sensitivity -Understand what our pioduct is & sell it -Effectively use technology specific to the establishment

Not at All n(%)

0(0 0)

0(0 0)

2(2 9)

3(4 3)

A little Important

n(%)

0(0 0)

1(14)

1(14)

0(0 0)

Often Important

n(%)

1(14)

2(2 9)

5(7 1)

5(7 1)

Almost always

Important n(%)

18(25 7)

14(20 0)

20(28 6)

30(42 9)


n(%)

51(72 9)

53(75 7)

42(60 0)

32(45 7)

Mean

471

4 70

4 41

4 26

Note Not all lespondents lesponded to all items Likert Scale = Not at all(l) A little important(2) Often impoitant(3) Almost always impoitant(4) Absolutely essential(5)

The faculty lange was 3 78 foi effectively using technology specific to the

establishment to 4 78 for communicating effectively both wntten and orally The

industry lange was 4 26 foi using teclinology to 4 76 foi maintaining piofessional and

ethical standaids m the woik place The skills within the technical competency all

resulted m mean scoies falling between almost always important and absolutely

essential which indicates these skills must be solidified pnoi to graduation

Table 16 piesents a summary of the data regaidmg necessaiy skills needed

prior to gi aduation It offers faculty and mdustiy lank and mean totals, as well as, the

overall lank and weighted mean foi each skill

When lank ordered, the top skills include three skills withm the leadership

competency, (1) the ability to internet effectively m a cnsis situation, (2)

understanding othei's reactions dunng a conversation and (3) the ability to "take

chaige" of situations fall withm the often important ranking Seveial skills, including,

(1) effectively listening to what otlieis have to say, (2) interacting smoothly with a

wide vanety of people, and (3) being comfortable communicating with a wide vauety

71

of people, from the interpersonal category ranked fairly high. Within the

administrative and teclinical categories, all skills fell within these categories with two,

(1) effectively managing time to prioritize and complete tasks and (2) being organized

in record keeping from administrative and all technical skills falling into the almost

always important category.

A complete rank listing of individual skills needed prior to graduation is

presented with weighted total means in Table 17, providing a visual which reveals

many of the teclinical and administrative items ranked near the top, and the

conceptual/creative items ranked near the bottom.

Table 16

Summary Rank Orders of Essential Skills Needed Prior to Graduation

Skill Faculty Industry Total

Conceptual/Creative Student must understand... -How to adapt to unexpected changes -"Unique" characteristics of the hospitality industry -How roles fit together -Interaction w/ larger environment -Understands the steps of effective career planning Leadership: Student must be able to... -Interact in "crisis" situation -Understand other's reactions during conversation -"Take charge" of situations -Use participative decision making -Motivate other people -Delegate tasks -Mentor people -Use fonnal authority -Act as an Advisor Interpersonal: Student must... -Interact smoothly with people -Use effective listening skills -Be comfortable communicating -Know how to turn individuals into a team -Be skilled in team building techniques -Apply adult learning to training -Be knowledgeable of diverse cultures -Know how to create win-win outcomes when negotiating

-Be comfortable acting as an advisor to people

Rank

2 3 4 1 4

1 2 4 7 5 7 3 9 6

1 1 3 7 5 6 4 8

9

M 2.38 2.43 2.41 2.24 2.59 2.24 2.71 3.18 3.12 2.66 2.53 2.60 2.53 2.74 2.49 2.59 2.98 3.47 3.47 3.30 2.73 2.87 2.83 3.13 2.63

2.43

N

37 37 37 37 37

34 34 35 34 35 34 34 35 34

30 30 30 30 30 30 30 30

29

Rank

1 3 2 5 4

1 2 3 3 5 6 8 7 9

1 2 3 4 5 6 9 8

7

M 2.30 2.52 2.29 2.34 2.14 2.22 2.99 3.57 3.28 3.16 3.16 2.91 2.90 2.66 2.77 2.49 3.14 3.78 3.68 3.66 2.99 2.91 2.90 2.65 2.86

2.88

N

83 85 83 84 83

79 79 79 79 79 79 79 79 79

77 77 77 77 77 77 77 77

77

Rank

1 2 3 4 5

1 2 3 4 5 6 7 7 9

1 2 3 4 5 6 7 7

9

M 2.33 2.49 2.33 2.31 2.28 2.23 2.91 3.45 3.23 3.01 2.97 2.82 2.79 2.68 2.68 2.52 3.10 3.69 3.62 3.56 2.92 2.90 2.88 2.79 2.79

2.75

N

120 122 120 121 120

113 113 114 113 114 113 113 114 113

107 107 107 107 107 107 107 107

106

Table 16-Continued

72

Administrative: Student must be able to... -Manage their time 1 -Be organized in record-keeping 2 -Organize a business document 4 -Write a schedule 6 -Budget labor costs 5 -Understand P&L statements 3 -Budget food costs 7 -Properly forecast business 7 -Price products proficiently 7 -Understand employee documents 10 -Conduct employee reviews 11 -Interview employees 12 -Explain employment documents to new hires 13 -Comfortably terminate employees 14

3.74 4.48 4.11 4.07 3.85 3.93 4.15 3.70 3.70 3.70 3.59 3.56 3.33 3.19 3.04

"4.48 4.74 4.78 4.74 4.37 3.78

27 27 27 27 27 27 27 27 27 27 27 27 27 27

1 2 5 3 4 8 6 7 9 10 12 11 13 14

3.66 4.63 4.10 3.84 3.91 3.86 3.69 3.80 3.79 3.67 3.49 3.20 3.23 3.14 2.96

"4C57" 4.76 4.71 4.70 4.41 4.26

70 70 70 70 70 70 70 70 70 70 70 70 70 70

1 2 3 4 5 6 7 8 9 10 11 12 13 14

3.69 4.59 4.10 3.91 3.90 3.88 3.81 3.77 3.76 3.68 3.52 3.30 3.26 3.15 3.00

"4J4" 4.75 4.73 4.71 4.40 4.12

97 97 97 97 97 97 97 97 97 97 97 97 97 97

Technical: Student must be able to... -Maintain professional & ethical standards 2 -Communicate effectively written & orally 1 -Manage guest problems 2 -Understand the product and effectively sell it 4 -Use the technology specific to the establishment 5

27 27 27 27 27

70 1 70 2 70 3 70 4 70 5

Table 17

Overall Summary Rankings for Skills Needed Prior to Graduation

97 97 97 97 97

Note: Likert scale = Not at all(l), A little important(2), Often impoitant(3), Almost always important(4), Absolutely essential(5).

Skill (F)Rank (F)Mean ©Rank (I) Mean (T)Rank (T)Mean (T) Maintaining professional & ethical (T) Communicating written & orally (T) Managing guest problems (A) Managing time to prioritize & (T) Understanding the product and (T) Using the technology in establshmt (A) Being organized in record keeping (A) Organizing a business document (A) Writing a schedule (A) Budgeting labor costs (A) Understanding a P&L statement (A) Budgeting food costs (A) Properly forecasting business (I) Interacting smoothly with people (A) Pricing products & services (I) Using effective listening skills (I) Communicating w/ variety of ppl (A) Understanding employee docs (L) Interacting in pressure or crisis (A) Conducting employee reviews (A) Interviewing potential employees (L) Other's reactions conversation

2 1 2 4

5 11 7

8 10

9 6 12 12

17 12 17 20

15 22

16

19 24

4.74

4.78

4.74

4.48

4.37

3.78

4.11

4.07

3.85

3.93

4.15

3.70

3.70

3.47

3.70

3.47

3.30

3.59

3.18

3.56

3.33

3.12

1 2

3 4

5 6

7 10

8 9 14 11 12

13 16 15

17 19

18 22

21

20

4.76

4.71

4.70

4.63

4.41

4.26

4.10

3.84

3.91

3.86

3.69

3.80

3.79

3.78

3.67

3.68

3.66

3.49

3.57

3.20

3.23

3.28

1 2 3 4

5 6 7

8 9 10 11 12

13 14

15 16

17 18

19 20 21 22

4.75

4.73

4.71

4.59

4.40

4.12

4.10

3.91

3.90

3.88

3.81

3.77

3.76

3.69

3.68

3.62

3.56

3.52

3.45

3.30

3.26

3.23

73

Table 17—Continued

(A) Explaining documents to new hues (L) Taking charge of situations (A) Comfortably terminating people (L) Using participative decision making (I) Turning individuals into a team (I) Being skilled in team building (I) Adult learning pnnciples in training (L) Motivating othei people (I) Win-win outcomes in negotiating (I) Undei standing customs/cultures (L) Delegating tasks (I) Being comfortable acting as an (L) Mentoring people (L) Using foimal authonty effectively (L) Acting as an advisoi to people (C) How to adapt to changes (C) Uniqueness of the industry (C) How the vanous roles fit togethei (C) How the 01 g fit w/ the environment (C) The steps of career planning

21 30 25 34

29 26 27 32

31 23

35 37 28

36 33

37 39 40 33 40

3 19

2 66

3 04

2 53

2 73

2 89

2 83

2 60

2 63

3 13

2 53

2 43

2 74

2 49

2 59

2 43

241 2 24

2 59

2 24

25

23 27 23

26 28 30 28 33

36 30 32

35 34

38 37 40

39 41 41

3 14

3 16

2 96

3 16

2 99

291 2 90

291 2 86

2 65

2 90

2 88

2 66

2 77

2 49

2 52

2 29

2 34

2 14

2 22

23 24 25 26

27 28 29 30 31 31

31 34

35 35

37 38

39 40 41 42

3 15

301 3 00

2 97

2 92

2 90

2 88

2 82

2 79

2 79

2 79

2 75

2 68

2 68

2 52

2 49

2 33

231 2 28

2 23

Note Likert scale = Not at all(l), A little important(2) Often important(3), Almost always important(4), Absolutely essential(5) Note (C) = Conceptml/cieative, (L) - Leadeiship (I) = Interpeisonal (A) = Adinimstiatrve, (T) - Technical Note (F) = Faculty, (1) - Industry, (T) = Total

Reseaich Question 2

My second leseaich question examines the peiceptions of HTM educators,

mdustiy pi ofessionals, and undeigiaduate students legardmg the extent to which such

HTM students are actually attaining management competencies through these

internship placements Additionally, what aie the similarities and diffeiences amongst

the three gioups legaidmg competency attainment7 And finally, how do the actual

hours students have completed on internships compare with the recommendations by

faculty and mdustiy7

Faculty and mdustiy professionals weie asked to indicate their peiceptions of

whethei students attain these skills duimg internship expenences The 42 items weie

identical to those used m the fust research question, but the context was changed The

degiees of measurement foi this question weie l=Not at all, 2=In limited cases, 3=To

74

some extent; 4=To a large extent; 5=Very large extent. The frequencies for faculty

and industry responses are in Tables 18-27 for each competency heading. Side-by-

side comparison tables are offered later in the analysis.

Tables 18 and 19 offer rank ordering of extent to which they have seen

internships nurture this skill within the Conceptual Creative Competency for faculty

and industry respondents.

Table 18

Faculty Response to Extent to which they have seen Internships Nurture this Skill: Conceptual Creative Competency

Question

Student understands... -The "unique" characteristics of the hospitality industry -How to adapt to unexpected changes in the work place -How the various roles within the establishment fit together -The steps of effective career planning for the hospitality industry -How the organization interacts with the larger environment

Not at All n(%)

0(0.0)

1(2.7)

0(0.0)

0(0.0)

1(2.7)

In limited Cases n(%)

3(8.1)

4(10.8)

4(10.8)

7(18.9)

12(32.4)

To some Extent n(%)

8(21.6)

14(37.8)

17(45.9)

22(59.5)

15(40.5)

To a large Extent n(%)

18(48.6)

14(37.8)

13(35.1)

7(18.9)

7(18.9)

Very large Extent n(%)

8(21.6)

4(10.8)

3(8.1)

1(2.7)

2(5.4)

Mean

3.84

3.43

3.41

3.05

2.92

Note: Not all respondents responded to all items. Likeit Scale = Not at all(l), in limited cases(2), To some extent(3), To a large extent(4), To a veiy large extent(5).

Table 19

Industry Response to Extent to which they have seen Internships Nurture this Skill: Conceptual Creative Competency

Question

Student understands... -How to adapt to unexpected changes in the work place

Not at All n(%)

0(0.0)


9(10.8)

To some Extent n(%)

31(37.3)


29(34.9)


14(16.9)

Mean

3.58

Table 19-Continued

75

Question Not at All In limited To some To a large Very large Mean n(%) Cases Extent Extent Extent

n(%) n(%) n(%) n(%) -How the various roles 0(0.0) 8(9.8) 34(41.5) 26(31.7) 14(17.1) 3.56 within the establishment fit together -The "unique" 1(1.2) 9(10.7) 39(35.7) 38(45.2) 7(8.3) 3.51 characteristics of the hospitality industry -The steps of effective 1(1.2) 16(19.3) 44(53.0) 14(16.9) 8(9.6) 3.14 career planning for the hospitality industry -How the organization 1(1.2) 24(28.9) 34(41.0) 16(19.3) 8(9.6) 3.07 interacts with the larger environment Note Not all lespondents lesponded to all items. Likert Scale = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), To a veiy laige e\tent(5)

Mean scores for faculty and industry were quite similar in the development of

conceptual/creative skills during internships. The faculty mean range was 2.92-3.84,

with understanding how the organization interacts with the larger environment having

the highest mean score and understanding the "unique" characteristics of the

hospitality industry the highest. The industry mean range was from 3.07 for

understanding the "unique" characteristics of the hospitality industry to 3.58

understanding how to adapt to changes in the work place. The faculty mean scores

indicate they perceive four skills within this competency are developed to some

extent, while how the organization interacts with the larger environment is developed

in limited cases. The industry mean scores indicate skills within the competency are

developed to some extent.


internships nurture this skill within the Leadership Competency for faculty and

industry respondents.

76

Table 20

Faculty Response to Extent io which they have seen Internships Nurture this Skill: Leadership Competency

Question

Student can... -Interact effectively and calmly under pressure in a "crisis" situation -Read & understand other's reactions -"Take charge" of situations that arise -Employ formal authority effectively -Effectively use participative decision making -Motivate other people -Delegate tasks to others -Mentor people, help them grow & develop -Act as an advisor to people

Not at All n(%)

0(0.0)

1(2.9)

0(0.0)

0(0.0)

2(5.9)

1(2.9) 2(5.9)

6(17.6)

0(0.0)


6(17.6)

8(23.5)

8(23.5)

12(35.3)

10(29.4)

12(35.3) 14(41.2)

12(35.3)

7(20.6)

To some Extent n(%)

18(52.9)

13(38.2)

18(52.9)

18(52.9)

18(52.9)

18(52.9) 16(47.1)

13(38.2)

16(47.1)


9(26.5)

10(29.4)

6(17.6)

3(8.8)

3(8.8)

2(5.9) 1(2.9)

2(5.9)

10(29.4)


1(2.9)

2(5.9)

2(5.9)

1(2.9)

1(2.9)

1(2.9) 1(2.9)

1(2.9)

1(2.9)

Mean

3.15

3.12

3.06

2.79

2.74

2.71 2.56

2.41

2.18

Note' Not all respondents responded to all items. Likert Scale = Not at all(l), In limited cases(2), To some extent(3), To a large extent(4), To a very large extent(5).

Table 21

Industry Response to Extent to which they have seen Internships Nurture this Skill: Leadership Competency

Question

Student can... -Interact effectively and calmly under pressure in a "crisis" situation -Effectively use participative decision making -"Take charge" of situations that arise -Read & understand other's reactions -Motivate other people -Employ formal authority effectively

Not at All n(%)

1(1.3)

1(1.3)

0(0.0)

4(5.1)

4(5.1) 4(5.1)


12(15.2)

15(19.0)

16(20.3)

14(17.7)

25(31.6) 24(30.4)

To some Extent n(%)

25(31.6)

31(39.2)

36(45.6)

35(44.3)

32(40.5) 34(43.0)


29(36.7)

23(29.1)

16(20.3)

16(20.3)

9(11.4) 12(15.2)


12(15.2)

9(11.4)

11(13.9)

10(12.7)

9(11.4) 5(6.3)

Mean

3.49

3.30

3.28

3.18

2.92 2.87

Table 21-Continued

77

Question Not at All n(%)


To some Extent n(%)



Mean

-Delegate tasks to others 13(16.5) 21(26.6) 31(39.2) 9(11.4) 5(6.3) 2.65 -Act as an advisor to 13(16.5) 32(40.5) 21(26.6) 10(12.7) 3(3.8) 2.47 people -Mentor people, help 14(17.7) 31(39.2) 23(29.1) 8(10.1) 3(3.8) 2.43 them grow & develop Note: Not all lespondents lesponded to all items Likert Scale = Not at all(l), In limited cases(2), To some extent(3), To a large extent(4), To a veiy large extent(5).

Again, the mean ranges were similar between faculty and industry. The only

difference of note may be effectively using participative decision making had a mean

score of 2.74 for faculty, ranked fifth overall, but a mean score of 3.30, the second

highest by industry. It appears that while a few leadership skills are perceived to be

attained to some extent during internships, skills such as delegating, motivating and

acting as an advisor, with faculty mean scores of 2.56, 2.71 and 2.18 and industry

mean scores of 2.65, 2.92 and 2.47 are seen only in limited cases.


internships nurture this skill within the Interpersonal Competency for faculty and


Table 22

Faculty Response to Extent to which they have seen Internships Nurture this Skill: Interpersonal Competency

Question

Student... -Interacts smoothly with a wide variety of people -Is effective in listening to others -Is comfortable communicating with a wide variety of people

Not at All n(%)

0(0.0)

1(3.4)

0(0.0)


0(0.0)

3(10.3)

3(10.3)

To some Extent n(%)

13(44.8)

14(48.3)

18(62.1)


13(44.8)

9(31.0)

7(24.1)


3(10.3)

2(6.9)

1(3.4)

Mean

3.66

3.28

3.21

Table 22-Continued

78



To some Extent n(%)



Mean

1(3.3)

0(0.0)

5(17.2)

0(0.0)

6(21.4)

8(26.7)

7(24.1)

10(34.5)

2(6.9)

9(32.1)

12(40.0)

16(55.2)

7(24.1)

13(44.8)

8(28.6)

8(26.7)

5(17.2)

6(20.7)

13(44.8)

4(14.3)

1(3.3)

1(3.4)

1(3.4)

1(3.4)

1(3.6)

3.00

3.00

2.59

2.48

2.46

-Is skilled in team building techniques -Has knowledge of diverse cultures/customs -Knows how to explore win-win outcomes while negotiating -Can turn a collection of individuals into a team -Understands adult learning principles and can apply them to training -Is comfortable acting 4(13.8) 12(41.4) 11(37.9) 1(3.4) 1(3.4) 2.41 as an advisor Note. Not all lespondents lesponded to all items Likeit Scale = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), To a veiy large extent(5)

Table 23

Industry Response to Extent to which they have seen Internships Nurture this Skill: Interpersonal Competency



To some Extent n(%)



Mean

Student... -Interacts smoothly with a wide variety of people -Is effective in listening to others -Is comfortable communicating with a wide variety of people -Is skilled in team building techniques -Understands adult learning principles and can apply them to training -Has knowledge of diverse cultures/customs -Can turn a collection of individuals into a team

0(0.0)

1(1.3)

0(0.0)

5(6.5)

7(9.1)

7(9.1)

8(10.4)

8(10.4)

4(5.2)

7(9.1)

17(22.1)

21(27.3)

22(28.6)

23(29.9)

17(22.1)

25(32.5)

29(37.7)

30(39.0)

29(37.7)

30(39.0)

27(35.1)

37(48.1)

37(48.1)

24(31.2)

18(23.4)

16(20.8)

12(15.6)

13(16.9)

15(19.5)

10(13.0)

17(22.1)

7(9.1)

4(5.2)

6(7.8)

6(7.8)

3.77

3.66

3.66

3.06

2.86

2.84

2.82

79

Table 23-Continued

Question

-Knows how to explore win-win outcomes while negotiating -Is comfortable acting as an advisor

Not at All n(%)

3(3.9)

7(9 1)


30(39.0)

26(33.8)

To some Extent n(%)

28(36.4)

26(33.8)


12(15.6)

15(19.5)

Veiy laige Extent n(%) 4(5.2)

3(3.9)

Mean

2.79

2.75

Note Not all lespondents lesponded to all items Likert Scale = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), To a very laige extent(5)

The mean scores for the interpersonal category were similar with the top

ranked items for both falling into communication skill categories. Faculty perceives

the ability to interact with, listen to, and speak with a variety of people, team building

techniques and understanding diverse cultures and customs as beginning to develop

during internship experiences (mean range 3.00-3.66). Industry perceives the ability

to interact with, listen to and speak with a variety of people and team building

techniques (mean range 3.06-3.77), but not knowledge of diverse customs and

cultures as developing to some extent during internships. Negotiating, training, and

advising people (mean range 2.41-2.86) are perceived to develop in limited cases by

both groups.


internships nurture this skill within the Administrative Competency for faculty and


80

Table 24

Faculty Response to Extent to which they have seen Internships Nurtui e this Skill Administrative Competency

Question

Student Can -Effectively manage then time -Be organized in lecoid keeping -Organize a business document -Forecast the amount of expected business -Explain employment documents to new hn es -Wnte an effective schedule -Effectively budget food costs -Effectively budget labor costs -Understand & explain a P&L statement -Understand employee documents -Pi ice products/services pioficiently -Conduct an employment leview effectively -Comfortably interview potential employees -Comfortably terminate employees

Not at All

n(%)

0(0 0)

1(3 7)

2(5 3)

1(3 7)

3(111)

3(11 1)

0(0 0)

1(3 7)

1(3 7)

2(7 4)

1(3 7)

5(18 5)

5(18 5)

11(40 7)


2(7 4)

4(14 8)

7(25 9)

9(33 3)

9(33 3)

9(33 3)

12(46 2)

11(40 7)

13(48 1)

11(40 7)

14(51 9)

11(40 7)

11(40 7)

8(29 6)

To some Extent

n(%)

12(44 4)

17(63 0)

15(55 6)

16(59 3)

10(37 0)

11(40 7)

13(50 0)

14(51 9)

11(40 7)

12(44 4)

10(37 0)

8(29 6)

8(29 6)

7(25 9)

To a laige Extent

n(%)

7(25 9)

5(18 5)

3(111)

1(3 7)

5(18 5)

4(14 8)

1(3 8)

1(3 7)

2(7 4)

2(7 4)

2(7 4)

3(11 1)

3(111)

1(3 7)

Very laige Extent

n(%)

6(22 2)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

0(0 0)

Mean

3 63

2 96

2 70

2 63

2 63

2 59

2 58

2 56

2 52

2 52

2 48

2 33

2 33

1 93

Note Not all lespondents lesponded to all items Likeit Scale = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), To a very laige extent(5)

Table 25

Industry Response to Extent to which they have seen Internships Nurture this Skill Administrative Competency

Question

Student Can -Effectively manage their time -Be organized in record keeping

Not at All n(%)

0(0 0)

1(14)

In limited Cases

n(%)

6(8 6)

14(20 0)

To some Extent n(%)

19(27 1)

25(35 7)

To a large Extent

n(%)

33(47 1)

20(28 6)

Veiy large Extent

n(%)

12(17 1)

10(14 3)

Mean

3 73

3 34

Table 25-Continued

81

Question

-Organize a business document -Write an effective schedule -Forecast the amount of expected business -Price products/services proficiently -Effectively budget food costs -Understand & explain a P&L statement -Effectively budget labor costs -Understand employee documents -Conduct an employment review effectively -Comfortably interview potential employees -Explain employment documents to new hires -Comfortably terminate employees

Not at All n(%)

4(5.7)

5(7.1)

5(7.1)

7(10.0)

11(15.7)

10(14.3)

8(11.4)

11(15.7)

23(32.9)

20(28.6)

22(31.4)

38(54.3)


19(27.1)

26(37.1)

28(40.0)

26(37.1)

27(38.6)

29(41.4)

30(42.9)

30(42.9)

19(27.1)

29(41.4)

22(31.4)

19(27.1)

To some Extent n(%)

25(35.7)

23(32.9)

20(28.6)

24(34.3)

17(24.3)

19(27.1)

24(34.3)

17(24.3)

22(31.4)

15(21.4)

17(24.3)

10(14.3)


16(22.9)

13(18.6)

14(20.0)

11(15.7)

11(15.7)

9(12.9)

5(7.1)

10(14.3)

5(7.1)

5(7.1)

8(11.4)

2(2.9)

Very large Extent n(%) 6(8.6)

3(4.3)

3(4.3)

2(2.9)

4(5.7)

3(4.3)

3(4.3)

2(2.9)

1(1.4)

1(1.4)

1(1.4)

1(1.4)

Mean

3.01

2.76

2.74

2.64

2.57

2.51

2.50

2.46

2.17

2.11

2.20

1.70

Note: Not all respondents responded to all items. Likeit Scale = Not at all(l), In limited cases(2), To some extent(3), To a large extenl(4), To a veiy large extent(5).

Administrative skill development had the lowest mean range of any of the

categories. The lowest for both faculty (mean = 1.93) and industry (mean = 1.70)

was, perhaps not surprisingly, the ability to tenninate employees. The highest for both

faculty (mean - 3.63) and industry (mean = 3.75) was the ability to effectively

manage time to prioritize and complete tasks. The majority of the skills in the

administrative competency were seen by respondents in limited cases with faculty

only having the one skill of 14 having a mean above three. Industry on the other hand

had two additional skills including (1) being organized in record keeping and (2)

organizing a business document with mean scores above three, but still ranked the

remaining 11 skills quite low.

82


internships nurture this skill within the Technical Competency for faculty and


Table 26

Faculty Response to Extent to which they have seen Internships Nurture this Skill: Technical Competency


n(%) n(%) n(%) n(%) Student... -Can effectively use the technology specific to the establishment -Manages guest problems with understanding -Understands what our product is and can effectively sell it -Maintains professional & ethical standards in the work place -Communicates effectively written & orally Note Not all lespondents lesponded to all items Likert Scale = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), To a very laige extent(5)

Table 27

Industry Response to Extent to which they have seen Internships Nurture this Skill: Technical Competency


n(%) n(%) n(%) n(%) Student... -Can effectively use the 0(0.0) 1(1.4) 11(15.9) 36(52.2) 21(30.4) 4.12 technology specific to the establishment -Maintains professional 0(0.0) 4(5.7) 11(15.7) 32(45.7) 23(32.9) 4.06 & ethical standards in the work place -Understands what our 1(1.4) 4(5.7) 14(20.0) 30(42.9) 21(30.0) 3.94 product is and can effectively sell it

0(0.0) 0(0.0) 10(37.0)

0(0.0) 1(3.7) 9(33.3)

1(3.7) 1(3.7) 6(22.2)

1(3.7) 0(0.0) 12(44.4)

0(0.0) 1(3.7) 15(51.9)

13(48.1) 4(14.8) 3.78

14(51.9) 3(11.1) 3.70

16(59.3) 3(11.1) 3.70

9(33.3) 5(18.5) 3 63

10(37.0) 2(7.4) 3.48

83

Table 27-Continued


n(%) n(%) n(%) n(%) -Manages guest 1(1.4) 6(8.6) 14(20 0) 33(47.1) 16(22.9) 3.81 problems with understanding -Communicates 1(1.4) 3(4.3) 18(25.7) 38(54.3) 10(14.3) 3.76 effectively written & orally Note Not all lespondents lesponded to all items Likeit Scale = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), To a very laige extent(5)

Technical competency attainment again ranked fairly high for both faculty and

industry with a mean range of 3.48-4.12. It is interesting to note that industry

respondents perceive the use of technology (mean = 4.12) and maintaining

professional and ethical standards (mean = 4.06) as skills that are developed to a large

extent while students are at their internship placements. Also interesting is that both

faculty and industry ranked communicating effectively both written and orally as the

lowest skill attainment with mean scores of 3.48 and 3.76 respectively.

Student respondents were asked to indicate their perception of attainment of

management competencies as related to their internship experiences for 42 items on a

scale from 1 to 5. The degrees of measurement were: l=Did not learn at all;

2=Learned a little bit; 3=Leamed somewhat; 4=Learned it FAIRLY well; 5=Leamed

it VERY well. The results for student responses are presented in Table 28.

Table 28

84

Student Responses Competency Statements

Question )id not Leam n(%)

Learned a Little

Bit n(%)

Learned Somewhat

n(%)

Learned Fairly Well n(%)

Learned Very Well n(%)

Mean

During my internship experience(s) I have learned...

Conceptual/Creative... -How to adapt to unexpected changes -How the various roles fit together -How the organization interacts with the larger environment

-The "unique" characteristics of the hospitality industry

-The steps of effective career planning Leadership... -To take charge of situations that I am in -Understand other's reactions during conversation

-To use participative decision making -How to motivate other people -To use formal authority in effectively -To delegate tasks -To interact calmly under pressure -To act as an advisor to people -To mentor people, help them grow & develop

Interpersonal... -To interact smoothly with people -To be effective in listening to others -To be comfortable dealing with people who are not like me

-To be in touch with other's reactions during a conversation

-To be knowledgeable of diverse cultures -To apply adult learning principles to training

-To explore mutually beneficial outcomes while negotiating

-To apply team building techniques -To be comfortable acting as an advisor -To turn a collection of individuals into a team

Administrative... -To manage my time to prioritize and complete tasks

-To be organized in record-keeping -Organize a business document -To forecast the amount of expected business

-To know what must be kept on record

1(0.9) 2(1.7) 3(2.6)

3(2.6)

10(8.7)

0(0.0) 3(2.6)

2(1.7) 4(3.4) 9(7.8)

15(12.9) 5(4.3)

20(17.4) 22(19.0)

1(0.9) 1(0.9) 1(0.9)

3(2.6)

4(3.5) 6(5.3)

7(6.1)

3(2.6) 16(14.0) 15(13.3)

2(1.8)

25(22.7) 27(24.5) 38(34.5)

47(42.7)

3(2.6) 3(2.6)

13(11.2)

12(10.3)

16(13.9)

6(5.2) 4(3.4)

11(9.5) 7(6.0)

10(8.6) 13(11.2)

5(4.3) 16(13.9) 16(13.9

4(3.6) 3(2.5) 6(5.3)

6(5.3)

14(12.3) 18(15.8)

11(9.6)

18(15.8) 15(13.2) 22(19.5)

7(6.4)

18(16.4) 18(16.4) 17(15.5)

25(22.7)

15(12.9) 18(15.5) 21(18.1)

24(20.7)

34(29.6)

13(11.2) 24(20.7)

19(16.4) 31(26.7) 19(16.4) 32(27.6) 14(12.2) 25(21.7) 31(18.1)

9(8.0) 16(14.0) 13(11.4)

23(20.2)

20(17.5) 15(13.2)

30(26.3)

29(25.4) 27(23.7) 31(27.4)

15(13.8)

21(19.1) 25(22.7) 24(21.8)

9(8.2)

41(35.3) 49(42.2) 36(31.0)

51(44.0)

40(34.8)

54(46.6) 41(35.3)

49(42.2) 52(44.8) 50(43.1) 32(27.6) 44(38.3) 34(29.6) 24(20.7)

45(40.2) 47(41.2) 53(46.5)

43(37.7)

42(36.8) 42(36.8)

39(34.2)

36(31.6) 36(31.6) 25(22.1)

40(36.7)

29(26.4) 28(25.5) 21(19.1)

19(17.3)

56(48.3) 43(37.1) 41(35.3)

26(22.4)

15(13.0)

43(37.1) 44(35.3)

35(30.2) 21(18.1) 28(24.1) 24(20.7) 46(40.0) 20(17.4) 23(19.8)

51(45.5) 47(41.2) 40(35.1)

39(34.2)

32(28.1) 33(28.9)

26(22.8)

28(24.6) 20(17.5) 18(15.9)

44(40.4)

16(14.5) 12(10.9)

10(9.1)

9(8.2)

4.28 4.16 3.92

3.73

3.30

4.16 4.03

3.90 3.73 3.67 3.43 3.16 3.16 3.09

4.32 4.19 4.15

3.96

3.82 3.61

3.61

3.60 3.25 3.15

4.13

2.96 2.82 2.53

2.30

Table 28 - Continued

85

Question

-To understand & explain a P&L statement -To price products proficiently -To write an effective schedule -To understand employment documents for new hires

-To budget food costs -To budget labor costs -To conduct an employee review -To be comfortable interviewing potential employees

-To be comfortable terminating employees Technical... -To maintain ethical standards in the work place

-To effectively use the technology specific to the establishment

-To understand our product and effectively sell it to the customer

-To manage guest problems -To communicate effectively written & orally

Did not Learn n(%)

50(45.5) 52(47.3) 57(52.3) 50(45.5)

61(55.5) 63(57.3) 55(50.0) 73(66.4)

86(78.2)

0(0.0)

1(0.9)

5(4.6)

4(3.7) 3(2.8)

Learned a Little

Bit n(%)

15(13.6) 16(14.5) 16(14.7) 21(19.1)

12(10.9) 14(12.7) 25(22.7)

8(7.3)

9(8.2)

3(2.8)

5(4.6)

5(4.6)

6(5.5) 11(10.1)

Learned Somewhat

n(%)

23(20.9) 17(15.5)

10(9.2) 16(14.5)

12(10.9) 13(11.8) 11(10.0) 13(11.8)

7(6.4)

6(5.5)

11(10.1)

7(6.4)

9(8.3) 17(15.6)

Learned Fairly Well n(%)

14(12.7) 18(16.4) 14(12.8) 18(16.4)

18(16.4) 12(10.9) 15(13.6) 11(10.0)

5(4.5)

43(39.4)

40(36.7)

42(38.5)

43(39.4) 45(41.3)

Learned Very Well n(%) 7(6.4) 6(5.5)

11(10.1) 5(4.5)

6(5.5) 7(6.4) 4(3.6) 5(4.5)

3(2.7)

57(52.3)

52(47.7)

48(44.0)

46(42.2) 33(30.3)

Mean

2.25 2.24 2.17 2.15

2.09 2.00 1.98 1.78

1.45

4.41

4.25

4.24

4.17 3.86

Note: Not all respondents responded to all items. Likeit Scale = Did not learn(l), Learned a little bil(2), Learned somewhat(3), Learned fairly well(4), Learned very well(5).

Students were fairly confident in their learning in the conceptual/creative

competency area with a mean range of 3.30-4.28. The highest level of learning was

found in the ability to adapt to unexpected changes in the work place, followed by

how the various roles fit together (mean = 4.16), while the lowest mean score was

understanding the steps of effective career planning in the hospitality industry.

Within the leadership category students were overwhelmingly confident in

taking charge of situations (mean = 4.16) and being in touch with other's reactions

during conversations (mean = 4.03).

In the interpersonal competency category, the ability to interact smoothly with

a wide variety of people (mean = 4.32), effectively listen to what others have to say

(mean = 4.19) and being comfortable with dealing with people who are not like me

86

(mean = 4.15) were strong ability points for the respondents. Applying team building

techniques (mean = 3.60), being comfortable acting as an advisor (mean = 3.25) and

turning a collection of individuals into a team (mean = 3.15) were the lowest ranked

skills within the category.

Overall mean scores in the administrative competency category were much

lower than the first tliree categories. While effectively managing time to prioritize and

complete tasks (mean = 4.13) was a strong learning point, the remaining statements

had a range of mean scores from 1.45-2.96. This indicates that skills such as record

keeping, forecasting, pricing, scheduling, budgeting and reviewing, interviewing and

temiinating employees are not being strongly enhanced during the internship

experiences.

The technical competency category indicated strong results throughout. The

ability to communicate effectively both written and orally had the lowest mean of

3.86, but managing guest problems, understanding and selling the product, using

technology and maintaining ethical standards in the work place all showed mean

scores above four indicating students perceive they are learning these skills quite well

during internships.

Table 29 presents a summary of the data regarding necessary skill attainment

during internships as grouped within five major categories. It offers faculty, industry

and student rank and mean totals, as well as, the overall rank and weighted mean for

each skill and competency as a whole. Table 30 offers this same data, but ranked

from highest to lowest overall weighted mean for each individual item. In this case,

87

we can see that the teclmical skills were those deemed most achieved, while the

administrative were the least achieved.

Table 29

Summary Rank Orders of Skill Attainment during Internships

Conceptual/Creative: Students learned... -How to adapt to unexpected changes in the workplace -How the various roles within the establishment fit together -The unique characteristics of the hospitality industry -How the organization interacts with the larger environment -The steps of effective career planning Leadership: Students learned... -To take charge of situations -To be in touch with other's reactions during conversations -To use participative decision making -How to motivate others -To interact effectively in a crisis situation -To use formal authority -To delegate work to others -To act as an advisor -To mentor people Interpersonal competency: Student learned... - Interact w/ ppl -To listen to others

Faculty Rank

2

3

1

5

4

3

2

5

6

1

4

7

9 8

1 2

M

3.33

3.43

3.41

3.84

2.92

3.05

2.75

3.06

3.12

2.74

2.71

3.15

2.79

2.56

2.18 2.41

2.90

3.66 3.28

N

37

37

37

37

37

34

34

34

34

34

35

34

34 34

29 29

Industry Rank

1

2

3

5

4

3

4

2

5

1

6

7

8 9

1 2

M

3.37

3.58

3.56

3.51

3.07

3.14

2.95

3.28

3.18

3.30

2.92

3.49

2.87

2.65

2.47 2.43

3.13

3.77 3.66

N

83

82

84

83

83

79

79

79

79

79

79

79

79 79

77 77

Students Rank

1

2

4

3

5

1

2

3

4

7

5

6

7 9

1 2

M

3.88

4.28

4.16

3.73

3.92

3.30

3.59

4.16

4.03

3.90

3.73

3.16

3.67

3.43

3.16 3.09

3.77

4.32 4.19

N

116

116

116

116

115

116

116

116

116

115

116

116

115 116

112 114

Total Rank

1

2

3

4

5

1

2

3

4

5

5

7

8 9

1 2

M

3.62

3.90

3.83

3.67

3.47

3.21

3.25

3.69

3.60

3.52

3.30

3.27

3.27

3.03

2.77 2.76

3.38

4.06 3.90

N

236

235

237

236

235

229

229

229

229

228

230

229

228 229

217 219

Table 29-Continued

-To be knowledgeable of diverse cultures and 4 3.00 29 5 2.84 77 3 3.82 114 3 3.38 219

4 3.00 30 3 3.06 77 6 3.60 114 3 3.33 221

7 2.46 29 4 2.86 77 4 3.68 114 5 3.25 219

8 2.41 29 8 2.75 77 7 3.25 114 7 2.98 219

6 2.48 29 6 2.82 77 8 3.15 113 8 2.96 218

customs -To apply team building tecliniques -To apply adult learning principles to training -To find win-win outcomes while 5 2.59 29 7 2.79 77 5 3.61 114 6 3.21 219 negotiating -To be comfortable acting as an advisor -To turn individuals into a team Administrative competency: Student 2.42 2.60 2.35 2.47 learned... -To manage time to prioritize & complete tasks -To be organized in record keeping -To organize a business document -To forecast expected business -To write a schedule -To price products proficiently -To understand documents that must be kept on record for employees -Explain a P&L statement -To budget food costs -To budget labor costs -To understand employment documents for new hires -To conduct an employee review -To interview potential employees -To be comfortable terminating employees Technical: Students learned -To maintain ethical standards -To use tech. in estab. 1 3.78 27 1 4.12 70 2 4.25 109 2 4.14 206

1

2

3

4

6

10

9

9

7 8

4

3.63

2.96

2.70

2.63

2.59

2.48

2.52

2.52

2.58 2.56

2.63

27

27

27

27

27

27

27

27

26 27

27

1

2

3

5

4

6

10

8

7 9

13

3.73

3.34

3.01

2.74

2.76

2.64

2.46

2.51

2.57 2.50

2.20

70

70

70

70

70

70

70

70

70 70

70

1

2

3

4

8

7

5

6

10 11

9

4.13

2.96

2.82

2.53

2.17

2.24

2.30

2.25

2.09 2.00

2.15

109

110

110

110

109

110

110

110

110 110

110

1

2

3

4

5

6

7

7

9 10

11

3.93

3.09

2.87

2.61

2.43

2.41

2.38

2.38

2.32 2.24

2.23

206

207

207

207

206

207

207

207

206 207

207

12 2.33 27 11 2.17 70 12 1.98 110 12 2.09 207

12 2.33 27 12 2.11 70 13 1.78 110 13 1.97 207

14 1.93 27 14 1.70 70 14 1.45 110 14 1.60 207

3.69 3.94 4.19 4.03

4 3.63 27 2 4.06 70 1 4.41 109 1 4.19 206

89

Table 29-Continued

-To understand the pi oduct and be able to sell it -To manage guest problems -To communicate wntten & orally

2

2

5

3 70

3 70

3 48

27

27

27

3

4

5

3 94

3 81

3 76

70

70

70

3

4

5

4 24

4 17

3 86

109

109

109

3

4

5

4 07

3 99

3 78

206

206

206

Likeit Scale(Faculty &. Industry) = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), Veiy laige extent(5) Likeit Scale(Students) = Did not leain(l), Learned a little bit(2), Learned somevvhat(3), Learned fauly well(4), Learned veiy well(5)

Table 30

Overall Summaiy Rankings for Skill Attainment through Internships

Skill (T) Maintaining ethical standards in the work place (T) Using the technology w/in establishment (T) Undei standing the product and selling it (I) Interacting with a wide vauety of people (T) Managing guest pioblems (A) Managing time to prioritize & complete tasks (C) Adapting to changes in the woik place (I) Effectively listening to others (C) Understanding how roles fit together (T) Communicating both written & oially (L) Taking charge of situations (C) Understanding the uniqueness of the mdustiy (L) Effectively using participative decision making (C) How the oi g interacts w/ envnon (I) Knowing of cultures & customs (I) Apply team build

(F)Rank 6

2

3

5

3

6

9

11

10

8

14

1

21

19

16

16

(F)Mean 3 63

3 78

3 70

3 66

3 70

3 63

3 43

3 28

3 41

3 48

3 06

3 84

2 74

2 92

3 00

3 00

(I)Rank 2

1

3

5

4

7

9

8

10

6

15

11

14

18

24

19

(I)Mean 4 06

4 12

3 94

3 77

381

3 73

3 58

3 66

3 56

3 76

3 28

3 51

3 30

3 07

2 84

3 06

(S)Rank 1

4

5

2

7

10

3

6

8

14

8

16

13

12

15

21

(S)Mean 4 41

4 25

4 24

4 32

4 17

4 13

4 28

4 19

4 16

3 86

4 16

3 73

3 90

3 92

3 82

3 60

(T)Rank 1

9

3

4

5

6

7

7

9

10

11

12

14

15

16

17

(T)Mean 4 19

4 14

4 07

4 06

3 99

3 93

3 90

3 90

3 83

3 78

3 69

3 67

3 52

3 47

3 38

3 33

Table 30-Continued

(L) Motivating others

(L) Using foimal authority effectively (L) Interacting in pressure or crisis situation (I) Applying adult learning principles to training (I) Finding win-win outcomes while negotiating (C) Understands the steps of career planning (A) Organized in record keeping (L) Delegating to others (I) Being comfortable acting as advisor to ppl (I) Acting as an advisor to people (I) Turn individuals into a team (A) Organizing a business document (L) Mentoring people

(A) Forecasting the amount of expected business (A) Writing an employee schedule (A) Pricing products proficiently (A) Understanding employee documents (A) Explaining a P&L statement (A) Budgeting food costs (A) Budgeting labor costs (A) Understanding docs for new hires (A) Conducting an employee review (A) Interviewing potential employees (A) Comfortably terminating employees

22

20

12

35

26

15

18

29

36

40

33

23

36

24

26

33

31

31

28

29

24

38

38

41

2.71

2.79

3.15

2.46

2.59

3.05

2.96

2.56

2.41

2.18

2.48

2.70

2 41

2.63

2.59

2.48

2.52

2.52

2.58

2.56

2.63

2.33

2.33

1.93

21

22

12

23

26

17

13

30

28

35

25

20

37

29

27

31

36

33

32

34

37

39

40

41

2.92

2.87

3.49

2.86

2.79

3.14

3.34

2.65

2.75

2.47

2.82

3.01

2.43

2.74

2.76

2.64

2.51

2.51

2.57

2.50

2.20

2.17

2.11

1.70

16

19

25

18

20

23

29

22

24

25

27

30

28

31

35

34

32

32

37

38

36

39

40

41

3.73

3.67

3.16

3.68

3.61

3.30

2.96

3.43

3.25

3.16

3.15

2.82

3.09

2.53

2.17

2.24

2.25

2.25

2.09

2.00

2.15

1.98

1.78

1.45

18

19

19

21

22

22

24

25

26

26

28

29

30

31

32

33

34

34

36

37

38

39

40

41

3.30

3.27

3.27

3.25

3.21

3.21

3.09

3.03

2.98

2.98

2.96

2.87

2.61

2.61

2.43

2.41

2.38

2.38

2.32

2.24

2.23

2.09

1.97

1.60

Note Likert scale = Not at all(l), A little important(2), Often impoitant(3), Almost always impoitant(4), Absolutely essential(5) Note (C) = Conceptual/cieative, (L) = Leadeiship, (1) = Inteipeisonal, (A) = Administiative, (T) = Teclinical Note (F) = Faculty, (I) = Industiy, (S) = Student, (T) = Total

91

Overall mean scores in skill attainment between the three groups indicate

student's perceptions are that they are attaining all conceptual creative skills to some

extent. In the leadership competency category students are perceived to (1) take

charge of situations, (2) be in touch with other's reactions, (3) use participative

decision making, (4) interact effectively in a crisis situation, (5) motivate others, (6)

use formal authority and (7) delegate tasks to others to some extent, while the

remaining two skills are developed only in limited cases. Again in the interpersonal

category, seven skills appear to be learned to some extent including effective

communication and training techniques, while the rest are developed only in limited

cases. Within the administrative competency only (1) managing time effectively to

complete and prioritize tasks, and (2) being organized in record keeping are seen to

some extent while the rest fall into limited cases or not at all. The highest overall

mean scores were in the technical competency, with four scores falling into the large

extent level, and only (1) managing guest problems and (2) communicating

effectively both written and orally falling into the some extent category.

In order to analyze this data for differences in perceptions, an analysis of the

variance (ANOVA) was perfonned. Prior to running the ANOVA, reliabilities on

individual sub questions of each competency were tested for each of the data sets;

faculty, industry, and students to show consistency within all questions in a

competency domain. In order to ensure that the same questions were used for all three

groups, questions 13F, 14E and 16B from the student data were removed. The new

score was calculated by summing each response and creating a competency score for

each. Cronbach's Alpha, which measures internal consistency, was used to test the

92

reliability of the data after collapsing the questions into the five over-arching

categories of management competencies; conceptual creative, interpersonal,

administrative, leadership, and technical. The results of Cronbach's Alpha can be

found in Table 31.

Table 31

Cronbach 's Alpha: Reliability Results for Faculty, Industry and Students

Occupation Cronbach's Alpha

Valid Percent

Conceptual/Creative...

Interpersonal...

Administrative...

Leadership...

Teclmical...

Faculty Industry Student





.623

.792

.827

.846

.860

.892

.878

.906

.928

.867

.885

.922

.776

.842

.784

30.3 67.2 94.3

23.0 63.1 91.0

21.3 57.4 88.5

27.9 64.8 92.6

22.1 56.6 89.3

Note Cionbach's Alpha needs a value m all questions If one is missing, the respondent is lemoved, accounting for lowei valid pel cents

Each shows a high alpha, therefore allowing me to proceed with an ANOVA

using these newly created collapsed variables. Regarding perceptions of attainment of

management competencies, one of the areas reported a statistically significant Levene

statistic so equal variances were not assumed. The other items did not report

statistically significant Levene's tests. Leadership reported a Levene statistic of 4.647

93

(p < .05), interpersonal reported a Levene statistic of 5.372 (p < .05), and

Administrative reported a Levene statistic of 10.692 (p < .05). This data is reported in

Table 32.

Table 32

Test of Homogeneity of Variances

Perceptions of Attainment

Conceptual/Creative Leadership Interpersonal Administrative Technical

Levene Statistic

2.975 4.647 5.372 10.692 .612

dfl

2 2 2 2 2

d£2

231 224 213 200 200

Sig.

.053

.011

.005

.000 .544*

Note: p > .05

Table 33 presents the data from the ANOVA comparing faculty, industry, and

student perceptions of attainment of management competencies through internships.

There was a significant effect in conceptual/creative (F = 15.797, p < .05), leadership

(F = 30.788, p < .05), interpersonal (F = 55.810, p < .05) and teclmical (F = 7.684, p <

.05).

Table 33

ANOVA Results by Management Competency: Perceptions of Attainment


Conceptual/Creative Between Groups Within Groups Total Leadership Between Groups Within Groups Total

Sum of Squares

402.369 2941.922 3344.291

3042.287 11067.220 14109.507

df

2 231 233

2 224 226

Mean Square

201.184 12.736

1521.144 49.407

F

15.797 15.797

30.788

Sig.

.000*

.000*

Interpersonal

Table 33-Continued

94

Perceptions of Sum of df Mean F Sig. Attainment Squares Square

Within Groups Total Administrative Between Groups Within Groups Total Teclmical Between Groups Within Groups Total

10235.511 15599.315

767.106 26262.717 27029.823

178.341 2321.068 2499.409

213 215

2 200 202

2 200 202

48.054

383.553

89.170 11.605

2.921 .056

7.684 .001*

Note: p < .05

Table 34 presents the pairwise comparisons for those categories which were

significant.

Table 34

Pairwise Comparisons by Management Competency: Perceptions of Attainment

Dependent Variable Conceptual/Creative Scores

Leadership Scores

Interpersonal Scores

Teclinical Scores

Occupation

Faculty

Industry Student Student/Faculty Student/Industry Faculty Industry Student Student/Faculty Student/Industry Faculty Industry Student Student/Faculty Student/Industry Faculty Industry Student Student/Faculty Student/Industry

M

16.65

16.67 19.42

24.71 26.59 33.25

26.39 28.22 37.64

18.23 19.62 20.92

SD

2.679

3.295 3.978

5.202 6.541 7.779

5.259 6.054 7.807

2.903 3.322 3.565

Mean Difference

2.769* 2.552*

8.540* 6.651*

11.247* 9.419*

2.686* 1.293*

Lower Bound

1.44 1.54

5.83 4.62

8.36 7.39

1.22 .26

Upper Bound

4.10 3.57

11.25 8.68

14.14 11.45

4.15 2.33

Note: The mean difleience is significant at the .05 level.

95

A closer look at the mean scores reported higher means for students than for

faculty or industry in the following categories. In the conceptual/creative category

faculty reported a mean score of 16.65, industry reported a mean score of 16.87, and

students a mean score of 19.42. In the leadership category the faculty mean was 24.1,

the industry mean was 26.59 and the student mean was 33.25. In the interpersonal

category the faculty mean score was 26.39, the industry mean score was 28.22 and

the student mean score was 37.64. Teclmical mean scores were 18.23 for faculty,

19.62 for industry, and 20.92 for students.

Faculty members and industry professionals also submitted written comments

when asked to what extent they believe students are currently being prepared for

management positions via their undergraduate internship experiences. Three key

areas showed like comments by 67 individuals in both groups, while an additional

comment was mentioned multiple times by industry respondents (Table 35).

Table 35

Free Response Comments Regarding Extent to M'hich Students are being Prepared for Management Positions

Preparedness Comment Faculty # Industry # Total

(% of group) (% of group)

Students are overall well prepared

Prepared to a limited extent, these skills take time

It depends on the student, the positions they choose,

and what they put into the experience

Preparedness depends on the school they attend

Total

8 (21.0%) 9 (7.3%) 17

4(10.5%) 12(9.8%) 16

4 (10.5%) 23 (18.9%) 27

0 (0.0%) 7 (5.7%) 7

16(42%) 51(41.8%) 67

96

Student choice and effort came through as the most significant indicator of

preparedness within the written comments. While many found students to be well

prepared, or prepared to some extent, many reiterated that the level of preparedness

ultimately depends on what internship positions the student chooses, how well they

seek out opportunities in the work place, and how seriously they take the potential

learning environment available to them. In addition, several industry professionals

discussed the level of preparedness fluctuating depending on the school the student

attends, mentioning a lack of consistency in potentially requirements of internships,

or curricula! content.

In addition, students submitted written comments in regards to the question

asking if they feel comfortable with the idea of applying for a nianagement position at

this time, or if they feel they still have a great deal to learn. Three areas showed a

strong amount of like comments by 72 individual students (Table 36).

Table 36

Student Free Response Comments Regarding Students Comfort in Applying for Management Positions

Preparedness Comment Total

I still have learning to do, but I learn quickly, so I am 17

confident in applying & continuing to learn on the job

I am confident in applying for a management position 16

I am not confident in applying for a management position. I 39

still have a great deal to learn

Total 72

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The most interesting aspect of these comments was the number of students

who feel they still have learning to do, yet are confident they can learn quickly on the

job and would therefore still apply for a management position.

The second portion of this research question dealt with internship hours. In

order to analyze the differences in the ideal number of internship hours students

should complete during their undergraduate work an ANOVA was performed. The

reported Levene statistic was 3.691 (p < .05), so equal variances were not assumed.

This data can be found in Table 37.

Table 37

Test, of Homogeneity of Variances

Ideal Internship Hours Total Hours

Levene Statistic 3.691

dfl

2

df2

253

Sig.

.026

Table 38 presents the data from the ANOVA analysis of faculty industry and

student perceptions of ideal internship hours. There was a significant difference

between the groups (F = 5.252, p < .05).

Table 38

ANOVA Results for Ideal Internship Hours


Total Hours Between Groups Within Groups Total

Sum of Squares

2554500.389 6.153 6.408

df

2 253 255

Mean Square

1277250.195 243182.043

F

5.252

Sig.

.006*

Note: p < .05

Table 39 presents the pairwise comparisons showing the differences amongst

the groups.

98

Table 39

Pairwise Comparisons: Recommendations of Internship Hours and which Students are Actually Working

Dependent Occupation M SD Mean Lower Upper Variable Difference Bound Bound Hours Faculty 738.16 342.833

Industry 929.29 574.982

Students 718.80 461.483

Industry/Faculty 191.134* 5.00 377.27

hidustry/Student 210.497* 78.00 342.99

Note: The mean difference is significant at the .05 level.

A closer look at the mean scores reported the highest mean for industry at

929.29, the faculty mean was 738.16, and the student mean was 718.80 indicating

industry respondents recommend more internship hours than faculty, and students are

actually working less hours than recommend by either group, though they are within

20 hours of the faculty recommendation.

In addition to an ANOVA perfomied for students as a whole, an ANOVA was

perfomied to analyze the differences in the hours students completed by highest level

of internship completed (Table 1). The mean scores report that students who have

completed the first internship experience (HTM 290) worked 484.88 hours, those

who completed the second internship experience (HTM 390) worked 787.18 hours,

and those who had completed the final internship (HTM 490) worked 1432.22 hours.

The indication is that by the time all internship requirements have been met, students

are completing more hours than recommended by both faculty and industry.

99

Research Question 3

My third research question examines if there a relationship between

undergraduate HTM students' perceptions of the actual internship components they

participated in, and the management competencies they perceived to have obtained.

Prior to analyzing student outcomes, ANOVAs were performed to see if

differences in attainment responses and hours worked were found amongst the

students based on the levels of internships they completed. As no significant

differences were found amongst the tliree student groups (HTM 290, HTM 390, HTM

490) conceptual creative (F = .178, p = .837), leadership (F = .504, p = .606),

interpersonal (F = .361, p = .698), administrative (F = 1.169, p = .316) and teclmical

(F = 1.316, p = .274), the student data analysis was ultimately completed without

having to break the students into three separate groups.

Tables 40-42 show components of the internships the student respondents

participated in, including the segments of the industry they worked, internships

completed, and the responses to general experience questions. The competency

responses were previously discussed in Table 28.

Table 40

Industry Segment(s) Students Worked while on Internship(s)

Segment Yes No Total

Lodging Food & Beverage Meeting & Event Planning Tourism

60(54.5) 62(54.9) 52(46.4)

28(26.9)

50(45.5) 122 51(45.1) 122 60(43.6) 122

76(73.1) 122 Note: Students may have worked in multiple segments.

100

Of the total respondents, over half worked in both the lodging (54.5%) and

food and beverage (54.9%) segments of the hospitality industry, nearly half worked in

meeting and event planning segment (46.4%), and the fewest number of students

worked in the tourism sector (26.9%).

Table 41

Highest Level of Internship (s) Completed

Level of Internship Number of Students Percent HTM 290 34 36.6 HTM 390 50 53.8 HTM 490 9 9J18

Of the total respondents, 36.6% had only completed the first internship

experience (n = 34), over half the second experience (n = 50), and a small number the

final experience (n — 9). Those that did not answer the question or answered no to

completing the first internship were removed from the data analysis. As in question

two, the student data used the information based on the highest level of internship the

student had completed.

Table 42

Student Responses to General Components of Internship Experience(s)

Question

-I learned things I would not have learned in a classroom -I learned if this is the field for me -I used a variety of skills & talents on the job -Generally I was satisfied with my internship (s)

Strongly Disagree

n(%) 1(.09)

2(1.7)

2(1.7)

1(0.9)

Disagree n(%)

2(1.7)

4(3.4)

2(1.7)

2(1.7)

Slightly Disagree

n(%) 4(3.4)

3(2.6)

8(6.9)

6(5.1)

Slightly Agree n(%)

12(10.3)

21(18.1)

19(16.4)

19(16.2)

Agree n(%)

45(38.8)

45(38.8)

57(49.1)

65(55.6)

Strongly Agree n(%)

52(44.8)

40(34.5)

24(20.7)

24(20.5)

Mean

5.19

4.99

4.96

4.85

Table 42-Continued

101

Question Strongly Disagiee Slightly Slightly Agree Strongly Mean Disagree n(%) Disagiee Agree n(%) Agree

n(%) n(%) n(%) n(%) -I was generally 1(0.9) 2(2.6) 6(5.1) 17(14.5) 71(60.7) 19(16.2) 4.80 satisfied with the kind of work I did -I considered my 7(6.0) 5(4.3) 11(9.4) 21(17.9) 43(36.8) 27(23.1) 4.56 supervisor a mentor -I used complex or 2(1.7) 9(7.7) 11(9.4) 38(32.5) 39(33.3) 13(11.1) 4.54 high-level thinking skills on the job -I had a great deal of 3(2.6) 6(5.2) 10(8.6) 21(18.1) 55(47.4) 19(16.4) 4.40 independence on the job -My supervisor 5(4.3) 6(5.1) 20(17.1) 30(25.6) 38(32.5) 17(14.5) 4.26 consistently gave me feedback -My internship(s) were 2(1.7) 12(10.3) 30(25.6) 30(25.6) 35(29.9) 7(6.0) 3.93 quite simple & repetitive Note Not all lespondents lesponded to all items Likeit Scale = Stiongly disagice(l), Disagiee(2), Slightly disagiee(3), Slightly agiee(4), Agiee(5), Stiongly agiee(6)

The mean scores to general internship components were quite high with a

range of 3.93 - 5.19. While the highest skill score was "I learned things I would not

have learned in the classroom," and the lowest was "my internships were quite simple

and repetitive," all other statements had a mean score over four. Over 90% of the

students felt that they learned things completing internships that they could not have

learned in a classroom, discovered if they were in the right field, used a variety of

skills and talents on the job, and were generally satisfied with the kind of work they

did. It is important to point out that the lowest mean score of 3.93 regarded the

statement "my internships were quite simple and repetitive." This means that 61% of

the students agree to different degrees that at least a portion of their experiences were

perhaps not as challenging as they might have been.

In order to show which of the skills were related to each of the competencies,

a multiple regression model was used. The independent variables, collapsed to agree

and disagree, were dummy coded as 0 = disagree and 1 = agree. All ten of the skills

102

were originally entered into the model and a stepwise selection method was used to

keep only the significant skills in the model. Multiple models were fit by SPSS, but

the rule of parsimony was used to select the most appropriate. Since we have a

"large" sample we can assume the first two assumptions (independence and noimally

distributed residual values) are met. The one other aspect that needs to be checked is

collinearity, meaning that the covariates are related with each other. The Variance

Inflation Factor is used to check for this situation. The VIF values should be as close

to 1 as possible. In this case the values were 1.187, 1.111 and 1.130, so collinearity is

not an issue.

Table 43 displays the unstandardized regression coefficient for the

conceptual/creative competency. In order to "correct" for adding more variables to

the regression, the adjusted r-squared is reported. As shown, 24.1% of the variation in

the conceptual/creative competency score can be explained by the statements: (1)1

considered my supervisor a mentor, (2) My internships were quite simple and

repetitive, and (3)1 learned things I would never have learned in a classroom. There

is a significant relationship between these skills and the conceptual/creative

competency, while there is no relationship with this competency and the other

internship components.

103

Table 43

Regression Analysis: Conceptual Creative Competency

Unstandardized Coefficient Standard Error

Constant 15.611* 1.435

I considered my supervisor a mentor 2.723* .979

My internship was simple & repetitive -2.481* .759

I learned things I wouldn't in classroom 3.264* 1.437

R-Squared .241

Note: *p < 0.05, **p < 0.01, ***p < 0.001

Those coefficients that are positive, including (1)1 considered my supervisor a

mentor and (2) I learned things I wouldn't have learned in classroom have a positive

effect, or add to the perceived development of the conceptual/creative competency

while holding the other coefficients constant. For example, if a student generally

agreed with the statement "I considered my supervisor a mentor" then we can expect

a 2.723 increase in the conceptual/creative mean score provided all other independent

variables in the model are held constant. The negative coefficient, for my internship

was simple and repetitive, has a negative effect, means that the perceived

development of the competency decreased by 2.481.

Table 44 displays the unstandardized regression coefficient for the leadership

competency. As shown, 16.1% of the variation in the leadership competency can be

explained by the statements: (1) I was generally satisfied with the kind of work I did,

and (2) I had a great deal of independence on the job. There is a significant

relationship between these skills and the leadership competency, while there is no

relationship with this competency and the other internship components.

104

Table 44

Regression Analysis: Leadership Competency


Constant 24.435* 2.839

I was generally satisfied w/the work 9.217* 3.033

I had a great deal of independence 4.506* 2.195

R-Squared .161

Note: *p < 0.05, **p < 0.01, ***p < 0.001

Those coefficients that are positive, including (1) I was generally satisfied with the

work I did and (2) I had a great deal of independence on the job have a positive

effect, or add to the perceived development of the leadership competency by 9.217

and 4.506 respectively, while holding the other coefficients constant.


interpersonal competency. As shown, 20.7% of the variation in the leadership

competency can be explained by the statements: (1)1 used a variety of skills and

talents on the job, and (2) I considered my supervisor a mentor. There is a significant

relationship between these skills and the interpersonal competency, while there is no

relationship with this competency and the other internship components.

Table 45

Regression Analysis: Interpersonal Competency


Constant 28.890*** 2.597

I used a variety of skills & talents 8.990*** 2.487

I considered my supervisor a mentor 5.017* 1.991

R-Squared .207

Note: *p<0.05, **p<0.01, ***p< 0.001

105

Those coefficients that are positive, including (1)1 used a variety of skills and talents

on the job, and (2) I considered my supervisor a mentor, indicate that we can expect

an increase of 8.990 and 5.017 in the interpersonal competency while holding the

other coefficients constant.


administrative competency. In order to "conect" for adding more variables to the

regression, the adjusted r-squared is reported. As shown, 18.6% of the variation in the

interpersonal competency can be explained by the statements: (1) My internships

were quite simple and repetitive, (2) I learned things I would never have learned in

the classroom, and (3) I was generally satisfied with the work I did. There is a

significant relationship between these skills and the administrative competency, while

there is no relationship with this competency and the other internship components.

Table 46

Regression Analysis: Administrative Competency


Constant 34.427*** 5.707

My internship was simple & repetitive -5.963* 2.327

I learned things I wouldn't in classroom -12.959* 4.449

I was satisfied with work I did 9.065* 3.998

R-Squared .186

Note: *p < 0.05, **p < 0.01, ***p < 0.001

The coefficient that is positive, I was satisfied with the work I did, had a positive

effect, or added to the perceived development of the administrative competency while

holding the other coefficients constant. The negative coefficients, (1) my internship

was simple and repetitive, and (2) I learned things I wouldn't learn in a classroom,

106

indicate that if students agreed with these we can expect a decrease in perceived

administrative competency attainment. It should be noted that the -12.959 for the

statement I learned things I wouldn't in a classroom, seems difficult to explain as

having a negative effective on achievement, and may perhaps be due to a low "n"

within the strongly agree/strongly disagree categories.

Table 47 displays the unstandardized regression coefficient for the technical

competency. In order to "conect" for adding more variables to the regression, the

adjusted r-squared is reported. As shown, 29.3% of the variation in the technical

competency can be explained by the statements: (1) I was generally satisfied with my

intemship(s), and (2) My internship was quite simple and repetitive. There is a

significant relationship between these skills and the technical competency, while

there is no relationship with this competency and the other internship components.

Table 47

Regression Analysis: Technical Competency


Constant 19.305*** 1.597

I was satisfied with my intemship(s) 7.362*** 1.480

My internship was simple & repetitive -2.138* .762

R-Squared .293

Note. *p < 0.05, **p < 0.01, ***p < 0.001

The coefficient that is positive, I was satisfied with my internship, had a positive

effect, or added 7.362 to the technical competency score while holding the other

coefficients constant. The negative coefficient, my internship was simple and

repetitive, has a negative effect, or decreased the competency score by 2.138.

Finally, in addition to the survey questions, students also submitted written

107

comments regarding the most rewarding and most frustrating aspects of their

internship experiences. Four areas in each showed like comments by 85 individual

students (Tables 48 and 49).

Table 48

Student Free Response Comments Regarding Most Rewarding Aspects of Internship Experience

Most Rewarding Aspects Total

On the job experience, putting knowledge into action 35

Discovering if this was the right field for me 11

Networking & relationship building 17

Gaining confidence in skills and handling responsibility 22

Total 85

Student comments reflect that the internship experience gives them the chance

to put their classroom knowledge into action, which they perceive to give them

confidence in working within the hospitality industry. Perhaps also important is

discovering if they have chosen the conect major, or industry segment, and if so, they

have the ability to network and meet contacts for future employment.

Table 49

Student Free Response Comments Regarding Most Frustrating Aspects of Internship Experience

Most Frustrating Aspects Total

Lack of supervisor input or direction 23

Not able to progress and learn multiple areas or gain 9

responsibility

Table 49-Continued

108

Most Frustrating Aspects Total

Being assigned "busy work" or mundane tasks 12

Dealing with job requirements and school work at the 20

same time

Total 64

The largest amount of feedback in the written comments was clearly the

frustration some students feel regarding the relationship with their supervisor. But

interestingly, a close second to this discussion was the mention of the difficulty in

completing internship requirements while also attending school. Though I am not

necessarily surprised by these comments, it is interesting to see it mentioned so many

times when the question originally was seeking feedback on the actual position of

employment.

Chapter 4 Summary

This chapter presented an analysis of the data collected from 259 respondents.

The data was used in an attempt to answer the tliree research questions that guided

this study.

Significant differences were found regarding ideal internship hours with

industry professionals seeing the need for more hours than faculty recommended, yet

students are completing more hours than recommended upon completion of the final

internship experience.

109

Overall there appears to be a great deal of agreement between faculty and

industry regarding skills students should achieve prior to graduation. Much of the

importance was placed on interpersonal, administrative, and technical skills.

Again with skill attainment being nurtured by internships there is a fair

amount of agreement between faculty and industry, with the highest attainment levels

being found in the interpersonal and teclmical competencies.

Students were confident in their skills and knowledge attainment through

internships, though there were significant differences found in these perceptions

amongst the groups.

A summary and discussion of the results with connections to prior research, as

well as, comparisons amongst the respondents, conclusions drawn from this research

and recommendations are presented in Chapter 5.

110

CHAPTER 5: SUMMARY, DISCUSSION AND RECOMMENDATIONS

Introduction

This final chapter offers a review of the problem analyzed in this study. A

summary and discussion of the findings are presented, in addition to conclusions and

recommendations for future research.

Foucar-Szocki and Bolsing (1999) define experiential learning as "an

educational plan that integrates classroom study with practical work experience. It is

intended to contribute meaningfully to the overall preparation of the student by

providing an opportunity for the practical application of skills and concepts learned in

the classroom" (p. 30). As such, experiential education via internships has become an

important component in an undergraduate HTM program (ACPHA, 2010). Students

acquire the skills necessary to be successful an HTM field not only in the classroom,

but also by firsthand experience. Experiential learning is an important step in taking

book knowledge and understanding its application to actual situations (Carey, 1993).

In addition, students learn invaluable strategies never found in a book.

Research has demonstrated that students in HTM programs benefit from such

experiential learning (Blair & Millea, 2004); however, there is a discrepancy between

university requirements and recommendations of industry professionals. According to

Downey and DeVeau (1988), most hospitality educators believe that 500-550 hours

of internship are adequate for graduates. However the corporate recmiters clearly

preferred students who are graduating with 1500-2500 hours of internship experience

(Downey & DeVeau). Additionally, educators and industry professionals disagree on

the skills that should be attained during experiential placements (Mayo & Thomas-

I l l

Haybert, 2001). Current research on this topic was needed, and my study addresses

these issues.

This quantitative study utilized researcher-designed online cross-sectional

surveys, including open-ended questions, completed in the winter semester of 2011.

Key stakeholders including students, faculty and industry professionals, completed

the surveys regarding ideal internship requirements, nianagement competencies that

should be attained prior to gi'aduation, and finally whether these competencies are

acquired during the undergraduate internship experience.

Total responses included 122 HTM students, 39 faculty members from

Midwest institutions in the states of Michigan, Indiana, Illinois, Ohio and Wisconsin,

and 98 industry professionals throughout the country who work with undergraduate

interns.

Summary and Discussion of the Findings

Research Question 1

My study's first research question asked the perceptions of HTM educators

and industry professionals regarding essential components of intemships (i.e., number

of hours, types of experiences), the overall importance of such experiences, and the

key management competencies students should attain as a result of their internship

placement.

On key internship components, faculty and industry respondents were in

overwhelming agreement on what should take place during the internship experience.

Both groups agreed that students should be paid during their internship experiences,

they should be treated the same as other employees, employers should offer extensive

112

training to interns within their establishment, and employers should offer professional

development. Following the internship experience, faculty and industry generally

agreed that interns should have higher-level skills than non-intem employees, but less

than half of each agreed that employers should offer these students full time

employment upon completion of the internship.

In addition to the quantitative questions within this portion, an open-ended

question was also added, allowing for additional feedback from the respondents. The

question stated, "In an ideal program, what types of internship experiences/positions

should students have prior to gi'aduation?" The responses to this question were

interesting, in that similar responses from both faculty and industry were repeated

multiple times. Most notably, "the types of experiences should progress along with

their education. Basic to more complex" and "internships should involve either

position rotation or position growth and expansion." Many felt that the internships

should include a wide variety of experiences, giving the student background in all

segments of the industry, not just their intended field. Finally, one faculty respondent

stated "internships should take them out of their comfort zone."

A significant area of disagreement between faculty and industry respondents

was the ideal number of total hours students should complete prior to graduation. As

seen in the research, though educators and industry professionals agree that students

benefit from experiential learning, they do not agree on the amount of time students

should spend on these experiences (Downey & DeVeau, 1988). The faculty

respondents in this study recommended, on average, 750 hours of experiential

learning, while industry respondents recommended an average of 991 hours of

113

experiential learning. Interestingly, the lowest amount of recommend hours came

from a faculty respondent stating 300 as an ideal number of hours, and the largest

amount of hours recommended was 2,496 by an industry respondent.

According to Nath and Ralieja (2001), a management competency is "a

combination of observable and applied knowledge, skill and behavior that create a

competitive advantage for an organization, focusing on how an employee creates

value and what is actually accomplished" (p. 26). Boyatzis (1982) defines

competencies as "skills, types of behavior, knowledge or traits that are employed

successfully by managers in discharging their duties" (p. 8). The final portion of this

research question was looking to see what these key management competencies

attained should be. There were five management competency categories used in this

study; conceptual/creative, leadership, interpersonal, administrative and teclmical.

Within each category, respondents were asked their perceptions on how important a

variety of skills that would fall within the overarching category were for the

undergi'aduate student to attain prior to graduation.

The first competency heading was conceptual creative. This category included

not so much specific skill sets as an understanding of the hospitality industry and

adaptation to the work place. The mean scores regarding the importance of these

skills between faculty and industry respondents were rather low. In fact over 50%

(Chapter 4, Tables 6 & 7) felt these skills were not at all important or a little

important. Perhaps as the typical focus of internships is on hands-on training and skill

development directly related to operations of an establishment, little thought is placed

on more general understanding outcomes.

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The second competency heading was leadership. The skill statements

described activities that are important in the oversight of an organization and its

employees such as delegating, mentoring, advising, and taking charge of situations

that arise. Again, the mean totals were relatively low, and faculty especially had low

percentages throughout of responses falling in the almost always important or

absolutely essential categories. Although this may not seem surprising, as many

students do not have positions that allow them to put leadership skills into practice,

industry on the other hand, had two skills where a majority of the respondents found

the skill to be almost always important. Interacting effectively and calmly under

pressure in a "crisis" situation had 70.9% respond that this skill is almost always

important, and 57% responded that the ability to read other's reactions during a

conversation is almost always important. Regarding the ability to take charge of

situations that arise, 13.2% of faculty stated that as almost always important versus

45.6%o of industry. Finally, 11.8% of faculty versus 41.8% of industry felt that the

effective use of participative decision making was almost always important (See

Chapter 4, Tables 8 and 9).

The third competency heading was interpersonal. Not surprisingly, these skills

were perceived to be quite important by both faculty and industry. Being able to work

and communicate with people are essential skills to any position within the hospitality

industry. While there were a few respondents who stated skills such as negotiating or

advising were not essential skills to attain prior to graduation, few if any, responded

in that manner to the communication aspects. In fact, 75% of industry respondents

perceived the ability to interact effectively with a wide variety of people including

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those of different cultures, educational backgrounds and ages as almost always

important (See Chapter 4, Table 11). Also notable, was 60% of faculty, yet 81.8%o of

industry respondents saw the need for students to be able to interact effectively with

contractors, guests and coworkers as almost always important (See Chapter 4, Tables

10 and 11).

The fourth competency heading was administrative. This was the first

competency where means falling in almost always important were seen. In addition,

fairly large numbers of respondents actually found some of these skills to be

absolutely essential. The highest mean score for both industry and faculty was found

in the ability to effectively manage time to prioritize and complete tasks with 59.3%

of faculty and 67.1% of industry finding it absolutely essential (See Chapter 4, Tables

12 and 13). Being organized in record keeping and knowing how to organize a

business document also had over 60% recommending these skills as almost always

important or absolutely essential. The most interesting difference in opinion in the

administrative category was found in the ability to read and understand a profit & loss

statement. 51.9% of faculty respondents find this to be an absolutely essential skill

while only 22.9% of industry respondents feel the same.

The final competency category was teclmical. These skills focused on things

such as communicating effectively both written and orally, managing guest problems

with understanding and sensitivity, and maintaining professional and ethical standards

in the work place. As these are perhaps often "assumed" skills for students to have

upon completion of a college degree, the expectations of strong development in these

areas came from both faculty and industry respondents. As the mean scores in this

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category fell at or above almost always important, these skills must be solidified prior

to graduation.

Foi the purpose of comparison amongst the groups, and ranking of

management competencies by importance, Table 50 presents the overall means by

occupation and competency.

Table 50

Competency Ranked Means as Related to: Essential Skills Needed Prior to Graduation

Occupation

Faculty Industry Total

Conceptu al/Creative Mean 2.38 2.30 2.33

Leadership Mean 2.91 2.99 2.91

Inteipersonal Mean 2.98 3.14 3.10

Administrative Mean 3.74 3.66 3.69

Technical Mean 4.48 4.57 4.54

Likeit Scale = Not at all(l), A little miportant(2), Often impoitant(3), Almost always important(4), Absolutely essential (5)

Although there may be a slight fluctuation in which has the slightly higher or slightly

lower overall mean score, both industry and faculty appear to agree that overall skills

in the technical competency are the most important to attain prior to graduation,

followed by administrative, inteipersonal, leadership, and finally conceptual/creative.

Research Question 2

My second research question asked what the perceptions of HTM educators,

industry professionals, and undergi'aduate students were regarding the extent to which

such HTM students are actually attaining management competencies through these

internship placements. In addition I sought to discover similarities and differences

amongst the three groups, and how many hours of internships students were

completing compared to how many hours faculty and industry recommend.

Statistically significant results were found throughout these areas.

117

According to Mullins and Davies (1991), industry professionals, hospitality

educators and students are all key stakeholders in the discussion of what management

competencies should be. Not only to play a role in detemiining which are needed

upon graduation, but to detemiine how these competencies will be achieved and if the

students perceive they have met the goals. "In order to carry out the process of

management a manager requires a combination of teclmical competence, social and

human skills and conceptual ability" (Mullins & Davies, p. 23). As a person advances

up the management ladder the abilities will become stronger when it comes to

conceptual abilities, and less emphasis will be placed on technical skills. As we will

see in the discussion of competency attainment, there are differences of opinion

amongst the groups and in some skills, attainment beyond what was cited as

expectations in research question one.

Faculty and industry individual responses to perceptions on the extent to

which they have seen internships nurture the skills required of each competency can

be found in Chapter 4, Tables 18-27. The individual responses to student perceptions

of their own competency attainment through internships can be found in Chapter 4,

Table 28. The overall competency attainments are presented in Table 51.

Table 51

Competency Means as Related to: Extent to which Internships Nurture Competency Attainment

Occupation

Faculty Industry Students Total

Conceptual/Creative Mean 3.33 3.37 3.88 3.62

Leadership Mean 2.75 2.95 3.59 3.25

Inteipersonal Mean 2.90 3.13 3.77 3.38

Administrative Mean 2.42 2.60 2.46 2.47

Technical Mean 3.69 3.94 4.19 4.03

Likert Scale = Not at all(l), In limited cases(2), To some extent(3), To a laige extent(4), To a veiy large extent(5).

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The trend here is that the most skill attaimiient during internships seems to take place

within the technical competency, followed by the conceptual/creative competency,

interpersonal competency, leadership competency and administrative competencies

respectively.

Conceptual creative competency. Beggs, Ross, and Goodwin (2008), Lee, Lu,

Jiao, and Yeh (2006), and Strauss (1999), repeatedly point to practical experience as

the most beneficial way for students to fully understand the issues and challenges of

the hospitality industry. This is evident in the skill responses to understanding the

unique characteristics of the hospitality industry, how to adapt to unexpected changes

in the work place and how the various roles within the establishment fit together.

Over 50% of faculty and industry, and over 80%> of student respondents, found this to

be true to a large or very large extent (See Chapter 4, Tables 18 and 19).

The overall indication in conceptual/creative competency attainment is that

faculty and industry agree on the attaimiient level of the students, while the students

indicate that they are learning at a higher level than faculty and industry think they

are (See Chapter 4, Table 34).

Leadership competency. According to Cichy and Sciarini (1990) the skill most

needed in the hospitality industry is leadership. The most successful recent graduates

will have a variety of leadership skills including, communication, listening to others

at all levels of the organization followed by candor and discussion. In this study,

communication skills such as reading and understanding other's reactions during a

conversation were seen to some extent by 38% and to a large or very large extent by

35%o of faculty and to some extent by 44% and to a large or very large extent by 33%

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of industry respondents. Effective and calm interaction under pressure was seen to

some extent by 52%o of faculty and to a large or very large extent by 29%. 31 % of

industry respondents saw this skill develop to some extent while 52%o saw this to a

large or very large extent. Over 70% of students perceived to have learned these skills

fairly to very well (See Chapter 4, Tables 20 and 21). While leadership is an

important component of management competence, it appears to begin development

during the undergi'aduate internship experience, but takes perhaps years to develop in

a mature fashion.

Again with the development of leadership skills, faculty and industry are in

agreement regarding student attainment levels, and students believe they are

achieving at a higher level (See Chapter 4, Table 34).

Interpersonal competency. Lee (2007) suggests that experiential learning

benefits students whereby they leave the experience with a much "deeper

understanding of the soft skills employers in today's market so desperately seek" (p.

39). Students learn to work with multitudes of people, personality types, and deal

with issues on the "human" side of the business. According to Ladkin (2000),

employers within the hospitality industry are looking for students with strong

operational and human relations skills. There is a general perception that skill

development in dealing with the "human" side of the business or effective interaction

and communication with others, happens in the majority of these internship

experiences. An overwhelming 80-85% of students believe they have learned the

skills fairly to very well. It is interesting that industry responded more positively to

skill attainments reaching the large or very large extent in several categories than

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faculty did. 68% of industry respondents believe students interact smoothly with a

wide variety of people, versus 55% of faculty. 61% of industry professionals see

students as effective in listening to what others have to say, whereas only 38% of

faculty felt the same, and 53% of industry respondents, compared to 27% of faculty

respondents found students to be comfortable communicating with a wide variety of

people (See Chapter 4, Tables 22 and 23).

Faculty and industry again agreed on the attainment levels of students, while

the students themselves felt they were learning at a higher level (See Chapter 4, Table

34).

Administrative competency. Tsai, Goh, Huffman and Wu (2006), when

examining perceptions between hospitality educators and industry professionals

found the clear focus of educators on administrative and technical skills, identifying,

motivating employees, managing administrative tasks, developing procedures and

analyzing financial reports as significant. Industry professionals on the other hand,

identified managing guests with understanding and sensitivity, handling pressure with

grace, professional appearance and behavior, demonstrating knowledge of diverse

cultures, and the ability to supervise staff as significant. In this study, there was

general consensus amongst the tliree groups that administrative skills are not strongly

developed during the internship process. However, effectively managing time to

prioritize and complete tasks was a skill that overwhelmingly came through as being

developed during the internship process.

The development of administrative competencies was the one area where

there were no significant differences in perceived attainment amongst the groups.

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Technical competency. Employers are finding students who are often

knowledgeable in their fields, but lacking the qualities desired on the job (Irwin

2005). Daugheriy (2002) found that employers are looking for students who can

communicate effectively, have ambition to go above and beyond what is asked, and

can complete tasks with little or no supervision. Competency attaimiient in this

category had the highest levels of any, with the majority of responses falling into the

skills being seen as developed to a large or very large extent.

Once again, the faculty and industry respondents were in agreement with the

levels of skill attainment, while the students perceive they are attaining these skills at

a higher level (See Chapter 4, Table 34).

In addition to the quantitative responses to competency attainment, faculty

and industry respondents were asked to what extent they believe students are

currently being prepared for management positions via their undergraduate internship

requirements. Several were repeated by multiple people, and illustrative comments

are presented in Table 52.

Table 52

Faculty and Industry Sample Responses: To what Extent do you Believe Students are currently being prepared for Management Positions via their Undergraduate Internship Requirements?

Faculty:

Out of a score of 10,1 would say between 5 & 7.

I think students think they are better prepared than employers. The reality is it takes some time to move into management positions, and it should.

Varies greatly.. .a lot is left up to the students and positions they take.

They are prepared well for industry, but not necessarily for management.

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Table 52-Continued

Industry:

I feel a great deal of preparedness comes from the internships.

In my opinion, it is up to the student. I have seen many who have made the most of the experience and developed their career path. Others have taken a more relaxed approach.

Not very much.. .but to no fault to the school or industry. I think it is very difficult to put interns in an internship with expectations to learn practical management.

Depends on the school, interns from GVSU and MSU are well prepared, other MI schools not so much.

I think the internships definitely help students get an idea of the big picture and in some cases more detailed information, but for the most part it doesn't seem that students really have a huge desire or requirement to learn all aspects that are required of management.

Multiple respondents mention that the learning that takes place during the

internship process depends on the motivation or desire of the student. This makes

sense in that students choose where they want to complete their internships and are

not placed in a mandated position, although I find it interesting that faculty and

industry respondents did not discuss their role in helping these students to choose the

best position or motivating them while on the job. Also, perhaps not surprisingly,

multiple respondents discuss that learning certainly takes place during these

internships, but the reality is moving into management positions takes time and

experience. The final comment I found very interesting was the industry respondent

mentioning the difference between schools in Michigan. My intent in putting that

comment on the list was not to highlight GVSU or MSU, but that the industry

perceptions in the literature mentioned the lack of consistency between HTM

programs, and it was mentioned in this study as well.

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A final interesting piece, combining the results from the first two research

questions can be found in Tables 53 and 54. They compare what faculty and industry

indicated regarding the skills students should attain to the perceptions of actual

attainment, and the number of required internship hours.

Table 53

Comparison of Essential Skills to Attainment ofSldlls: Overall Means by Occupation

Competency Needed Skills Mean

Occupation Actual Attainment

Mean Conceptual/Creative

Leadership

Interpersonal

Administrative

Technical

2.38 2.30

2.71 2.99

2.98 3.14

3.74 3.66

4.48 4.57

Faculty Industry Students





3.33 3.37 3.88

2.75 2.95 3.59

2.90 3.13 3.77

2.42 2.60 2.35

3.69 3.94 4.19

Likeit Scale for Needed Skills = Not at all(l), A little important(2), Often impoitant(3), Almost always important(4), Absolutely essential (5). Likeit Scale for Attainment = Not at all(l), In limited cases(2), To some extent(3), To a large extent(4), To a veiy large extent(5).

Looking at skill levels faculty and industry perceive as essential, versus the level at

which they or the students perceive this skill attaimiient is actually taking place,

shows rather interesting results. The most noticeable difference is the degree to which

the conceptual/creative competencies are important compared to the higher degree to

which they are being achieved. Interpersonal competencies are only slightly lower in

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the achievement category than recommended, and there are considerably lower rates

of achievement found in the administrative and technical competencies.

Table 54

Comparison of Hours: What Faculty and Industry Recommend Students Work versus what they Actually Work

Occupation Hours

Faculty Recommend 738.16

Industry Recommend 929.29

Total Students Actually Completed 718.80 Completed 1 Internship (HTM 290) 484.88 Completed 2 Internships (HTM 390) 787.18 Completed 3 Internships (HTM 490) 1432.22

By looking at Table 54 it is clear to see that industry recommends a great deal more

hours than faculty. Although the student averages appear to be within 20 hours of the

faculty recommendation, and therefore considerably below those recommended by

industry, it is important to note that other than nine students participating in this

study, they have not completed all of their internships at this point. Looking at the

mean number of internship hours completed by those students that have completed

their internship requirements through the HTM 490 level, it is reasonable to assume

that upon completion of all undergraduate internships, all HTM students at GVSU

will likely suipass the amount of internship hours recommended by industry.

Research Question 3

My third research question asked if there was a relationship between

undergi'aduate HTM students' perceptions of the actual components they participated

in, and the management competencies they perceived to have obtained.

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According to Wiseman and Page (2001), students reveal gaining career

comprehension and a perceived competitive edge in the marketplace as benefits of

experiential education. Students also gain self-confidence, social and practical skills

(Waryszak, 1999). By participating in professional environments and working

independently, students develop good work habits and begin to participate in the

nouns of working society (Wiseman & Page). While students feel responsible for

contributing to the job site productively, acting professionally and being open to

constmctive criticism, they also feel the employer has responsibility in providing

coherence between expectations and the work environment, offering challenging

tasks and participation from the supervisor.

Prior to assessing their management competency attainment, students were

asked general internship component questions, which included open-ended questions

regarding the most rewarding and most frustrating parts of their internship

experiences. Illustrative examples of these comments are presented in Table 55 and

56.

Table 55

Sample Student Responses: What was the Most Rewarding Part of your Internship Experience(s)?

On the job experience and leaming management infonnation that I didn't previously have knowledge of.

Being given a task that I didn't feel that I was qualified for but completing it and receiving positive feedback.

Finding out what I like.

I often worked alone so I was put in situations where I had to act on my feet.

Learning to deal with different personalities in the work force.

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Table 55-Continued

Amount of networking opportunities and area to grow.

Realizing I can do this and enjoy it.

Being able to handle the responsibility given to me independently.

Gaining real managerial skills.

Students clearly discuss gaining job knowledge while on these internship experiences.

Perhaps more interesting though, are the mentions of the increase in confidence in

their abilities or desire to work in the field.

Table 56

Sample Student Responses: What was the Most Frustrating Part of your Internship Experience(s)?

Having managers that take on interns and then don't have time for them.

Lack of training.

Lack of feedback made it hard to know how I was doing.

Lack of management.

Not being able to move to different departments.

Often slow pace and assigned "busy" work.

My managers like to do things their way and not listen to new ideas.

Not getting enough feedback.

Lack of direction from my supervisor.

Not being given enough responsibility.

Lack of communication.

Doing mundane tasks that weren't helping me learn.

How much of it was repetitive.

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The students' comments regarding frustrations of the internship process are

perhaps enlightening for the industry professionals. When first discussing the faculty

and industry comments on preparedness upon completion of internships, many

focused on the amount of learning being up to the student. Yet, the students

responding here seem to want to learn and do new things, but need the buy-in and

guidance of the supervisor to enhance this process.

The quantitative portion of these general internship component questions

included students' response to the industry segment they worked in while on

internship, internships completed, and general statements regarding their overall

experiences. The outcomes of these questions can be found in Chapter 4, Tables 40-

42. The general internship component questions, which included statements such as; I

learned things I would not have leamed in a classroom; I learned if this field is for

me; generally I was satisfied with my internship; and I was generally satisfied with

the kind of work I did had rather high satisfaction ratings. In fact, less than 20% of

students answered in a disagree category for most items.

There were several significant relationships found when analyzing the

competency attainment based on these various areas of internship components.

Conceptual creative competency. For students that perceived their supervisors

to be a mentor and that they learned things they could not have leamed in a classroom

at a high level, the perceived competency attainment in the conceptual/creative area

was increased. Perhaps not suipiisingly, those who found their internships to be quite

simple and repetitive perceived competency attainment in this area to be at a lower

level.

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Leadership competency. For students that were generally satisfied with the

kind of work they did and those that had a great deal of independence on the job, the

perceived competency attainment in the leadership area was increased. As these

students likely had the opportunity to go beyond line-level positions or responsibility

with their internships, they either achieved, or perceived to achieve at a noticeably

higher level.

Interpersonal competency. For students who used a variety of skills and

talents on the job, and considered their supervisors a mentor, the perceived

competency attainment in the interpersonal area was increased. It is likely that the

combination of being exposed to many things, as well as, consistent teaching and

feedback from a supervisor would offer the student a much more polished ability and

confidence in dealing with others.

Administrative competency. For students who were satisfied with the type of

work they did, the perceived attainment in the administrative competency was

increased. However, those who found their internships quite simple and repetitive or

did not feel they learned things they could not have learned in the classroom had low

levels of perceived attainment in the administrative competency category.

Technical competency. For students who were highly satisfied with their

internships, the perceived attainment levels in the teclmical competency category

were increased. As with other areas, those that found their positions to be quite simple

and repetitive, the competency attainment levels were significantly lower. Again, this

is not a surprising outcome, as these students were likely not given the opportunity to

129

form higher level skills, or perhaps were completing their first internship experience

with little background knowledge on working in the hospitality industry.

A 2003 survey by the National Association of Colleges and Employers

(NACE) revealed that student participation in internships or cooperative education

programs is the unequaled way to increase employability upon graduation (NACE,

2003). As such, the final open-ended question posed to students was: At this point in

time.. .are you comfortable with the idea of applying for a management position

within the hospitality industry, or do you feel you still have a great deal to learn?

Many students offered repetitive answers; illustrative comments are presented in

Table 57. Again it is important to point out that not all participants in this study have

completed all of their internship requirements.

Table 57

Sample Student Responses: At this Point in Time...Are you Comfortable with the Idea of Applying for a Management Position within the Hospitality Industry, or do you Feel you Still have a Great Deal to Learn?

I am in no way interested in directly applying for management positions unless I have been working at the establishment. I like to build my way up to that.

I feel I still have some things to learn, however, I feel I can adapt quickly to my enviromnent and learn any position that I work.

I would be comfortable, even though I have a year until I graduate, I have the general know-how right now.

I would not feel comfortable just because I still have a lot to learn especially when it comes to the business documents and HR part of the job.

I would feel comfortable applying for a junior management position.

Yes I do. Between my internships and education I feel prepared.

Yes I am comfortable. I have been offered a management position.

I feel like there are still things to learn. I feel like this field is never ending when it comes to learning new things.

130

Many students responded feeling fairly comfortable applying for at least

entry-level nianagement or supervisory positions. As with the comments found when

discussing rewarding aspects of the internship process, some of those who still feel

they have a great deal to leant, point to the level of confidence they have in the ability

to learn quickly if they are placed in a position.

Overall Conclusions

In this study faculty and industry respondents were found to have a great deal

of agreement regarding essential components of undergraduate internships. Students

should complete a variety of experiences, progressing in complexity as they move

through the educational process. Students should be competent in work place

communication skills such as being effective and professional in their dealings with

co-workers and guests, including those who may have different cultural and

educational backgrounds than their own. Students should be able to interact

effectively and calmly under pressure. Students should be able to manage their time

and prioritize tasks and begin to understand how to complete administrative tasks

such as accurate record keeping and organizing a business document. Finally,

students must be able to communicate effectively in writing and maintain

professional and ethical standards in the work place.

In addition to skills that are expected of students during these experiences,

agreement can also be found in the expectations of employers hosting these interns.

Employers should offer payment to students for their work. Employers should treat

interns the same as they do other employees within the establishment. Employers

should offer extensive training and the opportunity for professional development.

131

As with internship components, faculty and industry were again found to have

a great deal of agreement regarding the levels to which students are attaining

management competencies. The overall indication is that many competency

foundations are laid, begin development and certainly progress during the internship

experiences, but the fulfillment of complete management competency may take years

of experience post gi'aduation. Students were perceived to be quite competent in

many skills including: adapting to changes in the work place, understanding the

hospitality industry, communication and human interaction skills, remaining calm

under pressure and time management.

An important area of disagreement found between industry and faculty was

the amount of internship hours that should be completed by students during the

undergi'aduate experience. Industry professionals prefer students work a great deal

more than faculty recommend.

While students generally feel they are attaining skills at a higher level than

faculty or industry believe them to be, there are some clear internship components

that increase or decrease the competency attainment levels. Satisfaction with the

experience, as well as, a supervisor who actively participates in the learning process

appear to enhance the achievement outcomes, while completing internships that

consist of simple or repetitive tasks decrease the levels of competency attainment.

Table 58 provides a comparison between findings of previous research and

those found within this study. While there are many points of affirmation, variances

are pointed out as well. Within this study there was significant agreement between

faculty and industry regarding necessary skills, yet previous research indicated

132

disconnect with faculty focusing heavily on administrative competencies and mdustiy

on inteipeisonal competencies Pievious leseaich, as well as, this study indicates that

mdustiy piofessions lecommend moie houis of internships for students than faculty

Finally, the top skills lecommended m pievious leseaich, weie among the top lanked

skills withm this study

Table 58

Compcu ison Summary of Jack Study and Pi 101 Research Findings

Jack (2011) Key Findings Previous Reseai ch

Key Internship Components (Agieement between Faculty & Industry)

Students should be paid, tieated the same as othei employees, employeis should offei extensive tiaimng &. professional development

Ideal Numbei of Houis

Industry recommends a significant amount moie than faculty recommends

Competency Attainment

Stiongest skill attainment levels were found in the technical competency categoiy, followed by conceptual/cieative, inteipersonal, leadeiship and administrative respectively

Agreement between faculty and industry respondents legardmg most important skills

Students Discuss Fiustiations vuth supeivisois, fail ly high levels of skill attainment, and inci eased confidence

fop Skills Needed and Attained

Communicating written & orally, ethical stds, guest problems, time mngt, understand pi oduct and selling it, lecoid keeping, using technology, org business docs

Affirms Requirements of employers to students duttng internships include offeimg varied experiences, woiking with the intern, tiaimng and teaching with potential foi growth (Guard, 1999, Wiseman & Page, 2001, Walmsley, 2006, Gunlu & Usta, 2009)

Affirms Industry consistently lecommends more houis than faculty (Downey & DeVeau, 1988, Toid & LeBruto, 1995,Lefevei & Withiam, 1998, Rimmington, 1999, Blair & Millea, 2004)

Disputes Conceptual/creative - internships best way to understand industry (Strauss, 1999, Lee, Lu, Jiao & Yeli, 2006, Beggs, Ross & Goodwin, 2008)

Leadership - most important skill (Cichy & Sciarim, 1990)

Inteipeisonal - vital skills (Ladkin, 2000, Lee, 2007) Teclmical skills effective job skills and knowledge of field (Daugheity, 2002, Irwin, 2005)

Disputes Vanations in perceptions with faculty focusing on administrative and teclmical skills while mdustiy focus is on inteipeisonal skills (Tsai, Goh, Huffman & Wu, 2006)

Affirms Lack of challenge and supervisor involvement problematic (Waryszak, 2000) Students gam self confidence, social and practical skills (Waryszak, 1999, Wiseman & Page, 2001)

Adds to Top skills needed to attain dunng internships include solving customer pioblems, HR management, oi al & written communication, undei standing of management pimciples, peer lelationships, cost control, ethics (LeBruto & Munay, 1994)

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Leadership Recommendations

This section offers recommendations for potential internship structure within

HTM undergraduate programs. In addition, it outlines the roles and responsibilities of

the key stakeholders; faculty who oversee these programs, industry professionals who

employ the interns, and students completing the experiences. These recommendations

are based on the responses elicited in this study, as well as, prior research.

Program Structure

Higher education has the opportunity to play a significant role in the future of

the hospitality industry by ensuring graduates are well-trained for top level positions.

The ACPHA strongly recommends certain guidelines are used when preparing

students for future employment including: opportunity for advanced work in some

areas, clear and specific goals and learning outcomes, and most importantly,

demanding experience within the working environment. According to Rimmington

(1999), many universities have reduced the amount of practical experience students

are required to participate in, yet industry professionals claim that this type of training

will give students greater opportunity for higher-level positions upon graduation. As

seen in my study, industry respondents did recommend a great deal more internship

hours than faculty respondents. As faculty members are responsible for detennining

curriculum and gi'aduation requirements for students, I would recommend that when

detennining the amount of required internship hours, they ensure they are at least

closely in line with the predominant industry recommendations to ensure the

employability of university graduates.

134

Work by Tsai et al. (2006) examined variations in perceptions between

hospitality educators and industry professionals as related to nianagement

competencies. Their findings indicated the clear focus of the educators was on

administrative and technical skills, while the industry focus was on interpersonal

skills. The conclusions drawn were that hospitality educators continue to focus on the

past, and have not evolved to the changing needs of the industry today. In my study,

although there were individual skills with differences of opinion concerning

importance, faculty and industry were in agreement concerning all management

competencies. This could be simply by chance, or that faculty is working more

closely with industry in program development. While I believe finding agreement

between the two groups in this study was relevant in that there was little agreement in

previous research, I still recommend that actual conversations take place amongst the

two groups. Though both are experts in their area, the two working together on

establishing some progi'am requirements would do nothing but enhance the

experience of the students, therefore enhancing the hospitality labor pool.

Finally, there were variations in perception between all respondents regarding

essential internship components, ideal hours, skills that are most important, and

competencies that are being attained. This can be seen in both sui'vey responses and

open-ended questions that allowed the respondent to further voice their opinions. A

portion of these discrepancies may come down to a simple lack of communication

between the parties. If a student goes into an internship placement without clear

guidelines, expectations and mutual understanding between the university and the

organization, problems will most certainly arise. Waryszak (2000) recommends that

135

addressing these issues in advance will greatly enhance the experience for not only

the student, but the employer as well. Communicating clear policies and procedures,

providing a clear assessment of job demands and requiring a leaming plan between

student and employer would go a long way in ensuring everyone is on the same page.

Faculty Roles and Responsibilities

Clearly faculty is responsible for ensuring that students are prepared to be as

effective in the hospitality industry as possible upon gi'aduation. Work by Tas (1988),

Tas, LaBrecque, and Clayton (1996), and Ricci and Kaufman (2007) found that in

addition to educators not adapting curriculum to meet the changing needs of industry,

there is a wide variation of cuniculum styles and graduation requirements between

university programs. Because of such concerns, recmiters are often frustrated with the

variation in knowledge and skills of students coming out of these HTM university

programs. Although the data in its aggregate form shows faculty and industry close

together in viewpoint, individual skills did show some strong fluctuations in opinion

of importance. Such as; the ability to take charge of situations, the use of participative

decision making, interacting effectively with a variety of people and the ability to

read a profit and loss statement. Based on these differences and my own professional

experiences, it is my recommendation that faculty not only have meaningful

discussions with industry regarding curriculum, but with each other. As seen in this

study faculty respondents were from multiple institutions and provided some

conflicting feedback. Often faculty members come together for conferences, usually

involving research presentations, which leads to conversations focusing on their work

as individuals, not necessarily progi'am requirements and structure. By discussing

136

industry needs, as well as, important cunicular issues, progi'ams may be able to leam

from each other and the career development of students.

As related to experiential components, students are looking to the academic

institution to provide enough guidance to the employer to ensure proper oversight of

the student, and relevance and connection between the job and the courses studied

within the institution.

Industry Roles and Responsibilities

In my study there were clear relationships between the elements of the job

environment and the perceived management competency attainment levels. As

revealed in the regression analysis, students who had supervisors that were involved

in their learning process, were satisfied with the work they did, had a great deal of

independence, used a variety of skills and talents and were given increased levels of

responsibility stated much higher levels of learning than those who did not. Students

seek to attain certain skills and outcomes from experiential placements including:

applying knowledge they have attained in the classroom, being recognized as part of

the organization, being treated like other non-intern employees, being valued as an

individual with the opportunity to share their knowledge and educational teachings. If

students find a lack of challenge and supervisor participation when entering the

internship work environment, the experience will be problematic (Waryszak, 2000). It

cannot be overstated that industry professionals, who work with undergi'aduate

interns, must understand the vital importance they play in the educational process.

Being busy or as one respondent in my study put it "being guilty of not doing

137

enough" should not be acceptable. Employers must realize that the student is there to

learn, and must take an active role in ensuring that happens.

Student Roles and Responsibilities

According to D'Abte, Youndt, and Wenzel (2009), students offering the

highest ratings of internship satisfaction pointed to support of supervisors, the ability

to leam new things that they could not learn in the classroom, and being able to

discuss their background knowledge and experience base prior to training.

Additionally, students believe they should be forced to think critically, apply past

knowledge and theoretical frameworks, and be exposed to problem solving

techniques. If there is cohesion between students perceptions of what an internship

should be and what the employer is willing to provide, the most beneficial learning

experience will take place (Wiseman & Page, 2001). Although student perception of

learning was fairly high in this study, I challenge them to look more critically at the

internship process. Students should seek out challenging positions that won't merely

meet their internship requirements, but enhance their skills and perhaps placement

upon gi'aduation. Students should request consistent feedback from supervisors and

learn from what they hear, not simply move forward to the next assignment due.

Required internships give students the opportunity to advance in many ways that

attending classes cannot. This should be seen as a responsibility and a privilege and

taken advantage of to the fullest.

Suggestions for Future Research

Based on a review of literature and this study, the researcher recommends the

following be considered for future research:

138

1. Replicating this study to include students at multiple institutions. This would

allow for consideration of outcomes based on multiple curriculums,

institutional influences and experiential learning opportunities.

2. Replicating the student portion of this study with the population being only

students who have completed all of their internships and are preparing to

complete their undergraduate degree. This would allow for a full picture as to

how the internship requirements nurtured competency attainment.

3. Additional research should be considered regarding the relationship between

university faculty and industry professionals. This would allow for a closer

look at how this relationship affects the learning of students.

4. Additional research should be considered doing such a study with alumni of

various progi'ams. This could look at not only how internships affected their

job placement immediately upon graduation, but look at their career path post-

graduation to see how quickly they climbed the hospitality ladder.

Closing

While there is no agreed upon formula for the best hospitality undergi'aduate

education, it is clear that collaboration between faculty, industry, and students is a

must. Taking time to communicate amongst faculty and industry would go a long way

in closing the gap of discoimect as well as ensure the best cuniculum possible and

labor pool for the future. The final vital piece is to not simply have a conversation,

but continuing the conversation along with regularly assessing the needs and

outcomes of the educational process.

139

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148

Appendix A: Faculty Survey Instmment

149

^gg^g||g||:̂ _

Please answer the following demographic questions

1. Your gender

Q Male

( ) Female

2. Your age (round to the nearest whole number):

3. Years in the hospitality industry (round to the nearest whole number):

^

4. Years of teaching in higher education (round to the nearest whole number):

5. What is the highest level degree your institution offers?

( j Doctoral

( } Masters

( j Baccalaureate

o-o-Other (please specify)

1 Associate

1 Vocational/Technical

6. Approximately how many undergraduate students are in your institution's Hospitality

and/or Tourism program?

7. Approximately how many FULL-TIME regular faculty members does your department have?

"3

150

8. Who generally oversees the internship portion of your program?

1 Faculty member(s)

2 Internship coordinator

3 Graduate student

Other (please specify)

9. How many HOURS PER WEEK are HTM undergraduates currently required to spend

on internship(s)?

d 10. How many WEEKS are HTM undergraduates currently required to spend on a given

internship?

11. How many TOTAL internships are HTM undergraduates required to complete?

12. Adding up the number of hours per week X weeks per internship X number of

internships, how many total hours (on average) are HTM undergraduates completing

before graduation?

3

Page 3

151

Please answer the following general questions regarding essential components of undergraduate HTM internships Select a number from 1 to 6 beside each question to indicate how much you agree or disagree with each statement

13. During the internship experiences... 1 Strongly

2 Disagree disagree

• A Students should be paid

B Interns should be treated

the same as other

employees

C Employers should offer

t extensive trainjipq

D Employers should offer

the opportunity for

professional development

• D

• • • •

14. Following the internship experiences. 1 Strongly

A Interns should have

higher level skills than non

intern employees

B Employers should offer

interns full time

employment

disagree

• •

2 Disagree

• •

3 Slightly

disagree

• • • •

3 Slightly

disagree

n •

A Slightly agree

0 • • •

5 Agree

• • D •

6 Strongly agree

• D D •

A Slightly agree

• •

5 Agree

• •

6 Strongly agree

a a

15. In an ideal situation, how many HOURS PER WEEK should HTM undergraduates

spend working while on internships?

16. In an ideal situation, how many WEEKS should HTM undergraduates spend on a

given internship?

17. In an ideal situation, how many TOTAL INTERNSHIPS should HTM undergraduates

complete prior to graduation?

18. Now adding up your ideal number of hours per week X weeks per internship X

number of internships, how many total hours of internship should an HTM student have

before graduation?

152

The pages that follow contain statements that describe a variety of skills involved in managerial work. Please use the drop-down boxes to select a number from 1 to 5 beside each question to indicate your response.

"Please note that you are responding TWICE to each statement. The FIRST response indicates your belief of its importance in HTM students attaining the skill PRIOR TO COMPLETION of the undergraduate degree. The SECOND response indicates to what extent you have seen the INTERNSHIP EXPERIENCE nuture the development of these skills in undergraduate HTM students. Use the following scales to select each response.

(First Response) 1 = Not at all important 2 = A little important 3 = Often important 4 = Almost always important 5 = Absolutely essential

(Second Response) 1 = Not at all 2 = In limited cases 3 = To some extent 4 = To a large extent 5 = Very large extent

Page 5

153

T5H ~Wf

19. Student understands.

Importance of students attaining the skill PRIOR TO

DEGREE COMPLETION

A The "unique"

characteristics of working in

tne hospitality industry

B The steps of effective

career planning for the

hospitality industry

C How lo adapt to

' unexpected changes in the

' work place

D How the various roles

within the establishment fit

together

£ How the organization

Interacts with the larger

environment

(e 9 community, brand)

To what extent have you seen INTERNSHIPS nuture

this skill

UT.

Page 6

154

20. Student can...


DEGREE COMPLETION


this skill

A Take charge' of

situations that arise

B Employ formal authority

in an effective way

C Motivate other people

D Effectively use

participative decision

making

i E Delegate tasks to others

F Mentor people help

them grow & develop

G Interact effectively and

calmly under pressure or in

a crisis" situation

H Act as an advisor to

people

I Read and understand

others reactions during a

conversation

L_ L

J

1

i 1 L_

L. - . ^ ^ ^ j

l: 1

r

C

rrm

c m

Page 7

155

Faculty Survey

21. Student...

A Is skilled in team

building techniques

B Knows how to explore

win win outcomes while

negotiating

C Can turn a collection of

individuals into a smooth

functioning team

D Is comfortable

communicating with a

wide variety of people

(eg different cultures,

education levels, ages)

E Is effective in listening

to what others have to say

F Understands adult

learning principles and

can apply ihem to training

G Has knowledge of

diverse cultures and

customs

H Interacts smoothly with

a wide variety of people

(staff/customers/con tractors)

I Is comfortable acting as

an advisor to peopte


DEGREE COMPLETION


this skill

n

3 j

rmi

Page 8

156

^^^^t^ij^j^M^. ^?&-g\-.-;fl?*K-

22. Student can.

A Organise a bus ness

document

B Understand and explain

a profit & loss statement

C Effectively budget labor

costs

D Effectively budget food

costs

j E Forecast the amount of

expected business

accurately

F Price products/services

proficiently

G Conduct an

employment review

effectively

H Comfortably interview

potent ial employees

11 Comfortably terminate

employees

J Be organized in record

keeping

K Expla in employment

documents to new hires

L Understand the

documents that must be

kept on record for

employees

M Effectively manage

their t ime to prior i t ize and

complete tasks

N Write an effect ve

employee schedule

balancing employee

requests and business

demand


DEGREE COMPLETION


this skill

3 J

LZ

L

Page 9

157

Faculty Survey

23. Student.

A Communicates

effectively both written and

orally

B Manages guest

problems with

understanding and

sensitivity

C Maintains professional

and ethical standards in

the work place

D Understands what our

product is and can

effectively sell that to a

customer

Importance of students attaining the sk II PRIOR TO

DEGREE COMPLETION

l*TW?


this skill

E Can effectively use the

technology specific to the

establishment

L.„_^J

L

IZZ

1

__J

1 l

l -_J

L I ~ Zl

1 1

I . , J

i !

H

24. In an ideal program, what types of internship experiences/positions should students

have prior to graduation?

25. To what extent do you believe students are currently being prepared for

management positions via their undergraduate internship requirements?

3

Page 10

158

Appendix B: Industry Survey Instrument

159

1. Your gender

Q Male

( ) Female


3. Years in the hospitality industry (round to the nearest whole number):

I 3 4, Which sector of the hospitality industry do you CURRENTLY work in (check only

one):

( J Lodging

( J Food & Beverage

( j Meeting & Event Planning

( ) Tourism

( ) Commercial Recreation

Other (please specify)

160

The pages that follow contain statements that describe a variety of skills involved in managerial work. Please use the drop-down boxes to select a number from 1 to 5 beside each question to indicate your response.

"Please note that you are responding TWICE to each statement. The FIRST response indicates your belief of its importance in HTM students attaining the skill PRIOR TO COMPLETION of the undergraduate degree. The SECOND response indicates to what extent you have seen the INTERNSHIP EXPERIENCE nuture the development of these skills in undergraduate HTM students. Use the following scales to select each response.

(First Response) 1 = Not at all important 2 = A little important 3 = Often important 4 = Almost always important 5 = Absolutely essential

(Second Response) 1 = Not at all 2 = In limited cases 3 = To some extent A = To a large extent 5 = Very large extent

Page 4

161

Please answer 1 a number from 1 to 6 beside each question to indicate how much you agree or disagree with each statement

5. During the internship experiences...

A Students should be paid

B Interns should be treated

the same as other

employees

C Employers should offer

extensive training

D Employers should offer

the opportunily for

professional development

Strongly

disagree

• • D •

2 Disagree

n n n •

3 Slightly

disagree

n D • •

A Slightly agree

D n • •

5 Agree

• • D •

6 Strongly agree

n n • •

6. Following the internship experiences...

2 Disagree

• 'A Interns should have

higher level skills than non

intern employees

B Employers should offer

interns full time

employment

1 Strongly

disagree

• n •

3 Slightly

disagree

n n

4 Slightly agree

n •

5 Agree

• n

6 Strongly agree

• •

7. In an ideal situation, how many HOURS PER WEEK should students spend working

while on internships?

8. In an ideal situation, how many WEEKS should HTM undergraduates spend on a

given internship?

9. In an ideal situation, how many TOTAL INTERNSHIPS should HTM undergraduates

complete prior to graduation?

10. Now adding up your ideal number of hours per week X weeks per internship X

number of internships, how many total hours of internship should an HTM student have

before graduation?

162

[ l ^ u K ^ ^ s p i g ^ ^ M ? ^ ^

11. Student understands...

w i — ( V 1%


DEGREE COMPLETION


this skill

A The "unique

characteristics of working in

tne hospitality jndusiry




C How to adapt to

unexpected changes in the

work place

D How the vanous roles


together

E How the organization

interacts with the larger

environment

(e g community brand)

n

C

_J

cr

Page 5

163

12. Student can...

A 'Take charge" of

situations that-arise

B Employ formal authority

in an effective way

C Motivate other people

D Effectively use

participative decision

making

E Delegate tasks to others

F Mentor people help

them grow & develop

i G Interact effectively and


a "cnsis situation

H Act as an advisor to

people

I Read and understand

other's reactions during a

conversation

Importance of students attaining the skill PRiOR TO

DEGREE COMPLETION


this skill

rm

trm

Page 6

164

Industry Surv

13 Student

A Is skilled m team

building techniques

B Knows how lo explore

win win outcomes whi le

negot iat ing

C Can turn a col lect ion of

mdiv duals into a smooth

funct ioning team

D Is comfortable

communicat ing wi th a


(e g d fferenl cultures

educa lon levels ages)

E Is effective in ! s t enng


F Understands adult

learning pnnc pies and

can apply them to tra nmg

G Has knowledge of


customs

H Interacts smoothly w th

3 wide variety o f people

{staff/custom ere/contractors)

J (s comfortable acting as

an advisor to people


DEGREE COMPLETION


this sk II

L

CI

r^^

c

Page 7

165

S^KK^^HSfe '"jj&tfSgSSasagstaBaK'j

14. Student can. .

A Organize a business

document

B Understand and explain



costs


costs

£ Forecast the amount of

expected business

accurately


proficiently

G Conduct an

employment review

effectively


potential employees

1 Comfortably terminate

employees


keeping

| K Explain emp loyment

documents Io new hires

L Understand the


kept on record for

employees


their t ime to priori t ize and

complete tasks

N Write an effective

employee schedule

balancing employee


demand


DEGREE COMPLETION


this skill

L„ j

1 i

L- _ „ J

r — i

IT-!

I

1 i

L_„;J

r

i j c j

PageS

166

I!MlfflWpP^

14 Student can. ,


document

8 Understand and explain



costs

D Effectively budget food costs

E Forecast the amount of

expected business

accurately


profciently

G Conduct an

employment rev ew

effectively


potential employees

I Comfortably terminate

employees


keeping

| K Explain employment

documents to new hires

L Understand the


kept on record for

employees


their time to prioritize and

complete tasks


employee schedule

balanc ng employee

requests and bus ness

demand

Importance of students alta ning the skill PRIOR TO

DEGREE COMPLETION


th s skill

L._ _~1 f i

L ™ ~1 I1 i

I J

L__J

r

cm 3

1

I1 „ J

1 1

1

f

J

i

i

1 I

d

m

Page8

167

Appendix C: Student Survey Instrument

168

:-»»=Bffl5fWTjisi"f.,«rftT. •. ''•"' !',".*'*"-'.'?'?"r*'S7""'.

Please answer the following demographic questions

1. Your gender

Q Male

( ) Female


3. Current standing at GVSU:

Freshman

I Sophomore

Junior

Senior

4. Have you completed the following internships at GVSU?

290

390

5. How many HOURS PER WEEK did you spend working while on your internship(s)?

6. How many WEEKS did you spend working on your internship(s)?

fB J

7. Now adding up your hours per week X weeks per internship X number of internships,

how many total hours have you spent on internships?

Page 2

169

8. Have you worked in these sectors of the hospitality industry as an intern?

Lodging

Food & Beverage

Meeting & Event Planning

Tourism/Commercial

Recreation

Page 3

170

Student Survey

9. Please answer the following general questions about your internships. Read the

statement provided, and select a number from 1 to 6 beside each question to indicate

how much you agree or disagree with each statement. 1 Strongly-

A. Generally speaking i was

satisfied with my internship

(s)

B i was generally satisfied

with the kind of work I did

C I used a varety of skills

and talents while on th,e jQb

D I used complex or high

level thinking skills on the

job

E My internships were quite

simple and,repetitive

F I had a great deal of

independence on the job

G My supervisor

consistently gave me

feedback

H I learned things 1 would

never have learned in a

classroom

I (learned if this "field is for

me

J I considered my

supervisor a mentor

D • n n • n n

2 Disagree

n n • n • n n

• n n

• n n

3 Slightly

disagree

n D • • n n n • • n

A Slightly agree

D • n n • n a

5 Agree

a • a n n n •

6 Strongly agree

D n • • • • n

n • •

n • •

n D •

10. The most rewarding part of my internship experience(s) was..

11. The most frustrating part of my internship experience(s) was..

Page 4

171

|Stigpn|SJn/ey| |"

The pages tr I i i I _ I number from 1 to 5 beside each question to indicate whether you learned AND in some cases have the ability to do the skill because of your INTERNSHIP EXPERIENCE. IT IS IMPORTANT THAT YOU THINK ONLY ABOUT THE INTERNSHIP, AND NOT SKILLS YOU MAY HAVE LEARNED FROM ANOTHER SOURCE.

Page 5

172

Student Su.

12. During my intership experience(s) I have learned:

1 Did not learn at all 2 Learned a little bit 3 Learned somewhat

A The 'unique'

characteristics of the





C How to adapt to

unexpected changes in the

work place

D How the various roles


together

E How the organization

interacts wjih the larger

environ rr\ent

A Learned it FAIRLY 5 Learned it VERY

n n n • •

D

n n n n

n n • • •

n n • • n

• n n • n

Page6

173

W | | i W ^ ^ |

13. During my internship experiences, \ have learned to:

1 Did not learn at all 2 Learned a little bit 3 Learned somewhat

n D D n n • n n • n • n

A Take charge of situations

, that I api in

B Motivate other people

C Use formal authority in

an effective way

D Use participative

decision making with

coworkers

,E Delegate work to oihers

F Initiate participative

decision making techniques

G Mentor people, help

them grow & develqp

H Interact effectively and


a "crisis' situation

t Act as an advisor to

people

J Be m touch with other's

reactions during a

conversation

D n • n n •

• • D • D •

n n • • n n

Learned it FAIRLY

well

n n n D

• n n n D •

5 Learned it VERY

well

• n n n n • n n • •

Page 7

174

Student Su,

14. During my internship experiences, I have learned to:

1

A Apply team building

techniques

B Explore mutually

benefical outcomes when

negotiating

C Turn a collection of

individuals Into a smooth

functioning tearrj

D Be comfortable dealing

with people who are not

like me

"E Communicate effectively

with people who have less

education than, me

F Be effective in listening


G Apply adult learning

principles to tracing.

H Be knowledgable of


customs

I Interact smoothly with a


(^staff/customeps/coritfactors)

K Be comfortable acting as

an advisor to people

L Be in touch with the

others reactions .during a

conversation

Did not learn at all

D n • • D

n n •

2 Learned 3 little bit

n n a n a n a n

A 3 Learned somewhat

n n • • • n • •

Learned it FAIRLY

well

• • D n n n • n

5 Learned it VERY

well

n • • • • n D D

• a n D

n n

• n

n •

n n

n a

Page 8

175

^Me0^^j^m^§,

15. During my internship experiences, i have learned to:


document

B Understand a profit &

Joss statement


costs


costs

E Forecast the amount; of

expected business

apcuratety

F Price products

proficiently

G Conduct an employment.

review effectively

H Be comfortable

Interviewing potential

employees

I Be comfortable in

terminating employees


keeping

K Understand employment

documents for new hires

L Understand documents

that must be kept on record

for employees 1 Ivf Effectively manage my

time to prioritize and

complete tasks


employee schedule

balancing employee


demand

1 Did not learn at a

• n n • • • • n • • • • D

•

I 2 Learned a liltle bit :

n n n n n • n n n • • n n •

Learned somewhat

• • n n • • a n n n n • • •

t Learned it FAIRL

well

n n • • n n n n n n n n • n

Y 5 Learned ttVERY

well • n D • n • n n n n n • • n

Page 9

176

16. During my internship experiences, I have learned to:

1

A Communicate effectively

both written arid oral!/

B Develop positive

customer relations C Manage guest problems

with understanding and

sensitively

D Maintain professional

and ethical standards in the

work place

E Understand what our

product is and effectively

seljlhat to a customer

F Effectively use the

technology specific to the

establishment

Did not lea

• n • n n n

rn at all 2 Learned a little bit 3 Learned somewhat A Learned it FAIRLY 5 Learned it VERY

• n • • n n

a n •

•

•

n • n • n n

• • • • • n

Page 10

177

17. At this point in time...are you comfortable with the idea of applying for a management

position within the hospitality industry, or do you feel you still have a great deal to

learn? Please explain your answer in the box below.

Page 11

178

Appendix D: Faculty Email Invitation to Participate

179

Appendix D: Faculty Email Invitation to Participate

Dear Faculty Member:

As a Hospitality &/or Tourism Management (HTM) professor at an institution in the Midwest, I invite you to participate in my doctoral dissertation research study regarding student internship experiences wliile in these undergraduate programs. The study seeks the views of students, faculty, and industry professionals on what HTM internships should entail, and the development of management skills from such experiences.

The survey will take about 10 minutes of your time, and your input is important to help discover any current vulnerabilities in HTM internship programs, and better understand current needs of employers within the hospitality industry.

In order to complete the study in a timely manner, please complete the survey as soon as possible. Be sure to carefully read and answer each statement or question. All individual responses are confidential and your privacy will be maintained throughout the study.

You may click this link to access the survey (Link has been removed)

Please note that all individuals participating in this study must be at least 18 years of age.

Thank you in advance for your time and cooperation with this study.

Kristen Jack, M.Ed., CHA Assistant Professor Grand Valley State University Hospitality & Tourism Management

180

Appendix E: Industry Email Invitation to Participate

181

Appendix E: Industry Email Invitation to Participate

Dear Industry Professional:

As a current employer of Grand Valley State University (GVSU), Hospitality and Tourism Management (HTM) interns, I invite you to participate in my doctoral dissertation research study regarding student internship experiences while in the program. The study seeks the views of students, faculty, and industry professionals on what HTM internships should entail, and the development of management skills from such experiences.

The survey will take about 10 minutes of your time, and your input is important to help discover any current vulnerabilities in the GVSU HTM internship program, and better understand current needs of employers within the hospitality industiy.

In order to complete the study in a timely manner, please complete the sui'vey as soon as possible. Be sure to carefully read and answer each statement or question. All individual responses are confidential and your privacy will be maintained throughout the study.





182

Appendix F: Student Email Invitation to Participate

183

Appendix F: Student Email Invitation to Participate

Dear Student:

As a Hospitality & Tourism Management (HTM) student at Grand Valley State University (GVSU), I invite you to participate in my doctoral dissertation research study regarding your internship experiences while in the program. The study seeks the views of students, faculty, and industry professionals on what HTM internships should entail, and the development of management skills from such experiences.

The survey will take about 10 minutes of your time, and your input is important to help discover any current vulnerabilities in the GVSU HTM internship program, and better understand current needs of employers within the hospitality industry.

In order to complete the study in a timely manner, please complete the survey as soon as possible. Be sure to carefully read and answer each statement or question. All individual responses are confidential and your privacy will be maintained throughout the study.





184

Appendix G: Opening Survey Webpage

185

Appendix G: Opening Survey Webpage

Please read this consent information before you begin the survey.

This study, The Role of Experiential Learning in Nurturing Management Competencies in Hospitality & Tourism Management Students: Perceptions from Students, Faculty, and Industry Professionals, seeks the views of students, faculty, and industry professionals on what Hospitality & Tourism Management (HTM) internships should entail, and the development of management skills from such experiences.

The survey will take about 10 minutes of your time, and your input is important to help discover any current vulnerabilities in HTM internship programs, and better understand current needs of employers within the hospitality industry. For the participants volunteering to take this survey, responses will be kept confidential and not connected to individuals in the data analysis or results section of the survey. Since the survey was sent via an embedded URL, your email address will not be connected with your survey responses. Because personal identifiers are not associated with survey responses, general email reminders will be sent twice during the next two weeks.

When you begin the survey, you are consenting to participate in the study. If you do not consent, simply choose not to continue at this time. If you decide after beginning the survey that you do not wish to continue, you may stop at any time. There are no right or wrong answers. What is important is that you respond to each statement as honestly as you can.

This study was approved by the Western Michigan University Human Subjects Institutional Review Board (HSIRB) on March 11, 2011. Do not participate after March 11, 2012.

Should you have any questions prior to or during the study, you can contact the primary investigator, Dr. Louann Bierlein Palmer, at Western Michigan University Department of Educational Research & Technology (269) XXX-XXXX or (Email has been removed) or the student investigator, Kristen Jack, at (616) XXX-XXXX or (Email has been removed). You may also contact the Chair, Human Subjects Institutional Review Board (269) XXX-XXXX or the Vice President for Research (269) XXX-XXXX if questions or problems arise during the course of the study.

Thank you for your participation.

186

Appendix H: Institutional Review Board Approval

the role of experiential learning in nurturing management

Documents