Competences in higher education tourism internships

Abstract

Purpose The purpose of this paper is to examine the level of correspondence between the academic training received by students and the demands of the job market. This was achieved by analysing the competences that are developed in internships to provide useful information for universities, students and tourism companies. Design/methodology/approach A quantitative analysis was carried out using questionnaires administered to the supervisors of students on curricular internships. The level of tourism competences of students on the bachelor degree in Tourism and Hospitality Management at the School of Tourism and Hospitality Management Sant Ignasi was assessed. A descriptive analysis and comparisons of means were carried out to investigate differences in competences between students undertaking internships, according to the hotel department and category. Findings The results of the study indicate that students undertaking internships improve their competences. Whether they undertake internships in one department or another does not affect the level of achievement of most competences. However, the category of a hotel does influence the level of development of the acquired competences. Research limitations/implications A questionnaire should be administered to students on their perceptions of the achievement of competences, as this could be compared with the supervisors’ perceptions. Practical implications The study generates extremely valuable information for companies, universities and students, as it reveals which competences are attained and to what extent. Based on these results, universities can adapt their training activities and the hotel industry will have information on learning processes during internships. Originality/value The analysis provides an innovative research, a real assessment by employers of the competences attained. It also identifies the need for more research on the subject related to employers’ perceptions of the level of competences that students develop in the workplace.

Factors influencing internship satisfaction among Chinese students

“…However, it was not until the 1990s that internships became more commonplace because higher education institutions recognized that the demand for graduates with practical experience across all disciplines increased. Nowadays, business students such as human resources management, public relations and accounting students (Eames et al , 2018; Jackling and Natoli, 2015; Maelah et al , 2014), arts students including performing arts and design students (Romeo, 2017), hospitality, leisure and tourism students (Chen and Chen, 2011; Chen et al , 2018; Ferreras-Garcia et al , 2020), healthcare students (Billett et al , 2013; Newton et al , 2011) and education students who are preparing for teaching positions in primary and secondary schools (Lee et al , 2007; Wong et al , 2012, 2013; Zhu et al , 2018) are required to complete internships as part of their bachelor's degree programs. Internships have been considered as an integrated part of the Netherlands, Portuguese and Australian vocational education and training systems (Gamboa et al , 2014; Jackson et al , 2019; Sturing et al , 2011).…”

Feedback of students on internship program in an agricultural course

“…Farms and institutions with accreditation from Department of Agriculture (DA), Department of Environment and Natural Resources (DENR), Department of Tourism (DOT), Technical Education and Skills Development Authority (TESDA), International Organizations for Standardization (ISO) may have priority for deployment. In a similar study, the category of a training establishment influenced the level of development of the acquired competencies of the interns [23].…”

Competency assessment and learning results in tourism internships: is gender a relevant factor?

“…As Ferreras-Garcia et al (2020) point out, among the competences that are most frequently mentioned in the tourism and hotel industry are those relating to management, the application of knowledge to practice, critical and logical thought, ethics, human resources, problem-solving, decision-making, customer service, addressing uncertainty, oral and written communication, interpersonal communication, command of foreign languages, addressing customers’ problems efficiently, strategic planning and thinking, creativity, self-confidence and social and emotional competences. Ferreras-Garcia et al (2019) showed that student competency levels measured at the end of tourism internships were very good. Jack et al (2017) examined internships as a vehicle for both identifying students’ acquisition of management competencies and checking possible deficiencies in the process, with the aim of tackling industry concerns regarding how universities might better prepare graduates for successful careers.…”