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

Abstract

PurposeThe aim of this article is to provide evidence about how the acquisition of competencies through internships influence student learning process results, and about whether learning process results are affected by the gender differences, by considering two sustainable development goals (SDGs) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4).Design/methodology/approachThe study was carried out on a sample of 273 interns and their supervisors on the bachelor’s degree program in Tourism and Hospitality Management at the School of Tourism and Hospitality Management Sant Ignasi who carried out curricular internships during the 2016–2020 academic years. The university internship and mobility service sends supervisors a questionnaire, the purpose of which is to rate how well students have acquired the competencies and achieved the learning process results during their internship. The supervisors complete and return the questionnaire once the student has completed the internship.FindingsThe findings confirm that learning results appear to be positively influenced by certain competencies, especially personal ones such as orientation toward achievement and initiative and entrepreneurial spirit. Other results show the effect of the gender differences, as female students obtain better learning results than male students. Supervisors’ gender also seems to affect results.Practical implicationsThe research will help improve the design of internship-based programs of study.Originality/valueThe analysis provides an innovative research and contributes knowledge on the relation between competencies and learning results in the tourism and hospitality education sector in the field of internships and on the role of the gender dimension.

Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

“…Without a doubt, these aspects are key to achieving SDGs 4 and 5. Curiously, no marked differences were observed between the different types of programs [60].…”