HOSPITALITY INTERNSHIPS AS A CAREER DEVELOPMENT TOOL: STAKEHOLDER PERCEPTIONS AND EXPECTATIONS Except where reference is made to the work of others, the work described in this dissertation is my own or was done in collaboration with my advisory committee. This dissertation does not include proprietary or classified information. ____________________________________ Jona Cary Simmons Certificate of Approval: _________________________ _________________________ Martin O?Neill Susan S. Hubbard, Chair Associate Professor Professor Nutrition and Food Science Nutrition and Food Science _________________________ _________________________ Anthony Guarino James E. Witte Associate Professor Associate Professor Educational Foundations Educational Foundations Leadership & Technology Leadership & Technology _________________________ _________________________ Maria Martinez Witte Joe F. Pittman Associate Professor Interim Dean Educational Foundations Graduate School Leadership & Technology HOSPITALITY INTERNSHIPS AS A CAREER DEVELOPMENT TOOL: STAKEHOLDER PERCEPTIONS AND EXPECTATIONS Jona Cary Simmons A Dissertation Submitted to the Graduate Faculty of Auburn University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Auburn, Alabama December 15, 2006 iii HOSPITALITY INTERNSHIPS AS A CAREER DEVELOPMENT TOOL: STAKEHOLDER PERCEPTIONS AND EXPECTATIONS Jona Cary Simmons Permission is granted to Auburn University to make copies of this dissertation at its discretion, upon request of individuals or institutions at their expense. The author reserves all publication rights. __________________________ Signature of Author _________________________ Date of Graduation iv VITA Jona Cary Simmons, daughter of Mr. William Eugene Cary, Jr. and Mrs. Connie Johnson Cary, was born September 12, 1979, in Birmingham, Alabama. Jona resided with her family in Birmingham, Alabama during her childhood and graduated from Briarwood Christian High School in 1997. After high school, she attended Auburn University where she received her Bachelor of Science degree in May 2001, majoring in marketing. In August of 2002, Mrs. Simmons received her Master of Science degree in Nutrition and Food Science with an emphasis in Hotel and Restaurant Management. In September of 2002, she began working toward her Doctor of Philosophy in Nutrition and Food Science with an emphasis in Hotel and Restaurant Management. On January 22, 2005, Jona married Jeremy Paul Simmons of Birmingham, a graduate of The University of Alabama. Jona and Jeremy had their first child, Savannah Rain, on December 4, 2005. Jeremy, Jona, and Savannah reside in Birmingham. Jona is an instructor at Jefferson State Community College in Birmingham, Alabama. v DISSERTATION ABSTRACT HOSPITALITY INTERNSHIPS AS A CAREER DEVELOPMENT TOOL: STAKEHOLDER PERCEPTIONS AND EXPECTATIONS Jona Cary Simmons Doctor of Philosophy, December 15, 2006 (M.S., Auburn University, August, 2002) (B.A., Auburn University, 2001) 150 Typed Pages Directed by Susan S. Hubbard The purpose of the study is to investigate hospitality internships so that: 1) the internship experience can be strengthened and improved in such a way that students and industry professionals are both receiving benefit, 2) all stakeholder groups may gain a better understanding of hospitality students? level of preparedness for their internship experience, 3) information is provided to show if an internship experience has an effect on hospitality students? perspectives of their first job within the hospitality industry, and 4) all stakeholder groups are provided up-to-date information regarding characteristics of hospitality graduates? first job within the hospitality industry. All stakeholder groups may benefit from this study as they will be provided information regarding characteristics of vi hospitality internships, perspectives of hospitality students? pre-internship experience and post-internship experience, and characteristics of hospitality graduates first job within the hospitality industry. This study was limited to industry professionals working in the lodging industry (mailing list was purchased from InFocus Marketing Group), faculty members within the organization CHRIE (Council of Hotel and Restaurant Institutional Education), and students enrolled in four-year colleges. The findings were the following: All four stakeholder groups (pre-internship hospitality students, post-internship hospitality students, faculty, and industry professionals) agreed that internships should be between 11 weeks to 20 weeks, and all four stakeholder groups agreed that interns and industry professionals should meet weekly. Industry professionals believe that interns are not prepared for their internship experiences. Both pre-internship hospitality students and post-internship hospitality students believe that they will be working between 49 hours per week and 64 hours per week. On average, hospitality students have worked between 7 months to 1 year prior to their internship experience. Industry professionals believe that starting salary for a new hospitality graduate is lower than what the students and faculty believe to be an average starting salary. Therefore, students and faculty do not have realistic perspectives of hospitality industry starting salaries. vii ACKNOWLEDGEMENTS I dedicate this manuscript to my husband, Jeremy Paul Simmons and my parents, Gene and Connie Cary. Jeremy, the love of my life, has consistently provided support by cheering me on and by helping take care of our daughter, Savannah, while I am busy working. At a young age my parents instilled in me the importance of always doing my very best at everything I pursue. My mother is a very beautiful and wise woman who has taught me so much about the importance of family and overcoming obstacles to achieve my dreams. My father is a very godly man of integrity and high ideals. He has always worked hard to give our family the best environment and resources to succeed. Thank you all. I love each of you dearly. I would like to thank Dr. Susan Hubbard, my major professor, for all that she has taught me, for the time that she has spent in helping me develop this dissertation, for always encouraging me and for being an amazing mentor and friend. I would like to thank Dr. Maria Witte and Dr. James Witte for being such positive examples of educational leadership. I am so grateful for all of the knowledge that I gained from being their student. I would like to thank Dr. Martin O?Neill, Dr. Mark Carpenter, and Dr. Linda Jo Connell for the ideas that they contributed in the development of this project. I would like to thank Dr. Anthony Guarino. Dr. Guarino is a statistical genius with a tremendous ability to examine a project and quickly organize key statistical points. viii Style Manual Used: Publication Manual of the American Psychological Association (5 th Edition) Computer software used: Windows 03, Statistical Package for the Social Sciences (SPSS) Graduate Pack 15.0 for Windows, Microsoft Word 2003 ix TABLE OF CONTENTS Page LIST OF TABLES................................................................................................ xii CHAPTER I. INTRODUCTION.............................................................................1 Statement of the Problem.............................................................................1 Research Questions......................................................................................2 Purpose of Study..........................................................................................3 Significance of the Study.............................................................................4 Limitations of the Study...............................................................................6 Definition of Terms......................................................................................7 Organization of the Study ............................................................................9 CHAPTER II. REVIEW OF LITERATURE .......................................................11 Hospitality Education.................................................................................11 Hospitality Internship Stakeholders...........................................................12 Career Expectations ...................................................................................14 Career Preparation .....................................................................................17 Internships as a Career Development Tool................................................18 Training......................................................................................................20 Experiential Learning as Internships .........................................................21 Structure and Academic Requirements......................................................28 Supervision of Internship Experiences ......................................................31 Internship Perceptions................................................................................36 CHAPTER III. METHODS...................................................................................42 Introduction................................................................................................42 Research Questions....................................................................................44 Participants.................................................................................................44 Instruments.................................................................................................44 Variables ....................................................................................................45 Validity ......................................................................................................46 x Reliability...................................................................................................46 Procedures..................................................................................................47 Response Rate............................................................................................48 Statistical Analysis.....................................................................................48 CHAPTER IV. FINDINGS ...................................................................................49 Introduction................................................................................................49 Research Questions....................................................................................49 Demographics ............................................................................................50 Length of Internship...................................................................................62 Starting Yearly Pay....................................................................................65 Industry Supervision ..................................................................................68 Prior Work Experience ..............................................................................78 Weekly Work Hours ..................................................................................80 Internship Preparedness .............................................................................84 CHAPTER V. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS .....................................................88 Introduction................................................................................................88 Sample Review ..........................................................................................89 Research Questions....................................................................................89 Findings......................................................................................................90 Conclusions................................................................................................97 Implications................................................................................................98 Recommendations......................................................................................99 REFERENCES ....................................................................................................100 APPENDICES .....................................................................................................109 APPENDIX A: INSTITUTIONAL REVIEW BOARD (IRB) LETTER OF APPROVAL ........................................... 110 APPENDIX B: INDUSTRY PROFESSIONAL SURVEY CONSENT LETTER .....................................112 APPENDIX C: FACULTY SURVEY CONSENT LETTER .................114 APPENDIX D: STUDENT SURVEY CONSENT LETTER .................117 APPENDIX E: INDUSTRY PROFESSIONAL SURVEY.....................118 APPENDIX F: FACULTY SURVEY.....................................................124 APPENDIX G: PRE-INTERNSHIP STUDENT SURVEY....................129 APPENDIX H: POST-INTERNSHIP STUDENT SURVEY .................134 xi LIST OF TABLES Table Page 1. Pre-Internship Student Demographics? .....................................................52 2. Post-Internship Student Demographics.................................................?.. 54 3. Faculty Demographics .................................................................................56 4. Industry Professional Demographics ...........................................................58 5. Length of Internship.....................................................................................64 6. Stakeholder Opinions? of Starting Pay ........................................................67 7. Stakeholder Opinions? on Weekly Meetings ...............................................69 8. Descriptive Statistics for Internship Length, Starting Salary, & Weekly Meetings ........................................................................................72 9. ANOVA Results for Internship Length, Starting Salary, & Weekly Meetings .........................................................................................75 10. Pairwise Comparisons for Starting Salary ..................................................77 11. Descriptive Statistics for Questionnaire Items, Pre- and Post - Internship............................................................................80 12. Pre- and Post-Internship Opinions? of Work Hours Per Week...................82 13. ANOVA Results for Pre- Vs. Post- Internship Groups ..............................84 14. Descriptive Statistics for Interns? Level of Preparedness...........................85 15. ANOVA Results for Interns? Level of Preparedness..................................85 16. Pairwise Comparisons for Opinions on Student Preparedness for Internship...............................................................................................87 1 CHAPTER I. INTRODUCTION Statement of Problem The significance of experiential learning within the parameters of university level hospitality curricula is widely recognized by both the academic and industry sectors. Hospitality students have benefited in numerous ways from the experience that experiential education in the form of internships provide. This emergence into a real- world setting with unexpected situations cannot be created in a common classroom setting. Industry professionals have seen the positive impact these interns have on the development of the hospitality industry. These students are often eager to learn and apply their classroom knowledge to the industry. This positive surge of energy and fresh ideas can be an asset to competitive businesses. Through internship planning and coordination, faculty members are provided an opportunity to network and share knowledge with industry professionals. When all three groups of stakeholders communicate the aspects that they value most in an internship experience and the goals that they wish to achieve, each group can better understand the other. As faculty, industry professionals, and students reveal their perceptions of key factors of internship experiences, differing aspects may exist. These differing aspects are often a challenge to the major stakeholders involved in the internship process. Through careful collaboration among these three groups, internships can become more effective and may be viewed as a more positive experience by all involved. Unfortunately, little 2 extensive research on the core values and opinions of each group has been performed. This study was designed to reveal current opinions and perceptions of each group. Research Questions The following research questions were developed based on suggestions from previous literature on hospitality internships. These research questions were designed as a means to gather information so that major stakeholders of hospitality internships could gain a better understanding of: the selected components of an internship, hospitality students? level of preparedness for their internship, and characteristics of hospitality students? first job within the industry. These questions should help determine key aspects of a hospitality internship, identify characteristics of hospitality graduates? first job within the hospitality industry, determine if a hospitality internship experience changes hospitality students? perspectives of their first job within the industry, assess hospitality programs ability to adequately prepare students for their internship experience, and determine up-to-date opinions of each group. The research questions were: Research Question 1: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals regarding the required length of hospitality internship experiences? Research Question 2: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals? regarding the average starting salary for hospitality graduate?s first job within the hospitality industry? 3 Research Question 3: Is it beneficial for an intern and an industry professional to meet weekly to discuss objectives and progress? Research Question 4: How much hospitality work experience do hospitality students have prior to their internship experience? Research Question 5: What are pre-internship hospitality students? and post- internship hospitality students? opinions on the amount of hours per week that a new hospitality graduate would work in their first job within the hospitality industry? Research Question 6: Do hospitality students and hospitality industry professionals feel that university-level hospitality programs are adequately preparing hospitality students for their hospitality internship experiences? Purpose of the Study It is evident that experiences that involve some form of educationally supervised immersion into real-world experiences are vital to student preparation for success in the hospitality industry. As university hospitality programs have worked to benefit from experiential learning in curricula, many universities such as Auburn University, Cornell University, University of Houston, and Pennsylvania State Universities all have lodging facilities open to the public that provide students with practical training experiences. The purpose of the study is to investigate hospitality internships so that: 1) the internship experience can be strengthened and improved in such a way that students and industry professionals are both receiving benefit, 2) pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals may gain a better understanding of hospitality students? level of 4 preparedness for their internship experience, 3) information is provided to show if an internship experience has an effect on hospitality students? perspectives of their first job within the hospitality industry, and 4) all stakeholder groups are provided up-to-date information regarding characteristics of hospitality graduates? first job within the hospitality industry. All stakeholder groups may benefit from this study as they will be provided information regarding characteristics of hospitality internships, perspectives of hospitality students? pre-internship experience and post-internship experience, and characteristics of hospitality graduates first job within the hospitality industry. There is a need for research that investigates the perspectives of industry professionals, faculty, pre- internship students and post-internship students regarding internship experiences and hospitality job characteristics so that each group may better contribute to: the improvement of hospitality education, the improvement of internship experiences, and the improvement of student industry preparation. Students will be surveyed pre- internship and post-internship in order to gather expectation levels and post experience evaluation. Significance of the Study Students Students? perceptions of experiential learning requirements were examined prior to internship experiences and after internship experiences in order to examine areas in which their opinions changed. In addition, pre-internship students and post-internship students? opinions were assessed regarding their level of preparedness for their internship. Students were asked to select the length of an internship requirement that they 5 felt was most appropriate. Students were also examined to determine if they felt it to be beneficial for the industry internship supervisor to meet with them weekly. There are several reasons that perspectives of structuring the internship experience differ amongst students and industry professionals. Students should benefit from this study by gaining a better understanding of the expectations of a hospitality internship and by gaining a more realistic perspective of hospitality graduates? first jobs within the hospitality industry. Industry Professionals For the industry collaborator, the principle benefits will be to gain a better understanding students? work experience and feelings regarding level of preparedness for their internship, student and faculty perspectives of the industry, and information regarding frequency of internship supervision so that the internship can be most effectively organized and controlled. Through this study, the industry professionals have been provided more information about student expectations of internships so that they will know how to better assist students in meeting their internship goals. The internship placement sites can better structure an internship program in line with expected educational needs and requirements of educational programs. In addition, industry professionals may be able to better understand interns as they learn more about their educational and work experience background. Faculty Faculty members are responsible for overseeing the requirements of internship experiences. The findings from this study can assist hospitality educators and industry professionals in jointly planning and structuring hospitality internships. This study will 6 also provide faculty information regarding the degree to which interns feel prepared for the internship experience. The principal academic benefit will be to further understand perspectives of hospitality internship so that the internship process can be strengthened and improved. In addition, this study may provide information that faculty can use to better prepare university-level hospitality students for their first full-time position in the hospitality industry. Limitations A significant limitation in this study is the self-report nature of the survey design. Responses for each survey were gathered under the assumption that the individual was honestly reporting true information and opinions. Generalization is limited for all sample stakeholder groups. The student group samples were taken from only four university-level colleges within the United States. The industry professional sample was relatively small (n=38) and focused on individuals working within the lodging industry. InFocus Marketing Group provided a randomly selected mailing list of industry professionals. The faculty sample was randomly selected from the CHRIE (Council on Hotel and Restaurant Institutional Education) faculty member list. The study was limited to students enrolled during the 2005 to 2006 academic year. The post-internship student group surveyed consisted of a different group of students than the pre-internship sample. Therefore, results for these two groups are relative, and the post-internship survey was not a follow-up to the pre-internship survey. 7 The study was further limited to the data collected through the utilization of the quantitative survey questionnaire. All other types of data collection were excluded. Definition of Terms Career etiquette ? rules governing socially acceptable behavior in a professional setting. CHRIE - the Council on Hotel, Restaurant and Institutional Education, the international professional organization of hospitality and tourism educators. Cooperating organization - the business where a particular intern has chosen to fulfill a set internship term. Curriculum requirements ? a predetermined set of courses or disciplines that a student must complete in order to receive academic credit. Education - organized and sustained instruction designed to communicate a combination of knowledge, skills and understanding, valuable for all the activities of life (Pizam & Milman, 1988) Experiential education ? a learning experience that requires an individual to work in a real-world setting. Faculty supervisor - the educator/coordinator that is stationed at the university or college of the student being supervised who oversees the academic requirement of the student intern. Hospitality education - courses offered through two and four year colleges, junior colleges, and community colleges for the professional preparation of individuals for management positions within the hospitality industry. Carl Reigel (1995) expanded the 8 definition of hospitality education to include ?a field of multidisciplinary study which brings the perspectives of many disciplines, especially those found in the social sciences, to bear on particular areas of application and practice in the hospitality and tourism industry? (p.10). Industry- refers to any business that operates in the field of hospitality management. For the purpose of this study, the field of hospitality management includes any business that involves food, travel, lodging, and recreation. Industry professional ? an individual working in the hospitality industry in some form of a management position. Industry supervisor ? a company employee that is responsible for overseeing the fulfillment of internship experience requirements for an intern. Internship - an opportunity that offers students an individualized, real-world educational experience through the study of a structured employment situation. Internship coordinator ? an assigned faculty supervisor responsible for overseeing the internship process for student interns at an educational institution. This individual may recruit and approve internship placement sites. Internship hours ? a predetermined amount of hours that a student must complete in order to receive full academic credit for an internship experience. Internship site ? the physical location that a student has chosen to work in order to fulfill an internship experience. Labor-intensive industry - ?relying on a large work force to meet the needs of its guest? (Chon & Sparrowe, 1995, p. 31). 9 Mentor ? a trusted and wise advisor; influential people who significantly help someone (known as the prot?g?) reach their own major life goals; individuals with the power to promote their prot?g?s training process, personal welfare, or career development (Tanke, 1986). Networking - the process of meeting with and gathering information from an ever-expanding channel of acquaintances (Chon & Sparrowe, 1995). New-employee socialization - the process by which new employees become acclimated to the functions of the company in which they are employed. Resume - a short, written account of a job applicant?s work experience, education, and other qualifications (Chon & Sparrowe, 1995). Senior set ? the growing number of older workers Sponsor - the key contact person at a work site. This individual is typically the intern?s supervisor or a member of the human resource staff. Transfer of training ? the application of knowledge, skills, and attitudes learned from training on the job and subsequent maintenance of them over a period of time (Cheng & Ho, 2001). Organization of the Study Chapter One introduces the study by revealing the problem statement, the research questions, the significance of the study, the limitations of the study, a list record of key terms with subsequent definitions, and ends with the organizational structure of the study. Chapter Two consists of a review of literature associated with the history of hospitality education, hospitality internship stakeholders, career expectations, career 10 preparation, internships as a career development tool, training, structure of internship, academic requirements, supervision of internship experiences, and internship perceptions. Chapter Three outlines the methods that were administered in the process of the study. The methods section includes the sampling methods, research questions, and data collection. Chapter Four details the study findings and an interpretation of the data analysis of the study is provided. Chapter Five includes a summary, conclusions, and implications and recommendations for future studies associated with the research topic. 11 CHAPTER II. REVIEW OF LITERATURE Hospitality Education The traces of the growth of hospitality education began in the early 1920s (Bernstein, 1994). This early form of hospitality education was primarily through experience. The American Hotel Association and E.M. Statler initiated a program of instruction, with an emphasis on vocational orientation, for hotel management at the college level in the 1920?s at Cornell University (Fu, 1999; Chon, Sparrowe, 1995). This program began as a response to a need for trained managers with professional knowledge (Bernstein, 1994). By the mid-1970?s, 40 American four-year institutions had hospitality programs (Riegl, 1995). The number of programs continued to quickly grow over the next decades. In 1994 there were 181 American four-year institutions which offered baccalaureate degrees in the field of hospitality (Chesser, 1994). Barrows and Bosselman (1999) claim that there are currently close to 200 established four-year hospitality programs in operation with several of them offering graduate degree programs. This rapid growth in hospitality education stirred concern in both hospitality educators and industry professionals. In response, the Council on Hotel, Restaurant and Institutional Education (CHRIE) began to establish an effective system for the accreditation of hospitality programs at the baccalaureate level (CHRIE, 1992). CarlRiegal (1995) has defined hospitality education as ?a field of multidisciplinary study 12 which brings the perspectives of many disciplines, especially those found in the social sciences, to bear on particular areas of application and practice in the hospitality and tourism industry? (p.6). The most valuable education a student can receive in a hospitality program combines industry-acquired techniques with academic support (Downey & Deveau, 1988). Many changes have taken place with university level hospitality education throughout its existence including the progress from being strictly hands-on learning to including more theory in the education (Barrows & Bosselman, 1999). Practical and professional experiences have been found to operate as a necessary channel for managerial success. The majority of hospitality education programs pride themselves on their ability to include hospitality industry interface in their curricula (Downey & Deveau, 1988). However, Barrows and Unkauf (1993) claim that ?too often, industry and academe go about their daily business almost independently of one another?. This can contribute to the creation of learning gaps during students? academic experiences? (p.21). The Council on Hotel and Institution Education (CHRIE) Handbook of Accredidation notes work experience as one of the three sections of curriculum requirements for majors in hospitality education which include: general education, hospitality administration, and work experience (Su, Miller & Shanklin, 1998). Hospitality Internship Stakeholders The major stakeholders involved in a college-level hospitality internship are: industry professionals, students, and faculty. All three of these groups contribute to the overall quality, education, and career preparation of an internship experience. A well- 13 planned internship program jointly developed by industry representatives, faculty members and students can maximize the potential to successfully prepare high quality hospitality management graduates for the workplace (Pauze, Johnson, & Miller, 1987). Although recognizing the needs of each stakeholder group is typically noted by internship coordinators, there has been much debate regarding the level of influence each of these stakeholders should have over hospitality internship experiences. There is a need for standardization of efforts of education and industry to assure that programs are adequately preparing the future workforce of the hospitality industry (Mateo, 1991). Acknowledging the opinions of stakeholders is part of the new lexicon of higher education management (Macfarlane & Lomas, 2006). Educational institutions, through mission statements, now recognize their responsibility to accommodate the needs of a range of stakeholders such as students, employers, professional associations, the government, the academic community, and wider society (Macfarlane & Lomas, 2006). Well-developed internships play a vital role to assist the student, educators and industry representatives in discovering answers to needs that cannot be served through the framework of the academic curriculum (Tobias, 1996). However, while it is simple to list stakeholders, and commit to safeguard their various interests as the institutional level, significant obstacles can arise in managing their competing claims (Macfarlane & Lomas, 2006). In The Journal of Technical Writing and Communication (2003), Kirk Amant states the need for educators and internship providers to find ways to revise internship experiences so that educators, internship providers, and students/interns can use internship experiences in a way that benefits all three parties. Typically, industry and 14 education work together to develop specific program principles and to define minimum standards of an acceptable internship (Huss & Ebbers, 1992; Kizer 1988). Criteria for internships range from determining specific job dimensions, such as decision making and supervisory activities, to requiring a minimum number of work hours (Nelson, 1994). A major challenge in designing evaluation strategies for academic programs is that the two groups who would appear to be natural allies in this endeavor, practicing professionals and educators, are sometimes at odds over it (Anderson, 1995). Both groups share the same desire for academic programs to prepare students to become productive employees and valued members of the profession, but because practicing professionals and educators are employed by differing types of organizations with very dissimilar types of traditions and missions, the two groups tend to emphasize different goals for education (Anderson, 1995). The differing emphasis too often lead to mutual recriminations, with faculty accusing practicing professionals of wanting colleges and universities to become job training sites for specific companies and industries, and practicing professionals complaining that educators fail to impart enough of the practical know-how required in the workplace (Anderson, 1995). In addition, many students are becoming critical consumers of education. As students complete their studies, they tend to analyze what they receive for their time and money invested in education (Mateo, 1991). Career Expectations There are many factors that affect students? expectations of their first job within the industry. Some of these factors may include: personal experience working in the industry, comments from peers, observation of other individuals working in the industry, 15 classroom lectures, and perspectives of working experiences in other industries. With every students? personal relationships and life experiences being unique, each student will have their own set of expectations for their first job within the hospitality industry. However, researchers often find similarities among groups of individuals sharing a common opinion regarding first jobs within the hospitality industry. With high turnover rates being a common problem found throughout the hospitality industry, many hospitality industry professionals see that often the reality of students? first jobs within the industry may not match their expectations of their first job. Voluntary turnover during the first 18 months on the job is increasing among college graduates in first career jobs, and reports of mounting disillusionment among new recruits are gathering in college placement offices and in corporate human resource departments (Young & Lundberg, 1996). With large amounts of new recruits entering companies with unrealistic expectations, many hospitality-industry firms have responded in recent years with improved selection methods, improved training, and numerous practices to increase employee satisfaction and thereby reduce turnover (Young & Lundberg, 1996). Many company executives now see the importance of better understanding the new-employee socialization process. Hospitality careers can present the most energizing, motivating, and challenging avenues and opportunities today (Mayo, 1997). The hospitality industry has grown to encompass a wide array of career choices found in restaurants, hotels and motels, resorts, recreation clubs, cruise ships, gaming, culinary, vending, and gourmet groceries/food services (Mayo, 1997). Therefore, many college-level hospitality programs offer courses 16 to educate students on the uniqueness of each of these venues. As a result, students may have a more realistic expectation of their first job within the hospitality industry. Many industry professionals agree that the best way to prepare students for their first job within the hospitality industry would be for them to have worked as much in the industry as possible. Liane Haynes, a former sales and service manager with the Hyatt Regency in Los Angeles believes that the people who make the best general managers are people who have a really well-rounded background. She states ? I think that it would be ideal, if people are interested in getting on the fast track, that they get as much experience in all areas as possible. This means hands-on experience in food and beverage, housekeeping and sales,? (Herbert, 1994). In a study reported in the Cornell Hotel and Restaurant Administration Quarterly (1998), a survey of 46 professionals from the hospitality industry tested the outlook toward the effectiveness of hospitality education curricula (Lefever & Withiam, 1998). When the respondents were asked to outline what they see as the greatest strengths of hospitality-program graduates, they usually acknowledged that students seem well- prepared for the industry and most of them are excited and energetic (Lefever & Withiam, 1998). These results show positive attributes of hospitality graduates. The results from the surveys showed that graduating students? main weakness involved the students? frequent overestimate of their abilities and their unrealistically high expectations for their first jobs, rather than a systematic approach to problem solving with technical expertise (Lefever & Withiam, 1998). The respondents showed to be strongly supportive of internships as a key element of helping students to have a realistic expectation of their first job within the hospitality industry. When asked about the 17 effective way to help students make the transition from academe to industry, prior job experience and internships were reported to be a very popular response (Lefever & Withiam, 1998). Hospitality educators also are seeing the critical role industry experience plays in the creation of a realistic industry perspective for graduates. Donald Sloan, head of Oxford Brooke?s Department of Hospitality, Leisure and Tourism Management claims, ?Before they go into the industry, we want them to work in a realistic environment. We?re very aware that sometimes management students feel they should be running the operation straight off? (Shinn, 2003). Students can better manage a property when they themselves have worked the front-line positions and understand how the business operates. Career Preparation The success of hospitality businesses are based largely on employee performance and because of their service encounter nature, employee attitudes and behaviors are key determinants of service quality, customer satisfaction, and loyalty (Kusluvan & Kusluvan, 2000). As a service-dominated industry, hospitality depends upon individuals with interpersonal skills-both natural and developed (Chon & Sparrowe, 1995). Bill Lindley, Executive Director of Norfolk Convention and Visitors Bureau, stated ?It is critically important to have verbal and written skills. For students, what seems to be a problem is a lack of communication skills. Everything we do relates to communications, both written and oral. Students lacking in basic communication skills affect job performance and achievement? (Chon & Sparrowe, 1995). These critical skills can be 18 sharpened through classroom and work experiences. With the hospitality industry being a labor-intensive industry, it requires a large work force to accommodate the needs of its customers (Chon & Sparrowe, 1995). Because quality employee performance is so important in the hospitality industry, employees should be trained to provide the level of service that will enable their business to succeed. Factors such as: the demands of customers, the development of the senior set (the growing number of older workers), and the increase in competition will force the distribution aspect to grow its product lines (Chon & Sparrow, 1995). The expansion of specialized components within the industry will create new and unexplored career paths for hospitality students. Internship as a Career Development Tool Internships may be viewed as an important career development tool for students preparing for a career in the hospitality industry. Despite the fact that internships are not a guarantee of future employment, developing intern commitment is valuable for both the intern and the employer because many organizations eventually hire their interns (Gualt, Redington, Schlager, 2000). The National Association of Colleges and Employers (NACE) reports that the average employer offers about 44 percent of its interns full-time jobs after graduation (Stock, 2004). These interns are often chosen before other applicants because of their qualifications with relationship to experience. Interns from an organization create an employee pool consisting of trained individuals that can instantly contribute to an organization. Hence, hiring from previous interns allows an organization to cut back on costs, with reductions both in hiring and training costs (Pianko 1996). 19 Research has shown that internship experiences help students gain confidence in finding a job upon graduation (Cook, Parker & Pettijohn, 2004). Students who participate in an internship experience, may be more confident when looking for a job than before their internship experience because they have had practical experience in their industry in addition to their academic training and can discuss their learned skills with interview panels. Petrillose and Montgomery (1998) noted that industry professionals think that when students participate in internship programs they become more marketable than their peers who have no internship experience. However, Fu (1999) found that out of the three groups he investigated (faculty, students, and industry professionals), only faculty and industry professionals support those researchers? findings. Student respondents of Fu?s study did not support this theory. Internship experiences may foster independence and ambitiousness (Ju, 1997). Herrick (1987) discovered that as students completed their internships, they rated themselves higher in self-efficacy and skill development, but rated themselves lower in anxiety. These findings show internships to be effective experiences in encouraging hospitality students in their career development. Individuals that are interested in pursuing a career in the hospitality industry should understand that providing a service opposed to a tangible product may present many challenges to those involved. Hospitality employees are not only required to be knowledgeable about the products that are offered through their company, they typically will be required to work long hours that include weekends and holidays. For this reason, 20 it is critical that students experience a real job in the hospitality industry while they are students so that they will have realistic expectations of their future career opportunities. Training Training plays an important role in the quality of services offered, especially in the hospitality industry where quality of service remains the most critical characteristic distinguishing a company from its competitors (Pratten & Curtis, 2002). The main objective of training is to help people gain knowledge, develop positive attitudes, and apply what they learned to real life practices (Hsu & Huang, 1995; Wilson, Strutton, & Farris, 2002). The benefits of training can result in increased customer satisfaction levels. Training promotes higher levels of service performance, helps companies attract and retain the best employees, develops communication, and improves teamwork (Barrows, 2000; Cullen 2000 Iverson, 2001). Transfer of training is defined by Cheng and Ho (2001) as ?the application of knowledge, skills, and attitudes learned from training on the job and subsequent maintenance of them over a period of time? (p. 104). Forming quality training systems for interns, giving interns meaningful tasks, and empowering them to supervise the tasks are essential elements to improving future internship programs. Quality training systems can enhance interns? ability to receive and retain information. Training has been valued as a means for improving performance, in such a way that organizations spend $200 billion annually on their workforce training (Awoniya, Griego, & Morgan, 2002). Many employers have taken note of the numerous benefits of training programs. Go, Monachello, and Baum (1996) claimed that employee 21 empowerment increases employee satisfaction due to more feelings of connection and value, and improved personal relationships among co-workers. Workplace training and employee strengthening systems have been shown to increase productivity, decrease employee turnover, reduce production waste, increase product quality, and improve customer service (Frantz & Hamouz, 1999; Ninemier, 2001). Gene Anderson, Director of Food and Beverage at Palmer House Hilton (overseeing a staff of about 400 people) claimed that ?About 80 percent of my time is spent training and counseling our employees. We talk about how to improve or maintain performance. We do this with quarterly performance reviews as well as daily and weekly meetings? (Hertenstein, 2001). Anderson contributes so much of his time and efforts to training because he sees the importance of having each staff member perform consistently with each other. In training, the way material is presented can make a difference in the way it is retained and assimilated by learners (Hertenstein, 2001). Experiential Learning as Internships The sole purpose of experiential learning is the practice of students taking an active responsibility in their learning process opposed to simply receiving information from their instructors. Experiential learning is an educational preparation that combines classroom study with practical work experience (Barrows & Bosselman, 1999). It is designed to provide an opportunity for the practical application of skills and concepts learned in the classroom. Nelson (1994) noted that self confidence comes from success, success comes from experience, and experience is the most valuable learning tool. In an internship, the 22 student is responsible for performing a job for an employer, learning how the business is structured, and relating that to classroom knowledge (Walk & Pike, 1989). Nelson (1994) suggested that students have more chances to explore future careers through internships, to gain deeper knowledge of details, and to start thinking about their future careers based on their internship experiences. John Dewey is noted as being one of the most avid promoters of experiential learning (Scannel & Simpson, 1996). Dewey implied that students can better realize value and purpose with what they are being taught in the classroom when what is done at school is connected with what is done outside the school. He believed that students should be in an educational environment that actively stimulates the students? development so that they can learn and mature through solving problems and facing challenges while working in the industry. Raymod and McNabb (1993) found that the most effective methods for helping students obtain the skills that businesses valued most were internships, projects sponsored by business firms, guest speakers, cases, and simulations. Experiential learning is part of the most important aspect in the hospitality program?s curriculum (Fu, 1999). Hospitality students consider experiential learning to be the most effective way to learn the reality of the positions they are considering for their future career (Scott, 1992). Barrows and Bosselman (1999) claim that the primary objective of a hospitality internship or hospitality experiential learning experience is to enable college students to gain valuable work experience within the hospitality industry (p.38). Bob Hunter, Vice President of Operations and Client Services for the Stadium Corporation stressed the importance of work experience when he stated ?start as early as 23 possible, probably through part-time work. This may be either by volunteering or by attempting to get into facilities via work placement programs? (Chon & Sparrowe, 1995). With internships, students are able to interact with industry professionals in a working environment that may grow their knowledge base of industry practices. Many individuals within the hospitality industry believe that allowing an individual to perform in a work environment is a truer reflection of their abilities than academic performance alone. Educational benefits of internships have long been noted to develop more understanding, interests, and participation in government and other civic- minded activities; to observe operating processes; to undertake extensive research; and to obtain knowledge of relationships between theory and practice (Scannel & Simpson, 1996). Downey and Deveau (1988) noted that industry-experience courses are not designed to be used as a pool of free labor for hospitality operations. When students are compensated for their internship work, they may be able to leave the internship experience not only with newly acquired skills but also a financial gain. To make students work experience more realistic and credible, students should me compensated for their services (Downey & Deveau, 1988). Through studies and experience, students, faculty and industry professionals all have found to benefit from internship experiences (Cook, Parker & Pettijohn, 2004). Students are offered the opportunity to work with professionals in their fields and to see with their own eyes the processes of the industry that they are considering for their future career (Cook, Parker & Pettijohn, 2004). For some students, this is their first opportunity 24 to experience their selected industry in a working environment. Research has also shown that internship experiences improve many students abilities to get along with a variety of different people in work situations (Cook, Parker, & Pettijohn, 2004). When participating in an internship experience, many students are put in situations where they are required to interact with various individuals. Communicating with others in a work environment, challenges many individuals to operate with a team-oriented mindset. Internships can be a way for students to decide whether a chosen field is really a good fit for their ideal long-term career plans (Stock, 2004). An internship experience can provide an environment that will allow a student to better understand the responsibilities of a job within their chosen field. Cannon and Arnold (1998) found that students are using internship programs as a method of enhancing their job searches and to gain a competitive edge in the recruiting process. Through participating in an internship, students often have the opportunity to network with professionals. Through internships, the employer is given the opportunity to examine a students? performance and also receives the intern?s knowledge of the latest academic information and skills (Cook, Parker & Pettijohn, 2004). When students work in an internship, employers are often given occasions to examine the student?s ability to handle not only day-to day responsibilities but also unexpected situations that arise at nearly any workplace. When a business is pleased with the performance of an intern the university gains credibility (Cook, Parker, Pettijohn & 2004). Therefore, a positive relationship between the business and university is formed. Relationships formed between businesses and universities can be beneficial for both groups as networking pools of a specific 25 industry are enlarged, and each group may be able to provide tools and resources that can be useful for the other. Theil and Hartley (1997) discovered that the internship can provide an opportunity for students to gain professional experience and credit in their majors, help industry to gain excellent employees, and allow the school to receive tuition and favorable image enhancement through the effective work of the intern. A survey conducted in 1998 from Vault Reports, Inc., found that 77 percent of all college seniors had completed at minimum one internship by graduation-25 times the 3 percent internship participation rate in 1980 (Stock, 2004.) The internship experience is influenced by many factors including: university-policy, college policy, academic- department curriculum, and accrediting entities (Ronczkowski, LaFollette & Bellinger, 2004). Research has shown certain job characteristics to be linked to job satisfaction. Hackman and Oldman (1980) suggested five key job characteristics to be critical to job satisfaction. These five characteristics are skill variety, task identity, task significance, autonomy and job feedback. They claim that jobs high in these characteristics offer workers a positive environment for motivation and satisfaction. Creating an environment high in these job characteristics can lead to positive internship experiences. Fu, 1999, suggest that hospitality programs should serve the hospitality industry with a very strong sense of questioning, open-minded discussion, sharing of information, and a refreshing hospitality attitude. Identifying perceptions of the effectiveness of students? internship experiences could reveal areas where programs do not meet objectives of internship programs (Ju, 1997). Assessing the quality of internships should 26 be a regular practice of hospitality programs. Failure to meet these objectives may limit high quality hospitality management graduates (Ju, 1997). Ju (1997) notes that internship programs provide students with opportunities to test career choices while they are still in college. He expands upon this concept by detailing further benefits of hands-on learning. When properly structured, internship programs can assist students with (a) career development, (b) valuable information about career choice, ( c) self-awareness, (d) pre-employment preparation, (e) company research, (f) job readiness, (g) developing critical thinking skills, (h) learning teamwork and leadership skills, and (i) understanding their own and others? communication techniques (Stalberte, 1996, p.4). It may be very beneficial for organizations to make efforts to create a positive working environment for interns because this could serve to increase not only their effective commitment to the organization but also their long-term commitment to the occupation (Dixon, Cunningham, Turner & Kent, 2005). Interns are viewed by many as a readily available, easily transformed, and specifically trained workforce that can be a valuable source of labor in today?s economy (Dixon, Cunningham, Turner & Kent, 2005). When companies hire their interns, employers are able to cut training costs because the intern is already somewhat familiar with company processes. Hite and Bellizzi (1986) studied the perceptions of 441 students regarding their internship experiences and found that the students? highest overall agreement was with the assertion that the internship provided a valuable learning experience that would 27 supplement their coursework. These students placed great emphasis on the importance of experiential learning opportunities. Students of the study further suggested that work hours should be flexible, the internship should be experienced during the junior year, a pass/fail system should be used for grading the performance of the intern, and an internship coordinator should be designated to provide both the intern and business with information and intercede when problems arise (Cook, Parker & PettiJohn, 2004). . In a recent study of Fortune 500 recruiters, Barr and McNeilly (2002) found that approximately 40% of the respondents reported that certain components of in the internship, including leadership experience and teamwork, cannot be taught in the classroom. Cook, Parker, and PettiJohn (2004) stated that colleges and universities that want to advance the equipped and balanced student would be advised to offer academic classroom training combined with real-world experiences provided by internships. These experiences have been noted to enhance both the knowledge and skill base of the individuals involved. Authors of both organizational behavior and human resource information have for years observed the importance of quality internships and early job experiences as determinants of valuable career results (Balfour & Neff, 1993; Hiltebeitel, Leauby, & Larkin, 2000). Hsin-Wei Fu (1999) performed a study to investigate student, faculty, and industry professionals? attitudes towards hospitality internships, as well as the differences among student, faculty, industry professional attitudes towards hospitality internships. Fu performed this study using 100 Taiwanese students who had participated in internships, 20 members of faculty who had taught in the tourism department and 20 industry 28 professionals whose workplace provided internship experiences for a tourism department. Through his research, Fu came to the following conclusions: students need timely feedback from industry professionals to perform their operations effectively; interns provide a hiring pool for industry professionals; and with a highly structured internship, students are able to learn skills, gain knowledge and experience from the internship that increases their future career marketability. The majority of the students viewed the internship as an opportunity to make money, but faculty and industry professionals placed more emphasis on the internship as an educational experience. Industry professionals would prefer the internship to require more hours, but the students felt that the established required hours were sufficient. Structure and Academic Requirements Experiential learning assignments vary in terms of direction, duration, and requirements; yet there exists enough similarity to propose a standard structure for them (Barrows & Bosselman, 1999). Objectives that should be accomplished during the experiential learning experience include the development of: conceptual knowledge, management skills, communication skills, and career development skills (Barrows & Bosselman, 1999). In order to receive academic credit, most hospitality programs require students to submit documentation in written or oral form to verify completion of the work experience requirement (Downey & Deveau, 1988). The specific documentation requirements vary between programs. Downey and Deveau (1988) noted that many programs required that students submit a log of work activities prior to the end of the semester. 29 Cole, Kolko and Craddick (1981) noted that students rated highly structured internships as the highest quality of a beneficial internship experience. However, Fu (1999) does not fully support this theory. The findings of his study indicated that only faculty and industry professionals selected a highly structured environment to be one of the key elements of an effective internship (Fu, 1999). Downey and Deveau (1988) performed a study to assess the degree to which industry experience at the non-managerial level is provided for students as part of their hospitality program. The study also investigated the particular components that such a course or requirement would involve. Despite the fact that hospitality programs have varying guidelines and procedures for industry-experience, a majority of them adhere to skills-oriented format. Downey and Deveau (1986) identified and listed several guidelines that most skills-oriented hospitality programs follow. These five guidelines include (1) Allowing students to participate in training programs with a professional in the students? major area of study to enhance their skills and as preparation for management responsibilities, (2) Gathering hospitality knowledge from the industry and applying it in the classroom, (3) Gaining valuable experience in a field of interest to the student, (4) Making the student more competitive in securing a position with a hospitality operation upon graduation, and (5) Comparing and contrasting theoretical hospitality principles with day-to-day industry practice (Downey & Deveau, 1988). Hospitality researchers have noted several objectives of hands-on learning, and the objectives will vary from program to program depending on the mission of each 30 program. Many students may enter an internship program in hopes of discovering their area of focus. However, there are some students who may enter an internship program knowing which area of the hospitality industry is their primary focus for a future career. Lerner (1992) claimed that students can strengthen themselves to be successful in chosen fields and better target specific areas of interest as they have had the chance to examine the job from the corporate viewpoint. A highly structured internship will provide a format so that the internship goals may be obtained. Students generally were dissatisfied when there was a lack of supervision in their internship. These researchers also revealed that students tend to select their career sites based on their prior internship experience as opposed to basing their decision on financial or geographic issues The best internships seem to require more than clerical or administrative skills, and they provide interns with new experiences that challenge them to learn new skills and stretch their previous learning (Dixon, Cunningham, Turner & Kent, 2005). Upon visiting several businesses within the hospitality industry, one may find interns working in positions with various levels of responsibility and authority (Morse, 1999). For instance, some interns are placed in regular line employee positions while others may be placed in a manager-in-training program. These two types of positions offer very different working experiences as they require two dissimilar levels of responsibility. In addition, interns may be rotated through a wide variety of positions while other interns may be required to work only one position. The majority of hospitality programs require at a minimum 535 internship hours to gain academic credits (Fu, 1999). However, industry professionals typically think that 31 internships should be longer than 1000 hours, and a full-time faculty coordinator should oversee each intern (Fu, 1999). Downey and Deveau (1988) noted that internship time requirements can range from 1,800 hours to no hours at all. Therefore, research has shown that there are varying opinions amongst the stakeholders involved in hospitality internships. Supervision of Internship Experiences The faculty coordinator?s role is to support the student in preparation and field experience. These coordinators can be a guide for students that may help lessen stress and uncertainty that often come with a new work experience. Counseling by the coordinator can influence the student in a positive manner in each phase of the internship process (Ronczkowski, LaFollette & Bellinger, 2004). These faculty coordinators can directly impact a students? site selection decision. The process of selecting an internship site can be an anxious and frustrating experience for many students (Ronczkowski, LaFollette & Bellinger, 2004). Some students are afraid of what lies ahead of them in their careers. The fear of failure can add to a number of dysfunctional patterns such as procrastination, inability to participate, and test or performance anxiety (Sweitzer & King, 1999). Students have been known to experience this fear even before the internship site is selected and often need encouragement as they continue through the process (Ronczkowski, LaFollette & Bellinger, 2004). When an individual guides an intern through the internship searching process, many of the questions that they might have regarding the industry can be eliminated. 32 O?Mahony, McWilliams and Whitelaw (2001) examined the perceptual, structural, personal, and environmental issues relating how students select the hospitality major at Australian colleges and universities. Students have been known to perceive a more successful internship experience with the interaction of a mentor. The study revealed that the students have little knowledge of the hospitality industry and management when selecting a major at colleges or universities. Therefore, hospitality management faculty members when teaching and interacting with students should share information that could help students form realistic expectations of the hospitality industry. Many faculty internship coordinators have other academic responsibilities, the most common being teaching and scholarly contribution commitments (Ronczkowski, LaFollette & Bellinger, 2004). Therefore, there are many obvious benefits to a hospitality department having a full-time internship coordinator. With a full-time internship coordinator, essential elements such as attending career fairs, conferences, phone calls, and alumni contacts become the responsibility of a single person (Ronczkowski, LaFollette & Bellinger, 2004). The role of a full-time university-level internship coordinator is one that requires excellent communication and organization skill. With these skills, the internship coordinator can set the stage for success within and internship experience. A faculty member?s academic commitments might prevent the faculty member from having time to take on the added responsibility of supervising students? internship term (Downey & Deveau, 1988). In some cases, a college or university may grant release time for hospitality faculty members to free them from some 33 of their academic obligations (Downey & Deveau, 1988). Downey and Deveau (1988) noted that it is difficult to supervise industry experience if the coordinator or director cannot or does not make on-site visitations to examine the student?s performance. The study performed by Downey and Deveau (1988) was designed to investigate the degree to which industry experience at the non-managerial level is provided for students as part of their hospitality program. Their findings showed that the amount of time faculty members with academic responsibilities were only able to contribute from 2 to 12 contact hours per week making on-site visits to interns. In addition, their studies revealed that industry-experience administrators without regular faculty member obligations were able to contribute 10 to 25 hours per week making on-site visits to student interns. In a study performed by Fu (1999) to investigate student, faculty and industry professional attitudes towards hospitality internships, findings indicated that all three respondent groups agreed that faculty should be assigned to assist students and industry professionals during the internship. Supervision done effectively should give students written and oral feedback during work assignments (Patterson, 1997). This feedback will allow the student to remain aware of their performance quality. Educators should work closely with the supervising organizations to guarantee that the internships are challenging and worthwhile (Dixon, Cunningham, Turner & Kent, 2005). Employers in travel and tourism, hotel, and restaurant business are the main consumers of the talents and cognitive abilities that educators impart to students (Barrows & Bosselman, 1999). Furthermore, Fu (1999) suggested that supervision is a key factor in determining the success of internship programs. Faculty can improve their hospitality 34 programs by reviewing curriculum periodically, and combining feedback from students, industry professionals, and educators. This will make hospitality education more practical and suitable for student transition into industry settings. The internship coordinator is in a position to ?track? students, ensure that administrative requirements are fulfilled (such as registration, insurance, etc.) and gently push slow starters (Ronczkowski, LaFollette & Bellinger, 2004). The main benefits of having a full-time internship coordinator are fostering professional networking, providing full-time oversight of the experience, and encouraging student involvement (Ronczkowski, LaFollette & Bellinger, 2004). As students research potential degree tracks, they are often only aware of the information that is available via departmental brochures and other marketing material. Cunningham and Sagas (2004), claim that the responsibility of disseminating this information rests on the professors, counselors and advisors. Professors may find time in class to share information to students that can keep them up-to-date on internship opportunities. If students do not have positive internship experiences, they are less prone to consider the hospitality industry for their career paths. Many have noted that the long hours typically associated with the hospitality industry will burn out even the most career-oriented person (Pavesic & Brymer, 1990). Therefore, guidance from industry professionals and university internship supervisors is very critical to hospitality interns. Dixon, Cunningham, Turner and Kent, (2005) suggest, ?Educators also need to work closely with the sponsoring organizations to ensure that jobs are both challenging and well supervised.? Within internships, there must be frequent interaction between the students and internship coordinators to prevent the development of confusion and 35 frustration. Educators can lessen the stress levels of interns by informing students pre- internship about the multiple roles that they may encounter and provide strategies for coping with role stress to help decrease the role stress once they are working in their internship (Dixon, Cunningham, Turner & Kent, 2005). Universities that work with businesses to provide internship opportunities for students?, benefit in numerous ways, including the enhancement of the university- community partnership which can offer benefits in funding and other support (Cook, Parker & PettiJohn, 2004). Companies that work closely with university students may also benefit from the networking that occurs with professors who are highly interested in the development of their industry. Barrows & Bosselman (1999) claimed, ?A partnership between academe and industry, with both groups reviewing and contributing to programs that enhance theory, practice and learning, will bring the strengths of both groups to bear on improved student education.? The bonding element for this joint effort will be the value that each group places on the other group?s expertise. Internship Perceptions Jeonguen Ju (1997) investigated Korean students? perceptions and overall satisfaction levels regarding the effectiveness of their hospitality internship experiences. The study also designed assessed the relationship between students? perceptions of their industry experience and their demographic characteristics. Findings from the study showed that previous work experience was the most common factor influencing students? perceptions of their internship experiences (Ju, 1997). Other significant factors that were found to influence student perceptions of their internship 36 experience included: type of internship workplace; expectation of an employment offer; age and gender (Ju, 1997). Ardel Nelson (1994) performed a study to investigate the factors related to students? satisfaction with their hospitality internship experiences. In addition, the study was designed to determine whether, and to what degree, relationships existed between job dimensions, supportive relationships and students; and satisfaction with their internships (Nelson, 1994). This study revealed that students were most satisfied with internships that provided relevant work, some autonomy, and timely feedback. (Nelson, 1994). The significance of timely feedback for interns has been noted by many researchers. Fu (1999) found that the greatest agreement among his faculty and industry professional respondents was that students should receive timely feedback to prevent serious mistakes during their internships. Cole, Kolko, and Craddick (1981) noted that students become dissatisfied when there is a lack of supervision. Fu (1999) investigated student, faculty, and industry professional attitudes towards hospitality internships, as well as the differences among student, faculty, and industry professionals? attitudes towards hospitality internships. Findings indicated that students? greatest agreement was that they should be paid for their internships. In addition, students also agreed that they should receive feedback in a timely manner and that a coordinator should be designated to assist students and industry professionals during their internship experience (Fu, 1999). Students? least agreement was that knowledge gained through other courses was useful (Fu, 1999). Over half (54%) of the student respondents in this study preferred internship hours between 201 and 400 (Fu, 1999). 37 Downey and Deveau (1988) noted that most hospitality-program administrators at the four-year level were satisfied with their current industry-experience format, the internship hours required and credit awarded, the type of documentation required, program administration, and student employment coordination. Differing opinions regarding the number of hours required for interns are found among many individuals within the hospitality industry. However, Downey and Deveau (1988) surveyed 21 hospitality recruiters and found six out of ten recruiters stated that programs do not require sufficient internship hours and hospitality recruiters were not quite satisfied with the customary way student-internship experiences are documented. These hospitality recruiters preferred a two-component report including both written and oral requirements, but most educators believed a written report was adequate (Ju, 1987). Despite the findings that internships provide value for students, employers, and universities, they do not come without problems (Cook, Parker & PettiJohn, 2004). In a recent study by Cook, Parker, and PettiJohn (2004) of 351 student interns from 12 different colleges, one third of the students indicated that they could not, or did not, connect classroom lectures and theory with what they were observing in their internship. This finding shows that students do not feel that their academic courses are adequately preparing them for their industry experiences. Ardel Nelson (1994) noted several recommendations for both hospitality internships and hospitality curricula. 1. Preparation of students for internships should be guided by an Internship Curriculum that runs through the overall curriculum. a. A dedicated coordinator should be accountable for the curriculum. 2. An Internship Curriculum should emphasize: 38 a. Students? responsibility for their education, for selecting and preparing for industry segment, and for learning to learn. b. Elements of organizational socialization including benefits of mentoring, mentoring functions, and other relationships that can provide mentor functions. How and where to find relationships that serve students? needs. c. Internship Curriculum should prepare students for weekly communication with faculty and for feedback from faculty during internships via the internet. 3. Industry and education should recognize students? need for guided practice with feedback and ensure that proper autonomy and feedback are provided during every approved internship. 4. Educators should place equal emphasis on the practice and integration of cognitive, motor and affective skills of students. When arranging an internship program, hospitality educators attempt to link theory with practice by providing students the opportunity to demonstrate skills in real world situations (Nelson, 1994). Higher education is increasingly concerned with the quality of its goods and services (Barrows & Bosselman, 1999). Higher education?s products are intangible making assurance of quality more difficult than in traditional manufacturing industries. Bob Hunter, Vice President of Operations and Client Services for the Stadium Corporation noted the importance of education when he stated, ?there is absolutely no doubt that education is critical to the long-term potential of an employee. The business background and understandings of management that are delivered to 39 students during their university years are required in the long run if they hope to be successful and work their way up to senior management positions,? (Chon & Sparrowe, 1995). Hospitality program development should be done with a focus on providing quality education administered through highly qualified instructors. Hospitality students should generally be more knowledgeable in their field and have more experience in their field than graduates from other university departments. The relative level of quality in a hospitality program is directly linked to resources that are available (Barrows & Bosselman, 1999). In August of 1989, the Cornell H.R.A. Quarterly published an article on the future of hospitality education authored by Michael Lafever. This article presented the views of nine deans or program directors on issues that will be of concern to the future of hospitality education. The panelist views outlined in this article caution that unless hospitality programs truly begin to differentiate themselves from other programs on campus with respect to curricula designed to make hospitality graduates valuable products to this industry, industry executives will continue to look elsewhere for their future managers (Lefevre, 1989: 42-47). Other experts within the industry have expressed their concern regarding the future of hospitality education. Raymond J. Goodman, Jr. and Linda G. Sprague (1991) stated that ?hospitality education programs must refocus and reorient their curricula soon or face the fate of such specialized programs as those in insurance, banking, and transportation, which have been absorbed into general business curricula schools of business have begun to address the needs of service operations, a category that includes hotels and restaurants.? 40 There are differences in the internships from academic program to academic program. Some institutions provide students with academic credit for their internships, while at others no academic credit is granted. At some institutions, students are required to work in only paid internship experiences, while at others they are not. The expectation of hours worked may range from only four per week at one institution to over fifty at others (Barrows & Bosselman, 1999). The hourly requirements at each program differ significantly depending on each program?s determined mission. A well-structured internship program jointly coordinated by industry professionals, faculty members and students can maximize the potential to effectively prepare high quality hospitality management graduates for the workplace (Pauze, Johnson, & Miller, 1989). 41 CHAPTER III. METHODS Introduction The purpose of the study was to investigate hospitality internships so that: 1) the internship experience can be strengthened and improved in such a way that students and industry professionals are both receiving benefit, 2) all stakeholder groups may gain a better understanding of hospitality students? level of preparedness for their internship experience, 3) information is provided to show if an internship experience has an effect on hospitality students? perspectives of their first job within the hospitality industry, and 4) all stakeholder groups are provided up-to-date information regarding characteristics of hospitality graduates? first job within the hospitality industry. All stakeholder groups may benefit from this study as they will be provided information regarding characteristics of hospitality internships, perspectives of hospitality students? pre-internship experience and post-internship experience, and characteristics of hospitality graduates first job within the hospitality industry. The objective was to identify perceptions for pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals, determine the level of significance for each opinion, and compare the results for each group. The research method used in this study was the descriptive research design. Descriptive research is used to obtain information concerning the current status of the phenomena to describe ?what exists? with respect to variables or conditions in a situation (Key, 1997). A descriptive survey was selected for this study 42 because no attempt was made to change behavior or conditions. The researcher chose not to perform an experimental study/longitudinal study because no interventions were performed on the subjects and the study did not examine the effects that an event or experience had on a specific group. This chapter restates the guiding research questions used in the study. Furthermore, this chapter includes a description of the procedures and method of research used, including sampling procedures, participant population, the research data collection instrument, validity of the instrument, design, and data collection processes. Research questions were developed based on previous research studies and suggestions identified in previous literature. In Ju Jeongeun?s study (1997) on students? perceptions of the effectiveness of their internship experiences in the hospitality industry he claimed that students are increasingly demanding more effective ways to acquire professional skills and to reduce uncertainty in the educational process. In addition, Tobias (1996) noted that industry representatives are seeking more effective ways to reduce uncertainty in the hiring process. Mateo (1991) claims that, ?there is a need for standardization of efforts of education and industry to assure that programs are adequately preparing the future workforce of the hospitality industry?. Kirk Amant (2003) stated the need for educators and internship providers to find ways to revise internship experiences so that educators, internship providers, and students/interns can use internship experiences in a way that benefits all three parties. However, with practicing professionals and educators being employed by differing types of organizations with very dissimilar types of traditions and missions, the two groups tend to emphasize different goals for education (Anderson, 1995). 43 To accomplish this study the following research questions were addressed: Research Question 1: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals regarding the required length of hospitality internship experiences? Research Question 2: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals? regarding the average starting salary for a hospitality graduate?s first job within the hospitality industry? Research Question 3: Is it beneficial for an intern and an industry professional to meet weekly to discuss objectives and progress? Research Question 4: How much hospitality work experience do hospitality students have prior to their internship experience? Research Question 5: What are pre-internship hospitality students? and post- internship hospitality students? opinions on the amount of hours per week that a new hospitality graduate would work in their first job within the hospitality industry? Research Question 6: Do hospitality students and hospitality industry professionals feel that university-level hospitality programs are adequately preparing hospitality students for their hospitality internship experiences? Participants The sample population of the study included university level hospitality management students enrolled at four baccalaureate degree granting programs at 44 universities located within four states in the United States (Alabama, Texas, Nevada, and South Carolina), hospitality industry professionals (InFocus Marketing Group provided the randomly selected list) working in the lodging industry within the United States, and hospitality management faculty within university level programs within the United States who are members of the organization CHRIE ( The International Counsel of Hotel and Restaurant Institutional Education). All individuals participating in this study were at least 19 years of age or older. The sample population studied consisted of a convenience sample. This convenience sample was made up of three parts: randomly selected university-level hospitality management students from four colleges within the United States, hospitality management faculty working within university-level hospitality management programs within the United States (gathered from the CHRIE member list), and randomly selected industry professionals working within the lodging industry within the United States (InFocus Marketing Group performed a random selection from their database of industry professionals) . Instruments The research instruments used in the study were questionnaires focused on hospitality education and internships. The survey questionnaire was developed based on a review of literature and interviews with experts in the field of education. A pilot study was conducted with a panel of experts to determine clarity of the items on the survey. Each questionnaire was custom designed to specifically identify key components from each of the various sample populations. Four different survey versions were created for each of the four groups surveyed for the study: university-level hospitality management 45 students pre-internship, university-level hospitality management students post-internship, university-level hospitality management faculty, and hospitality industry professionals working within the lodging industry. This study was designed so that after obtaining the data from each participant group, the findings could help individuals better understand: characteristics and perceptions of hospitality students, faculty and industry professionals, and characteristics of jobs within the hospitality industry. The data gathered from this study were meant to provide information that can be beneficial in preparing any of the three major groups involved in the internship process: industry professionals, faculty, and students. Variables Independent variables that were assessed in this study were the demographic variables from the survey. For the industry professional the independent variables included: gender, age, place of employment, level of education achieved, average number of weekly work hours, average annual pay, level of employment. For the students that were surveyed, the independent variables included: class standing, college location, age range, and previous work experience. For the hospitality management faculty, the independent variables included: employment location, age, amount of work experience, and number of years at a university-level hospitality program. The dependent variables included the remaining variables which addressed characteristics of internship experiences. 46 Validity The survey was developed and pilot tested by a panel of experts in the hospitality industry. This panel consisted of sales managers, sales directors, general managers, hotel managers, food and beverage directors, catering coordinators, and front office managers. These experts reviewed the instrument for accuracy, construct validity, and determined the ease of instrument use. The consensus of acceptance of the survey instrument constituted the degree of validity. Responses from each sample were deemed to have content validity because they contained information applicable to each stakeholder involved in the hospitality internship process. Reliability The investigator found reliability testing to be irrelevant for this survey instrument. This belief is congruent with David L. Streiner?s stance on reliability measures. Streiner stated, ?It makes no sense, to try to assess interrater reliability for self- report measures (Streiner, 2003). He expands further on this issue by stating, ?The same can be said for measure of internal consistency. They are extremely useful in constructing scales that tap an unidimensional construct, but one should not assume that all measures must exhibit homogeneity among the items. Specifically, indexes, which are composed of casual indicators, most often do not have items that are correlated with each other. One should recognize that different measurement tools rest on varying assumptions about the underlying nature of the relationships, and the statistics should mirror them,? (Streiner, 47 2003). When these measures of internal consistency are incorrectly administered, results can be faulty. The blind use of coefficient alpha and other indexes of internal consistency, without considering whether they are suitable for the measure, can lead to situations in which either a scale is wrongly dismissed for not being reliable or the indexes are unfairly criticized for not producing useful results (e.g., Juniper, Guyatt, & King, 1994). Procedures Students, industry professionals, and faculty were randomly selected for this study. Faculty and industry professionals were mailed a survey packet that included an information letter describing the study, the questionnaire, and a return self-addressed and stamped envelope. The hospitality faculty members from four-year university institutions were randomly selected from the international Council on Hotel, Restaurant and Institutional Education membership list. The industry professionals were randomly selected from a list provided by InFocus Marketing Group. Four universities throughout the United States (Alabama, Nevada, South Carolina, and Texas) were randomly selected for student survey distribution. Hospitality faculty members from each of these universities distributed surveys to hospitality students enrolled in randomly selected classes listed as hospitality management course requirements. Faculty members at each of these universities announced the survey distribution to the students being asked to respond. The surveys were distributed to students in these classes along with an information letter describing the study. 48 Response Rate A total of 280 surveys were mailed to industry professionals working within the lodging industry. Of these mailed surveys, 38 were returned for a response rate of 14%. A total 70 post-internship student surveys were sent to faculty to be distributed to students. There were 39 post-internship student respondents, with a response rate of 56%. A total of 120 pre-internship student surveys were sent to faculty to be distributed to students. There were 69 pre-internship student respondents, with a response rate of 58%. Surveys were distributed by faculty to students enrolled in their hospitality courses who volunteered to complete the survey. There were 300 faculty surveyed for this study using a mailed survey. A total of 114 responded to the survey for a response rate of 38%. Statistical Analysis Responses for closed-ended questions were reported by frequency and percentage. Descriptive analyses of the research questions are shown. ANOVA?s (tests of between- subjects effects) were applied to identify relationships and significant differences within the study (Shannon & Davenport, 2001). In addition, pairwise comparisons were performed. A pairwise comparison is based on a difference between a pair of treatment means (Keppel, Zedeck, 1989). 49 CHAPTER IV. FINDINGS Chapter four addresses and discusses the statistical analysis of the data gathered in this study. The purpose of this study was to investigate hospitality internships so that the internship experience can be arranged in such a way that students and industry professionals alike benefit from the experience. This information was gathered through random sampling of industry professionals, pre-internship students, post-internship students and faculty. The information gathered in this study may assist: 1) hospitality programs in developing their curriculum requirements; 2) students in better preparing themselves for their internship experience and first full-time job within the hospitality industry; and 3) industry professionals in gaining a better understanding of the academic requirements along with the students? needs. The respondents to this study consisted of 69 pre-internship students, 38 post-internship students, 38 industry professionals, and 113 faculty members. To accomplish this study the following research questions were addressed: Research Question 1: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals regarding the required length of hospitality internship experiences? Research Question 2: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry 50 professionals? regarding the average starting salary for a hospitality graduate?s first job within the hospitality industry? Research Question 3: Is it beneficial for an intern and an industry professional to meet weekly to discuss objectives and progress? Research Question 4: How much hospitality work experience do hospitality students have prior to their internship experience? Research Question 5: What are pre-internship hospitality students? and post- internship hospitality students? opinions on the amount of hours per week that a new hospitality graduate would work in their first job within the hospitality industry? Research Question 6: Do hospitality students and hospitality industry professionals feel that university-level hospitality programs are adequately preparing hospitality students for their hospitality internship experiences? Demographics Demographics for each group are reported in Table 1, Table 2, Table 3, and Table 4. Table 1 shows the demographics for the pre-internship student group. This table includes: the pre-internship student group class standing, location by state, amount of work experience prior to internship, and their age within ranges. Table 2 shows the demographics for the post-internship student group. This table includes: the post- internship student group class standing, location by state, amount of work experience prior to internship, and their age within ranges. Table 3 shows the demographics for the faculty group. This table includes: national region of employment, age within a range, the 51 number of graduates from the program in which they are employed, and whether they had or had not worked in the hospitality industry. Table 4 shows the demographics of the industry professional group. This table includes: national region of employment, number of years of experience, highest level of education attained, age within a range, average number of weekly hours, average pay range, number of full-time employees within company, and average number of part-time employees within company. Of the pre-internship student group, 89.9% (n=62) were 28 years old or younger, 10.1% (n=7) were age 29-38. Within the pre-internship student group, 1.4% (n=1) were freshman, 39.1% (n=27) were juniors, and 58% (n=40) were seniors. Of the post- internship student group, 92.1% (n=35) were 28 years old or younger, 7.9% (n=3) were age 29-38. Within the post-internship student group, 2.6% (n=1) were sophomores, 36.8% (n=14) were juniors, and 21% (n=8) were seniors. Of the faculty group, 2.7% (n=3) were age 29-38, 36.3% (n=41) were age 39-48, 22.1% (n=25) were age 49-50, 30.1% (n=34) were age 51-58, and 8% (n=9) were older than age 58. Of the industry professionals group, 13.2% (n=5) were 28 years old or younger, 23.7% (n=9) were age 29-38, 36.8% (n=14) were age 39-48, 18.4% (n=7) were age 49- 58, and 7.9% (n=3) were older than 58. Table 1 Pre-Internship Student Demographics Characteristic Frequency Percentage Class standing Freshman 1 1.4 Sophomore 0 0 Junior 27 39.1 Senior 40 58 Total valid 68 98.6 Missing 1 1.4 Total 69 100 Location by state: Alabama 34 49.3 Nevada 32 46.6 South Carolina 3 4.3 Total 69 100 Work Experience: No 8 11.6 Yes 60 87 Total valid 68 98.6 Missing 1 1.4 Total 69 100 52 53 Table 1 (continued) Characteristic Frequency Percentage Amount of Experience: 7 months to 1 year 14 20.3 2 years to 3 years 23 33.3 4 years to 5 years 6 8.7 6 years to 7 years 6 8.7 Greater Than 7 years 2 2.9 Total valid 61 88.4 Missing 8 11.6 Total 69 100 Age: 28 or less 62 89.9 29-38 7 10.1 Total 69 100 54 Table 2 Post-Internship Student Demographics Characteristic Frequency Percentage Class standing: Freshman 0 0 Sophomore 1 2.6 Junior 14 35.9 Senior 8 20.5 Total valid 23 59 Missing 16 41 Total 38 100 Location by state: Alabama 14 35.9 Nevada 17 43.6 South Carolina 4 10.3 Texas 3 7.7 Total 39 100 Work Experience: No 4 10.3 Yes 33 84.6 Total valid 37 94.9 Missing 2 5.1 Table 2 (continued) 55 Total 39 100 Characteristic Frequency Percentage Amount of experience: Less than 3 months 3 7.7 3 months to 6 months 2 5.1 7 months to 1 year 7 17.9 2 years to 3 years 12 30.8 4 years to 5 years 6 15.4 6 years to 7 years 3 7.7 Total valid 33 84.6 Missing 6 15.4 Total 39 100 Age: 28 or less 35 89.7 29-38 3 7.7 Total valid 38 97.4 Missing 1 2.6 Total 39 100 56 Table 3 Faculty Demographics Characteristic Frequency Percentage State employed: Pacific 1 .9 Midwest 23 20.4 Northeast 30 26.5 South 34 29.19 West 25 22.1 Total valid 113 99.12 Missing 1 .9 Total Age: 114 100 29-38 3 2.6 39-48 41 36 49-50 25 21.9 51-58 34 29.8 Greater than 58 9 7.9 Total valid 112 98.2 Missing 2 1.8 Total 114 100 Number of graduates: 57 Table 3 (continued) Less than 20 9 7.9 Characteristic Frequency Percentage 20-40 17 14.9 41-60 16 14 61-80 9 7.9 81-100 12 10.5 101-120 11 9.6 Greater than 120 38 33.3 Total valid 112 98.2 Missing 2 1.8 Total 114 100 Work Experience: No 6 5.3 Yes 108 94.7 Total 114 100 58 Table 4 Industry Professional Demographics Characteristic Frequency Percentage U.S. region employed: Northeast 12 31.6 South 25 65.6 Missing 1 2.6 Total 38 100 Number of years employed: Less than 2 years 1 2.6 2-5 years 5 13.2 6-9 years 7 18.4 10-13 years 1 2.6 14 years or greater 24 63.2 Total 38 100 Highest level of education: High school diploma 2 5.3 Technical school certificate 1 2.6 Associates degree 2 5.3 Bachelors degree 27 71.1 Masters degree 5 13.2 59 Table 4 (continued) Characteristic Frequency Percentage Doctoral degree 1 2.6 Total 3 100 Age: 28 or less 5 13.2 29-38 9 23.7 39-48 14 36.8 49-58 7 18.4 More than 58 3 7.9 Total 38 100 Hours worked per week: Less than 40 hours 1 2.6 41 hours to 48 hours 12 31.6 49 hours to 56 hours 17 44.7 57 hours to 64 hours 5 13.2 65 hours to 72 hours 1 2.6 More than 80 hours 1 2.6 Total valid 37 97.4 Missing 1 2.6 Total 38 100 60 Table 4 (continued) Characteristic Frequency Percentage Pay range: Less than $20,000 1 2.6 $20,000 - $30,000 2 5.3 $30,001 - $40,000 2 5.3 $40,001 - $50,000 5 13.2 $50,001 - $60,000 3 7.9 $60,001 - $70,000 0 0 $70,001 - $80,000 1 2.6 $80,001 - $90,000 4 10.5 $90,001 - $100,000 3 7.9 Greater than $100,000 17 44.7 Total 38 100 Full-time employees: Less than 20 7 18.4 20-40 1 2.6 41-60 1 2.6 61-80 2 5.3 81-110 1 2.6 111-130 1 2.6 61 Table 4 (continued) Characteristic Frequency Percentage Greater than 130 25 65.8 Total 38 100 Part-time Employees: Less than 20 11 28.9 20-40 5 13.2 41-60 4 10.5 61-80 1 2.6 81-110 3 7.9 111-130 0 0 Greater than 130 13 34.2 Total valid 37 97.4 Missing 1 2.6 Total 38 100 62 Length of Internship All four survey groups were asked to select a range that they felt represented the most appropriate internship length. The post-internship student group was also asked to select the length that best represented their actual internship length requirement. Results are shown in Table 5. Among industry professionals, 21.1% of the sample preferred internships to be 21 weeks to 25 weeks long (n = 8), 18.4% of the sample preferred internships to be 11 weeks to 15 weeks long (n=7), 13.2% of the sample preferred for the internships to be 16 weeks to 20 weeks long (n=5), 7.9% preferred for the internships to be 6 weeks to 10 weeks long (n=3), and 7.9% preferred for the internships to be more than 25 weeks (n=26). Among the post-internship students, 25.6% of the sample preferred internships to be 11 weeks to 15 weeks long (n=10), 20.5% of the sample preferred internships to be 21 weeks to 25 weeks long (n=8), 17.9% of the sample preferred internships to be 6 weeks to 10 weeks long (n=7), 15.4% of the sample preferred for internships to be more than 25 weeks (n=6), 12.8% of the sample preferred for internships to be 16 weeks to 20 weeks (n=5), 2.6% of the sample preferred for internships to be less than 6 weeks (n=1), and 2.6% of the respondents preferred internships to be more than 25 weeks. Among the pre-internship students, 33.3% of the respondents preferred internships to be 11 weeks to 15 weeks long (n=23), 27.5% of the respondents preferred internships to be 6 weeks to 10 weeks long (n=19), 21.7% of the respondents preferred internships to be 16 weeks to 20 weeks long (n=15), 7.2% of the respondents preferred internships to be 21 weeks to 25 weeks long (n=5), 4.3% of the respondents preferred 63 internships to be more than 25 weeks (n=3), and 2.9% of the respondents preferred internships to be less than 6 weeks (n=2). Among the faculty, 37.7% of the sample preferred internships to be 11 weeks to 15 weeks long (n=43), 28.9% of the sample preferred internships to be 16 weeks to 20 weeks long (n=33), 9.6% of the sample preferred internships to be 6 weeks to 10 weeks (n=11), and 9.6% of the sample preferred internships to be more than 25 weeks (n=11). 64 Table 5 Length of Internship Length of internship Industry Opinion Faculty opinion Pre-internship student opinion Post- internship student opinion Less than 6 weeks 0 0 2 (2.9%) 2 (5.1%) 6 weeks ? 10 weeks 3 (7.9%) 11 (9.6%) 19 (27.5%) 7 (17.9%) 11 weeks ? 15 weeks 7 (18.4%) 43 (37.7%) 23 (33.3%) 10 (25.6%) 16 weeks ? 20 weeks 5 (13.2%) 33 (28.9%) 15 (21.7%) 5 (12.8%) 21 weeks ? 25 weeks 8 (21.1%) 10 (8.8%) 5 (7.2%) 8 (20.5%) More than 25 weeks 3 (7.9%) 11 (9.6%) 3 (4.3%) 6 (15.4%) Missing 12 (31.6%) 6 (5.3%) 2 (2.9%) 1 (2.6%) 65 Starting Yearly Pay Pre-internship students, post-internship students, faculty, and industry professionals were asked to select a pay range that they felt best represented that of a hospitality graduates first job within the hospitality industry. Results are reported in Table 6. Among industry professionals, 36.8% expect students? starting yearly pay to be $30,001 to $35,000 (n=14), 21.1% expect students? starting yearly pay to be $25,001 to $30,000 (n=8) , 18.4% expect students starting yearly pay to be $20,000 to $25,000 (n=7), 15.8% expect students? starting yearly pay to be $35,001 to $40,000 (n=6), 5.3% expect students starting yearly pay to be $40,001 to $45,000 (n=2), and 2.6% expect students starting yearly pay to be $45,001 to $50,000 (n=1). Among the faculty, 35.1% expect students? starting yearly pay to be $35,001 to $40,000 (n=40), 27.2% expect students? starting yearly pay to be $30,001 to $35,000 (n=31), 13.2% expect students starting yearly pay to be $40,001 to $45,000 (n=15), 13.2% expect students? starting yearly pay to be $25,001 to $30,000 (n=15), and 3.5% expect students? starting yearly pay to be $45,001 to $50,000 (n=4). Among the pre-internship students, 23.2% expect their starting yearly pay to be $35,001 to $40,000 (n=16), 21.7% expect their starting yearly pay to be $30,001 to $35,000 (n=15), 15.9% expect their starting yearly pay to be $40,001-$45,000 (n=11), 11.6% expect their starting yearly pay to be $25,001 to $30,000, 7.2% expect their starting yearly pay to be $20,000 to $25,000 (n=5), 5.8% expect their starting yearly pay to be $45,001 to $50,000 (n=4), 2.9% expect their starting yearly pay to be more than 66 $60,000 (n=2), 1.4% expect their starting yearly pay to be less than $20,000 (n=1), and 1.4% expect their starting yearly pay to be $50,001 to $55,000 (n=1). Among the post-internship students, 28.2% expect their starting yearly pay to be $35,001 to $40,000 (n=11), 20.5% expect their starting yearly pay to be $30,001- $35,000, 12.8% expect their starting yearly pay to be $40,001-$45,000 (n=5), 12.8% expect their starting yearly pay to be $25,001-$30,000, 5.1% expect their starting yearly pay to be $20,000-$25,000 (n=2), 5.1% expect their starting yearly pay to be $50,001- $55,000 (n=2), and 2.6% expect their starting yearly pay to be $45,001-$50,000 (n=1). 67 Table 6 Stakeholder Opinions? of Starting Salary Starting salary Industry Faculty Pre-internship student Post-internship student Less than $20,000 0 0 1 (1.4%) 0 $20,000 - $25,000 7 (18.4%) 0 5 (7.2% ) 2 (5.1%) $25,001 - $30,000 8 (21.1%) 15 (13.2%) 8 (11.6%) 5 (12.8%) $30,001 - $35,000 14 (36.8%) 31 (27.2%) 15 (21.7%) 8 (20.5%) $35,001 - $40,000 6 (15.8%) 40 (35.1%) 16 (23.2%) 11 (28.2%) $40,001 - $45,000 2 (5.3%) 15 (13.2%) 11 (15.9%) 5 (12.8%) $45,001 - $50,000 1 (2.6%) 4 (3.5%) 4 (5.8%) 1 (2.6%) $50,001 - $55,000 0 0 1 (1.4%) 2 (5.1%) $55,001 - $60,000 0 0 0 0 68 Table 6 (continued) Starting salary Industry Faculty Pre-internship student Post-internship student More than $60,000 0 0 2 (2.9%) 0 Missing 0 9 (7.9%) 4 (5.8%) 5 (12.8%) Industry Supervision In order to address research question number three, all four survey groups were asked a question regarding internship supervision. All four survey groups were asked if they thought it to be beneficial for the industry professional supervisor and the intern to meet weekly. Results are shown in Table 7. Among the industry professionals, 65.8% of the sample reported that they believe that it would be beneficial for the intern and the industry professional to meet weekly (n=25), and 5.3% of the sample reported that they do not think that it would be beneficial for the intern and the industry professional to meet weekly (n=2). Among the faculty, 71.1% of the faculty reported that they think that it would be beneficial for the intern and the industry professional to meet weekly (n=81), and 14% of the faculty reported that they do not think that it would be beneficial for the intern and the industry professional to meet weekly (n=16). 69 Among the pre-internship students, 75.4% of the sample reported that they think that it would be beneficial to the intern and the industry professional to meet weekly (n=52), and 11.6% of the sample reported that they do not think that it would be beneficial to the intern and the industry professional to meet weekly (n=8). Among the post-internship students, 82.1%% reported that they think that it would be beneficial for the intern and industry professional to meet weekly (n=32), and 10.3% reported that they do not think that it would beneficial for the intern and the industry professional to meet weekly (n=4). Table 7 Stakeholder Opinions? on Weekly Meetings Beneficial to meet weekly? Industry Faculty Pre-internship student Post-internship student No 2 (5.3%) 16 (14%) 8 (11.6%) 4 (10.3%) Yes 25 (65.8%) 81 (71.1%) 52 (75.4%) 32 (82.1%) Missing 11 (28.9%) 17 (14.9%) 9 (13%) 2 (5.1%) Table 8 shows descriptive statistics regarding hospitality internship stakeholder opinions on the ideal length of internship requirements. The investigator coded the ranges for data entry and statistical evaluating purposes. The data were coded as follows: A number 1 was assigned to the respondents that selected the ?less than 6 weeks? option. A 70 number 2 was assigned to the respondents that selected the ?6 weeks to 10 weeks? option. A number 3 was assigned to the respondents that selected the ?11 weeks to 15 weeks? option. A number 4 was assigned to the respondents that selected the ?16 weeks to 20 weeks? option. A number 5 was assigned to the respondents that selected the ?21 weeks to 25 weeks? option. A number 6 was assigned to the respondents that selected the ?more than 25 weeks? option. The pre-internship students (n=56) had a mean of 3.14, and a standard deviation of 1.10. Therefore, the mean for the pre-internship students? fell between the 11 week to 15 week range and the 16 week to 20 week range. The post- internship students (n=33) had a mean of 3.61, and a standard deviation of 1.66. Therefore, the mean for the post-internship students? fell between the 11 week to 15 week range and the 16 week to 20 week range. The faculty (n=89) had a mean of 3.69, and a standard deviation of 1.16. Therefore, the mean for the faculty groups fell between the 11 week to 15 week range and the 16 week to 20 week range. The industry professionals (n=26) had a mean of 3.73, and a standard deviation of 1.40. Therefore, the mean for the industry professional group fell between the 11 week to 15 week range and the 16 week to 20 week range. Table 8 also presents descriptive statistics of hospitality internship stakeholders? opinions regarding starting salary for hospitality graduates. The data were coded as follows: 1) 1 was assigned to ?less than $20,000?, 2) 2 was assigned to ?$20,000 to $25,000?, 3) 3 was assigned to ?$25,001 to $30,000?, 4) 4 was assigned to ?$30,001 to $35,000?, 5) 5 was assigned to ?$35,001 to $40,000?, 6) 6 was assigned to ?$40,001 to $45,000?, 7) 7 was assigned to ?$45,001 to $50,000?, 8) 8 was assigned to ?$50,001 to $55,000?, 9) 9 was assigned to ?$55,001 to $60,000?, 10) 10 was assigned to ?more than $60,000?. A descriptive analysis showed that the 56 pre-internship students 71 had a mean of 4.63 and a standard deviation of 1.72. Therefore, the mean for the pre- internship student group fell between the $30,001 to $35,000 range and the $35,001 to $40,000 range. The post-internship students (n=33) had a mean score of 4.73 and a standard deviation of 1.44. Therefore, the mean for the post-internship student group fell between the $30,001 to $35,000 range and the $35,001 to $40,000 range. The faculty (n=89) had a mean of 4.58 and a standard deviation of .96. Therefore, the mean for the faculty group fell between the $30,001 to $35,000 range and the $35,001 to $40,000 range. The industry professionals (n=26) had a mean of 3.77 and a standard deviation of 1.31.Therefore the mean for the industry professional group fell between the $25,001 to $30,000 range and the $30,001 to $35,000 range. Table 8 also shows descriptive statistics of stakeholders? opinions regarding the importance of weekly meetings. The investigator assigned a zero to respondents that felt that it was not beneficial for the intern and the industry supervisor to meet weekly, and assigned a one to respondents that felt that it was beneficial for the intern and industry supervisor to meet weekly. This descriptive analysis showed that of the pre-internship students, 56 believed it to be beneficial for the intern and industry professional to meet weekly, resulting in a proportion of .86 and a standard deviation of .35. The post- internship students (n=33) had a proportion of .94 and a standard deviation of .35. The faculty (n=89) had a proportion of .84 and a standard deviation of .37. The industry professionals (n=26) had a proportion of .88 and a standard deviation of .33. 72 Table 8 Descriptive Statistics for Internship Length, Starting Salary, & Weekly Meetings Response variable Group Mean Std. Deviation N In your opinion, how long do you think hospitality internships should last? Pre 3.14 1.10 56 Post 3.61 1.66 33 Faculty 3.69 1.16 89 Prof?l 3.73 1.40 26 Total 3.53 1.28 204 If you were to take a full time job in the hospitality industry right after graduation, what do you expect that your starting yearly salary would be? Pre 4.63 1.72 56 Post 4.73 1.44 33 Faculty 4.58 .96 89 Prof?l 3.77 1.31 26 Total 4.51 1.35 204 table continues 73 Table 8 (continued) Response variable Time Mean Std. Deviation N Do you think that it would be beneficial to the intern and the industry professional to meet weekly to discuss objectives and progress? Pre .86 .35 56 Post .94 .35 33 Faculty .84 .37 89 Prof?l .88 .33 26 Total .87 .35 204 Note. The investigator assigned numbers to the answers that involved ranges and yes/no responses. For the fisrt question, the coding went at follows: 1) a one was assigned to the ?less than 6 weeks response?, 2) a two was assigned to the ?6 weeks to 10 weeks response?, 3) a three was assigned to the ?11 weeks to 15 weeks? response, 4) a four was assigned to the ?16 weeks to 20 weeks? response, 5) a five was assigned to the ?21 weeks to 25 weeks? response, 6) a six was assigned to the ?more than 25 weeks? response. For the second question The data were coded as follows: 1) 1 was assigned to ?less than $20,000?, 2) 2 was assigned to ?$20,000 to $25,000?, 3) 3 was assigned to ?$25,001 to $30,000?, 4) 4 was assigned to ?$30,001 to $35,000?, 5) 5 was assigned to ?$35,001 to $40,000?, 6) 6 was assigned to ?$40,001 to $45,000?, 7) 7 was assigned to ?$45,001 to $50,000?, 8) 8 was assigned to ?$50,001 to $55,000?, 9) 9 was assigned to ?$55,001 to $60,000?, 10) 10 was assigned to ?more than $60,000?. For the third question, the investigator assigned a zero to all ?no? responses and a one was assigned to all ?yes? responses. An ANOVA (test of between-subjects effects) was performed on all four stakeholder groups? opinions regarding length of internships, expected starting salary, and weekly meetings. Results are shown in Table 9. Significant differences were found between group opinions regarding expected starting salary for hospitality graduates (F=3.21, p=.02). Therefore, the probability of this result occurring by chance is very small. 74 However, the group values regarding length of internship (F=2.43, p=.07) and weekly meetings (F=.63, .56) failed to reveal a statistically significant difference in opinions. 75 Table 9 ANOVA Results for Internship Length, Starting Salary, & Weekly Meetings Dependent Variable df F ? 2 p. In your opinion, how long do you think hospitality internships should last? 3 2.43 .04 .07 Total 204 (1.62) If you were to take a full time job in the hospitality industry right after graduation, what do you expect that your starting yearly salary would be? 3 3.21 .05 .02* Total 204 (1.77) Do you think that it would be beneficial to the intern and the industry professional to meet weekly to discuss objectives and progress? 3 .63 .01 .59 Total 204 (.13) Note. Values enclosed in parentheses represent mean square errors.* p < .05 The investigator assigned numbers to the answers that involved ranges and yes/no responses. For the fisrt question, the coding went at follows: 1) a one was assigned to the ?less than 6 weeks response?, 2) a two was assigned to the ?6 weeks to 10 weeks response?, 3) a three was assigned to the ?11 weeks to 15 weeks? 76 response, 4) a four was assigned to the ?16 weeks to 20 weeks? response, 5) a five was assigned to the ?21 weeks to 25 weeks? response, 6) a six was assigned to the ?more than 25 weeks? response. For the second question The data were coded as follows: 1) 1 was assigned to ?less than $20,000?, 2) 2 was assigned to ?$20,000 to $25,000?, 3) 3 was assigned to ?$25,001 to $30,000?, 4) 4 was assigned to ?$30,001 to $35,000?, 5) 5 was assigned to ?$35,001 to $40,000?, 6) 6 was assigned to ?$40,001 to $45,000?, 7) 7 was assigned to ?$45,001 to $50,000?, 8) 8 was assigned to ?$50,001 to $55,000?, 9) 9 was assigned to ?$55,001 to $60,000?, 10) 10 was assigned to ?more than $60,000?. For the third question, the investigator assigned a zero to all ?no? responses and a one was assigned to all ?yes? responses. Pairwise comparisons were made between all four groups of hospitality internship stakeholders on their responses regarding their opinions? expected starting yearly salary for a hospitality graduate working within the hospitality industry. Table 10 shows these pairwise comparison results. All four survey groups were asked to select a salary range that they felt most closely resembled the average starting salary for a students? first full-time job working in the hospitality industry upon graduation. Table 10 shows that there is significance in the mean difference between the industry professionals groups? opinion and all other survey groups? opinions. Significance for the industry professional and pre-internship comparison was p< .01. 77 Table 10 Pairwise Comparisons for Starting Salary Response variable Group (I) Group (J) Mean . difference (I-J) Std. error p If you were to take a full time job in the hospitality industry right after graduation, what do you expect that your starting yearly salary would be? Pre Post -.10 .29 .73 Faculty .04 .23 .86 Prof?l .86(*) .32 .01 Post Pre .10 .29 .73 Faculty .14 .27 .59 Prof?l .96(*) .35 .01 Faculty Pre -.041 .23 .86 Post -.143 .27 .59 Prof?l .82(*) .29 .01 Prof?l Pre -.86(*) .32 .01 Post -.96(*) .35 .01 Faculty -.82(*) .29 .01 Note. The investigator assigned numbers to the answers that involved ranges and yes/no responses. For the first question, the coding went as follows: 1) a one was assigned to the ?less than 6 weeks response?, 2) a two was assigned to the ?6 weeks to 10 weeks response?, 3) a three was assigned to the ?11 weeks to 15 weeks? response, 4) a four was assigned to the ?16 weeks to 20 weeks? response, 5) a five was assigned to the ?21 weeks to 25 weeks? response, 6) a six was assigned to the ?more than 25 weeks? response. For the second question The data were coded as follows: 1) 1 was assigned to ?less than $20,000?, 2) 2 was assigned to ?$20,000 to $25,000?, 3) 3 was assigned to ?$25,001 to $30,000?, 4) 4 was assigned to ?$30,001 to $35,000?, 5) 5 was assigned to ?$35,001 to $40,000?, 6) 6 was assigned to ?$40,001 to $45,000?, 7) 7 was assigned to ?$45,001 to $50,000?, 8) 8 was assigned to ?$50,001 to $55,000?, 9) 9 was assigned to ?$55,001 to $60,000?, 10) 10 was assigned to ?more than $60,000?. For the third question, the investigator assigned a zero to all ?no? responses and a one was assigned to all ?yes? responses. 78 Prior Work Experience Table 11 shows the descriptive statistics for the students? prior work experience in the hospitality industry and hours per week that they think they will be working in their first job in the hospitality industry. First, the pre-internship and post-internship student groups were asked if they had prior work experience in the hospitality industry. Table 11 shows descriptive statistics for both of these groups regarding their prior work experience. The investigator assigned a zero to students that claimed to not have any work experience in the hospitality industry, and a one was assigned to students that claimed to have work experience in the hospitality industry. The pre-internship student group (n=69) showed a proportion of .88 and a standard deviation of .32. The post-internship student group (n=37) showed a proportion of .89 and a standard deviation of .32. Therefore, for both groups, over 75% of the students had prior work experience in the hospitality industry. Second, the pre-internship student group and the post-internship student group were asked, if they had prior work experience in the hospitality industry, and to select a range that most closely resembles the amount of prior work experience they had. Table 11 shows descriptive statistics for responses regarding the amount of prior work experience for the pre-internship student group and the post-internship student group. The investigator coded the variables as follows: 1) 1 was assigned to ?less that 3 months?, 2) 2 was assigned to ?3 months to 6 months?, 3) 3 was assigned to ?7 months to 1 year?, 4) 4 was assigned to ?2 years to 3 years?, 5) 5 was assigned to ?4 years to 5 years?, 6) 6 was assigned to ?6 years to 7 years?, and 7) 7 was assigned to ?more than 7 years?. The pre- 79 internship student group had a mean of 3.83 and a standard deviation of 1.38. Therefore, the mean of the pre-internship student group fell in between the 7 months to 1 year range and the 2 year to 3 year range. The post-internship student group had a mean of 3.76 and a standard deviation of 1.35. Therefore, the mean of the post-internship student group fell in between the 7 months to 1 year range and the 2 year to 3 year range. Third, the pre-internship student group and the post-internship student group was asked to select an hour range that they felt most closely resembles the amount of hours that they thought they would be working per week if they were to accept a full-time position in the hospitality industry upon graduation. The investigator coded the ranges as follows: 1) 1 was assigned to ?less than 40 hours?, 2) 2 was assigned to ?41 hours to 48 hours?, 3) 3 was assigned to ?49 hours to 56 hours?, 4) 4 was assigned to ?57 hours to 64 hours?, 5) 5 was assigned to ?65 hours to 72 hours?, 6) 6 was assigned to ?73 hours to 80 hours?, and 7) 7 was assigned to ?more than 80 hours?. For the pre-internship student group, the 41-48 hours per week range showed the highest percentage of responses (30.4%, n=21). For the post-internship student group, the 49-56 hours per week range shows the highest percentage of responses (46.2%, n=18). Table 12 shows descriptive statistics for each of these groups. The pre-internship student group had a mean of 3.19 and a standard deviation of 1.32. Therefore the mean for the pre-internship student group fell in between the 49-56 hours per week range and the 57-64 hours per week range. The post-internship student group had a mean of 3.18 and a standard deviation of .88. Therefore, the mean for the post-internship student group fell in between the 49-56 hours per week range and the 57-64 hours per week range. 80 Table 11 Descriptive statistics for questionnaire items, pre- and post-internship Time Mean Std. Deviation N Prior to your internship, had you worked in the hospitality industry? Pre Post Total .88 .89 .89 .32 .32 .32 69 37 106 If yes to number 8, how long? Pre 3.83 1.38 59 Post 3.76 1.35 33 Total 3.80 1.36 92 If you were to work in the hospitality industry full-time(once you graduate from college), how many hours a week on average do you think that you would be working? Pre Post Total 3.19 3.18 3.18 1.33 .88 1.19 59 33 92 Note. For coding purposes, the investigator assigned numbers to ranges and yes/no responses. For the first question, a zero was assigned to all ?no? responses and a one was assigned to all ?yes? responses. For the second question, the variables were coded as follows: 1) 1 was assigned to ?less that 3 months?, 2) 2 was assigned to ?3 months to 6 months?, 3) 3 was assigned to ?7 months to 1 year?, 4) 4 was assigned to ?2 years to 3 years?, 5) 5 was assigned to ?4 years to 5 years?, 6) 6 was assigned to ?6 years to 7 years?, and 7) 7 was assigned to ?more than 7 years?. For the third question, the variables were coded as follows: 1) 1 was assigned to ?less than 40 hours?, 2) 2 was assigned to ?41 hours to 48 hours?, 3) 3 was assigned to ?49 hours to 56 hours?, 4) 4 was assigned to ?57 hours to 64 hours?, 5) 5 was assigned to ?65 hours to 72 hours?, 6) 6 was assigned to ?73 hours to 80 hours?, and 7) 7 was assigned to ?more than 80 hours?. Weekly Work Hours Table 12 shows detailed response percentages for the pre-internship student group and the post-internship student group regarding their opinions? on the amount of hours they believed that they would be working if they worked a full-time job in the hospitality industry after graduating from college. Among pre-internship students?, 30.4% of the 81 sample reported that they think they will be working 41 to 48 hours per week (n=21), 23.2% of the sample reported that they think they will be working 49 to 56 hours per week, 20.3% of the sample reported that they think that they will be working 57 to 64 hours per week (n=14), 8.7% of the sample reported that they think that they will be working 65-72 hours per week (n=6), 5.8% of the sample reported that they think that they will be working less than 40 hours per week (n=4), and 5.8% of the sample reported that they think that they will be working 73-80 hours per week (n=4). Among the post-internship students, 46.2% of the sample expect that they will be working 49 to 56 hours per week (n=18), 23.1% of the sample expect that they will be working 41-48 hours per week (n=9), 17.9% of the respondents expect that they will be working 57 to 64 hours per week (n=7), and 7.7% of the respondents expect that they will be working 65 to 72 hours per week. 82 Table 12 Pre- and Post Internship Opinions? of Work Hours per Week Number of hours worked Pre-internship student Post-internship student Less than 40 hours 4 (5.8%) 0 41 ? 48 hours 21 (30.4%) 9 (23.1%) 49 ? 56 hours 16 (23.2%) 18 (46.2%) 57 ? 64 hours 14 (20.3%) 7 (17.9%) 65 ? 72 hours 6 (8.7%) 3 (7.7%) 73 ? 80 hours 4 (5.8%) 0 More than 80 hours 0 0 Missing 4 (5.8%) 2 (5.1%) 83 An ANOVA (test of between-subjects effects) was performed on the pre- internship student group and post-internship student group answers regarding whether or not they had prior work experience in the hospitality industry, length of prior work experience, and expected work weekly hours. Results for these tests are shown in Table 13. These results failed to reveal statistically significant differences between group responses. In other words, responses regarding these three topics do not vary significantly among these two groups. Group responses regarding whether or not they had prior work experience revealed F=.01 and p=.91. Group responses regarding length of work experience revealed F=.06 and p=.81. Group responses regarding work hours per week revealed F=.00 and p=.99. 84 Table 13 ANOVA results for pre- vs. post-internship groups Source Dependent variable df Mean square F Sig. Group Prior to your internship, had you worked in the hospitality industry? 1 .001 .014 .905 If yes to number 8, how long? 1 .113 .060 .807 If you were to work in the hospitality industry full-time(once you graduate from college), how many hours a week on average do you think that you would be working? 1 .000 .000 .986 Opinions of Internship Preparedness Pre-internship students and post-internship students were asked to rate their level of preparedness for their internship on a scale from one to five, with one being ?unprepared? and 5 being ?prepared?. The industry professionals were also asked to choose a level, on a scale from one to five, that they felt best represented interns? level of preparedness when they came to work with their company. Table 14 shows descriptive statistics for the pre-internship students?, the post-internship students?, and the industry professionals? opinions regarding interns? level of preparedness upon beginning their internship experience. The pre-internship student group (n=60) had a mean of 3.82 and a standard deviation of .98. The post-internship student group (n=35) had a mean of 3.74 and a standard deviation of .99. The industry professional group (n=27) had a mean of 2.89 and a standard deviation of .64. 85 Table 14 Descriptive Statistics for Interns? Level of Preparedness Group Mean Std. Deviation N Pre 3.82 .983 60 Post 3.74 .988 35 Prof 2.89 .641 27 Total 3.59 .988 122 Note. Respondents selected a number on a likert scale that ranged between one and five. The one represented ?unprepared? and the five represented ?prepared?. An ANOVA (test of between-subjects effects) was run on the pre-internship student group, the post-internship student group, and the industry professionals? opinions regarding interns? average preparedness. Results for this test are shown in Table 15. Significant differences were found between group opinions regarding intern preparedness (F=10.13, p<.001). Therefore, the probability of this result occurring by chance is very small. Table 15 ANOVA Results for Interns? Level of Preparedness Dependent Variable df F ? 2 p. Do you feel that your hospitality program has adequately prepared you for your internship position? 2 10.133 .146 <.001 Within-group error 119 (.847) Note. Respondents selected a number on a likert scale that ranged between one and five. The one represented ?unprepared? and the five represented ?prepared?. 86 Table 16 shows pairwise comparison results (making comparisons between each pair of means) on students? average level of internship preparedness for the pre-internship student group, the post-internship student group, and the industry professional. In all, there are three different comparisons. The results for each comparison are reported twice. There is significant difference in the mean difference between industry professionals? and pre-internship students. This difference would occur by chance less than 5 times out of 1,000 (p<.05). There is also significant difference in the mean difference between industry professionals and post-internship students. This difference would occur by chance less than 5 times out of 1,000 (p<.001). Therefore, this difference is not likely to occur by chance. A 95% confidence interval for difference was made and the population mean difference for the industry professionals and the post-internship student group ranges from -1.32 to -.39 ninety-five percent of the time. There is not significant difference in the mean difference between pre-internship students and post-internship students. The level of significance for this comparison is .71. 87 Table 16 Pairwise Comparisons for Opinions on Students? Preparedness for Internship Group (I) Group (J) Mean Difference (I-J) Std. Error Sig.(a) Pre Post .07 .19 .71 Prof .93(*) .21 <.00 Post Pre -.07 .19 .71 Prof .85(*) .24 <.00 Prof Pre -.93(*) .21 <.00 Post -.85(*) .24 <.00 Note. Respondents selected a number on a likert scale that ranged between one and five. The one represented ?unprepared? and the five represented ?prepared?. 88 CHAPTER V. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS This chapter is divided into five sections. The first section is a brief summary of the purpose and design of the study. The second and third sections present the findings and conclusions gathered from the analysis of the data. The fourth and fifth sections contain implications and recommendations. The purpose of the study is to investigate hospitality internships so that: 1) the internship experience can be strengthened and improved in such a way that students and industry professionals are both receiving benefit, 2) all stakeholder groups may gain a better understanding of hospitality students? level of preparedness for their internship experience, 3) information is provided to show if an internship experience has an effect on hospitality students? perspectives of their first job within the hospitality industry, and 4) all stakeholder groups are provided up-to-date information regarding characteristics of hospitality graduates? first job within the hospitality industry. All stakeholder groups may benefit from this study as they will be provided information regarding characteristics of hospitality internships, perspectives of hospitality students? pre-internship experience and post-internship experience, and characteristics of hospitality graduates first job within the hospitality industry. 89 A total sample size of 260 respondents in four survey groups was utilized for this study. The research method applied in this study was descriptive research design. Sample Review In this study, there were 260 respondents with 26.5% (n=69) pre-internship students, 14.6% (n=38) post-internship students, 43.5% (n=113) hospitality faculty, and 14.6% (n=38) lodging industry professionals. The study utilized five research questions to guide the study. The five research questions used in the investigation were: Research Question 1: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals regarding the required length of hospitality internship experiences? Research Question 2: What are the opinions of pre-internship hospitality students, post-internship hospitality students, hospitality faculty, and hospitality industry professionals? regarding the average starting salary for a hospitality graduate?s first job within the hospitality industry? Research Question 3: Is it beneficial for an intern and an industry professional to meet weekly to discuss objectives and progress? Research Question 4: How much hospitality work experience do hospitality students have prior to their internship experience? Research Question 5: What are pre-internship hospitality students? and post- internship hospitality students? opinions on the amount of hours per week that a new hospitality graduate would work in their first job within the hospitality industry? 90 Research Question 6: Do hospitality students and hospitality industry professionals feel that university-level hospitality programs are adequately preparing hospitality students for their hospitality internship experiences? Findings A summary of the findings of the data analysis is presented as follows: All four survey groups selected an internship length range that they felt most accurately represented an ideal internship length requirement. For the industry professional, the 21-25 week range showed the largest percentage response (21.8%, n=8). For the faculty group, the 11-15 week range showed the largest percentage response (37.7%, n=43). For the pre-internship students group, the 11-15 week range showed the largest percentage response (33.3%, n=23). For the post-internship student group, the 11- 15 week range showed the largest percentage response (25.6%, n=10). A mixed-model ANOVA (test of between-subject effects) and a pairwise comparison were run on all four stakeholder group opinions regarding the ideal length for an internship. Table 9 shows that the group values regarding the ideal length for an internship requirement failed to reveal a statistically significant difference between groups (F=2.43, p=.07). Table 9 shows that there is no significance in the mean difference between any of the four group opinions. All four survey groups selected a salary range that they felt most accurately represented the salary of a hospitality graduates first job within the hospitality industry. For the industry professional group, the $30,000 to $35,000 range showed the largest percentage of responses (36.8%, n=14). For the faculty group, the $35,001 to $40,000 91 range showed the largest percentage of responses (35.1%, n=40). For the pre-internship student group, the $35,001 to $40,000 range showed the largest percentage of responses (23.2%, n=16). For the post-internship student group, the $35,001 to $40,000 showed the largest percentage of responses (28.2%, n=11). A mixed-model ANOVA (tests of between-subjects effects) was run on all four stakeholder groups? opinions regarding starting salary. Table 9 shows that significant differences were found between group opinions regarding expected starting salary for hospitality graduates (F=3.21, p=.02). In addition, pairwise comparisons were run to compare all group opinions. Table 10 shows these results. Statistically significant differences were found between the following :1) industry professional group opinion and the faculty group opinion, 2) the industry group opinion and the pre-internship student group opinion, 3) the industry group opinion and the post-internship student group opinion. All other results regarding starting salary failed to reveal any statistical significance difference in opinions. The comparisons that failed to reveal any statistical significance were: 1) the pre-internship group opinion and the post- internship group opinion, 2) the pre-internship group opinion and the faculty group opinion, and 3) the post-internship group opinion and the faculty group opinion. All four survey groups were asked if they felt that it would be beneficial for the intern and the industry supervisor to meet weekly to discuss objectives and progress. Among the industry professional group, the majority of the respondents (65.8%, n=25) showed that they felt that it would be beneficial for the intern and the industry professional to meet weekly. Among the faculty group, the majority of the respondents (71.1%, n=81) showed that they felt that it would be beneficial to meet weekly. Among the pre-internship student group, the majority of the respondents (75.4%, n=52) showed 92 that they felt that it would be beneficial to meet weekly. Among the post-internship student group, the majority of the respondents (82.1%, n=32) showed that they felt that it would be beneficial to meet weekly. An ANOVA (tests of between-subject effects) was performed on all four survey groups. All results from the tests regarding weekly meetings failed to reveal any statistical significance difference in opinions because the majority response from each group showed that most respondents believed it to be beneficial for industry professionals and interns to meet weekly . The pre-internship and post-internship student groups were asked if they had prior work experience in the hospitality industry. Table 11 shows descriptive statistics for both of these groups regarding their prior work experience. The pre-internship student group (n=69) showed a proportion of .88 and a standard deviation of .32. The post-internship student group (n=37) showed a proportion of .89 and a standard deviation of .32. Therefore, for both groups approximately half of the students had work experience in the hospitality industry prior to their internship. An ANOVA was run for these two student groups regarding prior work experience. Results from these tests failed to report any statistical significance among these two groups? responses on prior work experience. The pre-internship student group and the post-internship student group were asked, if they had prior work experience in the hospitality industry, to select a range that most closely resembles the amount of prior work experience they had. Table 11 shows descriptive statistics for responses regarding the amount of prior work experience for the pre-internship student group and the post-internship student group. The pre-internship student group had a mean of 3.83 and a standard deviation of 1.38. Therefore, the mean of the pre-internship student group fell in between the 7 months to 1 year range and the 2 93 year to 3 year range. The post-internship student group had a mean of 3.76 and a standard deviation of 1.35. Therefore, the mean of the post-internship student group fell in between the 7 months to 1 year range and the 2 year to 3 year range. An ANOVA was run for these two student groups regarding amount prior work experience. Results from these tests failed to report any statistical significance among these two groups? responses on amount prior work experience. The pre-internship student group and the post-internship student group were asked to select a range that they felt best represented the amount of hours per week that they think they would be working if they were to work in the hospitality industry full-time upon graduation from college. Table 12 shows details regarding each group?s responses. For the pre-internship student group, the 41-48 hours per week range showed the highest percentage of responses (30.4%, n=21). For the post-internship student group, the 49-56 hours per week range shows the highest percentage of responses (46.2%, n=18). Table 11 shows descriptive statistics for each of these groups. The pre-internship student group had a mean of 3.19 and a standard deviation of 1.32. Therefore, the mean for the pre-internship student group fell between the 49-56 hours per week range and the 57-64 hours per week range. The post-internship student group had a mean of 3.18 and a standard deviation of .88. Therefore, the mean for the post-internship student group fell between the 49-56 hours per week range and the 57-64 hours per week range. A mixed- model ANOVA and was run for both of these groups? opinions on weekly work hours. Results for these tests failed to reveal any statistically significant differences in these two student groups? opinions regarding weekly work hours. 94 Pre-internship students and post-internship students were asked to rate their level of preparedness for their internship on a scale from one to five. The industry professionals were also asked to choose a level, on a scale from one to five, that they felt best represented how prepared interns were when they came to work with their company. Table 14 shows descriptive statistics for all three of these group responses. The pre- internship group had a mean of 3.82 and a standard deviation of .98. The post-internship student group had a mean of 3.74 and a standard deviation of .99. The industry professional group had a mean of 2.89 and a standard deviation of .64. Table 15 shows a mixed-model ANOVA (test of between-subject effects) that was run for all three of these groups? opinions regarding intern preparedness. Significant differences were found between group opinions (F=10.13, p=.00). Therefore, the probability of these differences happening by chance was very small. In addition, pairwise comparisons were run for these groups. Table 16 displays these comparisons. Significant statistical difference was found in the mean difference between industry professional opinions and pre-internship student opinions. There was also significant statistical difference in the mean difference between industry professional opinions and post-internship student opinions. In a study reported in the Cornell Hotel and Restaurant Administration Quarterly, a survey of 46 professionals from the hospitality industry tested the outlook toward the effectiveness of hospitality education curricula (Lefever & Withiam, 1998). The results from the surveys showed that graduating students? main weakness involves the students? frequent overestimate of their abilities and their unrealistically high expectations for their first jobs, rather than a systematic problem with technical expertise (Lefever & Withiam, 1998). The study was congruent with Lefever? and Withiam?s findings. The respondents 95 showed to be strongly supportive of internships as a key element of helping students to have a realistic expectation of their first job within the hospitality industry. When asked about the effective way to help students make the transition from academe to industry, prior job experience and internships also figured in many of the responses to the question (Lefever & Withiam, 1998). Research has shown certain job characteristics to be linked to job satisfaction. Hackman and Oldman (1980) suggested five key job characteristics to be critical to job satisfaction. These five characteristics are skill variety, task identity, task significance, autonomy and job feedback. They claim that jobs high in these characteristics offer workers a positive environment for motivation and satisfaction. Creating an environment high in these job characteristics can lead to positive internship experiences. The study was congruent with Hackman?s and Oldman?s suggestions as respondents from the study believe that the intern and the industry professional should meet weekly. Hsin-Wei Fu (1999) performed a study to investigate student, faculty, and industry professionals? attitudes towards hospitality internships, as well as the differences among student, faculty, industry professional attitudes towards hospitality internships. Fu performed this study using 100 Taiwanese students who had participated in internships, 20 members of faculty who had taught in the tourism department and 20 industry professionals whose workplace provided internship experiences for a tourism department. Through his research, Fu came to the following conclusions: students need timely feedback from industry professionals to perform their operations effectively; interns provide a hiring pool for industry professionals; and with a highly structured internship, 96 students are able to learn skills, gain knowledge and experience from the internship that increases their future career marketability. The majority of the students viewed the internship as an opportunity to make money, but faculty and industry professionals placed more emphasis on the internship as an educational experience. Industry professionals would prefer the internship to require more hours, but the students felt that the established required hours were sufficient. This study was congruent with Fu?s findings regarding the need for timely feedback. However, this was not congruent with Fu?s findings regarding the students? disagreement on the length of internship requirements. This study showed students? and industry professionals? to agree on the length of internship requirements. Ardel Neslon (1994) performed a study to investigate the factors related to students? satisfaction with their hospitality internship experiences. In addition, the study was designed to determine whether, and to what degree, relationships existed between job dimensions, supportive relationships and students; and satisfaction with their internships (Nelson, 1994). Findings from this study revealed that students are most satisfied with internships that provide relevant work, with some autonomy, and with timely feedback. (Nelson, 1994). This study was congruent with Nelson?s findings regarding the need for timely feedback. 97 Conclusions Based on the results of this investigation, the researcher formulated the following conclusions. 1. In response to research question one, all four survey groups were asked to select an ideal length for an internship requirement. Statistically significant differences in opinion were only found between the faculty group and the pre-internship student group. 2. In response to research question two, all four survey groups were asked to select a range that they felt most closely resembles starting salary for a hospitality graduate working a full-time job in the hospitality industry upon graduation from college. Statistically significant differences were found between the: 1) industry professional group opinion and the faculty group opinion, 2) the industry group opinion and the pre- internship student group opinion, 3) the industry group opinion and the post-internship student group opinion. 3. In response to research question three, all four stakeholder groups were asked if they felt that it would be beneficial for industry professionals and the interns to meet weekly to discuss objectives and progress. No statistically significant differences were found between all four survey groups? opinions regarding whether it is beneficial for the industry professional supervisors and interns to meet weekly to discuss objectives and progress. 4. In response to research question four, the pre-internship student group and the post- internship student group were asked if they had work experience prior to their internship. No statistical significance was found between the pre-internship student and post- internship students? responses on whether they had prior work experience. 98 5. In response to research question five, the pre-internship student group and the post- internship student group were asked how much work experience they had prior to their internship. There was no statistical significance between the pre-internship student group responses and post-internship group responses on amount of work experience they had prior to their internship. 6. In response to research question six, the pre-internship student group, the post- internship student group, and the industry professional group was asked to select a level, on a scale from one to five, that they felt best represented interns? level of preparedness. There was statistically significant difference between the industry professional group responses, the pre-internship student group responses, and the post-internship student groups? responses regarding interns? level of preparedness. Implications 1. The results of this study were expected to provide significant data for industry professional internship supervisors and faculty internship supervisors to assist them in better developing and controlling hospitality internship requirements. 2. The findings from this study may be used as a basis in evaluating hospitality education and hospitality internships in university-level hospitality programs. 3. The findings from this study may be used as an aid for university-level hospitality students who are preparing for their hospitality internship requirement and their first job within the hospitality industry. 99 4. The findings from this study may contribute to the development of hospitality curricula and education in order to better prepare hospitality students for their internship requirements and first job within the hospitality industry. 5. The findings from this study will add to the key developments of research that already exist on this topic. Recommendations The following recommendations are made with regard to this investigation. 1. It is recommended that additional research be performed to involve a more diverse group of industry professionals working in various segments of the hospitality industry (not only lodging professionals). 2. It is recommended that additional research be conducted to include a larger sample size and to include various colleges and universities. 3. It is recommended that additional research be conducted to include career progress of university-level hospitality alumni and key components of their hospitality education program. 4. 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New York: Sage. 109 APPENDICES 110 APPENDIX A INSTITUTIONAL REVIEW BOARD LETTER OF APPROVAL FOR RESEARCH 111 112 APPENDIX B INDUSTRY PROFESSIONAL SURVEY CONSENT LETTER 113 114 APPENDIX C FACULTY SURVEY CONSENT LETTER 115 116 APPENDIX D STUDENT SURVEY CONSENT LETTER 117 118 APPENDIX E INDUSTRY PROFESSIONAL SURVEY 119 Hospitality Internships: Stakeholder Perceptions and Expectations Industry Professionals Survey Please answer the following questions by either writing in your answer or checking your selection(s) from the options provided. 1.) In what state are you employed? _______________________ 2.) How long have you worked in the hospitality industry? ____less than 2 years ____2-5 years ____6-9 years ____10-13 years ____14 years or more 3.) What is the highest level of education you have attained? ____ High school diploma ____ Bachelor?s degree ____ Trade school certificate ____ Masters degree ____ Technical school certificate ____ Doctoral degree ____ Associates degree ____other___________________________________ 4.) Please check the range that represents your age. ____18-28 ____29-38 ____39-48 ____49-58 ____more than 58 5.) On average, how many hours a week do you work with your company? ____less than 40 hours ____49 hours-56 hours ____65 hours-72 hours ____more than 80 hours ____41 hours-48 hours ____57 hours-64 hours ____73 hours-80 hours 6.) What do you think the staring yearly pay would currently be for a graduate of a four-year hospitality program entering the hospitality industry for the first time (including salary and incentives)? ____less than $20,000 ____$30,001-$35,000 ____$45,001-$50,000 ____$55,001-$60,000 ____$25,001-$30,000 ____$35,001-$40,000 ____$50,001-$55,000 ____more than $60,000 ____$25,001-$30,000 ____$40,001-$45,000 7.) In your opinion, hospitality programs should place emphasis on the following. Please check the phrase(s) that you believe apply. ____ Hands-on-experience ____Career etiquette ____Technical training ____Culinary training ____Computer skills ____Management training ____Presentation skills (public speaking) ____Conflict resolution skills ____Customer service skills ____other_____________________ ____Problem solving skills 8.) What percentage of your company?s employees has a college education? (Please check the range that most closely applies.) ____ less than 20% ____21%-40% ____41%-60% ____61%-80% ____81%-100% 9.) Which pay range (per year) most closely resembles yours? ____ less than $20,000 ____$50,001-$60,000 ____$80,001-$90,000 ____$20,000-$30,000 ____$60,001-$70,000 ____$90,001-$100,000 ____$30,001-$40,000 ____$70,001-$80,000 ____greater than $100,000 ____$40,001-$50,000 120 10.) How long do you think hospitality internships should be? ____ less than 6 weeks ____11 weeks-15 weeks ____21 weeks-25 weeks ____6 weeks- 10 weeks ____16 weeks-20 weeks ____greater than 25 weeks 11.) How many people are employed full-time within your company? ____ less than 20 ____61-80 ____111-130 ____20-40 ____81-110 ____greater than 130 ____41-60 12.) How many people are employed part-time within your company? ____ less than 20 ____61-80 ____111-130 ____20-40 ____81-110 ____greater than 130 ____41-60 13.) What level of employment would you say best categorizes your position? ____ Entry level ____ CEO level ____ Middle management ____ Presidential level ____ Upper Level Management ____ Ownership ____ Vice Presidential level ____other________________________________ 14.) What is your job title? __________________________________ 15.) Are the available jobs within your company posted on a company website? ___Yes ____No 16.) Are employees asked to provide feedback on company processes? ____ Yes ____No 17.) In your opinion, is the overall performance of the employees with a college education superior to those that do not have a college education? ____ Yes ____No 18.) In your opinion, how relevant is having a college education in hospitality to the success of the staff within your company? With one being ?not important? and 5 being ?very important?, please circle the appropriate number on the scale. 1------------2------------3------------4------------5 ?not important? ?very important? 19.) What percentage of management within your company has a college education? ____ less than 50% ____50%-75% ____76%-100% 20.) Does your company currently hire interns? ____ Yes ____No If no, stop here--------------------------------------------------------------------------------------------------------------- 21.) On average, how many interns are hired within your company per year? ____ 1-3 ____4-8 ____9-13 ____more than 13 22.) Are the interns hired to work only as seasonal employees? ___Yes ____No 121 23.) What percentage of your company?s work load is performed by interns? ____ less than 5% ____5%-10% ____11%-25% ____26%-50% ____greater than 50% 24.) Do the internship supervisors within your company offer feedback to the interns? ____ Yes ____No 25.) If yes to # 24, how frequently? ____ weekly ____monthly ____less than 2 times within the internship ____every 2 weeks ____quarterly ____other 26.) Do you think that it would be beneficial to the intern and the industry professional, to meet weekly to discuss objectives and progress? ____Yes ____No 27.) Do the interns receive employee benefits when working? ____ Yes ____No 28.) If so, which benefits? (Please circle all that apply) ____ Insurance ____ Retirement Plan ____ Vacation leave ____ Employee housing ____ Off on some Holidays ____ Sick leave ____ Off on all holidays ____ Employee discounts on services ____ Employee meals ____other_______________________________ ____ Employee discounts on products 29.) On average, how many hours a week are the interns within your company required to work? ____ 1-10 ____10-20 ____21-30 ____31-40 ____more than 40 30.) Are the interns required to attend a company orientation before beginning work with your company? ____ Yes ____No 31.) Do your company leaders ask interns for feedback on how to improve the company?s operations? ____ Yes ____No 32.) Does each intern have a set weekly schedule? ____ Yes ____No 33.) What percentage of your company?s interns is currently working toward their hospitality academic degree? ____ less than 20% ____20%-50% ____51%-75% ____76%-100% 34.) Are the interns that work within your company paid? ____ All ____50% or more are paid ____less than 50% are paid ____none 35.) Are the interns within your company paid the same amount? ____ Yes ____No 36.) What is the average pay of interns within your company? ____ Minimum wage ____Min. wage-$7/hour ____$7.01-$10 per hour ____greater than $10 per hour 122 37.) Why do you hire interns? (Please check all that apply) ____to have access to new energy ____to take advantage of inexpensive labor ____to train students with the intent of hiring them to work full-time for your company ____to hire seasonal help for your high volume periods ____to assist your staff with entry level job responsibilities ____to assist with middle management responsibilities ____other______________________________________ 38.) What percentage of your company?s internship applicants are selected for internship positions within your company? ____ less than 10% ____10%-30% ____31%-50% ____51%-75% ____greater than 75% 39.) Does your company have an internship application posted on-line? ____ Yes ____No 40.) Does your company send representatives to recruit interns? ____ Yes ____No 41.) On average, what percentage of interns is offered a full-time position at the conclusion of the internship? ____ less than 10% ____10%-20% ____21%-40% ____41%-60% ____61%-80% ____81%-100% 42.) Of the interns that are offered positions within your company, what percentage of them actually accept the position? ____ less than 10% ____10%-20% ____21%-40% ____41%-60% ____61%-80% ____81%-100% 43.) How long do you think hospitality internships should be? ____ less than 6 weeks ____11 weeks-15 weeks ____21 weeks-25weeks ____ 6 weeks-10 weeks ____16 weeks-20 weeks ____more than 25 weeks 44.) Please check the option that best describes the placement of interns within your organization? ____ administrative support ____front-line employee ____rotational staff ____other_____________________ 45.) Please rate the overall performance of the interns within you company. 1------------2------------3-----------4-------------5 ?poor? ?excellent? 46.) How frequently do the internship supervisors within your company communicate with the faculty that supervises interns? ____ none ____every other week ____quarterly ____ weekly ____monthly ____less than 2 times during the internship 47.) How frequently do you think the internship supervisors within your company should communicate with the faculty that supervises interns? ____ none ____every other week ____quarterly ____ weekly ____monthly ____less than 2 times during the internship 48.) Typically are the internship supervisors within your company asked to grade intern performance? ____ Yes ____No 123 49.) On a scale from 1-5 with 1 being ?not very knowledgeable? and 5 being ?very knowledgeable?, please rate the level of knowledge you feel that the interns posses regarding the hospitality industry when they come to work with your company. 1------------2------------3----------4-----------5 ?not very knowledgeable? ?very knowledgeable? 50.) Are your company?s interns asked to complete an internal company evaluation form upon completion of their internship? ____ Yes ____No 51.) If you answered yes to the previous question, which of the following topics are addressed on the evaluation sheet? (Please check all that apply) ____ Work environment ____ Industry supervisor?s performance ____ Pay ____ Job offer from company ____ Changes that the student would like to suggest to company ____ Intern?s satisfaction with experience ____ Intern?s preparedness for the internship ____ Intern?s schedule ____Other____________________________________ 52.) When interns come to work within your company, is your company made aware of academic assignments that the intern must cover throughout the internship? ___ Always ____Most of the time ____Not very often ____Never 53.) Do you think that it would be beneficial to the intern and the industry professional, to have a form that they review together weekly that forces them to discuss the main objectives of the training process and the progress of the intern. ____ Yes ____No 54.) Do the interns within your company work in a rotation (several departments)? ____Yes, these departments are_______________________________________ ____No Additional Comments:___________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Thank You! Please return the survey in the self-addressed stamped envelope by: date. 124 APPENDIX F FACULTY SURVEY 125 Hospitality Internships: Stakeholder Perceptions and Expectations Faculty Survey Please answer the following questions by either writing in your answer or checking your selection(s) from the options provided. 1.) In what state are you employed? _______________________ 2.) How long have you been a faculty member with college-level hospitality programs? ____ less than 1 year ____ 4-6 years ____ 10-12 years ____ 1-3 years ____7-9 years ____ 12 years or more 3.) Please check the age range that includes your age. ____ 18-28 ____ 29-38 ____39-48 ____49-50 ____50-58 ____greater than 58 4.) How many hospitality students graduate from your program per year? (Please circle the appropriate range) ____less than 20 ____61-80 ____101-120 ____20-40 ____81-100 ____greater than 120 ____41-60 5.) Do you have hospitality work experience? ____ yes, number of years_____ ____ no 6.) How long do you think hospitality student internships should be? ____ less than 6 weeks ____11 weeks- 15 weeks ____21 weeks-25 weeks ____ 6 weeks-10 weeks ____16 weeks-20 weeks ____more than 25 weeks 7.) On average, how many of your students are typically placed in full-time positions before/upon graduation? ____ less than 10% ____ 31%-50% ____ 71%-90% ____ 10%-30% ____ 51%-70% ____ 91%-100% 8.) Within your hospitality program, are industry professionals utilized as guest speakers? ____ Yes ____No 9.) If ?yes?, on average, graduates from your college?s hospitality program would have heard how many industry professionals speak as guest lecturers prior to graduation? ____ 1-3 ____4-6 ____7-9 ____10-12 ____more than 12 126 10.) In your opinion, hospitality programs should place emphasis on the following. Please check the phrase(s) that you believe apply. ____ Hands-on-experience ____Career etiquette ____Technical training ____Culinary training ____Computer skills ____Management training ____Presentation skills (public speaking) ____Problem solving skills ____Customer service skills ____Conflict resolution skills ____other____________________ 11.) What do you think the staring yearly pay would currently be for a graduate of a four-year hospitality program entering the hospitality industry for the first time (including salary and incentives)? ____less than $20,000 ____$35,001-$40,000 ____$50,001-$55,000 ____$20,000-$25,000 ____$40,001-$45,000 ____$55,001-$60,000 ____$25,001-$30,000 ____$45,001-$50,000 ____more than $60,00 ____$30,001-$35,000 12.) Is your hospitality program affiliated with a particular hotel company or hospitality company that provides opportunities for hands-on experience for students in a structured format? ____ Yes ____No 13.) Does your hospitality program require students to intern as a curriculum requirement? ____ Yes ____No If you answered ?no? to the previous question, please stop here???????????????????. 14.) Within your college is there an assigned internship coordinator for hospitality students? ____ Yes ____No 15.) Please check the top three most utilized establishments in which your students fulfill their internship requirements? (Please check all that apply) ____Hotel ____Resort ____Catering ____Cruise Ship ____Country Club ____Recreational Park ____Restaurant ____Travel Agency ____Special Event Management ____Theme Park ____City Club ____Other_____________________________ ____Destination Management 16.) How often do you suggest the students be given feedback from the industry professional regarding their performance as an intern? ____ none ____ monthly ____ weekly ____ quarterly ____ every other week ____ less than 2 times during the internship 17.) What is the internship grading system utilized by your hospitality program? ____Pass/Fail ____No grade assigned ____Letter Grade ____Other 127 18.) With 1 being ?treated poorly? and 5 being ?treated fairly?, in your opinion, how do industry professionals treat interns? ?treated poorly?-1--------2---------3----------4---------5-?treated fairly? 19.) Does your hospitality department provide the industry professional any objectives that the student must cover during the internship? ____ Yes ____No 20.) Do you think that it would be beneficial to the intern and the industry professional, to meet weekly to discuss objectives and progress? ____Yes ____No 21.) Are interns within your college?s hospitality department required to accept only paid positions? ____ Yes ____No 22.) When are hospitality students within your department required to participate in their internship? ____ Freshman year ____Senior year ____ Sophomore year ____other ____ Junior year 23.) On average how many students would you say decide to change their major after working their hospitality internship? ____ less than 10% ____41%-50% ____71%-80% ____10%-20% ____51%-60% ____81%-90% ____21%-30% ____61%-70% ____91%-100% ____31%-40% 24.) How many hours a week do you suggest students should work during their internship? ____ less than 5 hours ____25.1-40 hours ____ 5-15 hours ____more than 40 hours ____ 15.1-25 hours 25.) With 1 being difficult and 5 being cooperative, how would you rank the cooperativeness of the industry professionals that oversee your interns? 1----------2-----------3-----------4----------5 ?difficult? ?cooperative? 26.) Does your hospitality department advertise internship opportunities for their students? ____ Yes ____No 27.) What percentage of students within the hospitality program are assisted by a hospitality department staff member in the placement of their internship? ____ less than 10% ____31%-50% ____71%-90% ____ 11%-30% ____51%-70% ____91%-100% 128 28.) Are the hospitality students within your program required to complete an evaluation form regarding their internship experience? ____ Yes ____No 29.) If you answered yes to the previous question, which of the following topics are addressed on the evaluation form? (Please check all that apply) ____ Work environment ____ Industry supervisor?s performance ____ Pay ____ Job offer from company ____ Changes that the student would like to suggest to company ____ Student?s satisfaction with experience ____ Student?s preparedness for the internship ____ Student?s schedule 30.) On a scale from 1 to 5, with 1 being ?below expectations?, 3 being ?met expectations?, and 5 being ?exceeded expectations? please rate the average satisfaction level of your students regarding their internship experience. 1-------------------2-----------------------3---------------------4-----------------------5 below expectations met expectations exceeded expectations 31.) What percentage of your student interns is provided employee housing during their internship? ____ less than 10% ____31%-50% ____71%-90% ____ 10%-30% ____51%-70% ____91%-100% 32.) Are there work requirements or academic prerequisites that must be fulfilled before a student within your program can intern? ____Yes, they are_______________________________________________________________ ____No Additional Comments:___________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Thank You! Please return the survey in the self-addressed stamped envelope by: date. 129 APPENDIX G PRE-INTERNSHIP STUDENT SURVEY 130 Hospitality Internships: Stakeholder Perceptions and Expectations Student Survey (pre-internship) Please answer the following questions by either writing in your answer or checking your selection(s) from the options provided. 1.) What is your current class standing? ____Freshman ____Sophomore ____Junior ____Senior 2.) How many hospitality students graduate from your program per year? (Please circle the appropriate range) ____less than 10 ____31-50 ____71-90 ____111-130 ____10-30 ____51-70 ____91-110 ____greater than 130 3.) In what state is your college located? __________________ 4.) Please check your age range from the ranges listed below. ____Less than 18 ____29-38 ____49-58 ____18-28 ____39-48 ____more than 58 5.) Do you have experience working in the hospitality industry? ____Yes ____No 6.) If ?yes?, how much experience? ____less than 3 months ____7months- 1 year ____4 years- 5 years____greater than 7 years ____3 months to 6 months ____2 years- 3 years ____6 years- 7 years 7.) If your hospitality program were to place more emphasis on a particular area of the curriculum, which do you feel would be most beneficial to you as a student? ____Hands-on-experience ____Customer service skills ____Technical training ____Management training ____Computer skills ____Culinary training ____Presentation skills (public speaking) ____Career etiquette ____Problem solving skills ____Conflict resolution skills ____other___________________ 8.) If you work in the hospitality industry full-time (once you graduate from college), how many hours a week on average do you think you will be working? ____less than 40 hours ____65 hours-72 hours ____41 hours-48 hours ____73 hours-80 hours ____49 hours-56 hours ____more than 80 hours ____57 hours-64 hours 131 9.) With what type of hospitality establishment do you plan to work upon graduation? ____Hotel ____Resort ____Catering ____Cruise Ship ____Country Club ____Recreational Park ____Restaurant ____Travel Agency ____Special Event Management ____Theme Park ____City Club ____other________________________ ____Destination Management 10.) If you were to take a full-time job in the hospitality industry immediately following graduation, what do you expect that your starting yearly salary will be? ____less than $20,000 ____$35,001-$40,000 ____$55,001-$60,000 ____$20, 000-$25,000 ____$40,001-$45,000 ____more than $60,000 ____$25,001-$30,000 ____$45,001-$50,000 ____$30,001-$35,000 ____$50,001-$55,000 12.) As a requirement of your hospitality management curriculum, are you required to complete an internship? ____Yes ____No 13.) If ?yes? to the previous question, when are hospitality students within your college required to participate in their internship? ____Freshman year ____Senior year ____Sophomore year ____other_______________________ ____Junior year 14.) If ?no? to the question #12, do you still plan to complete an internship to gain work experience? ____Yes ____No 15.) In your opinion, how long do you think hospitality internships should last? ____less than 6 weeks ____11 weeks -15 weeks ____21 weeks-25 weeks ____6 weeks-10 weeks ____16 weeks -20 weeks ____more than 25 weeks If ?no? to questions # 12 and #14, please stop here?????????????????????? 16.) Have you selected your internship site? ____Yes ____No 17.) If ?yes?, check the phrase that best describes your location? ____Hotel ____Resort ____Catering ____Cruise Ship ____Country Club ____Recreational Park ____Restaurant ____Travel Agency ____Special Event Management ____Theme Park ____City Club ____other________________________ ____Destination Management 132 18.) In what way did you first learn about the internship site that you have chosen? ____word-of-mouth from a current student ____word-of-mouth from a former student ____a recruiter from the company informed you about it ____a faculty member from your college advertised the position ____personally found the position on-line ____personally called the company to inquire about open positions ____Other____________ 19.) Do you think that it would be beneficial to the intern and the industry professional, to meet weekly to discuss objectives and progress? ____Yes ____No 20.) Do you feel that your hospitality program has adequately prepared you for your internship position? Please rate your level of preparedness on a scale from 1 to 6 with 1 being ?unprepared? and 6 being ?prepared? 1--------2--------3--------4-------5 ?unprepared? ?prepared? 21.) Has a faculty member within your program assisted with your internship placement? ____Yes ____No 22.) How many hours must you fulfill in order to meet you internship experience requirement? ____Less than 100 hours ____201-300 hours ____401-500 hours ____601-700 hours ____100-200 hours ____301-400 hours ____501-600 hours ____more than 700 hours 23.) Does your program allow you to take additional academic courses along with your internship hours? ____Yes ____No 24.) If yes to # 23, do you plan to take course hours along with your internship? ____Yes ____No 25.) Does your hospitality program require your internship to be a paid experience? ____Yes ____No 26.) As an intern, is your goal to work in a rotational internship? ____Yes ____No 27.) Are there prerequisite requirements that you must complete, before you begin your internship? ____Yes ____No 28.) What are the prerequisites? Please list. ______________________________________________________________________________ ______________________________________________________________________________ 29.) Are there academic requirements that must be fulfilled as part of your internship experience? ____Yes ____No 133 30.) If ?yes? to number 29, what are these requirements? ____weekly log of responsibilities ____evaluation ____a final project ____other____________________________ ____rotation requirements Additional Comments:___________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Thank You! Please return the survey in the self-addressed stamped envelope by: date. 134 APPENDIX H POST-INTERNSHIP STUDENT SURVEY 135 Hospitality Internships: Stakeholder Perceptions and Expectations Student Survey (post-internship) Please answer the following questions by either writing in your answer or checking your selection(s) from the options provided. 1.) What is your current class standing? ____Freshman ____Sophomore ____Junior ____Senior 2.) How many hospitality students graduate from your program per year? (Please circle the appropriate range) ____less than 10 ____31-50 ____71-90 ____111-130 ____10-30 ____51-70 ____91-110 ____greater than 130 3.) In what state is your college located? __________________ 4.) Please check your age range from the ranges listed below. ____18-28 ____39-48 ____more than 58 ____29-38 ____49-58 5.) How long are hospitality internships required to last within your program? ____less than 6 weeks ____11 weeks-15 weeks ____21 weeks-25 weeks ____6 weeks-10 weeks ____16 weeks-20 weeks ____more than 25 weeks 6.) In your opinion, how long do you think hospitality internships should last? ____less than 6 weeks ____11 weeks-15 weeks ____21 weeks-25 weeks ____6 weeks-10 weeks ____16 weeks-20 weeks ____more than 25 weeks 7.) How many hospitality students graduate from your program per year? (Please circle the appropriate range) ____less than 10 ____31-50 ____71-90 ____111-130 ____10-30 ____51-70 ____91-110 ____greater than 130 8.) Prior to your internship, had you worked in the hospitality industry? ____Yes ____No 9.) If yes to number 8, how long? ____less than 3 months ____2 years to 3 years ____more than 7 years ____3 months to 6 months ____4 years to 5 years ____7 months to 1 year ____6 years to 7 years 136 10.) Reflecting on your internship experience, hospitality education programs should place emphasis on the following. Please check the phrase(s) that you believe apply. ____Hands-on-experience ____Customer service skills ____Technical training ____Management training ____Computer skills ____Culinary training ____Presentation skills (public speaking) ____Career etiquette ____Problem solving skills ____Conflict resolution skills ____other_______________________ 11.) If you work in the hospitality industry full-time (once you graduate from college), how many hours a week on average do you think you will be working? ____less than 40 hours ____57hours-64 hours ____73 hours-80 hours ____41 hours-48 hours ____65 hours-72 hours ____more than 80 hours ____49 hours-56 hours 12.) Did a faculty member within your hospitality program assist you with locating the internship opportunity with which you worked? ____Yes ____No 13.) Were you offered a full-time position (to begin after graduation) with the company with which you interned? ____Yes ____No 14.) As an intern, did your industry supervisor ask you to complete an internal company evaluation form relating to your internship experience? ____Yes ____No 15.) In your opinion, how long do you think hospitality internships should last? ____less than 6 weeks ____11 weeks-15 weeks ____21 weeks-25 weeks ____7 weeks-10 weeks ____16 weeks-20 weeks ____more than 25 weeks 16.) Please check the phrase that best describes your internship location? ____Hotel ____City Club ____Catering ____Resort ____Country Club ____Theme Park ____Restaurant ____Destination Management ____Cruise Ship ____Special Event Management ____Recreational Park ____Travel Agency ____Other________________ 17.) In what way did you first learn about the internship site that you have chosen? ____word-of-mouth from a current student ____word-of-mouth from a former student ____a recruiter from the company informed you about it ____a faculty member from your college advertised the position ____personally found the position on-line ____personally called the company to inquire about open positions ____Other____________ 137 18.) Do you think that it would be beneficial to the intern and the industry professional, to meet weekly to discuss objectives and progress? ____Yes ____No 19.) Are hospitality internships advertised through your hospitality program? ____Yes. How many internships?_______ ____No 20.) Within your hospitality management curriculum, are you required to complete an internship as a required part of your hospitality degree program? ____Yes ____No 21.) If ?yes? to the previous question, when are hospitality students within your college required to participate in their internship? ____Freshman year ____Sophomore year ____ Junior year ____Senior year 22.) Does your program allow you to take additional academic courses along with your internship hours? ____Yes ____No 23.) If yes to number 22, do you plan to take course hours along with your internship? ____Yes ____No 24.) Does your hospitality program require your internship to be a paid experience? ____Yes ____No 25.) Are there prerequisite requirements that you must complete, before you begin your internship? ____Yes ____No 26.) What are the prerequisites? Please list. ______________________________________________________________________________ ______________________________________________________________________________ ________________________ 27.) Do you think that it would be beneficial to the intern and the industry professional, to meet weekly to discuss objectives and progress? ____Yes ____No 28.) If you were to take a full-time job in the hospitality industry right after graduation, what do you expect that your starting yearly salary will be? ____less than $20,000 ____$40,001-$45,000 ____$20, 000-$25,000 ____$45,001-$50,000 ____$25,001-$30,000 ____$50,001-$55,000 ____$30,001-$35,000 ____$55,001-$60,000 ____$35,001-$40,000 ____more than $60,000 138 29.) Do you feel that your hospitality program has adequately prepared you for your internship position? Please rate your level of preparedness on a scale from 1 to 6 with 1 being ?unprepared? and 6 being ?prepared? 1-------------2-------------3-------------4------------5 ?unprepared? ?prepared? 30.) Does your hospitality department advertise internship opportunities for their students? ____Yes ____No 31.) Were you offered a full-time position (to begin after graduation) with the company that you fulfilled your internship requirements? ____Yes ____No 32.) As an intern, did your industry supervisor ask you to complete an internal company evaluation form upon completion of your internship? ____Yes ____No 33.) If you answered ?yes? to the previous question, which (if any) of the following topics were addressed on the evaluation sheet? (Please check all that apply) ____Work environment ____Industry supervisor?s performance ____Pay ____Job offer from company ____Changes that the student would like to suggest to company ____Student?s satisfaction with experience ____Student?s preparedness for the internship ____Student?s schedule ____other______________________________ 34.) When you began your internship, were specific guidelines and objectives given to you? ____Yes ____No 35.) Are student internships within your department required to paid experiences? ____Yes ____No 36.) On a scale from 1 to 5, with 1 being ?below expectations?, 3 being ?met expectations?, and 5 being ?exceeded expectations? please rate how you felt about your overall internship experience. 1------------------2-----------------3--------------------4----------------------5 below expectations met expectations exceeded expectations 37.) Are industry professionals utilized as guest speakers in your hospitality classes? ___Yes ____No 38.) If ?yes? to the previous question, are they give the opportunity to recruit? ____ Yes ____No 39.) Is there an internship coordinator for hospitality students in your program? ____Yes ____No 139 40.) What is the grading system utilized by your internship course? ____Pass/Fail ____Letter grade ____No grade assigned ____other___________________ 41.) Did your on-site internship supervisor give you a written job description? ____Yes ____No 42.) How many hours must you fulfill in order to meet you internship experience requirement? ____less than 200 hours ____301-400 hours ____501-600 hours ____701-800 hours ____200-300 hours ____401-500 hours ____601-700 hours ____> 800 hours 43.) Does your program allow you to take additional academic courses along with your internship hours? ____Yes ____No 44.) If yes to number 45, did you to take course hours along with your internship? ____Yes ____No 45.) Was your internship experience a rotational experience? ____ Yes, my areas of rotation were________________________________________ ____ No 46.) If ?no? to the previous question, please list the area in which you were assigned. ___________________________________________________________________ 47.) If you were paid as an intern, what was your hourly pay? __________________________________________ 48.) Do you believe that you were compensated fairly during your internship? ____Yes ____No Additional Comments:___________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Thank You! Please return the survey in the self-addressed stamped envelope by: date.