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The Influence of Internship Experience on Students' Career Selection in the

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THE INFLUENCE OF INTERNSHIP EXPERIENCE ON STUDENTS‟ CAREER

SELECTION IN THE TOURISM AND HOSPITALITY INDUSTRY

JENNIFER ANG SALATAN

ASIAN INSTITUTE OF TOURISM

UNIVERSITY OF THE PHILIPPINES

JUNE 2015
THE INFLUENCE OF INTERNSHIP EXPERIENCE ON STUDENTS‟ CAREER

SELECTION IN THE TOURISM AND HOSPITALITY INDUSTRY

JENNIFER ANG SALATAN

A THESIS

SUBMITTED TO

ASIAN INSTITUTE OF TOURISM

UNIVERSITY OF THE PHILIPPINES DILIMAN

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF

BACHELOR OF SCIENCE IN TOURISM

JUNE 2015
 This thesis entitled “THE INFLUENCE OF INTERNSHIP EXPERIENCE ON

STUDENTS‟ CAREER SELECTION IN THE TOURISM AND HOSPITALITY

INDUSTRY”

prepared and submitted by

JENNIFER ANG SALATAN

is hereby accepted in partial fulfillment of the requirements of the degree of

BACHELOR OF SCIENCE IN TOURISM

ASSOC. PROF. EDIESER D. DELA SANTA, PH. D.

Adviser

ASST. PROF. EMMA LINA F. LOPEZ, PH. D. ASST. PROF. REIL G. CRUZ
Panel Member Panel Member

PROF. MIGUELA M. MENA, PH. D.

Dean

JUNE 2015

ii
 UNIVERSITY OF THE PHILIPPINES SYSTEM
Diliman Quezon City 1101
Website: http://www.upd.edu.ph/~ait Telefax: (+63 2) 922-3894

THESIS ACCESS PERMISSION

I, Jennifer Ang Salatan, author of the thesis entitled “The Influence of Internship
Experience on Students‟ Career Selection in the Tourism and Hospitality Industry”,
submitted to the Asian Institute of Tourism as a partial requirement for the degree of
BACHELOR OF SCIENCE IN TOURISM, do hereby grant to the UP AIT a “non-
exclusive worldwide, royalty-free license to reproduce, publish and publicly distribute
copies of said thesis in whatever form subject to the provisions of applicable laws, the
provision of the [Intellectual Property Rights Policy of the University of the Philippines]
and any contractual obligations” (Art. 7, Revised UP IPR Policy, June 3, 2011).

Specifically, the following rights are hereby granted to the UP AIT:

1. To upload a copy of this work in the UP AIT theses database and in any other of
its databases available on the public internet;
2. To publish the work in the UP AIT publications or any of its subsequent journal
publications, both in print format or online; and
3. To give open access to above-mentioned work, thus allowing “fair use” as defined
in the Intellectual Property Code of the Philippines. Provided, that, I be properly
acknowledged and cited as the author of the work

JENNIFER ANG SALATAN

LIMITED ACCESS AUTHORIZATION

(For Potentially Patentable Thesis/Dissertation)

THESIS TITLE: The Influence of Internship Experience on Students‟ Career Selection in

the Tourism and Hospitality Industry
AUTHOR: Jennifer Ang Salatan
ADVISER: Dr. Edieser Dela Santa
DATE SUBMITTED: 3 June 2015

Permission is given for the following people to have access to this thesis:
Available to the general public YES
Available only after consultation with author/thesis adviser NO
Available only to those bound by confidential agreement NO

Jennifer A. Salatan Dr. Edieser Dela Santa Dr. Miguela M. Mena

Student Thesis Adviser Dean
iii
 LIBRARY DECLARATION

I, Jennifer Ang Salatan, own the copyright of this thesis entitled The Influence of

Internship Experience on Students‟ Career Selection in the Tourism and Hospitality

Industry subject to the provision of applicable laws, the University‟s Intellectual Property

Rights Policy, as well as any agreements with the University and/or external parties. In

order to enable the University to perform its mission of transferring knowledge and

technology for the public benefit, I grant to the University a non-exclusive world-wide,

royalty free license to reproduce, publish and publicly distribute copies of this thesis in

whatever form subject to the provisions of applicable laws, the University‟s Intellectual

Property Rights Policy and any contractual obligations.

JENNIFER ANG SALATAN

Printed Name of Student

_________________________
Signature

___________________________
Date

iv
 BIOGRAPHICAL DATA

PERSONAL DATA

Name: Jennifer Ang Salatan

Address: 163 M.H. Del Pilar St. Sta. Lucia,

Novaliches, Quezon City

E-mail Address: j.a.salatan@gmail.com

Date of Birth: 10 January 1994

Place of Birth: Quezon City

EDUCATION

Secondary Level: Flos Carmeli Institution of Quezon City

Primary Level: College of Saint John of Beverley, Quezon City

ORGANIZATION

Name of Organization: UNESCO Club of the University of the Philippines Diliman

Positions: Deputy Director for Education, Research and Projects (August 2012 – March 2013)
Deputy Director for Finance (June 2013 – October 2013)
Finance Committee Member (November 2013 – March 2014)

WORK EXPERIENCE
Internship – MacroAsia Airport Services Corporation

v
 ACKNOWLEDGEMENT

The researcher would like to express her immeasurable appreciation and deepest
gratitude to the following people who in one way or another contributed in making this
study possible.

Dr. Edieser D. Dela Santa, for his guidance, support, valuable comments and
suggestion that benefited the researcher to the completion and success of this study.

Dr. Emma Lina F. Lopez and Prof. Reil G. Cruz, the members of the panel, for
their time and effort in giving valuable suggestions that lead to the improvement of the
study.

My parents, Josielyn A. Salatan and Manuel B. Salatan, for their constant love
and guidance and for their financial and moral support.

My friends, Llyonz Ven N. Arevalo, Christopher Yuske Q. De Castro, Angela

Faustine Rivera and Alvin Patrick Sumague, who suggested and inspired me to make a
study about the internship experience of the students and without their encouragement
and moral support I may not have the courage to finish this study on my own.

My friends, Angela Francesca Rivera, Mart Christian Tuazon, Antonio Magsayo

and Rey Joseph Sy, for their moral support and without them my last semester in college
would not be meaningful and memorable.

Ana Margarita Mathea Nuevas, for her help and guidance on the statistical
analyses of the study.

Thea Bravo, a student assistant in CEU-Manila, for her assistance and effort
during my data gathering in Centro Escolar University.

Janzen Dave Balot, for his words of encouragement and for helping me during my
data gathering.

To the 201 respondents of my study, for the cooperation and for giving time and
effort to provide the necessary information for the study.

Finally, to God Almighty, for constantly giving me the strength and courage to
finish this study until the end.

vi
 ABSTRACT

The main objective of this study is to explore the factors that influence student‟s overall

satisfaction with their internship experience and whether these factors affect their

willingness to pursue a career in the tourism and hospitality industry. This study also

aims to identify the level of satisfaction of the students with their internship experience,

the stakeholder that has the most influence over student‟s overall satisfaction and the

tourism and hospitality industry sector the students plan to join after they graduate. A

structured survey questionnaire was used to collect data from 4th year BS Tourism

students in different universities and colleges around Metro Manila. This study applied

One-way ANOVA test, paired samples t-tests, factor analysis and regression analysis to

test the 6 hypotheses developed in this study. It was found that none of the three factors –

internship program planning, industry involvement and students‟ self-commitment –

tested affects the overall satisfaction of students and their willingness to pursue a career

in the industry. However, the respondents perceived internship program planning as the

most important factor in their internship. This shows that schools play an important role

in the internship experience of the students. The findings also showed that majority of the

respondents were highly satisfied with their internship experience and most of them will

still pursue a career in the industry after graduation, particularly in the airline and

accommodations industry.

vii
 TABLE OF CONTENTS

Chapter Page

I. INTRODUCTION

1.1 Background of the Study……………………………… 1

1.2 Statement of the Problem……………………………… 3
1.3 Objectives of the Study………………………………... 4
1.4 Significance of the Study……………………………… 4
1.5 Scope and Limitations…………………………………. 6
1.6 Overview of the Research……………………………… 7

II. REVIEW OF RELATED LITERATURES

2.1 Introduction………………………………….………… 9
2.2 Internship Program Planning…………………………… 10
2.3 Industry Involvement…………………………………... 11
2.4 Students‟ Self-Commitment……………………………. 13
2.5 Overall Satisfaction in the Internship Experience……… 15
2.6 Approaches to Studies of Internship…………………… 17
2.7 The Internship Programs in the Philippines……………. 20
2.8 Summary of Related Literature………………………… 23
2.9 Conceptual Framework………………………………… 26
2.10 Hypotheses…………………………………………… 28
2.11 Definition of Terms…………………………………… 29

III. METHODS

3.1 Introduction…………………………………………… 31
3.2 Research Design………………………………………. 32
3.3 Research Instrument………………………………….. 33
3.3.1 The Survey Questionnaire…………………... 34
3.4 Data Collection………………………………………… 36
3.4.1 Respondents of the Study…………………… 36
3.5 Data Analysis…………………………………………. 38
3.5.1 Reliability Statistics………………………… 38
3.5.2 Descriptive Statistical Analysis…………….. 39
3.5.3 Testing of Significant Differences and Pairwise
Comparison…………………………………. 39
3.5.4 Factor Analysis……………………………... 40
viii
 3.5.5 Regression Analysis………………………… 41
3.6 Summary……………………………………………… 42

IV. PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction………………………………………….. 44
4.2 Presentation of data and analysis of findings………… 45
4.2.1 Demographics of the Respondents………… 45
4.2.2 The Internship……………………………… 50
4.2.3 The Factors Influencing the Internship
Experience…………………………………. 54
4.2.4 Pursuing a Career in the Tourism and
Hospitality Industry……………………….. 62
4.2.5 Testing for Significant Differences……….. 67
4.2.6 Paired Samples T-tests…………………….. 68
4.2.7 Factor Analysis…………………………….. 69
4.2.8 Ordinal Regression………………………… 70
4.2.9 Binomial Logistic Regression……………… 73
4.3 Discussion…………………………………………… 76
4.4 Summary of Findings………………………………... 81

V. CONCLUSION

5.1 Introduction…………………………………………… 83
5.2 Restatement of Objectives of the Study………………. 83
5.3 Conclusion…………………………………………….. 84

VI. RECOMMENDATIONS

6.1 Introduction…………………………………………… 86
6.2 Recommendation……………………………………… 86

REFERENCES……………………………………………………..... 89

APPENDICES

ix
 LIST OF TABLES

Table Page

1. Practicum Training Requirements……..…………………………….. 22

2. Statements and Results for Internship Program Planning…..……….. 56

3. Statements and Results for Industry Involvement……...……………. 58

4. Statements and Results for Students‟ Self-Commitment……………... 60

5. Descriptive Statistics of Factors Influencing the Internship Experience… 61

6. Overall Satisfaction Mean Scores………………………………...…… 63

7. One-way ANOVA…………………………………………………….. 67

8. Pairwise Comparisons…………………………………………………. 68

9. Total Variance Explained……………………………………………… 69

10. Ordinal Regression Variables………………………………………….. 72

11. Binomial Logistic Regression Variables………………………………. 75

x
 LIST OF FIGURES

Figure Page

1. Conceptual Framework…………………………………………… 27

2. Distribution of Male and Female Respondents…………………… 45

3. Age Group of the Tourism Students……………………………… 46

4. Colleges and Universities of the Respondents…………………… 47

5. Students Originally from Tourism Department versus

Shiftees/Transferee to Tourism Department……………….……… 48

6. Working Students and Full-time Students………………………… 49

7. Tourism and Hospitality Sectors of Internship……………………. 50

8. Time of Internship………………………………………………… 51

9. Internship Program Duration……………………………………… 52

10. Willingness to Pursue a Career in Tourism and Hospitality Industry… 64

11. Preferred Tourism and Hospitality Industry Sector after Graduation… 65

12. Ordinal Regression Model…………………………………………. 73

13. Binomial Logistic Regression Model……………………………… 76

xi
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

As a developing country, the Philippines has placed tourism as a priority industry

because of its potential to boost the Philippine economy and serve as a powerful

economic growth engine (Solis, 2013). According to the World Travel and Tourism

Council, the total contribution of travel and tourism in the Philippine gross domestic

product (GDP) was PHP 1,288.9bn (or 11.3% of GDP) in 2013. It was forecast to rise by

3.8% in 2014 and to rise by PHP 2,299.1bn (or 11.8% of GDP) in 2024. Furthermore, the

total contribution of travel and tourism in the Philippine employment was 11.3% (or

4,295,000 jobs). It was expected to rise by 1.3% (or 4,349,500 jobs) in 2014 and to rise

by 2.4% (or 5,491,000 jobs) in 2024 (WTTC, 2014). The huge contribution of tourism in

the Philippine economy shows that it is essential to enhance further the quality of tourism

in the country.

Go et. al. (1999) stated that a good tourism education is important to gain a

competitive advantage in the tourism industry as it can prepare the students and graduates

to guarantee the competitiveness of the industry (cited in Solis, 2013). Schools that

provide tourism and hospitality courses emphasize the significance of practical

training and build efforts to develop internship programs for students (Hsu & Tsai,

1
2011). The internship program has become a compulsory course in related hospitality

departments as it connects theory with practice which enables students to increase their

adaptability and competitiveness before graduation (Wang, Chiang & Lee, 2014). It

provide students an opportunity to practice what they have learned in the classroom

and to close the gap between college learned theory and practical reality by acquiring

information about skills, interests, and career choices in real working situations (Walo,

2001; Ko, 2007; Lee, 2007). Through internships, undergraduates can gain perspective on

their future career and it can be regarded as a complement to their education (Kaşlı &

İlban, 2013).

Students‟ intention of pursuing a career in the tourism industry is influenced by a

successful work experience (Fazio, 1986; Domonte & Vaden, 1987 cited in Chen &

Shen, 2012). However, many students seem to lack confidence about their future in the

industry after their internships (Wu & Wu, 2006). Previous studies have shown that

students become less committed to the tourism and hospitality industry once they

experience real job situations (Teng, 2008). A bad internship experience could quickly

turn a young person away from the industry (Fox, 2001). Students who do not have a

successful internship experience are less likely to consider the tourism industry as a

possible future career (Ko, 2007). Students nowadays prioritize their sense of fulfillment

since they feel that high salaries cannot compensate for a lack of job satisfaction

(Edwards, 2010). Students want to feel that they play a significant role in the whole

internship process (Chen & Shen, 2012).

2
1.2 Statement of the Problem

Ko (2007) states that students‟ confidence in their future career development is

influenced by their satisfaction with their internship experience. Experiencing real job

situations are important for students so that their expectations about their future career are

fairly realistic (Lam & Ching, 2007). Conversely, Waryszak (1999) as cited in Chen &

Shen (2012) states that students would be discourage to enter the tourism and hospitality

industry after graduation when an internship program fails to meet the students‟

expectations.

Based on the said statements, this research study seeks to answer the question:

Which factor influences the overall satisfaction of students with their internship

experience and does it affect their willingness to pursue a career in the tourism and

hospitality industry?

The following sub-questions guide this research study:

 What is the level of satisfaction of students with their internship

experience?

 Which stakeholder – schools, the private sector, or students – has the most

influence over students‟ satisfaction with their internship experience?

 What tourism and hospitality industry sector the students plan to join after

they graduate?

3
1.3 Objectives of the Study

The primary objective of this study is to explore the factors that influence

students‟ overall satisfaction with their internship experience and whether these factors

affect their willingness to pursue a career in the tourism and hospitality industry.

This research study also aims:

 To identify the level of satisfaction of students with their internship

experience.

 To determine which stakeholder – schools, the private sector or students –

has the most influence over students‟ overall satisfaction with their

internship experience.

 To identify which tourism and hospitality industry sector the students plan

to join after they graduate.

1.4 Significance of the Study

Kaşlı and İlban (2013) states that undergraduate students begin to apply the

theoretical knowledge acquired during their education to real life situations through their

internships. Some students may decide to enter the tourism and hospitality industry based

on their internship experience as they see it as a window to their future careers (Tse,

2010). But, a number of studies have shown that there is a decrease of students‟ desire to

stay in the hospitality industry due to negative internship experiences (Richardson, 2008

cited in Chen & Shen, 2012). In order to address the issues in negative internship

experiences, a good internship program is imperative as it will retain more students,

4
strengthen their passion and reduce their anxiety about their future career (Chen & Shen,

2012). Therefore, this study seeks to explore the factors that can lead to a good internship

experience and how such experience would influence a student‟s desire to join the

tourism and hospitality industry after they graduate.

It is essential to explain the internship process to students as part of their

education and experience, as it would be easier to achieve the educational goals of the

academic program and students will be more prepared to enter the tourism and hospitality

industry when they gain experience through the two parts of their education (Kaşlı &

İlban, 2013). On the other hand, it is important to understand how both the practitioner

and the student intern views the internship as well as the expected outcomes in order to

ensure that the internship experience meets the needs of both parties (Beggs, Ross &

Goodwin, 2008). Hence, this study intends to investigate the factors that lead to students‟

satisfaction with their internships as it is seen essential in identifying possible problems

that may influence their career selection.

It is also important for the school, internship agencies and students to have similar

perceptions and expectations towards the internship process to provide a good quality

internship experience (Beggs et al., 2008). Kim and Park (2013) suggested that it would

be useful for human resource managers in the hospitality and tourism industry to

recognize how a student‟s future perceptions and career choices can be affected by

his/her internship experience as it shows that undergraduates‟ perception on their career

paths in the hospitality and tourism industry can be strongly influenced by first

impressions formed during their internships, which can either enhance or damage the

industry‟s reputation. Thus, the researcher seeks to identify which stakeholder – school,

5
the private sectors, or students – has a huge influence in student's satisfaction in their

internship experience. A properly supervised internship program would prove that an

internship with hands-on experience can truly be “a gateway to the real world” for

students (Collins, 2002 cited in Beggs et al., 2008, p. 25).

1.5 Scope and Limitations

This study focused on the factors that influence the internship experience of the

students and which stakeholder – schools, the private sector, or students – has the most

influence over student‟s satisfaction. The study also explored the level of satisfaction of

students with their internship experience. In relation to this, the researcher adopted the

conceptual framework by Chen and Shen (2012) in their study entitled Today’s Intern,

Tomorrow’s Practitioner? – The Influence of Internship Programmes on Students’

Career Development in the Hospitality Industry. The adopted framework guided the

study in order to obtain the needed data for the research. It was also used in the

formulation of survey materials as it is the primary source of gathering necessary

information for the research study.

As the study focused on the career selection in the tourism and hospitality

industry, students from the Hotel and Restaurant Management (HRM) course were not

part of the research study. It fully concentrated on 4th year Tourism students in selected

universities and colleges around Metro Manila, who already completed their internship

program.

6
 The limiting factor of the study is the research schedule. The researcher had four

(4) months in preparation and research for Chapters 1 to 3 and another four (4) months of

data collection, data analysis and conclusion. The data collection was conducted for the

whole month of March. This limited the amount of respondents as other universities and

colleges who are not affected by the UP Academic Calendar Shift were already preparing

for the end of the semester, especially the 4th year Tourism students who were the target

respondents of the study. For this reason, it became harder for the researcher to collect

the necessary amount of data needed for the study.

1.6 Overview of the Research

The researcher explored the factors that influence students‟ satisfaction with their

internship experience and how it affects their willingness to stay in the tourism and

hospitality industry. The study is divided into several chapters to attain this objective.

Chapter 1 discusses the context of the research study. Chapter 2 consists of different

studies related to the internship experience of students. It further reviews the literature

about internship program planning in general, industry involvement, students‟ self-

commitment and the overall satisfaction in the internship experience. Different

approaches to studies of internship were also discussed and a brief discussion of the

internship programs in the Philippines was given. The chapter also presents the

conceptual framework and hypotheses which are developed from Chen and Shen's (2012)

study. Chapter 3 shows the research design and research instrument used to fulfill the

objectives of the study. It explains the sampling design, the respondents of the study, the

7
survey questionnaire and the analytical methods employed in the study. A structured

survey was used to gain the needed information to achieve the objectives of the study and

the data collected were analyzed through quantitative methods. The discussion in Chapter

4 presents the analyses and results of the data gathered. The result for the reliability of the

research instrument used is presented and the descriptive statistical analysis of the results

is further explained and graphical presentation was used. The regression and factor

analysis conducted is also discussed. Chapter 5 contains the conclusion and the

attainment of the objectives of the study. Finally, Chapter 6 provides recommendations

related to the findings of the study.

8
 CHAPTER II

REVIEW OF RELATED LITERATURES

2.1 Introduction

This study aims to explore the factors that influence students‟ satisfaction with

their internship experience and whether these factors affect students‟ commitment in the

tourism and hospitality industry. Similar studies that focus on students‟ satisfaction with

their internship experience, students‟ commitment to the industry and stakeholders‟

involvement in the internship experience of the students are presented in this chapter.

The framework used was adopted from Chen and Shen‟s (2012) study. The

adopted framework served as a guide for the formulation of survey questionnaires. In

order to test the relation of the factors, the hypotheses were stated after the framework to

show how internship program planning, industry involvement and students‟ self-

commitment positively affects the overall satisfaction of the students and their

willingness to pursue a career in the tourism and hospitality industry. These factors are

discussed thoroughly in the chapter with the help of related literature, as it will be the

basis for attaining the goals of the study.

9
2.2 Internship Program Planning

The stakeholders involved in an internship program are schools, the private

sector, and the students (Chen & Shen, 2012). Lam and Ching (2007) emphasize in their

study that schools should lead the planning and organizing of internship programs and

schools should also involve students and employers to participate in the planning stage

before finalizing a training program for students. Schools can consider internship as a

powerful tool to compete for a larger intake of students by promoting a curriculum with

an attractive internship program, showing that an internship can be an essential teaching

and learning tool to all related sectors (Lam & Ching, 2007). Majority of hospitality

programs that incorporates internship in their curriculum perceive student satisfaction as

the most important criterion for evaluating the success of the internship program (Chen &

Shen, 2012).

Unfortunately, unstructured and poorly organized internship program leads to

students complaining about the quality of their internship (Jenkins, 2001) and students

cannot meet employers‟ expectations because of poor preparation and ability (Lam &

Ching, 2007). According to Tobias (1996), students demand a well-organized internship

program for them to acquire professional skills as well as the industry sector

implementing effective ways to train the students in their organization to reduce

indecision in the hiring process (cited in Lam & Ching, 2007). Most interns prefer to

have their internship periods to range from six to nine months instead of three months

only; it indicated that student trainees are willing to have a longer internship period for

them to learn more during their internship (Mihail, 2006). A short period of time rendered

for internship never lets the student become a fully functional employee as there is not so

10
much to take in for them (Oliver, 2010 cited in Rupande & Bukaliya, 2013). The private

sector should also be involved in the curriculum design to strengthen the internship

practicum system (Chang & Hsu, 2010). Internship programs should be evaluated from

the perspective of each stakeholder (Chen & Shen, 2012). In order to attract as many

graduated students as possible to pursue a career in the tourism and hospitality industry,

collaboration of both schools and industry should be developed to form a well-organized

quality internship program (Lam & Ching, 2007).

2.3 Industry Involvement

Successful learning, supportive administration and quality training are vital

components of students‟ confidence regarding their future careers and it can also

contribute to the improvement of students‟ satisfaction and desire to stay in the

hospitality industry (Ko, 2007). A key element of a successful internship can also be

found by recognizing the responsibilities of both interns and internship supervisors before

they participate in the internship program (Beggs, Ross, & Goodwin, 2008).

Lee (2005) found that the working conditions in the internship (including wages,

working hours, workplace, etc.) and the management style of the administrators directly

affects the students‟ plan to work in the tourism sector as he studied the characteristics of

students in tourism management internships, the working conditions of the internship,

and the leadership style of the administrators in the workplace and whether it affects

students' intention to work in the industry. Another study made by Collins (2002)

stated that students complain that there are no practical training options useful to prepare

11
them for their future careers in the tourism and hospitality industry, where they are

usually given positions where it involves routine tasks with limited responsibility and

they also receive insufficient training because of the limited period of the internship.

Students generally complain about the quality of the internship program given that some

employers don‟t even pay attention to the objectives of the internship and only see interns

as a supplement for labor shortage instead of helping them to be potential employees

(Lam & Ching, 2007). The bond interns create with industry personnel may be helpful for

them professionally, but certain reasons may decrease their motivation to stay in the

industry like the lack of communication among employees, supervisor‟s negative attitude,

and frantic work environment (Collins, 2002).

Chen and Shen‟s (2012) study explored the students‟ level of satisfaction with

their internship experience and they also looked at which stakeholder has the most

influence over students‟ overall satisfaction. Chen and Shen found that schools and

industry operators were the key factors in students‟ willingness to stay in the hospitality

industry. They suggested that schools should have clearer objectives for internship

programs, publish program guidelines, conduct regular visits and consultations, and offer

timely support to students. As for the industry operators, Chen and Shen suggested

positive factors that lead to students‟ career development which are good supervision

mechanism, partnership building, and challenging assignments. Similar with Bao and

Fang‟s (2008) study, they stated that schools should involve both employers and students

in developing an organized internship program where information about the needs and

interest of students and employers are incorporated in the planning process of the

internship program. Schools should work closely with intern supervisors and meeting

12
them on a regular basis is essential for the reason that interns are often forgotten after the

end of their internship, thus additional guidance is needed regarding the role of the

supervisors (Bao & Fang, 2008). Bao and Fang also stated that supervisors play a vital

role in shaping the educational value of an internship; interns are likely to be satisfied

with the educational benefits of the internship experience when supervisors permit them

to participate with the decision-making process of the organization and provide them

interesting and challenging assignments. Lam and Ching (2007) suggested that formal or

informal meetings with student trainees should be arrange by managers or industry

mentors to discuss various issues related to their observation, training progress, or

problems. Managers should also provide mentorship guidelines and train-the-trainer

program in order to have emphasis on educating and training supervisors so that they

know how to train the student trainees effectively (Lam & Ching, 2007; Bao & Fang,

2008).

2.4 Students’ Self Commitment

One of the most important indicators in determining the quality of undergraduate

hospitality management programs would be student internships (Kim & Park, 2013).

Students are more likely to pursue careers in the tourism and hospitality industry, once

they recognize the work values they desire are evident in the industry (Chuang & Jenkins,

2010). Internships can have a positive or a negative effect for students, based on their

experience and performance during the program (Kim & Park, 2013). Positive perception

of the industry can strengthen a student‟s aspiration and prospects for a future career in

13
the industry, whereas negative perception is likely to affect aspirations badly (Zopiatis &

Constanti, 2007). Students with stronger career goals are found in those who experienced

internships than those who did not (Chuang & Jenkins, 2010).

Ko‟s (2007) study showed that satisfaction with training played a positive role on

participants' job satisfaction and confidence about their future careers as he investigated

the relationships between training, job satisfaction, and confidence about future careers

and the factors associated with hospitality students' satisfaction with internship programs.

Shambach and Dirks (2002) and Hauck et al. (2000) discovered in their studies that the

majority of students found their internship beneficial and it would significantly contribute

to their professional lives and career plan. At the same time, studies cited in Bao and

Fang (2008) stated that students were satisfied with their internships because it improved

their technical skills and knowledge (Busby et al., 1997) and it also strengthened their

problem-solving ability in the hospitality industry (Emenheiser et al., 1997). Additional

studies that are also cited in Bao and Fang (2008) indicated that a supportive relationship

in the work setting brings great satisfaction to hospitality interns (Nelson, 1994) and

mentor relationships provide valuable benefits for students (Fagenson, 1989).

On the other hand, Teng (2008) stated that hospitality students who have more

experience within the profession are much less committed to the hospitality industry. The

reasons for this are mostly related to the pressures of the job (Ashforth & Humphrey,

1993; Morris & Feldman, 1997 cited in Chen et al., 2009). Lam and Ching (2007) found

that the overall students‟ expectations towards their internship were unmet as they studied

the difference between the expectations and perceptions towards the internship program

of Hong Kong hospitality students. It supported Kim and Park‟s (2013) study as they

14
found that most students were not satisfied with their internship, seeing that the post-

internship perceptions were lower than the pre-internship expectations. Kaşlı and İlban

(2013) categorized internship problems as “work place,” “working hours,” “insufficient

supervision,” “ignorance about the importance of working,” and “wages.” By identifying

internship problems, it explains how internship programs can be carried out

efficiently and effectively (Henry, Rehwaldt & Vineyard, 2001 cited in Kaşlı & İlban,

2013).

2.5 Overall Satisfaction in the Internship Experience

Job satisfaction and overall confidence regarding potential careers in the

hospitality and tourism industry may be associated with internships (Ko, 2007).

According to Kim and Park (2013), an internship with a hospitality and tourism company

plays a vital role and may be essential in helping students to prepare for their future

careers as well as making the decision to join the industry after graduation. Students

benefit from the time spent on internship as they have gained transferable skills,

enhanced their understanding of their choice and provided a concrete link between theory

and application (Bullock, Gould & Hejmadi, 2009).

Tourism and hospitality students expressed high expectations of reasonable work

hours, responsibilities, and interaction with supervisors, but their actual satisfaction fell

short of expectations of their first jobs (Dickerson, 2009). Bao and Fang (2008)

investigated students‟ satisfaction level toward their internship experience in the

hospitality and tourism industry and identified the underlying factors of their overall

15
satisfaction. They found that students‟ overall satisfaction on their internship were low,

which indicates that students were dissatisfied with their internship experience, especially

on the following items: „coordination between schools and employers‟, „opportunities for

self-development‟, „pay and welfare‟, „work pressure‟, „opportunity for work rotation‟,

„interesting and challenging work‟, and „autonomy involved in the work '. Bao and

Fang‟s (2008) study reveals that the most influential factor in predicting students‟ overall

satisfaction towards internship is the “Job itself” factor which includes the following

items: „opportunity for work rotation‟, „nature of the job you perform‟, „interesting and

challenging work‟ and „work environment‟, it indicates that it is important for schools to

suggest employers to provide autonomy and job rotation for interns so that students will

find the internship program motivating and challenging.

A study done by Busby (2003) found that internships assisted students to have a

sense of direction as they are often unsure what career path they want to follow. Students

hold the positive perceptions of the industry and it is essential for the work experience to

be positive (Kim et al., 2010). Taking into consideration the inconsistencies between

students‟ education and industry experience, internships can enable students to

understand the hospitality and tourism industry better where they can apply their

academic knowledge into practice and assess other career options in advance (Chi &

Gursoy, 2009).

16
2.6 Approaches to Studies of Internship

Studies about internship programs and its benefits to students have been written

(Ko, 2007). Authors have explored the level of satisfaction of students and the factors

that lead to their satisfaction with their internship experience and how such an experience

influences students‟ willingness to pursue career in the hospitality industry (Bao & Fang,

2008; Chen & Shen, 2012). There are also those who analyzed the perceptions of tourism

students towards tourism careers (Akış Roney and Öztin, 2007). Some have also

investigated the difference between expectations and perceptions of hospitality students

towards their internship program (Lam & Ching, 2007). There are also studies that focus

on the differences in the perception of internship programs between college students

studying travel and tourism and practitioners in the field (Beggs, Ross & Goodwin,

2008). On the other hand, some have identified the impact that undergraduate students‟

internships have on their perceptions of careers in the hospitality and tourism industry

(Kim & Park, 2012). Other authors have also aimed to determine both undergraduate

students and academicians' views on internship process (Aymankuy et. al., 2013).

Furthermore, authors have identified the problems undergraduate students encounter as

interns in tourism programs (Kaşlı & İlban, 2013) and investigated the effects of

internship experience on behavioral intention of college students (Chen & Chen, 2011).

Alternatively, several authors approach the study by measuring the effects of a formal

internship on students‟ perception in the importance of traits which employers consider

during the hiring process (Green et al., 2011) and how job demand and emotional

awareness affect the job satisfaction of students (Chen et. al., 2009).

17
 Chen and Shen (2012) looked at which stakeholder – schools, the private sector,

or students – has the most influence over students‟ overall satisfaction. Their findings

show that schools and the industry have the most influence on students‟ willingness to

stay in the hospitality industry after graduation. In investigating the difference between

expectations and perceptions of hospitality students towards their internship program,

Lam and Ching‟s (2007) findings showed three internship factors – supervisor, team

spirit and involvement, autonomy and help from supervisor – led to student overall

satisfaction. Akış Roney and Öztin (2007) focus on Turkish students studying tourism

and their findings indicated that: willingness to study tourism; willingness to work in

tourism after graduation; and work experience; are important factors in shaping student‟s

image of tourism careers. While in identifying the impact that undergraduate students‟

internships have on their perceptions of careers in the hospitality and tourism industry,

Kim and Park (2012) focuses on the moderating role of informal social experiences with

co-workers and supervisors that may occur during the internship period. In Aymankuy et.

al.‟s (2013) study, it was determined that both students and academicians stated that

internship was important and essential in tourism education. Kaşlı and İlban‟s (2013)

paper focuses on whether the problems experienced during the internship program affect

the students‟ intention to work in the tourism business in the future. Another approach in

studying internship is made by Wang, Chiang and Lee (2014). Instead of focusing on

practical experience and skills of students through internships they studied student's

anxiety when transitioning from student to intern. Wang et al.‟s (2014) study analyzed

the changes in student anxiety to determine the relationships among intern anxiety,

internship outcomes, and career commitment. The findings of their study show that intern

18
anxiety and internship outcomes were determined to influence career commitment

significantly and it shows that intern anxiety slightly decreased after internship.

In terms of the methodological techniques used in the studies, Bao and Fang

(2008) employed a quantitative approach to investigate students‟ satisfaction level toward

their internship experience in the hospitality and tourism industry and identify the

underlying factors of their overall satisfaction. Beggs, Ross and Goodwin (2008) used a

web-based survey to explore how students and practitioners differed in their view

regarding the role of the internship experience; the role of the internship agency, the

intern‟s abilities; and factors in selecting an internship. Bao and Fang (2008), Chen and

Shen (2012), Kim and Park (2012), Lam and Ching (2008) and Wang, Chiang and Lee

(2014) also used a quantitative approach and self-administered questionnaires to gather

the needed data for their study. The statistical analysis Bao and Fang (2008) used are

frequencies, factor analysis, and multiple regression analysis. Chen and Shen (2012)

applied Structural Equation Modeling (SEM) in their study. Kim and Park (2012) used

paired-sample t-tests to examine the significant differences of mean scores for the

respondents‟ expectations and perceptions. Lam and Ching (2008) used linear multiple

regression in their study to assess relative importance of the internship factors in

predicting overall internship satisfaction. Hsu and Tsai (2011) used confirmatory factor

analysis in measuring internship perception among hospitality students in Taiwan. Kaşlı

and İlban‟s (2013) study uses a two-phase approach. A confirmatory factor analysis was

used in the first phase to measure the adequacy of the measurement model and in the

second phase, the structural model was evaluated.

19
2.7 The Internship Programs in the Philippines

Internship training program is an important academic requirement in tourism and

hospitality courses in the country (Aquino, 2014). This section briefly discusses the types

of on-the-job training program usually done in the Philippines, the specific guidelines for

the practicum training requirements in the country as issued by The Commission on

Higher Education (CHED) and the challenges faced by Filipino students in their

internship programs in the tourism and hospitality industry.

Educators believed that the beneficial aspects of an internship program for college

students are the real life experiences and professional development (Chen & Chen, 2011).

Rocamora‟s (2014) study focused on the assessment of the practicum trainee‟s acquired

versus required travel service competencies as perceived by the BS Tourism practicum

trainees and supervisors of travel management companies. Rocamora (2014) stated that

an individual must be open for learning to attain self-development. One should take

advantage on the experiences gained from the tasks assigned in the workplace as

individual development can be acquired in an actual working environment (Ineson,

2011). According to Rocamora (2014), being open to learning requires trainability.

Trainings that are practical and has educational content allows students to obtain

important skills that are needed in the industry as it can enable them to deal with the

changing needs, wants and demands of the consumer (Maumbe & Wyk, 2011 cited in

Rocamora, 2014).

Felicen et. al.‟s (2014) study assessed the level of performance of the Filipino

tourism students as a result of the evaluation by the manager or immediate supervisors of

20
the different establishments where the interns are deployed. According to Felicen et. al.,

on-the-job training programs are said to be the most effective form of training, the largest

share of the training is provided by the private sector and the training programs vary from

formal training with company supervisors to learning by watching. Felicen et. al. also

stated that on-the-job training usually includes verbal and written instruction,

demonstration and observation, and hands-on practice and imitation. According to Jacob

(2003), structured (planned) and unstructured (unplanned) are the two types of on-the-job

training commonly distinguished in the literature, structured on-the-job trainings are

those that require working up-front and it produces consistent predictable quality of

training outcomes, alternatively, unstructured on-the-job training produces inconsistent

results as the desired training outcomes are not often attained (cited in Felicen et. al.,

2014). Training objectives are seen to be achieved quickly through structured training as

it allows mastery of skills and it is seen as the preferred training method (Jacob, 2003

cited in Felicen et. al., 2014).

The Commission on Higher Education (CHED), the government agency

mandated to regulate and monitor the operation of academic institutions in promoting

quality education in higher educational institutions in the Philippines, released a

Memorandum Order No. 30 Series of 2006 which states the Policy Standards and

Guidelines in the offering of tourism and hospitality programs. CHED also issued

practicum training guidelines which can be found in CMO 23 Series 2009 entitled

Guidelines for Student Internship Program in the Philippines (SIPP) for all Programs

with Practicum Subjects and CMO 22 Series 2013 entitled Revised Policies, Standards

and Guidelines (PSGs) on Student Internship Abroad Program (SIAP). The practicum

21
training requirements for tourism and hospitality programs based on CMO 30 Series 2006

are seen in Table 1.

Table 1 – Practicum Training Requirements (CMO 30 Series 2006)

Tourism
Program
HRA/HRM Travel Management Management
Practicum hours/units 7 units/420 hours 6 units/360 hours 6 units/360 hours
Areas of training - Practicum I (240 - Practicum I (180 - National Tourism
hours/4 units) hours/3 Agency
in Housekeeping units) in Outbound - Local Government
and Food & Travel Tourism Offices
Beverage Operations - Practicum II (180 - Non-governmental
- Practicum II (180 hours/3 Organizations
hours/3 units) units) in Inbound
in Front Office and and
Other areas Domestic Tours

On the other hand, Aquino (2014) recognized the challenges experienced by the

stakeholders – schools, training partners, and students – such as the implementation of

the course requirement and the institutional requirements lead to their discontentment.

Aquino discussed the challenges usually faced by Filipino students during their internship

program. One of them is the difficulty in getting a placement due to the increase in

tourism and hospitality enrollment. Based on Aquino‟s study, some students opt to

complete their internship program in other establishments due to the difficulty in getting

a placement, even if it may not offer them quality training and students even pay the

establishment a fee in order to finish the required training hours.

22
 Aquino (2014) said that students are seen as an interruption by industry personnel

in their operations as they need to spend time training the interns instead of focusing on

their work, they become personal assistants of supervisors or managers who asked them

to do things that may not be relevant to their training (i.e. filing, preparing coffee, errands

to buy things or other materials). Moreover, Aquino also stated that several institutions

restrict the training in non-customer interaction areas which resulted to limited training

during the internship and there is also an absence of a training program since some

institutions only see practicum students as extra staff that can be placed in areas where

they lack manpower. Some establishments decided to limit their training hours or become

exclusive training partners of various schools in order to cater a vast number of students

who are required to take their internship (Aquino, 2014).

Gutierrez (2014) stated that educational tourism has become an emerging

phenomenon in the country, but most of the information relating to educational tourism

focuses only on the traditional study-abroad programs. Hence, Gutierrez (2014) looks at

the possibility of offering internship in the Philippines as an educational tourism product

specifically for US student market. The analysis of the study revealed features which

classify the type of internship tourism. These features are placement and location, time

and duration, remuneration, academic credit and structure.

2.8 Summary of Related Literature

Previous studies have shown that students can have a positive or negative

perception in the tourism and hospitality industry based on their experience during the

23
internship program. Majority of hospitality programs that incorporates internship in their

curriculum perceive student satisfaction as the most important criterion for evaluating the

success of the internship program. Satisfaction with training leads to students being

confident in their future career in the industry as they find their internship beneficial

because it improves their technical skills, knowledge and problem-solving abilities.

Stakeholders that influence students‟ overall satisfaction were also identified by

the given literatures. Studies have shown that schools and industry personnel directly

influence students during their internship program. Supervisors play a vital role in the

program as interns are likely to be satisfied when supervisors permit them to participate

in the decision-making process of the organization and provide them with interesting and

challenging assignments. Working conditions and management style of the administrators

also directly affects the students‟ plan to work in the industry. Good supervision may

motivate them to continue working in the industry after graduation. However, lack of

communication among employees, supervisor‟s negative attitude, and frantic work

environment may discourage them in entering the tourism and hospitality industry.

Students demand a well-organized internship program for them to acquire professional

skills. Literatures have also suggested that schools should have clearer objectives for

internship programs, publish program guidelines, conduct regular visits and

consultations, and offer timely support to students. Schools should lead the planning and

organizing of internship programs and should involve students and employers to

participate in the planning stage before finalizing a training program for students. It is

also important for schools to suggest employers to provide autonomy and job rotation for

interns so that students will find the internship program motivating and challenging.

24
 Students are more willing to pursue a career in the tourism and hospitality

industry when the work values they desire are evident in the industry. Internships are

essential for students to prepare them for their future careers and it provides them a sense

of direction on what career path they want to follow. It also enables students to

understand the tourism and hospitality industry better where they can apply their

academic knowledge into practice and assess other career options in advance.

There are also different approaches to studying internships. Several authors

explored students‟ satisfaction level toward their internship experience in the hospitality

and tourism industry and identified the underlying factors of their overall satisfaction.

Other authors focus on the perception of students towards tourism careers and other

approaches tried to analyze the difference between expectations and perceptions of

hospitality students towards their internship program. On the other hand, some authors

have identified the problems undergraduate students encounter as interns in tourism

programs and investigated the effects of internship experience on behavioral intention of

college students.

Lastly, specific guidelines for the practicum training requirements in the

Philippines as issued by The Commission on Higher Education (CHED) and the

challenges faced by Filipino students in their internship programs in the tourism and

hospitality industry were discussed. According to the Policy Standards and Guidelines in

the offering of tourism and hospitality programs issued by CHED, the required practicum

units/hours for Travel Management and Tourism Management is 6 units/360 hours.

Travel Management students should take their practicum in outbound travel and in

inbound and domestic tours while Tourism Management students should take their

25
practicum in National Tourism Agencies, Local Government Tourism Offices and NGOs.

There are also challenges faced by Filipino students during their internship program,

these are the difficulty in getting a placement, restriction of the training in non-customer

interaction areas and absence of a training program. However, internship in the

Philippines can also be a possible educational tourism product in the country.

2.9 Conceptual Framework

The researcher explored the factors that influence student's satisfaction with their

internship experience and whether these factors affect students‟ commitment in the

tourism and hospitality industry. Chen and Shen‟s (2012) conceptual model was adopted

in the study. Chen and Shen (2012) developed a self-administered mail survey instrument

and it was tested for face and content validity by a group of experts consisting of ten

educators and four industry human resource professionals. Beggs et al.‟s (2008) research

study has already developed 33 indicators, but through Chen and Shen‟s (2012) test, it

resulted to 37 indicators, an additional of 4 indicators which influence students‟

willingness to pursue a career in the hospitality industry. The 37 indicators fall into four

categories: Internship Program Planning, Industry Involvement, Students‟ Self-

Commitment and Overall Satisfaction.

Internship Program Planning includes internship program design, internship

assignment, faculty support and consultation, and performance evaluation. Industry

Involvement includes training and compensation. Student‟s Self Commitment includes

dedication to work and dedication to learning. Overall Satisfaction includes satisfaction

26
with school, with the company, with self-achievement, and overall satisfaction. These

four main categories helped the authors to identify the level of students‟ satisfaction with

their internship experience and how it influences their willingness to pursue a career in

the hospitality industry.

Following Chen and Shen (2012), this study tested 6 hypotheses as follows:

An intern‟s
satisfaction with H4
internship program
planning
H1 Student‟s
willingness to
Overall
An intern‟s H2 stay in tourism
satisfaction with Satisfaction
and hospitality
industry involvement
industry
H5
H3

An intern‟s
satisfaction with
H6
his/her self-
commitment

Figure 1 – Conceptual Framework

27
2.10 Hypotheses

The following hypotheses were tested to identify whether the three (3) major

factors – internship program planning, industry involvement, student‟s self-commitment

– affects the overall satisfaction of the students and their willingness to pursue a career in

the tourism and hospitality industry after they graduate.

H1: Intern students‟ satisfaction with an internship program positively affects overall

satisfaction.

H2: Intern students‟ satisfaction with industry involvement positively affects overall

satisfaction.

H3: Intern students‟ satisfaction with self-commitment positively affects overall

satisfaction.

H4: Intern students‟ satisfaction with internship program planning positively affects a

student‟s willingness to pursue a career in the tourism and hospitality industry.

H5: Intern students‟ satisfaction with industry involvement positively affects a student‟s

willingness to pursue a career in the tourism and hospitality industry.

H6: Intern students‟ satisfaction with self-commitment positively affects a student‟s

willingness to pursue a career in the tourism and hospitality industry.

28
2.11 Definition of Terms

Intern – It is a student or trainee who works, sometimes without pay, at a trade or

occupation in order to gain work experience.

Internships – Internships have been described as apprenticeships, cooperative education,

experimental learning, field work practica, practical work experience, industrial

placement, placement learning, sandwich courses, service learning, and workplace

learning (Auburn, 2007; Auburn, Ley, & Arnold, 1993; Leslie, 1991; Zopiatis &

Theocharous, 2013 cited in Wang, Chiang & Lee, 2014); Internships are seen as a period

of employment in the tourism and hospitality industry (Busby & Gibson, 2010).

Internship Program Planning – It includes internship program design, internship

assignment, faculty support and consultation, and performance evaluation (Chen & Shen,

2012); it pertains to the stakeholders involved in the planning of internship programs, but

focuses mainly on schools who lead the planning and organizing of internship programs

(Lam & Ching, 2007).

Industry Involvement – It includes training and compensation (Chen & Shen, 2012); it

pertains to the private sectors, managers and supervisors involved in the internship

program of the students.

Overall Satisfaction – It includes satisfaction with school, with the company, with self-

achievement (Chen & Shen, 2012).

29
Stakeholders – A person or an entity with an interest or concern in something, especially

a business; the stakeholders in the study are the schools, the private sector and the

students.

Students’ Self Commitment – It includes students‟ dedication to work and to learn

(Chen & Shen, 2012).

Tourism Industries – It is also referred to as tourism activities, these are the activities

that typically produce tourism characteristic products (UNWTO, 2005).

30
 CHAPTER 3

METHODS

3.1 Introduction

The objective of this research study is to investigate the factors that influence

students‟ satisfaction with an internship program and how it affects their willingness to

pursue a career in the tourism and hospitality industry. It also explores the factors that

create student satisfaction with their internship experience and determine which

stakeholder – schools, the private sector or students – has the most influence over

student's satisfaction. The findings also identify which industry sector the respondents

plan to join after they graduate.

This chapter discusses the methods and procedures done in order to obtain the

data needed and how it was analyzed and interpreted. The researcher used a quantitative

research approach and a structured survey to identify the satisfaction of students towards

their internship experience. Survey questionnaires were distributed to 4th year Tourism

students who already completed their internship program. The survey questionnaire has

three main parts: (1) The Internship; (2) Factors Influencing the Internship Experience;

and (3) Pursuing a Career in the Tourism and Hospitality Industry. The following

sections were covered in this chapter: the research design, the research instrument, the

data collection and the data analysis.

31
3.2 Research Design

This research was conducted to explore the factors that create students‟

satisfaction with their internship program and how it influences their willingness to

pursue a career in the tourism and hospitality industry. The research design for this study

is a quantitative research approach as it is the most appropriate approach to answer the

research problem. Quantitative research collects data to quantify and subject information

for statistical analysis in order to support or counter alternate knowledge claims

(Creswell, 2003 cited in Williams, 2007). Several authors have used this approach. Chen

and Shen (2012) used a quantitative approach as they explored the students‟ level of

satisfaction with their internship experience. Lam and Ching (2007) also adopted a

quantitative research design as they investigated the difference between expectations and

perceptions of hospitality students towards their internship program and to assess the

relationship between the difference and overall satisfaction. Another study made by

Beggs, Ross and Goodwin (2008) also adopted a similar approach as they explored how

students and practitioners differed in their view regarding the role of the internship

experience.

The researcher used a convenience sampling design to obtain the needed data for

the study. This kind of sampling design is a non-probability sampling method where

respondents are selected because of their convenient accessibility and proximity (Ross,

2005; Latham, 2007). Convenience sampling is useful for time sensitive research since

the participants needed in the study are readily available (Frey et. al., 2000). The

researcher can quickly gather data and reach the desired number of respondents in the

32
study by acquiring them from a nearby population (Ross, 2005). In this study, the data

was acquired from different universities and colleges around Metro Manila.

3.3 Research Instrument

A survey questionnaire was used as a primary data collection method. It is one of

the popular methods to gather quantitative data. Survey research is always conducted to

provide a quantitative picture of the units in question (Bryman, 2003). The survey

questionnaire is appropriate for small or large number of respondents and it could be

conducted at a single point in time or through simultaneous distribution of the

questionnaires, a substantial number of respondents can be reached either by personal or

web distribution (Taylor-Powell & Hermann, 2000). The researcher used both printed

survey questionnaires and online forms in the study. The printed survey questionnaires

were given to Tourism students in different universities and colleges around Metro

Manila after obtaining a permit to conduct a survey to the students. The personal contact

involved in the process may result to a considerable high response rate as the

questionnaires are generally distributed, completed and returned in one process

(Denscombe, 2010). The online survey questionnaires were posted and distributed to

selected online social networking groups of students for it to be not accessible to other

students who are not part of the study. According to Garton, Haythornthwaite, and

Wellman (1999), online survey provide access to groups and individuals who would be

difficult to reach through other channels (cited in Wright, 2005). Online surveys are

33
appropriate for researchers who need quick results and on a restricted budget as it can

save time and money without sacrificing the quality of the data (Denscombe, 2010).

3.3.1 The Survey Questionnaire

This section discussed the design for the survey questionnaire used in the

study. The researcher used a structured survey to identify the factors that

influence the satisfaction of students in their internship. The survey questionnaire

is composed of three (3) main parts. The questions developed in the studies made

by Chen and Chen (2011) and Chen and Shen (2012) were adopted in this study.

A sample copy of the survey questionnaire can be found in the APPENDIX.

(1) The Internship

In the first part of the questionnaire, personal questions like the name

(optional), age, gender and the name of the school are asked first. The succeeding

question would be about their internship: which tourism and hospitality industry

sector they pursued in their internship, the place where they completed their

internship, the year they took their internship and the duration of their internship.

(2) Factors Influencing the Internship Experience

The second part of the questionnaire is divided into three (3) main parts:

(a) Internship Program Planning; (b) Industry Involvement; and (c) Student‟s Self

Commitment. Each question was measured using a five-point Likert scale to

34
quantify the overall satisfaction of students towards their internship experience

and to determine which stakeholder – schools, private sector, students –

influences a student‟s willingness to pursue a career in the tourism and hospitality

industry. Likert scales are a common rating format for survey questionnaires.

These scales range from a different group of categories from high to low and ask

people to indicate how much they agree or disagree, or approve or disapprove

with the given statements (Allen & Seaman, 2007). A five-point Likert scale was

specifically used in the study as it is easy to read and complete for the respondents

and easier to interpret (Bertram, 2007).

(a) Internship Program Planning

There are four (4) items evaluated under the Internship Program

Planning. These items are internship program design, internship

assignment, faculty support and consultation, performance evaluation.

This first part pertains to the involvement of schools in the internship

experience of the students.

(b) Industry Involvement

Under the Industry Involvement, training and compensation and

fair working environment are evaluated by the students. The second part

pertains to the involvement of the tourism and hospitality industry in the

internship experience.

35
 (c) Student‟s Self Commitment

The students‟ dedication to work and dedication to learn are

evaluated in the third part. These two (2) items pertains if a student‟s self-

commitment greatly influences their overall satisfaction in their internship

experience and their willingness to pursue a career in the industry.

(3) Pursuing a Career in the Tourism and Hospitality Industry

The third and last part of the questionnaire determines the level of

satisfaction of students with their internship experience, their willingness to

pursue a career in the industry after they completed their internship program and

which tourism and hospitality sector they want to pursue if they choose to stay in

the industry after graduation.

3.4 Data Collection

3.4.1 Respondents of the Study

The respondents of the survey are 4th year BS Tourism students who

already completed their internship program in the different sectors of tourism and

hospitality industry. The participants were chosen from different universities and

colleges around Metro Manila who offers Tourism courses. As of 2013, there

were 391 Higher Education Institutions (HEIs) recognized by CHED that offers

Tourism program.

36
 Since the researcher does not have any access for the exact number of

students who already completed their internship program, the researcher based the

population of the study on the enrollment figures for A.Y. 2012-2013 provided by

CHED Office of Policy, Planning, Research and Information (CHED IPD-

OPPRI) from reports submitted by HEIs as of October 7, 2013 shown in Aquino's

(2014) study. There are 6,105 students in Metro Manila enrolled in Tourism.

Assuming that 25% of the total enrollment had already completed their internship

program, there would be a population of 1,526 Tourism students. Using Slovin‟s

formula [ to determine the needed sample size for the study, the

researcher obtained a sample size of 316 with a 95% confidence interval and a 5%

acceptable margin of error.

Based on the computations, the original target number of respondents was

three hundred sixteen (316). But due to time constraints, the researcher did not

achieve the target sample size for the study. However, the researcher still

managed to obtain two hundred one (201) respondents which were sufficient for

the analysis of the data.

The survey questionnaires were distributed to the respondents by visiting

schools in Metro Manila and obtaining permission to the Dean of the college to

conduct a survey to their students. The researcher did not have the chance to

distribute the survey questionnaire personally to the students as it was decided

that the professor in charge was the one to distribute it to them. Online web-

surveys were also conducted. The surveys were posted in selected social

networking groups and through private message in social media accounts like

37
 Facebook. Simultaneous distribution of the survey questionnaires ensures an easy

and fast data gathering. The data collection was conducted during the month of

March 2015 to ensure that students from universities and colleges who were not

affected by the UP Academic Calendar Shift are still available for answering the

survey questionnaires.

3.5 Data Analysis

The data were transformed into meaningful information as the researcher

organized and categorized the answers of the respondents. The results include reliability

statistics, demographic profile of the respondents, and the significant differences of the

factor mean scores. The results for factor and regression analysis were also presented.

The study applied a 5% level of significance and all statistical computations were

performed using IBM SPSS Version 20.

3.5.1 Reliability Statistics

In order to verify and justify the reliability of the survey questionnaire

used in the data collection, item analysis was performed. Cronbach‟s alpha, a

statistical measure or an item analysis, was obtained to check how well the

variables of interest were measured by the set of items used. A Cronbach‟s alpha

value of 0.75 is usually the standard minimum requirement to be able to conclude

a good scale reliability.

38
3.5.2 Descriptive Statistical Analysis

Descriptive statistical analysis was performed on each part of the survey

data. The demographic information of the two hundred one (201) respondents of

the study was presented by frequencies and percentages, and was given graphical

and verbal interpretations. The three major factors – Internship Program Planning,

Industry Involvement and Students‟ Self-Commitment – were analyzed

individually by obtaining the mean scores and standard deviations of the items in

each sub-factor. Subsequently, the three major factors were compared with each

other through their overall mean scores. The descriptive statistics of the overall

satisfaction of the respondents on their internship experiences were also presented

through their mean scores and standard deviations. Graphs were also used to give

a visual presentation for the comparison of the tourism and hospitality industry

where the respondents had their internship and to the industry sector they planned

to join after they graduate.

3.5.3 Testing of Significant Differences and Pairwise Comparison

The descriptive statistics (mean and standard deviation) of the three (3)

factors were obtained to analyze the rank of their significances. Multiple

comparisons test was performed using One-way Analysis of Variance (ANOVA)

to determine if significant difference exists among them. For the pairwise

comparisons test, paired samples t-tests were done to determine which specific

factor pairs exhibit significant difference from each other.

39
3.5.4 Factor Analysis

To be able to check if the three pre-determined factors, Internship Program

Planning, Industry Involvement and Students‟ Self-Commitment, are actually

viable for the study, each factor loading was obtained by running a factor analysis

procedure on the raw data of the three factors. Various authors have also used this

type of statistical analysis in their studies. Bao and Fang (2008) used Factor

analysis with VARIMAX rotation in their study, A Study on Hospitality Students’

Satisfaction towards their Internship: A Case from Hang Zhou, China, to create

variable composites and to identify a smaller set of factors that explained most of

the variances between the variables and applied the derived factor scores in

subsequent regression analysis.

In Kaşlı and İlban‟s (2013) study, The Influence of Problems faced during

Internships on Interns’ Views of their Profession and their Intention to Work in

the Tourism Industry, the internship problems scale and the view of tourism

profession scale were estimated using Confirmatory Factor Analysis (CFA). Hsu

and Tsai (2011) also used Confirmatory Factor Analysis (CFA) in measuring

internship perception among hospitality students in Taiwan in their study, A

Factorial Validation of Internship Perception Structure: Second-Order

Confirmatory Factor Analysis. Lam and Ching (2007) used principal components

analysis and VARIMAX rotation methods to factor analyze the 27 internship

variables into a set of composite factors in their study.

40
3.5.5 Regression Analysis

In order to test the six (6) hypotheses, Regression Analysis was performed

to determine how an intern‟s satisfaction with internship program planning,

industry involvement and students‟ self-commitment can positively affect the

overall satisfaction of the students and their willingness to stay in the tourism and

hospitality industry. Two types of regression analysis were conducted in the study

because of the nature of the data: Ordinal Regression and Binomial Logistic

Regression.

Ordinal Regression was used to predict ordinal variables, which means

that the value of these variables exists on an arbitrary scale (Hardin & Hilbe,

2007). In this study, the three (3) independent variables and the first dependent

variable – overall satisfaction – were both ordinal in nature. The three R-squares

obtained from the statistical test, Cox & Snell, Nagelkerke and McFadden, were

measured to interpret how much of the variability of the dependent variable do the

three major factors explain. Furthermore, the p-values and Beta coefficients of the

three factors were taken into account to conclude which factors were significant in

explaining the variability of the dependent variable.

Binomial Logistic Regression was used in the study since the three (3)

independent variables are ordinal and the second dependent variable – students‟

willingness to stay in the tourism and hospitality industry – is dichotomous in

nature. The two R-squares from the statistical test, Cox & Snell and Nagelkerke,

were measured also to interpret the variability of the dependent variable to the

three major factors being tested. Furthermore, the p-values and Beta coefficients

41
 of the three factors were also taken into account to conclude which factors were

significant in explaining the variability of the dependent variable – students‟

willingness to stay in the tourism and hospitality industry. These regression

analyses were computed and analyzed using IBM SPSS Version 20.

3.6 Summary

The chapter discusses the methods to be done in order to obtain the data needed

for the study. The researcher used a quantitative research approach and a convenience

sampling design, this non-probability sampling method was used as respondents are

selected because of their convenient accessibility and proximity. Both printed survey

questionnaires and online surveys were used in the study so it can be distributed

simultaneously to reach a substantial number of respondents. The printed survey

questionnaires were given to Tourism students in selected universities and colleges

around Metro Manila. Whereas the online survey questionnaires were posted and

distributed to selected online social networking groups of students.

The respondents of the study are 4th year BS Tourism students who already

completed their internship program. The survey questionnaire has three main parts: (1)

The Internship; (2) Factors Influencing the Internship Experience; and (3) Pursuing a

Career in the Tourism and Hospitality Industry. The second part of the questionnaire is

divided into the three (3) main factors that influence internship experience: (a) Internship

Program Planning; (b) Industry Involvement; and (c) Students‟ Self Commitment. These

factors are based on the adopted conceptual model by Chen and Shen (2012). Each

question are measured using a five-point Likert scale to quantify the satisfaction of

42
students towards their internship experience and to determine which stakeholder –

schools, private sector, students – influences the overall satisfaction of students and their

willingness to pursue a career in the tourism and hospitality industry. For the data

analysis, the researcher used descriptive statistics, One-Way ANOVA, Paired Samples T-

tests, Regression and Factor Analysis in the study. The level of significance used in the

study is 0.05 and all statistical computations were performed using IBM SPSS Version

20.

43
 CHAPTER 4

PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction

This chapter contains the presentation, analysis and interpretation of the results of

the data gathered from the two hundred one (201) respondents of the survey

questionnaire. The data was analyzed to meet the main objective of the study, which is to

explore the factors that affect students‟ overall satisfaction with their internship

experience and whether it can influence them to join the tourism and hospitality industry

after graduation. The study also seeks to identify the level of satisfaction of students and

which stakeholder – schools, private sector, and students – has a major influence to the

students in their internship experience.

This chapter contains the result of the reliability statistics, demographic profile of

the respondents and the data analysis and summaries of the results for the three parts of

the survey questionnaire. All the results were presented in graphs, tables, and percentages

using descriptive statistical analysis.

44
4.2 Presentation of Data, Analysis and Findings

4.2.1 Demographics of the Respondents

This part discusses and presents in graphical form the percentage of male

and female Tourism students, their age, the percentage of the respondents taken

from the different colleges and universities around Metro Manila, the distribution

of students who shifted to tourism and those who are originally from the tourism

department and lastly, this part also shows the number of students who are already

working.

Of the two hundred one (201) respondents of the study, the two hundred

(200) respondents are single Filipino nationals and there is only one (1) single

Indian national. Among the two hundred (200) Filipino respondents, two (2) are

half-British and half-Japanese.

Male
18%

Female
82%

Figure 2 – Distribution of Male and Female Respondents

Figure 2 shows the male and female distribution of the respondents of the

study. It shows that out of the two hundred one (201) respondents, there are one

hundred sixty-four (164) female respondents (82%) while only thirty-seven (37)

45
out of two hundred one (201) respondents are males (18%). This basically shows

the dominance of females in the Tourism course.

23 years old and

above 19 years old and
6% below
22 years old 22%
8%

21 years old
22%
20 years old
42%

Figure 3 – Age Group of the Tourism Students

Figure 3 illustrates the distribution of age groups among the two hundred

one (201) respondents. A large number of respondents or eighty-four (84) out of

two hundred one (201) tourism students (42%) who are already in their last year

in college are 20 years old. The second largest number of respondents came from

students who are 19 years old and below and 21 years old, where each age group

has forty-four (44) respondents (22%). On the other hand, sixteen (16)

respondents (8%) are 22 years old and those who are 23 years old and above

comprise the smallest number of respondents with only thirteen (13) out of 201

(6%). The youngest respondent for the study is 18 years old, while the oldest is 30

years old.

46
 Others
8% Centro Escolar
University
23%

University of the
Philippines, Colegio de San
Diliman Juan de Letran
35% 7%

Far Eastern
University
5%
Lyceum of the
Philippines
University of Siena College, University,
Makati Quezon City Manila
7% 8% 7%
Figure 4 – Colleges and Universities of the Respondents

Figure 4 shows the percentage of colleges and universities around Metro

Manila where the respondents for the study were taken. Seventy-one (71) out of

201 respondents (35%) came from University of the Philippines, Diliman

followed by the forty-seven (47) respondents (23%) from Centro Escolar

University. Siena College, Quezon City comes next with seventeen (17)

respondents (8%). University of Makati, Colegio de San Juan de Letran and

Lyceum of the Philippines University, Manila tied with fourteen (14) respondents

(7%) each. There are only ten (10) respondents (5%) from Far Eastern University.

Lastly, those who came from other colleges and universities like De La Salle-

College of Saint Benilde, Jose Rizal University, University of Santo Tomas and

Arellano University have seventeen (17) respondents in total or 5% of the sample

population.

47
 Shifted/
transferred to
tourism
department
24%

Originally from
tourism
department
76%

Figure 5 – Students Originally from Tourism Department versus

Shiftees/Transferees to Tourism Department

Figure 5 presents the distribution of students who are originally enrolled in

the Tourism course/department since they started their college years and students

who shifted or transferred to the Tourism department. The figure shows that from

the two hundred one (201) respondents, one hundred fifty-three (153) or 76% of

them are originally from the Tourism department while forty-eight (48) of the

respondents (24%) are shiftees/transferees to Tourism. Most of the students who

shifted/transferred are from the University of the Philippines, Diliman. They came

from different fields of studies such as Arts, Engineering and Sciences. Some of

them also came from other UP units such as UP Los Baños, UP Baguio, UP Open

University, UP Visayas and UP Manila.

48
 Working student
8%

Full-time student
92%

Figure 6 – Working Students and Full-Time Students

Figure 6 illustrates that one hundred eighty-four (184) out of the 201

respondents (92%) are full-time students while only seventeen (17) out of 201

respondents (8%) are working students.

Overall, the results show that majority of the respondents are female

whose ages are around 19-21 years old. Most of them came from University of

the Philippines, Diliman and Centro Escolar University. Also, majority of them

are originally from tourism department but almost one-fourth (¼) of the

respondents shifted/transferred to tourism. Lastly, only a small number of students

are working and the rest of them are full-time students.

49
4.2.2 The Internship

This is the first part of the survey questionnaire where the respondents

were asked about their internship. This was presented in a tabular form in the

actual survey questionnaire. Basic information about their internship was asked

such as the tourism and hospitality sector where they had their internship, the time

of their internship and the whole internship duration in hours. This part shows the

analysis and graphical presentation of the respondents‟ answers.

80 75

70 67 67

60

50

40
32
30

20 14
10 9
10

Figure 7 – Tourism and Hospitality Sectors of Internship

Figure 7 shows the tourism and hospitality sector where the respondents

had their internship. It shows that seventy-five (75) out of the two hundred one

(201) respondents had their internship in the Airlines sector. Accommodations

and Travel Agency sector comes next as they both have sixty-seven (67)

50
respondents each. On the other hand, thirty-two (32) respondents had their

internship in the Food and Beverage sector. Fourteen (14) out of two hundred one

(201) respondents in the Government sector had their internship in the

Department of Tourism or in the Tourism Promotions Board. The sectors with the

least number of respondents are MICE with only ten (10) respondents and other

tourism sector, such as Planning and Development, with nine (9) respondents.

Summer vacation
and during
semesters
22%

Summer vacation
55%

During semesters
23%

Figure 8 – Time of Internship

Figure 8 presents the distribution of time when the students had their

internship. It shows that 110 out of 201 respondents (55%) took their internship

during the summer vacation. Most of these respondents are from the University of

the Philippines, Diliman. On the other hand, 46 respondents (23%) took their

internship during semesters and 45 respondents (22%) had their internship during

summer vacations and during semesters, most of them came from Centro Escolar

51
University, University of Makati, Lyceum University of the Philippines, Manila,

and De La Salle-College of Saint Benilde where they usually had a longer

duration of internship hours to fulfill in order to complete their internship

program.

1000 and more 200 - 299

hours hours
6% 14%

700 - 900
hours
1%

600 - 699 300 - 399

hours hours
26% 38%

500 - 599
hours
7%
400 - 499
hours
8%
Figure 9 – Internship Program Duration

Figure 9 illustrates the number of hours that the respondents spent in their

internships. For colleges and universities who follow the CHED curriculum where

students have their internship twice, during their 2nd year and 4th year in college,

the hours they spent in both internships are combined for better understanding. It

is observed that seventy-six (76) or 38% of the two hundred one (201)

respondents spent 300-399 hours in their internship. Most of these are from

schools that have a minimum requirement of 360 hours to complete their

52
internship program. There are fifty-two (52) out of 201 respondents (26%) who

spent 600-699 hours in their internship. Based on the answers of the respondents,

some have spent the first 300 hours of their internship in an establishment and the

next 300 hours in another establishment. Some answers also show that they

completed the whole 600 hours or more in one establishment only. However, the

results also show that there are twenty-eight (28) out of 201 respondents (14%)

who spent only 200-299 hours in their internship. Also, twelve (12) out of 201

respondents (6%) spent 1000 and more hours in their internship. Most of them

spent a whole year in order to complete their internship. Among the twelve (12)

respondents, one (1) actually spent 2000 internship hours. Sixteen (16) or 8% of

the respondents had 400-499 internship hours. Their answers show that they spent

their first 200 hours in a travel agency and the next 200 hours either in airline or

hotel industry. Fourteen (14) respondents or 7% had 500-599 internship hours and

only three (3) respondents (1%) of the 201 respondents had 700-799 hours in their

internship

53
4.2.3 Factors Influencing the Internship Experience

This is the second part of the survey questionnaire where the following

factors, internship program planning, industry involvement and students‟ self-

commitment, were analyzed to identify which factor affects the overall

satisfaction of the respondents with their internship experience. There are also

sub-factors given in each factor. In internship program planning, the sub-factors

are internship program design, internship assignment, faculty support and

consultation and performance evaluation. The sub-factors under industry

involvement are training and compensation and fair working environment. Lastly,

the sub-factors for students‟ self-commitment are dedication to work and

dedication to learn. A five-point Likert scale was used to determine how much the

respondents agree or disagree with the following statements given in each sub-

factors. There are three (3) statements given in each sub-factors for internship

program planning and four (4) statements each for the sub-factors of industry

involvement and students‟ self-commitment. The results were presented in tabular

form with the mean scores and standard deviations of each statement and the

mean scores of each sub-factor. For the analysis of results, the highest and lowest

mean scores are identified and verbal interpretations are provided.

54
A. INTERNSHIP PROGRAM PLANNING

The internship program planning has four (4) sub-factors which are

internship program design, internship assignment, compensation and fair working

environment and performance evaluation. The statements and results for the sub-

factors of internship program planning are given in Table 2. Internship Program

Design obtained the highest mean score of 4.44 as most of the respondents

strongly agreed with the statements under this sub-factor. Internship Assignment

received the lowest mean score of 4.01, since one of the statements under this

sub-factor obtained a low mean score.

The results showed that the statement “Schools should hold career

consultations to gain ideas where students want to have their internship” got the

highest mean score of 4.47 among all other statements given in other sub-factors.

Conversely, the statement “Schools should just let their students find their own

internship venue” got the lowest mean score of 3.25 which is, as observed, far

from the other values. It means that the respondents are uncertain or neutral about

the idea of looking for their own internship venue.

55
 Table 2 – Statement and Results for Internship Program Planning (n=201)

Sub-
Item
Standard Factor
Sub-Factors Statements 1 2 3 4 5 Mean
Deviation Mean
Score
Score
Pre-internship
workshops/seminars are .93596
7 4 9 57 124 4.42
important
Schools should hold career
consultations to gain ideas
.88874
where students want to have 5 6 6 58 126 4.47
Internship
their internship
Program
Sharing of experiences from 4.44
Design
previous intern students are
.95287
important and helpful to the 8 3 9 53 128 4.44
future interns
Schools should organize
seminars to introduce industry .91203
7 1 14 61 118 4.40
practitioners to student interns
Schools should provide a
complete set of guidelines in
.92602
recommending interns to their 8 1 11 67 114 4.38
Internship
chosen establishment
Assignment 4.01
Schools should just let their
students find their own 1.34826
31 23 59 41 47 3.25
internship venue
Regular visits by instructors
1.07282
are necessary 8 12 53 64 64 3.82
There should be a faculty
support in administrating .95410
6 3 27 63 102 4.25
internship programs
Faculty
Support and There should be faculty
support in handling disputes 4.14
Consultation
and other problems between 93864
5 5 20 54 117 4.36
the intern and the
establishment
Performance evaluation of
students must meet the
.81771
internship objectives of 4 1 16 72 108 4.39
schools
Internship reports are
8 7 24 72 90 4.14 1.02494
necessary
Performance It is necessary to hold intern
Evaluation focus group discussions or
4.20
conduct surveys to gather
.92932
information on how the intern
5 4 37 79 76 4.08
has viewed the internship
experience
Strongly Agree – 5; Agree – 4; Neutral – 3; Disagree – 2; Strongly Disagree – 1.

56
B. INDUSTRY INVOLVEMENT

Industry involvement focuses on two (2) sub-factors which are training

and compensation and fair working environment. The statements and results of

these sub-factors are presented in Table 3. Training obtained a mean score of 4.24

which is higher than Compensation and Fair Working Environment which has a

mean score of 3.71. The results showed that the respondents agreed more in the

statements that pertains to improving and gaining knowledge and skills during

their internship training.

It can be seen that the statement “I believe that rotation opportunities are

necessary to gain more knowledge and skills in the industry” got the highest

mean score with a value of 4.45 and is closely followed by the statement

“Supervisors should provide a systematic internship training program” with a

mean score of 4.44. Most of the respondents strongly agreed with both statements.

These show that it is important for them to gain more knowledge and skills by

working with the different departments of the establishment. Students also prefer

for their supervisors to provide them a systematic internship training program

rather than assigning them random tasks that may not be part of their job anymore

as a student intern. The statement that got the lowest mean score is “The

internship is stressful and exhausting” with a mean score of 2.79. Since the

statement is a negative one, this means that the respondents saw it differently as

most of them disagreed that their internship is stressful and exhausting.

57
 Table 3 – Statements and Results for Industry Involvement (n=201)

Sub-
Item
Sub- Standard Factor
Statements 1 2 3 4 5 Mean
Factors Deviation Mean
Score
Score
The internship
enabled me to apply
1.06
the theories I have 8 14 53 69 57 3.76
learned in class
The internship
helped me improve
my skills and .91548
5 3 23 62 108 4.32
abilities appropriate
for the industry
I believe that
rotation
opportunities are
necessary to gain .94261
Training
more knowledge 7 3 13 48 130 4.45
4.24
and skills in the
industry
Supervisors should
provide a systematic
.81078
internship training 4 1 14 66 116 4.44
program
The establishment
should provide
.92583
allowance to 5 1 37 65 93 4.19
students
I feel safe in the
establishment where .93692
7 3 18 78 95 4.25
Compens I had my internship
ation and Intern students
Fair working at night
Working shifts are
1.32732
Environm inappropriate and 21 23 38 53 66 3.60
3.71
ent should not be
allowed
The internship is
stressful and 18 54 61 37 18 2.79 1.17856
exhausting
Strongly Agree – 5; Agree – 4; Neutral – 3; Disagree – 2; Strongly Disagree – 1.

58
C. STUDENTS’ SELF-COMMITMENT

Students‟ self-commitment has two (2) sub-factors which are dedication to

work and dedication to learn. Table 4 summarized the statements and results

under the students‟ self-commitment factor. Dedication to Learn obtains a mean

score of 3.46 while Dedication to Work has a mean score of 3.35. It shows that

students are more committed in learning new knowledge and skills that are

appropriate for the industry.

The statement “The internship inspired me to strengthen my own abilities

and improve my own values” has the highest mean score of 4.38. While the

statement “The internship made me feel that it was a waste of time” got the most

disagreements from the respondents and receives the lowest mean score of 2.14.

Both statements show that students during their internship program are willing

and eager to learn more and improve their knowledge and abilities which they can

use after they graduate

59
 Table 4 – Statements and Results for Student‟s Self-Commitment (n=201)

Sub-
Item
Sub- Standard Factor
Statements 1 2 3 4 5 Mean
Factors Deviation Mean
Score
Score
The internship made
me feel completely
.96129
dedicated to my 6 6 26 78 85 4.14
work
The internship gave
me the desire to
influence the people
around me to
.92527
improve their level
5 5 24 76 91 4.21
of understanding of
the tourism and
hospitality industry
I could not adapt to
the
Dedication 1.39189
work/environment of 67 56 26 27 25 2.44 3.35
to Work
the internship
The internship made
me feel that it was
simply work, and I
1.44998
could not learn 64 40 30 39 28 2.64
knowledge or skills
from it
I take my internship
5 3 29 79 85 4.17 .90803
report seriously
The internship
inspired me to
strengthen my own 11 .88109
4 3 21 58 4.38
abilities and improve 5
my own values
Participating in the
internship was
Dedication simply for obtaining
1.50702
to Learn credits and meeting 3.46
37 44 30 31 59 3.15
the requirements of
the school
The internship made
me feel that it was a 102 41 13 18 27 2.14 1.45962
waste of time
Strongly Agree – 5; Agree – 4; Neutral – 3; Disagree – 2; Strongly Disagree – 1.

60
 Based on the computed mean scores and standard deviations of the three

factors that affects a student‟s internship experience, it was determined which

factor is seen as the most important in the internship experience based on the

answers of the two hundred one (201) respondents of the study. The factors were

ranked from the highest to the lowest mean scores.

Table 5 – Descriptive Statistics of Factors Influencing the Internship

Experience
Factors Influencing the Factor Mean Standard
Rank
Internship Experience Score Deviation
Internship Program
4.20 1 1.06
Planning
Industry Involvement 3.97 2 1.15
Students’ Self-
3.82 3 1.31
Commitment

Table 5 presents the mean scores and standard deviation of the three major

factors tested in the study. It shows that Internship Program Planning has the

highest factor mean score of 4.20. It also has the smallest standard deviation, with

a value of 1.06, which means that its individual sub-factor scores are almost

concentrated and very close to its mean. This explains that the respondents

perceived internship program planning as an important factor in their internship

and it shows that schools play an important role in the internship experience of the

respondents. The second highest factor is Industry Involvement with a mean score

of 3.97. Based on the previous results, training obtained the highest score among

the sub-factors of industry involvement. This shows that the respondents greatly

value the training program that they received from their supervisors. A poor

training program may affect the quality of their internship. The involvement of

61
the industry itself affects the internship experience since this is where students

apply what they have learned in class and where they would be exposed in the

corporate world in which they could learn and develop proper skills appropriate

for the industry. Lastly, Students‟ Self-Commitment is the least appreciated factor

by the respondents with a mean score of 3.82. The results may show that the

students are highly dedicated to learn, but it does not greatly influence their

internship experience unlike Internship Program Planning and Industry

Involvement.

4.2.4 Pursuing a Career in Tourism and Hospitality Industry

This is the third part of the survey questionnaire where the overall

satisfaction of the two hundred one (201) respondents towards their internship

experience was analyzed. There are four (4) Likert scale questions used to

determine the level of satisfaction of the students. One (1) binary question was

used to know whether the respondent will still continue to pursue a career in the

tourism and hospitality industry after they graduate, whether they are satisfied or

not with their internship experience. For the respondents who are still willing to

stay in the industry, they were asked which tourism and hospitality industry sector

they would pursue after graduation. The results of the analysis are presented in a

tabular and graphical form provided with verbal interpretations.

62
 Table 6 – Overall Satisfaction Mean Scores

Item Overall
Standard
Statements 1 2 3 4 5 Mean Mean
Deviation
Score Score
I was satisfied with the
7
overall internship 7 34 78 75 .99955
4.03
experience
After experiencing the
internship, I am still
willing to return to the
1.18317
establishment where I 13 21 42 67 58 3.68
had my training if there
is an opportunity
After experiencing the
internship, I will
recommend other
.98385
people to engage in the 6 7 30 74 84
4.11
tourism and hospitality
industry
3.80
After experiencing the
internship, I would like
to have a career
transition (e.g. pursuing
1.28744
further education,
21 33 41 60 46 3.38
switching my career to
work as a teaching
staff, etc.)
Strongly Agree – 5; Agree – 4; Neutral – 3; Disagree – 2; Strongly Disagree – 1.

The overall satisfaction of the respondents on their internship experience

is summarized in Table 6. The statement “After experiencing the internship, I will

recommend other people to engage in the tourism and hospitality industry”

received the most number of agreements and has the highest mean score of 4.11.

On the other hand, the statement “After experiencing the internship, I would like

to have a career transition (e.g. pursuing further education, switching my career

to work as a teaching staff, etc.)” has the lowest mean score of 3.38. The results

show that the respondents are highly satisfied with their internship experience.

63
The statement that says “I was satisfied with the overall internship experience”

obtains a high mean score of 4.03 which leads to this conclusion. As they are

highly satisfied with their experience they even want to recommend other people

to engage in the tourism and hospitality industry and it is unlikely for them to

have a career transition after they graduate. Moreover, the overall mean score of

the satisfaction measurement is 3.80.

After completing your internship, will you

still pursue a career in the tourism and
hospitality industry?
No
6%

Yes
94%

Figure 10 – Willingness to Pursue a Career in Tourism and Hospitality Industry

Figure 10 illustrates the division of the respondents with regard to their

willingness to pursue a career in the tourism and hospitality industry after their

internship experience. 94% or one hundred eighty-eight (188) out of the two

hundred one (201) respondents state that they would pursue a career in the

industry. On the other hand, 6% or thirteen (13) out of 201 respondents are not

interested in joining the tourism and hospitality industry anymore. Those who

64
decided to pursue a career in the industry greatly outnumber those who are not

interested to join anymore. However, the results indicate that 6% of the sample

population who are not satisfied with their internship experience opted not to join

the industry anymore. It may not be a significant value compared to the 94%, but

by not giving importance to the 6% this value may end up getting bigger. Failing

to provide a good internship program to students may lead to a low level of

satisfaction with their internship and can lead to a high number of graduates who

chose not to join the industry anymore.

120 120

100
79
80 75
67 67
60
45 42
40 36 36
32

20 14 11
10 9

Where they plan to join after graduation Where they had their internship

Figure 11 – Preferred Tourism and Hospitality Industry Sector after Graduation

Figure 11 illustrates the comparison of the interests of the respondents on

specific sectors where they plan to join after graduation and the actual sectors

where they had their internships. It was shown that the sector of Airlines got a
65
rapid increase of interest after the internship experience. From 75 respondents

who had their internship in the Airlines sector, it grew up to 120 students. The

Accommodations sector has the second most number of respondents with 79 who

plans to join the industry after they graduate. All tourism and hospitality industry

sectors had an increase in the rate of interests of the respondents after their

internship, except for the Travel Agency sector. From 67 respondents who

worked as a student intern at the Travel Agency, the number decreased to 42

students who are still interested in joining this field after they graduate. Among

those who opt to join other tourism and hospitality industry, they specified in

joining the Academe, Cruise Line Industry and Planning and Development.

66
 4.2.5 Testing for Significant Differences

The researcher applied One-way ANOVA in the study to determine the

significant differences of the mean scores of the factors. Hence, the following

hypotheses were used to analyze the difference of each variable.

Ho: There is no significant difference between the means of the three major

factors.

Ha: There is a significant difference between the means of the three major factors.

Table 7 – One-way ANOVA

Mean_Scores

Sum of Squares Df Mean Square F Sig.

Between Groups 14.782 2 7.391 16.139 .000

Within Groups 274.772 600 .458
Total 289.554 602

Table 7 presents the SPSS output for One-Way ANOVA test. The result

shows that the F-value obtained was 16.139 which is greater than the critical

value 4.051. A large F-value means that the factors vary greatly. This leads to

rejecting the null hypothesis. This is also justified by the obtained p-value of

0.000. The results show that there is a significant difference between the factors

since the p-value is less than the level of significance of 0.05. Hence, the null

hypothesis is rejected. Therefore, there is sufficient evidence to conclude that

there exists at least one factor which is significantly different from another factor.

This means that tourism students give more consideration in at least one of the

factors with regards to their internship experience.

67
4.2.6 Paired Samples T-Tests

In order to determine which specific factor the respondents consider the

most in their internship experience, a paired samples t-tests was used in the study.

Table 8 – Pairwise Comparisons

P-
Factor Rank Mean Interpretation
Value
Internship Program
Pair Planning 1 4.20
.000 Significant
1 Industry Involvement 2 3.97
Internship Program
Planning 1 4.20
Pair
Students’ Self- .003 Significant
2 3.82
Commitment 3
Industry Involvement 2 3.97
Pair
Students’ Self- .000 Significant
3 3 3.82
Commitment

Table 8 shows the pairwise comparisons of the three factors. The results

show that all of the factor pairs obtained p-values less than 0.05. Pair 1 obtained

0.000, Pair 2 obtained 0.003 and Pair 3 obtained 0.000. Therefore, it was

concluded that all of the pairwise comparisons between the three factors are

significant. It shows that the respondents have special considerations with each

factor as no two factors are of the same value. Based on the paired samples t-tests

results, it can be concluded that the respondents consider Internship Program

Planning as the most important factor in their internship experience. Industry

Involvement comes next. Students‟ Self-Commitment is the least important factor

by the respondents in their internship experience.

68
 4.2.7 Factor Analysis

Principal components factor analysis was employed to the three pre-

determined factors in order to check if they are viable for the study. Factor

loadings were obtained after running the analysis.

Table 9 - Total Variance Explained

Component Initial Eigenvalues Rotation Sums of Squared Loadings

Total % of Variance Cumulative % Total % of Variance Cumulative %

1 11.440 40.857 40.857 7.011 25.039 25.039

2 3.729 13.316 54.174 5.946 21.237 46.276
3 1.733 6.189 60.362 3.944 14.086 60.362
4 1.187 4.240 64.602
5 .946 3.378 67.981
6 .847 3.025 71.005
7 .807 2.883 73.888
8 .746 2.664 76.552
9 .636 2.273 78.825
10 .578 2.063 80.888
11 .554 1.978 82.866
12 .516 1.843 84.709
13 .477 1.702 86.411
14 .428 1.527 87.938
15 .376 1.345 89.283
16 .350 1.250 90.533
17 .326 1.165 91.698
18 .289 1.032 92.729
19 .282 1.009 93.738
20 .259 .925 94.663
21 .246 .879 95.543
22 .216 .773 96.316
23 .205 .732 97.049
24 .192 .684 97.733
25 .175 .626 98.359
26 .163 .581 98.940
27 .151 .541 99.481
28 .145 .519 100.000

Extraction Method: Principal Component Analysis.

69
 Three components were extracted in order to determine the factor loadings

of the three pre-determined factors. The Total values present the groupings of the

factors that received the three highest scores. Percentage of variance shows that

internship program planning accounts for 25.039% of the variability in all the

assessed factors. This can be related to the results of the factor mean scores as

shown earlier, where internship program planning received the highest mean

score out of three (3) factors. Conversely, industry involvement and students‟

self-commitment accounts for 21.237% and 14.086%, respectively. Similar with

the results of the factor mean scores, industry involvement obtained the second

highest score and students‟ self-commitment received the lowest score. The

results show that the three factors explained 60.362% of the overall variance.

A reliability test was also conducted in the study and it shows that the

obtained Cronbach‟s alpha value is 0.894, which is a relatively high value since a

Cronbach‟s alpha value of 0.75 is usually the standard minimum requirement to

be able to conclude good scale reliability. Therefore, it concluded and justified

that the questionnaire containing 33 scale questions is a reliable instrument in

measuring the factors that influence students‟ satisfaction with their internship

experience and their willingness to stay in the tourism and hospitality industry.

4.2.8 Ordinal Regression

In order to determine how internship program planning, industry

involvement and students‟ self-commitment positively affect the overall

satisfaction of the students with their internship experience, regression analysis

70
was performed on the three variables and the raw data (likert scale) of the

dependent variable. Ordinal Regression was used due to the nature of the data,

which is ordinal.

The following is the assumed Ordinal Regression model:

OverallInternshipSatisfaction = β0 + β1 Internship Program Planning + β2

Industry Involvement + β3 Student‟s Self-Commitment + ε

Where:

β = Beta Coefficient

ε = Error Term

The following are the hypotheses used in the Ordinal Regression analysis:

H1: Intern student‟s satisfaction with internship program planning positively

affects overall satisfaction.

H2: Intern student‟s satisfaction with industry involvement positively affects

overall satisfaction.

H3: Intern student‟s satisfaction with self-commitment positively affects overall

satisfaction.

Performing the Ordinal Regression on the data results to a very low R-

square values. The obtained values for Cox & Snell R-square and Nagelkerke R-

Square are both .001. This can be interpreted to mean that only .1% of the

variability of the overall satisfaction with the internship experience is explained

71
 by the three factors: internship program planning, industry involvement and

students‟ self-commitment. While for the McFadden R-square value, the

interpretation would be that 0% of the variability of the dependent variable is

explained by the three factors. Obviously, since the values are extremely low, it

shows that the regression model being tested is inefficient. Furthermore, the p-

values obtained for each factor, as discussed in Table 10, justify the insignificance

of this regression model.

Table 10 – Ordinal Regression Variables

Parameter Estimates

Estimate Std. Wald Df Sig. 95% Confidence Interval

Error Lower Bound Upper
Bound

[Overall_Satisfaction = 1.00] -3.805 1.072 12.601 1 .000 -5.906 -1.704

[Overall_Satisfaction = 2.00] -3.075 1.038 8.782 1 .003 -5.110 -1.041

Threshold
[Overall_Satisfaction = 3.00] -1.644 1.012 2.638 1 .104 -3.627 .340

[Overall_Satisfaction = 4.00] .036 1.005 .001 1 .972 -1.933 2.005

Internship_Program_Planning -.027 .266 .010 1 .919 -.548 .494

Location Industry_Involvement -.060 .344 .030 1 .862 -.735 .615

Students_SelfCommitment -.034 .198 .029 1 .865 -.423 .355

values: Cox & Snell – 0.001; Nagelkerke - 0.001; McFadden – 0.000

Table 10 presents the p-values obtained for each factor. Internship

program planning has a p-value of 0.919; industry involvement has 0.862 while

students‟ self-commitment has 0.865. All of the factors have a p-value of greater

than the level of significance which is 0.05. The values are also relatively very

high. It is therefore concluded that all of the variables in the proposed regression

model are not significant. None of the three proposed factors relate to the

72
dependent variable. With this, interpreting the Beta coefficients would not be

necessary anymore. Figure 12 shows the p-value and Beta coefficients in the

regression model.

Figure 12 – Ordinal Regression Model

An intern‟s
satisfaction with
internship program
planning H1β = -0.027
(0.919)

An intern‟s Overall
satisfaction with
industry involvement Satisfaction
H2β = -0.060
(0.862)

An intern‟s
satisfaction with
his/her self-
H3β = -0.034
commitment
(0.865)

4.2.9 Binomial Logistic Regression

Another set of hypotheses were tested in this part. This is to determine

whether the three (3) major factors affect students‟ willingness to stay in the

tourism and hospitality industry. Binomial Logistic Regression was used

specifically as it is appropriate to the nature of the data, which is ordinal and

dichotomous.

73
The following is the assumed Binomial Logistic Regression model:

WillingnessToPursueACareerInTourism = β0 + β1 Internship Program Planning +

β2 Industry Involvement + β3 Student‟s Self-Commitment + ε

Where:

β = Beta Coefficient

ε = Error Term

The following are the hypotheses used in the Binomial Logistic Regression

analysis:

H4: Intern student‟s satisfaction with internship program planning positively

affects a student‟s willingness to pursue a career in the tourism and hospitality

industry.

H5: Intern student‟s satisfaction with industry involvement positively affects a

student‟s willingness to pursue a career in the tourism and hospitality industry.

H6: Intern student‟s satisfaction with self-commitment positively affects a

student‟s willingness to pursue a career in the tourism and hospitality industry.

A low R-square was obtained by performing Binomial Logistic

Regression. R-square is an overall measure of the success of a regression of the

dependent variable from the independent variables (Sreejesh et. al., 2014). The

obtained value for the Cox & Snell R-square is 0.013. This can be interpreted to

mean that only 1.3% of the variability of students‟ willingness to stay in the

74
 tourism and hospitality industry was explained by the three factors. The

Nagelkerke R-square value of 0.035 can be interpreted to mean that only 3.5% of

students‟ willingness to stay in the tourism and hospitality industry is explained

by the three major factors. Clearly, since the values are extremely low, it shows

that the regression model being tested is inefficient. Furthermore, the p-values

obtained for each factor, as shown in Table 11, justifies the insignificance of the

regression model.

Table 11 – Binomial Logistic Regression Variables

Variables in the Equation

B S.E. Wald df Sig. Exp(B) 95% C.I.for EXP(B)

Lower Upper

Internship_Program_Planning -.499 .654 .581 1 .446 .607 .168 2.190

a
Industry_Involvement .840 .825 1.035 1 .309 2.316 .459 11.675
Step 1
Students_SelfCommitment -.683 .465 2.161 1 .142 .505 .203 1.256

Constant 4.136 2.403 2.963 1 .085 62.583

values: Cox & Snell – 0.013; Nagelkerke - 0.035

Table 11 presents the p-values obtained for each factor. The p-value for

Internship Program Planning is 0.446; Industry Involvement‟s p-value is 0.309

while Student‟s Self-Commitment obtained a p-value of 0.142. All of the factors

have a p-value greater than the level of significance which is 0.05. As the values

are relatively high, it was concluded that all the independent variables in the

proposed regression model are not significant. The analysis shows that none of

the three proposed factors – internship program planning, industry involvement

and students‟ self-commitment – positively affects the dependent variable –

75
 students‟ willingness to stay in the tourism and hospitality industry. Figure 13

shows the p-value and Beta coefficients in the regression model.

Figure 13 – Binomial Logistic Regression Model

An intern‟s
satisfaction with
internship program
planning H4β = -0.499
(0.446)
Student‟s

An intern‟s willingness to
satisfaction with stay in tourism
industry involvement H5β = 0.840
and hospitality
(0.309)
industry
An intern‟s
satisfaction with
his/her self- H6β = -0.683
commitment (0.142)

4.3 Discussion

This research study explored the factors that affect students‟ overall satisfaction

with their internship experience and whether it can influence them to join the tourism and

hospitality industry after graduation. The study also identified the level of satisfaction of

students with their internship experience, which stakeholder has a major influence to the

students and which tourism and hospitality sector the students plan to join after they

graduate.

Majority of the respondents were female tourism students whose ages are around

19-21 years old. Most of them are originally from tourism department but almost one-

76
fourth of the respondents are shiftees/transferees to tourism. Lastly, only a small number

of students are working and the rest of them are full-time students. Out of the 201

respondents of the study, most of them had their internship either in the airline or

accommodation industry where they spent 300-399 internship hours during their summer

vacation.

Among the three major factors that influence students‟ internship experience, the

internship program planning is seen as the most important factor for the respondents. The

design of the internship program is also important for the respondents. This is the part

where they obtain ideas and expectations on what will happen in their internship

program. The next important factor for the respondents is the industry involvement. The

results show that training is vital for the respondents than compensation and fair working

environment. Since this is where students have an opportunity to obtain knowledge, skills

and experience in their chosen industry sector. The results also indicated that the

respondents were eager to learn more during their internship training as they are willing

to work with the different departments of the establishment and they do not see their

internship training as stressful and exhausting. The factor considered the least for the

respondents is Students‟ Self-Commitment. Even though it shows that the respondents

are dedicated to learn more knowledge and skills during their internship program, it does

not necessarily affect the level of their satisfaction with their internship experience.

The findings of the study show that majority of the respondents were highly

satisfied with their internship experience and they will still pursue a career in the tourism

and hospitality industry. However, 6% of the respondents decided not to join the industry

77
anymore after they graduate. The results also presented that there was an increase in

number of students who plan to join the airline industry after graduation.

The hypotheses used in the study can be compared to Chen and Shen‟s (2012)

study that analyzed and explored the same factors – internship program planning,

industry involvement and students‟ self-commitment – that may affect the satisfaction of

students with their internship experience and to their willingness to stay in the hospitality

industry. In their study, 7 hypotheses were tested where they found that internship

program planning, industry involvement and students‟ self-commitment positively affects

the overall satisfaction of students. They also found that the internship program planning

and industry involvement positively affects students‟ willingness to stay in the hospitality

industry. However, their findings do not support the hypothesis that the students‟ overall

satisfaction positively affects students‟ willingness to stay in the hospitality industry. It

do not also support the hypothesis that students‟ self-commitment positively affect

students‟ willingness to stay in the hospitality industry.

In contrast, the results of the statistical analysis of this study shows that internship

program planning, industry involvement and students‟ self-commitment do not affect the

two dependent variables – students‟ overall satisfaction and students‟ willingness to stay

in the tourism and hospitality industry. The findings of this study end up contradicting

five hypotheses (H1, H2, H3, H4, H5) of Chen and Shen (2012) but the results became

comparable with the last hypotheses (H6). The result of the regression analysis may state

that the internship program planning does not positively affect students‟ overall

satisfaction and their willingness to stay in the tourism and hospitality industry.

However, the researcher conducted another statistical analysis in the study and found that

78
there are significant differences between the means of the three factors. This explains that

the respondents highly consider one of the three factors and the paired samples t-tests

found that internship program planning is the most important factor for the respondents.

This finding became quite similar with Chen and Shen‟s (2012) study where they see

internship program planning as the most influential factor in students‟ overall satisfaction

and willingness to stay in the tourism and hospitality industry. This finding also shows

that even if there are a lot of stakeholders involved during the internship, schools are

viewed as the ones who should be responsible for providing a good internship program

to the students as they are the one who conducts the planning for the internship program.

As stated by Jenkins (2001) and Lam and Ching (2007), unstructured and poorly

organized internship program leads to students complaining about the quality of their

internship and because of poor preparation and ability students‟ cannot meet the

expectations of the employers. For this reason, students demand a well-organized

internship program that schools need to fulfill in order to provide a satisfying and

knowledgeable internship experience to the students.

Among the sub-factors of internship program planning, the most important to the

respondents of the study is the internship program design. However, this differs to Chen

and Shen‟s (2012) study since their findings state that faculty support and consultation is

the key influence to students‟ willingness to stay in the hospitality industry.

The study also shows that industry involvement was the second factor considered

the most by the respondents. Among the sub-factors of industry involvement, the

respondents greatly value their training. This finding is supported by Lam and Ching‟s

(2007) analysis. They stated that it is important for students to experience real job

79
situation so that their expectations about their future career are fairly realistic. This is also

supported by Bao and Fang‟s (2008) study as they found that the most influencing factor

in predicting students‟ overall satisfaction towards internship is the “Job itself” factor.

Based on the results, the respondents preferred that establishments should provide a

systematic internship training program for student interns. This finding can be related to

Collins‟ (2002) study. He stated that most students complain that there are no practical

training options during their internship that can prepare them for their future careers in

the industry and students also receive insufficient training during their internship. Lam

and Ching (2007) also indicated that some establishments or supervisors neglect the

importance of the objectives of the internship and only see interns as a supplement for

labor shortage. Resulting for students to complain about the quality of the internship

program they receive from various establishments. Hence, this only shows that without a

systematic internship program, students are more likely to be unsatisfied with their

internship experience. This result differs again with Chen and Shen‟s (2012) study as

their findings show that reasonable compensation is the most important to their

respondents.

The third factor, students‟ self-commitment, is least important for the respondents

as it does not really affect their willingness to stay in the tourism and hospitality industry.

This finding was similar with Chen and Shen‟s (2012) study as their research shows that

students‟ self-commitment is not a major determinant for students to stay in the

hospitality industry after graduation.

The objective of the internship program is to give students a chance to apply the

theories they have learned in class to actual work situations. It also helps students to

80
develop work ethics and skills that are appropriate for the industry. But, the most

important objective of the internship program is to help students decide their future

careers. The findings of the study show that majority of the respondents decided to have

their career either in airline or accommodations industry after they graduate. Teng‟s

(2008) study stated that students who have more experience within the profession are

much less committed to the industry. However, the result of the study is different since

the majority of the respondents are still willing to pursue a career in the tourism and

hospitality industry even after they had their internship. The results also show that the

respondents were highly satisfied with their internship experience. Once a student had a

positive experience with their internship, it can lead to having a positive perception of the

industry that can strengthen their aspiration and prospects for a future career in the

industry (Zopiatis & Constanti, 2007).

4.4 Summary of Findings

The researcher found that the training during the internship is important for the

respondents. They perceive that rotation opportunities are necessary for their training and

supervisors should provide a systematic internship training program. Based on the results,

most of the respondents are highly satisfied with their internship experience. Hence, the

majority of the respondents are still willing to pursue a career in the tourism and

hospitality industry even after they had their internship. This can only show that they had

a positive internship experience as they are not discouraged to work in the industry. On

81
the other hand, the results also show that a small number of respondents do not want to

work in the industry anymore after they had their internship.

The results of the statistical analyses show that the three factors – Internship

Program Planning, Industry Involvement and Students‟ Self-Commitment – do not affect

the overall satisfaction of the students and their willingness to stay in the tourism and

hospitality industry. The results of the five hypotheses (H1, H2, H3, H4 and H5) used in

the study contradict to the findings of Chen and Shen (2012). However, the researcher

found that among the three factors, internship program planning is the most important in

the internship experience of the respondents. Internship program planning neither affect

their decision to pursue or not a career in the tourism and hospitality industry after they

graduate, nor their satisfaction with their internship experience. But, the respondents

consider this factor the most. This shows that the role of schools in the internship

program is seen as very essential for the respondents.

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 CHAPTER 5

CONCLUSIONS

5.1 Introduction

This chapter contains the conclusion of the researcher for the study. The chapter

talks about the research problems that the study aims to answer. The conclusion is based

on the data analysis and discussion that were discussed in the previous chapter.

5.2 Restatement of the Study Objective and Research Problems

This study aims to explore the factors that influence student‟s overall satisfaction

with their internship experience and whether these factors affect their willingness to

pursue a career in the tourism and hospitality industry. It also attempted to answer the

following questions:

 What is the level of satisfaction of students with their internship experience?

 Which stakeholder – schools, the private sector, or students – has the most

influence over students‟ satisfaction with their internship experience?

 Which tourism and hospitality industry sector the students plan to join after they

graduate?

83
5.3 Conclusion

The findings show that each of the three factors is significantly different to one

another and the respondents see at least one of the factors as the most important in their

internship experience. For this reason, the internship program planning is the most

important factor for the respondents. Since the program planning is mostly done by the

schools, this shows that schools have the most influence in providing a good internship

program to their students. The design of the internship program is also essential for the

respondents. Holding career consultations helps them to gain ideas where they would

want to have their internship.

In terms of the industry‟s involvement in the internship experience of the

respondents, training is important for them. Majority of them are eager to learn more

skills and knowledge during their internship training. They believe that rotation

opportunities are essential for their training where they can gain more knowledge and

skills by working with the different departments of the establishment. Intern students

want to have a training program where they can learn important skills that they can use in

their chosen industry. Hence, they do not see their internship as stressful, exhausting and

a waste of time. It actually strengthens their abilities and improves their values towards

the industry.

Overall, the respondents were highly satisfied with their internship experience. It

leads to them recommending other people to engage in the tourism and hospitality

industry after they had their internship. Few of the respondents considered having a

career transition. Majority of them decided to pursue a career in the industry after

84
graduation. But, it is still important to note that 6% of the 201 respondents chose not to

join the industry after they had their internship. In some way, their internship experience

influences them to turn away from the industry.

The airline industry appeared to be popular among the respondents as the number

of tourism students who plans to join the airline industry increased compared to those

who had their internship in that sector. The findings of the study show that among the

stated tourism and hospitality industry sectors, the top two sectors where the respondents

plan to join after they graduate are airline and accommodations industry.

The results of the statistical analyses may show that none of the three factors

affect the satisfaction and willingness of students to pursue a career in the industry.

However, the stakeholders involved in the internship experience have a big part in

providing a good internship program to the students. A properly planned internship

program is essential to attain a good tourism education as it can prepare the students and

graduates to ensure the competitiveness of the tourism and hospitality industry. A good

tourism education can guarantee that students and graduates obtained the skills and

knowledge that are appropriate for the industry as it can lead to the enhancement of the

quality of tourism in the country.

85
 CHAPTER 6

RECOMMENDATIONS

6.1 Introduction

This chapter contains the researcher‟s recommendations regarding the topic. All

of the recommendations are based on the findings of the study. The researcher formulated

some recommendations to the schools, tourism and hospitality industry, students and to

future researchers.

6.2 Recommendations

Schools should focus on providing a good internship program to the students.

Proper planning and preparation of the internship program should be conducted. As Lam

and Ching (2007) suggested in their study, the school and the private sector should work

together in order to come up a good internship program design. Based on the findings of

the study, this is the most important factor for the students since this is the part where

they will gain ideas where they would want to have their internship. This basically

prepares the students before they enter the “real world”. Schools can prepare programs

like career consultations and internship seminars where previous interns can share their

experiences. Introduction of industry practitioners to the students is also an essential part

of a good internship program. After the internship, schools should conduct an assessment

86
of student‟s satisfaction with their internship. Through this, they can gain some ideas and

suggestion which they can apply for the next internship program that they will conduct.

They should take in consideration the comments and suggestions of the students as it can

address some issues and concerns that future interns may encounter during their

internship.

For the tourism and hospitality industry, the managers or supervisors should

provide a systematic internship training program for their interns. It is not appropriate for

supervisors to order student interns of works that are not part of their internship training

anymore. For this reason, rotation opportunities and good supervision are essential to

provide a good training program for the interns. Industry sectors should provide a way

where interns can learn new skills and knowledge that they can use once they enter the

industry after they graduate. It is also important for the establishment to conduct exit

interviews where they can assess the effectiveness of their training program to the

students. It can also determine whether the students were satisfied with their internship

experience. As it was stated in Chen and Shen‟s (2012) study, it is important to create a

peer-to-peer learning environment to help today‟s intern become tomorrow‟s practitioner.

Most of the respondents are dedicated to learn during their internship. As the

eagerness of the students is evident in the findings of the study, the researcher

recommends that students should continue this enthusiasm towards their internship.

Students should be active and they should not waste the learning opportunities they can

gain in their internship. The researcher also recommends that students should be more

open to what they feel and think towards their internship experience, whether they are

satisfied or not with their experience it is important to let the school and the industry

87
sector to know these things. Through this, they can make some changes and provide

improvements in their internship program planning.

The researcher focused heavily on the three factors and six hypotheses developed

from Chen and Shen‟s (2012) study. There are still a lot of factors that need to be

identified that can influence the overall satisfaction of students with their internship

experience and their willingness to pursue a career in the tourism and hospitality industry.

Quantitative research method was applied in the study. It is important to consider using

qualitative research method to assess further and expand the scope of factors that affect

students‟ satisfaction. Future researchers can also consider applying a different sampling

design for the study in order to come up with a result that can be a representation for the

general population. These suggestions can identify and conclude which factor/s can really

affect students‟ satisfaction and their decision to work in the industry and it can also

provide more depth in the study.

Future researchers may also be interested in identifying who stayed or left the

industry after they graduate. A similar study has been done by Arevalo and De Castro

(2014) where they explored the factors influencing the career choice of AIT graduates.

Researchers can consider continuing Arevalo and De Castro‟s (2014) study to further

explore the career choice of AIT graduates. However, they may also opt to explore the

career choice of tourism graduates in general to widen the scope of the study.

88
REFERENCES:

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 APPENDIX A1
SURVEY COVER LETTER

Good day!

I am Jennifer A. Salatan, a graduating student of University of the Philippines Diliman –

Asian Institute of Tourism. To complete my undergraduate thesis, I am conducting a
study on the factors influencing students‟ satisfaction with their internship experience and
how it affects their willingness to pursue a career in the tourism and hospitality industry.
In relation to this, I seek your participation in accomplishing the survey questionnaire.
Your assistance will be highly appreciated.

Kindly answer each question honestly and sincerely. Rest assured that your responses
will be confidential and it will be compiled and analyzed as a group.

If you have any questions or concerns, you can contact me through (+63) 915 641 3237
or jasalatan@up.edu.ph

Thank you very much for your time and support.

Sincerely yours,

________________________
Jennifer A. Salatan

Noted by:

_______________________
Dr. Edieser Dela Santa
Thesis Adviser

98
 APPENDIX A2
SURVEY COVER LETTER

March 2, 2015

Dr. Cecilia C. Uncad

Dean, School of Nutrition and Hospitality Management
Centro Escolar University, Manila

Dear Ma‟am;

Greetings!

I am Jennifer A. Salatan, a graduating student of University of the Philippines Diliman –

Asian Institute of Tourism. To complete my undergraduate thesis, I am conducting a
study on the factors influencing students‟ satisfaction with their internship experience and
how it affects their willingness to pursue a career in the tourism and hospitality industry.

In this connection, I would like to request your good office to allow me to distribute
survey questionnaires to your students as they are my prospective respondents for my
study. My research survey will include questions with regards to the factors that influence
their internship experience such as Internship Program Planning, Industry Involvement
and Student‟s Self-Commitment.

I will truly appreciate the participation of your students in my study as the validity of the
results depends on obtaining a high response rate.

Attached with this letter is a copy of the survey questionnaire that will be used. Please be
assured that your students‟ personal responses will be strictly confidential.

If you have any questions or concerns, you can contact me through (+63) 915 641 3237
or jasalatan@up.edu.ph

Thank you very much for your kind consideration.

Sincerely yours,
________________________
Jennifer A. Salatan

Noted by:

_______________________
Dr. Edieser Dela Santa
Thesis Adviser

99
 APPENDIX A3
SURVEY COVER LETTER

March 2, 2015

Dr. Melinda D. Torres

Dean, Institute of Tourism and Hotel Management
Far Eastern University, Manila

Dear Ma‟am;

Greetings!

I am Jennifer A. Salatan, a graduating student of University of the Philippines Diliman –

Asian Institute of Tourism. To complete my undergraduate thesis, I am conducting a
study on the factors influencing students‟ satisfaction with their internship experience and
how it affects their willingness to pursue a career in the tourism and hospitality industry.

In this connection, I would like to request your good office to allow me to distribute
survey questionnaires to your students as they are my prospective respondents for my
study. My research survey will include questions with regards to the factors that influence
their internship experience such as Internship Program Planning, Industry Involvement
and Student‟s Self-Commitment.

I will truly appreciate the participation of your students in my study as the validity of the
results depends on obtaining a high response rate.

Attached with this letter is a copy of the survey questionnaire that will be used. Please be
assured that your students‟ personal responses will be strictly confidential.

If you have any questions or concerns, you can contact me through (+63) 915 641 3237
or jasalatan@up.edu.ph

Thank you very much for your kind consideration.

Sincerely yours,
________________________
Jennifer A. Salatan

Noted by:

_______________________
Dr. Edieser Dela Santa
Thesis Adviser

100
 APPENDIX A4
SURVEY COVER LETTER

March 17, 2015

Asst. Prof. Ma. Cecilia A. Tio Cuison

Dean, College of Tourism and Hospitality Management
University of Santo Tomas, Manila

Dear Ma‟am;

Greetings!

I am Jennifer A. Salatan, a graduating student of University of the Philippines Diliman –

Asian Institute of Tourism. To complete my undergraduate thesis, I am conducting a
study on the factors influencing students‟ satisfaction with their internship experience and
how it affects their willingness to pursue a career in the tourism and hospitality industry.

In this connection, I would like to request your good office to allow me to distribute
survey questionnaires to your students as they are my prospective respondents for my
study. My research survey will include questions with regards to the factors that influence
their internship experience such as Internship Program Planning, Industry Involvement
and Student‟s Self-Commitment.

I will truly appreciate the participation of your students in my study as the validity of the
results depends on obtaining a high response rate.

Attached with this letter is a copy of the survey questionnaire that will be used. Please be
assured that your students‟ personal responses will be strictly confidential.

If you have any questions or concerns, you can contact me through (+63) 915 641 3237
or jasalatan@up.edu.ph

Thank you very much for your kind consideration.

Sincerely yours,
________________________
Jennifer A. Salatan

Noted by:

_______________________ _________________________
Dr. Edieser Dela Santa Dr. Miguela Mena
Thesis Adviser Dean, UP-AIT

101
 APPENDIX B
SURVEY FORM

THE INFLUENCE OF INTERNSHIP EXPERIENCE ON STUDENTS’ CAREER

SELECTION IN THE TOURISM AND HOSPITALITY INDUSTRY

Name (optional): Sex: Age: Civil Status:

Nationality: Name of College/University:

Please check (✓) only one:

○ I am originally from Tourism department

○ I shifted/transferred to Tourism from (course and college) _______________________

Are you a working student? ○ Yes ○ No

PART I: THE INTERNSHIP

A. Which tourism and

C. Internship
hospitality sector did you B. Time of Internship
Program D. Name of
have your internship? Please check (✓) all that
Duration (in Establishment
Please check (✓) all that applies:
hours)
applies:
o Accommodations o Summer vacation
o Airlines o During semesters
o Food and Beverage o Summer vacation
o Travel Agency and during semesters
o MICE o Others
Please specify:
o Government (DOT,
_________________
TPB, LGU, etc.)
o Others
Please specify:
_________________

102
PART II: FACTORS INFLUENCING THE INTERNSHIP EXPERIENCE

Please put a check (✓) on the choice corresponding to your answer. The statements used
in this part of the survey questionnaire were adopted from the studies made by Chen and
Chen (2011) and Chen and Shen (2012).

A. INTERNSHIP PROGRAM PLANNING

How much do you agree or disagree Strongly Strongly

Disagree Neutral Agree
with the statement below? Disagree Agree
I. Internship Program Design
Pre-internship workshops/seminars
are important
Schools should hold career
consultations to gain ideas where
students want to have their internship
Sharing of experiences from
previous intern students are
important and helpful to the future
interns
II. Internship Assignment
Schools should organize seminars to
introduce industry practitioners to
student interns
Schools should provide a complete
set of guidelines in recommending
interns to their chosen establishment
Schools should just let their students
find their own internship venue
III. Faculty Support and Consultation
Regular visits by instructors are
necessary
There should be a faculty support in
administrating internship programs
There should be faculty support in
handling disputes and other
problems between the intern and the
establishment
IV. Performance Evaluation
Performance evaluation of students
must meet the internship objectives
of schools
Internship reports are necessary

103
It is necessary to hold intern focus
group discussions or conduct surveys
to gather information on how the
intern has viewed the internship
experience

B. INDUSTRY INVOLVEMENT

How much do you agree or disagree Strongly Strongly

Disagree Neutral Agree
with the statement below? Disagree Agree
I. Training
The internship enabled me to apply
the theories I have learned in class
The internship helped me improve
my skills and abilities appropriate for
the industry
I believe that rotation opportunities
are necessary to gain more
knowledge and skills in the industry
Supervisors should provide a
systematic internship training
program
II. Compensation and Fair Working Environment
The establishment should provide
allowance to students
I feel safe in the establishment where
I had my internship
Intern students working at night
shifts are inappropriate and should
not be allowed
The internship is stressful and
exhausting

C. STUDENT’S SELF-COMMITMENT

How much do you agree or disagree Strongly Strongly

Disagree Neutral Agree
with the statement below? Disagree Agree
I. Dedication to Work
The internship made me feel
completely dedicated to my work
The internship gave me the desire to
influence the people around me to
improve their level of understanding
of the tourism and hospitality
industry

104
I could not adapt to the
work/environment of the internship
The internship made me feel that it
was simply work, and I could not
learn knowledge or skills from it
II. Dedication to Learn
I take my internship report seriously
The internship inspired me to
strengthen my own abilities and
improve my own values
Participating in the internship was
simply for obtaining credits and
meeting the requirements of the
school
The internship made me feel that it
was a waste of time

PART III: PURSUING A CAREER IN THE TOURISM AND HOSPITALITY

INDUSTRY

Please put a check (✓) on the choice corresponding to your answer. The statements used
in this part of the survey questionnaire were adopted from Chen and Chen‟s (2011) study.

A.

How much do you agree or disagree Strongly Strongly

Disagree Neutral Agree
with the statement below? Disagree Agree
I was satisfied with the overall
internship experience
After experiencing the internship, I
am still willing to return to the
establishment where I had my
training if there is an opportunity
After experiencing the internship, I
will recommend other people to
engage in the tourism and hospitality
industry
After experiencing the internship, I
would like to have a career transition
(e.g. pursuing further education,
switching my career to work as a
teaching staff, etc.)

105
 B. After completing your internship, will you still pursue a career in the tourism and
hospitality industry?
o Yes
o No
C. If yes, which tourism and hospitality sector do you plan to join after graduation?
o Accommodations
o Airlines
o Food and Beverage
o Travel Agency
o MICE
o Government (DOT, TPB, LGU, etc.)
o Others
Please specify: ____________________

106

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