CHAPTER 2.

LITERATURE REVIEW
2.1. Overview of Internship course quality
2.1.1. Definitions and Characteristics of Internship course
Everyone's perception about internship course gradually changed and became more
familiar over time. However, there is no complete or commonly used definition of
hospitality internship' benefit. Hence, many different definitions and benefit of
Hospitality Internship course concepts have emerged from general to more specific.

An overview of some concepts focusing on the Definition of Internship. According to

The National Association of Colleges and Employers (NACE) describes an internship as
“a form of experiential learning that integrates knowledge and theory learned in the
classroom with practical application and skills development in a professional setting”
(2018).

NACE has determined that these 7 criteria should be applied as a litmus test to be
considered an internship

 The experience must be an extension of the classroom: a learning experience that

provides for applying the knowledge gained in the classroom. It must not be simply
to advance the operations of the employer or be the work that a regular employee
would routinely perform.
 The skills or knowledge learned must be transferable to other employment
settings.
 The experience has a defined beginning and end, and a job description with
desired qualifications.
 There are clearly defined learning objectives/goals related to the professional goals
of the student’s academic coursework.
 There is supervision by a professional with expertise and educational and/or
professional background in the field of the experience.
 There is routine feedback by the experienced supervisor.
 There are resources, equipment, and facilities provided by the host employer that
support learning objectives/goals (2018).

According to Nghiem et al (2020), considered an internship course is “closely link theory

with practice, and at the same time want to further strengthen the close relationship with
agencies, units and businesses - which have been, are and will use the training products
of the Universities”.

In term of Characteristic of Internship Course. Busby et al (1997) presents internships

may be as little as 4 weeks in duration or as long as a year to 14 months and can be
domestic or internationally-based. According to Shimranz (2013), Internships may be
paid or unpaid, and are usually understood to be temporary positions.

2.1.2 The importance of Internship Course

One of the most important of Internship Course is universities can enhance the graduate’s
chance of finding and succeeding in employment when it offers more than the
development of disciplinary knowledge; that is, learner autonomy, skills and knowledge
(Walker, 1994). Turning to what the aims are considered to be for students undertaking
an internship, Busby (2002) identified the following:

• to experience employment and, where appropriate, accept responsibility for the

completion of tasks and the supervision of others
• to obtain an insight into management and management methods • to gain greater
maturity and self-confidence
• to be involved in the diagnosis and solution of problems
• to develop attitudes and standards appropriate to career aspirations

On the other hand, Airey & Johnson (1999) wrote on their book that the role of internship
course is considered a bridge between the academic curriculum and industry.

The importance of the internship is evident in the results of the Endicott College
Research Center, 327 / 1680 surveys were completed by internship supervisors between
2011 and 2016. At the results, stating that from the 2015 graduate pool, 98% were
employed in various capacities, both full and part-time and 53% indicated that their
current jobs had a direct connection to their internship or contacts obtained during their
internship.

According to the research that revealed by Mount Holyoke College in conjunction with
the NACE Center for Career Development and Talent Acquisition (Townsley, Lierman,
Watermill, and Rousseau, 2017) students who took part in two or more internships were
also twice as likely to find employment within six months of graduation compared to
those who did not secure an internship.

Consequently, work-based learning, or learning on the job, appears to be associated with

improved job chances, particularly right after graduation.

2.1.2 The importance of Internship Course in Hospitality Industry

Nowadays, Hospitality UK (2018) believes that “the hospitality sector faces a recruitment
crisis, with upwards of 60,000 workers per year needed in addition to the on-going
recruitment of 200.000 workers required to replace churn and to power growth”. In
addition, according to the Vietnam Tourism (2020), each year the whole industry needs
nearly 40,000 more workers, but the number of specialized students graduating from
university is only about 15,000 people per year, of which just over 12% have college or
university degrees or higher. Therefore, Hospitality internship course play a very
important role in the Hospitality industry because the provision of quality trained
candidates will solve the problem of staff shortages.

Reference 2.1.1

NACE Position Statement: U.S. Internships, (2018). Retrieved 02 Dec, 2022 from:
https://www.naceweb.org/about-us/advocacy/.../position-statement-us-internships

Galbraith, D, Mondal, S 2020, 'The potential power of internships and the impact on
career preparation', Research in Higher Education Journal, vol.38, pp.1–9, viewed 02 Dec
2022, <https://www.aabri.com/manuscripts/193162.pdf>.

Nghiem et al, 2020, Retrieved December 02, 2022, “Hội thảo khoa học: “Nâng cao chất
lượng thực hành, thực tế, thực tập cho sinh viên khối ngành Kinh tế - Quản trị” thành
công tốt đẹp”, http://uhd.edu.vn/hoi-thao-khoa-hoc-nang-cao-chat-luong-thuc-hanh-thuc-
te-thuc-tap-cho-sinh-vien-khoi-nganh-kinh-te-quan-tri-thanh-cong-tot-dep-dt4256.html

Busby, Graham & Philip, Gibson. (2010). Tourism and hospitality internship experiences
overseas: A British perspective. Journal of Hospitality, Leisure, Sport and Tourism
Education, 9(1), 4-12. Journal of Hospitality, Leisure, Sports and Tourism Education. 9.
10.3794/johlste.91.244.

Shimranz (2013), Retrieved December 02, 2022, “The 8 Attributes of Startup Intern”,
https://www.slideshare.net/imranshafiqmalik/the-8-attribute-of-great-start-up-internship?
fbclid=IwAR2u_3exwZ64YGcknP7PzpqoEBOZI3O1vxTsENUwFDZo0mWxZleml8Xg
jTk

Reference 2.1.2
Walker, L. (1994). The new higher education systems, modularity and student capability.
In A. Jenkins & L. Walker (Eds.), Developing student capability through modular
courses (pp. 87-96). London: Kogan Page.

Busby, G. (2002). Tourism sandwich placements revisited. In B. Vukonić & N. Čavlek,

(Eds.), Rethinking of education and training for tourism (pp. 213-230). Zagreb, Croatia:
University of Zagreb Graduate School of Economics and Business.

Airey, D., & Johnson, S. (1999). The content of tourism degree courses in the UK.
Tourism Management, 20, 229-235.

Townsley, E., Lierman, L., Watermill, J., and Rousseau, D. (2017) The impact of
undergraduate internships on post-graduate outcomes for the liberal arts. NACE Center
for Career Development and Talent Acquisition.

Michael J. Boella and Steven Goss – Turner. (2020) Human resource management in the
hospitality industry - Tenth Edition. UK Hospitality (2018)
(pp. 9).

Vietnamtourism (2020), Retrieved December 02, 2022, “Khách sạn "giải bài toán" nhân
lực chuẩn quốc tế”, https://vietnamtourism.gov.vn/post/33410