A tourism immersion internship: Student expectations, experiences and satisfaction

Ruhanen, Lisa; Robinson, Robinson; Breakey, Noreen

doi:10.1016/j.jhlste.2013.02.001

Cited by 56 publications

(32 citation statements)

References 44 publications

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“…In the same line of discussion, Stoner and her colleagues (2014) suggested that experiential learning through educational travel could facilitate the nurturing of global citizenship as an outcome of tourism education. On the hospitality side, much of the discussion on experiential learning concentrates on notions such as internship and university-industry partnership (Ruhanen et al, 2013;Zopiatis & Theocharous, 2013). While internship is part of a hospitality and tourism curriculum, it is often perceived as semester-long and too much work-integrated (Tse, 2010).…”

Section: Experiential Learning In Hospitality and Tourismmentioning

confidence: 99%

‘Professor-for-a-Day’: An Initiative to Nurture Communities of Learning and Practice in Hospitality and Tourism

Xiao

Huang

Hung

et al. 2018

Journal of China Tourism Research

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Inviting industry professionals as speakers in university classrooms for the benefit of future managers is essential to an applied field of higher learning. This study examines the role of "Professor-for-a-Day" in nurturing communities of learning and practice in hospitality and tourism programs at universities. Data were collected (auto-) ethnographically over five years (2012)(2013)(2014)(2015)(2016)(2017) in Hong Kong, through in-depth interviews with guest speakers from the industry, subject lecturers who invite industry executives to their classes, and students who are exposed to these industry professionals.Simultaneously, participant observations of, and documentary sources about, industry executives' guest lectures, are also used in the analysis and report. The research results reinforce and reiterate the role of industry professionals as guest speakers in building communities of learning and practice in an applied field of study. Implications of this discussion for applied higher education are then deliberated, so are the study's constraints acknowledged, and directions for future research explored.

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Section: Experiential Learning In Hospitality and Tourismmentioning

confidence: 99%

‘Professor-for-a-Day’: An Initiative to Nurture Communities of Learning and Practice in Hospitality and Tourism

Xiao

Huang

Hung

et al. 2018

Journal of China Tourism Research

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“…Similarly Ruhanen et al (2013) show how immersion as an intern in a destination can aid engagement and real life experience.…”

Section: Literature Reviewmentioning

confidence: 99%

Students in action: a destination-based learning approach to student engagement

Craggs¹,

Gorman²,

Griffin³

et al. 2017

Handbook of Teaching and Learning in Tourism

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Cognisant of the importance of student engagement in education being an international concern, this chapter outlines a project to enhance student engagement undertaken at the Dublin Institute of Technology in Ireland. The 'Students in Action Project' involved students from a range of programmes and modules in the School of Hospitality and Tourism working with the local community and businesses of two tourism destinations: Slane, Co. Meath and Drogheda, Co. Louth in Ireland. The aim was to involve students in an active collaborative learning environment using a destination-based approach to define the parameters of engagement and collaboration and identify ways in which tourism and hospitality within the destination could be enhanced. In contrast to many previous studies on student engagement, the destination-based approach takes a more holistic view by including local industry, industry groups as well as civic and broader community members as key components of the destination. This chapter outlines the motivations underpinning the project, the process involved, and reflects on the benefits, limitations and lessons learnt. Outcomes beyond those intended arose from engaging with stakeholders outside the educational institution. The project has been a steep learning-curve for all, and on-going planning, negotiation and reflection are essential to the process. Fundamentally, all participants -staff, students and destination stakeholders -agreed that the rich outputs justified the effort involved.

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“…However, not all of the internship programmes are well developed and conducted. The management of some internship is quite challenging (Ruhanen et al, 2013). Young people require special attention, especially when we speak about their first working experience.…”

Section: Literature Reviewmentioning

confidence: 99%