MSC. In Hospitality management
Compared to previous research, this research offers a detailed and national overview of the training and work experience of student hosting and focuses on the analysis and examination of the benefits and challenges that come with working in time. to complete a bachelor’s degree. The results showed great benefits from work experience; however, all groups (now older and graduates) who participated in the study reported significant challenges. These students are more involved in the challenges posed by their work experience than graduate students and have focused on increasing the commitments and financial burdens that current students face than in recent years. Although many partners (universities and industries) agree that students’ work experience is worthwhile, the challenges cannot be ignored. Limitations and future research (Park,2020)
Portfolio Task 1: Individual Profile and reflection on your Learning
By the end of this dissertation, the degree could have been completed without the support and patience of many professionals and individuals. He started 16 years ago with a desire to study cooking school and now that he has made a professional decision, he is one step away from writing a course. Not bad for the kid who graduated from high school a few years ago (Konovalova,2018).
Professor Dr Patience, time, hard work, discipline, guidance and dedication Susan Arendt in a letter I wrote in Iowa on many levels and truly unlimited. Thanks, not enough. No one provides more than the needs of others. This is appreciated by other experts and I always thank you. I want to continue our relationship in the future, can I always be a role model if I work with alumni (Goh,2019)
Doctor. Robert Boseman, This is Very Good – Dr Thanks Bob, for the suggestions and suggestions and help with my work. I can not do anything if I do not have a plan. Thanks to Olena Karpova for excellent advice, especially the research ahead. In addition to hospitality, the ideas you choose have contributed to the success of my business. Doctor. Bob Stephenson, thanks for the advice and encouragement to review the data. I’m glad I got over a hundred answers from each group (Dashper,2019).
Doctor. Thanks to Eric Brown for the advice and cooperation. I’m glad you’re the first doctor and I want to work with you and continue our relationship in the future. I would like to thank once again all the study leaders, faculties, teachers, Central Bank ombudsmen, hospitality students and alumni from all over the country who took part in the study program. This theory can not be supported (Dzhandzhugazova,2016).
Personally, I do not fully appreciate the love and support of my wife and mother Petty. Hey, I’m a graduate student in a relationship for four years now and I’m still marrying myself. Your love, support and courage were amazing. You helped me when I got lost, you comforted me when I had to cry (or think about it), you supported me in everything. Mom, I’ve been a fan of yours since I was a kid. Your support and courage have never given up, but sometimes it does. Thank you for your love and support in this.(SEMENOVA,2018).
Thanks to my professor, if you were not a consultant, I would not have found the path to a real medical degree and I would not be planning my career as a professor. Finally, the hospital is owned by the ISU. In the leadership team in 2011, everyone was an expert and you were all great to meet and work with, with great blessings as you learn and continue your work. Thanks to Andrews and Ryan, at the beginning of my career I thought I could not find two best friends. Samrit); Without it, I would not have enjoyed this trip very much (Su,2017).
Portfolio Task 2: Reflection on Group Work
There are about 300 colleges and universities in the United States and around the world that offer two- and four-year undergraduate programs in hospitality and tourism and prepare students for employment in the hospitality industry (ICHRIE, ND). Education managers are challenged for these programs considering the many different functional aspects that fall under the standards of the hosting industry, where all individuals share common hospitality and tourism: Restaurants, hotels, travel, curiosities, conferences and entertainment (Otten Baker, Herrington and Harrington). For industrial programs such as hospitality, part of the student experience and practical experience of preparing for high school is an assessment of how the industry operates in a professional environment (Williams.2019).
Many high school programs offer internships or collaborative experiences to give students valuable experience in organized discipline and supervision to gain industry and experience (Bags, Ross & Goodwin, 2008 D. Dickerson In Klein, 2008). According to Reebled and Wilkins (2006), hospital plans, hospitality management programs must meet the needs of both students and the business community, and develop the skills necessary in this area to succeed, but institutions must acquire academic rigour. In addition to the internship, students can be encouraged to engage in professionalism so that they can work part-time during their studies. Inexperienced students and graduates may not be suitable for jobs and requirements in the hospitality industry (Rhou & Oil, 2020; Tyson, 2002).
However, students work through difficulties such as time constraints, stress, and other problems that affect academic work (Curtis, 2007; Holmes, Robotham, 2009). Chen and Grovesi (2007) argued that recent graduates must have different skills and behavioural characteristics to take advantage of competitive opportunities. Graduates will also enter the job market and assess their long-term performance.
The aim of this study is to compare current (former) hospitality students with work experience in school, those who do not, graduate students with work experience in school and their early planning careers, job prospects and job prospects. no, and current students will make this decision. The study is designed to identify the advantages and challenges of admitting students who are working on an exam in the following areas:
- Academically connected (in and out of the classroom)
expectations for job presentation and as a candidate (experience and Course and interview).
Preparation and experience (availability of knowledge and skills) for their chosen career. How do students and graduates compare themselves with and without work experience and with and without internships in all areas: study, preparation and academic progress?
What are the advantages and challenges of undergraduate and graduate students who do not work according to their needs (need for payment, family support and payment of school loans)?
What aspects of education and work experience do graduates consider effective in securing their starting positions and other positions after graduation?
work Do students with work experience have more opportunities for career development than students without work experience?
job If it affects the student’s curriculum and expectations of work performance, what is the work experience?
Hospitality How do postgraduate students view their professional future based on their work experience during their studies?
Portfolio Task 3: Reflecting on Performance and Action Planning for Semester 2
Both advantages and disadvantages can reach college students through academic and professional experience. Researchers, receptionists, and industry experts to better understand the company’s efforts, related prospects (students and professionals), as well as the impact new employees are entering acceptance. Go to the hospitality. To better understand the agreement. annually. There are three important methods to learn here. The first part deals with the work experience of visitors and non-guests as well as the advantages and disadvantages of a learning experience. The second part covers research and critical thinking, student management thinking and skills, as well as job satisfaction. The final part of education covers information related to education and training and focuses on the challenges faced in education and entrepreneurship.
Advantages and disadvantages of the student experience
Students can take advantage of experiences outside the classroom. This is done through the ability (work experience) or experience (joint training) to work in a business environment. This section examines the work experience, benefits and problems of unfriendly students, as well as the experience of students to better explain current practices. (Konovalova,2018)
Experience student work experience
Kozar, Horton, and Gregor (2005) read a group of student introductions and reported that the acceptance process is good for participation in classes, working hours, and public programs. It has different effects
Nunes and Hudson (2010) explore learning approaches to explore the relationship between business student learning and holistic learning (useful yesterday). Scores are used to review and evaluate the organization of study time, grades and availability (for further textbook review) as part of the main document (without proof required). A cohort study of 163 students was found. Negative and negative relationships were found between student achievement and academic performance. During the course of the study, academic performance decreased over time (slope -0.36, p = .05) and overall average (slope -0.40, p = .05) (Nonos and Hudson, 2010). Students’ attention to learning has a positive effect on learning (shield = .22, page << 0). This is most effective when students focus on their learning.
Carney, MacNaish, and MacCall (2005) examined the influence of student time on student performance, physical, and academic performance. An online survey of Scottish college students found 47.0% (N = 756). On average, students work 14.2 hours a week, four hours more than recommended by the government. Although students felt that part-time work had a negative impact on academic performance, there was no significant effect on scores. However, depending on the relationship between cost and performance, there are few health problems (physical and mental). Carney et al (2005) The number of these schools is increasing.
Part-time student training to improve student performance and school life. Time management training has been found to be more effective than reducing temporary employment.
Wang, Kang, Zhan and Wang (2010) describe the impact of college students ’daily activities on Chinese academic and social life. Of the 323 young students used in this study, 87.0% worked part-time and worked an average of 15 hours a week. Two incomplete studies were well studied (under the influence of different changes) and compared with previous results (direct correlation). Like homosexuals, part-time work does not affect academic performance, and for homosexuals, part-time work encourages behaviour. In contrast to previous studies, Wang et al. However, students ’motives in the workplace, school life and strong social support system argue that temporary employment damages their relationships with parents, which can affect their culture.
Curtis (2005) used research methods to examine the attitudes and beliefs of university staff and to help full-time students in the UK. Twenty-two leaders, staff, and teachers were interviewed and their responses were categorized based on the understanding of hard-working students. Types of use disorders: pre-swimming (switching and working with students), situational adjustment (providing available help), suffocation (dissatisfied but unsuitable or unsuitable), or adaptive methods. ? (Strict resistance in workplaces and rooms) Limited scholarships have been offered as uniforms in the school curriculum. Teacher support for students includes homework adaptation, computer skills, and in-person interviews (Curtis, 2005). Most reactions (not percentages) reported by Curtis report knee and emotion assessments.
This will help students due to their unfitness and workload.
Curtis (2007) also examined students ’perspectives on the effects of full-time work in full-time employment. In the UK, 336 university students answered this question (no answer). While most people worked part-time (58.9%), 26.5% worked in school but did not work in school hours and 14.6% did not attend school. Employees explain work for similar reasons: they want to find a job, they want a job, they hire money, and they live a social life in their workplace. All reactions range from 72.0% to 78.0% (Curtis, 2007). Curtis describes the positive and negative aspects of working as a student: a class that is tired and chasing homework is the worst. Relying on improving relationships and positive behaviour is often seen. Although students report that their workload reduces learning time, a significant proportion (14.9%) believe that work has a direct impact on their learning.
Darmody and Smith (2008) asked Irish high school students to define their jobs and workplace impact. The national response rate in Ireland, which was part of a larger Euro-European study between 2003 and 2004, was 31.0% (N = 390). 60.0% of the full-time students surveyed worked part-time during the school year. Full-time students working more than 30 hours a week can be doubly frustrated by the workload of students working less than 15 hours a week. Older students are more dissatisfied with hard work than students in other positions.
Researchers around the world have studied the positive and negative effects of work experience on students, but have not examined many legitimate studies (Jogartnam and Buchanan, 2004 K Kozar et al. 2005). It is not possible to summarize past student hospitality activities in the United States that demonstrate the benefits that attract students and broaden topics. He said that after experience in the hospitality industry, perceptions of students changed (Richardson, 2008) and administrators needed graduates to gain professional experience (Rebel & Wilkins, 2005) (Tyson and Reiki, 2005). Tonight, environmental conditions are constantly changing and the needs and desires of students are growing. Teachers and professors need to understand the relationship between students and experienced professionals, especially with regard to the long-term effects of the acquisition.
The study involves U.S. students and alumni who comprehensively assess the benefits and challenges facing the academy and the workplace. Previous studies have included a variety of studies that have examined American hospitality education. The current study provides detailed information and research to identify partners and fill gaps. This study compares student hospitality and hospitality by comparing business planning, project performance, and future prospects. However, previous studies have examined the views expressed by partners in this study, but these are limited to employment policy attitudes. Research results can be used by scientists and stakeholders. Older students and graduate certification students are invited to participate in the study. Supervisors and principals were asked to provide the names/teachers of senior teachers and representatives who could share information with graduates. Many chairmen and administrators have chosen to be the main contacts of the program (students and graduates) and personally examine all future communication. They contacted teachers and asked for help in disseminating the study to try to reach all adult students involved in the study, as reported by the president or principal. The program representative (for graduates) was contacted and asked for his assistance, if not the President or the Secretary-General. The contact agrees to send the original email and, if possible, a follow-up email to all mentors.
Despite the important findings of this in-depth study, there are always some limitations. The sample included these adults and graduates from the United States; so the requirements may not be general for all students and graduates. Researchers may need to consider expanding the model to all levels of student hospitality as well as other US university service companies not currently included in the study. The benefits and challenges of gender-based work experience can also be considered, which may include more specialized support programs targeting affected schools.
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Dzhandzhugazova, E.A., Blinova, E.A., Orlova, L.N. and Romanova, M.M., 2016. Innovations in the hospitality industry. International Journal of Environmental and Science Education, 11(17), pp.10387-10400.
Goh, E. and Jie, F., 2019. To waste or not to waste: Exploring motivational factors of Generation Z hospitality employees towards food wastage in the hospitality industry. International Journal of Hospitality Management, 80, pp.126-135.
Kaushal, V. and Srivastava, S., 2020. Hospitality and tourism industry amid COVID-19 pandemic: Perspectives on challenges and learnings from India. International Journal of Hospitality Management, 92, p.102707.
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Konovalova, E.E., Yudina, E.V., Ukhina, T.V., Lagusev, Y.M. and Zvyagintseva, O.P., 2018. Methodological approaches to development strategies for the tourism and hospitality industry enterprises. International Journal of Engineering and Technology (UAE), 7(4.38), pp.277-280.
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Pham, N.T., Tučková, Z. and Jabbour, C.J.C., 2019. Greening the hospitality industry: How do green human resource management practices influence organizational citizenship behavior in hotels? A mixed-methods study. Tourism Management, 72, pp.386-399.
Rhou, Y. and Singal, M., 2020. A review of the business case for CSR in the hospitality industry. International Journal of Hospitality Management, 84, p.102330.
SEMENOVA, L.V., ZAITSEVA, N.A., LARIONOVA, A.A., SENYUGINA, I.A., IVANOVA, E.V. and POLOZHENTSEVA, I.V., 2018. Development of a system of quantitative and qualitative indicators for assessing the competitiveness of the hospitality industry. Revista ESPACIOS, 39(22).
Su, L., Pan, Y. and Chen, X., 2017. Corporate social responsibility: Findings from the Chinese hospitality industry. Journal of retailing and consumer services, 34, pp.240-247.
Williams, C.C. and Horodnic, I.A., 2017. Regulating the sharing economy to prevent the growth of the informal sector in the hospitality industry. International Journal of Contemporary Hospitality Management.
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