Microsoft Word 2007 ichrie conference Proceedings Final-Final 06-06-07. doc

Key Words: 
Experiential learning, cooperative education, realistic preview, career satisfaction 
 
INTRODUCTION 
Nearly all hospitality management programs within colleges and universities across the country have 
incorporated experiential learning into the curriculum. In fact, McMullin (1998) found that one hundred sixty-two of 
the one hundred seventy-six Baccalaureate degree-granting programs in hospitality management include an 
experiential learning component within the curriculum. While these experiential programs have varied names, 
definition, and requirements, one overarching and common objective remains: to prepare students for industry 
success.
Cooperative education (co-op) in hospitality management education is one of the various avenues of 
experiential learning. Interestingly, cooperative education also has many variations. While the intent of cooperative 
education is to integrate academic theory and concept with practical work experience in the students’ field of interest 
(Kiser & Partlow, 1999), the structure of the co-op experiences vary greatly. Depending upon the objectives of the 
individual academic programs, the co-op structure may differ in the hours required for completion, duration of 
employment, the quality and type of position, its relationship to classroom requirements, its importance in the 
curriculum, and its award of academic credit and transcript notation (National Commission on Cooperative 
Education, 1994).
Much attention has been given to the immediate benefits that a student realizes from participating in a 
cooperative education program in hospitality management. Anecdotally, co-op is reportedly a value to students in a 
variety of ways. Co-op enhances the students’ resume, making them more marketable for post graduation 
employment (Petrillose & Montgomery, 1998). Co-op has also been credited with providing a realistic preview for 
young managers and better preparation for employment (Van Hoof, 2000). Technical skills are sharpened, and 
reportedly students become more self-confident in their abilities after participating in a cooperative education 
experience (Herrick, 1987). In short, co-op is considered a vital component to students’ career success (Adolf, 
2006). 
Yet, the power of the co-op experience in post secondary hospitality management education has not been 
comparatively measured as we look at the variation of the total co-op requirement from program to program. Each 
school has developed a model of the cooperative education experience that presumably answers the mission and 
objectives of that particular school. The career success outcomes of varying co-op models within hospitality 
management education, however, have not been previously studied. Career success is largely dependent upon the 
knowledge, skills, and abilities that the industry deems important. Students must be equipped with the tools that are 
unique to the hospitality industry.
The purpose of this study, therefore, was to quantitatively compare the career success indicators of three 
cooperative education models in hospitality management education. This paper specifically focuses on industry 
preparedness and career satisfaction that alumni of four-year hospitality management programs report they have 
achieved and compare those outcomes to the model or structure of the cooperative education program in which they 
have participated.

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