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

Key Words:
internships, competencies, prerequisites, CECs
INTRODUCTION 
The integration of internship programs into academic curricula provides an effective forum in preparing 
students for their hospitality career pursuits (Coco, 2000; Ford and LeBruto, 1995; Breiter, 1993; Breiter, 1991).
Internships allow for student competency development through active learning (Wildes and Mount, 1997). This 
learning process can benefit students early on in their employment pursuits, as well as throughout their careers.
Research has suggested that students completing internship programs are better prepared for employment (Van Hoff, 
2000) and more marketable than their peers who have no internship experience (Petrillose and Montgomery, 
1997/1998; Roush, Dickson and LeBruot, 1996; Downey and DeVeau, 1987). Reports indicate that industry-
experienced graduates enter the workforce with less anxiety, higher perceived self-efficacy and increased skill 
confidence than non-experienced graduates (Herrick, 1987). Furthermore, students that have internship 
backgrounds are shown to experience faster advancement opportunities than their non-intern counterparts (Coco, 
2000).
Past research on lodging internships, however, has been limited regarding the identification of specific 
learning outcomes and expected competency level of students upon completion of their lodging internships. Thus, 
the authors of this study seek to identify industry-defined exit competencies associated with lodging internships.
Also, sought is to determine if there are competencies lodging professionals believe students should master prior to 
their internship engagements, an area given even less attention in the hospitality literature. Establishing these pre- 
and post-internship competencies can provide direction on effective utilization and coordination of classroom and 
practical learning environments.