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"Students"

The aim of this paper was to explore how internship programme planning, industry involvement, and student commitment influence student willingness to pursue a career in the hospitality industry after graduation. This study applied Structure Equation Modelling (SEM) and employed a questionnaire to collect data from students at twenty universities to test seven hypotheses proposed in this study. It was found that internship programme planning, industry involvement, and student commitment positively influence overall satisfaction with internship experiences. In addition, internship programme planning and industry involvement have the most profound influence on students' willingness to stay in the hospitality industry after graduation. © 2012 Elsevier Ltd. All rights reserved.

This purpose of this article is to examine the influence of extracurricular foodservice work experience on the foodservice industry persistence of culinary graduates. The researcher used a survey methodology to obtain experiential data from culinary graduates. Post facto data from school records were used to enrich the survey data and provide an opportunity to observe the potential influence of extracurricular foodservice employment on in-school performance. A novel survey instrument was developed and validated through the use of expert reviewers, pilot testing, and internal consistency analysis. Participants in this study were graduates of a small, proprietary culinary school in a metropolitan area of Texas. Culinary graduates from the past five years and only graduates from one culinary program, the Associates of Applied Science in Culinary Arts (Culinary AAS), were used in the data analysis.The following hypotheses were addressed: H1: There is a statistically significant relationship between foodservice work experience obtained while attending culinary school and graduate career persistence in the foodservice industry. H0: There is not a statistically significant relationship between foodservice work experience obtained while attending culinary school and graduate career persistence in the foodservice industry.Moderate levels of extracurricular foodservice experience during school appeared to be a benefit to graduates. Industry persistence was higher for those graduates who worked prior to their in-school externship experience when compared to those who did not. Those students who had more robust extracurricular work experiences in the foodservice industry had higher industry persistence upon graduation. In-school performance for those students who worked in the foodservice industry while attending school was only slightly inferior to those who did not work prior to their externship experience. A decline in academic performance was observed when employment exceeded 30 hours per week. There was evidence of a synergistic effect between work and school that may alleviate the deleterious influence of extracurricular employment on academic performance. The results are of interest to culinary instructors and administrators who are seeking to strategically maximize graduate industry persistence and in-school academic performance. A limitation of this study was the reliance on survey data from former students. Examined in-school data metrics may also be influenced by other variables beyond the student's employment while attending school. Differences in school demographics, curricula, local foodservice employment opportunities, and the students themselves may influence the transferability of results to other settings. Generalization of the research method and results to other schools where students work, especially if the work is far removed from their career goals or degree focus, is not recommended. © Taylor and Francis Group, LLC.

The French apprenticeship system has been an object of research in France for more than 30 years now, by experts from different backgrounds. Over the past 15 years apprenticeship has grown significantly in higher education. At this level, if a greater importance is attached to theory, it becomes more difficult to connect this theory to more diversified work situations. Referring to Geay's alternance model and to Vergnaud's theory of conceptual fields, this article will focus on the impact of apprenticeship on the learning process. I will describe a pedagogical device I designed and implemented in a business master's programme in order to help apprentices link their professional experience with academic knowledge taught at school. The exploratory study I conducted with 37 master-level apprentices showed that these students were driven to build generic situations out of their personal experience at work and also to interrogate these situations from the perspective of academic knowledge. I also observed unexpected effects on teachers and mentors. © 2012 The Vocational Aspect of Education Ltd.

Purpose: The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education. Design/methodology/approach: The export of education can be included in the framework by taking the innovation pedagogy as a starting point - an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches. Findings: The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop-out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries. Originality/value: The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems. © Emerald Group Publishing Limited.

Reflective essays are a common way to develop higher education students' reflection ability. Researchers frequently analyse reflective essays based on quantitative content analysis procedures (QCA). However, the quality criteria that should be met in QCA are not straightforward. This article aims to: (1) develop a framework of quality requirements for QCA; and (2) explore the extent to which QCA studies of students' reflective essays meet these quality requirements. First, a methodological review of psychometric and edumetric criteria for QCA is conducted, resulting in a framework with required quality criteria. Second, 18 studies were selected in which QCA was used to analyse students' reflective essays. These studies were scrutinised using the developed framework. The results showed that none of the selected studies met all requirements. It is concluded that QCA procedures for analysing students' reflective essays need improvement and that the developed framework can be used to improve and evaluate these procedures. © 2011 Elsevier Ltd.

More and more universities are now delivering courses and programs to develop social awareness, but the literature on the effectiveness of these courses is currently very limited. With the introduction of "social entrepreneurship" as a new discipline within the wider ethics and social education banner, this pedagogic study explores the effectiveness of social business plan teaching in inducing social and civic awareness and intentionality among business school students. This is compared with the case study approach that is traditionally used within the classroom environment. Our study found that both approaches can be successful in raising awareness and improving the attitudes of participating students, increasing the probability that they will support socially oriented initiatives immediately or in the future. Interestingly, many students who participated in SBP teaching develop a local awareness of social and civic matters, while many of those who participated in case study learning develop a wider national and international perspective. In addition, it is found that many of those who participated in SBP development develop a deeper managerial and technical understanding of managing organizations within the social economy. © Academy of Management Learning & Education.

This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency. © 2011 Published by Elsevier Ltd. All rights reserved.

Undergraduates face many challenges in their future working environment, not least are the ramifications of technological development. Within the study of e-commerce, this paper reviews the concepts of integration, disintermediation and reintermediation in the outbound marketplace, providing an overview which undergraduates might themselves compile. Their learning from the relevant first-year module is then assessed, including background features such as prior academic study of tourism and possession of employment experience. What emerges is that not all students comprehend these terms and that examples are of paramount value in aiding learning. These are the industry's future managers and, therefore, understanding key conceptual material is of critical importance. © 2011 Elsevier Ltd.

The 2nd edition of the Dictionary of Information Science and Technology is a compilation of more than 12,000 of the latest terms and definitions as they pertain to all aspects of the information and technology field. This extensive collection of terms and acronyms in the ever-changing world of information science and technology keeps researchers, practitioners, educators, and students equipped with current knowledge of key scientific and technical words. The Dictionary of Information Science and Technology (2nd Edition) is released in relation to IGI Global’s premier InfoSci®-Dictionary database of 30,000 easy-to-reference definitions of the most recent reference book releases. Both are an essential reference for libraries and individuals around the world. © 2013 by IGI Global. All rights reserved.

This study investigated the basic information ability required of college students to be employable in the information technology-centered industrial environment. The researcher interviewed department heads at the National Hsinchu University of Education as well as computer cram school instructors and human resource managers to identify the information abilities expected of students. These preliminary indicators were then revised into a five-major information ability dimension 58-item "Indicators of college students' basic information ability for employability" by administering the three-round Delphi method survey to 17 managers in the public and private sector as well as industry experts throughout Taiwan. These indicators were then provided to college students from 17 colleges associated with regional information centers in Taoyuan, Hsinchu, and Miaoli for self-assessment. A total of 2, 379 effective questionnaires were collected. The "Indicators of college students' basic information ability for employability" can be used by relevant universities to help students improve information related abilities.