在塞浦路斯的酒店實(shí)習(xí)：學(xué)術(shù)體驗(yàn)還是持續(xù)的挫折？外文翻譯（可編輯）

1、在塞浦路斯的酒店實(shí)習(xí)：學(xué)術(shù)體驗(yàn)還是持續(xù)的挫折？外文翻譯 外文翻譯原文 International Journal of Contemporary Hospitality Material Source:Management ISSN.20095-6119 Author:Anastasios ZopiatisIntroduction In general terms, an internship is viewed as a short-term practical work experience in which students receive training and gain exper

2、ience in a specific field or career area of their interest. For their contributions, students may or may not earn money depending upon the specific situation. The internship experience enables students to apply classroom theory within the actual world of work thus bridging the gap between theory and

3、 practice. According to Thiel and Hartley 1997, the University of Cincinnatis Cooperative Education Program developed the first college-endorsed internship program in the USA in 1906. The program was developed based on the premise that college students pursuing a professional program of studies need

4、ed to find a way to finance their education. The first framework of managing the practical experience element was adapted in the field of education where a major requirement of the teaching certification is practice. Damonte and Vaden traced the origins of hospitality experiential learning to E.M. S

5、tatler , the father of the American hotel, who emphasized the need for hospitality students to experience the demands of management in the real world via a “hands-on” learning experience. Today, almost all hospitality programs throughout the world incorporate internship practices in their curriculum

6、, in one form or another. Various studies outline the value and variety of the benefits enjoyed by those students participating in internships, including a better understanding and knowledge of the tasks and practices performed by industry professionals, improved self-confidence, enhanced employment

7、 and professional growth opportunities, the ability to network within the industry by creating personal contacts, exposure to management activities, and the development of skills relevant to their particular career choice. Furthermore, internships provide an opportunity for students to apply classro

8、om theories to practical issues in the actual business setting, and most importantly to evaluate whether their career choice is compatible with their interests and personality. Nevertheless, the provision of any experiential learning activity, such as hospitality internship, does not necessarily pro

9、vide a meaningful learning experience. It is important not to overlook the significant benefits that internships provide both to the hospitality properties that employ student interns and the educational institutions that are involved in such practices. Hospitality establishments, for example, enjoy

10、 such benefits as the ability to educate and mentor the next generation of hospitality industry leaders by demonstrating career potential and opportunities, easy access to seasonal and inexpensive labour markets, and the opportunity to employ someone without any long-term employment obligations and

11、legal commitments. Internship involvement imparts substantial advantages to educational institutions and their faculty members. Such relationships may provide channels for testing the compatibility and relevance of academic theory with the operational requirements of industry. In addition, improved

12、relationships may be extended with further cooperation to other fields of mutual concern .Finally, successful internship programs may generate invaluable publicity by reiterating with tangible evidence an institutions commitment and contribution to wards the local economy. Hospitality internships ha

13、ve became an integral component of all hospitality programs offered in Cyprus since their inception in the late 1980s. Internships are viewed as an opportunity to assist the local hospitality industry during the “high”volume season by providing qualified labour, while at the same time enhancing the

14、student learning experiences and career opportunities. Educational institutions are responsible for overseeing student interns by conducting on-site visits to hospitality establishments and through consultations with their on-the-job supervisors. As a major requirement stipulated by the Cyprus Minis

15、try of Education and Culture,students are responsible for maintaining an up-to-date logbook, which partially describes the role and contribution made by them during their internship practice.Students are paid a token wage for their services, and in some cases are offered accommodation as part of the

16、ir compensation package.Research purpose and objectives The primary purpose of the research study conducted was to investigate hospitalityinternships and improve such practices within the distinct environment of the hospitality industry of Cyprus by acquiring new knowledge, related and of value, to

17、its primary stakeholders. The objective was to assist in the development of a new and innovative approach to hospitality internships, one that would imize student work placement opportunities, enhance their experiential learning experience, and provide the industry with talented individuals who migh

18、t make a genuine and valuable contribution to the service delivery process. Principally, such innovative learning experience should provide the future foundation for student career development and strengthen the working relationship between hospitality students, the industry and those educational in

19、stitutions offering related programs. In an attempt to reliably measure the issues surrounding internship practices in Cyprus, the author developed a unique research activity that reflected the characteristics of each group under investigation. Based on a review of related literature, the author dev

20、eloped three questionnaires that enabled data to be collected from hospitality students, educators, and professionals. The distinctive characteristics of the three groups necessitated the utilization of different research methods and techniques ? an approach known as methodological triangulation. Th

21、e hospitality educator sample included only those individuals who were responsible for overseeing student internship practices in their respective educational institutions. All participating educators had long-term experience and knowledge of the topics and issues under investigation and their parti

22、cipation and input had a huge impact on the significance and value of the current research study. Closed questions were developed and included in all three surveys and each respondent was asked to select an answer from a number of predetermined alternatives. A combination of multiple choice question

23、s, rating scale questions, and classification questions were used, to measure the views of the stakeholders. Questions were converted to statements and respondents were asked to indicate the degree to which each statement reflected their opinion using a five-point ordinal Likert scale. All three que

24、stionnaires were accompanied by a cover letter, which explained the purpose,value, and objectives of the survey to respondents. The three questionnaires were pilot tested before being administered to study participants in order to assess the validity and reliability of the questions. Descriptive and

25、 inferential statistics, including frequencies and t-tests were used to present and analyse the data, and determine if there were significant differences in opinions, perceptions, and attitudes among internship primary stakeholders.Analysis of the research findings The research study revealed that h

26、ospitality internship practices in Cyprus are facing a myriad of challenges. The primary deficit that hinders the overall quality of the practice is a lack of commitment by all the major stakeholders involved. The research activity revealed that existing internship practices lack sufficient clarity

27、and purpose,appropriate academic assessment and industry recognition, and effective integration with the rest of the hospitality curriculum. Educational institutions seem to focus their efforts in “finding a place” for their student interns, whilst overlooking other issues such as the organization,

28、planning, and implementation of the experience. Hospitality professionals are failing to provide interns with meaningful work. They do not assign them to a qualified on-the-job supervisor, and do not provide them with a positive organizational environment in which they might develop both personally

29、and professionally. In addition, the current practices, most of which reflect the limitations of the established governmental policies, seem to widen the gap between student career expectations as developed in the classroom setting, and the reality of employment in the actual hospitality environment

30、. Overall, hospitality internship practices in Cyprus fail to present the learning opportunities anticipated by students from an experience of this nature. The research activity revealed that while almost all local educational institutions instil quality assurance procedures into their course curric

31、ulum delivery, internship practices receive no such treatment. Inconsistencies in a variety of operating issues include discriminatory approaches against international students, preferential treatment of government-sponsored students, and exclusions from governmental subsidies. The above are just so

32、me of the facts that confirm the lack of any internship-specific quality assurance mechanisms. Consequently, the absence of any internship-specific quality standards causes a discrepancy between the practical and theoretical components of the student hospitality curriculum, which may intensify the p

33、erception of a gap between classroom theory and internship practices. In several internship-specific variables, such as the arrangement of the interns placement, monetary rewards, internship reporting requirements, legal administrationand interns rotation, the study revealed significant differences

34、between the three stakeholder groups. In contrast, no significant differences were noted in variables such as the desired length plus the academic prerequisites of internships, the frequency of faculty on-site visits, the issue of unpaid versus paid internship practices, the need for interdepartment

35、al and interdivisional rotation, the necessity for immediate restructuring of the policy pertaining to international student interns, and the role of the internship coordinator. Table I presents the primary differences between the three stakeholder groups on five internship-related variables. This s

36、tudy, the first of its nature conducted in Cyprus, emphasizes the major discontent of all stakeholders towards the established policy, and reiterates the need for an immediate and drastic change. The participatory hospitality educators, professionals, and students agree that such a modification shou

37、ld enhance the educational experience of each student as well as develop a mutually beneficial relationship for everyone.Recommendations for internship stakeholdersAll stakeholders agree that there is an urgent need for modernizing internship practices in Cyprus. Hospitality students demand to be gi

38、ven a substantial, meaningful, and career-related job assignment, not just mindless drudgery unrepresentative of the values and vision of the industry Educational institutions should develop their own framework of good practice for managing their students internship practices. The research activity

39、revealed that existing internship practices give interns little incentive to reflect, formally or informally, upon their experience, integrate the newly acquired experience with hospitality theories and practices, and actively apply hospitality theories and concepts in further learning experiences.

40、Educational institutions must promote experiential learning as an inseparable part of their hospitality curriculum while nurturing realistic expectations in their students. Hospitality educators must ensure that internships adequately prepare students to enter the hospitality industry upon their gra

41、duation by complementing their theoretical knowledge with the actual practice While most of the hospitality professionals, who participated in the research study, recognize the value and importance of the “right” internship experience,they find difficulty at the same time in committing to such a pra

42、ctice. Student interns must fully commit themselves to the internship practice while at the same time demonstrating a responsible attitude and a demeanour ofprofessionalism equal to that of hospitality professionals. Research findings have established the crucial role undertaken by intern on-the-job

43、 supervisors to the success of the internship experience. It is imperative that all stakeholders involved distinguish the difference between student internships, regular internship practices, and management trainee programs. Cypruss accession to the European Union will provide local hospitality stud

44、ents the opportunity to experience overseas internships.譯文在塞浦路斯的酒店實(shí)習(xí):學(xué)術(shù)體驗(yàn)還是持續(xù)的挫折?資料來(lái)源:國(guó)際現(xiàn)代酒店管理雜志.20095-6119 作者:阿納斯塔斯?亞布提斯 引文 一般來(lái)說(shuō),實(shí)習(xí)是指學(xué)生通過(guò)企業(yè)培訓(xùn)從而獲得經(jīng)驗(yàn)的這樣一種短期的實(shí)踐活動(dòng)。正如尼克揚(yáng)所說(shuō):“實(shí)習(xí)為學(xué)生提供了了解社會(huì)的契機(jī),使學(xué)生學(xué)到很多他們不可能在課堂中學(xué)到的東西?！庇捎趯W(xué)生能為企業(yè)做的貢獻(xiàn)是有限,他們很可能在實(shí)習(xí)期間是沒(méi)有工資的。但是實(shí)習(xí)能將學(xué)生在課堂中的學(xué)到的東西應(yīng)用到實(shí)踐中來(lái),為以后的就業(yè)打下良好基礎(chǔ)。 基于蒂爾和哈特利一書(shū),1997年美國(guó)

45、辛辛那提大學(xué)首次提出了為學(xué)生提供帶薪實(shí)習(xí)的項(xiàng)目。在此大前提下,該項(xiàng)目得到了發(fā)展。第一份關(guān)于管理實(shí)踐經(jīng)驗(yàn)要素的框架是在教育領(lǐng)域提出的。其中該實(shí)踐的主要要求是具有教育資格證。美國(guó)酒店管理之父,斯塔特勒先生強(qiáng)調(diào)管理專(zhuān)業(yè)的學(xué)生在酒店中通過(guò)切身的學(xué)習(xí)來(lái)增加管理經(jīng)驗(yàn)是十分必要的。當(dāng)今世界,幾乎所有的酒店管理專(zhuān)業(yè)都會(huì)為學(xué)生提供實(shí)習(xí)的課程。 大量的研究指出學(xué)生通過(guò)實(shí)習(xí)能夠得到各種好處,包括能夠更好地理解企業(yè)的運(yùn)作方式,增強(qiáng)個(gè)人自信,增加以后就業(yè)機(jī)會(huì)或升遷機(jī)會(huì),增強(qiáng)團(tuán)隊(duì)協(xié)作能力,拓寬人脈以及提高自身在某方面的專(zhuān)業(yè)技能。而且,學(xué)生能學(xué)以致用。最重要的是學(xué)生能夠知道這份職業(yè)到底適不適合他們。然而,企業(yè)向?qū)W生提供像酒

46、店實(shí)習(xí)這樣的實(shí)踐工作,并不意味了學(xué)生能夠?qū)W到很多。 但是我們不能忽視的一點(diǎn)是酒店實(shí)習(xí)機(jī)制的建立,對(duì)為學(xué)生提供實(shí)習(xí)機(jī)會(huì)的酒店和幫助學(xué)生參與實(shí)習(xí)中的教育機(jī)構(gòu)有著巨大的意義的。比如說(shuō),酒店可以在任何時(shí)候都可以獲得廉價(jià)勞動(dòng)力,而且終止合同時(shí)又不需要付相關(guān)法律責(zé)任,而教育機(jī)構(gòu)可以得到充足的生源。 從20世界80年代末開(kāi)始,在塞浦路斯所有酒店管理的項(xiàng)目中,酒店實(shí)習(xí)成為了其中不可或缺的一部分。在當(dāng)?shù)芈糜瓮?酒店實(shí)習(xí)項(xiàng)目被視為能為當(dāng)?shù)鼐频晏峁└咚刭|(zhì)的勞動(dòng)力,同時(shí)也豐富了學(xué)生的經(jīng)驗(yàn),增加就業(yè)機(jī)會(huì)。此時(shí),教育機(jī)構(gòu)會(huì)負(fù)責(zé)監(jiān)督學(xué)生實(shí)習(xí)生。塞浦路斯文化教育部規(guī)定中最主要的要求就是學(xué)生在實(shí)習(xí)期間要有一本即時(shí)記錄本,記錄

47、自己在實(shí)習(xí)期間所做的事情。學(xué)生能得到的工資很少。在某些情況下,學(xué)生會(huì)被提供住宿。研究的目的和意義 此研究的主要目的是調(diào)查研究酒店實(shí)習(xí)項(xiàng)目,提高像塞浦路斯這樣有著獨(dú)特環(huán)境的地方酒店產(chǎn)業(yè)的發(fā)展。研究意義即有促進(jìn)助于在酒店實(shí)習(xí)項(xiàng)目的新穎方法的發(fā)展。這種方法可以最大程度上幫助學(xué)生找到工作,學(xué)到重要的工作經(jīng)驗(yàn),同時(shí)也為酒店產(chǎn)業(yè)提供對(duì)其發(fā)展有利的人才。 為了得到關(guān)于在塞浦路斯的酒店實(shí)習(xí)項(xiàng)目的可靠數(shù)據(jù),本文作者提出一種很特別的研究方法。查閱相關(guān)資料后,作者提出分別針對(duì)酒店實(shí)習(xí)生,培訓(xùn)老師和業(yè)內(nèi)人士改善了調(diào)查問(wèn)卷。由于被調(diào)查的三個(gè)人群均有其獨(dú)特性,因此著名“三角研究法”應(yīng)用于此研究。該研究的目標(biāo)人群包括所有在塞浦路斯正在攻讀高等教育機(jī)構(gòu)攻讀酒店管理學(xué)位的學(xué)生和已經(jīng)又一次實(shí)踐經(jīng)驗(yàn)的學(xué)生;在塞浦路斯各城市三星級(jí)以上的酒店