COMPETENCIES OF STUDENT TRAINEES IN TOURISM INTERNSHIPS: THE PERSPECTIVE OF WORKPLACE MENTORS

Abstract

This study employed a mixed methods research design to 1) assess the competencies of tourism students undertaking professional internships from the perspective of employers as graduate users, 2) identify students’ strengths and competency areas requiring further development in accordance with employers’ expectations, and 3) propose guidelines for enhancing students’ professional competencies to better align with the needs of the tourism and hospitality industry. The study involved 78 participants, comprising 68 Workplace Mentors and 10 internship supervisors. Data were collected through a student competency assessment form, semi-structured interviews with Workplace Mentors, and focus group discussions with internship supervisors. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through content analysis. The findings from both phases were subsequently integrated using a data integration approach. The findings revealed that Workplace Mentors rated the overall competencies of student interns at the highest level ( = 4.38). Ethical and moral competencies received the highest mean score, whereas analytical thinking and problem-solving competencies received the lowest mean score ( = 4.04). The integration of quantitative and qualitative findings led to the development of the 3R Competency Model, which comprises three core dimensions: 1) Responsibility, reflecting accountability and professionalism; 2) Ready-to-work, referring to preparedness for professional practice; and 3) Reach, representing communication competence, relationship-building, and professional growth. The synthesized findings indicate that students demonstrated strong responsibility, self-discipline, adaptability, and teamwork skills. However, employers emphasized the need for further development in English language proficiency, analytical thinking, professional decision-making, and the application of knowledge in real-world workplace settings. Based on these findings, the study proposes the 3Co Model as a strategic framework for competency development. The model consists of three collaborative components: Co-Design, Co-Develop, and Co-Evaluate. It is intended to strengthen collaboration between higher education institutions and the tourism and hospitality industry in curriculum design, learning management, and assessment practices to ensure alignment with labor market needs. The proposed framework provides practical guidance for enhancing graduate quality and fostering a sustainable workforce capable of meeting the evolving demands of the tourism and hospitality industry.