Integrating authentic assessment tasks in work integrated learning hospitality internships

Abstract

ABSTRACT Internship as part of work-integrated learning (WIL) is a critical curriculum component in higher education to better prepare for the future workforce. To assess WIL, educators typically select authentic assessments such as reflective journals and managerial reports to solve existing workplace problems. Despite the academic discourse supporting the use of internships, a paucity of studies has investigated the role of formal assessments embedded into internship subjects. In this paper, we evaluate the perceptions of hospitality and tourism undergraduates towards the effectiveness of assessments as part of their WIL internship programme. Focus group sessions were conducted with internship university students (n = 29) in Australia over a cross-sectional longitudinal period of 3 years. Our thematic analysis revealed three key themes: authenticity of assessment design, challenges with work-study-life balance, and the level of industry involvement in assessment. This study contributes to the body of knowledge in relation to how compulsory assessment tasks can be effectively integrated into WIL internships to positively influence the experiential learning outcomes of students.