Hotel management professional paper sample

The development of hotels requires the guarantee of hotel management professionals, but the supply of higher-quality hotel management talents exceeds demand in my country's hotel market. Below is a sample hotel management professional paper that I compiled for your reference. Sample Essay for Hotel Management Major 1

"Thoughts on Multi-dimensional Entrepreneurship Practice Platform for Hotel Management Major"

Abstract: At present, the incomplete, discontinuous and unsystematic construction of entrepreneurial practice platforms has become a problem for colleges and universities. Barriers to improving the quality of entrepreneurship education. Based on the analysis of college students' entrepreneurial willingness, this article takes the applied undergraduate hotel management major as an example, proposes to build a multi-level, multi-channel, interactive and multi-dimensional entrepreneurial practice platform, and discusses the guarantee mechanism for the effective operation of the entrepreneurial platform, in order to strengthen college students' entrepreneurship. practice to help improve the level of entrepreneurship education in colleges and universities.

Keywords: multi-dimensional entrepreneurship platform; applied undergraduate degree; hotel management;

In recent years, the national and local governments have attached great importance to the independent entrepreneurship of college students, emphasizing the need to vigorously promote innovation and entrepreneurship education for college students and self-employment, using entrepreneurship to drive employment. This is an important measure for higher education to cultivate innovative talents and transform the way education serves economic development. Through random interviews with students majoring in hotel management at Wuhan Business School, it was found that college students generally agree with self-entrepreneurship. However, the current practice platform construction is single, student participation is low, and the environment lacks authenticity. It is difficult for students to understand the real entrepreneurial process and experience the reality. The hardships of starting a business. Therefore, it is necessary to build a multi-level, multi-channel, interactive and multi-dimensional entrepreneurship practice platform to improve the effectiveness of entrepreneurship education in colleges and universities and improve the quality of applied talent training.

1 Current status of the construction of entrepreneurial practice platform

College student entrepreneurship practice platform refers to the system design, project arrangements, activity organization and hardware support that provide and ensure college students to conduct entrepreneurial attempts and simulated operations. The collective name of entrepreneurship education is an important carrier and condition guarantee for entrepreneurship education [1]. Entrepreneurship practice platform is an effective component of the college's entrepreneurship education system and an effective carrier of students' entrepreneurial activities. Innovation and entrepreneurship, as a general skill and attitude, is a kind of knowledge that needs to be acquired in a changing and relatively real work environment. At the same time, entrepreneurial activities are highly practical and complex. The platform is a bridge of communication between students and society and the market. It is an effective form that helps students understand society, understand entrepreneurship, and learn entrepreneurship. Judging from the current situation of practice platform construction, colleges and universities are actively investing in building practice bridges for students, such as holding entrepreneurship competitions, offering entrepreneurship lectures, creating entrepreneurship parks, etc., but there are still some problems.

① The construction of the practice platform is in a single form and has not formed a systematic guarantee system, making it difficult to effectively integrate the effective resources of the whole school and even the whole society.

②Practical platform publicity is not enough. In addition, the practice platform has not been effectively integrated into the professional education system, and entrepreneurship education is slightly out of touch with professional education.

2. The form of building a multi-dimensional entrepreneurial practice platform

Based on the basic form of entrepreneurship education in colleges and universities, and following the basic context of college students understanding and learning entrepreneurial knowledge, the author proposes to build a multi-level, multi-dimensional entrepreneurial practice platform. The dimensional and interactive practice platform for college students mainly includes three types, namely, knowledge education platform, practical application platform and entrepreneurial information service platform.

2.1 Entrepreneurship knowledge education platform According to the requirements of the Ministry of Education's "Teaching Requirements for College Students' Career Development and Employment Guidance Courses", entrepreneurship education in colleges and universities must implement full-process education for all students. At the same time, entrepreneurship education is not simply about letting students start businesses through learning. It is ability-oriented and more of a kind of thinking, an exercise of comprehensive abilities and qualities. Therefore, the established entrepreneurial knowledge education platform can become an effective dissemination platform for entrepreneurial knowledge in colleges and universities. Specifically,

First, build a classroom teaching platform. Integrating entrepreneurial knowledge and expertise. On the one hand, we should give full play to the advantages of the school's resources, increase open and interdisciplinary basic entrepreneurship courses, and expand coverage, such as entrepreneurship, venture capital, etc. On the other hand, teachers gradually incorporate entrepreneurship-related knowledge into professional course teaching. For example, in the course "Catering Business Operation and Management", teachers not only teach basic knowledge, but also design team open activities to guide students to simulate starting a small catering business and understand the basic process of starting a business.

Second, build a platform for extracurricular learning. Utilize the club activity platform to give full play to the power of the club "Second Classroom" and stimulate students' entrepreneurial enthusiasm by organizing knowledge lectures, forums, speeches and debates and other activities. In addition, online virtual teaching platforms should also be widely used. At present, in addition to the entrepreneurial digital library resources introduced by universities, a rich subject knowledge resource library should also be provided. In the resource library, in addition to the courseware and handouts taught by teachers, it also provides a large number of professional-related text materials, graphics, videos, audios and other multimedia information for students to use. In addition, we use the convenience of mobile Internet to develop mobile APP software, set up QQ groups, WeChat groups, public accounts, etc. to share entrepreneurial knowledge and teach entrepreneurial experience.

2.2 Entrepreneurship practice application platform

2.2.1 Gradually transform the on-campus training base into an on-campus productive training base. For example, the bar simulation laboratory can be opened regularly for students to practice adjusting. Wine and coffee making skills can also be opened to the outside world. Each group in the class operates independently and is responsible for its own profits and losses. Students personally participate in store decoration, store operation and management, feel the hardships of starting a business, and discover their own shortcomings. At the same time, we will build off-campus entrepreneurial neighborhoods through school-enterprise cooperation. Entrepreneurial blocks are built by schools, providing venues and related services, setting up entrepreneurial venture funds, supporting small loans, and creating a market environment for incubating enterprises.

2.2.2 Those who are interested in starting a business can apply. Currently, the Tea Yu Xin Fei Tea Restaurant run by hotel management students is founded on this entrepreneurial practice platform. In addition, we will strengthen the construction of a virtual practice platform. Using simulation software, community organizations or students spontaneously organize entrepreneurial studios to experience various activities, and conduct simulated operations for emerging business formats such as e-commerce and micro-commerce.

2.2.3 Strengthen the off-campus practice platform. First, build an off-campus entrepreneurship experience platform. Students are encouraged to intern in hotels, catering companies and other places every winter and summer vacation to learn about hotels, participate in the specific production and operation of hotels, and further deepen their understanding of the industry. Secondly, attach great importance to the construction of off-campus internship base platforms. During the half-year internship, students are guided to integrate innovative and entrepreneurial thinking into the internship position, which is conducive to students gaining more growth opportunities in practice, which is also the ultimate goal of entrepreneurship education. On the one hand, teachers should do a good job in mobilizing students for internships, stimulating students' work passion, and setting reasonable learning goals to form correct expectations. On the other hand, students are encouraged to face various challenges with a positive attitude, observe more, learn more and think more. Thirdly, students are arranged to rotate internships in hotels, giving students the opportunity to view hotel management operations from the perspectives of different departments.

2.3 The Entrepreneurship Information Service Platform conducted a survey on entrepreneurship among college students at Wuhan Business School in 2015. It was found that college students did not have a high level of understanding of the relevant entrepreneurship policies of the state and government. Among them, 46% of the respondents Just a little understanding of the policy, 26.7% of the respondents do not understand the policy, and only 1.7% of the respondents know it very well. Therefore, it is necessary to build an entrepreneurial information service platform. On the one hand, colleges and universities should establish entrepreneurship service centers to provide systematic entrepreneurial guidance and services to students. Popularize entrepreneurial knowledge and expand service functions by holding lectures, providing information consultation, and funding entrepreneurial funds. On the other hand, a school-enterprise-teacher-student entrepreneurship service virtual network platform is built. Integrating entrepreneurship policies, corporate information, entrepreneurship guidance information, simulation software and other related content, students can log on to the website to check entrepreneurship policies, write entrepreneurship plans, and interact with relevant companies and teachers.

3 Guarantee mechanism for the operation of the multi-dimensional entrepreneurship practice platform

The effective and continuous operation of the multi-dimensional entrepreneurship practice platform requires the provision of necessary guarantees in terms of teachers, research, funding, etc., to form a mechanism for universities, A collaborative guarantee mechanism involving the participation of enterprises and social parties.

3.1 Improve the organizational structure of entrepreneurship education and improve the management system

At present, in terms of organizational structure construction, various universities have basically formed an organizational management form in which school leaders take the lead and multiple departments collaborate. However, establishing specialized organizations for entrepreneurship education and improving mechanisms and systems are important trends in the development of entrepreneurship education and are of great significance. An independent college student entrepreneurship guidance center with independent staffing and hiring of teachers with experience and high academic level is responsible for studying the scope of use, operating elements and support systems of different types of entrepreneurial platforms to form a systematic operation of entrepreneurial platforms Mechanism can ensure the smooth operation of various types of platforms and make employment and entrepreneurship work more systematic, standardized and scientific. At the same time, relevant systems should be formulated to standardize the use of entrepreneurial platforms and other aspects, build a support network for multi-departmental collaboration, and achieve overall coordination of human, material and other resources.

3.2 Optimize and integrate teaching staff for entrepreneurship

The construction of teachers is a key part of the effective operation of the entrepreneurial platform. Applied undergraduate colleges themselves have many "double-qualified" teachers. This is also a major difference between them and traditional colleges and universities, and it is also an advantage and highlight. First, teachers are encouraged to participate. Guide and organize teachers to participate in off-campus practice and entrepreneurial simulation activities to improve teachers’ entrepreneurial education literacy [2]. Secondly, strengthen teacher training, use multiple resources to select teachers to go abroad for training, participate in entrepreneurship teacher training projects, and improve teachers' theoretical level and practical ability; give full play to the strengths of dual-qualified teachers, assign teachers to work in enterprises for training, participate in consultation, etc. to increase their management practice experience. Double-qualified teachers with rich practical experience can serve as an important source of teachers for entrepreneurship courses in applied undergraduate colleges. Thirdly, expand the "think tank" and recruit a group of entrepreneurs, entrepreneurs, and government experts with rich practical experience as entrepreneurship mentors to participate in entrepreneurship education through teaching, lectures, practical guidance, etc., and be tracked by specialized departments to provide timely feedback. , updated at any time? Think Tank?.

3.3 Strengthen students’ awareness of autonomous learning and improve learning abilities. The full role of the entrepreneurial platform depends on the active participation of college students.

To create a strong and positive entrepreneurial atmosphere and encourage students to innovate, college students must first change their concepts, deepen their understanding of the connotation of entrepreneurship education, and make it clear that the ultimate goal of entrepreneurship education is to cultivate students' innovative spirit. Secondly, college students should give full play to their subjective initiative, take the initiative to learn, and cultivate their own learning abilities in a targeted manner. The curriculum system of innovation and entrepreneurship education is relatively large and covers a wide range of knowledge. It is far from enough to rely on a few courses and teacher guidance. This requires students to actively and consciously use the various entrepreneurial platforms provided by the school to recharge and go. Explore and practice. Only in this way can the role of the entrepreneurial practice platform be truly highlighted.

3.4 The construction of a sound incentive mechanism for entrepreneurship platforms

Not only requires colleges and universities to pay attention to it and actively invest, but also requires application-oriented undergraduate colleges to make full use of the profound accumulation of "application-oriented" to expand External resources, jointly promoted with external institutions such as governments and enterprises. Therefore, it is necessary to effectively integrate government and corporate resources. First of all, we can jointly promote the construction of the platform by adopting the method of maximum sharing of resources and maximum risk sharing. Strive for financial support from multiple parties, and use reasonable distribution of benefits and scientific management mechanisms to ensure the continued investment of all parties in the construction of the platform. For colleges and universities, it is necessary to strengthen the effective control and use of entrepreneurship education practice platforms; at the same time, they should give full play to their own advantages and think deeply about how to maintain extensive connections with external institutions and various external institutions through talent export, assistance in business expansion, etc. Fang’s enthusiasm for building a platform [3]. In addition, improving the teacher evaluation and incentive mechanism is also an important aspect to play the role of entrepreneurial platform.

References:

[1] Li Jing. Preliminary study on the construction of college students’ entrepreneurship practice platform [J]. China University Science and Technology, 2011, (6).

[2] Cao Ying. Cultivation of entrepreneurial talents in applied undergraduate colleges based on SWOT analysis [J]. Journal of Huangshan University, 2013, (12).

[3] Yi Weiyi, Yu Bo. Colleges and Universities Discussion on ideas and strategies for the construction of entrepreneurship education practice platform [J]. Journal of Hunan Institute of Technology, 2013, (3).

[4] Lu Shujing. Principles and mechanisms of embedding entrepreneurship education into professional education [J] ].Qiusuo, 2015, (2). Hotel Management Professional Thesis Sample Part 2

"Thoughts on Cultivation of Occupational Awareness in Hotel Management Major"

Abstract: The hotel industry as a representative of the tertiary industry , the required management talents must have a high degree of professional awareness. In order to improve the professional awareness of hotel talents, hotel management majors in higher vocational colleges should not only teach students the theoretical knowledge of hotel management, but also cultivate students' professional awareness in the service industry. In this article, we discuss the concept of professional awareness and how to cultivate the professional awareness of hotel management students in higher vocational colleges.

Keywords Vocational College; Hotel Management; Professional Awareness; Practical Teaching

Introduction

With the continuous development of modern society, we find that various Such hotels stand on every street around us. The hotel industry is increasingly showing its broad development prospects in the modern urban environment with rapid economic growth, which means that today's society needs a large number of professional talents in hotel management.

1. Understanding of professional awareness

(1) Service awareness.

To be an excellent hotel employee, service awareness is essential. Service awareness means that when serving customers, we must have the subconscious concept that "the customer is God". We need to clearly understand our position, who is the customer, and what the customer's requirements are.

(2) Team awareness.

Work is inseparable from teamwork. A team with a high degree of team cohesion and work efficiency cannot be separated from the team consciousness of everyone in the team. Team awareness requires every member of the team to have a high sense of obedience and responsibility. The tasks assigned by the team leader must be completed with high quality as required, and they must be able to trust the team, and the team's honor and integrity.

(3) Awareness of integrity.

In the hotel service industry, integrity awareness is the most basic and important professional awareness. Without integrity, it is difficult to gain a foothold in hotel management positions, and losing integrity may even affect the credibility of the hotel itself.

(4) Awareness of responsibility.

Every employee has his own job position and responsibilities, and he needs to do his best to shoulder his responsibilities. To gain a foothold at work, an employee must first have a firm sense of responsibility, be able to arrange his or her work well and improve overall work efficiency, and only then can he gradually stand out in his job position.

(5) Learning awareness.

Some employees stop learning after they start working, and are content to stop making progress in the areas they understand. Excellent employees with high professional awareness will continue to learn to enrich themselves, learn knowledge and areas they do not understand, and broaden their horizons.

2. How to cultivate professional awareness

Since the teaching system of higher vocational colleges is still relatively traditional, the teaching staff is not strong enough, and the quality of students is generally low, therefore Cultivating professional awareness is not a simple matter. It requires schools and hotel companies to work together to develop reasonable professional awareness training programs for students.

(1) The direction of cultivating professional awareness in hotel management majors.

First of all, students’ personal qualities must be cultivated. Students’ personal qualities include basic quality requirements such as students’ personality, character, morality, etc. The first is to teach students how to look at everything happening around them rationally. Whether they face setbacks in life or emotional grievances and anger, they must face and deal with them rationally and wisely, and not to act emotionally; secondly, students must establish a correct life attitude. You must have basic moral standards when dealing with people's views, values, and world views. You must have a strong belief in adhering to your own moral concepts, and you must not violate your own standards because of greed for benefits. Secondly, we must cultivate students' service awareness. Service awareness refers to the etiquette attitude, speech and behavior required when facing customers. To make students realize the importance of service awareness and cultivate these qualities, schools need to carry out practical courses such as etiquette classes and etiquette competitions to improve students' service awareness and service quality. Finally, we must cultivate students' business skills. The development of business skills during school does not refer to sales performance, but the ability to communicate with others, resolve conflicts, and perform tasks. After entering a hotel position, you need to have excellent communication skills when facing a variety of strangers; you need a calm mind and the ability to resolve conflicts when facing emergencies that may occur in the hotel; you need to be able to communicate with others when the leader assigns tasks. Have clear goals and efficient execution to complete tasks.

(2) Methods for cultivating professional awareness of hotel management majors.

Traditional vocational colleges generally adopt a "2+1" teaching method of two years of theoretical knowledge and one year of work practice. However, this method often causes a disconnect between theory and practice, and also reduces Students are motivated to learn, so we can integrate the work practice in the last year into the theoretical knowledge taught in the first two years. We can start cultivating professional awareness in our freshman year, and we can develop a detailed plan for cultivating professional awareness. For example, first-year students can be exposed to professional awareness for the first time, conduct simulated hotel career tests, learn basic social etiquette, and divide teams in the class to cultivate team awareness; sophomore students can conduct phased professional awareness training, learn and exercise and The ability to communicate with others, sensitivity to environmental changes, awareness of the importance of integrity, etc.; junior students can practice practical professional awareness training, lead students to truly experience hotel management work, learn how to satisfy customers, and train themselves when encountering The ability to withstand setbacks, have a clear understanding of one's career plan, and eliminate discrimination against the hotel service industry. The school should strongly support the cultivation of professional awareness of hotel management students and build simulated internship sites so that students can fully experience the professional awareness required for work; lead students to visit high-star hotels with excellent services to let students understand high-quality services Attitude and service quality; encourage and commend outstanding students, as a template to motivate students to make continuous progress; use the class as a team to carry out hotel management themed activities, improve students' learning enthusiasm during the activities, and select student representatives with leadership skills to become students' learning Target.

3. Conclusion

The cultivation of professional awareness does not happen overnight. Vocational colleges need to develop new practical education methods, explore and improve them. However, we believe that the cultivation of professional awareness in hotel management majors in higher vocational colleges will be of great help to students in their future employment. The construction of professional awareness in hotel management majors requires the full participation of schools, hotel industries, teachers and students, and each one can embody We must not neglect the details of professional awareness and strive to provide more high-quality talents for the hotel management industry.

References:

[1] Yan Huihua. A brief analysis of the cultivation of professional awareness of hotel management students in higher vocational colleges [J]. Journal of Hebei Tourism Vocational College, 2010,02: 10-12.

[2] Cao Min. A preliminary study on the professional ability training methods of hotel management students in higher vocational colleges [J]. New Curriculum Research (Mid-term Issue), 2010,05:158-160.

[3] Peng Lei. How to strengthen the cultivation of professional awareness among students majoring in hotel management in higher vocational colleges [J]. Journal of Jiamusi Education College, 2013,10:207-208.

[ 4] Le Caizhu. Analysis on the cultivation of professional awareness of students majoring in hotel management in higher vocational colleges [J]. Journal of Hebei Software Vocational and Technical College, 2012,03:25-27.

[5] Qi Dan. Gao Research on vocational ability training strategies for students majoring in hotel management [J]. Adult Education, 2011, 10:44-45.

[6] Liu Xuewen. Practice on cultivating professional awareness of students majoring in hotel management in higher vocational colleges [J] ]. Vocational and Technical Education, 2008, 14: 67-68. Hotel Management Professional Thesis Model Part 3

"Construction of the Practical Education Base for Hotel Management Professional"

Abstract: This article is based on the Shenyang Institute of Technology Taking the construction experience of the off-campus practical education base for the hotel management major of the college as an example, through the analysis of the problems existing in the talent cultivation of school-enterprise cooperation, the paths and methods for the construction of the off-campus practical education base for the hotel management major and the innovation of talent training models are discussed.

Keywords: hotel management major; school-enterprise cooperation; off-campus practical education base

With the rapid development of my country’s tourism industry, as an applied undergraduate education to cultivate middle- and senior-level hotel management talents , should play an important role in this development, what path should be taken, what goals should be achieved, and what aspects should be reformed and innovated, etc., have become urgent issues for various institutions to solve.

1. Current status of talent training for hotel management professionals

The main domestic hotel management talent training models include the order-based talent training model, the dual-certificate talent training model, and the Chinese and foreign talent training model. The cooperative talent training model, the four-in-one-dual-track talent training model, the targeted-dual-track system, etc. Different colleges and universities choose different talent training models based on their talent training goals and resource conditions. Hotel management talents have become a key factor for hotels to win in global competition. According to data from the Milestone Tourism Research Institute, the demand for hotel talents continued to rise from 2009 to 2012. In 2011, the demand for hotel talents increased by 74.37% year-on-year. In 2012, the year-on-year growth rate was 64.32%. The number of job-seeking talents is growing slowly. In 2011, the growth rate was only 12.23% year-on-year, and in 2012, the growth rate was only 27.92%. On the one hand, there is strong market demand, but on the other hand, the employment situation of graduates in the hotel industry is poor. This contradiction has become an important issue faced by the training of hotel management professionals.

2. Problems existing in the training of talents through school-enterprise cooperation in hotel management majors

1. There is little enterprise participation, and there is more than enough work but not enough learning. The "school-enterprise cooperation" talent training model has experienced a process from "centered on the training orientation of colleges and universities" to "centered on enterprise needs". Some enterprises, considering factors such as their own economic interests and production practices, put the emphasis on students Vocational skills training is considered an additional burden. my country's traditional education model emphasizes theory over practice and knowledge over abilities, resulting in students' theoretical knowledge being out of touch with practice and their hands-on ability being low. In addition, although some schools have carried out school-enterprise cooperation with enterprises to provide targeted training for students, the combination of schools and enterprises is only reflected in the purpose of "cooperation", and in terms of the scope, degree, method, etc. of "cooperation" But rarely explored.

2. The practical teaching content does not achieve the purpose of "integrating work and learning". Due to various reasons, although the hotel management major in many colleges and universities relies on school-enterprise cooperation to carry out practical teaching, the depth of cooperation is not enough and it only stays at a lower level, such as visiting companies and communicating with company managers. There is a lack of Deep understanding and real-world experience of the industry. School teachers and teaching management personnel lack understanding of enterprises and are unable to conduct in-depth cooperation with enterprises.

3. There is a shortage of dual-qualified practical instructors. At present, the hotel management major has a serious shortage of "double-qualified" teachers who truly have high theoretical knowledge and rich practical experience and can guide students in practice, and even fewer can participate in corporate practice and management process innovation. This is to promote the industry. The key to academic integration and school-enterprise cooperation. In addition, most of the teachers on campus have master's or doctoral degrees from traditional undergraduate institutions. They have sufficient theoretical teaching but insufficient practical experience. They mostly use indoctrination in teaching methods, which makes it difficult to cultivate students' innovative abilities and learning interests, and there is little room for sustainable development of abilities.

3. Implementation suggestions for the talent training model of the hotel management major’s off-campus practical education base

With the deepening of cooperation between the hotel management major and enterprises, the hotel management major is now gradually paying attention to school-enterprise cooperation. , the connotation and effectiveness of work-study integration, that is, the refined development stage of work-study integration that pays equal attention to enterprise needs and student development.

1. Build an efficient base management system. Build an organizational management system framework, clarify the responsibilities and tasks of both parties, formulate goals and plans for the sustainable development of the practical education base, establish and improve efficient practical management and service mechanisms, and improve the teaching operation, student management, safety and other regulations of off-campus practical education system, build a training quality evaluation index system, a sustainable development management model and operating mechanism, and improve corresponding guarantee conditions, such as investment guarantee from both parties, system guarantee, teaching quality guarantee and other conditions.

2. Create a full-time and part-time teaching team with a reasonable dual-teacher structure. Part-time teachers at the teaching base have rich practical and management experience and should go into the classroom to share cutting-edge industry knowledge with students, rather than just contacting students at work. Collaborative teaching between full-time teachers and part-time teachers at the base should be supported by managers from all sides. For example, the practice base encourages part-time teachers to enter the classroom and formulates a policy of "teaching hours instead of working hours". Based on students' evaluations, the school will make certain adjustments to part-time teachers. Honorary awards, etc. will encourage part-time teachers to enter the classroom and teach every class seriously.

3. Practical education resource information should be continuously enriched and improved. In order to realize the base's function of serving the society, a practical education information management platform has been established to regularly publish news related to practice base activities and create an atmosphere of school-enterprise cooperation. Relying on this information management platform, we promote the corporate culture of the base and display hotel industry trends at home and abroad; we also publish employment information for the practice base to brother universities. At the same time, we should learn from the results of excellent practice base construction at home and abroad, conduct research and study, and continuously enrich and improve the resource sharing platform information to make it a platform for experience exchange.

4. The design of practical courses should focus on improving students’ abilities. In the process of guiding students' practice, the instructors of the practical education base should strengthen the cultivation of students' innovation and entrepreneurial awareness, carry out research activities, and select and write graduation thesis topics under the guidance of teachers at the base and school. In order to improve college students' innovative awareness and entrepreneurial practical ability and highlight personalized education, an innovative credit module is set up in the curriculum system and quality training and skill training are strengthened in practical teaching links. The construction of off-campus practical education bases is a long-term, systematic project that requires universities and employers to adhere to the principle of cooperative education, continue to explore and try, and make unremitting efforts to cultivate outstanding talents that are needed by society and recognized by the industry.

References:

[1] Yang Huimin. Comparative study on talent training models for hotel management majors in Chinese and foreign universities [D]. Dalian: Liaoning Normal University, 2010.

[2] Hu Xiaoling, Huang Ying, Xiao Zhixiong. Comparative study on the training models of hotel management professionals in Chinese and foreign universities [A]. Proceedings of the 2013 China Tourism Science Annual Conference [C]. Beijing: China Tourism Academy. 2013 .

[3] Bao Yanli, Zhou Haihua. Research on the international talent training mechanism of university hotels from the perspective of global regionalization [J]. Coal Higher Education, 2013(11).

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