Hospitality intrinsically means the norms of host behavior in welcoming guests, while the term used in business employs a different meaning. Hospitality as a hosting spirit is based on the principle of providing guests with a warm reception with no thought of receiving financial gain, whereas business terminology emphasizes a customer-oriented mindset that expects rewards for satisfaction customers may get. This paper argues that the concept of hospitality, consisting of gratuitousness, is misinterpreted by the reward-conscious attitude in the tourist industry. The discussion of hospitality in the tourist industry tends to apply to the illusionary idea that a host's individual care for each guest should partly depend on hospitable intentions with no expectation of rewards in return. The author asserts that this terminological misapplication is derived from the recent trend of the replacement of service with hospitality, since "hospitality" sounds more humane than "service", which has a cold, institutional impression. It is essential in tourism study to keep the original meaning of hospitality and avoid unprofessional replacement by the business community.

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There is growing interest in the study of tourism education with the spread of tourism education. The greatest concern in the study of tourism education is both the organization of the curriculum which is determined by the policy of tourism and social situation and the relation to the tourism industries. Although this kind of perspective is important, it is also necessary to focus on the practical side of education and we need to understand the current situation of classes. This has already been recognized to be important in pedagogy and educational methods. It is, therefore, important to develop more effective methods of teaching in tourism education. At first, this study shows actual conditions of tourism education at university. Many classes which are taught with textbooks and documentation can be found. Few lecturers teach tourism with audiovisual materials, and let students think and work with such materials. Secondly, the educational program based on each students' knowledge through their tourism experience is shown, which has been done by author. What is most important for students is not only to acquire explicit knowledge but also to feel the reality of tourism applying their tourism experience, and thereby become experientially enhanced by the process. Finally, more examples which were held by a number of lecturers are shown. Accumulating more study results on actual condtions of tourism education will provide improvement and development for tourism education.

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The internship program has become an integral part of most university curricula in Japan since the mid 1990s and the number of universities which have internship programs is more than 400. And in 2004, about 40,000 university students participated in internship programs. As internship programs have became popular, some academic research articles have appeared in Japan. Research up until the present has focused on enforcement reports of internship programs or surveys of students who took part in such programs. However, the attitude and the perception of students who have not experienced internship programs has not yet been fully investigated. To enforce carrier development programs in the university, we must investigate the difference in attitude of students by presence of recognition of internship. Also, it is needed to explore what kind of difference there is among students who have a strong participation intention to internship with students who have a weak intention to participate in internship. In order to clarify that, a survey of students who have not participated in an internship was used. Results of the survey showed as follows. First, most students have not known the word internship in universities which do not have internship programs in the curriculum. Second, students who have recognized internship have a positive image to internship programs. Third, students who have strong intention to participate in internship programs have excessive expectations. Fourth, students who have weak participation intention show more uneasiness than students who have strong intention to participate in internship program. Fifth, students who have no intention to take part in internship programs have uneasiness about internship programs and also tend to give priority to part-time jobs. Finally, some practical implications for internship program coordinators in the university were discussed.

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