JOB READINESS OF GRADUATING STUDENTS OF BACHELOR OF SCIENCE IN

HOSPITALITY MANAGEMENT BATCH 2022-2023

A Research Presented to the

The Faculty of Bachelor of Science in Hospitality Management

University of Antique

Sibalom, Antique

In Partial Fulfillment

Of the Requirements for the Subject

Research in Hospitality Management

By

Angel Dezza May M. Caalim

Stevah Marie R. Gardose

Kenneth Q. Dava

2022

CHAPTER I

Introduction
 BACKGROUND OF THE STUDY

The Bachelor of Science in Hospitality Management is one of the in-demand courses

nowadays because of the increased number of industries in tourism, accommodation, restaurant,

etc. Hospitality education, as well as the evaluation of hospitality curricula, has been extensively

researched (Min, Swanger, & Gursoy, 2016). Students graduating from hospitality and tourism

management programs are unprepared to meet the needs of the industry. The difference in

industry expectations versus what hospitality graduates are learning indicates a skill set gap that

should be addressed. The top five hospitality-specific course subjects as identified by employers

include internships/industry experience, preparation for industry employment, leadership,

hospitality management and organization and ethics (Min, Swanger, & Gursoy, 2016). The effect

of the hospitality and tourism industry on the global economy is forcing college administrators to

evaluate their degree programs to ensure that graduates are well-prepared for successful careers

in this industry.

In December 2019, for the first time, Wuhan City in China officially declared the

presence of an unknown virus (now called COVID-19) that soon gained pandemic status, taking

many lives around the world. The COVID-19 pandemic quickly led to the closure of universities

and colleges following the advice of public health officials to maintain social distancing.

Consequently, educational institutions quickly adopted e-learning under the distance education

mode. Even though this approach works well for knowledge building through delivering content

and oversight of some processes, it has limitations of developing one’s practical laboratory skills.

For example, if working in a laboratory setting, one would often encounter many types of

expensive and complicated instruments and machines. However, operating under a distance

learning mode denies valuable hands-on exposure to such facilities and to appreciate the
subtleties of being immersed in such an environment. Classes, examinations and internships of

all education institutions have been cancelled. Instead, they are using online modes of learning

and teaching. Initially, there was confusion among teachers and students with regard to coping

with the situation. However, the lockdown has taught us many lessons on managing the

pandemic. Educational institutes, including schools, colleges, and universities, have been shut

owing to the nationwide lockdown implemented by the government. Thus, the lockdown has

hampered the schedules of almost every student. Undoubtedly, this is a crucial time for the

education system. The pandemic has accelerated the adoption of online classes. It has given a

chance to students to develop skills through online learning in a more productive and efficient

way. There are many benefits of digital learning as it has no physical boundaries and students get

to learn new things while staying in their comfort zone. Therefore, it is important to review how

universities are currently introducing lab-based practical experiments to students, how they were

introduced through online delivery in the pre-COVID-19 period, and what approaches must be

taken in the post-COVID-19 period, especially to achieve learning outcomes whilst maintaining

a high-quality educational experience.

Curriculum designers should continuously review the changing trends of industry and

student learning styles to develop a comprehensive program designed to meet the needs of a

global industry (Airey, 2015). The curriculum's learning abilities should intellectually and

practically equip students for careers in the hotel industry (Borbon, 2016). The curriculum

provided by the institutions has a significant impact on the students' career preparedness (Cueto,

2016). Curriculum designers and educators are urged to develop strong relationships with

industry stakeholders and create programs that demonstrate a secure connection between theory

and practical application (Stansbie et al., 2016). Based upon the expressed needs of industry
professionals, hospitality educators should shift their focus from a liberal academic education to

a more vocational, business-oriented curriculum (Airey et al., 2015). In order to meet the current

and future needs of the industry, courses that encourage the development of critical-thinking

skills, communication skills, and interpersonal skills should be included (Airey, 2015).

The focus of hospitality curriculum design has moved from a content-oriented program

to one that contains a stronger emphasis on a balance of technical skill and philosophy to prepare

students for a successful career (Airey, 2015). Statistics demonstrate the expected domestic and

international growth of the hospitality industry, and specifically management positions within the

industry. This continued need for the industry to fill management positions puts added pressure

on colleges and universities to produce students with employable skills. Research has

demonstrated that hospitality employers continue to criticize hospitality programs (Min et al.,

2016). Industry leaders have expressed concern that hospitality programs are creating unrealistic

job expectations of graduates and lack appropriate levels of practical experience (Min et al.,

2016). Hospitality executives believe that graduates are not adequately prepared, specifically in

the subjects of communication skills, teamwork, time management, and critical thinking

(Alhelalat, 2015). Less than 50% of hospitality executives surveyed believed that hospitality

programs were successful in teaching problem-solving skills, data analysis skills, ethics,

leadership, and general management skills (Alhelalat, 2015).

In their cumulative research of hospitality and tourism research, Hsu, Xiao, and Chen

(2017) determined that debate continues whether hospitality curricula should be more vocational,

liberal, or business-centered. The impact of teacher readiness and teacher support of curriculum

may also influence a student’s success after graduation. D’Souza and Vernekar (2017) found that

hospitality educators in India expressed concern that without real life or simulated activities,
students are not developing soft skills, such as empathy, teamwork, collaboration, and critical

problem-solving. This supports the previously described gap between university programs and

the expressed desired skill sets of hospitality industry leaders. Deficiencies in creating adequate

real life or internship experiences continue to impact student satisfaction negatively.

This study will prepare graduates on the paths of employ ability evaluating their

readiness on hospitality management program. Assessing their knowledge, skills and personality

readiness to the field of work will make them realize their career readiness in the hospitality

industry. BSHM students will benefit from the study by being aware on their level of career

readiness. The result of the study will be their basis on their readiness in facing the challenges in

their chosen field of work since they graduated in the same school. This will boost their

confidence when they are already in the field of hospitality industry and at the same time, give

more attention in aspects that need improvement. The success of this implemented program

depends on the success the graduates will achieve and its relevance to the course being taken.
General Objectives:

1. To determine the Job Readiness of Graduating Students of Bachelor of Science in

Hospitality Management Batch 2022-2023.

Specifically, this study seeks to:

1. What is the level of Job Readiness of Graduating Students of Bachelor of Science in

Hospitality Management Batch 2022-2023 when classified according to Sex?

2. What is the level of Job Readiness of Graduating Students of Bachelor of Science in

Hospitality Management Batch 2022-2023 in terms of professionalism, practical skills and

management skills?

3. Is there any significant difference according to professionalism, practical skills and

management skills when classified according to Sex?

Hypothesis:

There is no significant difference according to professionalism, practical skills and

management skills when classified according to Sex.

Conceptual Framework

The hospitality industry is a huge sector with a wide range of different roles available.

Due to the wide variety of different roles in the hospitality industry, it can be tricky to pinpoint

exactly which skills are needed to take a job. Career planning requires individuals to understand

themselves and their values, interests, and skills. It is also an ongoing process, one that must be

repeated with changes in employment and life circumstances. Learning as much as they can
about the careers within the hospitality industry will allow them to make good decisions about

their readiness in the future job.

In this study, professionalism, practical skills and management skills are the dependent

variable while sex is the independent variable. If they will act those dependent variables, they

will have the capacity to do and negotiate whatever circumstances they will encounter. These

will help them to be well equipped, develop themselves and to be qualified in their desired job in

the hospitality industry.

Independent Variable Dependent Variable

Sex “Job Readiness of  Professionalism

(Male/Female) Graduating Students  Practical Skills
of BSHM Batch  Management
BSHM Graduates 2022-2023” Skills
Significance of the Study

The findings of this study and recommendation that will be tackled in this expected to be

beneficial to the following:

Bachelor of Science in Hospitality Management Graduates: Bachelor of Science in

Hospitality Management graduates often think that they alone will get them the “through the

door” of an interview and into a good hospitality position. It appears that some hospitality

curriculum in colleges do not focus on students developing these skills as much as they do on

students developing technical skills in hospitality. It appears that while students are learning soft

skills in hospitality programs in colleges, they are not using them effectively during the interview

process. Perhaps they have them, but they do not utilize them effectively as interviews seem to

find them lacking in soft skills.

Human Resource Management: Human Resource Management oversee the recruiting,

interviewing, and hiring of new staff; consult with top executives on strategic planning; and

serve as a link between an organization’s management and its employee. Human resource

management will be having an idea on how ready is their job applicants especially the fresh

graduates. They will be able to measure how the competencies and capabilities will overcome

the different consequences inside the workplace when working in the industry.

School: This study will be added on the library as one of the good products of the school.

Future Researchers: This study will give them a useful information about the Job

Readiness of Graduating Students of Bachelor of Science in Hospitality Management.

Definition of Terms

For the purpose of clarity and better understanding the following terms which was used in

this study were given their respective meaning.

Readiness: The willingness or a state of being ready for something.

Bachelor of Science in Hospitality Management: A four-year degree program that

covers the process of planning, development, human resource management of the different

aspects of the hotel, restaurant, and resorts operation.

Human Resource Management: Oversee the recruiting, interviewing and hiring of staff

and serve as the bridge between management and employees.

Sex: Refers to the physical differences between people who are male, female, or intersex.

Professionalism: Secures certain employment conditions, such as a higher level of

autonomy, status in the wider community and collegiality, and employees regulate themselves to

these values.

Practical Skills: Are self-help and life saving skills and lessons that you can learn easily,

teach to others, and practice everyday to prepare and protect your and others health.

Management Skills: It is the practice of understanding, developing and deploying people

and their skills to identify the job roles required, the skills of individual employees and any gap

between the two.

Scope and Limitation of the Study

This study aims to assess the Job Readiness of BSHM graduating students of University

of Antique, it presented of the respondents in terms of sex, assess the job readiness of the

graduates in terms of Professionalism, Practical Skills and Management Skills and test the

significant differences on the job readiness of the graduates when grouped according to male and

female.

The researchers limit the study to four (4) sections of Bachelor of Science in Hospitality

Management graduates’ batch 2022-2023 when taking a Job in Hospitality Industry. This study

focused how students being ready after graduates in BSHM course when taking a job in

hospitality industry in the future.

 CHAPTER II

Review Related Literature

Introduction

The purpose of this research was to determine if post-secondary institutions are

effectively preparing hospitality and tourism management graduates with the necessary skill sets

to obtain an entry-level managerial position in the hospitality industry. Recent graduates of

hospitality programs were invited to participate in surveys for data collection purposes.

Questions regarding student skill set readiness and whether current hospitality programs are

meeting the needs of the hospitality industry were asked. This research supports the results of

prior research to demonstrate further a continued need for higher education institutions to review

and revise curricula.

The literature provides an overview of the research on the topic of hospitality students

and career readiness. The evolution of hospitality degree programs has been provided to serve as

background information and to express the continued need for change. A summary of research

on hospitality program design and the application of learning theories demonstrated the

challenges and opportunities for program developers. Student graduate skill set readiness and

confidence was researched, and findings have indicated gaps between the expressed needs of

industry leaders and the results of hospitality student graduates. A discussion presenting gaps in

curriculum design and hospitality teacher effectiveness has provided greater detail for use by

curriculum developers and institutions in analyzing their programs to ensure increased student

satisfaction. Research documenting the perceptions of hospitality industry leaders regarding

student skill set readiness as compared to desired skill sets has identified gaps in hospitality
curricula. Finally, the literature review concludes with suggestions for further research and

presentation of research questions.

The hospitality industry and college curricula. Research demonstrates a continued schism

between hospitality curricula and industry expectations. Hospitality curriculum designers should

focus core course subjects on those consistently ranked as important to industry leaders (Min et

al., 2016). Industry professionals have argued that hospitality curricula are not maintained to

meet the current and up-to-date needs of the industry (Min et al., 2016). A primary focus of

hospitality industry professionals is whether or not students have had previous working

experience in the industry. Hospitality professionals expressed a strong preference to hire

graduates who have practical skills, such as problem-solving, decision-making, and collaboration

(Trajanoska & Kostovski, 2016).

Current research supports the theme that hospitality curricula do not meet the needs of

industry professionals. However, gaps do exist in the ability to provide hospitality curriculum

designers, school administrators, or teachers with practical tools by which changes can be made.

It was the intent of this study to synthesize past research with current information and provide

educational stakeholders with well-grounded suggestions that can be implemented into their

curriculum.

History of Hospitality Degree Programs in Higher Education. Hospitality degree

programs have existed for almost one hundred years. In 1893, the first dedicated hotel school,

Ecole Hoteliere de Lausanne, was established in Switzerland (Hsu et al., 2017). Hospitality

degree programs started in the United Kingdom in the late 1960s and early 1960s (Airey, 2015).

By 2011, hospitality degree enrollments in the United Kingdom had grown to 9,000 (Airey,

Tribe, Benckendorff, & Xiao, 2015). Since the introduction of hospitality degree programs in
Australia in 1978, the number of programs had grown to 41 in 2011 (Airey et al., 2015). In

China, student enrollment in hospitality degree programs had grown to 596,100 by 2010 (Airey

et al., 2015). While hotel schools expanded in Europe, it is in the United States that the most

growth was experienced. This growth began with the first undergraduate program in hospitality

management launched by Cornell University in 1922 (Hsu et al., 2017). Through the twentieth

century, hospitality programs expanded nationally and globally in response to the growing trend

in tourism activities. Specifically, in the past 30 years, the number of hospitality degree programs

quadrupled in the United States (Lee, Dopson, & Ko, 2016). As has been documented, the

hospitality and tourism industry continue to be one of the fastest growing industries nationally

and globally, which has had a direct relation to the surge in hospitality degree programs and

student enrollment. The hospitality industry impacts the global economy as both a cause and

consequence of economic development as derived from increased disposable income and travel

trends (Trajanoska & Kostovski, 2016).

Hospitality degree programs have evolved from a highly vocational orientation in the

1960s and 1970s to include more mainstream social science topics (Hsu et al., 2017). As the

hospitality industry has matured, industry professionals have begun to recognize and analyze the

skill sets and education received by graduates. Industry professionals are exerting more pressure

on educational institutions to produce graduates who are adequately prepared for a successful

career. With this increased pressure by industry professionals grew the need to research the

effectiveness of hospitality degree programs. Research dating back to the early 2000s has

documented the changing skill sets as expressed by industry leaders as necessary. However, the

debate between vocational education and a comprehensive curriculum in hospitality education

continues to exist. Although the first cooperative education program launched in the early 1900s

at the University of Cincinnati, the majority of educational institutions continued to focus on

the academic nature of hospitality (Stansbie, Nash, & Chang, 2016). Questions surrounding the

influence of vocational versus theoretical programs on curriculum and pedagogy continue among

hospitality educators (Hsu et al., 2017). Often the design of hospitality curricula is influenced by

the history and traits of each institution and may not accurately reflect the needs of the industry.

This has caused a lack of central identity among hospitality programs and has led to a wide

variety of concentrations, specializations, and formal degree programs among higher education

institutions (Lee et al., 2016).

Learning Theories as Applied to Hospitality Programs. The multidisciplinary and

interdisciplinary aspects of hospitality programs have directly resulted in the lack of a coherent

theoretical framework to guide the evolution of these programs (Hsu et al., 2017). Airey (2015)

also noted the lack of a coherent theoretical framework as a sign of the immaturity and inability

of tourism and hospitality programs to evolve in academia. While the lack of a coherent

theoretical framework may exist, the diversity of hospitality programs provides an opportunity to

embrace various learning theories in program design.

Experiential Learning. Educational theorist John Dewey promoted education through

both a psychological and sociological aspect to be taught by experiential learning (Stansbie et al.,

2016.) Kolb’s Experiential Learning Theory (ELT) espoused the role of experiential learning as a

method to respond to students’ different learning styles and also to provide opportunities for

students to hone various communication and analytical skills (Stansbie et al., 2016). The

evolution of the hospitality industry has led to an increased emphasis on the balance of
attainment of technical skills and managerial concepts (Stansbie & Nash, 2016). Experiential

learning techniques, such as internships, afford students with the opportunity to apply theoretical

knowledge in real-life scenarios (Stansbie & Nash, 2016).

Service learning. Service learning is another technique used in the hospitality industry to

teach students different skill sets. Interpersonal skills can be taught and learned more effectively

in a service-learning situation. Listening has been identified as a critical interpersonal skill

required by industry professionals. Service-learning opportunities can counteract the perception

that students are ill-prepared to interact with guests in problem-solving situations. Research

demonstrates that on-the-job training is ineffective in the development of successful employees

(Pani et al., 2015). Therefore, hospitality programs should focus on service-learning

opportunities for students to enhance their employ ability.

Curriculum design. Much research has been conducted on effective curriculum design for

hospitality programs in higher education institutions (HEI). A consensus among researchers is

that curriculum design should be dynamic, respond to the current needs of the industry, address

the learning styles of students, and be a balance of both operational and behavioral skills.

Additionally, researchers have documented the importance of educators and curriculum

designers in building strong relationships with industry professionals to help analyze programs to

ensure that HEIs are generating students with the desired skill sets. Curriculum designers are

encouraged to work with the various stakeholders, including industry professionals, students, and

educators, regarding course content and the degree to which it applies to current industry

requirements (Alhelalat, 2015). Curriculum designers should continuously review the changing

trends of industry and student learning styles to develop a comprehensive program designed to

meet the needs of a global industry (Airey, 2015). The focus of hospitality curriculum design
has moved from a content-oriented program to one that contains a stronger emphasis on a

balance of technical skill and philosophy to prepare students for a successful career (Airey,

2015). Instructors of hospitality programs have the unique position to create employable students

who possess both the technical skills and the behavioral skills required by industry. In order to

accomplish this goal, curricula must include humanities and liberal education courses, which will

create a well-balanced program designed to meet the needs of a global industry (Hsu et al.,

2017). Because it draws from a variety of disciplines, hospitality programs are well-suited to

design educational experiences that effectively and efficiently prepare students for a successful

career in a changing and global environment (Airey, 2015).

The challenge for curriculum designers continues to be how to strike a balance between

technical and behavioral knowledge while acknowledging and supporting the constantly

changing expressed needs of the industry. It is necessary for curriculum designers to strive for a

balance between effective curriculum design and pedagogical innovations (Hsu et al., 2017).

Curriculum designers first must identify what core components the curriculum should

address..Results of prior research indicate a gap between industry expectations and student

learning outcomes. There is a concern by industry professionals that educational programs do not

consider their point of view when designing effective strategies to teach employable skills to

students (Eurico, Matos da Silva, & Oom do Valle, 2015). The Association of American

Colleges and Universities found that employers are concerned that graduates are ill-prepared in

skills such as communication and teamwork (Jiang & Alexakis, 2017). This skill set gap exists

internationally as well, as research in India demonstrated the lack of industry and academic

collaboration has led to mis-matched educational experiences by students in hospitality programs

(Pani, Biswajit, & Mahesh, 2015). There is a push by industry professionals for educators to
adjust curriculum from one that is theoretically based to one that includes more authentic

learning experiences and addresses the desired competencies (Hsu et al., 2017).

Hospitality curricula competencies. Numerous studies have attempted to identify the

desired competencies and skill sets by industry for inclusion in hospitality programs. Most

research has provided rankings of competencies and skill sets considered as a priority from both

the perspective of industry professionals and students (Min et al., 2016). One study in 2003

found that self-management, ethics, time management, and adaptability were important to

include (Min et al., 2016). Pani, Biswajit, and Mahesh (2015) determined a need to prioritize

experiential learning opportunities, grooming, and communication skills. The lack of

interpersonal communication skills has been identified as a priority among 21st-century students.

Course subjects identified by industry professionals as a priority include “internship/industry

experience, preparation for industry employment, leadership, hospitality management and

organization, and ethics” (Min et al., 2016). As the priority of course subjects and competencies

are reviewed, curriculum designers need to incorporate these into their program design.

Many researchers support the inclusion of collaborative or experiential learning

experiences in hospitality programs. In this manner, a tri-relational approach between educators,

industry professionals, and students can enhance the efficacy of hospitality programs (Feng,

Chiang, Su, & Yang, 2015). The wide variety of programs and industry needs internationally

supports the need for regular assessment of curricula to ascertain what topics should be included

in a program (Lee et al., 2016). The assessment of student learning outcomes is also vital to

hospitality professionals because of the specific skill sets desired (Reich et al., 2016). A recent

study indicated that only 6% of HEIs could provide measurable improvements in student

learning outcomes based on set competencies (Reich et al., 2016). It is both industry
professionals and educators who stress the integration of knowing and doing, individual and

cooperative learning by students in the 21st-century (Pratt & Hahn, 2016).

Instructional design. Upon researching and identifying the expected competencies and

skill set by industry professionals, one should note the importance placed upon the need to

address gaps between knowledge and application. When designing instructional activities, the

focus should be less on what educators think students should learn, but more on what the

industry expectations are (Jiang & Alexakis, 2017). As previously described, many of the

competencies expressed as a priority by industry professionals include the development of soft

skills, such as communication, leadership, teamwork, and critical-thinking skills. Research has

found that the incorporation of collaborative or experiential learning activities greatly enhances

student engagement and learning achievement of those competencies. The use of experiential

learning techniques dates to the writings of Aristotle and Confucius, who promoted the theory

that learning should be supported by experience (Stansbie & Nash, 2016). Scholars, such as

Dewey, Freire, and Kolb, have espoused their support for experiential learning as an effective

method of blending the academic and practical development of student knowledge (Stansbie et

al., 2016). Support for collaborative learning methods continues because they encourage

knowledge and skill development by students by engaging them in the learning process, rather

than as just a spectator (Ali, Nair, & Hussain, 2016). Learning experiences have a significantly

positive impact on student motivation for achievement, student engagement, and self-efficacy.

The shift of curriculum from a traditional didactic format to one that is more learner-centered

encourages students to take a more active role in their educational experience (Pratt & Hahn,

2016). The benefit of collaborative or experiential learning experiences is that students can

connect the abstract principles and theories of knowledge learned in the classroom with practical
contexts as they are given opportunities to apply their knowledge in real-life scenarios (Feng et

al., 2015). There are many options for including experiential learning activities into hospitality

programs. While field trips have evolved into a signature pedagogy for hospitality programs,

other activities such as computer supported learning systems, internships, and simulations all

provide opportunities for students to hone their problem-solving, critical thinking and other

interpersonal skills (Airey, 2015). These experiential learning activities also provide students an

opportunity to practice soft skills, such as communication, listening, ethics and cultural

appreciation, all of which are identified as highly expected by tourism consumers. Experiential

learning is described as “a holistic integrative perspective on learning that combines experience,

perception, cognition and behavior” (Pratt & Hahn, 2016). A study of 600 hospitality students

who participated in experiential learning activities supported the need for the functions of

experiential learning and classroom activities to be synergistic as they cannot be successful

independently (Stansbie et al., 2016). The International Council on Hotel, Restaurant and

Institutional Education (ICHRIE) identified a strong correlation between authentic learning

experiences and student development of interpersonal, problem-solving and leadership skills

(Stansbie et al., 2016). The design of course subjects and activities within a hospitality program

should include the use of innovative learning methods and pedagogy to provide a well-rounded

education that prepares students not only for an entry-level position but a

lifelong career.

Opportunities for program development. Higher education institutions (HEI) are

pressured to continually review changes in industry needs while determining which

competencies are best learned in the classroom versus other learning experiences (Jiang &

Alexakis, 2017). HEIs are charged with the task of creating learning environments where
students are encouraged to use broad-minded thinking and critical analysis skills and

incorporating appropriate teaching of industry desired competencies (Jiang & Alexakis, 2017).

Curriculum designers and educators are urged to develop strong relationships with industry

stakeholders and create programs that demonstrate a secure connection between theory and

practical application (Stansbie et al., 2016). Based upon the expressed needs of industry

professionals, hospitality educators should shift their focus from a liberal academic education to

a more vocational, business-oriented curriculum (Airey et al., 2015). In order to meet the current

and future needs of the industry, courses that encourage the development of critical-thinking

skills, communication skills, and interpersonal skills should be included (Airey, 2015). The

diversity of the hospitality industry requires an increase in collaboration among all stakeholders

i.e., educators, curriculum designers, industry professionals, and students. Collaborative learning

environments require a time commitment from all stakeholders, which can be a challenge.

However, long-term gains in student achievement and career success make it a necessary

consideration for curriculum designers and educators.

Analysis of Hospitality Graduate Skill set Needs. As the hospitality and tourism industry

has evolved, questions surrounding the ability of HEIs to accurately and quickly respond to the

changing needs have been a subject of much debate. The curriculum content and how it fits into

the perceived needs of the industry continues to dominate education research and application in

this arena (Airey, 2015). In order to understand and address this issue, it is necessary first to

understand the perceptions of industry professionals of graduate readiness, and then identify

what gaps in education exist and examine the role of the teacher in facilitating student learning.

Perception of industry leaders of student career readiness. Industry professionals are an

important stakeholder in the success of hospitality degree programs. As such, they should be
considered an integral part of shaping the course subjects within programs. Studies have

indicated that industry professionals are concerned that students are not graduating with the

necessary skill sets. As early as the 1990s, industry professionals expressed concern about the

worth of hospitality graduates. A study dating back to 2005 indicated that hospitality employers

believe that half of student graduates are ill-prepared, especially in communication skills,

teamwork, and time management (Alhelalat, 2015). As recent as 2012, research of including

focus groups with program alumni and industry professionals also found similar results that

hospitality graduates lack business communication skill. However, the 2015 study of industry

professionals found that those skill sets as observed by hospitality graduates had been taught

effectively and that students were satisfactorily demonstrating their use at work (Alhelalat,

2015). Therefore, there may be some improvement in the teaching of these skills. However, the

same study revealed that industry professionals believe students are less prepared in problem-

solving, teamwork, analysis, culture, and leadership. Another perception presented by industry

professionals was that graduates tend to have unrealistic job expectations after graduation about

job responsibilities and tasks but seem to possess a great deal of theoretical knowledge without

practical experience (Min et al., 2016).

Gaps in hospitality programs. Research conducted both nationally and internationally has

attempted to identify gaps in course offerings and teaching methods between industry

expectations and current hospitality programs. A study in Ireland found that industry

professionals are more likely to hire students who have participated in experiential learning

activities where they have been able to learn and apply practical skills (Trajanoska & Kostovski,

2016). In China, research revealed that graduates from hospitality programs often failed to meet

the industry needs, even after several educational reforms (Trajanoska & Kostovski, 2016).
While there may exist a match between education standards and industry requirements, the gap

between education outcomes and industry expectations of skill competency continues (Alhelalat,

2015).

As previously discussed, there is a continued need for hospitality curriculum designers

and educators to review and analyze industry trends to determine what changes may need to be

implemented into programs. Methods for obtaining this information have included reading

research studies, informal interactions with industry professionals and the use of advisory boards.

Working directly with industry professionals can provide educators with information on the

current desired management knowledge and skills by potential employees (Jiang & Alexakis,

2017). There is a consensus among educators and industry professionals that hospitality

programs must include course subjects and activities that promote leadership and managerial

competencies (Jiang & Alexakis, 2017). In a study of 252 hospitality managers, the top three

essential competencies were communication, adaptability/flexibility, and technology (Jiang &

Alexakis, 2017). In their longitudinal study comparing industry professional ratings of important

competencies, Min, Swanger, and Gursoy (2016) noted changes in course subject rankings.

Internships/industry experience and preparation for industry employment each increased their

rankings by two points between 2004 and 2014 and are currently ranked as number one and

number two, respectively. Although leadership declined from ranking first to third, it is still

considered highly important to industry professionals. The 2014 survey included a new subject,

diversity management, which points to the increased focus on globalization and cultural diversity

(Min et al., 2016). Interestingly, operational courses, such as revenue/asset management and

lodging operations, dropped in rankings from fourth and sixth in 2009 to ninth and seventh,

respectively (Min et al., 2016). The top-ranked courses focus on students achieving practical
experience where they can learn and apply communication and management skills. This

information, when shared with educators and curriculum designers, should inspire changes to

their curricula.

Hospitality teacher effectiveness. The impact and influence of teachers on student

educational success have received a nominal amount of research. This is unfortunate as they are

responsible for imparting knowledge and preparing students for successful careers. A concern

expressed by industry professionals is that educators and administrators rarely focus on

improving instruction or demonstrating gains in student achievement (Reich et al., 2016). There

is a greater push for increased accountability of faculty with regards to student learning outcomes

(Reich et al., 2016). It is a perception by education that better-qualified instructors possess more

considerable experience in teaching and research than actual work experience. While this may

work well in many academic settings, industry professionals question the validity of this when

they are relying on educators to prepare students with specific skill sets (Feng et al., 2015). It is a

challenge, though, to find educators who possess both industry experience and a terminal degree

(Lee et al., 2016). Whether to prioritize a new educators experience versus their expertise in a

specific industry was discussed without result among a group of educators (Cotterill, 2015). A

set of interviews of higher education faculty found that being an inspirational teacher requires

more than personality and charisma (Cotterill, 2015). A key aspect of inspiration was the

connection of the educator to the subject taught. If the subject matter was something that inspired

them, then their ability to shift from merely teaching to inspiring others to learn increases

(Cotterill, 2015). This can be demonstrated by educators who act sincerely and with great interest

to their students through constant and supportive communication both in and out of class (Heo &

Lee, 2016).
 A challenge that exists among educators is how to balance their in-class and outside of

class performance expectations. With the focus on research by many universities, educators may

be torn between their time as a researcher and their time as a teacher (Airey, 2015). Some

authors of research have expressly noted the lack of hospitality and tourism research outputs by

educators (Airey et al., 2015).

A suggestion to enhance the role of educators may be for industry and faculty to work

together to create opportunities for the educators to spend time with them learning and updating

competencies (D’Souza & Vernekar, 2017). This may counteract the potential for knowledge

gained from prior industry experience to become detached from current trends. Educators should

be encouraged to seek industry professionals for continued learning experiences or resources

they could offer (Feng et al., 2015). The benefits of educators working closely with industry

include opportunities for the educators to remain abreast of current trends; research can be

conducted through these enhanced relationships and constant exposure to potential course

content changes (Stansbie et al., 2016). Additionally, hospitality programs are increasing their

focus on faculty possessing a terminal degree, which may imply a trend toward increasing the

standards for newly hired educators (Lee et al., 2016). That, however, leads to the question of

whether or not a masters or other terminal degree in hospitality matches the industry expectations

(Lee et al., 2016). While there are several opportunities to enhance the skill sets of hospitality

educators, there does not yet exist a solution or path by which to attain these goals.

Perceptions of Hospitality Programs by Student Graduates. The literature presented thus

far has focused on the perceived gaps in hospitality programs from the perspective of industry

professionals. Another aspect to consider is the expectation of students as consumers and

whether they believe that they are adequately prepared for a successful career. Hospitality
programs must not only consider the influence of industry professionals on course subject and

competencies, but if students do not perceive the program as having high-quality standards and a

reputation for strong student outputs, then the program is at risk of attracting fewer students

(Airey et al., 2015). Students will seek programs based upon the institution’s reputation,

academic quality, accreditation, and industry recognition (Alhelalat, 2015).

As there is a discrepancy between industry expectations and hospitality course programs,

there also exists a gap between student expectations, industry needs, and hospitality programs. It

is becoming clear that HEIs must study and identify the needs and expectations by students in

providing exceptional learning experiences and employable skill sets (Eurico, Matos da Silva, &

Oom do Valle, 2015). A study in 2011 found that graduates believe that their knowledge gained

in school was sufficient enough to obtain a job, hospitality executives focus on attitudes and

personality suggest their preference to focus on communication and managerial competencies

(Alhelalat, 2015). Two-hundred sixty students were surveyed and identified their top essential

skill required as communication, time management, and teamwork. While communication was

also ranked within the top three by industry managers, adaptability/flexibility, and technology

rounded out their rankings (Jiang & Alexakis, 2017). A survey of hospitality students in Taiwan

indicated that students felt ill-prepared in professional management skills, leadership, technical

skills, and career planning (Wang & Tsai, 2014). The same survey pointed to the use of

internships or other experiential learning opportunities as effective methods for students to learn

and gain more confidence in these competencies. A common theme between industry and student

expectations is the focus on the use of experiential learning activities where students can not only

learn but also apply skills in real-world settings.

 Student satisfaction has been proven to be directly correlated with employability upon

graduation (Eurico, Matos da Silva, & Oom do Valle, 2015). Students in programs in both the

United States and Hong Kong identified five factors that directly impact student satisfaction,

which are relationship benefits with personnel, shared values, communication, opportunistic

behavior and perceived quality of teaching (Heo & Lee, 2016). Strong links between student

satisfaction and student performance, students’ perceived learning, and student motivation

support the need for hospitality programs to create cohesive programs that address both industry

and academic expectations (Pratt & Hahn, 2016). Studies of student perceptions of internships

demonstrate higher student satisfaction when participating in these types of experiential learning

as they were able to develop new skills and competencies not addressed in the classroom

(Stansbie et al., 2016). It is important for hospitality programs to realize that students are

consumers, and they will conduct research and make selection decisions based upon what

institution they believe will provide them with the best opportunity for a successful career.

Summary

The literature review demonstrated the need for all industry professionals, educators,

curriculum designers, and students, to collaborate on hospitality program design. Research

presented has revealed several gaps in the education provided to students, from both the industry

and student perspectives. Successfully implemented experiential teaching methods validated

these activities as increasing student satisfaction and positively impacting student learning.
 CHAPTER III

Methodology

This chapter presents the research design, study population and sampling procedure,

sampling techniques, instrumentation, validity and reliability, data collection, processing and

analysis.

The Research Design

This study used the Descriptive method, using descriptive data to determine the Job

Readiness of Graduating Students of Bachelor of Science in Hospitality Management Batch

2022-2023.

Descriptive Research aims to obtain information to systematically describe a

phenomenon, situation, or population. More specifically, it helps answer the what, when, where,

and how questions regarding the research problem, rather than the why questions.

A descriptive research design can use a wide variety of research methods to investigate

one or more variables.

Population of the Study

The population of this study are the Bachelor of Science in Hospitality Management

Graduates batch 2022-2023. The researchers select the batch 2022-2023 graduates, 42 students in

section A, 40 students in section B, 33 students in section C, and 42 students in section D, total is

157 students, as a sample size from the population. Where the respondent categorized to sex 63

or 0.40 are male and 94 or 0.60 are female.

Table 1. Demographic Characteristics of the respondents.

Variable N %

A. As a whole 157 100%

B. Sex

M 63 0.40

F 94 0.60

Sampling Techniques

Probability Sampling technique was used where researchers selected a sample from a

population to participate in the study.

Validity of Instrument

The instrument used a survey questionnaire based on the standards stated by DOH and

IATF wherein the instrument was validated by the grammarian, research adviser, statistician and

instructors specialize in the field.

Research Instrument

This study utilized hard copy form/questionnaire in gathering data as basis for solving the

Job Readiness of Graduating Students of Bachelor of Science in Hospitality Management Batch

2022-2023. Data gathered had undergo measure of central tendency of Job Readiness of

Graduating Students of Bachelor of Science in Hospitality Management Batch 2022-2023.

Data Processing and Analysis

Gathering of data is scheduled and had undergone an office agreement. As soon as the

management granted the permission, the researchers then distributed the questionnaire to the

respondents. All information remained confidential.

The researchers viewed and recorded the results one by one.

Data gathered was tabulated, analyze and interpreted in the SPSS with the help of a

statistician.

Statistical Treatment

The study used a descriptive analysis which determined the Job Readiness of Graduating

Students of Bachelor of Science in Hospitality Management Batch 2022-2023. As the study

specified its question, the statistical treatment in analyzing the data gathered were descriptive

analysis for finding the:

Frequency to determine each number or value belonging to each category.

 Percentage to determine the proportion or value belonging to each category.

Mean to determine the Bachelor of Science in Hospitality Management Graduates Batch

2020-2021 when taking a Job in Hospitality Industry.

T-Test was used to determine if there is a significant difference in the Job Readiness of

Graduating Students of Bachelor of Science in Hospitality Management Batch 2020-2021 in

terms of Professionalism, Practical Skills and Management Skills when classified according to

sex.

Therefore, all statistical analysis has undergone the process through Statistical Process for

Social Science (SPSS) version 22.0

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