TRACER STUDY OF HOTEL AND RESTAURANT MANAGEMENT GRADUATES (AY 2014 -2017): BASIS FOR CURRICULUM ENHANCEMENT

Abstract

This is a survey of the employability of Hotel and Restaurant Management graduates of the academic year 2014 – 2017. The findings may be used to enhance the curriculum. The descriptive-survey type of research was utilized with two hundred thirty-four (234) or 73.58% graduates of BS-HRM Program Data were primarily gathered using the said survey-questionnaire which administered personally (face-to-face) or sent via e-mail and chat; triangulated with informal interview, observation and document analysis. Data were analyzed using the Percentage, Mean, and Weighted Mean. Equal opportunity among students enrolling in the HRM program was enjoyed by the graduates regardless of civil status, gender, a region of origin, and location of residence. The majority of the HRM graduates were currently employed HRM related jobs, very few were underemployed and unemployed. Thus, there was a high employability rate among HRM graduates. The HRM program products of Columban College can compete globally with the demands of foreign business organizations abroad.

Full text

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
1
TRACER STUDY OF HOTEL AND RESTAURANT MANAGEMENT
GRADUATES (AY 2014 – 2017): BASIS FOR CURRICULUM
ENHANCEMENT
A Faculty Research
By
Eric A. Matriano, Ed. D., Ph. D.
Elmer F. Callo, Ed. D.
Joan D. Arlanza, MBA
Leo Marc V. Antipolo, MBA
Susan Alegoria-Groom, Ed. D.
Columban College, Inc., Olongapo City
August 2018

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
2
COLUMBAN COLLEGE, INC.
Olongapo City
This research entitled
TRACER STUDY OF HOTEL AND RESTAURANT MANAGEMENT
GRADUATES (AY 2014 – 2017): BASIS FOR CURRICULUM
ENHANCEMENT
has been prepared and submitted by Dr. Eric A. Matriano, Dr. Elmer F. Callo, Prof. Leo Marc
Antipolo, Prof. Joan D. Arlanza, Dr. Susan A. Groom who are hereby recommended for
research output presentation and critiquing.
David C. Bueno, Ed. D.
Director, RPO
Approved and accepted by the Research Committee based on the set criteria and
guidelines for Faculty Research Program by the College:
Dr. Teresita R. Dumlao
Vice President for Academic Affairs and Student Services
Chairman
Amelia Cecilia S. Reyes, Ed. D. Segundo C. Redondo Jr., Ed. D.
Vice President, Administration and Finance Principal, Basic Education
Member Member
David C. Bueno, Ed. D.
Dean, Graduate School
Chairman
August 11, 2018
Date of Research Output Presentation

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
3
ABSTRACT
This is a survey of the employability of Hotel and Restaurant Management
graduates of academic year 2014 – 2017. The findings may be used to enhance the
curriculum. The descriptive-survey type of research was utilized with two hundred thirty-
four (234) or 73.58% graduates of BS-HRM Program Data were primarily gathered
using the said survey-questionnaire which administered personally (face-to-face) or sent
via e-mail and chat; triangulated with informal interview, observation and document
analysis. Data were analyzed using Percentage, Mean, and Weighted Mean. Equal
opportunity among students enrolling in the HRM program was enjoyed by the graduates
regardless of civil status, gender, region of origin, and location of residence. Majority of
the HRM gradutes were currently employed to HRM related jobs, very few were
underemployed and unemployed. Thus, there was a high employability rate among HRM
graduates. The HRM program products of Columban College can compete globally with
the demands of foreign business organizations abroad.

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
4
TRACER STUDY OF HOTEL AND RESTAURANT MANAGEMENT
GRADUATES (AY 2014 – 2017): BASIS FOR CURRICULUM
ENHANCEMENT
Eric A. Matriano, Ed. D., Ph. D.
Elmer F. Callo, Ed. D.
Joan D. Arlanza, MBA
Leo Marc V. Antipolo, MBA
Susan Alegoria-Groom, Ed. D.
INTRODUCTION
Hospitality and Tourism are the world’s largest industry, generating in 2003 over
USD 514 Billion in receipts from 697 million tourists and employing hundreds of million
people worldwide. Almost 760 million traveled across borders in 2004; several times
more travelled domestically. The probability of one being able to visit foreign lands in
his lifetime has never been higher.
The hospitality and tourism industry is a vast system consisting of several sectors
with airlines, hotels, resorts, travel agencies and tour operators constituting the greater
bulk. The myriad of smaller entities that thrive and wane with tourism’s upswing and
downturns include souvenir shops, restaurants, bars and the like. The industry also goes
beyond its business realm; it covers government and non-government organizations as
well as educational institutions. (CHED Memorandum Order N0. 30 Series of 2006)
The hospitality industry has been claimed to be people centric industry, where its
management success and failure revolves around the management of people, particular
interaction between guests and staff. There is an indicator, which acknowledges the
success or failure of such organizations; it is the high level of skills and training of the
staff that work in such an industry.
Educational programs for hotel management are not only a career choice but also
a fruitful experience. This is evident if one considers the wide range of topics that
students are learning in the hospitality programs starting from front office operations,
accounting management, food and beverage, marketing, human resources and tourism.
Inevitably such a diversity of topics makes the learning process for a hotel management
diploma, degree a rewarding experience. Students that are joining such programs will
benefit not only of having a qualification hut also of obtaining a wide range of knowledge
across different disciplines.

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
5
Often when students are graduating from a hotel management degree or diploma
program will say that they will like to become hotel general managers. Their reason is
purely on the ambition that they have to succeed as well as of the values that they obtain
while they were studying for such qualifications. What is critical here is that an
educational program needs to build these ambitions of the students from a qualified
faculty that they are in a cutting edge of the industry or academia. Students will then look
up to their educators that they gain while they are studying a broad range of topics.
On a day-to-day basis in a hotel environment, decisions often need to be made
fast. Those decisions can involve anything from purchasing new equipment up to training
the staff Hotel Managers without any prior knowledge of such topics will often make a
mistake or a bad decision that will cost the operation not only in financial terms but most
importantly in reputation. How many times we hear stories or cases of things that did not
go well and how many times we learn from the hospitality industry that failures occurred
because of a lack of knowledge of the market that they were going to invest.
In turn, what educational programs for a hotel management qualification do offer
are cultural awareness as well as knowledge of the global market. While students are
studying for such qualification they obtain knowledge of the hotel markets across the
globe, which in turn helps them to seek employment in any part of the world.
Based on the aforementioned claims, most colleges and universities consider
education to lie at the core of their academic mission. Yet few have developed systematic
processes for enhancing and assuring education quality. Traditional quality improvement
focuses on inputs like admissions selectivity, faculty expertise, student-faculty ratios,
facilities, and expenditure per student. Such improvements require action by people
outside the department – for instance, to change admissions policies or increase budgets.
When asked what the department can do for itself, the tendency is to talk about updating
the curriculum and adjusting the balance between class sizes and teaching loads. Such
efforts are fine as far as they go, but they fail to address many key determinants of quality
education, which can be exposed in this tracer study.
“Education Quality Processes” can be defined as follows (Massy, 2003).
“Education quality processes are organized activities dedicated to improving and
assuring educational quality. They systematize a university’s approach to quality instead
of leaving it mainly to unmonitored individual initiative. Education quality processes
should not be confused with teaching and learning itself. Course development is not the
same as teaching, for example. One might say that quality processes plan and govern the
delivery and evaluation of teaching and learning”.
Thus, graduate surveys constitute one form of empirical study, which can provide
valuable information for evaluating the results of the education and training of a specific

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
6
institution of higher education like Columban College. This information may be used for
further development of the institution in the context of quality assurance. After which, the
college can propose an advanced approach for tracer studies which should enable the
institution of higher education to get information to indicate possible deficits in a given
educational programs, the hospitality programs and to serve as a basis for future planning
activities. Therefore information on the professional success (career education, trainings,
employment status, income) of the graduates is needed as well as information on the
relevance of knowledge and skills (relationship between knowledge and skills and work
requirements, area of employment, professional position). Graduates might also be asked
to assess the study conditions and provisions they experienced retrospectively (evaluation
in a narrow sense) by employing the survey-questionnaire designed to gather the relevant
data needed.
Graduate surveys have the advantage of securing a systematic information input
by standardization and representative determination of the output without having to rely
on the construction of a permanent information system. This is a very important
advantage in countries on the verge of industrialization and in developing countries.
OBJECTIVE OF THE STUDY
This tracer study of the Hotel and Restaurant Management graduates from 2014 –
2017 of the College of Business and Accountancy of Columban College, Inc. ,Olongapo
City aims to gather data and analyze them to enhance and revise the existing curriculum.
Specifically, it sought answers to the following problems: (1) What are the
biographical characteristics of the graduates in terms of: Civil Status, Gender, Region of
Origin, Location of Residence, and Reasons for Taking the Course?; (2) What is the
employment data of the graduates in relation to: Present Employment Status; Present
Occupation; Place of Work; Reasons for Staying on the Job; Reasons for Accepting the
Job; Reasons for Changing the Job; Number of Years in the First Job; Ways of Finding
the First Job; Number of Months in Landing the First Job; and Initial Gross Monthly
Income in the First Job after College?; (3) Is the curricular offering in the college relevant
to the first job of the graduates?; (4) What competencies/ skills learned in the college
very useful in the first job of the graduates?; and (5) What suggestions can be drawn to
further improve the course curriculum?
The study can include periods of the educational and professional biography,
assessment of employment data like reasons for accepting and staying the job, which can
contribute in explaining instead of measuring the output of the college in a one-sided
manner. The last aspect is of particularly high importance as many evaluation surveys
only intend to examine the different measures of success, but without offering help in
improving the college situation.

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
7
This study is anchored on the basic objectives and model of analysis as fully
illustrated in Figures 1 and 2.
It is based on the concept that it provides valuable information or facts for the
development of the college, it evaluates the relevance of the programs being offered, and
it can contribute to the accreditation process where the college in presently facing, and
finally it informs the students, parents, lecturers and administrators the current statuses of
the graduates.
Figure 1. Basic Objectives of the Study
Such information like the income, job title and level, working time, duration of
search for the first job, methods of job search that can be gathered are relevant for the
college to note the variety of employment and thus the possible range of its preparatory
tasks; the regional spread of its graduates, the careers successes, etc.; and the transition
To evaluate the
relevance of the
programs
To get valuable
information for
the
development of
the institution
DATA
From
GRADUATES
To contribute to
the
accreditation
process
To inform
students,
parents,
lecturers and
administrations

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
8
process from higher education to employment: How do students seek for employment?;
How are they informed and supported in the search process?; How and do employers
recruit, and what are the prevailing criteria? What are the timing and duration of these
processes? and what are the competencies and skills learned in college useful in the jobs?
Figure 3. The Model of Analysis for the Research
METHODOLOGY
The descriptive-survey type of research was utilized with two hundred thirty-four
(234) or 73.58% graduates of BS-HRM Program who was traced out 318 of the graduates
from Academic Year 2014 to 2017 as respondents. Standard Graduate Tracer Survey
(GTS) instrument provided by the Commission on Higher Education was used with some
modifications based on the CMO # 30, series 2016. Data were primarily gathered using
the said survey-questionnaire which administered personally (face-to-face) or sent via e-
mail and chat; triangulated with informal interview, observation and document analysis.
Data were analyzed using Percentage, Mean, and Weighted Mean.
B. INPUT
Study Conditions
and Provisions
A. TRACER STUDY
C. OUTPU
T
Competencies and
Skills
D. INPUT
Graduate’s Profile
Experiences
Motives
E. OUTCO
MES
Transition
Employment,
Work, Service to
the Society
1) PROCESS
Teaching and
Learning

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
9
RESULTS AND DISCUSSION
1. Biographical Characteristics of the Graduates
Civil Status
Table 1 reveals the distribution of the graduates in terms of civil status. As
revealed, majority of the graduates are single with a total of 119 or 50.85 percent;
followed by married with 88 or 37.61 percent. Very interesting to note that there are 7 or
2.00 percent who are separated and 20 or 8.55 percent who are single parent. This implies
that being separated or single parent is not a hindrance for the graduates to enroll in the
hotel and restaurant management course.
TABLE 1. Biographical Characteristics of the Graduates

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
10
Gender
Majority of the HRM graduates are female corresponding to 164 or 70.08 percent.
Lesser number of male graduates is exposed resulting to 70 or 29.91 percent only. It only
Biographical Characteristics
Frequency
%
Civil Status
Single
119
50.85
Married
88
37.61
Separated
7
2.99
Single Parent
20
8.55
Total
234
100
Gender
*******
********
Male
70
29.91
Female
164
70.08
Total
234
100
Region of Origin
*******
********
I
3
1.28
II
8
3.42
III
198
84.62
IV
7
2.99
V
8
3.42
VI
8
3.42
VII
2
0.85
Total
234
100
Location of Residence
*******
*******
City
185
79.06
Municipality
49
20.94
Total
234
100
Reasons for Taking the Course
(Multiple Responses)
High grades in the subject related to the
course
157
67.09
Influence of parents or relatives
213
91.02
Peer Influence
212
90.59
Inspired by a role model
213
91.02
Strong passion for the profession
215
91.88
Prospect for immediate employment
223
95.29
Status or prestige of the profession
200
85.47
Availability of course offering
201
85.89
Prospect of career advancement
213
91.02
Affordable for the family
183
78.20
Prospect of attractive compensation
203
86.75
Opportunity for employment abroad
220
94.01

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
11
shows that HRM course is the interest of many students enrolling in the tertiary level
regardless of gender.
Region of Origin
Majority of them are from Region I with 198 or 84.62 percent respondents. It is
surprising to note that there still few who are from Regions I, II, IV, V, VI, and VII.
Location of Residence
Majority of the graduates are from the city with a corresponding number of 185 or
79.06 percent, and 49 or 20.94 percent are from a municipality. Graduates from the city
are more accessible to the HRM-related jobs, however, still others from the municipality
have decided to graduate from the course for they can also see opportunities in the field.
Reasons for Taking the Course
Various reasons of the graduates for taking the course are explicitly shown in
Table 2. As exposed, the primary reasons for enrolling in the HRM program are prospect
for immediate employment as well as opportunity for employment abroad with total
responses of 223 or 95.29 percent and 220 or 94.01 percent.
Other reasons revealed are prospect of career advancement, strong passion for the
profession, inspired by a role model, influence of parents or relatives, peer influence,
prospect of attractive compensation, status or prestige of the profession, availability of
course offering, affordable for the family, and high grades in the subject related to the
course.
These are also considered as strong considerations for the taking the course regardless of
civial status, gender, region of origin and location of residence. In short, the graduates are
very optimistic to land on a job related to HRM once they graduate either locally or
internationally. Other reasons specified by the graduates in the survey-questionnaire are:
the course is practical and easy, the course exposes them to many places, the course
guarantees them good employment, teachers are good and considerate, the laboratory and
training are good.
2. Employment Data of Graduates
2.1 Present Employment Status
As reflected, majority of them are temporary with a total number of 104 or 44.44
percent; followed by those who are already regular or permanent resulting to 53 or 22.65
percent. Some othem are contractual, casual and self-employed employees. Thus, out of
234 retrieved survey-questionnaires from the graduates, there are 48 or 20.51 percent
who the employed at the moment.
TABLE 2. Present Employment Status of the Graduates
Employment Status
Frequency
%
Regular or Permanent
53
22.65

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
12
Temporary
104
44.44
Casual
7
02.99
Contractual
18
07.69
Self-employed
4
01.71
Not Yet Employed
48
20.51
Total
234
100
Reasons presented by these unemployed graduates are advance or further study,
family concern and decision not to find a job, health-related reasons, lack of work
experience, no job opportunity, and other still did not look for a job until now.
2.2 Present Occupation
As exposed in Table 3, majority of them are room service and fine dining waiters
with a total number of 37 or 19.89 percent and 32 or 17.20 percent. Others are already at
the supervisory positions at present such as F.O. supervisors and dining supervisors with
percentages of 4.30 and 12.36. some other related jobs employed by the graduates are
cold kitchen chef, kitchen sous chef, flight steward, butler, baker, chambermaid, cashier
and casino dealer. It is surprising to note that there underemployed as police officers and
security guards resulting to 5 or 2.69 and 4 or 2.15 respectively. These graduates are
classified as underemployed because their current occupation is not in any way related to
hotel and restaurant management.
TABLE 3. Present Occupation and Place of Work of the Graduates
Present Occupation
Frequency
%
Cold Kitchen Chef
9
4.84
Kitchen Sous Chef
12
6.42
Flight Steward
6
3.22
F.O. Supervisor
8
4.30
Room Service Waiter
37
19.89
Dining Supervisor
23
12.36
Fine Dining waiter
32
17.20
Butler
7
3.76
Baker
8
4.30
Chambermaid
6
3.22
Cashier
18
9.67
Casino Dealer
11
5.91
Police Officer
5
2.69
Security Guard
4
2.15
Total
186
100
Place of Work
*****
*****

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
13
Local
69
37.09
Abroad
117
62.90
Total
186
100
2.3 Place of Work
Table 3 also exposes the place of work of these employed graduate-respondents.
As reflected, majority of them are employed abroad with a total of 117 or 62.90 percent.
Others are employed locally with 69 or 37.09 percentages.
This implies that the products of Columban College as to HRM program can
compete globally as shown by the ratings. They can also cope with the demands of
foreign business organizations abroad. But still others wanted to stay and work in the
Philippines for some reasons.
2.4 Reasons for Staying on the Job
Out of 186 employed graduates, majority of them are motivated to stay in their
respective jobs because of salary and benefits they are receiving resulting to a total of 163
or 87.63 percent. Others reasoned that their current jobs are very much related to their
course with a total of 159 or 85.48 percent. Third in the rank is proximity to their
residences followed by contended and happy, friendly co-worker, and simply enjoying
life. This implies that the graduates have varied reasons why they are staying on their
current jobs. They extrinsically motivated relative to the salary and other benefits they are
receiving from the company they are employed which is basically relative to their course.
TABLE 4. Reasons for Staying on the Job
*Reasons for Staying on the Job
Frequency
%
Salaries and Benefits
163
87.63
Related to special skills
159
85.48
Proximity to residence
51
27.42
Family Influence
17
9.13
Contented and happy
15
8.01
Friendly co-worker
13
6.99
Enjoying life
9
4.84
*Multiple Responses
2.5 Reasons for Accepting the Job

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
14
To be more consistent with presentation why the graduates are staying on their
current occupation, various reasons for accepting the job are also presented in Table 5.
Salaries and benefits still the basic reason for accepting the job. This is in
conformity with the reason why they are still in their respective occupation at the
moment. This is followed by the relation of their special skills to the job, proximity to
residence, and family/ peer influence. Others claimed that just for a change and no
choice.
TABLE 5. Reasons for Accepting the Job
*Reasons for Accepting the Job
Frequency
%
Salaries and Benefits
160
68.38
Related to special skills
135
57.69
Proximity to residence
43
18.38
Family/ Peer influence
34
14.53
New challenge
12
5.13
For a change
9
3.85
No choice
5
2.14
*Multiple Responses
2.6 Reasons for Changing the Job
Among the fundamental reasons, the graduates are very insistent of the salary and
benefits as the primary reason why they wanted to look for a job. This follows that
relatedness of their special skills, proximity to residence, and family/peer influence.
Others wanted to see other places and to gain more experiences.
TABLE 6. Reasons for Changing the Job
*Reasons for Changing Job
Frequency
%
Salaries and Benefits
132
Related to special skills
95
Proximity to residence
79
Family/ Peer influence
58
Wanted to see other places
24
To gain more experiences
10
*Multiple Responses
2.7 Number of Years in the First Job
Majority of them are already in their respective jobs for at least two years now
with a number of 106 or 45.78 percent.
Others with a total of 58 or 24.78 percent are enjoying their jobs almost a year
now, and 34 or 14.54 percent for 6 months and less. Surprising to note that 25 or 10.68
percent are in their jobs for almost three years now and 11 or 4.70 percent are still

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
15
enjoying their work for almost four years now. Reasons for length in the service of
employment by the graduates are presented in the previous Tables.
TABLE 7. Number of Years in the First Job
Number of Months/ Years in the
First Job
Frequency
%
1 to 6 months
34
14.54
7 to 11 months
58
24.78
1 year to less than 2 years
106
45.29
2 years to less than 3 years
25
10.68
3 years to less than 4 years
11
4.700
Total
234
100
2.8 Ways of Finding the First Job
As revealed, majority of them mentioned that it was the recommendation of
someone and information from friends with a total number of 122 respondents. This is
followed by those who responded to the job fairs or Public Employment Service Office
(PESO) applied, as walk-in applicant, response to an advertisement and by the
arrangement done by the school’s job placement officer.
TABLE 8. Ways of Finding the First Job
Ways of Finding the First Job
Frequency
%
Response to an advertisement
17
7.26
As walk-in applicant
32
13.67
Recommended by someone
84
35.89
Information from friends
38
16.23
Arranged by school’s job
placement officer
16
6.84
Job fair or Public Employment
Service Office (PESO)
47
20.08
Total
234
100
This shows that graduates have varied ways of finding a job to earn a living.
Words of mouth still remain as a powerful way to find a job as manifested by the greater
responses.
But still one cannot deny the fact that school job placement office plays a vital
role in the employment of his graduates more so with the effort of the PESO.
2.9 Number of Months/ Years in Landing to the First Job

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
16
As shown in Table 9, very noticeable that the graduates were able to locate their
first jobs for about 6 month only after graduation resulting to a total number of 175 or
74.78 percent, followed by those for almost a year before landing to the first job, and the
least number of graduates were able to get their first job for almost two years.
TABLE 9. Number of Months/ Years in Landing to the First Job
Number of Months/ Years
Frequency
%
1 to 6 months
175
74.78
7 to 11 months
49
20.94
1 year to less than 2 years
10
4.27
Total
234
100
The result indicates that there is a high demand of HRM graduates for the industry
as shown by the waiting period before they employed. Less than a year to be employed
for a fresh graduate is surprising now a days due to the effect of global financial crisis but
still graduates of Columban College can able to penetrate the business industry for the
very period of waiting time. This further indicates that the graduates are qualified enough
to be absorbed immediately by the industries nationwide. Thus, there is high
employability rate of the graduates.
2.10 Initial Gross Monthly Income in the First Job After College
As exposed by the graduates, majority or 46.15 percent of them revealed that they
have almost P20,000.00 initial gross monthly income, 27 or 11.54 percent are enjoying
almost P25,000 monthly income. Others are having an initial income of almost P15,000 a
month resulting to a total number of 30 or 12.82 percent and 56 or 23.93 percent are
those earning below P10,000 a month. Unpredictably, there are others who are earning an
initial gross income of more than P25,000 a month with a total number of 13 or 5.56
percent at their very first jobs. This proves the claim from the previous Tables that these
graduates are eager and motivated to land on their first job because of the salary and
benefits given by the industries.
TABLE 10. Initial Gross Monthly Income in the First Job After College
Initial Gross Monthly Income
Frequency
%
P5,000.00 to less than P10,000.00
56
23.93
P10,000.00 to less than P15,000.00
30
12.82
P15,000.00 to less than P20,000.00
108
46.15
P20,000.00 to less than P25,000.00
27
11.54
P25,000.00 and above
13
5.56
Total
234
100

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
17
3. Relevance of the Curriculum to the First Job of the Graduates
Majority or 70.94 percent responded “yes” as to the relevance of the curriculum
and only 38 or 16.23 percent responded “no”. There are graduates who gave “no answer”
to the question.This implies that the graduates are aware of the relevance of the HRM
curriculum to the needs of the industries nationwide. The curriculum dictates and
nurtures the skills needed by the students enrolled thereby providing them the necessary
skills, values, and competences as required by the industry. This is supplemented by the
revelation of graduates presented in the Table 12.
TABLE 11. Relevance of the Curriculum to the First Job of the Graduates
Relevance of the Curriculum
Frequency
%
Yes
166
70.94
No
38
16.23
No Answer
30
12.82
Total
234
100
4. Competencies/ Skills Learned Useful to the First Job of the Graduates
Table 12 provides the data as to the competencies/ skills learned useful to the first
job of the graduates.
TABLE 12. Competencies/ Skills Learned Useful to the First Job of the Graduates
*Competencies/ Skills Learned
Frequency
%
Communication Skills
191
81.62
Human Relations Skills
115
49.14
Entrepreneurial skills
195
83.33
Information Technology skills
189
80.76
Problem-solving skills
165
70.51
Critical Thinking skills
181
77.35
*Multiple Responses
Like any other business-related course, entrepreneurial skills is still ranked one as
primary skills that any HRM student should learn before he/ she graduate as revealed in
the Table. Next in rank are communication skills resulting to a total responses of 191 or
81.62 percent. This is followed by information technology skills, critical thinking skills,
and problem-solving skills. Lastly, human relation skills are also identified by the
graduates as useful to their first job.
5. Suggestions to Further Improve the Curriculum

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
18
For more concrete suggestions, the researcher also asked the graduates to forward
their suggestion to further improve the HRM curriculum. These suggestions classified
under classroom standards, teaching methods, career guidance activities, facilities and
equipment are found in Table 13.
The graduates strongly suggested that: students should be screened more strictly
before admission; students with many failing grades should not be allowed to continue;
the school should provide more audio visual equipment-more overhead projector, slide
projector; remedial classes should be conducted; instructors should use modern methods
of teaching; instructors should speak better English; more exposures/trips for major
classes; more seminars with outside speakers; post job opportunities on bulletin boards;
center for job placement should be put up; should provide computers with reservation
software; and should have slide projectors for exclusive use.
Aside from the suggestions endorsed by the graduates presented in Table 13,
many others are hereby presented. These were copied verbatim from their responses: 1.
let student express themselves; 2. less seatwork, more exposures; 3. conduct interview to
students; 4. let their parents know about the course; 5. include parents in the orientation,
so that fees on seminars, tours and other activities are known to them; 6. more laboratory
equipment that are trendy; 7. actual hands on should be intensive; 8. improve school
facilities; 9. more friendly school personnel; 10. attitude of security personnel; and 11.
teachers teaching General Education courses should be more accommodating and
considerate.
TABLE 13. Suggestions to Further Improve the Curriculum
* Suggestions to Further Improve the Curriculum
F
%
A. Classroom Standards
205
87.60
Students should be screened more strictly before admission.
195
83.33
Students with many failing grades should not be allowed to
continue.
109
46.58
The school should provide more audio visual equipment-more
overhead projector, slide projector.
104
44.44
B. Classroom Teaching Methods
***
***
Remedial classes should be conducted.
201
85.89
Instructors should use modern methods of teaching.
201
85.89
Instructors should speak better English.
203
86.75
More exposures/trips for major classes.
234
100
More seminars with outside speakers.
205
87.60
C. Career Guidance Activities
***
***

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
19
Post job opportunities on bulletin boards.
198
84.61
Center for job placement should be put up.
209
89.31
D. Facilities and Equipment
***
***
Should provide computers with reservation software.
188
80.34
Should have slide projectors for exclusive use.
203
86.75
*Multiple Responses
CONCLUSIONS
The researcher concluded the following: Equal opportunity among students
enrolling in the HRM program was enjoyed by the graduates regardless of civil status,
gender, region of origin, and location of residence. The graduates were very optimistic to
land on a job related to HRM and majority of the HRM gradutes were currently
employed to HRM related jobs, very few were underemployed and unemployed. Thus,
there was a high employability rate among HRM graduates. The HRM program products
of Columban College can compete globally with the demands of foreign business
organizations abroad. But still others opted to stay and work in the Philippines for some
reasons. They have varied ways of finding a job to earn a living. Words of mouth still
remains as a powerful way to find a job as manifested by the greater responses. One can
not deny the fact that school job placement office played a vital role in the employment
of his graduates more so with the effort of the PESO. The graduates were qualified
enough to be absorbed immediately by the industries nationwide. They were earning
higher than the minimum wage. The graduates were aware of the relevance of the HRM
curriculum to the needs of the industries nationwide. The curriculum dictated and
nurtured the skills needed by the students and provided them the necessary skills, values,
and competences as required by the industry. Entrepreneurial skills, communication
skills, information technology skills, critical thinking skills, problem-solving skills, and
human relation skills were found very useful to the graduates identified to their first job.
It is also identified that HRM program gave focus on human resources and people skills
as part of curriculum development. The suggestions to further improve the curriculum
given by the graduates were concentrated mainly on classroom standards, teaching
methods, career guidance activities, and facilities and equipment.

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
20
REFRENCES
Apodaca, C. D., (1995), Purpose, perspective & definition: Toward an encompassing
view of HRI education, Hospitality and Tourism Educator, Vol. 3.
Bardo L. T., (1991), Front office in the 1990’s and beyond, Hospitality Research Journal
Abstract.
Barrentos, F. L. (2001), Employee shortage inspires recruitment efforts, Hotel & Motel
Management, Vol. 211.
Bauzon, L.T. (2003). "Transitions from Higher Education to Work". Contribution to
special seminar 'Transition from Higher Education to Work.
Benson, George. (1997). Battle of the Buzzwords. Training & Development.
Breiter, Deborah, Clements, Christine J. (1998). Hospitality curricula for the 21st century.
Hospitality & Tourism Educator: Vol. 8.
Bustamante, Amy, (2004), Industry puts emphasis on academic experience, Nation’s
Restaurant News, Vol. 31.
Cabrera, D. C. (1992). "Educational mismatches versus skills mismatches: effects on
wages, job satisfaction, and on-the-job-search", Economic Papers, Vol. 53.
Casado M. A., (1993), Corporate recruiters and alumni: Perception of professional
courses, Hospitality Review, Vol. 11.
Crockett, Lori L. (2002). Real-World Training to Meet a Growing Demand Techniques,
April 2002, vol 77 Issue 4.
Cruz, W. T., (1997), In search of hospitality curriculum relevance for the 1990’s,
Hospitality and Tourism Educator, Vol. 5.
Domingo, J.C. (2005). Higher Education and Graduate Employment. Journal of
Education, vol 35, no. 2.
Durocher C., (1991), Good service is good business, 7 simple strategies for
success,Prentice Hall Sydney.
Durocher, Joseph F. (1991) Training-program expectations: a conundrum. The Cornell H.
R. A Quarterly Journal.
Evangelista, R.R. (2003). A radical proposal for hospitality and tourism education.
Journal of Hospitality Management, vol. 8 no. 4.
Farinas, J.J. (1992). "Problems of the Relationship Between University Knowledge and
Job Competence". Contribution to special seminar 'Transition from Higher
Education to Work'.
Fernandez, D. V. (2004). Another view of the future of hospitality education, The
Hospitality Educ. Journal.
Fitzgerald, Michael J., Cullen, Thomas P. (1991). Learning through a “real world”
experience. The Cornell H. R.

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
21
Flores, M.C. (1991). Faculty attitudes and opinions about problem-based learning. Acad
Med.
Garcia, Jim. (1993). "When do Skills Become Obsolete, and when does it Matter?", Paper
prepared for Understanding Skills Obsolescence: Theoretical Innovations and
Empirical Applications.
Goodman, R. J.(1991). The future of Hospitality education meeting the industry’s needs.
The Cornell Hotel and Restaurant Administration Quarterly. Hospitality
Management. Bradford: 2000. Vol. 12.
Johnstone, D. (1994). College at work: partnerships and rebuilding of American
competence. Journal of Higher Education.
Klassen, Alanna (2001). Hospitality schools strive to keep pace with technology.
Nation’s Restaurant News.
Kluge, E. A. (1996). A literature review of information technology in the Hospitality
curriculum, Hospitality Research Journal.
Ladringan, K.F. (2004). Organizational effectiveness and quality: the second generation.
In: Smart JC, ed. Higher Education Research. Vol 11.
Nelson, A.A. (2001). Future of hotel education: required skills and knowledge for
graduates of U.S. Hospitality programs beyond the year 2000 – Part I. Journal of
Hospitality and Tourism Education.
Penaflor, Robert, (1993), A comparative analysis of graduate’s and hospitality
management recruiter’s perceptions of hospitality degree program content and
curricular structure, The Hospitality Education Journal.
Reigel, C. D. (1991). An introduction to career opportunities in hospitality and tourism. A
guide to College Programs in Hospitality and Tourism, 1991-1992. Council on
Hotel, Restaurant and Institutional Education.
Reigel, C. D. (1995). An introduction to career opportunities in hospitality and tourism. A
guide to College programs in Hospitality and Tourism (4Th ed.), New York: John
Wiley & Sons, Inc.
Sabado, S.S. (1998). "What Do Educational Mismatches Tell Us About Skills
Mismatches? A Cross-country Analysis". Journal of Education, vol. 42.
Saludares, D.R. (1993), College students can be bright prospects for prospecting, Hotel &
Motel Management, Vol. 213.
Santos, J. C., (2003), Industry output and job growth continues to slow into the next
century, Monthly Labor Review, Vol. 114.
Sarmiento, C. A. (1993), Graduate level education “a survey of stakeholders”, The
Journal.
Schmelzer, Claire D. (2000). Just-in-time education: tools for hospitality managers of the
future? International Journal of Contemporary.
Sprangue John, (1992), Modern hospitality operations versus educational traditions,
International Journal of Hospitality Management, Vol. 11.
Tuazon, RJ (2005), Higher education for hospitality and tourism. Journal of Hospitality
Management, Vol. 12.

COLUMBAN COLLEGE, INC.
#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200
Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
RESEARCH AND PUBLICATIONS OFFICE
22
Zulueta, S.L. (2004). "Educational mismatches versus skills mismatches: effects on
wages, job satisfaction, and job search", presentation at the conference Skills
Measurement and Economic Analysis.
Zunega, T.S. (1997), Equal opportunities in the hospitality: custom and credentials,
Journal of Hospitality Management, Vol. 12.