(PDF) CURRICULUM RELEVANCE AND INSTRUCTIONAL EFFECTIVENESS VIS-À-VIS EMPLOYERS' SATISFACTION AND EMPLOYABILITY OF HOTEL AND RESTAURANT MANAGEMENT AND TOURISM MANAGEMENT GRADUATES: A TRACER STUDY (AY 2016 -2019)

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CURRICULUM RELEVANCE AND INSTRUCTIONAL

EFFECTIVENESS VIS-À-VIS EMPLOYERS’ SATISFACTION AND

EMPLOYABILITY OF HOTEL AND RESTAURANT

MANAGEMENT AND TOURISM MANAGEMENT GRADUATES:

A TRACER STUDY (AY 2016 – 2019)

A Faculty Research

By

Eric Agullana Matriano, EdD, PhD

Elmer F. Callo, EdD

Rowena F. Shabazz, EdD

Leo Marc V. Antipolo, MBA

Mary Ann Tulio

Columban College, Inc., Olongapo City

November 2019

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COLUMBAN COLLEGE, INC.

Olongapo City

This research entitled

CURRICULUM RELEVANCE AND INSTRUCTIONAL EFFECTIVENESS VIS-

À-VIS EMPLOYERS’ SATISFACTION AND EMPLOYABILITY OF HOTEL

AND RESTAURANT MANAGEMENT AND TOURISM MANAGEMENT

GRADUATES: A TRACER STUDY

(AY 2016 – 2019)

has been prepared and submitted by Dr. Eric A. Matriano, Dr. Elmer F. Callo, Dr.

Rowena F. Shabazz , Mr. Leo Marc V. Antipolo and Ms. Mary Ann M. Tulio who are

hereby recommended for committee evaluation and critiquing.

Dr. David C. Bueno

Director, RIKDO

Approved and accepted by the Research Committee based on the set criteria and

guidelines for Faculty Research Program by the College:

Teresita R. Dumlao, Ed. D.

Vice President for Lifelong Learning and Student Welfare

Chairman

Dr. Amelia Cecilia S. Reyes Dr. Carlota A. Aquino

Vice President, Financial and Administrative Services Director, HAMDO

Member Member

Dr. Leilani E. Capili, RN, MAN

Director, SAO

Member

November 15, 2019

Date of Research Output Presentation

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ABSTRACT

The effectiveness and relevance of a Program can be measured from its

graduates. This is a tracer study of the Hotel and Restaurant Management (HRM)

and Tourism Management (TM) graduates of Columban College, Inc. from AY

2016 – 2019. It determines the relevance of the curriculum, effectiveness of

instruction, employers’ satisfaction on the job performance of graduates, and

employability of the graduates. The descriptive-correlation type of research was

used with 253 out of the total number of 328 HRM and TM graduates from AY

2016 to 2019 and 137 employers surveyed. Majority of the HRM and TM

graduates are single, female, and enrolled the programs because of perceived

status or prestige of the profession as well as prospect for immediate employment

and opportunity to work abroad. Both HRM graduates and employers perceived

that the HRM curriculum is relevant in terms of the attainment of the school’s

vision, mission and goals, attainment of the program educational objectives,

demonstration of CCI graduate attributes and acquisition of the 21st century

employability skills. Similarly, both TM graduates and employers perceived that

the TM curriculum is also relevant in terms of the said variables. Therefore, the

two curricula are perceived to be relevant. Instruction is highly effective based on

the assessment of both HRM and TM graduates in terms of the delivery of

instruction, pre-service training and curriculum, and learning environment and

facilities. The job performance of HRM and TM graduates are both described as

good since the employers are satisfied with their job performance. The

employment rate of graduates is high and there is a small percentage of mismatch

and unemployment. Majority of the graduates are regularly and permanently

employed, working related to their specialization within Olongapo and SBFZ

area, have been staying in their job because of proximity to residence and good

working condition, have landed in their first job for less than 1 year, found the

first job by recommendations of friends and relatives, and are receiving salary

above minimum wage. The relevance of the HRM and TM curricula and the

effectiveness of instruction significantly correlates with employers’ satisfaction on

the job performance of graduates and with the employability of graduates.

Keywords: Curriculum Assessment, tracer study, employers’ satisfaction,

instructional effeciveness, curriculum relevance, HRM and TM graduates

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CURRICULUM RELEVANCE AND INSTRUCTIONAL EFFECTIVENESS VIS-

À-VIS EMPLOYERS’ SATISFACTION AND EMPLOYABILITY OF HOTEL

AND RESTAURANT MANAGEMENT AND TOURISM MANAGEMENT

GRADUATES: A TRACER STUDY (AY 2016 – 2019

Eric Agullana Matriano, EdD, PhD

Elmer F. Callo, EdD

Rowena F. Shabazz, EdD

Leo Marc V. Antipolo, MBA

Mary Ann Tulio

Introduction

Hospitality and tourism management refers to management studies

pertaining to management in the hospitality industry, of which tourism is a

part. Consisting of restaurants, cafes, clubs, resorts, cruise lines, and other

customer-oriented businesses, hospitality is a goliath-sized industry that

creates millions of new jobs each year.

The Hospitality and Tourism industry contributed close of $ 8 Trillion

to the Global Economy in 2017 which is expected to cross $10 Trillion by

2025 (officially). Approximately 1350 Million is the number of international

tourists last year based on the figures presented by the World Tourism

Organization. One out of 8 jobs in the US is provided by the Travel industry

alone. Further according to the WTTC report, travel and tourism accounted

for over 313 million jobs. That is close to 10% of total employment in 2017.

When almost every industry is fighting gender bias and the glass ceiling, the

hospitality and travel industry sets itself apart with 55% of the global

workforces as women.

The employment contribution of the hospitality sector is expected to

rise at a rate of 2.4% for the next decade. So, when other industries are

facing job cuts, the hospitality industry is set to keep offering more jobs.

According to a Deloitte study, the hotel sector alone is expected to

grow at an annual rate of about 5% to 6%, and this is just one of many

sectors within the hospitality industry. Hospitality and tourism management

studies teach students how to succeed in this industry so that they can secure

a lucrative and rewarding career.

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Well, some schools and organizations do, in fact, call this field of

study hospitality management. Others, however, refer to it as hospitality and

tourism management because of the sheer size of the tourism sector.

According to Statista, tourism is one of the largest commercial sectors in the

United States, adding about $1.5 trillion to the country's Gross Domestic

Product (GDP).

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.

The Bachelor of Science in Tourism Management (TM) and Bachelor

of Science in Hospitality Management (HM) as stipulated in Commission on

Higher Education (CHED) memorandum 62, s. 2017 will equip students

with competencies that are related to execute operational tasks and

management functions in food production (culinary), accommodation, food

and beverage service, tourism planning and product development, events

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planning, transportation services, travel and tour operations, and other

emerging sectors of hospitality and tourism.

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. Monitoring and tracing

out the performance of graduates in the employment world reveals the

appraisal to employability of graduates gives a good indication of

productivity and system of locating the products of the school.

Most colleges and universities consider education to lie at the nucleus

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 expenditures. Such improvements require action

by people outside the department – for instance, to change admissions

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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 with no room for

consideration the contribution of the data from the graduates. 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 school’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 which can

be done initially by conducting a tracer study.

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 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 engineering programs and to serve as a

basis for future planning activities. Therefore information on the

professional success (career education, trainings, employment status, and

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.

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Moreover, GTS has 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 edge of

industrialization and in developing countries.

Graduate surveys can show a considerable variety of content. For

example, they by no means have to postulate that study success is proved by

professional success only. Discrepancies between study success and

professional success and their reasons as a result of specific motives of the

graduates or of unfavourable regional employment markets - may

themselves be the objects of the survey and of the analysis.

The study is premised on the analysis of the educational and

professional biography of the graduates, assessment of employment data like

reasons for accepting and staying in 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.

Conceptual Framework

The study is anchored on CHED Memorandum Order #62 series 2017

(Policies, Standards and Guidelines for Bachelor of Science in Tourism

Management and Bachelor of Science in Hospitality Management).

This tracer study was based on the basic objectives as illustrated in

Figure 1 below. It was 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 status

of the graduates.

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Figure 1. Framework of the Study

RELEVANCE OF THE

CURRICULUM

o Attainment of School’s

Vision, Mission and Goals

(VMG)

o Attainment of Program

Educational

Outcomes/Objectives

(PEO’s)

o Demonstration of

Attributes CCI Graduate

Attributes

o Acquisition of 21st

Century Employability

Skills

EMPLOYABILITY OF

GRADUATES

o present employment status;

o present occupation;

o work location;

o reasons for staying on the job;

o number of years in the first job;

o ways of finding the first job;

o number of months/ years in

landing the first job;

o initial gross monthly income in

the first job after college; and

o program-job matching

INSTRUCTIONAL

EFFECTIVENESS

o delivery of instruction;

o pre-service training and

practicum experience;

and

o learning environment and

facilities

EMPLOYERS’ LEVEL OF

SATISFACTION ON THE JOB

PERFORMANCE OF

GRADUATES

IMPROVED CURRICULUM AND INSTRUCTION

o Admission, Retention and Classroom Standards

o Teaching Methods and Assessment

o Facilities and Equipment

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Furthermore, such empirical inputs like the graduates personal profile

and experiences, 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 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?

The variables identified above are presented in a more systematic way

based on the model of analysis in higher education shown in Figure 2.

Statement of the Problem

This is a tracer study for the Hotel and Restaurant Management

(HRM) and Tourism Management (TM) graduates of Columban College,

Inc. from AY 2016 – 2019. It determines the relevance of the curriculum,

effectiveness of instruction, employers’ satisfaction on the job performance

of graduates, and employability of the graduates.

Specifically, it sought answers to the following questions:

1. What is the profile of the HRM and TM graduates in terms of:

1.1 civil status;

1.2 gender; and

1.3 reasons for taking the course?

2. How do the graduates and employers assess the relevance of the

HRM and TM curricula in terms of the attainment of:

2.1 School’s Vision, Mission and Goals (VMG);

2.2 Program Educational Outcomes/Objectives (PEO’s);

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2.3 Demonstration of CCI Graduate Attributes;

2.3.1 Christian Character;

2.3.2 Competence; and

2.3.3 Service;

2.4 Acquisition of 21st Century Employability Skills;

2.4.1 Learning Skills;

2.4.2 Literacy Skills;

2.4.3 Life Skills; and

2.4.4 Personal Success Skills?

3. How do the graduates assess the instructional effectiveness in terms

of the following:

3.1 delivery of instruction;

3.2 pre-service training and practicum experience; and

3.3 learning environment and facilities?

4. How do the employers assess their level of satisfaction on the job

performance of the HRM and TM graduates?

5. What is the employment data of the HRM and TM graduates in

relation to:

5.1 present employment status;

5.2 present occupation;

5.3 work location;

5.4 reasons for staying on the job;

5.5 number of years in the first job;

5.6 ways of finding the first job;

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5.7 number of months/ years in landing the first job;

5.8 initial gross monthly income in the first job after college;

and

5.9 program-job matching?

6. What are the suggestions of the HRM and TM graduates to

improve the curriculum and instruction in terms of:

6.1 Admission, Retention and Classroom Standards;

6.2 Teaching Methods and Assessment; and

6.3 Facilities and Equipment?

7. To what extent do curricular relevance and instructional

effectiveness correlate with employers’ satisfaction on the job performance

of graduates and employability of graduates?

Hypothesis:

The following hypotheses were tested:

1. There is no significant relationship between the curriculum relevance

of the programs and the employers’ level of satisfaction on graduates

job performance.

2. There is no significant relationship between the curriculum relevance

of the programs and the employability of graduates.

3. There is no significant relationship between the instructional

effectiveness and the employers’ level of satisfaction on graduates job

performance.

4. There is no significant relationship between the instructional

effectiveness and the employability of graduates.

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Assumptions

In line with the posited specific problems, this study considered the

following assumptions:

1. The empirical data gathered through the GTS survey-questionnaire

is a concrete reference of biographical characteristics and employment

statuses of the graduates and should be used by the college for educational

reforms and other considerations as stipulated in the MVG of the college.

2. The general information about the graduates is independent to the

present employment status of the graduates.

3. The relevance of the curricular offerings and competencies/ skills

learned as well as effectiveness of instruction as institutional inputs is

contributory to the present employment status of the graduates and

satisfaction of prospective employers.

4. The present employment status of the graduates is an indicative of

quality education provided by the college.

Scope and Limitations

The study was designed to trace the employability of the BA

graduates of the Columban College from 2013-2016. However, its major

limitation was the absence of empirical data on the teaching-learning

outcome. Observations and interview resulted from the graduates were

employed. The reliability of the data and analyses were based from the data

obtained from the GTS survey form accomplished personally by the

graduates. Lastly, the findings were intended for the educational reforms by

the college to further improve its curricular offerings.

Significance of the Study

This tracer study is significant to the following:

The Columban College Administrators. The information gathered

and traced may be utilized for further development of the institution in the

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context of quality assurance. After which, the college can propose an

advanced approach for tracer studies which should enable the HM and TM

Programs to get information to point out possible deficits in a given

educational programs and to serve as a basis for future planning activities.

The Professors in the College of Business and Accountancy. They

will be given valuable information on the basic competencies and skills

required for the students landing to the specific job based on their finished

degree. They could gear towards a more outcome-based curriculum and

competency-laden activities.

The Prospective Employers and Industry Partners. The outcome

of the study will ensure producing graduates who are competitive and

acquired the necessary knowledge, skills, competencies and values expected

by the hospitality and tourism sectors.

The Parents. They will be provided with information as to the

relevance of the curricular programs of the institution as well as the

assurance of quality education provided by for their school children.

The Students. They will be provided with quality education based on

the revised curricular programs and competencies/ skills relevant to their

prospected jobs.

Definition of Terms

For clarity and better understanding of terms used in this study, the

following terms are defined:

Competencies/ Skills. These refer to the various competencies useful

in the first job of the graduates such as communication skills, human

relations skills, entrepreneurial skills, information Technology skills,

problem-solving skills, and critical Thinking skills.

Curriculum. It refers to the written text/medium as well as overall

learning experience of students in which individual and educational

programs are founded and focus upon meeting educational objectives.

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Employability. This refers to the rate of employment of the HRM and

TM graduates of Columban College.

Employer’s Satisfaction. This refers to the satisfaction level of the

employers on the job performance of the HRM and TM graduates.

Employment Status. This refers to the current employment state of

the HRM and TM graduates described as regular or permanent, contractual

or temporary, and self-employed.

Instructional Effectiveness. This refers to the effectiveness of the

delivery of instruction; pre-service training and practicum experience, and

condition of learning environment and facilities.

Relevance of the Curriculum. This pertains to the relevance and

significance of the curriculum in terms of the attainment of school’s VMG,

program’s educational outcomes, demonstration of graduate attributes, and

acquisition of 21st Century skills.

Research Design

This study utilized the descriptive-correlational survey method of

research. Descriptive research as a design aims to describe the nature of a

situation, as it exists at the time of the study and to explore the cause of

particular phenomena. Any scientific process begins with description, based

on observation, of an event or events, from which theories may later be

developed to explain the observations. Descriptive research seeks familiarity

with the subject and portrays selected biographical characteristics of the

graduates from 2016 – 2019. Thus, it is the most common means of

obtaining information from the graduates with the use of survey-

questionnaire, random interviews with the aid of the study guide or

interview schedule and observation. Descriptive research is defined as a

research method that involves observing behavior to describe attributes,

objectively and systematically. Correlation, a statistical measure of a

relationship between two or more variables, gives an indication of how one

variable may predict another. The descriptive techniques discussed above

permit a statement, in the form of correlations, about that relationship.

However, correlation does not imply causation; that is, simply because two

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events are in some way correlated (related) does not mean that one

necessarily causes the other. The main objective of descriptive research is to

create a snapshot of the current state of affairs whereas correlational research

helps in comparing two or more entities or variables.

Respondents

The actual number of graduates were traced and identified through the

help of the office of the Admissions and Registration of the College. From

this actual number of graduates, the researchers were able to traced a total of

253 out of the total number of 328 HRM and TM graduates from AY 2016

to 2019. Convenient sampling was employed in the study where only those

who are available and willing to answer the instrument were taken as

respondents. There were 170 HRM graduates and 83 TM graduates taken as

samples. Table 1 presents the actual number of traced graduates per

program.

Table 1

Distribution of BSBA Graduates per Academic Year

Academic

Year

Specialization

No. of

Graduates

Traced

Graduates

%

2016 - 2017

Hotel and Restaurant

Management

66

43

65.52

Tourism Management

44

31

70.45

2017 - 2018

Hotel and Restaurant

Management

79

62

78.48

Tourism Management

26

20

76.92

2018 - 2019

Hotel and Restaurant

Management

76

65

85.52

Tourism Management

37

32

86.49

The second group of respondents were 137 employers of graduates

(owners/ Human Resource managers/ general managers/ operation

managers/ department heads) who hired the HRM and TM graduates from

AY 2016 to 2019 and who have direct supervision with the graduates to

evaluate their performance. They are from sectors of hospitality, tourism,

real estate, call center or business process outsourcing, trading, construction,

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bank, education, among others. Majority are from hospitality and tourism

sectors like hotel and restaurant owners, resort managers, event

management, catering, bakeshops, etc. Only those who acknowledged

answering the instrument were considered.

The Instrument

The instrument used in this study was the GTS survey-questionnaire

provided by the CHED. The first part of the questionnaire included the

profiles of the subjects who responded such as civil status; gender; and

reasons for taking the course. The second part which is major component of

the instrument is the employment data of the graduates in relation to the

reasons why not yet employed if still unemployed at the time of the study;

present employment status; present occupation; reasons for staying on the

job; reasons for accepting the job; number of years in the first job; ways of

finding the first job; number of months/ years in landing the first job; and

initial gross monthly income in the first job after college. The last portion of

the instrument identifies the relevance of the curricular offerings to the first

job of the graduates as well as the competencies/ skills learned in the college

useful in the first job of the graduates. The instrument was modified to

include a survey on the curriculum relevance, instructional relevance, and

employers’ satisfaction level on the job performance of graduates.

Validation of Instrument

The instrument despite of it was issued by the CHED to facilitate the

tracer study of the graduates in the region was modified based on the needs

of the study. However, major reconstruction on the direction/ instruction was

done to simplify the instrument for its face validity. The instruments both for

graduates and employers were checked and critiqued by school

administrators, research experts, professors in the graduate schools, and

expert in curriculum planning. Their suggestions were noted and were

incorporated. Pre-testing was done to 8 graduates of HRM and 4 graduates

of TM in another school, and to 4 employers not included in the study.

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Data Gathering Procedure

The researchers personally asked the assistance of the CBA office for

the actual listing of the desired respondents. The researchers coordinated

with the faculty and student leaders in the gathering of data. E-mail

communication and chat were used by the researchers to be able to distribute

and retrieve the total population for the study. However, because of some

constraints, some graduates were not traced nor returned the instrument. The

retrieval rate of 77.13% from the total number of graduates was attained.

Treatment of Data

The data gathered were recorded, tabulated, and analyzed by means of

the following statistical measures:

1. Percentage. This was used to determine the proportion of the

graduate-respondents in terms of their biographic characteristics and

employment data.

2. Mean. This was used to determine the mean number of years in the

first job; number of months/ years in landing the first job; and initial gross

monthly income in the first job after college.

3. Pearson r Product Moment Correlation Coefficient. This was

used to test the hypotheses of the study. The level of significance used is 5%

to make decisions.

Results and Discussions

This portion presents the gathered data, the analysis as well as the

interpretation of the results following the posited specific problems.

1. Profile of the Graduates

The profile of the graduates is presented in Table 2. These are

grouped according to civil status, gender and reasons for taking the course.

1.1 Civil Status

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Table 2 reveals the distribution of the graduates in terms of civil

status. As revealed, greatest percentage of the HRM (91.57%) and TM

(85.54%) graduates is single. These are newly graduates who preferred to

prioritize their work and be stable.

1.2 Gender

Distribution of graduates in terms of gender is also exposed in Table

2. As can be gleaned in the table, more than half (51.76%) of the HRM

graduates are male and majority (85.54%) of the TM graduates are female.

This indicates that tourism sector is dominated by female while hospitality

works is appealing to both male and female.

In most regions of the world, women make up the majority of the

tourism workforce. Women tend to be concentrated in the lowest paid and

lowest status jobs in tourism. Women perform a large amount of unpaid

work in family tourism businesses. (UNWTO Report ,2017)

Women working in the hospitality sector - such as in hotels,

restaurants, bars, casinos and tourism – often face risks of violence and

harassment. As with other workers in predominantly non-standard forms of

employment, where risk factors for violence and harassment are present,

many do not make complaints for fear of losing their jobs. Factors such as

wage-based tipping, alcohol consumption and the notion that the “customer

is always right” contribute to a heightened risk of sexual harassment by third

parties (Nordic Hotel, Restaurant, Catering and Tourism Union, 2015). In

addition, long working hours, often during the night, make travel to and

from work dangerous.

1.2 Reasons for Taking the Course

Various reasons of the graduates for taking HRM and TM Programs

are explicitly shown in Table 2. As exposed, 92.98% of the HRM graduates

believed that their Program provides opportunity for employment abroad,

78.82% believed that it has a prospect of attractive compensation while

124% believed that it has a prospect for immediate employment. For TM

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graduates, 90.36% said that they enrolled the Program because of status and

prestige of the profession, 80.72% said that it provides opportunity for

employment abroad, and 61.45% said that it has prospect for attractive

compensation.

Other minor reasons revealed are opportunities for employment

abroad, high grades in the subject related to the course, influence of parents

or relatives, and being inspired by a role model. These are also considered as

strong considerations for the taking the course regardless of civil status, and

gender. In short, the graduates are very optimistic to land on a prestigious

job once they graduate either locally or internationally.

Academic programs and personal choice are the leading reasons for

choosing a college, per results from a new report from Sallie Mae Bank and

Ipsos Public Affairs. Based on telephone interviews with roughly 800

current college students and 800 parents of college students, the study found

that personal choice is the single largest factor for students, while the

academic program tops the list for parents. While cost isn’t the leading

factor, financial concerns play a large role in these decisions. Cost was the

single determining factor for 14% of parents and 19% of students, while

financial aid was the largest factor for roughly 1 in 10 respondents from each

group. Combining those two factors (cost and financial aid) suggests that

financial considerations weigh on students’ minds more than the academic

program.

The study of Roach (2013) employed a survey in examining the

important influences that shape a student’s selection of a major in the

College of Business (COB). In particular, it compared these influences, by

major, to assess which items were most (and least) important to the students

majoring in accounting, hospitality, tourism, general business, finance,

management, marketing, and MIS. The influences, totaling 37, included

internal influences (e.g., interest in the field), external influences (e.g.,

projected salary), and interpersonal influences (influence of significant

others). Some of the findings were consistent with those of prior studies. For

example, interesting work was highly important for all business majors, and

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specific interpersonal influences such as parents, high school teachers, and

peers were relatively unimportant.

Table 2

Profile of the Graduates

Profile of Graduates

HRM

TM

f

%

f

%

Civil Status:

Single

160

94.12

76

91.57

Married

8

4.71

6

7.23

Single Parent/Separated

2

1.18

1

1.20

Total

170

100.00

83

100.00

Gender:

Female

82

48.24

71

85.54

Male

88

51.76

12

14.46

Total

170

100.00

83

100.00

Reasons for Taking the Course: (Multiple Responses)

High grades in the subject related to the

course

2

1.17

3

3.61

Influence of parents or relatives

38

22.35

11

13.25

Peer Influence

46

27.06

21

25.30

Inspired by a role model

1

0.59

5

6.02

Strong passion for the profession

34

9.64

8

9.64

Prospect for immediate employment

124

72.94

20

24.09

Status or prestige of the profession

13

7.65

75

90.36

Availability of course offering

27

15.88

17

20.48

Prospect of career advancement

87

51.18

9

10.84

Affordable for the family

10

5.88

4

4.82

Prospect of attractive compensation

134

78.82

51

61.45

Opportunity for employment abroad

158

92.94

67

80.72

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2. Relevance of the Curriculum as Assessed by the Graduates and the

Employers

2.1 Attainment of School’s Vision, Mission and Goals (VMG)

Depicted in Table 3 is the assessment of graduates and the employers

in terms of the attainment of the School’s vision, mission, and goals.

It shows that HRM graduates assessed that there are evidences that

they highly attained being service-oriented and that they are equipped with

equipped with knowledge and understanding about their profession. Overall,

the HRM graduates believed that the school’s VMG are “Attained” with a

weighted mean of 3.10. On the other hand, their employers assessed that the

school’s VMG is only “Attained” with a weighted mean of 2.68 and sharing

the same observation that the HRM graduates are equipped with knowledge

and understanding about their profession.

The TM graduates assessed that there are evidences that they highly

attained being service-oriented, that they are equipped with Christian values

and are being Christ-centered, that they are equipped with knowledge and

understanding about their profession, and that they are graduates from a

Catholic institution. The overall weighted mean assessment of graduates is

3.14 which means that the school’s VMG is “Attained”. However, the

employers of TM graduates believed that the following are only somewhat

attained: TM graduates are equipped with world-class skills and

competence, they have developed their maximum potentials and capabilities

and they are responsive to local and global business environment. Their

overall rating is 2.60 in which they view that school’s VMG are “Attained”.

The mission and vision statements are very important and they can

best be described as a compass and destination of the organization

respectively. Therefore, every organization should develop clear vision and

mission statements, as not doing so would be like going on a journey

without knowing the direction you are to follow or the destination.

Vision and mission statements provide the school with an essential

overview of where they want to go and what they want to be. Such

statements are elements of the school improvement plans or business plans.

But merely drafting statements is not enough. To realize the school's vision

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and mission, everyone must model the school's beliefs, values, and

collective commitments while demonstrating enthusiasm for what will come

next. Perhaps most important, the vision and mission establish clear

expectations and standards for all stakeholders.

The findings reveal that students are aware and internalize the VMG

of the school as reflected on its attainment.

Table 3

Attainment of School’s Vision, Mission and Goals (VMG)

Attainment of the School’s

Vision, Mission and Goal

Statement

HRM

TM

Graduates

(n = 170)

Employers

( n= 108)

Graduates

(n = 83)

Employers

(n = 65)

WX

DR

WX

DR

WX

DR

WX

DR

Evidence that graduates are from

a Catholic institution.

3.15

A

2.85

A

3.30

HA

2.62

A

Evidence of holistic formation

among graduates.

2.85

A

2.55

A

3.15

A

2.54

A

Evidence of being service-

oriented among graduates.

3.32

HA

2.97

A

3.57

HA

2.85

A

Evidence that graduates are

equipped with Christian values

and are Christ-centered.

3.11

A

2.70

A

3.25

HA

2.88

A

Evidence that graduates are

equipped with knowledge and

understanding about their

profession.

3.27

HA

3.05

A

3.41

HA

2.96

A

Evidence that graduates are

equipped with world-class skills

and competence.

3.09

A

2.37

SA

2.88

A

2.35

SA

Evidence that graduates have

developed their maximum

potentials and capabilities.

2.97

A

2.28

SA

2.83

A

2.23

SA

Evidence that graduates are

responsive to local and global

business environment.

3.08

A

2.63

A

2.71

A

2.34

SA

Overall

3.10

A

2.68

A

3.14

A

2.60

A

Legend: 3.25 – 4.00 Highly Attained/ Highly Demonstrate (HA)

2.50 – 3.24 Attained/Demonstrate (A)

1.75 – 2.49 Somewhat Attained/ Somewhat Demonstrate (SA)

1.00 – 1.74 Not Attained/Do not Demonstrate (NA)

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2.2 Attainment of Program Educational Outcomes/Objectives (PEO’s)

2.2.1 HRM Program

Table 4 reveals the attainment of the HRM Program Educational

Outcomes as assessed by the graduates and their employers. The HRM

graduates perceived that the following PEO’s are “Highly Attained”:

perform and maintain various housekeeping services for guest and facility

operation, live the “St. Columban Spirit” – “We are Christ’s not our own.”,

produce food products and services complying with industry standards,

apply management skills in F&B service and operations, perform and

provide full guest cycle services for front office, and demonstrate knowledge

of the hospitality and tourism industry, local tourism products and services.

They assessed that expressing oneself clearly and communicate effectively

orally and in writing using both English and Filipino and/or in foreign

language required by the industry, and preparing and monitoring industry-

specific financial transactions and reports are “Somewhat Attained”. The

overall weighted mean is 3.04 which interpreted as PEO’s of HRM are

“Attained”.

For employers, the following PEO’s of HRM are “Somewhat

Attained”: expressing oneself clearly and communicate effectively orally

and in writing using both English and Filipino and/or in foreign language

required by the industry, demonstrate administrative and managerial skills in

service-oriented business organization, and preparing and monitoring

industry-specific financial transactions and reports. Their overall rating is

only 2.66 which has descriptive rating of “Attained”.

Quality assurance and improvement process is about determining

whether the set educational objectives meet a general standard of quality.

Emphasis of outcome based education (OBE) system is on quantifying what

the students are capable of doing and learning outcomes of the students is

one of the key components. Program Educational Outcomes are the

statements indicating knowledge and skills the student is expected to acquire

at the end of a program. Program outcomes represent the knowledge, skills

and attitudes the students should have at the end of program. Program

outcomes can be directly measured through course outcomes. The outcome-

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based education model is based on defining various parameters called as

Graduates Attributes.

The PEO’s are specific rather than narrower statements that describe

what students are expected to know and be able to do upon the graduation.

These relate to the skills, knowledge, and behavior that students acquire in

their matriculation through the program. The PEO’s can be attained through

the attainment of Course Intended Learning Outcomes (CILO) of the courses

pertaining to that program.

OBE transforms education into personalized learning and enables

education institutions to design instruction models tailored to the learning

preferences of students. OBE is growing at astonishing rates all over the

world. Every institution has a unique OBE framework to develop competent

students to take on a professional career after graduation. All too often, this

knowledge is not efficiently captured and used in higher education

institutions.

Table 4

Attainment of HRM Program Educational Outcomes/Objectives

Attainment of PEO’s of the HRM Program

HRM

Graduates

(n = 170)

Employers

( n= 108)

WX

DR

WX

DR

1. Articulate and discuss the latest developments in the

hospitality and tourism sectors.

3.12

A

3.10

A

2. Express oneself clearly and communicate effectively

orally and in writing using both English and Filipino

and/or in foreign language required by the industry.

2.35

SA

2.08

SA

3. Work effectively and independently in multi-

disciplinary and multicultural teams and/or with other

stakeholders and manage conflict in the workplace.

3.16

A

3.07

A

4. Act in recognition of professional, social and ethical

responsibility and demonstrate high personal, moral

and ethical standards, corporate citizenship, and social

responsibility

3.11

A

2.85

A

5. Preserve and promote “Filipino historical and cultural

heritage.

3.07

A

3.11

A

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6. Perform the basic functions of management—planning,

organizing, staffing, directing and controlling.

2.98

A

2.57

A

7. Apply the basic concepts that underlie each of the

functional areas of business (marketing, finance,

production, operation/logistics, human resources

development, business management and leadership,

information technology, and strategic management) and

employ these concepts in various business situations.

3.18

A

2.71

A

8. Select the proper decision-making tools to critically,

analytically and creatively solve problems and drive

results.

2.99

A

2.67

A

9. Apply information and communication technology

(ICT) skills as required by the business environment.

3.12

A

2.55

A

10. Plan and implement business related activities.

3.16

A

2.75

A

11. Demonstrate knowledge of the hospitality and tourism

industry, local tourism products and services.

3.27

HA

3.03

A

12. Interpret and apply relevant laws related to tourism

industry.

2.87

A

2.73

A

13. Utilize IT application for tourism and hospitality.

2.99

A

2.46

A

14. Manage and market a service-oriented business

organization.

2.67

A

2.35

A

15. Demonstrate administrative and managerial skills in

service-oriented business organization.

2.97

A

2.13

SA

16. Prepare and monitor industry-specific financial

transactions and reports.

2.33

SA

2.12

SA

17. Perform human capital development functions of a

hospitality/tourism-oriented organization.

2.65

A

2.56

A

18. Utilize various communication channels proficiently

in dealing with guests and colleagues.

3.08

A

2.57

A

19. Produce food products and services complying with

industry standards.

3.35

HA

2.88

A

20. Apply management skills in F&B service and

operations.

3.31

HA

2.69

A

21. Perform and provide full guest cycle services for front

office.

3.28

HA

2.38

A

22. Perform and maintain various housekeeping services

for guest and facility operation.

3.47

HA

2.94

A

23. Plan and implement a risk management program to

provide a safe and secure workplace.

3.05

A

2.88

A

24. Provide food and beverage service and manage the

operation seamlessly based on the industry standards.

3.27

HA

2.75

A

25. Participate in various types of employment,

development activities and public discourses

2.86

A

2.62

A

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particularly in response to the needs of the

communities one serves.

26. Demonstrate competence, Christian character and

service orientation in one’s profession.

3.12

A

2.63

A

27. Live the “St. Columban Spirit” – “We are Christ’s not

our own.”

3.35

HA

2.67

A

Overall

3.04

A

2.66

A

2.2.2 TM Program

Table 5 reveals the attainment of the TM Program Educational

Outcomes as assessed by the graduates and their employers. The TM

graduates perceived that the following PEO’s are “Highly Attained”: living

the “St. Columban Spirit” – “We are Christ’s not our own.”, demonstrating

competence, Christian character and service orientation in one’s profession,

utilizing various communication channels proficiently in dealing with guests

and colleagues, demonstrating knowledge of the hospitality and tourism

industry, local tourism products and services, and preserving and promoting

“Filipino historical and cultural heritage. They assessed that expressing

oneself clearly and communicate effectively orally and in writing using both

English and Filipino and/or in foreign language required by the industry, and

preparing and monitoring industry-specific financial transactions and reports

are “Somewhat Attained”. The overall weighted mean is 2.99 which

interpreted as PEO’s of TM are “Attained”.

For employers, the following PEO’s of TM are “Somewhat Attained”:

expressing oneself clearly and communicate effectively orally and in writing

using both English and Filipino and/or in foreign language required by the

industry, demonstrate administrative and managerial skills in service-

oriented business organization, selecting the proper decision-making tools to

critically, analytically and creatively solve problems and drive results,

performing the basic functions of management—planning, organizing,

staffing, directing and controlling, preparing and monitoring industry-

specific financial transactions and reports, and utilizing IT application for

tourism and hospitality. Their overall rating is only 2.51 which has

descriptive rating of “Attained”.

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OBE is an educational theory that bases each part of an educational

system around goals (outcomes). By the end of the educational experience,

each student should have achieved the goal. There is no single specified

style of teaching or assessment in OBE; instead, classes, opportunities, and

assessments should all help students achieve the specified outcomes. The

role of the faculty adapts into instructor, trainer, facilitator, and/or mentor

based on the outcomes targeted.

A good, high-quality education is to do with outcomes. An outcome is

a culminating demonstration of learning. It occurs after the completion of

the academic program. It is a result of learning, which is a visible and

observable demonstration of three main things—knowledge, combined with

competence, combined with orientations. It is these three factors that

determine the quality in higher education.

A learning outcome is what a student can do as a result of a learning

experience. It describes the attributes of their ideal graduates based on their

visions, missions, institutional goals or outcomes. And using these as bases

for developing specific program outcomes. The three broad types of learning

outcomes are disciplinary knowledge and skills, generic skills and, attitudes

and values.

Table 5

Attainment of TM Program Educational Outcomes/Objectives

Attainment of PEO’s of the TM Program

TM

Graduates

(n = 183)

Employers

( n= 65)

WX

DR

WX

DR

1. Articulate and discuss the latest developments in the

hospitality and tourism sectors.

2.99

A

2.62

A

2. Express oneself clearly and communicate effectively

orally and in writing using both English and Filipino

and/or in foreign language required by the industry.

2.18

SA

2.01

SA

3. Work effectively and independently in multi-

3.12

A

2.67

A

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disciplinary and multicultural teams and/or with

other stakeholders and manage conflict in the

workplace.

4. Act in recognition of professional, social and ethical

responsibility and demonstrate high personal, moral

and ethical standards, corporate citizenship, and

social responsibility

3.11

A

2.97

A

5. Preserve and promote “Filipino historical and

cultural heritage.

3.32

HA

2.84

A

6. Perform the basic functions of management—

planning, organizing, staffing, directing and

controlling.

2.69

A

2.20

SA

7. Apply the basic concepts that underlie each of the

functional areas of business (marketing, finance,

production, operation/logistics, human resources

development, business management and leadership,

information technology, and strategic management)

and employ these concepts in various business

situations.

2.97

A

2.37

A

8. Select the proper decision-making tools to critically,

analytically and creatively solve problems and drive

results.

3.03

A

2.17

SA

9. Apply information and communication technology

(ICT) skills as required by the business environment.

3.11

A

2.34

A

10. Plan and implement business related activities.

2.78

A

2.44

A

11. Demonstrate knowledge of the hospitality and

tourism industry, local tourism products and

services.

3.36

HA

2.69

A

12. Interpret and apply relevant laws related to tourism

industry.

3.08

A

2.66

A

13. Utilize IT application for tourism and hospitality.

2.96

A

2.21

SA

14. Manage and market a service-oriented business

organization.

2.99

A

2.59

A

15. Demonstrate administrative and managerial skills in

service-oriented business organization.

2.62

A

2.17

SA

16. Prepare and monitor industry-specific financial

transactions and reports.

2.75

A

2.07

SA

17. Perform human capital development functions of a

hospitality/tourism-oriented organization.

2.69

A

2.45

A

18. Utilize various communication channels proficiently

in dealing with guests and colleagues.

3.42

HA

2.73

A

19. Plan, implement and monitor tour and sales

activities.

2.91

A

2.57

A

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20. Research, plan and conduct various tour guiding

services.

2.57

A

2.38

A

21. Develop appropriate marketing programs and

arrange the required travel services.

3.11

A

2.72

A

22. Plan, organize, implement, and evaluate MICE

activities.

2.96

A

2.49

A

23. Plan, develop and evaluate tourism sites and

attractions.

2.98

A

2.57

A

24. Participate in various types of employment,

development activities and public discourses

particularly in response to the needs of the

communities one serves.

2.71

A

2.49

A

25. Demonstrate competence, Christian character and

service orientation in one’s profession.

3.44

HA

2.75

A

26. Live the “St. Columban Spirit” – “We are Christ’s

not our own.”

3.48

HA

2.88

A

Overall

2.99

A

2.51

A

2.3 Demonstration CCI Graduate Attributes

Graduate attributes are often known as key skills, generic attributes,

transferable, employability and/or soft skills.

2.3.1 Christian Character

HRM graduates assessed that they highly demonstrate compassion,

care for life and the environment, and respect for diversity. The overall

weighted mean is 3.35 with descriptive rating of “Highly Attained”. The

employers of HRM graduates gave an overall rating of 2.73 with a

descriptive rating of “Attained”.

TM graduates assessed that they highly demonstrate compassion, care

for life and the environment, respect for diversity, nationalism and integrity.

The overall weighted mean is 3.41 with descriptive rating of “Highly

Attained”. The employers of TM graduates perceived that the graduates

highly demonstrate nationalism, and that they gave an overall rating of 2.86

with a descriptive rating of “Attained”.

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Christian character is not to be confused with mere morality. Christian

character is made possible only through faith in Christ. The Spirit of God is

responsible for creating and growing Christian character. Christians are

called to work with and not against the Spirit in this endeavor. God uses

circumstances to refine Christian character. Many aspects of Christian

character — such as love of God and godly liberty, self-restraint, and

forbearance, toughness of mind, industriousness, charity, and generosity are

important to be developed among all people.

Holistic Catholic Education is based on the premise that each person

finds identity, meaning, and purpose in life through connections to the

community, to the natural world, and to spiritual values such as compassion

and peace. It aims to call forth from people an intrinsic reverence for life and

a passionate love of learning. This is done, not through an academic

"curriculum" that condenses the world into instructional packages, but

through direct engagement with the environment. Miller (1988) asserts that

holistic catholic education nurtures a sense of wonder and helps the person

feel part of the wholeness of the universe.

Chatolic schools are avenues of character moulding and formation of

persons who later become protagonists in the society. In secondary schools,

students are helped to develop a sense of ethical and moral judgment. By

implications, schools should aim at enabling learners to become critical and

creative thinkers when faced with technological, social and economic

challenges.

2.3.2 Competence

HRM graduates assessed that they highly demonstrate the TEAM-

spirit. The overall weighted mean is 3.05 with descriptive rating of

“Attained”. However, the employers of HRM graduates assessed that HRM

graduates less demonstrate creativity, innovativeness and entrepreneurship,

analytical and critical thinking, and global competitiveness. They gave an

overall rating of 2.45 with a descriptive rating of “Somewhat Attained”.

TM graduates assessed that they highly demonstrate the TEAM-

spirit.. The overall weighted mean is 3.07 with descriptive rating of “Highly

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Attained”. However, the employers of TM graduates assessed that TM

graduates less demonstrate creativity, innovativeness and entrepreneurship,

analytical and critical thinking, and global competitiveness. highly

demonstrate nationalism. Their overall rating of 2.39 has a descriptive rating

of “Attained”.

Policy makers in the Philippines are focusing on the gaps between the

knowledge and skills provided by higher educational institutions and the job

opportunities available in the labor market. Graduates are often faced with

challenges in looking for jobs right after graduation, thus, schools play a

crucial role in ensuring that students are equipped with knowledge and

competency skills.

In the study of Raquel, et.al. (2019), five components of employability

skills were identified: (1) problem-solving and analytic; (2) learning; (3)

personal organization and time management; (4) creativity, innovation, and

change; and (5) personal strengths. Overall, students assessed that these

skills are very important in employment. However, they reported lower

competency levels on these skills particularly on solving problems,

identifying essential components of the problem, sorting out the relevant

data to solve the problem, and contributing to group problem solving.

2.3.3 Service

HRM graduates assessed that they highly demonstrate the St.

Columban Spirit, servant leadership and humanitarianism. The overall

weighted mean is 3.39 with descriptive rating of “Highly Attained”. The

employers of HRM graduates gave an overall rating of 2.85 with a

descriptive rating of “Attained”.

Same with HRM graduates, the TM graduates assessed that they

highly demonstrate the St. Columban Spirit, servant leadership and

humanitarianism. The overall weighted mean is 3.52 with descriptive rating

of “Highly Attained”. Also, the employers of TM graduates has an overall

rating of 2.82 with a descriptive rating of “Attained”.

Graduates’ employment outcomes remain a critical factor for all

stakeholders in the sector. Positive graduate outcomes enhance students’

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aspirations for a university, accountability to the government for funding,

and as a proxy for university quality and curriculum relevance. However,

with high unemployment rate, graduates feel unprepared for the world of

work, while employers perceive graduates as lacking core employability

soft-skills. Academics on their part struggle to integrate employability skills

in the curriculum. Furthermore, globalization, diversity in society and

workplace, call for graduates with social and humane values. Informed by

the findings, we argue that service as a core value has the potential to

enhance graduate employability skills while fostering human capabilities.

Table 6

Demonstration of CCI Graduate Attributes

Demonstration of the

Attributes of CCI Graduates

HRM

TM

Graduates

(n = 170)

Employers

( n= 108)

Graduates

(n = 83)

Employers

(n = 65)

WX

DR

WX

DR

WX

DR

WX

DR

Christian Character

Compassion - Shows love for

God and others; performs

corporal work of mercy; and

practices social responsibility.

3.26

HA

2.68

A

3.31

HA

2.71

A

Care for Life and the

Environment - Cares for life and

all of God’s creations; and

promotes the preservation,

conservation and sustainable use

of the physical and natural

environment.

3.37

HA

2.73

A

3.29

HA

2.88

A

Nationalism – Demonstrates a

deep sense of nationalism and

patriotism through words and

deeds.

3.17

A

2.65

A

3.69

HA

3.27

HA

Integrity – Manifests

professionalism, self-respect,

goodwill, credibility,

transparency, honesty, sincerity,

and trustworthiness in dealing

with others; and lives his/her life

morally upright.

3.28

A

2.93

A

3.33

HA

2.67

A

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Respect for Diversity – Respects

the rights and dignity of other

people regardless of age, gender,

religion, ethnicity, and socio-

cultural background; and

promotes justice and peace.

3.67

HA

2.64

A

3.42

HA

2.75

A

Overall

3.35

HA

2.73

A

3.41

HA

2.86

A

Competence

Creativity, Innovativeness and

Entrepreneurship -

Develops and translates new

ideas into constructive and

productive use for possible

business opportunities.

2.97

A

2.29

SA

2.89

A

2.22

SA

Analytical and Critical

Thinking - Evaluates and solves

problems; makes intelligent

decisions; and conducts research.

2.77

A

2.19

SA

3.03

A

2.20

SA

Lifelong Learning -

Shows mastery and in-depth

understanding of his/her

specialization and its

applications; and commits for

continuous self-improvement.

2.96

A

2.68

A

2.99

A

2.57

A

Global Competitiveness -

Communicates clearly both in

oral and in written forms and

applies theories, techniques and

procedures learned with the use

of modern tools and technologies

in a global setting

2.88

A

2.08

SA

3.07

A

2.11

SA

T.E.A.M. (Together Everyone

Achieves More) Spirit -

Demonstrates the ability to work

cooperatively in a team, to

collaborate with others, and to

build linkages and partnerships.

3.65

HA

2.99

A

3.38

HA

2.85

A

Overall

3.05

A

2.45

SA

3.07

A

2.39

A

Service

St. Columban Spirit -

Demonstrates the St. Columban

spirit of being a community and

3.58

HA

3.12

A

3.75

HA

2.99

A

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service-oriented individual and

by living the philosophy: “We

are Christ’s and not our own”;

practices his/her faith and shares

it with others; and possesses

moral and spiritual foundation.

Servant Leadership -

Acts as a leader or steward of

God’s creation and His people;

extends support for the social

amelioration of the

underprivileged; and

demonstrates leadership

qualities, civic-mindedness and

responsible citizenship.

3.49

HA

2.75

A

3.58

HA

2.83

A

Commitment to Social

Transformation -

Promotes social development in

order to uphold the common

good and to uplift the quality of

life of the people in the

community.

3.11

A

2.68

A

3.18

A

2.72

A

Humanitarianism -

Extends charity, kindness,

volunteerism, altruism, help and

support to others and shares

his/her resources and talents

whenever and wherever needed.

3.38

HA

2.86

A

3.58

HA

2.73

A

Overall

3.39

HA

2.85

A

3.52

HA

2.82

A

2.4 Acquisition of 21st Century Employability Skills and Competencies

To participate effectively in the increasingly complex societies and

globalized economy that characterize today’s world, students need to think

critically, communicate effectively, collaborate with diverse peers, solve

complex problems, adopt a global mindset, and engage with information and

communications technologies, to name but just a few requirements.

21st century skills, using a definition derived from Binkley et. al. and

Scoular and Care: “21st century skills are tools that can be universally

applied to enhance ways of thinking, learning, working and living in the

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world. The skills include critical thinking/reasoning, creativity/creative

thinking, problem solving, metacognition, collaboration, communication and

global citizenship. 21st century skills also include literacies such as reading

literacy, writing literacy, numeracy, information literacy, ICT [information

and communications technologies] digital literacy, communication and can

be described broadly as learning domains.”

21st century skills comprise skills, abilities, and learning dispositions

that have been identified as being required for success in 21st century

society and workplaces by educators, business leaders, academics, and

governmental agencies. This is part of a growing international movement

focusing on the skills required for students to master in preparation for

success in a rapidly changing, digital society. Many of these skills are also

associated with deeper learning, which is based on mastering skills such as

analytic reasoning, complex problem solving, and teamwork. These skills

differ from traditional academic skills in that they are not primarily content

knowledge-based.

2.4.1 Learning Skills

Table 7 shows that the HRM graduates believed that they highly

acquired collaborating skills and only acquired critical, analytical and

system thinking skills, creative thinking skills, communicating skills and

resource management skills. Their overall assessment is 2.91 with a

descriptive rating of “Acquired”. Their employers assessed that the HRM

graduates somewhat acquired communicating skills and that their overall

rating is 2.46 with a descriptive rating of “Acquired”.

Similarly, the TM graduates believed that they highly acquired

collaborating skills. Their overall assessment is 2.86 with a descriptive

rating of “Acquired”. Their employers assessed that the TM graduates

somewhat acquired communicating skills and that their overall rating is 2.60

with a descriptive rating of “Acquired”.

Given that there is no clear consensus on what knowledge and skills

students need to have to functional in the 21st century, the concepts tend

have many misinterpretations, depending upon the position of acquisition

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and accountability. One the one hand the curriculum sets expectations for

solid foundation in knowledge, understanding, skills and values on which

further learning and adult life can be built as well as problem solving,

creativity, analytic thinking, collaboration, communication. Whilst

assessment of student progress will be rigorous and comprehensive. It needs

to reflect the curriculum, and draw on a combination of the professional

judgement of teachers and testing, including national testing.

Learning about different perspectives also stimulates creativity and

innovation by offering new ways of thinking, which can enhance group

problem-solving. The ability and willingness to learn from others who have

different viewpoints can also be beneficial for communicating complex ideas

and resolving conflicts. Supporting this, studies show that children with

diverse friends are more likely to be prosocial and have higher levels of

social satisfaction and leadership potential than those without.

Having early positive experiences with diverse types of people can

influence how children develop perceptions of others in the future. As

students develop skills such as critical thinking and perspective taking, they

will be more flexible and adaptable in our constantly changing workforce,

increase their ability to work cross-culturally, and be able to take on

positions of leadership.

”Learning and innovation skills are being highly regarded as those

skills that separate people who are ready for the emerging complex life and

work in the technology-advancing 21st century environment , and those who

are not”. Learning occurs when there is relatively permanent change in

behaviour in an individual. Fundamentally, as a social activity, it takes place

everywhere – in schools, workplaces or any place in the world’s

environment. Innovation is conversion of generated ideas into useful

products.

2.4.2 Literacy Skills

Table 7 shows that the HRM graduates believed that they acquired

literacy skills as to information, media and technology skills. Their overall

assessment is 3.11 with a descriptive rating of “Acquired”. Their employers

have an overall rating is 2.49 with a descriptive rating of “Acquired”.

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Similarly, the TM graduates believed that they acquired the said

literacy skills. Their overall assessment is 3.08 with a descriptive rating of

“Acquired”. Their employers assessed that the TM graduates acquired

literacy skills with an overall rating of 2.77 with a descriptive rating of

“Acquired”.

The Queensland Curriculum and Assessment Authority (2015)

defined 21st-century skills as high priority skills and attributes believed to be

the most significant to help students and learners live and work successfully

in the 21st century. Furthermore, Johnson (2009) stressed that 21st-century

skills are not only more than technological literacy but also include critical

thinking, problem solving, communication, and teamwork that are necessary

to succeed in work and life.

Teachers may be more intentional about teaching cross-disciplinary

skills in subject-area courses. For example, in a science course students

might be required to learn research methods that can also be applied in other

disciplines; articulate technical scientific concepts in verbal, written, and

graphic forms; present lab results to a panel of working scientists; or use

sophisticated technologies, software programs, and multimedia applications

as an extension of an assigned project.

Literacy skills are a crucial capital for someone to develop himself, to

live satisfactorily, and to participate actively in society (Gavin, 2016). In

addition, literacy skills can improve academic performance of students

(Afangideh, 2012). Thus, education needs to create and develop literacy

skills of students so that they can achieve success both in their learning and

everyday life.

2.4.3 Life Skills

It also reflects that the HRM graduates believed that they highly

acquired life skills such as flexibility and human relation or social skills.

Their overall assessment is 3.06 with a descriptive rating of “Acquired”.

Their employers have an overall rating is 2.52 with a descriptive rating of

“Acquired”.

On the other hand, the TM graduates believed that they highly

acquired life skills such as flexibility, initiative and self-management skills,

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and human relations or social skills. Their overall assessment is 3.04 with a

descriptive rating of “Acquired”. Their employers assessed that the TM

graduates acquired life skills with an overall rating of 2.77 with a descriptive

rating of “Acquired”.

Broadly speaking, the term ‘life skills’ is usually used for any of the

skills needed to deal well and effectively with the challenges of life. It

should therefore be clear that everyone will potentially have a different list

of the skills they consider most essential in life, and those that they consider

unnecessary.

The 21st century skills which are categorized into learning, literacy,

and life skills are critically important in today’s world. The relevance of

learning these sets of abilities and skills are what students need to develop in

order to succeed in this information-based economy. The students also need

to have these skills to think deeply about issues, to solve problems

creatively, to work in teams, to communicate thoughts and ideas clearly, to

learn ever-changing technologies, and to deal with a bulk of information.

Arming these young people with these skills makes them face the rapid

changes and challenges in the academe and the society.

2.4.4 Personal Success Skills

It is also noted that the HRM graduates believed that they highly

acquired personal success skills such as values/ethical skills, positive

attitude, and good work habits. Their overall assessment is 3.36 with a

descriptive rating of “Highly Acquired”. Their employers have an overall

rating is 2.75 with a descriptive rating of “Acquired”.

Moreover, the TM graduates believed that they highly acquired the

same personal success skills. Their overall assessment is 3.38 with a

descriptive rating of “Highly Acquired”. Their employers assessed that the

TM graduates acquired personal success skills with an overall rating of 2.86

with a descriptive rating of “Acquired”.

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Table 7

Acquisition of 21st Century Employability Skills and Competencies

Competencies/ Skills Learned

HRM

TM

Graduates

(n = 170)

Employers

( n= 108)

Graduates

(n = 83)

Employers

(n = 65)

Learning Skills

WX

DR

WX

DR

WX

DR

WX

DR

Critical, Analytical and System

Thinking Skills

2.74

Ac

2.52

Ac

2.98

Ac

2.65

Ac

Creative Thinking Skills

2.87

Ac

2.43

Ac

2.77

Ac

2.78

Ac

Collaborating Skills

3.27

HAc

2.68

Ac

3.32

HAc

2.77

Ac

Communicating Skills

2.54

Ac

2.03

SAc

2.39

Ac

2.10

SAc

Resource Management Skills

3.12

Ac

2.65

Ac

2.85

Ac

2.72

Ac

Overall

2.91

Ac

2.46

Ac

2.86

Ac

2.60

Ac

Literacy Skills

WX

DR

WX

DR

WX

DR

WX

DR

Information Literacy

3.11

Ac

2.53

Ac

3.08

Ac

2.69

Ac

Media Literacy

3.02

Ac

2.49

Ac

3.16

Ac

2.88

Ac

Technology Literacy

3.21

Ac

2.45

Ac

3.00

Ac

2.74

Ac

Overall

3.11

Ac

2.49

Ac

3.08

Ac

2.77

Ac

Life Skills

WX

DR

WX

DR

WX

DR

WX

DR

Flexibility

3.32

HAc

2.56

Ac

3.27

HAc

2.69

Ac

Initiative/ Self-Management

Skills

3.10

Ac

2.37

Ac

3.29

HAc

2.85

Ac

Social Skills/Human Relations

3.35

HAc

2.73

Ac

3.32

HAc

2.81

Ac

Productivity/Entrepreneurial

Skills

2.69

Ac

2.38

Ac

2.71

Ac

2.72

Ac

Leadership Skills

2.95

Ac

2.44

Ac

2.88

Ac

2.77

Ac

Problem-Solving and Decision-

Making Skills

2.94

Ac

2.61

Ac

2.79

Ac

2.75

Ac

Overall

3.06

Ac

2.52

Ac

3.04

Ac

2.77

Ac

Personal Success Skills

WX

DR

WX

DR

WX

DR

WX

DR

Values/Ethical Skills

3.31

HAc

2.88

Ac

3.42

HAc

2.99

Ac

Positive Attitude

3.46

HAc

2.75

Ac

3.38

HAc

2.85

Ac

Good Work Habits

3.30

HAc

2.63

Ac

3.33

HAc

2.73

Ac

Overall

3.36

HAc

2.75

Ac

3.38

HAc

2.86

Ac

Legend: 3.25 – 4.00 Highly Acquired/ Highly Demonstrate (HAc)

2.50 – 3.24 Acquired/Demonstrate (Ac)

1.75 – 2.49 Somewhat Acquired/ Somewhat Demonstrate (SAc)

1.00 – 1.74 Not Acquired/ Do not Demonstrate (NAc)

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Generally speaking, the 21st century skills concept is motivated by the

belief that teaching students the most relevant, useful, in-demand, and

universally applicable skills should be prioritized in today’s schools, and by

the related belief that many schools may not sufficiently prioritize such skills

or effectively teach them to students.

Personal skills are the essential life skills we need to help maintain a

healthy body and mind. These skills include many of those on the World

Health Organization’s list, such as resilience, self-control and self-

awareness. They include skills such as how we recognize, manage and cope

with emotions.

Company leaders seek employees with personal success skills because

they are better able to effect positive outcomes for their companies. These

individuals are typically more reliable, meet deadlines, and complete tasks.

In addition, these subjects are motivated and passionate about their work,

which contributes to their success. Candidates with strong personal success

skills are in high demand for a wide variety of jobs. Companies all worked

with someone who is excellent at engaging with colleagues and is always

dependable. This individual has honed their personal skills. They

communicate effectively with others, self-express, and self-manage.

One’s personal skills shape not only his professional trajectory, but

his private life as well. Overall, employers look for job candidates with

strong personal skills because they positively contribute to the office culture,

and are reliable in a variety of ways.

Experts say, and a 2007 NACE survey confirms, that the most

important skill employers seek in job candidates is the ability to

communicate effectively. Employers also look for a strong work ethics,

teamwork, initiative, interpersonal skills, and problem-solving and analytical

abilities. These are the very kinds of abilities honed by coursework in the

HRM and TM programs.

Surveys by the National Association of Colleges and Employers

(NACE) show that most hiring managers care more about a job candidate’s

skills than they do about a college major, and the skills employers say they

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want most in a candidate, such as communication and critical thinking, are

precisely those for which students are known.

This does not mean the job search would not take effort. As most

jobseekers can attest, having a college degree does not guarantee instant

success in getting a job, and HRM and TM graduates may need to be

especially persistent.

Moreover, results of interviews from prospective employers

mentioned that leadership-oriented graduates with strong work ethic and

moral compass; creative problem-solver who excels at conflict resolution, as

well as creating positive solutions, identifying efficient methods to correct

situations, and following through to implementation; exceptional

interpersonal communicator who collaborates effectively with individuals at

all levels, functions as a liaison among groups, builds and leads teams

without being overbearing, and fosters cooperation among diverse

individuals and organizations; disciplined and highly organized self-starter

who coordinates, manages, and juggles multiple committees, and numerous

daily meetings; motivated, mature achiever who takes the initiative and

attacks issues with originality; committed competitor who has demonstrated

drive toward excellence through achievement; and computer-proficient

performer with skills covering operating systems as well as software

applications and programming languages were also highly considered skills

in the job market place.

3. Effectiveness of Instruction As Perceived by Graduates

3.1 Delivery of Instruction.

The graduates of the HRM Program believed that delivery of

instruction is very effective in ensuring acquisition of knowledge/ concepts,

skills and values needed in future employment, that learning is measured and

assessed using variety of ways – including authentic, outcomes-based and

performance-based, that instruction integrates national and international

issues and challenges in relation to the field of specialization, that job

readiness is the focus of the curriculum and instruction, that instruction

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integrates national and international issues and challenges in relation to the

field of specialization, that curriculum and instruction is competency-based

and outcomes-based where competencies being developed match the

international competency standards need by the industry, and that instruction

is supported by co-curricular activities to enhance learning and interest to the

Program. Their overall weighted mean assessment is 3.36 with a descriptive

rating of “Very Effective.”

The TM graduates assessed the delivery of instruction as very

effective such that instruction ensures acquisition of knowledge/ concepts,