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ABSTRACT
Tourism graduates have grown rapidly while continuously facing stif
competition. In this light, the study was conducted to determine the employability
of Tourism graduates for the years 2006-2010. Specifcally, it described the
data and employment status of the graduates, assessed the work related values
to employment and determined the school related factors afecting graduates
employability. Te study used descriptive research with total sample respondents
of 136. Based on the study, 85.29% of the Tourism graduates are gainfully
employed but most of them are locally employed in the rank and fle position.
Te respondents believed that their degree is relevant to their job and that
communication and human relations skills are necessary for their employment.
Te work related values afecting the employment are professional integrity,
obedience and hard work. Almost all school related factors are very relevant to
Vol. 6 July 2013
Print ISSN 2243-8327 Online ISSN 2244-0429
International Peer Reviewed Journal
doi: http://dx.doi.org/10.7718/iamure.v6i1.657
Tis Journal is produced by IAMURE Multidisciplinary Research,
an ISO 9001:2008 certifed by the AJA Registrars Inc.
Graduates Employability: A Tracer Study
of Bachelor of Science in Tourism
(BST, 2006-2010)
SEVILLIA SUAREZ-FELICEN
ORCID No. 0000-0003-1578-9481
ssfelicen@lpubatangas.edu.ph
Lyceum of the Philippines University
Batangas City, Philippines
RHEA CORINA B. MEJIA
ORCID No. 0000-0002-4024-7185
rcbmejia@lpubatangas.edu.ph
Lyceum of the Philippines University
Batangas City, Philippines
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the employability of graduates. Te study recommends that the college should
have a periodic review of the curriculum and continue its passion of providing
quality education. It should continually update the course syllabi to upgrade the
quality of education and training for students. Future researches should be done
including other variables that may be deemed signifcant to improve tracing of
graduates.
KEYWORDS
Tourism Education, tourism graduates employability, descriptive design,
Philippines
INTRODUCTION
A qualitative study in Australia concerned with the way that employers,
academics and students perceived connections between international experience
and graduate employability. Increasing globalization and internationalization has
heightened the need for graduates with the ability to operate in culturally diverse
contexts. Universities have focused upon exchange as part of internationalization
to prepare students for work but there is still limited literature on the nature of
the relationship between international experiences, more broadly and graduate
employability. It suggests that all stakeholders identify clear connections between
international experience and employability given outcomes associated with the
forging of networks, opportunities for experiential learning, language acquisition
and the development of soft skills related to cultural understandings, personal
characteristics and ways of thinking (Crossman, 2010).
Tourism is the worlds 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 traveled domestically. Te probability of one being able to visit
foreign lands in his lifetime has never been higher. (Commission on Higher
Education Memo Order No. 30, Series of 2006)
Te tourism industry is a vast system consisting of several sectors with airlines,
hotels, resorts, travel agencies and tour operators constituting the greater bulk.
Te myriad of smaller entities that thrive and wane with tourisms upswings and
downturns include souvenir shops, restaurants, bars and the like. Te industry
also goes beyond its business realm; it covers government and non-government
organizations as well as educational institutions.
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Tourism generates both positive and negative impacts on the culture,
economy, and environment of generating and receiving countries. It can uplift
countrys living standards, instill greater pride in ones identity and make people
aware of their cultural and natural heritage. On the other hand, it can also corrupt
values and traditions and degrade the environment. (CHED Memo Order No.
30, Series of 2006)
In the Philippines, several studies have shown some empirical evidence of
the positive efects of tourism on employment. Acejo et al. (2004) case study
in Tagbilaran City, Bohol showed an example of how the rise of many micro-
and small enterprise came alongside the growth of tourist arrivals in the region.
Tourism resulted in additional income earning business by local enterprise from
goods and services bought by tourists, wages to households in connections with
tourism-related employment and income to the government through tourism-
related taxation and fees. Results of the study by Ashley et al. (1999) show that
in the Philippines, the rate of employment to output ratio for tourism is 0.97
showing that labor intensity in tourism is higher than other economic sectors to
generate employment (with the exception of agriculture and investment sectors)
(Ashley et al., 1999).
Mitchell and Ashley (2006) also pointed out that the most signifcant pro-
poor impact of tourism is the local employment generated by the industry.
Tourism is signifcantly more labor intensive than other non-agricultural
sectors as supported by cross-country comparison data. Furthermore, tourism
employment relatively favors the marginalized sector as higher proportions of
women workers relative to other similar industries are employed. Also it employs
more semi-skilled and unskilled labor.
Te industries that beneft from tourism can be gleaned from the survey
conducted by the Department of Tourism on the average daily expenditure of a
tourist. Te highest benefciary of tourism is the hotel industry as accommodations
account for 34.7 percent of the average daily expenditure of a tourist in 2004.
Faced with these challenges of putting the Philippines in the growing
international tourism market, educational institutions have to strengthen their
competitiveness in order to produce graduates worthy of employment. Lyceum
of the Philippines University in Batangas City in its desire to be contributory to
tourism education ofered Bachelor of Science in Tourism which was recognized
by CHED in 1995 with recognition No. 057. Te program was frst ofered with
eight students; currently, it has seven hundred thirty fve. For two consecutive
academic years, SY 2005-2006 and 2006-2007, LPUs Tourism students emerged
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as over-all national champion in the Tourism Skills competition such as Poster
Making, Tour Guiding, Quiz Bee and Cultural Presentation. Tis may be a proof
that Tourism students excel academically.
In the succeeding years, LPU maintains the rank of second among the colleges
and universities nationwide, with the annual skills competition organized by the
Tourism Educators of Schools, Colleges and Universities (TESCU) now with its
new name, Union of Filipino Tourism Educators (UFTE).
At present, the Tourism program has Level III Re-Accredited Status by
PACUCOA and the countrys frst Center of Development (CODE) awarded
by Commission on Higher Education (CHED). Likewise, the College of
International Tourism and Hospitality Management with its tie-up with Dusit
Tani International continuously labors to be competitive in Asia Pacifc Region
and hope to turn out graduates whose training and skills are attuned to the needs
of the tourism market both at locally and aboard. Te unemployed graduates of
23.36% of this research in whatever reason/reasons is a university responsibility;
thus, undertaking this research is deemed necessary.
Tis research intends to track a feedback from their tourism graduates as
to their employability and other factors which may be contributory to suit the
requirement of the industry. In the context LPU has to ofer a challenging and
relevant curriculum in the accomplishment of its mission, it is essential for
CITHM to evaluate its curriculum and its services that maybe made basis for
improvement towards a more functional and industry based curriculum.
FRAMEWORK
Graduates Employability
Employability refers to a persons capability of gaining initial employment,
maintaining employment, and obtaining new employment if required (Hillage
& Pollard, 1998). In simple terms, employability is about being capable of
getting and keeping fulflling work. More comprehensively, employability is the
capability to move self-sufciently within the labor market to realize potential
through sustainable employment. For individuals, employability depends on the
knowledge, skills and abilities (KSAs) they possess, the way they use those assets
and present them to employers, and the context (e.g. personal circumstances and
labor market environment) within which they seek work.
Te pre-employment interventions being referred to may be designed based
on job practices and requirements in the labor market in terms of academic
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preparation of the students, mental ability, aptitude, skills, and potentialities
for jobs in private business and government organizations. Indeed, college
students should be exposed to basic job requirements to prepare them for early
employment even before graduation from college.
One important thing in getting employed after graduation is complying with
the job requirements that an organization requires. However, job requirements
vary from company to company. In private companies, personal or political
interventions are not usually given attention or consideration. Every company
has its own criteria in human resource recruitment and development. It is not
easy therefore to look for jobs especially for students who have yet to acquire
impressive credentials.
Graduate employment rates are often used in universities as a key performance
indicator in relation to teaching and learning outcomes. While leisure studies
and related curricula have always concerned themselves with preparing students
for careers within the broadly-based leisure industries, given the climate of
funding of higher education, such programs may be vulnerable unless they can
demonstrate their professional relevance. Tis paper examined how incorporating
a student-centered whole-life approach to career development into leisure studies
curricula can enhance graduate employability as a key performance outcome.
Te framework for this examination is provided through a case study of a Work
Integrated Learning (WIL) initiative developed in the Bachelor of Social Science
(Recreation and Tourism Program) (Lyons & Brown, 2013).
Suitable skills and attributes have always been an important part of efective
and successful participation in the tourism workplaces. Tourism managers
perceptions of the skills and attributes required in the tourism industry were
identifed. Importance-Performance Analysis revealed diferences between
graduate attributes and skills and managers perceptions of their importance and
level of performance. Tese results provided industry-based information about
skills and attributes for the improvement of curriculum design. It will enhance
the abilities of tourism education to provide job-ready graduates for the future
global tourism industry (Wang et al., 2009).
In 1987, the University of Malawi had awarded 7514 degrees, diplomas
and certifcates. Between 1987 and 1995, 3,934 students graduated from the
University of Malawi. During this period there was a general increase of about
2% in the enrollment in the University. On the other hand, during the same
period, study provisions in the University generally declined. Te courses ofered
generally changed in all constituent colleges of the University of Malawi towards
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more job-oriented. It was observed that the opportunities of securing a job by
graduates declined over the years and the period of seeking employment had
increased. Tough most of the study programs in the University were practice-
oriented, most graduates were employed initially in jobs not linked to their
training due to job scarcity. Many graduates only moved to jobs related to
their training later, resulting in high number of graduates who had changed
employment (Zembere & Chinyaman, 1996).
Several changes and developments (e.g., the changing labor market, growing
worldwide competition, technological advances, and changing demand patterns
in tourism) require new employability skills from graduates that enable them to
cope with the changing circumstances of the tourism business world. Universities
are therefore encouraged to embed key skills in their curricula, yet there is often a
considerable gap between what educational institutions ofer and what is needed
and required by the industry (i.e. there is a need to create a hub and interface
between the industry and the institutions of higher education). One attempt
to actually create this interface and increase the opportunities for graduates to
maintain or obtain employment is to look at diverse skills and competencies
that enhance employability of graduates. Although there have been considerable
eforts to specify employability skills, the question of how these could be
developed within the curriculum prevails (Zehrer & Mossenlechner 2009).
Schools Related Factors Contributory to Employment
According to World Travel & Tourism Council (2010), global forum for
business leaders in the Travel & Tourism industry, governments should be working
together, with all sectors of the industry, to identify ahead of time measures to
ensure the sustainable growth of an economy that represents 9.2% of world
GDP and employs 235 million people (World Travel & Tourism Council, 2010).
Given the potential for interesting and rewarding careers in these industries many
young people are looking for suitable courses which will help prepare them for
careers in management within the tourism and hospitality industries.
Te labor force survey, conducted at the start of every quarter, showed that
the actual number of unemployed was 2.83 million, rising from 2.72 million in
October, as the countrys workforce grew to 60.2 million from 59.7 million in
October.
Philippines Overseas Employment Administration annual report (Baldoz,
2006) stated that POEA made a ground breaking record in the number of OFWs
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deployed in 297 destination countries at 1.062567; this is a 7.5 percent increase
from the 988,615 deployed in 2005. Tis years achievement is highest in the
past three decades. Translated into economic realities, families, of OFWs who
are in the country received a total or US $ 12.76 billion in total remittances as
compared with US $ 10.69 Billion recorded in 2005.
Employees benefts exist in companies worldwide but the types and levels of
benefts vary greatly from country to country. Generally speaking, companies in
industrialized countries in Europe and North America ofer Employees the most
generous beneft packages. Within the industrialized world, however, employ
benefts can vary signifcantly. For example, employees in Germany and other
European countries receive more vacation days than an average employee in the
US. Conversely, most employers in the US ofer some form of medical or health
insurance to employees. But most companies in European countries do not ofer
this employee beneft because it is provided through government sponsored
socialized medicine programs.
Tourism education at universities tends to focus on enabling students for
future careers in the industry. Little attention has been devoted to the meaning of
tourism education. It attempts to promote awareness of overlooked perspectives
and critical issues in tourism education by examining two possible approaches
to educating future tourism professionals. It discusses tourism education from
the perspective of employability as the primary goal. Te paper also elaborates
on the perspective of providing students with a philosophical and sociological
foundation for decision making strategies, as well as for professional preparation
(Yuka et al., 2006).
OBJECTIVES OF THE STUDY
Te study determined the employability of Bachelor of Science in Tourism
graduates of LPU University-Batangas from 2006 to 2010.
More specifcally, it described the data and employment status of the
graduates, assessed the work-related values to employment; determined the
school related factors afecting graduates employability; and proposed an action
plan or program to enhance the curriculum and services ofered by Lyceum of the
Philippines University Batangas towards greater employability rate of graduates.
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METHODOLOGY
Te researchers used the descriptive research in gathering the data of
graduates employability. Te participants of the study are 136 or 50% of the
graduates of Bachelor of Science in Tourism of Lyceum of the Philippines
University- Batangas from S.Y 2006-2010. Te study used the random sampling
method. Questionnaire was used as a basic tool of investigation were based on
CHED mandates of tracing university graduates. Interview was also conducted
to be able to gain additional information regarding the topic. Te data collected
were classifed, tabulated and coded for analysis. Percentage, weighted mean and
ranking were the tools used.
RESULTS AND DISCUSSION
Tis part present the tables, result of the study and the support literature to
the study.
Majority (85.29%) of the graduates is currently employed with the frequency
of 116 and many of them are regular or permanent in their respective job. It
also states that these jobs are held to be related to their feld of specialization
given the frequency of 98 and percentage of 84.48. Te graduates also said that
their nature of work is here locally in the Philippines for the frequency were
78 or 67.24%, and majority of them are in a rank or clerical position with the
frequency of 48 and percentage of 41.37. Te table also implicates that majority
of the respondents currently employed in rank and fle position followed by
professional, technical or supervisory position. We can say that the respondents
are on the process of promotion from the start of their job up to their current
work.
It can be seen that many of them are positively working there are jobs available
for the Tourism graduates in the hospitality industry.
Meanwhile the nature of their job landed here in the Philippines. Tis goes
to show that despite the fast growing industry there are still job opportunities
locally. Although, small percentage of employment abroad we can say that in
this range of years the overseas employment opportunities for the Filipinos is
progressing. As bestowed by Mitchell and Ashley (2006), the most important
pro-poor impact of tourism is the local employment generated by the industry.
Tourism is signifcantly more labor intensive than other non-agricultural sectors
as supported by cross-country comparison data. Over the years, the Philippines
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has deployed move than 3 million Filipino workers in 190 destinations abroad
in various felds-professional , medical, technical, operations and maintenance,
construction, hotel and seafaring sectors (POEA,2006).
Table 1. Employment status of the bachelor of science in tourism
N = 136
Profle Variables F %
Are you presently employed?
Yes 116 85.29
No 20 14.71
Present Employment Status
Regular or Permanent 85 73.28
Contractual 26 22.41
Self-Employed 5 4.31
Nature of Employment
Gainfully employed (regular or full time job; job held id related to your
feld of specialization)
98 84.48
Self-employed (working for oneself maybe from ones own profession or
business; not working for another frm and drawing a salary)
10 8.62
Underemployed (part time job; job is not related to your feld of special-
ization
8 6.90
Place of work
Local 78 67.24
Abroad 38 32.76
Current Job level Position
Rank or clerical 48 41.37
Professional, Technical or Supervisory 42 36.21
Managerial or Executive 15 12.93
Self- employed 11 9.48
Table 2 states that 112 or 82.36% of the respondents agreed that the curricula
they took in college are relevant to their job and the most competitive skill helped
them in the feld are communication skills. Meanwhile, entrepreneurial skills
got the lowest frequency of 18. Te table project that the advantages aside from
curriculum, communication skills help them to be competent in their career.
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Tis shows that programs were made to strengthen the communication skills of
BS tourism graduates.
Table 2. Curriculum relevance to employment
N = 136
Was the curriculum you had in college relevant
to your frst job?
f
%
Yes 112 82.36
No 13 9.56
No Answer 11 8.08
Competencies learned in college
Communication skills 118 86.80
Human Relations skills 102 75.00
Entrepreneurial skills 18 13.23
Information Technology skills 28 20.59
Problem-solving skills 54 39.70
Critical Tinking skills 57 41.91
Almost all work-related values were assessed to be very much related in terms
of how much they have contributed in meeting the demands of their present
job. Among the values mentioned, professional integrity, obedience to superior
and hard work top on the list. Tis shows that work-related values have a vital
contribution to graduates employability. On the other hand, Fairness and
Justice is the lowest among the work related values which has a mean of 4.47
and ranking of 11
th
.
Spiritual values in the workplace, can be viewed from an individual,
organizational, or interactive perspective. It is indicated that perceptions
of organizational-level spirituality appear to matter most to attitudinal and
attachment-related outcomes. Specifcally, organizational spirituality was found
to be positively related to job involvement, organizational identifcation, and
work rewards satisfaction, and negatively related to organizational frustration.
Personal spirituality was positively related to intrinsic, extrinsic, and total work
rewards satisfaction. Te interaction of personal spirituality and organizational
spirituality was found related to total work rewards satisfaction (Kolodinsky, R.
2008)
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Table 3.1 Worked-Related values to employment
N = 136
Work-related values Mean Verbal Interpretation Rank
1.Honesty and love for truth 4.67 Very Much Related 4
2.Punctuality 4.61 Very Much Related 8
3.Obedience to superior 4.69 Very Much Related 2.5
4.Hard work 4.69 Very Much Related 2.5
5.Creativity and innovativeness 4.53 Very Much Related 10
6.Courage 4.63 Very Much Related 5.5
7.Professional Integrity 4.74 Very Much Related 1
8.Love for co-workers and others 4.57 Very Much Related 9
9.Unity 4.63 Very Much Related 5.5
10.Fairness and Justice 4.47 Much Related 11
11.Leadership 4.62 Very Much Related 7
Composite Mean 4.52 Very Much Related
In dealing with the general education subjects, the highest was Mathematics
with the mean of 3.47, showing the rank of 1
st
followed by Natural Sciences
and last is languages. Tis implicates that the general educations subject
like Mathematics is relevant in the practical applications in their profession.
Ylagan and Menez (2007) stated that whether the subject HRM/TOURISM
curriculum is found relevant it is integrated to the program through which the
learner gain knowledge and develop skills and attitudes, and acquire appropriate
values needed for them to be competent graduates in the hospitality career or
profession.
Te results further reveal that the professional subjects are relevant with
the composite mean of 3.02 for the graduates. According to the respondents,
Personality Development and Customer Relations or HI2 have been very
relevant for them in a way they can use them in the feld as service workers as it
scored the top relativity in their job with the mean of 3.88
One of the purposes of this is to help students to improve their higher level
competencies and skills to enhance their long-term employability and to secure
their job. Te notion of employability can be embedded in any academic subject
in any feld without compromising core academic freedom. Te methods which
are chosen for teaching a subject will, to varying extents, assist students to develop
essential and other skills.
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Table 3.2 School selected factors to job placement in terms
of general education and professional subjects
N = 136
School-Related Factors Mean Verbal Interpretation Rank
General Education Subjects 3.25 Relevant 2
1. Mathematics 3.47 Relevant 1
2. Languages 2.91 Relevant 4
3. Natural Sciences 3.21 Relevant 3
Composite Mean 3.25
Professional Subjects
1. Tour 1 - Travel and Tour Operations w/ Laws 2.98 Relevant 15
2. Tour 2 - Domestic Tourism 3.08 Relevant 10.5
3. Tour 3 - World Tourism 3.12 Relevant 9
4. Tour 4 - Tourism Destination Marketing 3.08 Relevant 10.5
5. Tour 5 - Tour Guiding 3.00 Relevant 13
6. Tour 6 - Conservation and Utilization of Natural
Resources
2.98 Relevant 15
7. Tour 7 - Transportation Management 3.20 Relevant 5
8. Tour 8 - Tourism Planning and Development 2.94 Relevant 17
9. Tour 9 - Convention and Exhibition Management 2.96 Relevant 16
10. HI 1 - Introduction to Hospitality Industry 3.53 Very Relevant 2
11. HI 2 - Personality Development and Customer
Relations
3.88 Very Relevant 1
12. HI 3 - Principles of Salesmanship in Hospitality
Industry
3.45 Relevant 3
13. HI 4 - Computer Applications in Hospitality
Industry
3.17 Relevant 7
14. HI 5 - Corporate Finance in Hospitality Manage-
ment
3.00 Relevant 13
15. HI 6 - Entrepreneurship and Business Planning in
Hospitality Industry
2.90 Relevant 18
16. HI 7 - Human Resource Management in Hospi-
tality Management
3.18 Relevant 6
17. HI 8 - Resort and Club Management 2.88 Relevant 19
18. HI 9 - Recreation Management 2.98 Relevant 15
19. HRM 1 - Hotel and Restaurant Management
with Laws
3.00 Relevant 13
20. HRM 2 - Front Ofce/ Housekeeping Manage-
ment
3.22 Relevant 4
21. FD 6 - F&B Service Management 3.15 Relevant 8
Composite Mean 3.02 Relevant
Over-all Composite Mean 3.14 Relevant
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Table 3.3 Relevance of school-related factors to job placement
N = 136
School Related Factors Mean Verbal Interpretation Rank
1. Faculty and Instruction 3.51 Very Relevant 1
2. Student Services 3.31 Relevant 4
3. Organization and Administration 3.47 Relevant 2.5
4. Plant & Physical Facilities Including
Laboratories
3.21 Relevant 5
5. Community Extension, Linkages &
Research
3.47 Relevant 2.5
Composite Mean 3.34 Relevant
Te very relevant of all the school-related factors is Faculty and Instruction
which get the highest mean of 3.51. It can be interpreted that Lyceum faculty still
behaved professionally even though, they can still be friendly and approachable
as they were enthusiastic, resourceful and creative. Te organization and
administration have major roles and responsibilities in the process of improving
the graduates. Te respondents believe that the department heads inspires
excellent teamwork to accomplish desired goals of the college, possess positive
attitude towards work, staf and students and they are efective in guiding training
and development of students to improve their performance. On the other hand,
the Community Extension, Linkages and Research is relevant for it reveals that
the school is absolutely positive in their linkages in other institution and for the
OJT of the respondents.
LPU (2009) as an educational institution is composed of the students, faculty
and support staf and management all of whom assume important roles in the
attainment of the universitys vision, mission and goals. But it is the teachers,
supported by the administrative personnel who are in charged with the task of
efecting desirable changes on the students, the schools foremost clients. Te
quality of instruction and support services depends to a great extent on the
qualifcation, preparation and capability of its faculty and support personnel as
well as its educational leaders and managers. Te extent to which the school
can succeed in delivering quality educational services efciently depends greatly
upon the quality of the personnel engaged in educational process and upon the
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84
efectiveness with which they discharge their duties and responsibilities, and
upon the concerted eforts of everyone within the organization. For this reason a
faculty and staf development program is not only desirable but imperative that
the school management should commit its fscal resources.
It is anchored on the Universitys strategic directions and goals (also called
wildly important goal- WIG), specifcally the goal to strengthen human
resource toward greater productivity which has been formulated to support
the Universitys vision of becoming a leading university in the Asia Pacifc. Te
strategies and activities were specifcally designed and formulatedto support the
attainment of the universitys mission to provide quality education in the context
of nationalism and internationalism through relevant and innovative programs
and services that will equip the students with the knowledge, skills and work
ethics that will meet industry requirements. Likewise it is the schools mission
to provide an educational atmosphere that will enable the teachers and students
to undertake research and support a sustainable community extension program
(LPU, Batangas 2013).
Tis study did not involve the inferential test for work and school related
factors on their efects on employability.
CONCLUSIONS
Majority of 85.29 percent of Bachelor of Science in Tourism graduates are
regular and presently employed. Tey are gainfully employed in a job related
to their respective course. Most of the graduates are working locally and few are
working abroad in a rank and fle position and on its way to their promotion
to the next higher position. Te respondents believe that the curriculum of the
program they took is relevant to their job. Tey also believe that communication
skills and human relation skills are necessary for their current and for their future
employment.
Te work related values and school related values are very relevant to the
employability of the graduates. Having these values, graduates can easily be
accepted in the available positions abroad especially in Singapore, wherein some
of the graduates had their internship.
RECOMMENDATIONS
Te College of International Tourism and Hospitality Management (CITHM)
of LPU Batangas should continue tracking its graduates and have a Tracer study
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every two years to maintain and update the curriculum ofered by the institution
and determine its relevance to current trends especially in Tourism industry.
Te college, together with the linkages and placement ofce must tie up with
Public Employment Source Ofce (PESO) and hold job fairs regularly.
Te CITHM should have periodic curriculum review and continue its
mission in providing quality education. To improve the curriculum of BS
Tourism, it should continually update the course syllabus by providing training
and seminars for hospitality professors, etc. Te university should continue to
enhance the quality of facilities and laboratories to continuously enhance the
skills and abilities of the students. Language and natural sciences should be
strengthened. Te college should provide programs such as Language acquisition
and English profciency that will enhance the capability of the students to be
globally competitive even in the other feld.
Te CITHM should organize an Entrepreneurial Expo and related activities
to showcase the entrepreneurial skills of the students and to enhance the students
enterprising abilities. Professional Integrity should be maintained and developed
as work- related values, even though related, fairness and justice should be given
much attention. Related studies can also be conducted to confrm the results of
this study.
Tis study may be benefcial to other country ofering same program and also
for the establishments wherein graduates may be employed.
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2004 Tourism Fuels an Emerging City: Te Case of Tagbilaran City, Bohol.
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Ashley, C., Bennett, O., & Roe, D.
1999 Sustainable Tourism and Poverty Elimination Study. Deloitte and
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Baldoz, R.
2006 Empowering the Global Flilipino, Philippine Overseas Employment
Administration Annual report 2006 retrieved on January 15,2013 from
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CHED Memorandum Order,No. 30,Series of 2006 SUBJECT:
Policies and Standards for Bachelor of Science in Tourism
Management(BSTM)/ Bachelor of Science in Hospitality Management
(BSHM)/ Bachelor of Science in Hotel and Restaurant Management
(BSHRM)/ Bachelor of Science in Travel Management (BSTRM)
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http://spcf.edu.ph/spcfv1/?pg=89&v=6
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