This document summarizes a study that assessed tourism and hospitality management students' perceptions of their development of management competencies over three stages of their degree program. The study used a self-assessment instrument to measure students' perceived competence in 24 generic management competencies and 8 management roles at the beginning of their first year, end of their third year before an internship, and after completing their internship. The study found that students perceived their management competencies increased the most in the mentor role. Overall, the results suggest the degree program and internship were effective in developing students' management skills and competencies and prepared them for future management careers in tourism and hospitality.
This document proposes introducing a Master of Science in Strategic Sustainable Tourism curriculum to address gaps between tourism education and industry needs. Tourism education has undergone transformations to address contemporary issues but developing countries like Kenya lack programs focusing on sustainability. The proposed program aims to make students aware of curriculum and industry developments to increase employability. It would employ strategic management principles, strategic planning, and sustainability concepts to develop analytical, network-building students through classroom and fieldwork. This interdisciplinary approach could solve academic and industry challenges by equipping students with holistic, transformative skills for tourism leadership roles.
Tourism is a new industry and had been undergoing transformational curriculum development at graduate level. Since 1980s the curriculum had been changing to solve contemporary issues. The most current programme is Sustainable Tourism at Master level which has not been introduced in Developing countries such as Kenya. However, the countries offering the programme are also still searching on how to improve the effectiveness of the course to suit tourism industry.
The purpose of this paper is to propose to higher learning institutions to introduce Strategic Sustainable Tourism at post graduate particularly at masters’ level. To make master students aware of what is happening in both the curriculum development and contribute to its effectiveness of tourism industrial development. Finally to increase employability of graduate students of tourism at master levels. The programme is expected to suite effective learning and analytical skills to be used through both class room lectures and field work. The method used is literature content analysis and reviews of some master programs undertaken in Kenyan Universities in the areas of tourism.
The literature which showed the need for transformative curriculum development that suits students’ personal development and increase their employability in the industry and contribute to curriculum development. The expected prospectus is both international tourism agencies, local tourism industries and Governmental and Non-Governmental Agencies.
Relevance to innovation
This programme is unique because its purpose to develop a dynamic and analytical master students which will solve both academic and tourism industry ongoing challenges. Being interdisciplinary and multidisciplinary modelling holistic students who can network at the field and academics levels of learning. It is one of the fresh project which will adopt sustainable development doctrines to enhance public and private partnership in the field of tourism. The project will be commercialized between Sustainable Travel and Tourism Agenda and higher learning institution ready to adopt the project. It will develop “all rounded “ students who can as well solve local problems and contribute to diverse development in tourism.
Key Words: Curriculum Development, Strategic Management, Strategic Sustainable Tourism, and Sustainable Tourism.
Ogweyo Peter Ogalo; ogweyopeter2012@gmail.com (corresponding author)
Assessment of the practicum training program of b.s. tourism in selected univ...Alexander Decker
The document assesses the practicum training programs of B.S. Tourism programs in selected universities in the Philippines. It examines components of the programs and their relevance to industry needs. Faculty, students, and industry practitioners were surveyed. Findings showed that the university programs' structures and qualifications were compliant with standards. Practicum programs effectively met objectives but students faced heavy workloads. Additionally, classroom and practicum learning did not always align and students lacked field exposure. The study identifies issues to improve tourism practicum programs.
Assessment of the practicum training program of b.s. tourism in selected univ...Alexander Decker
The document assesses the practicum training programs of B.S. Tourism programs in selected universities in the Philippines. It examines components of the programs and their relevance to industry needs. Faculty, students, and industry practitioners were surveyed. Findings showed that the university programs generally complied with requirements and objectives, and helped enhance students' skills. However, respondents also identified problems like heavy class loads interfering with practicums and lack of exposure for students. The study aims to help improve practicum programs based on stakeholder feedback.
The document discusses hybrid degree programs that combine technical tourism and hospitality training with broader business education. It provides an overview of the Bachelor of Hotel and Restaurant Management program at the University of Calgary. The program allows students to complete 2 years of technical education, followed by 2 years of business-focused management education to earn a bachelor's degree. This structure gives graduates both industry skills and strategic business training. The article also reviews the growth of tourism education globally and different models used, including the University of Calgary's program that has expanded across Canada through affiliation agreements. It discusses challenges in developing tourism education programs that meet industry needs.
This document discusses using business coaching as an education tool to help micro and small tourism enterprises (MSEs) adopt more sustainable business practices. It argues that MSEs face barriers to sustainability and need targeted support. Business coaching provides a participatory learning method through one-on-one guidance to help MSEs integrate economic, environmental, and social concepts into their core operations. The chapter explores how coaching can help MSEs achieve the triple bottom line of sustainability and examines practical guidelines for implementing coaching programs for tourism MSEs.
This document provides a review of knowledge management (KM) in the tourism sector. It discusses key concepts in KM including tacit vs explicit knowledge. It presents a three stage model for tourism KM: 1) tourism knowledge stocks, 2) knowledge flows, and 3) knowledge-based innovation. Effective KM can provide benefits to tourism organizations and destinations by facilitating knowledge transfer, learning, and innovation which leads to competitive advantage. While tourism has been slow to adopt KM, it stands to benefit from structured approaches to managing knowledge.
The gap between the hospitality education and hospitality industryAlexander Decker
This document discusses the gap between hospitality education and industry needs in Ghana. It finds that hospitality graduates face challenges in the job market due to differences between their education and employers' demands. Specifically, the education is seen as too theoretical while employers want practical and technical skills. The study surveyed educators, students, and hotel managers. It found the curriculum needs to be driven by industry needs and focus on skills like leadership, communication, and employee relations. It recommends collaboration between schools and industry to address these issues through curriculum review and practical training. Addressing the gap between education and industry needs is important for hospitality graduates' success.
This document proposes introducing a Master of Science in Strategic Sustainable Tourism curriculum to address gaps between tourism education and industry needs. Tourism education has undergone transformations to address contemporary issues but developing countries like Kenya lack programs focusing on sustainability. The proposed program aims to make students aware of curriculum and industry developments to increase employability. It would employ strategic management principles, strategic planning, and sustainability concepts to develop analytical, network-building students through classroom and fieldwork. This interdisciplinary approach could solve academic and industry challenges by equipping students with holistic, transformative skills for tourism leadership roles.
Tourism is a new industry and had been undergoing transformational curriculum development at graduate level. Since 1980s the curriculum had been changing to solve contemporary issues. The most current programme is Sustainable Tourism at Master level which has not been introduced in Developing countries such as Kenya. However, the countries offering the programme are also still searching on how to improve the effectiveness of the course to suit tourism industry.
The purpose of this paper is to propose to higher learning institutions to introduce Strategic Sustainable Tourism at post graduate particularly at masters’ level. To make master students aware of what is happening in both the curriculum development and contribute to its effectiveness of tourism industrial development. Finally to increase employability of graduate students of tourism at master levels. The programme is expected to suite effective learning and analytical skills to be used through both class room lectures and field work. The method used is literature content analysis and reviews of some master programs undertaken in Kenyan Universities in the areas of tourism.
The literature which showed the need for transformative curriculum development that suits students’ personal development and increase their employability in the industry and contribute to curriculum development. The expected prospectus is both international tourism agencies, local tourism industries and Governmental and Non-Governmental Agencies.
Relevance to innovation
This programme is unique because its purpose to develop a dynamic and analytical master students which will solve both academic and tourism industry ongoing challenges. Being interdisciplinary and multidisciplinary modelling holistic students who can network at the field and academics levels of learning. It is one of the fresh project which will adopt sustainable development doctrines to enhance public and private partnership in the field of tourism. The project will be commercialized between Sustainable Travel and Tourism Agenda and higher learning institution ready to adopt the project. It will develop “all rounded “ students who can as well solve local problems and contribute to diverse development in tourism.
Key Words: Curriculum Development, Strategic Management, Strategic Sustainable Tourism, and Sustainable Tourism.
Ogweyo Peter Ogalo; ogweyopeter2012@gmail.com (corresponding author)
Assessment of the practicum training program of b.s. tourism in selected univ...Alexander Decker
The document assesses the practicum training programs of B.S. Tourism programs in selected universities in the Philippines. It examines components of the programs and their relevance to industry needs. Faculty, students, and industry practitioners were surveyed. Findings showed that the university programs' structures and qualifications were compliant with standards. Practicum programs effectively met objectives but students faced heavy workloads. Additionally, classroom and practicum learning did not always align and students lacked field exposure. The study identifies issues to improve tourism practicum programs.
Assessment of the practicum training program of b.s. tourism in selected univ...Alexander Decker
The document assesses the practicum training programs of B.S. Tourism programs in selected universities in the Philippines. It examines components of the programs and their relevance to industry needs. Faculty, students, and industry practitioners were surveyed. Findings showed that the university programs generally complied with requirements and objectives, and helped enhance students' skills. However, respondents also identified problems like heavy class loads interfering with practicums and lack of exposure for students. The study aims to help improve practicum programs based on stakeholder feedback.
The document discusses hybrid degree programs that combine technical tourism and hospitality training with broader business education. It provides an overview of the Bachelor of Hotel and Restaurant Management program at the University of Calgary. The program allows students to complete 2 years of technical education, followed by 2 years of business-focused management education to earn a bachelor's degree. This structure gives graduates both industry skills and strategic business training. The article also reviews the growth of tourism education globally and different models used, including the University of Calgary's program that has expanded across Canada through affiliation agreements. It discusses challenges in developing tourism education programs that meet industry needs.
This document discusses using business coaching as an education tool to help micro and small tourism enterprises (MSEs) adopt more sustainable business practices. It argues that MSEs face barriers to sustainability and need targeted support. Business coaching provides a participatory learning method through one-on-one guidance to help MSEs integrate economic, environmental, and social concepts into their core operations. The chapter explores how coaching can help MSEs achieve the triple bottom line of sustainability and examines practical guidelines for implementing coaching programs for tourism MSEs.
This document provides a review of knowledge management (KM) in the tourism sector. It discusses key concepts in KM including tacit vs explicit knowledge. It presents a three stage model for tourism KM: 1) tourism knowledge stocks, 2) knowledge flows, and 3) knowledge-based innovation. Effective KM can provide benefits to tourism organizations and destinations by facilitating knowledge transfer, learning, and innovation which leads to competitive advantage. While tourism has been slow to adopt KM, it stands to benefit from structured approaches to managing knowledge.
The gap between the hospitality education and hospitality industryAlexander Decker
This document discusses the gap between hospitality education and industry needs in Ghana. It finds that hospitality graduates face challenges in the job market due to differences between their education and employers' demands. Specifically, the education is seen as too theoretical while employers want practical and technical skills. The study surveyed educators, students, and hotel managers. It found the curriculum needs to be driven by industry needs and focus on skills like leadership, communication, and employee relations. It recommends collaboration between schools and industry to address these issues through curriculum review and practical training. Addressing the gap between education and industry needs is important for hospitality graduates' success.
Executive Program Practical Connection AssignmentISOL532 Cloud C.docxrhetttrevannion
Executive Program Practical Connection Assignment
ISOL532 Cloud Computing (Due Friday Evening by 11:59 PM)
At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT provide an overview of the assignments assigned in the course. The assignment is to reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
Personal Connection paper should have a maximum of 20% similarity score.
Hospitality Education Quality Improvement in Oversea
Abstract
The advanced education of student has turned out to be progressively internationalized, with a congesting extent of student starting from abroad. In any case, research to date proposes that abroad student are frequently less happy with their courses than different understudies. Thus, there is a prospering requirement for colleges to comprehend what student an incentive they would say. This paper gives an account of an investigation that sets up and tests measurements for estimating administration quality in advanced education, concentrating on full-fee paying postgraduate student from non-EU nations at one foundation in the UK.The establishment concerned has a specific notoriety in tourism and neighbourliness and a critical
Extent of the respondents were examining these subjects. The results of the research highlighted four factors of service quality: recognition; quality of instruction and interaction with faculty; sufficiency of resources; and aspects of physical quality. Arguably, the most significant finding here is the importance that these students attach to their institution’s reputation.
Keywords: Administration quality; higher training; International Students.
Introduction
The training of full-expense payin.
Executive Program Practical Connection AssignmentISOL532 Cloud C.docxelbanglis
Executive Program Practical Connection Assignment
ISOL532 Cloud Computing (Due Friday Evening by 11:59 PM)
At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT provide an overview of the assignments assigned in the course. The assignment is to reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
Personal Connection paper should have a maximum of 20% similarity score.
Hospitality Education Quality Improvement in Oversea
Abstract
The advanced education of student has turned out to be progressively internationalized, with a congesting extent of student starting from abroad. In any case, research to date proposes that abroad student are frequently less happy with their courses than different understudies. Thus, there is a prospering requirement for colleges to comprehend what student an incentive they would say. This paper gives an account of an investigation that sets up and tests measurements for estimating administration quality in advanced education, concentrating on full-fee paying postgraduate student from non-EU nations at one foundation in the UK.The establishment concerned has a specific notoriety in tourism and neighbourliness and a critical
Extent of the respondents were examining these subjects. The results of the research highlighted four factors of service quality: recognition; quality of instruction and interaction with faculty; sufficiency of resources; and aspects of physical quality. Arguably, the most significant finding here is the importance that these students attach to their institution’s reputation.
Keywords: Administration quality; higher training; International Students.
Introduction
The training of full-expense payin ...
Maureen Brookes implemented a longitudinal survey in 1998 to assess hospitality student perceptions of their entire academic experience at Oxford Brookes University. The survey collects both quantitative and qualitative data from students at different stages of their programs to evaluate the overall "student experience". Results are analyzed and presented to committees to inform quality management and enhancement efforts.
Journal of Higher Education Policy and ManagementVol. 34, No.docxtawnyataylor528
This document summarizes a research article that examines distributed leadership as a collaborative framework for academics, executives, and professionals in higher education. It discusses how distributed leadership places emphasis on collective collaboration over individual power and control. It then describes a self-assessment tool developed from four Australian universities that used distributed leadership to build leadership capacity in teaching and learning. While the original intent was not to improve collaboration between academics and staff, the outcome recognized the importance of multi-level and cross-functional leadership approaches.
This document summarizes a research article that examines the gap between the competencies expected of hospitality graduates by the industry versus what is perceived. The study was conducted in Egypt and used a questionnaire to collect data from 280 hotel managers. The results identified five key competency groups required by the industry: transferable competencies, professional competencies, generic competencies, analytical skills, and conceptual skills. The study found that industry expectations of graduates are higher than their perceptions. It concludes that hospitality education needs to better align with industry needs to ensure graduates have the required competencies.
Total Quality Management in Higher Education Institutionsfatinnah
This document discusses implementing total quality management (TQM) in higher education. It begins by outlining the importance of higher education for economic development and establishing global leadership. The objectives of the study are then presented, which are to address the low quality of higher education in developing nations, incorporate TQM principles into higher education institutions, and explore TQM strategies. The document provides background on TQM and quality in education. It conceptualizes applying TQM approaches like continuous improvement, customer focus, and top management leadership to higher education. Overall, the document theoretically presents how TQM could help revolutionize higher education systems by improving performance and satisfying stakeholders.
This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
This document discusses approaches to advising online students. It begins by outlining the learning objectives of presenting various advising approaches, issues online students face like feelings of isolation, and how advising can help with career and identity development. It then discusses traditional prescriptive, developmental, and intrusive advising approaches and introduces appreciative advising, which uses positive psychology. Appreciative advising has six phases and builds on student strengths. The document advocates incorporating appreciative advising and intrusive technologies into online advising to increase student satisfaction, development, and retention.
Principals Leadership Styles and Its Effects on Students’ Academic Achievemen...ijtsrd
Leadership is widely regarded as a key factor in accounting for differences in the success with which schools foster the learning of their students. Indeed, the contribution of effective leadership is largest when it is needed most there are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors within the school also contribute to such turnarounds, leadership is the catalyst. But there is much yet to be learned about who provides such leadership, how it is productively distributed across the school system e.g., state, district, school and classroom and what stimulates its development. Dr. Mbonteh Vivian Mbole Nkong "Principals Leadership Styles and Its Effects on Students’ Academic Achievement in South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49710.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49710/principals-leadership-styles-and-its-effects-on-students’-academic-achievement-in-south-west-region-of-cameroon/dr-mbonteh-vivian-mbole-nkong
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
Resource Management Practices as a Facet of Principalship and The Attainment ...ijtsrd
The study assessed the extent to which Principalship Practices in Resource influence the Attainment of School Objectives in Cameroon. Inspired by Imogene’s Goal Attainment theory and The Principalship Model for the Attainment of School Objectives, the study was guided by three objectives, answered three questions and tested three hypotheses. The survey research design and the post positivist quantitative and qualitative research mixed triangulation method were applied and with a questionnaire and interview guide data was collected from 326 principals. Proportionate and Purposive sampling technique was employed to select 31 and 10 principals from the two regions South West and Littoral . Applying descriptive Frequencies, percentages, tables and pie chart and inferential statistics to analyzed data, the results revealed that principalship practices in resource management influences the attainment of school objectives to the extent of 73.76 . This influence is comparatively strongest in financial resource management with the extent of 96.25 , above average in human resource management with extent of 73.04 and the weakest but average is material resource management with the extent of 59.68 . From the findings recommendations were made to the Ministry of secondary education to restructure their policy on principalship. Ilimbi Catherine Enjema | Fonkeng Epah George "Resource Management Practices as a Facet of Principalship and The Attainment of School Objectives in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38465.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38465/resource-management-practices-as-a-facet-of-principalship-and-the-attainment-of-school-objectives-in-cameroon/ilimbi-catherine-enjema
Enrollment Management at Work: Effective Staffing Practices for the Future of...J. Todd Bennett
This document discusses the evolution of enrollment management in higher education institutions and effective staffing practices for the future. It notes that as student demographics and needs have changed, the administration of colleges and universities has grown more specialized over time. Enrollment management aims to coordinate recruitment, retention, and student success efforts across departments through collaboration. For enrollment management to be successful, institutions must develop a culture that embraces its goals. They must also adapt their staffing practices to be more flexible and meet the needs of diverse students, such as through flextime schedules, job sharing, and childcare support. Technology both enables more individualized attention but also risks increased bureaucracy if not implemented carefully.
This document summarizes a research study that explored perceptions of quality in higher education from the perspectives of undergraduate students, academic staff, and employers at Kingston University. 340 students, 32 staff members, and 17 employers completed questionnaires about their views. Key findings were that employers valued graduate personal qualities the most, while students and staff rated the quality of teaching, learning, feedback and staff-student relationships highly. Students were generally positive about teaching methods but uncertain if they were receiving a high-quality education. The study aims to help universities better understand different stakeholder views of quality to improve student experience and employability.
A Correlation Study Between Student Performance In Food And Beverage Services...Kristen Carter
The document discusses a study that assessed the relationship between students' performance in a Travel and Tour Operations course integrated with Computer Reservation Systems (CRS) and their subsequent internship performance in travel agencies. The study found that most students received satisfactory grades in the course, but received very good performance evaluations during their internships, particularly in attitude. However, the study found no significant relationship between academic performance in the course and training performance during internships. This suggests that while students' knowledge was only satisfactory based on course grades, they performed very well during their internships in terms of skills, knowledge, attitude and personality.
This document presents the Career Information Literacy Learning Framework (CILLF), which integrates experiential learning, career development, and information literacy theories. The CILLF was used to examine capstone units in Information Systems, Information Technology, and Engineering at an Australian university. Academic and professional staff involved in these capstone units participated in interviews to share insights into unit aims, practices, outcomes, needs, and assessment. A phenomenographic approach found patterns in the data. The findings support conceptualizing CILLF and uniting dimensions of learning, career development, and information literacy. Limitations and further research directions are discussed.
The document discusses strategies for avoiding poor selection and development of expatriates. It covers three main topics: selection of candidates, pre-departure cross-cultural training, and repatriation efforts. For selection, the document examines different criteria used to identify qualified candidates and the importance of assessing a candidate's spouse. For training, it discusses how the timing and content of cross-cultural training can impact adjustment. For repatriation, it notes the high turnover rates of returning expatriates and emphasizes the need for organizations to facilitate knowledge transfer and support cultural re-adjustment.
The document discusses transferable skills that are important for learners in a globalized world. It analyzes frameworks for classifying graduate attributes and transferable skills. Near transfer skills involve applying knowledge in similar contexts as learning, while far transfer skills can be applied in new contexts. High-road transfer requires abstract thinking to apply skills across different domains. The document also reviews literature on skills valued by employers, including adaptability, communication, initiative, IT skills, leadership, motivation, numeracy, organization, problem solving, teamwork, and information retrieval. Graduate employability depends on understanding, skills, efficacy beliefs, and metacognition. Relational skills like communication and teamwork are most agreed upon as important since they can be directly
An Analysis of Selected Factors Influencing Talent Management in Public Secon...inventionjournals
Talent Management is a set of integrated organizational HR processes designed to attract, develop, motivate, and retain productive, engaged employees. The goal of talent management is to create a high-performance, sustainable organization that meets its strategic and operational goals and objectives. This research therefore sought to explore the factors influencing talent management of Teachers Service Commission in Kenya in the public secondary schools with specific reference to Nyandarua West Sub- County. The overall objective was to examine the factors influencing talent management in schools with specific reference to Nyandarua west Sub- County. The specific objectives was to find out how organizational culture affects talent management, to establish the extent to which training and Development affects talent management, to assess whether workplace environment affect talent management and to establish the extent to which retention strategies affect talent management. The study adopted a descriptive survey design and targeted 25 schools in Nyandarua County. The target population was 25 principles, 350 teaching staff and 230 non-teaching staff. Stratified random sampling and purposive sampling was used in determining the sample size of 121 participants. Sampling was guided by Gay (1976) who postulates that sample size of 10% is considered minimum for large populations and 20% for small populations. The research instruments included questionnaire, an observation schedule and interview schedule. Descriptive data analysis was done for qualitative data while qualitative data was used to supplement interpretation of quantitative data. The findings are interpreted along the study objectives. The findings of the study are aimed to benefit the management of various organizations since they identify the challenges that hinder effective implementation of talent management. This study is of great benefit to the scholars since it has increase the body of knowledge in the field of talent management.
Improving leadership in higher education institutionsmejastudy
Improving leadership in Higher Education institutions:
a distributed perspective
Jitse D. J. van Ameijde Æ Patrick C. Nelson Æ Jon Billsberry Æ
Nathalie van Meurs
College Essay Examples - 9+ in PDF | Examples. My college experience essay - The Writing Center.. Writing An Essay To Get Into College - Writing a strong college .... How To Write A College Application Essay Introduction - How to Write a .... 007 Essay Example College Experience Marketing Sem Professional .... 011 Personal Narrative Essay Example High School Examples And Forms .... College Experience Essay | Essay on College Experience for Students and .... Sample Experience Essay. College Essays Examples - College Admission Essay Examples That Worked .... How to write a college application essay young - You Are What You Write .... Essay Experience – Coretan. How To Format An Essay For College - unugtp. Essay on high school experience - College Homework Help and Online .... College Essay – 9+ Free Samples, Examples, Format Download. 001 Essaye Personal Experience Bunch Ideas Of Writing Sample College .... essay about college experience | Paragraph essay, Expository essay .... Narrative essay: My first year college experience essay. My experience in university life essay. My College Experienc
Primary Handwriting Paper All Kids NetworkLori Head
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Executive Program Practical Connection AssignmentISOL532 Cloud C.docxrhetttrevannion
Executive Program Practical Connection Assignment
ISOL532 Cloud Computing (Due Friday Evening by 11:59 PM)
At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT provide an overview of the assignments assigned in the course. The assignment is to reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
Personal Connection paper should have a maximum of 20% similarity score.
Hospitality Education Quality Improvement in Oversea
Abstract
The advanced education of student has turned out to be progressively internationalized, with a congesting extent of student starting from abroad. In any case, research to date proposes that abroad student are frequently less happy with their courses than different understudies. Thus, there is a prospering requirement for colleges to comprehend what student an incentive they would say. This paper gives an account of an investigation that sets up and tests measurements for estimating administration quality in advanced education, concentrating on full-fee paying postgraduate student from non-EU nations at one foundation in the UK.The establishment concerned has a specific notoriety in tourism and neighbourliness and a critical
Extent of the respondents were examining these subjects. The results of the research highlighted four factors of service quality: recognition; quality of instruction and interaction with faculty; sufficiency of resources; and aspects of physical quality. Arguably, the most significant finding here is the importance that these students attach to their institution’s reputation.
Keywords: Administration quality; higher training; International Students.
Introduction
The training of full-expense payin.
Executive Program Practical Connection AssignmentISOL532 Cloud C.docxelbanglis
Executive Program Practical Connection Assignment
ISOL532 Cloud Computing (Due Friday Evening by 11:59 PM)
At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
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Hospitality Education Quality Improvement in Oversea
Abstract
The advanced education of student has turned out to be progressively internationalized, with a congesting extent of student starting from abroad. In any case, research to date proposes that abroad student are frequently less happy with their courses than different understudies. Thus, there is a prospering requirement for colleges to comprehend what student an incentive they would say. This paper gives an account of an investigation that sets up and tests measurements for estimating administration quality in advanced education, concentrating on full-fee paying postgraduate student from non-EU nations at one foundation in the UK.The establishment concerned has a specific notoriety in tourism and neighbourliness and a critical
Extent of the respondents were examining these subjects. The results of the research highlighted four factors of service quality: recognition; quality of instruction and interaction with faculty; sufficiency of resources; and aspects of physical quality. Arguably, the most significant finding here is the importance that these students attach to their institution’s reputation.
Keywords: Administration quality; higher training; International Students.
Introduction
The training of full-expense payin ...
Maureen Brookes implemented a longitudinal survey in 1998 to assess hospitality student perceptions of their entire academic experience at Oxford Brookes University. The survey collects both quantitative and qualitative data from students at different stages of their programs to evaluate the overall "student experience". Results are analyzed and presented to committees to inform quality management and enhancement efforts.
Journal of Higher Education Policy and ManagementVol. 34, No.docxtawnyataylor528
This document summarizes a research article that examines distributed leadership as a collaborative framework for academics, executives, and professionals in higher education. It discusses how distributed leadership places emphasis on collective collaboration over individual power and control. It then describes a self-assessment tool developed from four Australian universities that used distributed leadership to build leadership capacity in teaching and learning. While the original intent was not to improve collaboration between academics and staff, the outcome recognized the importance of multi-level and cross-functional leadership approaches.
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Total Quality Management in Higher Education Institutionsfatinnah
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This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
This document discusses approaches to advising online students. It begins by outlining the learning objectives of presenting various advising approaches, issues online students face like feelings of isolation, and how advising can help with career and identity development. It then discusses traditional prescriptive, developmental, and intrusive advising approaches and introduces appreciative advising, which uses positive psychology. Appreciative advising has six phases and builds on student strengths. The document advocates incorporating appreciative advising and intrusive technologies into online advising to increase student satisfaction, development, and retention.
Principals Leadership Styles and Its Effects on Students’ Academic Achievemen...ijtsrd
Leadership is widely regarded as a key factor in accounting for differences in the success with which schools foster the learning of their students. Indeed, the contribution of effective leadership is largest when it is needed most there are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors within the school also contribute to such turnarounds, leadership is the catalyst. But there is much yet to be learned about who provides such leadership, how it is productively distributed across the school system e.g., state, district, school and classroom and what stimulates its development. Dr. Mbonteh Vivian Mbole Nkong "Principals Leadership Styles and Its Effects on Students’ Academic Achievement in South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49710.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49710/principals-leadership-styles-and-its-effects-on-students’-academic-achievement-in-south-west-region-of-cameroon/dr-mbonteh-vivian-mbole-nkong
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
Resource Management Practices as a Facet of Principalship and The Attainment ...ijtsrd
The study assessed the extent to which Principalship Practices in Resource influence the Attainment of School Objectives in Cameroon. Inspired by Imogene’s Goal Attainment theory and The Principalship Model for the Attainment of School Objectives, the study was guided by three objectives, answered three questions and tested three hypotheses. The survey research design and the post positivist quantitative and qualitative research mixed triangulation method were applied and with a questionnaire and interview guide data was collected from 326 principals. Proportionate and Purposive sampling technique was employed to select 31 and 10 principals from the two regions South West and Littoral . Applying descriptive Frequencies, percentages, tables and pie chart and inferential statistics to analyzed data, the results revealed that principalship practices in resource management influences the attainment of school objectives to the extent of 73.76 . This influence is comparatively strongest in financial resource management with the extent of 96.25 , above average in human resource management with extent of 73.04 and the weakest but average is material resource management with the extent of 59.68 . From the findings recommendations were made to the Ministry of secondary education to restructure their policy on principalship. Ilimbi Catherine Enjema | Fonkeng Epah George "Resource Management Practices as a Facet of Principalship and The Attainment of School Objectives in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38465.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38465/resource-management-practices-as-a-facet-of-principalship-and-the-attainment-of-school-objectives-in-cameroon/ilimbi-catherine-enjema
Enrollment Management at Work: Effective Staffing Practices for the Future of...J. Todd Bennett
This document discusses the evolution of enrollment management in higher education institutions and effective staffing practices for the future. It notes that as student demographics and needs have changed, the administration of colleges and universities has grown more specialized over time. Enrollment management aims to coordinate recruitment, retention, and student success efforts across departments through collaboration. For enrollment management to be successful, institutions must develop a culture that embraces its goals. They must also adapt their staffing practices to be more flexible and meet the needs of diverse students, such as through flextime schedules, job sharing, and childcare support. Technology both enables more individualized attention but also risks increased bureaucracy if not implemented carefully.
This document summarizes a research study that explored perceptions of quality in higher education from the perspectives of undergraduate students, academic staff, and employers at Kingston University. 340 students, 32 staff members, and 17 employers completed questionnaires about their views. Key findings were that employers valued graduate personal qualities the most, while students and staff rated the quality of teaching, learning, feedback and staff-student relationships highly. Students were generally positive about teaching methods but uncertain if they were receiving a high-quality education. The study aims to help universities better understand different stakeholder views of quality to improve student experience and employability.
A Correlation Study Between Student Performance In Food And Beverage Services...Kristen Carter
The document discusses a study that assessed the relationship between students' performance in a Travel and Tour Operations course integrated with Computer Reservation Systems (CRS) and their subsequent internship performance in travel agencies. The study found that most students received satisfactory grades in the course, but received very good performance evaluations during their internships, particularly in attitude. However, the study found no significant relationship between academic performance in the course and training performance during internships. This suggests that while students' knowledge was only satisfactory based on course grades, they performed very well during their internships in terms of skills, knowledge, attitude and personality.
This document presents the Career Information Literacy Learning Framework (CILLF), which integrates experiential learning, career development, and information literacy theories. The CILLF was used to examine capstone units in Information Systems, Information Technology, and Engineering at an Australian university. Academic and professional staff involved in these capstone units participated in interviews to share insights into unit aims, practices, outcomes, needs, and assessment. A phenomenographic approach found patterns in the data. The findings support conceptualizing CILLF and uniting dimensions of learning, career development, and information literacy. Limitations and further research directions are discussed.
The document discusses strategies for avoiding poor selection and development of expatriates. It covers three main topics: selection of candidates, pre-departure cross-cultural training, and repatriation efforts. For selection, the document examines different criteria used to identify qualified candidates and the importance of assessing a candidate's spouse. For training, it discusses how the timing and content of cross-cultural training can impact adjustment. For repatriation, it notes the high turnover rates of returning expatriates and emphasizes the need for organizations to facilitate knowledge transfer and support cultural re-adjustment.
The document discusses transferable skills that are important for learners in a globalized world. It analyzes frameworks for classifying graduate attributes and transferable skills. Near transfer skills involve applying knowledge in similar contexts as learning, while far transfer skills can be applied in new contexts. High-road transfer requires abstract thinking to apply skills across different domains. The document also reviews literature on skills valued by employers, including adaptability, communication, initiative, IT skills, leadership, motivation, numeracy, organization, problem solving, teamwork, and information retrieval. Graduate employability depends on understanding, skills, efficacy beliefs, and metacognition. Relational skills like communication and teamwork are most agreed upon as important since they can be directly
An Analysis of Selected Factors Influencing Talent Management in Public Secon...inventionjournals
Talent Management is a set of integrated organizational HR processes designed to attract, develop, motivate, and retain productive, engaged employees. The goal of talent management is to create a high-performance, sustainable organization that meets its strategic and operational goals and objectives. This research therefore sought to explore the factors influencing talent management of Teachers Service Commission in Kenya in the public secondary schools with specific reference to Nyandarua West Sub- County. The overall objective was to examine the factors influencing talent management in schools with specific reference to Nyandarua west Sub- County. The specific objectives was to find out how organizational culture affects talent management, to establish the extent to which training and Development affects talent management, to assess whether workplace environment affect talent management and to establish the extent to which retention strategies affect talent management. The study adopted a descriptive survey design and targeted 25 schools in Nyandarua County. The target population was 25 principles, 350 teaching staff and 230 non-teaching staff. Stratified random sampling and purposive sampling was used in determining the sample size of 121 participants. Sampling was guided by Gay (1976) who postulates that sample size of 10% is considered minimum for large populations and 20% for small populations. The research instruments included questionnaire, an observation schedule and interview schedule. Descriptive data analysis was done for qualitative data while qualitative data was used to supplement interpretation of quantitative data. The findings are interpreted along the study objectives. The findings of the study are aimed to benefit the management of various organizations since they identify the challenges that hinder effective implementation of talent management. This study is of great benefit to the scholars since it has increase the body of knowledge in the field of talent management.
Improving leadership in higher education institutionsmejastudy
Improving leadership in Higher Education institutions:
a distributed perspective
Jitse D. J. van Ameijde Æ Patrick C. Nelson Æ Jon Billsberry Æ
Nathalie van Meurs
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Assessment Of Tourism And Hospitality Management Competencies A Student Perspective
1. Southern Cross University
ePublications@SCU
School of Tourism and Hospitality Management School of Tourism and Hospitality Management
2004
Assessment of tourism and hospitality
management competencies: a student perspective
(Presentation)
Helen Breen
Southern Cross University, helen.breen@scu.edu.au
Maree Walo
Southern Cross University
Kay Dimmock
Southern Cross University, kay.dimmock@scu.edu.au
ePublications@SCU is an electronic repository administered by Southern Cross University Library. Its goal is to capture and preserve the intellectual
output of Southern Cross University authors and researchers, and to increase visibility and impact through open access to researchers around the
world. For further information please contact epubs@scu.edu.au.
Suggested Citation
Breen, H, Walo, M & Dimmock, K 2004, 'Assessment of tourism and hospitality management competencies: a student perspective', in
KA Smithe & C Schott (eds), Proceedings of Tourism research: advances and applications, New Zealand Tourism and Hospitality Research
Conference, Wellington, NZ, 8-10 December, Tourism Management Group, Victoria Management School, Victoria University of
Wellington, Wellington, NZ.
2. 1
ASSESSMENT OF TOURISM AND HOSPITALITY MANAGEMENT
COMPETENCIES: A STUDENT PERSPECTIVE
Helen Breen
Lecturer, Southern Cross University, Australia
Maree Walo
Lecturer, Southern Cross University, Australia
Kay Dimmock
Lecturer, Southern Cross University, Australia
Abstract
Ongoing research into the needs of tourism and hospitality industries with respect to competencies required of
graduates is crucial to ensure curricula are relevant and up to date. Additionally, as student internships are common
components of tertiary education in tourism and hospitality management, studies investigating the role internship plays
in developing tourism students’ management competencies are essential. This paper reports on a longitudinal study that
explores management competencies of Australian tourism and hospitality students in a 3 year Bachelor of Business in
Tourism program. This investigation assessed students’ perceptions of their level of management competence,
developed during the first, second and third years of their degree program. A self-assessment instrument that measures
perceived competence in 24 generic management competencies and 8 management roles within the Competing Values
Framework (CVF) (Quinn, Thompson, Faerman & McGrath, 1996) was used. The key findings of this investigation
imply that tertiary education in tourism and hospitality studies has proved effective in contributing towards the
development of management competencies in this cohort of students, particularly in the mentor role. This study also
highlights the importance of offering a curriculum in tourism and hospitality management that incorporates a blend of
learning experiences that will develop students’ level of management competence, thereby preparing them for future
management roles.
Key words: Management competencies, self-assessment, tourism and hospitality.
Introduction
Tourism and hospitality university courses aim to meet demands of a volatile and changing world
(Umbreit, 1993). Many attempt to prepare students by developing and enhancing management
competencies and skills that are needed to operate successfully. Travel and tourism industries
generate employment for approximately 250 million people or one in every eleven jobs (World
Travel and Tourism Council, 2002). In Australia, employment in tourism is 540,700 persons up
1.3% from 2001-02 (Australian Bureau of Statistics, 2004) yet there is a lack of appropriately
skilled human resources. Tourism and hospitality employers have concerns regarding the scarcity of
suitably qualified, competent staff, particularly staff with managerial potential (Goodman &
Sprague, 1991). The School of Tourism and Hospitality Management delivers the Bachelor of
Business in Tourism at Southern Cross University. This degree course involves five semesters of
on-campus study covering a range of disciplines aimed at preparing students for management
careers in tourism and hospitality. Additionally students are required to take a six-month
compulsory internship in an industry setting as the final component of their degree. To consider
student perceptions of management skills and competencies developed throughout the course
3. 2
duration, the researchers under took a longitudinal study to measure changes in perceived
competence.
Literature Review
The main objective of management education is to provide industry with high calibre graduates
equipped with relevant management competencies (Hansson, 2001; Christou, 2002). A review of
the literature indicates that generic and transferable skills including leadership, communication,
critical thinking and human resource management are essential to career success (Tas, Labreque &
Clayton, 1996; Kay & Russette, 2000). Also, Gustin (2001) found in USA that encouraging and
teaching critical thinking skills resulted in students better prepared to meet demands of an ill
defined business environment. In Australia, Moscardo (1997) claims that developing problem
solving skills, creative and flexible-thinking competencies is critical in building management
competencies for tourism students.
A definition of competency that recognizes the importance of skills, knowledge and personal
characteristics and the linkages between possessing these and performing certain tasks or roles is
one developed by Quinn et al. (1996). A competency “suggests both the possession of knowledge
and the behavioural capacity to act appropriately. To develop competencies you must both be
introduced to knowledge and have the opportunity to practice your skills” Quinn et al. (1996: 14).
Employers require graduates with transferable skills including strong written and oral
communication skills, interpersonal skills, teamwork, and problem solving skills (DEETYA, 1998).
While tourism and hospitality employers anticipate that graduates possess transferable generic skills
in areas of leadership, communication, strategic thinking and decision-making (Buergermeister,
1983; Goodman and Sprague, 1991; Cichy, Sciarini & Patton, 1992; Williams and DeMicco 1998).
Cyclical economic conditions and demands for high quality tourism and hospitality services,
coupled with fluctuating unemployment rates challenge managers to achieve competence in their
leadership. Competent leadership qualities are needed to determine strategic directions for an
organisation to take (Scheule & Sneed, 2001) and to creatively solve business problems. Skills must
accommodate internal organisation flexibility and an ambiguous external environment. This type of
environment demands innovative managers to broker their organisation through unsettled external
times (Quinn et al, 1996).
Tourism and hospitality industries are often regarded as ‘people industries’ and effective human
resource management is critical. Many tourism and hospitality researchers maintain that ‘soft’
human relation skills including oral and written communication and interpersonal communication
are essential for graduates and trainees to possess (Baum, 1991; Okeiyi, Finley & Postel, 1994; Tas,
LaBrecque & Clayton, 1996; Maes, Weldy & Icenogle, 1997; Christou & Karamanidis, 1999; Walo
2000). Tait, Richins & Hanlon (1993) studied managers and decision-makers within three industry
sectors: tourism, sport and recreation. Their results confirm that communication ability and
interpersonal skills were rated most important competencies by all three sectors (Tait, et al., 1993).
In addition to the traditional classroom learning, there is substantial agreement between, employers,
educators and students that practical work experience is vital for the future success of tourism and
hospitality management graduates. Internships aim to enhance students’ practical skills and
management competencies (Knight, 1984; LeBruto & Murray, 1994; Mariampolski, Spears &
Vaden, 1980; Tas, 1988, Walo 2000) while providing an important link between classroom theory
and workplace practice (Cuneen & Sidwell 1994). Students through internship can reportedly
develop competence in several generic areas of management, including leadership, human
resources, oral and written communication, interpersonal communication, problem solving,
4. 3
teamwork, planning and decision-making (Bell & Schmidt, 1996; LeBruto & Murray, 1994;
McMullin, 1998).
Limited empirical evidence has been completed to assess change in students’ management
competencies (Hart et al.,1999). To address this gap, Walo (2000) and Dimmock, Breen and Walo
(2003) studied Australian tourism and hospitality students whose perceived level of competence
increased while studying management in the classroom as well as during their practical internship
program.
The aim of this present research was to investigate the management competencies of a cohort of
tourism students at three stages during their management studies:
1st
stage; during the 1st
semester of study,
2nd
stage: during the final year of study before internship,
3rd
stage: at the completion of their degree.
Specifically, the investigation sought to compare and analyse outcomes of each stage to identify
students’ perceived management competency development.
The Competing Values Framework
As industry and graduates need transferable generic competencies applicable to local, national and
international organisation settings, a generic framework of management competencies was
determined appropriate for the empirical stages of this research. Therefore, this study draws upon
Quinn, Thompson, Faerman and McGrath’s (1996) ‘Competing Values Framework’ (CVF). This
model has a sound theoretical and research base and offers an opportunity to examine key
managerial skills and competencies based on organisational theory. Furthermore, Australian
researchers (Dimmock, 1999; Colyer, 2000; Walo, 2000; Dimmock, Breen and Walo, 2003) have
utilised the values and principles of the CVF (Quinn et al., 1996). All these studies are significant in
that they demonstrate the application and acceptance of the CVF (Quinn et al., 1996) in the
Australian context. The CVF also takes a more general approach to management competencies and
skills necessary for managers to be effective, giving it the versatility to be applied to all industry
sectors.
The intention of Quinn et al.’s (1996) CVF, shown in Figure 1, is to provide a comprehensive
model that reflects the values and characteristics of four historic models of organisational theory -
the Rational Goal Model, Internal Process Model, Human Relations Model and Open Systems
Model (Quinn et al., 1996).
Figure 1. The Competing Values Framework
5. 4
Source: Quinn et al., 1996:16
Each quadrant of the framework makes up the larger construct of organisational and managerial
effectiveness (Quinn et al., 1996). The authors (Quinn et al., 1996) state that many managers pursue
a single personal style and employ similar strategies over a wide range of differing situations. They
suggest a manager’s world keeps changing and therefore strategies effective in one situation may
not be effective in another. The CVF enables managers opportunity to increase effectiveness by
developing and utilising a range of often competing competencies, depending on the situation
(Quinn et al., 1996). As shown in Figure 1, there are two management roles associated with each of
the four management models within the CVF (Quinn et al., 1996). Each role complements the
adjacent role and contrasts with that opposite. Another feature of the model is that it describes three
specific competencies essential for performance in each of the eight management roles, for a total of
24 competencies in all.
Methodology
The developers of the CVF (Quinn et al., 1996) designed a valid and reliable survey instrument that
assesses an individual’s competence in relation to the three competencies associated with each of
the eight roles, for a total of 24 competencies. In this study the Self-Assessment of Managerial
Skills (S.A.M.S.) (DiPadova, 1990) was used to measure students’ perceived management
competency.
While there are concerns about using self-assessment, such as the potential for students to over-
report their level of management competence, there is evidence to suggest its value as an evaluation
tool (Walo, 2000). Several researchers suggest, to determine their management competencies,
students can use self-assessment methods successfully, (Cochrane & Spears 1980; Sim 1994).
These findings have particular relevance to the present study in terms of the method used for
assessing students’ management competencies. Cochrane & Spears (1980) found undergraduates in
food service management and dietetics demonstrated high ability to self-assess their performance,
and that these assessments provided effective evaluation of programs and student development.
6. 5
Similarly, Wood and Locke (1987) found that college undergraduate students’ perceived self -
efficacy was significantly related to academic performance in seven task areas of a management
course.
The Self Assessment of Managerial Skills instrument (DiPadova, 1996) comprises 117 statements
describing a variety of skills associated with managerial work. For example statements include:
I continually seek feedback on my performance.
Each day I have a well defined plan.
I feel comfortable acting as an advisor to people.
I adjust well to changing conditions.
I am an unusually hard worker (Di Padova, 1996).
Each statement is linked to one of the 24 competencies in the CVF (Quinn et al., 1996). These 24
competencies were deemed most important of the original 250 competencies linked to the 8
manager roles in the CVF (Quinn et al., 2003). The 8 roles emphasise the spectrum of manager
responsibilities (Quinn et al., 2003). Respondents circle between 1 (strongly disagree) to 7
(strongly agree) for each statement indicating level of agreement with that statement. On
completion, questionnaires are collected, scores computed and averaged to result in 117 figures for
each respondent, indicating perceived competence with each of the elements of the CVF (Quinn et
al., 1996).
Sample
The study’s selection process was based on purposive sampling. Sarantakos (1995:158) confirms
with this sampling technique, researchers intentionally choose subjects relevant to the research
topic. Indeed, the study was designed to explore perceived management competency development
of students within a selected university program. Clearly limitations exist as a result of the
sampling technique. These limitations will exist in generalising the study findings to the broader
population (Jennings, 2001).
The preliminary questionnaire was distributed personally to all first year Bachelor of Business in
Tourism students during their 1st
semester of study in 2000 (1st
stage). It was administered in a
controlled environment, during a core lecture under the supervision of two of the principal
researchers. Of the 100 surveys distributed, in this first round, 58 surveys were returned giving a
response rate of 58%.
A similar procedure was followed again in 2002 for the second stage of the investigation for
students in their final semester of study before undertaking the 6 month internship component of
their degree. Of the 80 surveys distributed, 66 surveys were returned, giving a response rate of 80%.
For the final and third stage of the investigation, the questionnaire was distributed by mail to all 72
3rd
year Bachelor of Business in Tourism students towards the completion of their internship. Of the
72 surveys distributed, 45 surveys were returned, giving a response rate of 62.5%. Using student
identification numbers, an exact match was found for 30 student responses in the 1st
, 2nd
and 3rd
stages of the research. These 30 responses were the sample used in this study.
Analysis
Composite mean scores for the total student sample for all three stages were calculated for each of
the 117 skills linked to the 24 competencies and 8 roles. These scores identified changes in the
students’ management competence. Paired sample t-tests were then performed on students’ 1st
and
2nd
stage, 2nd
and 3rd
stage and 1st
and 3rd
stage mean scores for the 24 competencies and 8 roles
using the Statistical Package for Social Sciences. Due to the large number of comparisons to be
7. 6
conducted (24 tests) the Bonferroni Inequality (level of significance of .002), a control measure that
adjusts for multiple comparisons, was applied (School of Behavioral Sciences, 1987).
Sample Demographics
Approximately 77.0% of the study sample were female and 23.0% were male. Of these
approximately 80.0% were recent school leavers and 20.0% were mature age (over 21 years). The
majority of respondents (87.0%) held a Higher School Certificate or equivalent as their highest
educational qualification, while 10.0% had attained a TAFE (certificate or diploma) qualification
and the remaining 3.0% had only attained their School Certificate. These findings are broadly
consistent with the distribution of males to females enrolled each year in the Bachelor of Business
in Tourism at Southern Cross University.
In terms of previous experience, over two thirds (66.5%) of the students had been employed prior to
enrolling in their degree programme while 33.5% had no previous experience. Of those who had
previously been employed, almost half (45.0%) had held supervisory positions. The majority of
students in this sample had some experience in the workplace, prior to commencing their degree.
This factor may have some influence on the level of students’ management competencies in all
three stages of this study.
Findings
Students’ Level of Managerial Competence at the 1st stage.
Table 1 below shows students’ 1st
stage management competency scores ranging from 3.94 to 5.25.
The competencies where students perceived most competence were Understanding Self and Others
(5.25) and Communicating Effectively (5.25). Least competence was perceived in Managing Across
Functions (3.94) and Managing Projects (4.07). When linked to the 8 roles in the CVF Framework,
students perceived most competence in the Mentor Role (5.07) and least competence in the
Coordinator role (4.17).
Table 1: Comparison of Students’ 1st
and 2nd
Stage Managerial Competence
Management Competency/Role 1st
stage 2nd
stage t value Sig. 2 tailed
Director Role 4.49 4.97 -3.530 .001**
1 Designing and Organising 4.38 4.67 -1.343 .190
2 Visioning, Planning and Goal Setting 4.26 4.94 -3.499 .002**
3 Delegating Effectively 4.85 5.28 -2.841 .008*
Producer Role 4.39 4.81 -2.047 .050*
4 Working Productively 4.48 5.22 -4.006 .000**
5 Fostering a Productive Work Environment 4.62 4.68 -.131 .896
6 Managing Time and Stress 4.09 4.52 -2.217 .035*
Co-ordinator Role 4.17 4.73 -3.688 .001**
7 Managing Projects 4.07 4.66 -3.713 .001**
8 Designing Work 4.49 5.02 -3.470 .002**
9 Managing Across Functions 3.94 4.52 -2.764 .010*
Monitor Role 4.35 4.79 -3.195 .003*
8. 7
10 Monitoring Personal Performance 4.63 4.95 -2.239 .033*
11 Managing Collective Performance 4.15 4.47 -1.841 .076
12 Managing Organsational Performance 4.26 4.95 -3.336 .002**
Mentor Role 5.07 5.49 -2.293 .029*
13 Understanding Self and Others 5.25 6.00 -1.776 .086
14 Communicating Effectively 5.25 5.42 -1.231 .228
15 Developing Subordinates 4.63 5.06 -2.296 .029*
Facilitator Role 4.63 4.96 -2.577 .015*
16 Building Teams 4.43 4.85 -2.033 .051
17 Using Participative Decision Making 5.01 5.31 -2.295 .029*
18 Managing Conflict 4.40 4.71 -2.135 .041*
Innovator Role 4.64 5.00 -2.443 .021*
19 Living with Change 4.99 5.36 -1.886 .069
20 Thinking Creatively 4.77 5.08 -2.099 .045*
21 Creating Change 4.15 4.57 -2.187 .037*
Broker Role 4.47 4.94 -3.939 .000**
22 Building and Maintaining a Power Base 4.50 5.00 -3.056 .002**
23 Negotiating Agreement and Commitment 4.48 4.94 -3.489 .002**
24 Presenting Ideas Effectively 4.42 4.88 -2.660 .013*
* Significance at the p≤.05 level
** Significance at the p≤.002 level
Students’ Level of Managerial Competence at the 2nd
stage
Table 1 also shows students’ 2nd
stage management competency scores ranging from 4.47 to 6.00.
The competencies where students perceived most competence were Understanding Self and Others
(6.00) and Communicating Effectively (5.42). Least competence was perceived in Managing
Collective Performance (4.47) and Managing Across Functions (4.52). When linked to the 8 roles in
the CVF Framework, students perceived most competence in the Mentor Role (5.00) and least
competence in the Coordinator Role (4.73).
Students’ Level of Managerial Competence at the 3rd stage
From Table 2 below, students perceived they had acquired a reasonable level of competence for the
24 management competencies in the 3rd
stage, with mean scores ranging from 4.73 to 5.77. At the
completion of their degree, students perceived most competence in Communication Effectively
(5.77) and Understanding Self and Others (5.76). Students perceived least competence with
Creating Change (4.73) and Managing Across Functions (4.83). When linked to the 8 roles in the
CVF, students perceived most competence in the Mentor Role (5.65) and least competence in the
Coordinator Role (4.17).
Table 2: Comparison of Students’ 2nd
and 3rd Stage Managerial Competence
Management Competency/Role 2nd
stage 3rd
stage t value Sig. 2 tailed
Director Role 4.97 5.08 -.992 .329
1 Designing and Organising 4.67 4.85 -1.161 .255
9. 8
2 Visioning, Planning and Goal Setting 4.94 5.04 -.627 .536
3 Delegating Effectively 5.28 5.35 -.429 .671
Producer Role 4.81 5.18 -3.046 .005*
4 Working Productively 5.22 5.54 -1.684 .103
5 Fostering a Productive Work Environment 4.68 5.02 -2.242 .033*
6 Managing Time and Stress 4.52 4.97 -2.380 .024*
Co-ordinator Role 4.73 4.97 -2.108 .044*
7 Managing Projects 4.66 5.01 -2.525 .017*
8 Designing Work 5.02 5.06 -.296 .769
9 Managing Across Functions 4.52 4.83 -2.514 .018*
Monitor Role 4.79 5.18 -4.202 .000**
10 Monitoring Personal Performance 4.95 5.30 -2.878 .007*
11 Managing Collective Performance 4.47 4.89 -2.636 .013*
12 Managing Organsational Performance 4.95 5.36 -3.157 .004*
Mentor Role 5.49 5.65 -.900 .376
13 Understanding Self and Others 6.00 5.76 .582 .565
14 Communicating Effectively 5.42 5.77 -2.746 .010*
15 Developing Subordinates 5.06 5.41 -2.167 .039*
Facilitator Role 4.96 5.14 -1.673 .105
16 Building Teams 4.85 4.97 -.851 .402
17 Using Participative Decision Making 5.31 5.47 -1.310 .201
18 Managing Conflict 4.71 4.97 -1.861 .073
Innovator Role 5.00 5.14 -1.429 .164
19 Living with Change 5.36 5.41 -.331 .743
20 Thinking Creatively 5.08 5.29 -1.406 .170
21 Creating Change 4.57 4.73 -1.095 .283
Broker Role 4.94 5.09 -1.330 .194
22 Building and Maintaining a Power Base 5.00 5.15 -1.316 .198
23 Negotiating Agreement and Commitment 4.94 5.02 -.576 .569
24 Presenting Ideas Effectively 4.88 5.10 -1.104 .279
* Significance at the p≤.05 level
** Significance at the p≤.002 level
It is important to note that students’ mean scores progressively improved over each of the three
stages for 23 of the 24 management competencies. The exception was for the mean score for
Understanding Self and Others which students perceived less competence at the completion of their
degree, between stages 2 and 3. The experience of practical internship in the tourism and hospitality
workplace has obviously caused these students to reassess their competencies in this area.
It is interesting that students perceived most competence with the Mentor Role and least
competence with the Co-ordinator role at all three stages of the research. Cheetham and Chivers
10. 9
(1998) cite Schon (1983) when they posit that managers use tacit knowledge in going about their
work and develop ‘repertoires’ of solutions to their role. It is suggested that such processes have
commenced for the respondents to the current study as they progress through the developmental
stages of building competence.
Students’ confidence to perform in the Mentor role is supported by the literature. DiPadova (1990)
suggests that students can relate strongly to the Mentor associated competencies. In particular,
interpersonal communication skills are viewed as necessary life competencies, regardless of an
individual's career level or status. Whereas the challenges of the Co-ordinator role include the
efficient flow of work and information as well as an articulated way of organising work to achieve
continuity and stability (Quinn et al., 2003). It is reasonable to expect that life experience for these
students has not yet developed their competence and perception of such competence sufficiently in
these areas.
Comparison of outcomes from 1st
2nd and 3rd stages
T-tests between 1st
and 2nd
stage
Table 1 above shows that students’ 2nd
stage mean scores were significantly higher than their 1st
stage mean scores at the p≤.002 level, for 6 of the 24 competencies. These were: Visioning planning
and goal setting, Working productively, Building and maintaining a powerbase, Managing
organisational performance, Managing projects and Designing Work.
These results reflect students’ ability to develop in ways that include the challenges of setting goals,
taking initiative, dealing with culturally diverse situations and lateral thinking (Di Padova, 1996). In
their discussion of student and employer perceptions of competence development within retail
education and industries, Hart, Harrington, Arnold and Loan-Clarke (1999) used the term ‘meta-
competencies’ to refer to competence with managing people, working with others, organisational
ability and creative thinking. Students within the current study have indicated perceived
development with all elements of the CVF and meta competencies (Hart et al., 1999). Additionally
the study found significant differences exhibited at the p≤.002 level for 3 of the 8 roles in the CVF
(Quinn et al., 1996). These were the Co-ordinator, Director and Broker Roles. The Co-ordinator
role focuses on internal organisation operations, while Director and Broker roles focus on the
external organisation operations (Quinn et al., 2003). Developing competence with these
contrasting and competing roles indicates that in the 2 years between both stages of the research
students have grasped some of the paradoxes inherent in aspects of managerial life.
T-tests between 2nd
and 3rd
stage
As shown in Table 2 above, while students’ 3rd
stage mean scores were generally higher than their
2nd
stage mean scores, there were no significant differences exhibited by any competencies at the
p≤.002 level. The study found a significant difference exhibited at the p≤.002 level for one of the 8
roles in the CVF (Quinn et al., 1996). This was for the Monitor Role.
Tourism and hospitality educators strongly argue that some form of practical training is a critical
component of the curriculum (Casado, 1991; Petrillose & Montgomery, 1998) and suggest some
form of ‘on the job’ training is necessary to develop students’ managerial traits and skills (Knight,
1984; Tas, 1988). Furthermore, industry recruiters agree that these experiences should provide
students the opportunity to develop important leadership, problem solving and customer relation
skills (Petrillose & Montgomery, 1998).
Within the industry there is a wide held view that a hands-on approach to educating hospitality
managers not only supports management principles learnt in theory but also provides students with
the opportunity to practice and review their competence and skills within a real world environment
11. 10
(DiMicelli, 1998). The ability to learn these competencies will depend to some extent on a number
of factors such as the type of placement, level of work experience and the quality of supervision in
place. Consequently, a more structured internship will greatly facilitate students development of
primary competencies (Tas, 1988). Thus, while the sample of students used in this present research
perceived different levels of improvement at different stages of their development, results may be
different for another cohort of students.
In general prior research indicates that students have the opportunity to develop a range of
management competencies. Research similar to this study, published within the tourism and
hospitality field is limited. However, Walo’s (2000) research found that students’ post-internship
mean scores were significantly higher than their pre-internship mean scores at the p≤.002 level, for
six of the 24 competencies and three roles the Co-ordinator, Monitor and Broker Roles. Walo
concluded that while some of the students’ management competencies exhibited greater
development than others, the internship component of a student’s tourism and hospitality education
holds real educational benefits in preparing them for future management roles (Walo, 2000).
Similarly in this present investigation the Monitor Role was found to improve significantly. While
there was no significant difference in the 24 management competencies, internship gave students
the opportunity to apply and deepen the competencies acquired or developed during the earlier
stages.
T-tests between 1st
and 3rd
stage
The primary aim of this research was to investigate the management competencies of a cohort of
tourism and hospitality students at three stages of their management development. As seen above
students’ exhibited improvement in their level of managerial competence between stage one and
two and between stage two and three. However, more importantly is to examine how student’s
perecived management competence overall, from their 1st
year through to when they are ready to
graduate.
Table 3 below shows that students’ 3rd
stage mean scores were significantly higher than their 1st.
stage mean scores at the p≤.002 level, for 13 of the 24 competencies. In terms of roles, significant
differences were exhibited at the p≤.002 level for all the eight managerial roles. At the 95%
competence level of p≤.05 a further 10 competencies were significant between the 1st and 3rd
stages of the study.
Table 3: Comparison of Students’ 1st
and 3rd Stage Managerial Competence
Management Competency/Role 1st
stage 3rd
stage t value Sig. 2 tailed
Director Role 4.49 5.08 -3.865 .001**
1 Designing and Organising 4.38 4.85 -2.140 .041*
2 Visioning, Planning and Goal Setting 4.26 5.04 -4.685 .000**
3 Delegating Effectively 4.85 5.35 -2.153 .040*
Producer Role 4.39 5.18 -3.532 .001**
4 Working Productively 4.48 5.54 -5.233 .000**
5 Fostering a Productive Work Environment 4.62 5.02 -.822 .418
6 Managing Time and Stress 4.09 4.97 -3.988 .000**
Co-ordinator Role 4.17 4.97 -5.311 .000**
7 Managing Projects 4.07 5.01 -5.878 .000**
12. 11
8 Designing Work 4.49 5.06 -3.556 .001**
9 Managing Across Functions 3.94 4.83 -3.842 .001**
Monitor Role 4.35 5.18 -5.555 .000**
10 Monitoring Personal Performance 4.63 5.30 -4.094 .000**
11 Managing Collective Performance 4.15 4.89 -4.193 .000**
12 Managing Organsational Performance 4.26 5.36 -5.942 .000**
Mentor Role 5.07 5.65 -4.671 .000**
13 Understanding Self and Others 5.25 5.76 -2.923 .007*
14 Communicating Effectively 5.25 5.77 -3.699 .001**
15 Developing Subordinates 4.63 5.41 -3.450 .002**
Facilitator Role 4.63 5.14 -2.997 .000**
16 Building Teams 4.43 4.97 -2.217 .035*
17 Using Participative Decision Making 5.01 5.47 -2.924 .007*
18 Managing Conflict 4.40 4.97 -3.298 .003*
Innovator Role 4.64 5.14 -3.488 .002**
19 Living with Change 4.99 5.41 -2.600 .015*
20 Thinking Creatively 4.77 5.29 -2.880 .007*
21 Creating Change 4.15 4.73 -3.135 .004*
Broker Role 4.47 5.09 -4.410 .000**
22 Building and Maintaining a Power Base 4.50 5.15 -3.839 .001**
23 Negotiating Agreement and Commitment 4.48 5.02 -3.636 .001**
24 Presenting Ideas Effectively 4.42 5.10 -2.970 .006*
* Significance at the p≤.05 level
** Significance at the p≤.002 level
Such results highlight that students perceive development with a majority (23) of the competencies
considered in the study. From an education perspective the School of Tourism and Hospitality
Management is better informed of the progress that student competency development is taking, as
well as being in a position to secure the alignment of specific competency development with
specific aspects of the curriculum. These outcomes can further align employment requirements to
satisfy both graduate and industry needs (Messenger, 1992).
Discussion
In the culturally diverse workplace of the 21st
century, skills acquired in the Mentor Role will help
prepare managers to meet the challenging composition of the workforce and to deal with
international markets (DiPadova, 1996). According to DEETYA (1998) employers actively seek
graduates with well developed ‘team skills’ and demonstrated ability to work and communicate
with people at all levels. The industry maintains that communication ability and interpersonal skills
are important competencies in tourism, sport and recreation sectors (Tait et al, 1993). Furthermore,
students realise that strong communication skills and ability to manage people are critical
competencies to possess (Knutson and Patton, 1992; Burbidge, 1994).
Students in this study perceived they were most competent in the Mentor Role, in all stages of the
research. These results concur with research by Walo (2000) and Dimmock, Breen and Walo
13. 12
(2003). In the Mentor Role, a manager is involved with human relations in the work environment
(Quinn et al., 1996) especially if they are front-line managers. Effective mentors understand
themselves, show concern and provide support for others. Findings align with the work of others
(see for example, Baum, 1991; Okeiyi, Finley & Postel, 1994; Tas, LaBrecque & Clayton, 1996;
Maes, Weldy & Icenogle, 1997; Christou & Karamanidis, 1999) that human relations competencies
are beneficial to developing successful tourism and hospitality managers.
In all stages of this research, students perceive least competence with the Co-ordinator role. The
Co-ordinator and associated competencies of Managing Projects, Designing Work and Managing
Across Functions are viewed as some of the basic functions of management. Leiper (1995)
considers co-ordination as the keystone role of all management and occurs at two levels: co-
ordination of organisational resources and co-ordination of managerial work. Leiper states that, in
combination, these two levels of co-ordination are crucial for successful management and permeate
all other managerial activities (Leiper, 1995). The Co-ordinator is associated with attention to detail
and with tracking activity and performance. Tourism and hospitality students recognize that co-
ordination skill is needed in management, including purchasing and room management (Li &
Kivela, 1998). From this current study perceived development with all Co-ordinator competencies
was not registered by this sample yet their mean scores showed improvement throughout each
stage. One posits that certain technical elements inherent within co-ordinator competencies may
take longer to achieve than the experience base currently achieved within this sample group. From
an education perspective there is opportunity to highlight this outcome and to introduce teaching
strategies that focus on building competence in managing a variety of tasks and designing work into
the curriculum.
While the students in this study demonstrated slightly more confidence in one or two management
roles, this was not to the detriment of any other role within the framework and there appears to be a
balance in the roles overall. Given that students at the completion of the internship period are ready
to graduate, these results provide valuable insight into how close the students are to meeting
industry expectations as they commence their careers within tourism and hospitality industries. It is
argued that, as entry level graduates, this cohort of students have the ability to demonstrate
competence over a range of transferable generic management competencies. Also, due to the
generic nature of these competencies and their recognised importance by tourism and hospitality
managers in the literature, this cohort of Bachelor of Business in Tourism graduates should be
effectively equipped to undertake a range of managerial opportunities that may be presented to
them.
Conclusions
The findings of this investigation have implications for employers, educators and students. Tourism
and hospitality employers are encouraged to structure the induction and training of new graduates to
take advantage of their strong mentor competencies and to further develop co-ordinator
competencies through job work experience. This would build further depth in perceived managerial
strength in managing people and reduce perceived managerial weaknesses in managing and
designing work.
It is important for tourism and hospitality educators to incorporate a wide range of learning
experiences that contribute to developing students’ competencies. They should give serious
consideration to incorporating a practical component such as internship or alternatively some form
of specialised workplace training that will provide similar outcomes in terms of developing
students’ management competencies.
Tourism and hospitality students can be made aware that developing their level of competence has
application to a wide range of situations. This can occur in non-academic pursuits such as casual
14. 13
employment, sporting endeavours and broader life experiences. A further stage for this research is
to follow this cohort throughout their careers, to examine further management competency
development.
There is a need for ongoing evaluation by tourism and hospitality educators of student competency
development so that a closer fit between student development and industry needs (Hansson, 2001)
remains a priority. This research suggests the ongoing use of self-assessment tools to strengthen the
debate for the role of perceived competence in the competency building process. Perceived
competence can be followed by relative competence which relates to what is required for the
specific job (Cheetham and Chivers, 1998).
This research project was designed to investigate perceived competency development by a group of
undergraduate students studying for a tourism and hospitality management degree. The project was
motivated by the lack of research that informs the literature or educators on competency
development within tertiary students (Walo, 2000). Students’ perceive significant development in
23 of the 24 competencies assessed in this investigation between the 1st
and 3rd stage of the project.
Students believed that they were most competent as mentors and least competent as coordinators.
This current study shows that competence building and development has commenced for these
students. The work is an opportunity for education providers to revisit teaching and learning
strategies to better meet industry and graduate needs.
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