Chapter I

INTRODUCTION

The researchers aim to provide the applicable information from the wide-ranging

of views up to the stately and certain concept, beginning from the background of the

study to the theoretical and conceptual framework down to the statement of the problem

interconnected from the research objectives mentioned by the researchers that indicate

the significance of the study, the definite restrictions in the scope and limitation and

illuminated by the definition of terms.

Background of the Study

Higher education students who are about to complete their studies are mostly

anxious about obtaining suitable and decent employment soon after they graduate.

Hospitality Management students are no exception. Hospitality education is generally

perceived to be expensive and costs incurred while studying, will need to be quickly

covered through gainful employment. It is pertinent to note that hospitality education is

not always the students’ first choice (Lu & Adler, 2009). Research has portrayed the

hospitality sector as being highly dynamic and one that requires increased mobility of

employees (Dredge, Airey, & Gross, 2014; Major & Evans, 2008; Robinson, Ruhanen &

Breakey, 2016). Many recent studies with a focus on hospitality (and tourism) students’

1
perceptions of their studies and how they impact on their career intentions and aspirations

were mostly conducted outside the shores of the African continent, and on students who

are doing, or have done their internship in the sector (such as Aggett & Busby, 2011;

Farmaki, 2016; Kim & Park, 2013; Kim, McCleary, & Kaufman, 2010; Richardson,

2008; Robinson, Ruhanen & Breakey, 2016).

Worldwide, the tourism and hospitality industry has been confronted with the

problem of attracting and retaining quality employees which has led to a shortage of

skilled personnel to staff the ever-growing number of tourism and hospitality businesses

(Bismark, 2002; Andorka, 1996). In accordance, Lewis & Airey (2001) affirm that the

most fundamental challenge facing the industry in many countries is ‘the attraction and

retention of the necessary number and quality of young people’. Moreover, there are

concerns regarding the tourism and hospitality organizations’ ability to attract, develop

and retain managers (Kent, 2006). As also highlighted by Kusluvan & Kusluvan (1999),

the most important issue appears to be the continued supply and retention of a well-

educated, well-trained, skilled, enthusiastic and committed work-force for the tourism

industry. On the other side, despite the developing orientation towards a service based

economy, significant numbers of jobs are being created each day. The World Travel and

Tourism Council estimates that, in the long run, achieving EU15 standards could result in

about 3 million new tourism sector jobs in the new European Union Member States

(WTTC, 2004). In the European tourism and hospitality sector, hired people often have

low education levels; frequently a completed lower secondary education at the highest

2
(Eurostat, 2010). For instance, in Greece, there is a serious lack of people trained in

supervisory skills; a recent research conducted by the Institute of Tourist and Hotel

Research indicated that only 51.1% of hotel owners and 44.1% of managers have

graduated from high school and only 48.9% of the hoteliers and 55.9% of managers are

graduates of colleges or universities (Goldsmith & Smirli, 1995). In Malta, the highly

qualified employees comprise only four per cent of the industry’s workforce, whereas

71% are low-qualified (NCHE, 2009). On completion of their university studies,

graduates have well-developed academic skills and an expectation that the industry will

allow them to apply the conceptual and analytical skills that have been emphasized in

their courses (Raybould & Wilkins, 2005). Additionally, they choose companies and

expect efforts to be made to develop and to retain them; they need to be provided with

development opportunities (Scott & Revis, 2008). Nevertheless, tourism and hospitality

industry and education providers are often in disagreement as to the important subjects

and topics which should be taught. There is not only a weak understanding of what

constitutes a tourism and hospitality degree, but as well, a similarly weak understanding

on behalf of many educators regarding the skills needed for employment in the sector

(Harkison, 2004). One anomaly arising from this disharmony is the trend in some

countries such as the UK, for employers to recruit non-tourism graduates, because,

according to these employers, tourism graduates may not have the right qualifications

(Amoah & Baum, 1997). Industry focuses on graduates’ lack of practical experience, and

perhaps youth, and insists that they commence employment in operational roles. As a

result, graduates become frustrated that the higher order skills learned at university are

3
not utilized by industry and anecdotal evidence at least suggests that many of them seek

more challenging opportunities in other industry sectors or through further education

(Raybould & Wilkins, 2005). Given the above mentioned status, the rationale behind this

research is succinctly explained by the low percentage of highly qualified employees in

the total European tourism and hospitality industry’s workforce. Furthermore, the limited

knowledge underlying students’ interest in and attitude towards hospitality and tourism

professions provides part of the reasoning.

4
Research objective

General Objective:

The study aims to determine the factors that contributed to the hospitality

management students of Colegio de Dagupan on taking up the hospitality management

degree.

Specific Objectives:

 The study wants to find out the factors affecting the hospitality management

students on taking up hospitality management degree.

 The study wants to find out the characteristics where the hospitality students can

associate the career in the field of Hospitality Management.

 The study wants to find out who introduce the Hospitality Management degree.

Statement of the Problem

This research perseveres the factors that contributed to the hospitality

management students of Colegio de Dagupan on taking up the hospitality management

degree. The researchers specifically seek to answer the following queries.

1. Profile of the Respondents in terms of:

a. Degree Level

b. Sex

5
2. What are the factors affecting the students of hospitality management on taking up

Hospitality Management Degree?

3. What characteristics do you associate a career in the field of Hospitality Management

4. Who did introduce the Hospitality Management to you?

Significance of the Study

Here are some organizations or group of people that will benefit from this research:

To Researcher: We, the researchers make this research study to acquire the

knowledge about determining the factors that contributed to the hospitality management

students of Colegio de Dagupan on taking up the hospitality management degree.

To Future Researcher: Since the researchers are searching the determining the

factors that contributed to the hospitality management students of Colegio de Dagupan on

taking up the hospitality management degree, this will help them as reference guide to

learn more about the Hospitality Management Students’ Perception regarding on why

they took up Hospitality Management Degree.

To Faculty or Teachers: Since the researchers are searching the determining the

factors that contributed to the hospitality management students of Colegio de Dagupan on

taking up the hospitality management degree, this will help the faculty to know what

exact factors affected or contributed to the students on taking up Hospitality Management

6
degree that can help the faculty to motivate, inspire and encourage them to finish the

degree they chose and finish the path what they’ve started.

To Students: The study proposal should be able to contribute new sets of

knowledge and information about determining the factors that contributed to the

hospitality management students of Colegio de Dagupan on taking up the hospitality

management degree. This would serve as a reference material to be used in classroom

discussions. And this will open their mind in regarding why their co Hospitality Students

take this degree.

To Bachelors of Science in Hotel and Restaurant Management Students:

Since the researchers are searching the determining the factors that contributed to the

hospitality management students of Colegio de Dagupan on taking up the hospitality

management degree, this help them to realize that there are lot of things to reflect on why

they take up Hospitality Management Degree and there are lot of things too to pursue and

finish the path of being a Hospitality Management Student.

7
Theoretical Framework

In relation with the previously mentioned aspects, there were considered several

motivation theories as theoretical framework for this research. To begin with, the Self –

Determination Theory (SDT) will support the attempt of finding out whether students

have stronger internal or external locus. As stated by Deci & Ryan (1985), individuals

have an external ‘perceived locus of causality’ (PLOC) to the extent they see forces

outside the self as initiating, pressuring, or coercing one’s action. Furthermore, in an

internal PLOC, a person feels initiator and supporter of his own actions. In order to reach

satisfaction, SDT requires competence, relatedness and autonomy. In correlation with it,

two other theories were looked at: the extrinsic motivation, and respectively, the intrinsic

motivation theory. Petri (1991) affirms that extrinsic motivation happens when one is

being motivated by external factors and drove to do things for tangible rewards or

pressures, also called ‘external motivation’. As well, it occurs when there is desire to

avoid internally imposed guilt and recrimination which defines the second type of

extrinsic motivation, namely ‘interjected motivation’. Lastly, the identified motivation,

being the desire to express important self-identifications, appears as the third form of

extrinsic motivation. On the other hand, intrinsic motivation theory describes a person

motivated by internal factors to do things just because the fun of it or because himself

rationalizes is the right thing to do (Deci & Ryan, 1985). Goal theory of motivation

affirms that the perceived purpose of a task is a critical factor in the quality of

engagement (DiCintio & Stevens, 1997). It describes two goal orientations, mastery goals

which are intrinsically motivating and concerned with increasing competence through

8
effort; and ego goals, which, in contrast, are extrinsically motivated with success

determined in reference to others.

Most research findings on motivation have concluded that academic performances

and motivations are significantly related to one another. It is important to note that

teachers are an influencing agent for student motivation (Chemosit & Rugutt, 2009). For

instance, encouraging students in their pursuit for excellence in studying, providing

positive feedback, being involved in positive interactions, remaining enthusiastic about

students and student educational growth, and cultivating a positive classroom

environment, have a strong impact on student academic motivation (Astin, 1993; Bean &

Kuh, 1984; Lamport, 1993). Additionally, student-to-student relations, critical thinking

skills, and student-faculty interaction are important variables in predicting motivation

(Chemosit & Rugutt, 2009).Moreover, in agreement with the Expectancy Theory of

Motivation (Vroom, 1964), people predict the time to come and create expectations about

future events, which if seem reasonably attractive become the motivation to act towards

making this future come true. As stated by Vroom (1964) motivation represents the force

impelling a person to perform a particular action, a sequence of the value of the perceived

outcome (valence), the belief that the completion of certain actions will bring the

outcome (instrumentality) and the belief that someone is able to complete those actions

(expectancy). The theory reports that the intensity of a tendency to act in a certain way is

dependent on the intensity of an expectation that the performance will be followed by a

definite outcome and on the appeal of the outcome to the individual. Expectancy theory,

also known as Valence- Instrumentality – Expectancy Theory (VIE Theory), has evolved
9
as a basic paradigm for the study of human attitudes and behavior in work and

organizational settings (Lawler & Suttle, 1973).

A number of writers have developed their own expectancy theories criticizing

Vroom’s model for its lack of explicitness in defining and distinguishing between actions

and outcomes, and between the different types of expectancies (Campbell et al., 1970).

The expectancy model of behavior (Lawler, 1971) makes a distinction between the

expectancy that effort will lead to the successful performance of a behavioral action and

the expectancy that this action will produce outcomes, specifying what determines the

type of the perceived likelihood that effort towards a behavioral or task goal will lead to

the successful accomplishment of the goal and the likelihood that the successful

accomplishment of the behavior goal will result in the securing of out-comes or rewards.

A recent survey, conducted by Aksu and Köksal (2005) at the Akdeniz University School

of Tourism and Hotel Management in Antalya, investigated the main expectations of

students from the tourism industry. The results indicated that generally they had low

expectations. However, positive perceptions were found among respondents who had:

chosen the school as one of their top three choices at the university entrance exam;

chosen the school willingly; and carried out practical work experience outside of Turkey

(Chellen & Nunkoo, 2010). Further on, the present research study makes reference to the

ARCS Model of Motivation (Keller, 1984) that has been developed in order to identify

the aspects of learning environments which stimulate and sustain student’s motivation to

learn. The model focuses on attention (A) with three subcategories: perceptual arousal,

inquiry arousal, variability; relevance (R) with goal orientation, motive matching,
10
familiarity; confidence (C) referring to learning requirements, success opportunities,

personal control and satisfaction (S) with intrinsic reinforcement, extrinsic rewards,

equity. Being aware of how teacher-student interaction (relations) can promote academic

motivation may provide implications in a variety of areas for educators. Thus, professors

could restructure the teaching and studying environment by providing different studying

strategies and finding ways to motivate students to lead and to actively engage in the

leading process. Whereas prior studies have considered the student's motivation as the

independent variable and cognitive skills including critical thinking skills as dependent

variables (Kanfer, & Ackerman, 1989), this study considers whether the emphasis on

critical thinking skills in relation to student-to-student relations and student-faculty

interaction affect student motivation. With regard to the perceptions, some psychologists

argue that perceptual processes are not direct, but dependent on the perceiver’s

expectations and previous knowledge (McLeod, 2007).

The ‘direct theory of perception’ proposed by Gibson (1972) which is also called

bottom-up processing suggests that perception begins with the stimulus itself, meaning

that sensory information is analyzed in one direction: from simple of raw sensory data to

ever increasing complexity. He senses that there is enough information in our

environment to understand the world in a direct way. Oppositely, psychologist Gregory

(1970) argued that perception is a constructive process, based a ‘top-down’ theory. In

support of this, people’s perceptions of the world are hypotheses based on past

experiences and stored information (McLeod, 2007).Social and behavioral researchers

have shown growing interest in studying causation among variables (Pedhazur, 1982)
11
through models. Therefore, models have been used extensively to explain the relationship

among several factors such as tourism impacts, perceived benefits and costs, resident

quality of life, attitudes, support for tourism (Cecil, 2006). Further on, in this study, a

research model project is used to develop a new model or to test an existing model. As

described by the U.S. Environmental Protection Agency (2005), a research model

involves six important descriptive steps: (a) product description, including the scope,

purpose, objectives and participant roles, (b) model description, including the theoretical

approach and/or mathematical relationship between variables, (c) model development, (d)

model calibration, or process of refining the model, (e) model assessment or validation,

and (f) references. Based on the foregoing referenced theories, a model that includes

three dependent variables (X1, X2, and X3) and a number of independent variables (Y1,

Y2, Y3, Y4, Y5).

Extrinsic
Motives Previous
Knowledge

Hospitality Hospitality
Intrinsic and Tourism and Tourism
Motives Students Students
Motivations Perceptions

Career Hospitality
Related and Tourism
Motives Students
Expectations Current
Perception
(Stefanescu, 2012)

Figure 1.1 Motivations to Perception theoretical model (Stefanescu, 2012) 12

 To offer a big picture over the proposed theoretical model, it can be stated that it

aims to detect the correlation between the dependent variables, namely study motivations,

expectations and perceptions, if any. To begin with, the researcher has defined several

variables, as it follows: Y1 extrinsic motives, Y2 intrinsic motives, Y3 career related

motives, Y4 previous knowledge, Y5 current perception and X1 for THM students’

motivations, X2 for THM students’ expectations and X3 for THM students’ perceptions.

As well, it can be concluded from Figure 1: The proposed theoretical model that the

researcher suggests the existence of a relationship between the extrinsic motives, the

intrinsic motives, the career related motives and the study motivations of THM students.

Consequently, X1 becomes an independent with influence exerted together with the

variable ‘previous knowledge’ on the study expectations of HTM students.

13
Conceptual Framework

Figure 1.2 Conceptual Framework Model for the Determining the Factors that Contributed to

the Hospitality Management Students of Colegio De Dagupan on Taking up The Hospitality

Management Degree.

.
Figure 1.2 shows the factors affecting the hospitality management students’

decision making on taking up hospitality management degree. Black circles is consist of

specific factors that will go to the grey circle which are the general factors specifically

three motives and others which is the person who influence or introduce to the students.

After this it will go the goal that will proceed to student’s motivations to student’s

14
outlook which will support by the prior information that will go to student’s insight to

present information that will end to taking up the hospitality management degree.

Scope and Limitations

The study is focused on determining the factors that contributed to the hospitality

management students of Colegio de Dagupan on taking up the hospitality management

degree. Particularly on the gathering of student’s awareness in the different factors that

contributed to them on taking up Hospitality Management as a Degree.

Further, the respondents were the hospitality students of Colegio de Dagupan

They utilized descriptive quantitative research through survey questionnaires which

involved question formulation, floating, retrieving and tabulation.

Definition of Terms

The terms used by the researchers are operationally defined to help the readers
better understand the research:

Academic Degree. Qualification awarded to student upon successful completion of a

course of study in higher education.

Bottom-Up Processing. Perception starts at the sensory input, the stimulus. Thus,
perception can be described as data-driven.

15
Extrinsic Motives. Motivated to perform an activity to earn a reward or avoid
punishment. Behavior is driven by external rewards such as money, fame, grades and
praise.

Intrinsic Motives. Motivated to perform an activity for its own sake and personal
rewards. Engage in a behavior because it is personally rewarding, not for as external
reward.

Likert Scale. Psychometric scale commonly involved in research that employs

questionnaires.

Motivations. The reason for the people’s actions, desires and needs. Motivations is also
one’s direction to behavior, or what causes a person to want to repeat a behavior.

Perception. The organization, identification and interpretation of sensory information in

order to represent and understand the presented information, or the environment.

Potential. Having or showing the capacity to become or develop into something in the
future. Latent qualities or abilities that may be developed and lead to future success or
usefulness

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 Chapter II

REVIEW OF RELATED LITERATURE

In this chapter, a number of research journals are collected, compiled and

summarized by the researchers to identify the factors that contributed to the hospitality

management students of Colegio de Dagupan on taking up the hospitality management

degree. Similarities and differences of the journals are cited in the synthesis of the study

and usage is simplified in the literature review matrix.

Hospitality Management Degree

A Bachelor of Science in Hospitality Management program gives students the

managerial and educational tools to manage restaurants, hotels, and other places where

hospitality is essential to the business.

Management program, students learn to resolve guest conflicts, preserve cost

controls, anticipate market conditions, manage team members and provide high-quality

service. Hospitality law, public relations, marketing, economics, risk management and

international business are examples of topics the program may explore. The programs

emphasize strong communication, organizational and interpersonal skills, and allow for

opportunities for practical work in the field through co-ops and internships. Applicants to

this degree program will be required to hold a high school diploma or equivalent.

17
Hospitality Management motivations and preferences

Numerous studies investigating students’ motives for choosing college majors

have been conducted in various disciplines (Bedi & Gilthorpe, 2000; Brand & Chikte,

1997; Calkin & Welki, 2006; Giacomino & Akcrs, 1998; Gist, Goedde, & Ward, 1996;

Kim et al., 2006; Orenuga & Costa, 2006; Schleef, 2000; Staniec, 2004; Vigild &

Schwarz, 2001; Wong, Fiedler, & Liu, 2007). In a cross-sectional study of a cohort of

197 clinical dental students in four different dental schools, Orenuga and Costa identified

four major motives for the choice of dentistry: interest, prestige, good employment

opportunities and regular work hours. The results of their study indicated that the need

for status and prestigious image projected by the dental profession appeared for many

students to be a major motive for the choice of dentistry. Other reasons for the choice of

dentistry identified by others include financial gain, opportunity to work with people,

opportunity to serve the community, admission scores, and advice from parents, relatives,

friends and teachers (Bedi & Gilthorpe; Brand & Chikte; Vigild & Schwarz). In

particular, it is significant that parents played a key role by communicating the

importance of educational choice in safeguarding social status (Schleef). Based on the

empirical data collected from business students, Wong, et al. investigated what motivates

a student to choose information systems (IS) as their study major. In a factor analysis

with 24 motivational items derived from existing literature, they found eight motivational

factors: 1) technical and functional competency; 2) general management competency; 3)

autonomy/independency and lifestyle; 4) job security and stability; 5) geographic

security; 6) entrepreneurial creativity; 7) service and dedication to a cause; and 8) pure

18
challenge. In a similar study on why students do not choose economics as a major, Calkin

and Welki found that interest in the subject, expected marketability and the

approachability and the reputation of the faculty were major motivational (or de-

motivational) factors. On the other hand, using semi-structured interviews with law and

business students, Schleef found that students tended to choose their majors for similar

reasons: professional status, intellectual interest and upper middle class lifestyle. Even

though the issue of HTM study motivation is significant to hospitality and tourism

academia and industry alike, research on why students want to study HTM is somewhat

limited. O’Mahoney, et al. (2001) revealed that Australian students choose HTM studies

because of their interest in the hospitality and tourism industry and the influence of their

parents and career counsellors. Huyton’s (1997) study concluded that the rapid increase

of HTM programs in China is consistent with the growth of the hospitality and tourism

industry; therefore, abundant job opportunities were a major motive. Also, Zhao (1991)

Journal of Hospitality, Leisure, Sport and Tourism Education 7(2), 45 – 58 48 Lee, Kim

and Lo (2008) Perceptions of hospitality and tourism students towards study motivations

and preferences: a study of Hong Kong students demonstrated that Chinese students

prefer HTM studies because they believe that HTM degrees may lead to respectable

careers. According to the results of a survey for study motivation of HTM masters’

students in Sweden, the three most important motives were working with people and/or

communication, work experience, and the value of the master’s programs in many trades

and industries (Hjalager, 2003). In a comparison of Greek and UK student perceptions of

HTM studies, Airey and Frontistis (1997) found that Greek students had a more positive

19
view of job opportunities in the hospitality and tourism industry than their UK

counterparts.

Perception of Students on taking up Hospitality Management Degree

Many studies in various disciplines have reported on the reasons why students

choose a particular college major. Such research efforts can be also found in the

hospitality and tourism field (Bushell et al., 2001; Huyton, 1997; Kim et al., 2007; Lee,

Kim, & Lo, 2006; O’Mahony et al., 2001; Purcell & Quinn, 1996; Zhao, 1991).

In a study to identify the reasons why Australian students chose HTM courses,

O’Mahony et al. (2001) suggested that students see the university as a cluster of attributes

that includes teachers, facilities, and services. In addition, they found that the

students’ choice of the HTM major was based on the reputation of the HTM

program and the availability of a particular course of study. O’Mahony et al.

(2001) focused on three major motivational factors, including 1) students’ knowledge and

interest in the hospitality industry, 2) the influence of their parents, career

counselors, and peers; and 3) their experiences as customers in the hospitality

industry. Also, the reputation of HTM teaching faculty was important for students in

choosing HTM as their major (O’Mahony et al., 2001). The desire to enter the HTM

program was facilitated by an exam score (Kim et al., 2007). According to

Schmidt (2002), students’ decision to major in HTM was affected by many factors,

20
such as personal (e.g. particular individuals), demographic (e.g. Gender, race, age),

psychological (e.g. personality and lifestyle), and social factors (e.g. reference group).

In studies of Chinese students’ study motivations, Huyton (1997) and Zhao (1991)

concluded that Chinese students tended to believe that the hospitality and tourism

industry would provide more job opportunities and that was the most important

motivation to study HTM.

More quantitative approaches to glean the underlying dimensions of HTM study

motivations have been found in recent studies (Kim et al., 2007; Lee et al., 2006). Based

upon previous literature on HTM study motivations, Kim et al. (2007) developed 33

principal motivating attributes behind students’ decisions to study HTM. With a set of

motivation attributes identified through the review of extant study, they conducted a

comparison study of student groups from three Asian countries (China, Taiwan,

and Korea). Through a principal component factor analysis, Kim et al. (2007) delineated

six major motivational factors; ‘job opportunity,’ ‘practical aspect,’ ‘scholastic

achievement,’ ‘apparent attractiveness,’ ‘interest in foreign culture,’ and ‘ease of

study.’ In their group comparison, Chinese students showed higher motivation in ‘job

opportunity’ compared with other countries. On the other hand, Taiwanese students

showed the highest motivation in the other five factors, whereas Korean students had the

lowest motivation scores in those same five factors. Lee and his colleagues (2006)

investigated Hong 5 Kong HTM students’ study motivations. Not surprisingly, positive

‘job opportunity’ in the hospitality and tourism industry was the most important factor for

21
Hong Kong students to study HTM, followed by ‘Self – actualization` and ‘field

attractiveness.’

There have been some notable research efforts to identify preferred international

destinations for HTM study from the perspective of students (Barron, 2002;

Jenkins, 2001; Kim et al., 2007; Lee et al.,2006). In those studies, the United

States has been the popular venue for HTM study from international students,

particularly in Asian countries where more students have a high level of

motivation to study HTM abroad (Kim et al., 2007; Lee et al., 2006). Kim et al.

(2007) found that the U.S. was the most preferred destination for HTM study from the

top three student-exporting countries in Asia (China, Korea, and Taiwan). The same

result was found in a study of Hong Kong students (Lee et al., 2006). However, there are

no empirical studies on whether U.S. students are also eager to study HTM abroad. Also,

there is a lack of empirical studies on U.S. students’ preferred study areas within HTM.

Traditionally, hotel/resort, restaurant, and leisure/tourism were major study areas within

HTM. Today, however, HTM programs provide a variety of courses in new study

areas, such as convention and exhibition management, events, cruises, aviation, theme

parks, private clubs, and casinos, widening the spectrum of hospitality and tourism

curricula. This trend has resulted in providing students with more options to

choose from, in addition to the traditional HTM subject areas. In a study of Asian

students’ preferred study areas (Kim et al., 2007), ‘Hotel Management’ was the most

popular study area within HTM for Korean and Taiwanese students, whereas ‘Tourism

Management’ was chosen as the most popular study area by Chinese students. In Hong
22
Kong, male students preferred to study ‘Restaurant Management’, while female

students chose ‘Aviation Management’ as their preferred study area (Lee et al., 2006).

23
 Chapter III

Methodology

In this chapter, the researchers formulate different methods to be used for the

completion of the study. The research design which contains the information with regards

to the descriptive manner of the research preceded by the sampling design where

quantitative method is proven to be suited using the non-probability method though its

sub-design which is the purposive sampling. Followed by the data collection method

where the detailed process of the preparation and application of the method is written,

development of the research instrument and ended by the statistical treatment of data.

Research Design

Descriptive Research is a study designed to depict the participants in an accurate

way. More simply put, descriptive research is all about gathering quantifiable information

that can be used for statistical inference on your target audience through data analysis.

There are ways that a researcher can go about doing a descriptive research such as

Observational, which is defined as a method of viewing and recording the participants.

Second is the Case study, defined as an in-depth study of an individual or group of

individuals. Lastly, the Survey, a discussion with an individual about a specific topic, it

24
comes in different types, it can be an interviewing people face to face or handling out

questionnaires to fill out (Hopkins, 2010).

In this study the researchers preferred type of Descriptive Research is the survey.

It can give the researchers better defined and measured significance of the study in

accordance to the designed criteria mentioned in the conceptual framework of the Factors

contributed to the Hospitality Management students on taking up Hospitality

Management Degree.

Source of Data

The Respondents of this study where compose in Colegio de Dagupan. The

students of hospitality management serve as the respondents who answer the survey

questionnaire. This study was descriptive as the survey method of the research and

questionnaire used as the main tool in data gathering the result of the survey are the

subject interpretation. The researchers gather an informative data and made questionnaire

which was formulated and valuated before was released to the respondents.

Instrument and data gathering

Development of a valid and reliable questionnaire is a must to reduce

measurement error. Groves (1987) defines measurement error as the "discrepancy

25
between respondents' attributes and their survey responses". Questionnaires are the most

frequently used data collection method in educational and evaluation research.

Questionnaires help gather information on knowledge, attitudes, opinions, behaviors,

facts, and other information. The next phase is developing a comprehensive

understanding of the research, afterwards is to generate statements for the questionnaire.

The content of the questionnaire is will be patterned and will be based from the

objectives of the study and theoretical framework and will be transformed into

statements. In addition, a link among the literature review and their interpretation into

content is established. Instrument development of the questionnaire for data collection is

important to diminish measurement errors--questionnaire content, questionnaire design

and format, and respondent. Not following appropriate and systematic procedures in

questionnaire development, testing, and evaluation may undermine the quality and

utilization of data (Esposito, 2002). The questionnaire is detailed on the selection of

appropriate scales of measurement using a 5-point Likert scale, questionnaire layout,

format, question ordering, font size, front and back cover, and proposed data analysis.

The front page of the questionnaires requires some demographic information; degree

level and sex. Under the demographic content is a brief description and the history of

Hospitality Students. Scales are devices used to quantify a subject's response on a

particular variable. Understanding the correlation between the level of measurement and

the appropriateness of data analysis is important to consider. A dependent variable is used

to measure on an interval/ratio scale (5 – Very Important, 4 – Important, 3 – Neutral, 2 –

Not Important, 1 – Not Important at all).

26
27
Data Gathering Procedure

The quantitative data collection method relies on structured data collection

instruments that fit diverse experiences into predetermined response categories. The

mentioned method produces results that are easy to summarize, compare, and generalize.

Quantitative research is concerned with testing hypotheses derived from theory and/or

being able to estimate the size of a phenomenon of interest. Paper-pencil questionnaires

can be sent to a large number of people and saves the researcher time and money. People

are more truthful while responding to the questionnaires regarding Factors contributed to

the Hospitality Management Student on taking up Hospitality Management Degree.

In this study, the researchers are opted to use the survey through the paper pencil

questionnaire. The survey will be based on the design criteria found in the conceptual

framework and reflected in the research objectives. Apparently, the survey will be strictly

answered by Hospitality Management Students. Written by Wise (2012), the anonymity

of surveys allows respondents to answer with more candid and valid answers. To get the

most accurate data, you need respondents to be as open and honest as possible with their

answers. Surveys conducted anonymously provide an avenue for more honest and

unambiguous responses than other types of research methodologies, especially if it is

clearly stated that survey answers will remain completely confidential. A survey is a

research method for collecting information from a selected group of people using

standardized questionnaires or interviews. While many people think of a questionnaire as

the “survey”, the questionnaire is just one part of the survey process. Surveys also require

28
selecting populations for inclusion, pre-testing instruments, determining delivery

methods, ensuring validity, and analyzing results. The researcher questionnaire in

determining the factors contributed to the Hospitality Management students on taking up

Hospitality management degree is composed of two parts. The first part is the

demographic data and the other part are the factors where a respondent agree on the

factors that contributed on taking up Hospitality management degree whether it is very

important, important, neutral, not important, not important at all.

The pre-testing of the survey took place with the coordination of the Hospitality

Management Students consisting 1st year students up to 4th year students. The Forty (40)

respondents came from COLEGIO DE DAGUPAN SCHOOL OF INTERNATIONAL

HOSPITALITY MANGEMENT.

Tools for data analysis

The study made use of frequency, percentage, weighted mean, and Likert scale as

tools for the data analysis. The frequency were used to describe the profile of the

participants as to their degree level and sex. The weighted mean was used to determine

the factors that contributed to the hospitality management students of Colegio de

Dagupan on taking up the hospitality management degree as to its ratings base to the

opinions of the respondents. The calculations of the weighted mean is very simple and

29
does not require a complex method or formula and it is such a reliable statistical

procedure to employ upon the treating the result of the survey.

A percentage is a number or ratio expressed as a fraction of 100. It is often

denoted using the percent sign, "%". The percent value is computed by multiplying the

numeric value of the ratio by 100. For example, 45% (read as "forty-five percent") is

equal to 45/100, or 0.45. Therefore, percentages are used to express how large or small

one quantity is relative to another quantity.

𝑓
Percentage (%) = 𝑛 x 100

Where f = frequency of responses

N = total of the respondents

WM = ∑ 𝑓𝑥

∑ 𝑥𝑖
𝑖=1
n

Where WM – weighted mean

f – Frequency

x – Responses

n = Sample Size

∑ = Summation

30
Table 3.1 Likert Scale on determining the factors contributed to hospitality management

students taking up hospitality management degree.

The scoring and verbal interpretation of the responses were arranged using the

Likert-five point scale given below:

Points if Value (PV) Statistical Limit Descriptive Equivalent (DE)

5 4.21-5.00 Very Important

4 3.41-4.20 Important

3 2.61-3.40 Neutral

2 1.81-2.60 Not Important

1 1.00-1.80 Not Important at all

31
 Chapter IV

Discussion of Findings

The purpose of this chapter is to summarize the collected data and the statistical

treatment, and/or analysis. As discussed in Chapter 1, the research aims to determine the

factors that contributed to the hospitality management students of Colegio de Dagupan on

taking up the hospitality management degree. The methodology described in the previous

chapter provided the baseline for data gathering. In this chapter, the presentation of data

is systematically linked to the format of the questionnaire attached in the appendix. The

following will be used to analyze data: description of the sample, main results,

discussion, presentations and interpretation of the results. The purpose of interpreting the

data is to reduce it to an intelligible and interpretable form so that the relations of

research problems can be studied and tested, and conclusions drawn. Weighted Average

Mean derived from the formula of:

WAM = (3xN) + (2xN) + (1xN) + (0xN)

N Total

32
Demographic Profile

Table 4.1 Profile of the respondents as to Degree Level

Category Frequency Percentage

4th Year 10 25%

3rd Year 10 25%

2nd Year 10 25%

1st Year 10 25%

Total 40 100%

Table 4.1 presents the profile of the respondents as to Degree level. All of the

respondents of each different degree level have equal frequency equivalent to (10)

respondents with an equivalent Percentage of 25% of different degree level.

33
Table 4.2 Profile of the Respondents as to Sex

Category Frequency Percentage

Male 16 40%

Female 24 60%

Total 40 100%

Table 4.2 presents the Profile of the respondents as to sex. Most of the survey as

to its gender female has the great number of respondents as far as the frequency with

number of (24) respondents with an equivalent percentage of 60% and male with only

(16) respondents with an equivalent percentage of 40%.

34
Factors Contributing to the Hospitality Students

Table 4.3 Hospitality Management Degree influenced by various factors

Various Factors Influencer Weighted Mean Descriptive Equivalent

Compatible with your 4.28 Very Important

areas of interest.

Parent’s Advice. 4.43 Very Important

Faculty’s Advice. 4.13 Important

Work Experience in the 4.43 Very Important

Hospitality Industry

Volunteering in the 3.98 Important

Hospitality Industry.

Promising the 4.03 Important

employability prospects in
the field of hospitality
Industry in your own
country.

Promising the 4.05 Important

employability prospects in
the field of hospitality
Industry across the world.

Your own Perception of 3.70 Important

the Industry based on
media coverage.

The Urge to move away 3.83 Important

from your home country.

Failure to entering the 3.28 Important

other field of study.

35
 Ease of studying the 4.05 Important
Subject.

AWM 4.01 Important

Table 4.3 Hospitality Management Degree influenced by various factors

a. Compatible with your areas of interest – they are Influenced to take the degree

when they are able to comply with their areas of interest. The WM is equal to 4.28

with a descriptive rating of Very Important.

b. Parent’s Advice – they are influenced to take the degree because it’s their Parent’s

advice to do so. The WM 4.43 with a descriptive rating of Very Important.

c. Faculty’s Advice – they are influenced to take the degree because it’s one of their

faculty’s advice to take the degree. The WM is 4.13 with a descriptive rating of

Important.

d. Working experience in the Hospitality Industry – They are influenced to take the

degree when they are able to have working experience in the industry. The WM is

4.43 with a descriptive rating of Very Important.

e. Volunteering in the Hospitality Industry – They are influenced to take the degree

in volunteering on the different types of event that the Hospitality Industry will

conduct. The WM 3.98 with a descriptive rating of Important.

f. Promising the employability prospects in the field of hospitality industry in your

home country – They are influenced to take the degree because of Promising the

36
 Employability after they Graduated. The WM is 4.03 with a descriptive rating of

Important.

g. Promising the employability prospects in the field of hospitality Industry across

the world – They are influenced to take the degree because of promising the

Employability internationally – The WM is 4.05 with a descriptive rating of

Important.

h. Your own Perception of the Industry based on media coverage – They are

influenced to take the degree based on what they have perceived on the media

coverage. The WM is 3.70 with a descriptive rating of Important.

i. The urge to move away from your home country – They are influenced to take the

degree because they want to work internationally. The WM is 3.83 with a

descriptive rating of Important.

j. Failure to entering the other field of study – They are influenced to take the

degree because they are able to study only the things that is need to take in the

degree. The WM 3.28 with a descriptive rating of Important.

k. Ease of Studying the subject – They are influenced to take the degree because of

the ease of taking the subjects in the degree. The WM is 4.05 with a descriptive

rating of Important.

37
Table 4.4 Characteristics that can associate a career in the field of Hospitality

Management Degree.
Career Characteristics Weighted Mean Descriptive Rating

A job that is enjoyable 4.55 Very Important

A job that is secure 4.38 Very Important

A job with numerous 4.38 Very Important

promotion opportunities

Provides intellectual 4.28 Very Important

challenges

Offers opportunities to 4.43 Very Important

work with people

Involves international 4.28 Very Important

career prospects

Provides Good salary 4.58 Very Important

prospects

Provides Travelling 4.35 Very Important

opportunities

It is characterized by a 4.35 Very Important

wide variety of job
opportunities

Leads to a possibility 4.18 Important

becoming an

38
 entrepreneur in your
home country

Provides opportunities to 4.30 Very Important

participate in the
development of the
Hospitality Management
Industry in your home
country.

Offer to become an 4.28 Very Important

entrepreneur abroad

AWM 4.36 Very Important

Table 4.4 Characteristics that can associate a career in the field of Hospitality

Management Degree.

a. A job that is enjoyable – they want a career that’s fun and happy in the field of

Hospitality Management. The WM is 4.55 with a descriptive rating of Strongly

Agree

b. A job that is secure – They want career in the field of hospitality Management

Industry where they could feel that they are safe and secure. The WM is 4.38 with

a descriptive rating of Strongly Agree.

c. A job with numerous promotion opportunities – They want a career in the field of

hospitality management that has numerous promotion opportunities that they

could grab. The WM is 4.38 with a descriptive rating of Strongly Agree.

39
d. Provides Intellectual challenges – They want a career that could intellectually

challenge them. The WM is 4.28 with a descriptive rating of Strongly Agree.

e. Offers opportunities to work with people – They want a career that they could

work with different indigenous people. The WM is 4.43 with a descriptive rating

of Strongly Agree.

f. Involves international career prospects – They want a career that could open an

international job opening in the future. The WM is 4.28 with a descriptive rating

of Strongly Agree.

g. Provides Good Salary Prospects – They want a career that could pay them Good

Salary. The WM is 4.58 with a descriptive rating of Strongly Agree.

h. Provides Travelling Opportunities – They want a career where they could travel

and work in different places. The WM is 4.35 with a descriptive rating of Strongly

Agree.

i. It is characterized by a wide variety of job opportunities – They want a career

where they could find numerous varieties of job opportunities after they

graduated. The WM is 4.35 with a descriptive rating of Strongly Agree.

j. Leads to a Possibility becoming an entrepreneur in your home country – They

want a career in the field of hospitality management where they could achieve to

become an entrepreneur. The WM is 4.18 with a descriptive rating of Agree

k. Provides opportunities to participate in the development of the Hospitality

Management Industry in your home country – They want to associate a career

40
 where they could be a part of the development of the HM industry. The WM is

4.30 with a descriptive rating of Strongly Agree

l. Offer to become an entrepreneur abroad – They want a career where they could

offer to become an entrepreneur in abroad. The WM is 4.28 with a descriptive

rating of Strongly Agree.

Table 4.5 Presents persons who introduce the Hospitality Management Degree to the

students.

Source Frequency Percentage

Family Member 18 45%

Educational References 10 25%

University or institution
7 18%
Marketing

Social Media 2 5%

Friend 3 8%

Total 40 100%

Table 4.5 presents the source where you found out Hospitality Management

Degree. Most of the survey as to its source family member has the great number of

sources where they found Hospitality Management Degree as far as the frequency with

number of (18) respondents with an equivalent percentage of 45%, Educational

References with only (10) respondents with an equivalent percentage of 25%, University

41
or Institution Marketing with only (7) respondents with an equivalent percentage of 18%,

Friend with only (3) respondents an equivalent rating of 8% and lastly Social Media with

only (2) respondents with an equivalent rating of 5%.

42
 Chapter V

Summary, Conclusion and Recommendation

This chapter deals with the summary, conclusions and recommendations derived

from the findings that was conducted by the researchers.

Summary

The study was conducted to determine the Level of Perception of Hospitality

Management Students on they chose to take Hospitality Management Degree. It aims to

determine or to know the level of perception of hospitality student and if the factors and

characteristics was applicable in their decision.

The research also looks into the Profile of the respondents as to their sex and

degree level. As the result presents most of the respondent’s under sex the highest

frequency is female who have twenty – four (24) frequency equivalents to 60%. The

different degree level of the students from 1st Year to 4th Year with an equal frequency of

ten (10) of each different degree level with an equivalent percentage of 25%. Most of the

students where they found out the Hospitality Management Degree is with their family

member who have eighteen (18) frequency equivalent percentage of 45%. Under the

eleven factors the total average is 4.01 weighted mean equivalent to the description of

Important. And under the 12 characteristics the total average is 4.36 weighted mean with

an equivalent to the description of Very Important. As the overall evaluation of the

43
various factors and characteristics on why they chose Hospitality Management Degree,

all factors and characteristics was applicable to them to choose hospitality management

as their degree.

Conclusion

Most of the students of hospitality management in different degree level who

agreed that all the factors and characteristics was applicable to them in choosing

hospitality management as their degree. Since all factors and characteristics was

applicable to the students then they are highly influence in choosing the hospitality

management degree because it’s their Parent’s advice and to have work experience in the

hospitality industry and to have a career in the field of hospitality management that

provides good salary prospects based on the survey questionnaire that the respondents has

chosen.

Recommendation

Recommendation for the Students

When choosing a degree or a career path choose the degree that suits you, that

you like and lastly that you love. Choosing the career path that you love is one of the best

44
decision you will ever made. Career path is the road where your success awaits. Strive

hard, fulfill your dreams and make your own story.

Recommendation for the Faculty

If you are reading this always ask your student on what are the factors contributed

on why they take their degree and if they say a negative response please guide them,

inspire them, motivate them and encourage them. A certain person who has a full of

motivation will have a good path that will lead them to success. Being a teacher is not

only to share knowledge and building their good character traits. Being a teacher has a

big role in a life of a students because a teacher opens the mind and preparing the

students to path what they’ve chose.

Recommendation for the Future Researcher

If you reading this, please read and understand every detail of this research

because this will help you to understand what are the factors that influenced hospitality

management students on taking up hospitality management degree,

45
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50
 Colegio de Dagupan
Arellano St. Dagupan City
School of International Hospitality Management

“Determining the Level of Perception of Hospitality Management

students on why they chose to take Hospitality Management Degree”

SURVEY QUESTIONNAIRE FOR STUDENTS OF HOSPITALITY

MANAGEMENT DEGREE IN COLEGIO DE DAGUPAN

DEMOGRAPHIC PROFILE OF THE RESPONDENT

Directions: Fill up the corresponding questions.

I. Profile:

Name: (optional)

Sex: Male Female

Degree Level:

51
 FACTORS CONTRIBUTED TO THE HOSPITALITY MANAGEMENT
STUDENTS ON TAKING UP HOSPITALITY MANAGEMENT DEGREE

II. Directions: Put a check ( ) mark under the column that corresponds your answer.

1. Taking up Hospitality Management Degree influenced by various factors, as

listed below.
Not important Not Very
Neutral Important
at all Important Important

Compatible with your areas of

interest.

Parent’s Advice.

Faculty’s Advice.

Work Experience in the Hospitality

Industry.

Volunteering in the Hospitality

Industry.

Promising the employability

prospects in the field of Hospitality
Industry in your home country.

Promising the employability

prospects in the field of Hospitality
Industry across the world.

Your own Perception of the industry

based on media coverage.

The urge to move away from your

home country.

Failure to entering the other field of

study.

Ease of studying the subject.

52
 This is me (this is I want, this I love
and this is my passion)

2. With which of the following characteristics do you associate a career in the field
of Hospitality Management Degree?
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
A job that is enjoyable.
A job that is secure.
A job with numerous promotion
opportunities.
Provides intellectual challenges.
Offers opportunities to work with
people.
Involves international career
prospects.
Provides good salary prospects.
Provides travelling opportunities.
It is characterized by a wide variety of
job opportunities.
Leads to a possibility becoming an
entrepreneur in your home country.
Provides opportunities to participate in
the development of the Hospitality
Management Industry in your home
country.
Offer to become an entrepreneur
abroad.

53
3. You found out the Hospitality Management Degree from a certain source or
person listed below.
Family Member
Friend
Educational References
Social Media
University or Institution Marketing

54