Region VII, Central Visayas

Commission on Higher Education

MADRIDEJOS COMMUNITY COLLEGE
Crossing, Bunakan, Madridejos, Cebu

READINESS LEVEL AMONG HOSPITALITY MANAGEMENT STUDENTS TO INDUSTRY

PRACTICES

A Research Study
Presented to the Faculty
Of the Hospitality Management Department
Madridejos community College
Bunakan, Madridejos, Cebu

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Hospitality Management

Raqueza Pacifico Ana Chris Tayactac

Nikki Marie Milla Hexel M. Gigantana

Justin Ryle Jaena John Carlo V. Mangbat

John Rey S. Poculan Kristel Mae Bernardo

 APROVAL SHEET

The Study entitled READINESS LEVEL AMONG HOSPITALITY MANAGEMENT

STUDENTS TO INDUSTRY PRACTICES prepared and submitted by, Raqueza Pacifico, Ana Chris
Tayactac, Nikki Marie Milla Hexel M. Gigantana, Justin Ryle Jaena, John Carlo V. Mangbat John Rey S.
Poculan, Kristel Mae Bernardo in partial fulfillment of the requirements for the degree, Bachelor of
Science in Hospitality, Management, has been examined and its hereby endorser.

DR. ISRAEL N. ABARRTIGUE, MSBA, DM-HRM

Adviser

PANEL OF EXAMINERS

Approved by the Panel of Examiners on Oral examination with the grade of.

Member Member

Chairman
 ACKNOWLEDGEMENT

This study was successful because of the faith of our God almighty and also with the help of significant
people who guided and helped our research throughout this study. Their deepest gratitude goes to the
following individuals who helped expand their perspectives as they went through this study.
First and foremost, we would like to express my deep gratitude to my Research Instructor DR. ISRAEL
N. ABBARATEGUE for his supervision and insightful comments and suggestions that greatly improved
the quality of this work's guidance have been invaluable throughout the journey of this research. Their
patience, encouragement, and constructive criticism shaped this thesis. Their expertise in his field
broadened my understanding and enriched our research. Furthermore, our instructor serves as a mentor
who encourages critical thinking and fosters intellectual curiosity. They challenge us to explore new
avenues of thought, question established paradigms, and think outside the box. Their guidance empowers
us to push the boundaries of conventional wisdom and embark on groundbreaking research projects.
We would like to express our sincere gratitude to our parents because their unwavering belief in our
abilities has been instrumental in shaping us. And we are grateful for their financial support that enabled
us to pursue higher education. From funding tuition to providing the necessary resources, they always
prioritized our studies above all else their selflessness and dedication allowed us to focus solely on our
research without worrying about financial constraints.
We would like to express my deepest gratitude to our esteemed Co-Researcher for their unwavering
support and dedication throughout this project. Their expertise and insights have been invaluable in
shaping our research methodology and interpreting our findings. Their commitment to excellence has
pushed me to strive for greater heights, constantly challenging me to think critically and explore new
avenues.
We would like to extend our heartfelt appreciation to all the Respondents who dedicated their time and
effort in participating in our research. Without their cooperation, this study would not have been possible.
Their willingness to share their experiences and opinions has enriched our understanding of the subject
matter.
Lastly, we want to acknowledge God Almighty for the strength and perseverance granted us throughout
our research journey. The path of scientific inquiry can be arduous and filled with challenges. However, it
is through faith in God's plan that we have found the determination to overcome obstacles and continue
on this path.

TABLE OF CONTENTS
TITLE PAGES ………………………………………………………………………………… I
APPROVAL SHEET …………………………………………………………………………. II
ACKNOWLEGEMENT ……………………………………………………………………… III
ABSTRACT …………………………………………………………………………………... IV
TABLE OF CONTENTS ……………………………………………………………………. V- VII
LIST OF FIGURES …………………………………………………………………………. VIII
LIST OF TABLES …………………………………………………………………………... IX

CHAPTER 1. THE PROBLEM AND ITS SCOPE ………………………………………. 1

INTRODUCTION …………………………………………………………………… 1-2

Theoretical Background ………………………………………………………. 3

Theoretical Framework ………………………………………………………. 4-6
Conceptual Framework ………………………………………………………. 7
Significant of the Study ………………………………………………………. 8-9
Statement of the Problem ……………………………………………………. 10
Definition of Terms …………………………………………………………... 11-12

CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDEIES ……………. 13-31

CHAPTER 3. RESEARCH MATHODOLOGY …………………………………………… 32

Research Design ………………………………………………………………. 32

Research Locale ………………………………………………………………. 32-33
 Research Respondents ………………………………………………………… 33
Research Instrument …………………………………………………………… 33
Technique of Data Collection …………………………………………………. 33-34
Tools of Data Collection ………………………………………………………. 34
Technique of Data Analysis …………………………………………………… 34-35
Research Producer ……………………………………………………………… 35-36
Treatment of Data ………………………………………………………………. 36

CHAPTER 4. RESULT AND DISCUSSION ………………………………………………. 37-44

CHAPTER 5. SUMMARY OF FINDINGS CONCLUSION AND RECOMMENDATIONS.…45-47

Summary of Findings ……………………………………………………………. 45-46

Conclusion ………………………………………………………………………... 46
Recommendation ………………………………………………………………… 47

REFFERENCES ………………………………………………………………………………… 48-52

APPENDIXS
A. Letter of Approval ……………………………………………………………………… 53

B. Inform Consent Level …………………………………………………………….….… 54

C. Researcher’s Questionnaire ………………………………………………………….... 55

D. Map of the Research locale …………………………………………………………… 56

E. Curriculum Vine ………………………………………………………………………. 57-65

INTRODUCTON
The hospitality industry is a multifaceted and dynamic sector that encompasses hotels, restaurants,
resorts, event management, and more. The readiness level of hospitality management students to industry
practices refers to the extent to which students are prepared and equipped with the necessary skills and
knowledge to succeed in the hospitality industry upon graduation. This can be measured through various
means, such as assessments, survey, and internships. Hospitality management programs are designed to
provide students with a comprehensive understanding of the industry, including its business and
management aspects, as well as it’s optional and service aspects. However, the level of readiness among
students can vary depending on several factors, such as the quality of the program, the teaching methods
used, and the resources available to students.

Some students may have prior to work experience in the hospitality industry, which can help them to be
more prepared for industry practices. Others may have had internships or other that practical experience
have given them a taste of what have had much exposure to the industry. Internships, industrial training,
and apprenticeships provide hospitality students with a hands-on experience of the industry, including
practical skills, and knowledge that cannot be acquired in classrooms. Through such programs, students
learn different management styles, different hospitality systems, and standard procedures. They also
develop customer relations skills, which are vital in the industry. Industrial training and apprenticeships,
on the other hand involve longer periods of work exposure. Hospitality students are usually attached to
hospitality establishments for a specific period. During this period, they received in- depth training, but
formal and informal and acquire specific skills related to the industry. However, many students may not
have haunch exposure to the industry and may need additional training or resources to be fully prepared
for their future.

The readiness level among hospitality management students to industry practices is an important
consideration for both students and employees. It is essential that students are equipped with the
necessary skills and knowledge to succeed to the industry, it is also crucial for students to have exposure
to industry through internships and industry placements. Internships programs expose students to real-life
industry scenarios, giving valuable experience and preparing them their future roles in the industry. This
aim to securing employment opportunities after graduation.

CONCEPTUAL FRAMEWORK

 SECTION
 SEX
This diagram shows the independent and dependent variable of the study. For independent variable it
includes classroom section, family income, sex, and academic performance of the 4 th Year Bachelor of
Science in Hospitality Management students on the other hand the dependent variable in this study is the
level of readiness/preparedness of 4th year students on their OJT.

SIGNIIFICANCE OF THE STUDY

The result of the study would benefit the following entities:

STUDENTS -The study is of great significance to the students enrolled in Hospitality Management at
Madridejos Community College. By evaluating their readiness for industry practice, the findings can
provide students with valuable insights into the specific skills and knowledge areas they need to focus on
to excel in their future careers.
‌ EACHERS-The study offers an opportunity to gain a comprehensive understanding of the strengths and
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areas of improvement within the curriculum. The findings can assist teachers in refining their teaching
methods, updating course content, and aligning their instruction with the practical demands of the
industry.
‌ ARENTS-The study's findings are beneficial for parents of Hospitality Management students at
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Madridejos Community College. By understanding the level of preparedness and industry readiness of
their children, parents can play a more informed and supportive role in their educational journey. This
knowledge enables parents to provide targeted guidance, encouragement, and even potential career
advice, ensuring that their children are well-equipped for success in the competitive hospitality industry.
‌ ADRIDEJOS COMMUNITY COLLEGE AND OTHER ACADEMIC INSTITUTIONS -The
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research holds significance for Madridejos Community College as an academic institution. It provides a
basis for curriculum enhancement, allowing the college to tailor its programs to better meet the needs of
both students and the industry.
I‌ NDUSTRY STAKEHOLDERS-Industry professionals and employers in the field of hospitality stand
to benefit significantly from the study's insights. By understanding the readiness levels of graduates from
Madridejos Community College, employers can align their expectations with the skills and competencies
possessed by incoming professionals.
‌ OLICYMAKERS-Policymakers in the education sector can use the study's findings to inform broader
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policies aimed at improving the alignment between academic programs and industry needs. This research
contributes to the ongoing dialogue about the effectiveness of educational policies in preparing students
for successful careers. Policymakers can leverage these insights to implement strategic changes that
enhance the overall quality and relevance of hospitality management education on a regional or national
level.
‌ UTURE Researchers-The study serves as a foundational resource in the field of Hospitality
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Management education. The methodology, insights, and limitations outlined in the research can guide and
inspire subsequent studies on related topics. Researchers can build upon the existing knowledge base,
either by replicating the study to observe changes over time or by exploring new dimensions of readiness
and preparedness among students in different academic settings.

STATEMENT OF THE PROBLEMS

The purpose of the study is to ascertain the Readiness of Hospitality Management Students in Madridejos
Community College and their preparedness for Industry Practice. Specifically, the research study would
like to answer the following questions:
1. What is the profile of the respondents in terms of:
 1.1. Age.
1.2. Gender; and
1.3. Year level
2. Perception of readiness:
2.1. Preparedness level.
2.2 Skills and knowledge that are believed to be the most important for success in the hospitality
industry.
3.What are the barriers and challenges encountered by the respondents on their preparedness for a career
in the hospitality industry?
4. Based on the findings, what action plan can be proposed?

DEFINITION OF THE STUDY

Academic Institutions - An organization dedicated to providing education and training.

‌ areer Preparedness - The state of being equipped with the skills, knowledge, and attributes
C
necessary for a successful career.
‌ ulinary Arts - The practice of preparing and cooking food, a significant component within
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hospitality management programs, particularly for those focusing on restaurant and culinary
management.
‌ urriculum Development - The process of designing and structuring educational programs and
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courses to meet specific learning objectives.
‌ ustomer Satisfaction - The measurement of how well a product or service meets or exceeds
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customer expectations, a critical metric within hospitality management programs focusing on
delivering high-quality guest experiences.
‌ VENT PLANNING AND MANAGEMENT - The process of conceptualizing, organizing, and
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executing events, a core aspect of hospitality management programs that prepare students for careers
in organizing conferences, weddings, and other special events.
‌ OOD AND BEVERAGE MANAGEMENT - The planning and supervision of food and beverage
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operations within hospitality establishments, a fundamental component of hospitality management
courses, particularly for those interested in restaurant and bar management.
‌ RONT OFFICE OPERATIONS - The day-to-day management and coordination of tasks at the
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front desk of a hospitality establishment, a key area covered in hospitality management courses,
emphasizing guest services and communication.
‌ EALTH AND SAFETY COMPLIANCE - Adherence to regulations and standards to ensure the
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safety and well-being of guests and staff within hospitality establishments, a critical aspect addressed
in hospitality management programs to prepare students for compliance responsibilities.
I‌ NDUSTRY PRACTICE - The application of theoretical knowledge and practical skills in a real-
world professional setting.
I‌ NTERNSHIP EXPERIENCE - The practical, hands-on training undertaken by students in a real-
world hospitality setting, often part of the curriculum to bridge the gap between academic learning
and industry practice.
‌
PREPAREDNESS - The state of being ready or well-equipped for a specific purpose or activity.
‌ EADINESS - The extent to which individuals possess the necessary skills, knowledge, and
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attributes required for a particular task or situation.
‌ TAKEHOLDERS - Individuals or groups who have an interest or concern in the outcomes of a
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particular initiative, program, or organization.
‌ USTAINABLE TOURISM - The concept of conducting tourism activities in a way that minimizes
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negative impacts on the environment and local communities, a growing focus within hospitality
management programs as the industry emphasizes sustainable practices.
SUSTAINABLE TOURISM - The concept of conducting tourism activities in a way that minimizes
negative impacts on the environment and local communities, a growing focus within hospitality
management programs as the industry emphasizes sustainable practices.
 CHAPTER II
REVIEW RELATED LITERATURE

This chapter provide an overview of the research on knowledge sharing by some

sources in internet. It introduces the hospitality industry readiness , Practicum in Hospitality
Business and Hospitality training .
In hospitality industry demands a lot from the graduates as with their
preparedness in their chosen field of work. In order to prepare graduates to work in hospitality
industry, every institution have the obligations to offer trainings and quality education for this
said program in order to develop and guide them to become competitive individuals. Their
preparedness will make them qualified to enter not only local establishments but also the
international industry (Schoffstall, 2018).
When graduates are easily employed with readiness and good performance in
their field of specialization, this shows that the institution has provided academic quality to them.
Also, students need enough time and prior adjustments to this present situation where most
school activities are through online. If students are having a hard time in adjusting their
capabilities and skills, it is difficult for them to be in internship programs and training
actualizations. On-the-job training and internship is an opportunity for graduating students for
them to upgrade their theoretical learnings, skills, and to experience the actual working scenarios
in the industry. This is a compliance before they graduate to complete their course. This is also
one of the means for universities and schools to further improve their teaching styles, training
plans and curriculum. As cited in an article from Valamis (2022), on-the-job training (OJT) is a
practical approach to acquiring new competencies and skills needed for a job in a real, or close to
real, working environment. It is often used to learn how to use particular tools or equipment in a
live-work practice, simulated, or training environment.
"Hospitality Industry Readiness for the Fourth Industrial Revolution" by M.
Alam and A. Hussain (2019). This paper explores the readiness of the hospitality industry for the
Fourth Industrial Revolution (4IR), which includes technologies such as artificial intelligence,
robotics, and the Internet of Things (IoT). The authors suggest that while there are opportunities
for innovation, there are also challenges such as cybersecurity and job displacement.
Journal of Hospitality & Tourism Education 34 (3), 157-169, 2022 Hospitality
management schools have to ensure that their graduates are “ready” to start their career; hence, it
is important to explore the perceived career readiness of graduates. The research goal of this
paper is to explore the attributes contributing to the perceived career readiness of hospitality
management students. An online survey was adopted and 302 completed surveys were collected.
The results indicate that students’ perception of career readiness is significantly impacted by the
curriculum of hospitality management programs. Our finding suggests the need for collaboration
between industry and industry training partners (i.e. educational bodies) to make sure the
curriculums of hospitality management programs are updated in accordance with industry trends,
and students’ are able to learn the requisite skills and knowledge of the industry.
Hospitality and tourism professionals expect university graduates to have jobs that
meet industry expectations. Universities have long incorporated foreign placements to develop
student competencies and bridge the gap between theoretical experience and industry practice to
meet the hospitality industry's standards (Sasam et al., 2015). This study aimed to learn more
about hospitality.
In order for the hospitality industry to be able to grow and develop, hospitality
graduates need to meet the industry expectations. Hospitality training institutions offer
programmes in which students learn both theory and skills required in their future jobs (Lee,
Yoon & Lee, 2021;Van der Merwe, 2015). Hospitality managers expect students to have a basic
practical and theoretical understanding of how the industry operates (Lee et al., 2021;Van der
Merwe, 2015).
Hospitality training institutions offer programmes in which students learn both theory
and skills required in their future jobs (Lee, Yoon & Lee, 2021;Van der Merwe, 2015).
Hospitality managers expect students to have a basic practical and theoretical understanding of
how the industry operates (Lee et al., 2021;Van der Merwe, 2015).
IC-ITECHS 3 (1), 95-105, 2022 , Readiness of Hospitality Management Students on
their On-the-job Training, On-the-job training is one of the requirements for graduating students.
This guides the students to identify their knowledge, competence, and readiness towards having
their chosen field and specialization. The purpose of this study is to identify the level of
readiness of fourth-year (4th) BS Hospitality Management students of Iloilo Science and
Technology University—Miagao Campus during the first semester of the academic year 2021–
2022. The study employed a descriptive survey method. Findings revealed that when taken as a
whole, the respondents were partially ready for their internship. When classified, the findings
revealed that there is no significant difference in the level of readiness of fourth (4th) Year BS
Hospitality Management students as to class section and family monthly income, but a
significant difference when it comes to sex and academic performance. Class section and family
monthly income cannot affect their readiness for on-the-job training. Students can still be ready
for his/her internship regardless of what group he/she belong to, and since the respondents are
beneficiaries of a" Free Tuition Program," they can use this as one of the means to sustain their
needs aside from working. Thus, for these variables, the null hypothesis of this study is accepted.
In an inquiry by Whitelaw and Gillet (2015) they have mentioned that females are
much more likely interested and involved in personal and professional development than males.
Similarly, Shivakoti (2022) pointed that more women are employed in tourism and hospitality
industry worldwide.
In a study by Chavda and Trivedi (2015) said they develop as people mature or
come of age. On the other hand, Williams, Perron, and Biemiller (2016) as they relate age on
measures of readiness.
Sumanasiri, et al., (2015), that there is a clear and strong link between the actual
learning activities and career preparations that the students have engaged with and experienced
during their stay in a university for their degree programs and their employability after.
The hospitality industry has typically been stereotyped as one of those service-
oriented “care” industries that women have found comparatively easier employment
opportunities. Indeed, recent statistics support this notion. According to Julia Campbell, the
founder of Women in Hospitality, women made up 55.5 percent of the workforce in hospitality
in 2017 (Darioly, 2019). Yet, in managerial positions (e.g. president, partner, CEO), men
significantly outnumbered women. Despite the progress made, male executives and directors in
hospitality companies’ TMTs and boardrooms still dominate. A recent report by Castell Project
(2021) presents that women hold 23 percent of hospitality company board seats, 22 percent of C-
suite positions, and only one out of 31 CEO positions are held by women.
Students are graduating from colleges and are not prepared to meet or to
undertake the challenges of the industry. Employers feel that students lack certain competencies
when they enter the world of work (Spowart, 2011). According to Michael McKay of Typsy.com
(2017), the Department of Tourism, Leisure, Hotel and Sport Management in 2015 claimed:
Hospitality workplace demands skills such as problem solving, critical thinking, and emotional
intelligence, which are important to the performance of businesses, and subsequently success for
employees. However, managers in the industry find that students’ perceptions of the skills that
they need to have are at odds with the actual soft skill set that they need to succeed.
CHAPTER III
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered ftom the foregoing study
which aimed to determine the readiness of hospitality management students in Madridejos
Community College and their preparedness for industry practices.

The following tables below presented and described the result of the survey questionnaire:

1. Profile of the respondents in terms of Age, Gender, and Year level.

1.1 Age

Table 1

Presents the profile of the respondents in terms of Age

Variables Frequency Percentage %

Age

Below 18 6 10%

18-24 53 88.33%

25-34 1 1.67%

35-44 0 0%

Table 1 showed that, of the sixty (60) individuals who were selected to be respondents, 10% are
below the age of 18, and the majority of the respondents belong to the second-aged group with a
range of 18–24 years old, comprising 88.33%, while 1.67% were 25–34 years old. From this, it is
evident that most respondents were 18-24 years old. In a study by Chavda and Trivedi (2015)
said they develop as people mature or come of age. On the other hand, Williams, Perron, and
Biemiller (2016) as they relate age on measures of readiness. They assumed that reaching a
certain age defines development of certain skills which gives the concept of readiness.

Given that many of the participants belong to 18-24 which is categorized as young adults. At this
age, young adults start to think more critically and are better able to balance their emotions while
making choices. As they begin their transition to adulthood, many people will also experience a
strong sense of optimism because they are often free from the constraints of their families,
schools, and parents that they felt as adolescents.With this fact, this brings the respondents best
fit for the study which focuses on determining the readiness level.

1.2 Gender

Table 2

Presents the profile of the respondents in terms of Gender

Variables Frequency Percentage %

Gender

Male 17 28.33%

Female 43 71.67%

Other

In Table 2 data showed that 28.33% of the 60 respondents are men and 71.67% are women. The
female group dominants the number of respondents. In an inquiry by Whitelaw and Gillet (2015)
they have mentioned that females are much more likely interested and involved in personal and
professional development than males.

Similarly, Shivakoti (2022) pointed that more women are employed in tourism and hospitality
industry worldwide. These realities just reveal that it is no surprise that female group will rule
this bachelor program as revealed based on the gathered data.
1.3 Year Level

Table 3

Presents the profile of the respondents in terms of Year level

Variables Frequency Percentage %

Year level

Freshman 15 25%

Sophomore 15 25%

Junior 15 25%

Senior 15 25%

Table 3 illustrates that regarding the year of the study, the researchers selected 15 respondents or
25% from each year level of Hospitality Management students at Madridejos Community
College, from freshman to senior.

2. Perception of readiness of hospitality management students to Industry Practices

2.1 preparedness level

Table 4

Preparedness level of hospitality management students to Industry Practices

Indicators Frequency Percentage

Preparedness level

Very prepared 18 30%

Prepared 29 48.33%

Neutral 12 20%

Not very prepared 1 1.67%

Not prepared at all 0 0%

The data in Table 4 presents respondents perceptions of readiness in terms of how prepared they
feel to enter the hospitality industry upon graduation. It revealed tha the highest percentage
which is (48.33%) are prepared twenty-nine (29) respondents out of sixty (60) students. The
second highest is thirty (30%) or eighteen (18) respondents answered very prepared (30%). On
the otherhand the lowest percentage is (1.67%) or 1 respondents. It is evident that most of the
hospitality management students are prepared to enter the hospitality industry. Some students felt
very prepared, while others had a neutral feeling of preparedness, and one student was not very
prepared.

This result conforms to the findings of Pool and Sewell (2007); Rahman (2010); and Sumanasiri, et al.,
(2015), that there is a clear and strong link between the actual learning activities and career preparations
that the students have engaged with and experienced during their stay in a university for their degree
programs and their employability after.