CHAPTER 1

THE PROBLEM

Introduction

Tracer study is undoubtedly one of the most important elements to

determine the success of the programs or courses offered by a school. It

documents the status, characteristics of employment and careers, struggles, and

impact on skills in current employment by graduates. The ILO Thesaurus defines

it as “an impact assessment tool which during evaluation traces back the impact

on target group to specific elements of a project so that effective and ineffective

project components may be identified”. Millstone also says that tracer studies can

provide quantitative data on employment and career, character of work,

professional orientation, experience of graduates and so on. Therefore, tracer

studies are a basis for curriculum review or revisit, for intervention, for

appropriate actions by the institution to improve their programs. The quality of

education plays a vital role in ensuring that the graduates of Batch 2012-2014

can work in a particular field. This research aims to provide a basis for how the

quality of education in Misamis Oriental Institute of Science and Technology,

particularly in the department of Bachelor of Science in Hospitality Management

whether they had been able to provide a good quality of education to the

Graduates in Batch 2012, Batch 2013 and Batch 2014 and served as the basis

whether they work in a particular field and to find out if the set of materials that

are intended for learning are sufficient enough for them.

 2

Learning is an individual process from which the professor can be the

source of every student. Learning from their own experience is also one of the

results of learning (William l. Saunders, 2020). This study investigates the

hospitality competencies required by higher education graduates for their

employability in the sector in the future based on competency-based education.

(Roshita Abd Razak, Nurhazani Mohd Shariff, 2021). Participants in the study

expressed a desire for lecturers to be innovative in order to improve graduates'

employability skills. 'I think that we, the lecturers, should also write reports after

teaching about what should be added and what should be removed,' said one

study participant. Adiza Sadik, Fatawu Alhassan, Alijata Suleman Belinda, and

Afisha Abu-Ja-jah (2021).

According to Dr. Eric A. Matriano, Dr. Elmer F. Callo, Dr. Rowena F.

Shabazz, Mr. Leo Marc V. Antipolo, and Ms. Mary Ann M. Tulio (2019), 92.98%

of the HM graduates believed that their Program provides an opportunity for

employment abroad, 124% of respondents thought there was a chance for

immediate employment, while 78.82% said, there was a chance for an excellent

income.

In October 2017, 43.9% of all unemployed Filipinos were between the

ages of 15 and 24, making up the majority of the population. 665,000

unemployed people have completed junior high school. College grads came in

second place with 449,000, (Aika Rey, Rappler, 2018). The study's key findings

revealed that the majority of graduates are employed in the Philippines and have

jobs in hospitality management. Rodelyn A. Mejia, Mondey May M. Fernandez,

 3

Sonia V. Mangrobang, Genelyn C. Tersona, and Victor T. Bernal (2020). Of the

employed graduates, 57, or 100%, said it took them 6 months after graduation to

land their first job. 55 (or 96% of the 57 employed respondents) work in the

government sector. It indicates that the vast majority of graduates still prefer to

serve their country. Furthermore, 38 or 67% of the respondents' businesses are

in the service industry; for the current position, 47 or 82% are at the rank-and-file

level. (Chester Alexis C. Buama, 2018).

This study examines the employability of Bachelor of Science in

Hospitality Management graduates. This study will address why, when, and how

many graduates in Hospitality Management are employed after graduation. The

main aim is to gain information on the quality of education provided by

undergraduate departments offering bachelor’s degrees within this subject area.

The Bachelor of Science in Hospitality Management is one of the demand

courses today due to an increase in the number of industries in tourism,

accommodation, catering, and food and beverage services.

Theoretical Framework

Providing employment for a growing population is one of the most difficult

challenges that nations face today. This was especially true in developing

countries were population growth far outpaced job opportunities. A push to meet

that challenge should come not only from the government, but also from the

private sector.
 4

According to the theory of the School of Effectiveness Model, the model of

school effectiveness emphasized eight (8) dimensions to make the school

successful which were a) instructional leadership b) a clear mission c) a good

environment d) high expectation of success e) learning opportunity f) perform the

task on time g) keep review student progress h) positive relationship between

school and home (Manzaro2005).

However, the aims of these research papers for researchers to investigate

the effectiveness of hospitality management curriculum on employability and to

determine the percentage of graduates in Hospitality Management who had

acquired jobs after they graduate. This study aims to trace Hospitality

Management graduates in this institution from 2012 to 2014.

Conceptual Framework

The conceptual framework for the study is displayed in Figure 1. Here are

the profiles and employability status of the responders. The process includes the

dissemination of research materials, and the results include suggestions for

enhancing the hospitality program as well as employability rates for Hospitality

Management graduates and factors that are comparable among them.

Independent Variable Dependent Variable

 5

Demographic Profile:
Sex
Year Graduates
Position in the
company EMPLOYABILITY
Employment status
o Regular
o Probation
o Contractual
o On-call

Figure 1: Schematic Diagram

Statement of the Problem

This study will aim to evaluate the effectiveness of the curriculum of the

Bachelor of Science in Hospitality Management in this institution by gathering

data on the graduates' employment status through surveys and interviews.

1. What is the demographic profile of the respondents on:

1.1 Sex

1.2 Year graduated

2. What is the employability rate of BSHM students?

3. Is there a significant difference in the employability rate in terms of:

1.1 Sex

1.2 Year graduated

RESEARCH HYPOTHESIS
 6

This research was anchored based on the following hypothesis:

H01. There is no significant difference in the employability rate in terms of:

1.1 sex

1.2 year graduated

Significance of the Study

The following individuals and organizations benefited from this study:

Administration. The findings of this study would help the school’s administration

in developing an evidence-based recommendation to be implemented to

increase employability and greatly boost the course of study.

Community. This could be used as a reference by the locals to determine the

efficacy of the Misamis Oriental Institute of Science and Technology's curricula.

Future researchers. Other researchers doing tracer studies could benefit from

this study. They would receive guidance on the factors to take into account when

reviewing the changes in the graduates' employment patterns to offer a

foundation for evaluating the present programs.

Hospitality Industry. It ensures not only top-notch customer service but also

enhancements and adjustments to subpar offerings. Based on the results of the

employability rate study, this might become a guideline in the hospitality

business.

Students. The investigation's findings would serve as a wake-up call to the

students enrolled in the course to double their efforts in preparation for future

employment and participation in their profession.

 7

School. A tracer study was carried out to determine the job situation of the

majority of BSHM graduates and to assess the performance of the Misamis

Oriental Institute of Science and Technology's hotel management program.

Additionally, this would assist the institution in raising the standard of instruction.

Scope and Delimitation of the Study

The scope of our study is an undergraduate tracer’s study. The study is

delimited only to the graduates’ year 2012 up to the year 2014, the main purpose

of our study is to know the effectiveness of the hospitality management

curriculum on employment. This study only focuses on the graduate’s year 2012

up to 2014. However, this study does not provide any information regarding the

graduates' year 2015 up to the current year 2022.

Definition of terms

 Curriculum - refers to the program of the study delivered to the student

enrolled in Bachelor of Science in Hospitality Management.

 Employability - a set of achievements—skills, knowledge, and personality

traits—that improve graduates' chances of landing jobs and excelling in

their chosen fields, benefiting themselves, the labor force, the community,

and the economy.

 Hospitality Management is a profession that typically belongs to the

hospitality, resort, and lodging sector. Many facets of the visitor

experience are designed and managed by experts in this field. They

 8

frequently lead teams that include sales, housekeeping, and front desk

personnel.

 Tracer study - it is a study of the employability of the Misamis Oriental

Institute of Science and Technology graduates and the effectiveness of

the curriculum.
 9

CHAPTER 2

REVIEW OF RELATED LITERATURE & STUDIES

This chapter introduced relevant literature and research following a careful

and in-depth analysis by researchers. This reflected the theoretical and

conceptual framework, the integration of art, and the defining of terminology for a

better understanding of the research.

Employability

Employability is a crucial idea in higher education, claim Ming Cheng,

Olalekan Adekola, JoClarisse Albia, and Sanfa Cai (2021). In spite of the fact

that employability and employment are two distinct concepts, the graduate

employment rate is frequently used to evaluate the quality of university

education. Through analyzing graduate employability from the perspectives of

four important stakeholders—higher education institutions, students, the

government, and employers—this paper will deepen readers' understanding of

the concept.

Graduates can choose from hundreds of positions available in the

hospitality industry, including those in hotels, catering, beverages, cruises,

events, and bars, to start their career. One needs the proper set of skills in order
 10

to succeed. Nevertheless, delivering exceptional service and making clients

smile are the only true components of hospitality (Sion, 2019).

The graduate search sought to determine whether a particular institution

could meet staffing needs in all sectors. To achieve this goal, both the graduates'

employment and unemployment situations, their relevance and abilities, the

employers' perceptions, and the graduates' and employers' feelings were

considered.

Alumni Tracer studies demonstrated to graduates and employers the

value of education and training, as well as how graduates got their first job and

what job assignments they had. A given educational program was evaluated to

see if it was relevant to the field of study and to identify potential flaws, and it

served as the foundation for future planning activities.

Employability was thus about a broader set of skills and attributes that

would enable a graduate to be successful throughout their working life, rather

than just getting their first job.

Effectiveness of Curricula

This paper presents a narrative review of conceptual employability models

that have been published in peer-reviewed higher education literature since

2000. Each model is positioned on a continuum based on its relationship to

teaching and curricula (i.e., intra-, extra-, and/or co-) and its (1) paradigm, i.e.,

underlying beliefs about careers, employability, and employment. We have

 11

observed that most models place little emphasis on broader contributions to

regional and global career development through social, ecological, or

technological lenses. Instead, they are primarily concerned with individual

employability (i.e., career, skills, capabilities) and economic success (i.e.,

markets, knowledge economy, workforce). Compared to models that also place

an emphasis on others, individualistic models appear to be less connected to

teaching and curricula. I go over how these findings affect education at the

university level. Elizabeth J. Cook, 2022

It was critical for university professors to capture their students’ career

fostering a connection between the curriculum and potential future career

applications, as well as increasing students' interest in careers. Students'

motivation, grit, and ability to set career goals would all improve if they had the

chance to link their classroom learning—online or in person—with the relevance

of the workplace.

Curriculum and teacher competency were mutually developed and

reinforced, with an impact hierarchy across levels. Curriculum and teacher

development must be consistent for effective teaching and learning. Students

frequently arrived at university level instruction with an idea of where they wanted

to work in the future.

Schwatz, Gregg, and McKee (2018) state that “guidance and information

focused on careers should be included throughout one’s undergraduate

experience”. The following tips were offered to incorporate career-focused topics

into discussions and activities, utilize and integrate the resources offered by the
 12

career resource center, include guest speakers, and incorporate additional online

career resources. These techniques helped make the connection between the

course material and the potential careers and professions for students.

Service Quality

The employment outcomes of graduates continue to be a crucial

consideration for all sector stakeholders. Positive graduate outcomes raise

students' expectations for a university, their accountability to the government for

funding, and their perception of the caliber of the institution and the value of its

curriculum. But because of the high unemployment rate, graduates feel

unprepared for the workforce, and employers think they lack essential soft skills

for employment. On their end, academics find it difficult to incorporate

employability skills into the curriculum. Graduates with socially conscious and

humane values are also needed as a result of globalization, diversity in society,

and the workplace. We contend that community service-learning (CSL), informed

by the Capability Approach, has the potential to improve graduate employability

skills while fostering human capabilities. Critical thinking, effective

communication, teamwork, as well as the capacity for affiliation and the

dimension of agency, were discovered through the analysis of qualitative data.

We draw the conclusion that CSL improves graduate outcomes beyond the

constricting assumption that graduates are only being trained for employment.

(Mtawa, Ntimi; Samuel Fongwa; Merridy Wilson-Strydom, 2021)

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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presented the methods and procedures used by the

researchers in conducting the study. It includes research design, setting of the

study, respondents of the study, sampling technique, research instruments

scoring procedure, data gathering, research protocol, and statistical treatment of

data.

Research Design

The study will use a descriptive method of research to identify the

graduate status of employment. This type of research design was used by the

researchers because of it appropriateness to the nature of the study. The aim of

the study was to know the effectiveness of hospitality management curriculum on

employability. Quantitative approach was used to interpret the graduates’

response.

Setting of the Study

The study will take place at Sta. Cruz, Cogon, Balingasag, Misamis

Oriental. A second-class municipality in the Philippine province of Misamis

Oriental, Balingasag is formally known as the Municipality of Balingasag. The

 14

institution, which was established in the year 2002, currently provides

Kindergarten, Elementary, Junior High School for grades 7 through 10, Senior

High School with a variety of academic tracks, including the Technical -

Vocational livelihood Track (TVL), and a variety of courses in College, including

College of Justice Education, College of Business Management, Teacher

Education, and College of Tourism and Hospitality Management.

Respondents of the Study

The respondents of this study will be the graduates of Hospitality

Management from the year 2012 – 2014. There are a total of 40 Hospitality

Management graduates.

Sampling Technique

To gather necessary data, the researchers used snowball sampling which

meant that the Hospitality Management graduates of the year 2012 to 2014 of

the institution will be chosen as respondents. The study was limited to

determining the respondents’ personal profile: sex and year of graduation.

According to Toni Crouse & Patricia A. Lowe (2018), snowball sampling is

a sampling method used by researchers to generate a pool of participants for a

research study through referrals made by individuals who share a particular

characteristic of research interest with the target population. It is also referred to

as chain sampling or chain referral sampling. In snowball sampling, a subject

 15

from an initial sample group is asked by researchers to recommend individuals to

act as future participants.

Research Instrument

The survey questionnaire will be the main tool for gathering data because

it was the most typical way to get quantitative information. The survey method

was developed by the researchers using Google forms on an internet survey

application. The questionnaire will be divided into three parts: part 1 asked about

the respondents' profiles and job situations; part 2 covered issues impacting

students' employability after graduation, and part 3 asked about the respondents'

educational experiences at Misamis Oriental Institute of Science and

Technology.

A reliability test was conducted to ensure consistency of the questionnaire.

Cronbach alpha of .791 was computed which indicated that the research

instrument shows reliability.

Scoring Procedure

Below was the scoring procedure that was used in interpreting the

participant’s responses.

Table 2

Descriptive Interpretation of Each interval in how much they gain

Knowledge in MOIST

Scale Range Descriptive Interpretation

4 3.36 – 4.00 Very Much Very Useful

 16

3 2.6 – 3.25 Much Useful

2 1.76 – 2.5 Little Not Useful

1 1.00 – 1.75 Very Little Very Not Useful

Data Gathering

The researchers requested permission to begin collecting data. The

researchers were granted the right, and the respondents were given informed

consent, to begin data gathering and administer the survey questions. Before

responding to the questionnaire, the respondents were briefed. The information

gathered from the questionnaires was compiled, evaluated, and presented in

tabular form. The questionnaire has been distributed online by the researcher.

The researchers used Google Forms to collect sufficient data in a short period of

time.

Statistical Treatment of Data

To determine and to classify the profile of the respondents the following

tools were used by the researchers:

In problem 1 the researchers engaged frequency counts and percentage

classification.

In problem 2 mean, standard deviation, frequency counts, and percentage

classification were used.

 17

In problem 3 independent sample and t-test was used.

CHAPTER 4

Analysis, Presentation and Interpretation of Data

The survey findings of the information gathered from the research study

are presented in this chapter. The interview is the main source of the data. The

results will be discussed in reference to the study's stated research goals. The

methods chapter already covers the technique used to examine the data.

1. The demographic profile of the respondents.

1.1 Sex

Twelve (12) of the 19 responders were women, and seven (7) were men.

Since women are more receptive to being interviewed on short notice than

males, approaching women respondents was simpler. Data on the categories of

informants interviewed by gender are shown in Table 3. The frequency of female

respondents was 12 out of a total of 63%, while the frequency of male

 18

respondents was 7 out of a total of 37%. Women are less likely than men to work

full-time, more likely to work in lower-paying jobs, and less likely to advance in

their professions. Because of this, there are still disparities in wages between

men and women, and women are more likely to pass away in poverty. (OECD,

2020)

Table 3

Profile of Respondents According to Sex

Indicator Frequency (f) Percentage (%)

Male 7 37
Female 12 63
Total 19 100

1.2 Categories of the interviewees referring to year graduated

Data on the categories of interviewees according to graduation year are

shown in Table 4. With a frequency of 12 and a total of 63% more interviews, the

years 2012–2013 have more participants than the years 2013–2014, which have

a frequency of 7 and a total of 37%. Since the epidemic, locating graduates has

become increasingly important for higher education institutions. ( Caingcoy, M.

E., Ramirez, I. A. L., Gaylo, D. N., Adajar, M. I. W., Lacdag, E. O., & Blanco, G.

A. B. ,2021).
 19

Table 4

Indicator Frequency (f) Percentage (%)

2012-2013 12 63
2013-2014 7 37
Total 19 100

Year Graduates

2. Employability rate of BSHM students

2.1 Are you presently employed?

Table 5's data reveals the employment status of the respondents, who

indicated yes with a frequency of 8 and a total of 42%, not currently employed

with a frequency of 10 and a total of 53%, and never employed with a frequency

of 1 and a total of 5%. This area can be used for any purpose you like and is

filled up by each individual firm. This field's initial and intended purpose was to

specify if a worker is a full-time, part-time, contractor, staff member, etc.

employee. It's essential to note that the job status field is required. If you plan to

use it for something else, it needs to be something you can track for each

employee. (HRWize, 2018)

Table 5

Current Job Status

Indicator Frequency (f) Percent (%)

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Yes 8 42

Not Employed Now 10 53

Never Employed 1 5

Total 19 100

2.2 When do you start finding a job?

Table 6 shows the respondents' employment-seeking timeframe. The

majority of respondents (63%), answered after graduation with a frequency of 12,

before graduation (21%) with a frequency of 4, and six weeks’ timeframe with a

frequency of 3, and a total of 16%. Finding a job is challenging. Being up-to-date

and positive while navigating the fiercely competitive industry may be

challenging. Job searching and application processes have changed significantly

over time. Nearly all communications related to job searches now take place

online. The documentation and the method you follow up must be precise

because the employer isn't likely to see your face and contact with you until

you're invited in for an interview. (Jennifer, 2022)

Table 6

Indicator Frequency (f) Percent (%)

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Before Graduation 4 21

Six Weeks 3 16

After Graduation 12 63

Total 19 100

Started Finding a Job

2.3 Reasons why not currently employed

The survey findings in Table 7 outline the reasons why respondents are

not currently employed. 53% of respondents claim there are no work

opportunities, 21% say they are pursuing additional education, 16% cite family

obligations, and the remaining 10% claim they are ineligible or the compensation

is too low. In the sociological, psychological, and economic literature, the

negative impact of unemployment on well-being (often measured by the

proclaimed level of life satisfaction or happiness) is well documented (Clark,

2018).

Table 7

Reasons why not currently employed

Indicator Frequency(f) Percent (%)

No job Opportunity 10 53
 22

Family Concern 3 16

Engaged In Further studies 4 21

Lack Of Eligibility 1 5

Pay is too low 1 5

Total 19 100

2.4 Current Status

Table 8's survey findings indicate the respondents' current situation. 47%

of respondents said they have a secure employment, 37% said they plan to look

for work abroad, 11% said they are engaged in more education, and 5% said

they have no plans to work. Therefore, the Table 8 shows us that majority of the

respondents which is 47% are already satisfied with their current status and

already have a stable job.

Table 8

Present Current Status

Indicator Frequency(f) Percent (%)

Engaged in further study 2 11

Having a stable job 9 47

Planning to seek job abroad 7 37

No plans 1 5

Total 19 100

2.5 Present employment Status

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Information about the respondents' current employment position is given in

Table 9. 37% of respondents said they were self-employed, 31% said they were

working on a contract or temporary basis, 26% said they were regular

employees, and 5% said they were unemployed. Most of the self-employed

respondents already establish a small business that sales food, some of them

are selling goods online saying it’s more convenient that way.

Table 9

Present Employment Status

Indicator Frequency (f) Percent (%)

Self employed 7 37

Regular 5 26

Contractual/temporary 6 31

None 1 5

Total 19 100

2.6 Present Occupation

Upon personally meet and interviewed some respondents through google

forms. Table 10 displays the respondents' current occupations in frequency

 24

order. Seven (7) people, or 37%, work in the hospitality business, one (1) is a

teacher at the moment, one (1) work at fast food chain, one attempted internet

selling, one (1) manages a store, four (4) works in other industries, and four

(4) think it doesn't apply. In the sense that they are not productive in this field of

study, not productive because he/she doesn’t learn but due to its personal social

affiliation to avail & apply its knowledge.

Table 10
Present Occupation
Indicator Frequency (f) Percentage (%)

Hotel 7 37

Education 1 5

Fast Food Crew 1 5

Online Selling 1 5

N/A 4 21

Others 4 21

Retail Manager 1 5

Total 19 100
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2.7 Present Rank

Table 11 presents the respondents' current rank's frequency distribution.

Majority of the respondents are self-employed with the frequency of 7 with 37%,

managerial the frequency of 6 with 31%, rank and file with the frequency of 5 with

26%, and with the frequency of 1 and a total of 5%. With self-employment having

the highest percentage may be due to scarcity of available host or employer

within locality, they may be hesitant to gamble or explore somewhere but the

other reason perhaps is their attachment and availability of financial support,

family concern. The other thing is the concept of self-employment, of which, they

find comfort of no boss no hassle policy.

Table 11
Present Rank

Indicator Frequency (f) Percent (%)

Rank and File 5 26

Supervisory 1 5.

Managerial 6 31

Self Employed 7 37

Total 19 100

2.8 First Job in College

 26

Table 12 show the frequency distribution of respondents in according to

the first job after college. It indicated that majority of the respondents say no with

the frequency of 15 with 79%, while the other says yes with the frequency of 4

with 21% in total. To work after college is everyone’s dream, but sad to say that

only few are chosen to be given the opportunity, this because of unavailability of

employer or having difficulties in job seeking.

Table 12

First Job After College

Indicator Frequency (f) Percent (%)

Yes 4 21

No 15 79

Total 19 100

2.9 Reasons for staying in current job

The explanations for respondents' continued employment are presented in

Table 13. 32% of respondents said salary and benefits were important, 21% said

course of study played a role, 11% said they had strong relationships with their

employers, 11% said a career challenge was important, 5% said it was proximity

to home, and 15% said they were self-employed. Most common reason or

expectation of jobs seeking is to have a stable job, food for the table. Ambition is
 27

another factor, once you are tied with this and crave, you will find yourself stuck

in ones company.

Reasons for staying in current Job

Indicator Frequency (f) Percent (%)

Salary and benefits 6 32

career challenge 2 11

Related to special skill 1 5.

related to course of study 4 21

good relations with employers 2 11

proximity to residence 1 5
Self Employed 3 15

Total 19 100

Table 13

2.10 Duration of 1st job

The length of time each respondent spent at their first job is shown in

Table 14. 33% of respondents state 3 to 4 years, 26% 1 to 6 months, 21% 2 to 3

years, 10% 1 to 2 years, and another 10% 7 to 11 months. Duration of first job

refers to employees choice duration its transition period (1st day to 1 year). After

an employee being categorized as regular employee, laws now will be applied

and both party (employee & employer) must observe. But on succeeding years,

the employee will seek now a better and greener pasture.

Duration of 1st Job

Indicator Frequency (f) Percent (%)

 28

1-6 months 5 26

7-11 months 2 10

1-2 years 2 10

2 to 3 years 4 21

3-4 years 6 33

Total 19 100

Table 14

2.11 First job related to course.

The frequency distribution of the respondents' first jobs in relation to the

course is shown in Table 15. The majority of respondents respond "yes" with a

frequency distribution of 13 (68%), while "no" with a frequency of 6 (32%).

Applicants or job seekers have their mind that if they will be hired on their field of

knowledge they will be more effective and have the chances for big salaries and

promotions, perhaps managerial based on their school achievement but later

understood that school and work place is at great difference. In school, you will

be teach and tested to learn, while in work place you have to be tested in order to

learn.

Table 15

First Job Related to Course

Indicator Frequency (f) Percent (%)

yes 13 68

No 6 32

Total 19 100
 29

2.12 Knowledge and skills learned Applicable to career

The knowledge and abilities that are relevant to careers are shown in

Table 16 with a mean that is greater than the standard at 3.18. A deviation of.48

means that the knowledge and abilities you've learned are beneficial for your

work.

Table 16

Knowledge and Skill learned Applicable to career

N Mean SD Description Interpretation

Overall 19 3.18 .48 Much Useful

Total 19

3. Is there a significant difference in the employability rate in terms of:

3.1 Sex

The table shows the result as compared according to sex has failed to

reject H01, therefore there is no significant difference between employability of

the respondent with a p value of .402, which implies that both male and female

have the same employability.

Table 17

Comparison between male and female

 30

3.2 Year Graduated

The table shows that there is no significant difference in employability

when compared to year level between Year 2012-2013 and Year 2013- 2014

with a p value of .845 which implies that employability does not differ when

compared to year level. It also signifies that H01 was not rejected.

Table 18

Comparison between Year Graduated

CHAPTER 5

Summary of Findings, Conclusion, and Recommendations

In this chapter, the researchers' recommendations are presented together

with a description of their findings and any conclusions they may have drawn.
 31

The study's goal was to determine how hospitality management graduates

from the school years 2012- 2013, and 2013- 2014 fared in the hospitality

industry.

Summary of Findings

1. What is the respondent’s demographic profile in terms of; 1.1 Sex,

1.2 Year Graduated.

This area shows the demographic profile of the respondents who answered

the survey questionnaire. The results showed that the majority who answers the

survey are female with 12 respondents, and the less are from male with 7

respondents. The majority of respondents to the survey are year-end graduates

from 2012–2013, compared to the academic year 2013–2014, which had only 7

respondents, and the academic year 2012–2013, which had 12 respondents.

2. What is the employability rate of BSHM students?

Table 5 shows that the respondents who answered yes are 42%, and in Table

8, the respondents who answer that they have a stable job are 47%, which is the

highest rate percentage. The highest percentage of 37% work in hotels, while 5%

work in fast food restaurants with a total of 42%.

3. Is there a significant difference in the employability rate in terms of:

1.1 Sex, 1.2 Year Graduated.

Results show that employability rate in terms of sex, is failed to reject

therefore there is no significant difference between employability of the

 32

respondent with a p value of .402, which implies that both female and male have

the same employability. While in terms of the year graduated, the results shows

that there is a significant difference in employability when compared to year level

between 2012- 2013 and 2013- 2014 with a p value of .845 which implies that

employability differ when compared to year level.

Conclusion

The hospitality management program was beneficial in boosting the

employability of the graduates from 2012–2013 and 2013–2014, as all the data

acquired from this research study clearly demonstrates. Graduates had improved

knowledge and skills that helped them in their careers. Although the rate of self-

employment was high, but still the rate of regular was relatively low. The abilities

that may make course content more applicable to present jobs still needed to be

strengthened.

Recommendations

1. A periodic review of the curriculum by academic leaders, faculty, and

industry representatives was required to further improve the Bachelor of

Science in Hospitality Management programs and the employability of the

graduates they produced. This was necessary to make sure that the

graduates had the knowledge and skills necessary to make them highly

employable in the industry.

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2. In order to produce more reliable statistics that reflected graduates'

employability, graduate tracer studies like this one should be carried out

on a regular basis, at least every other year.

3. Placement jobs, job fair programs, and so on would also benefit those who

graduated but were unemployed.

4. For future researchers, they can add to those who were working in cruise

ship jobs because it is also part of hospitality management. The

qualification included: they need to be 21 years of age or older. Although

there isn't a maximum age to work on cruise ships, the unfortunate truth is

that cruise lines don't hire many applicants over the age of 35 years old.