TRACER STUDY

Vol. 6 July 2013 International Peer Reviewed Journal Print ISSN 2243-8327 · Online ISSN 2244-0429 International Peer Reviewed Journal doi: http://dx.doi.org/10.7718/iamure.v6i1.657 This Journal is produced by IAMURE Multidisciplinary Research, an ISO 9001:2008 certified by the AJA Registrars Inc.

Graduate’s Employability: A Tracer Study of Bachelor of Science in Tourism (BST, 2006-2010) SEVILLIA SUAREZ-FELICEN ORCID No. 0000-0003-1578-9481 [email protected] Lyceum of the Philippines University Batangas City, Philippines RHEA CORINA B. MEJIA ORCID No. 0000-0002-4024-7185 [email protected] Lyceum of the Philippines University Batangas City, Philippines ABSTRACT Tourism graduates have grown rapidly while continuously facing stiff competition. In this light, the study was conducted to determine the employability of Tourism graduates for the years 2006-2010. Specifically, it described the data and employment status of the graduates, assessed the work related values to employment and determined the school related factors affecting graduates employability. The study used descriptive research with total sample respondents of 136. Based on the study, 85.29% of the Tourism graduates are gainfully employed but most of them are locally employed in the rank and file position. The respondents believed that their degree is relevant to their job and that communication and human relations skills are necessary for their employment. The work related values affecting the employment are professional integrity, obedience and hard work. Almost all school related factors are very relevant to 71

IAMURE International Journal of Multidisciplinary Research

the employability of graduates. The study recommends that the college should have a periodic review of the curriculum and continue its passion of providing quality education. It should continually update the course syllabi to upgrade the quality of education and training for students. Future researches should be done including other variables that may be deemed significant to improve tracing of graduates. KEYWORDS Tourism Education, tourism graduates employability, descriptive design, Philippines INTRODUCTION A qualitative study in Australia concerned with the way that employers, academics and students perceived connections between international experience and graduate employability. Increasing globalization and internationalization has heightened the need for graduates with the ability to operate in culturally diverse contexts. Universities have focused upon exchange as part of internationalization to prepare students for work but there is still limited literature on the nature of the relationship between international experiences, more broadly and graduate employability. It suggests that all stakeholders identify clear connections between international experience and employability given outcomes associated with the forging of networks, opportunities for experiential learning, language acquisition and the development of soft skills related to cultural understandings, personal characteristics and ways of thinking (Crossman, 2010). Tourism is the world’s largest industry, generating in 2003 over USD 514 billion in receipts from 697 million tourists and employing hundreds of million people worldwide. Almost 760 million traveled across borders in 2004; several times more traveled domestically. The probability of one being able to visit foreign lands in his lifetime has never been higher. (Commission on Higher Education Memo Order No. 30, Series of 2006) The tourism industry is a vast system consisting of several sectors with airlines, hotels, resorts, travel agencies and tour operators constituting the greater bulk. The myriad of smaller entities that thrive and wane with tourism’s upswings and downturns include souvenir shops, restaurants, bars and the like. The industry also goes beyond its business realm; it covers government and non-government organizations as well as educational institutions. 72

International Peer Reviewed Journal

Tourism generates both positive and negative impacts on the culture, economy, and environment of generating and receiving countries. It can uplift country’s living standards, instill greater pride in one’s identity and make people aware of their cultural and natural heritage. On the other hand, it can also corrupt values and traditions and degrade the environment. (CHED Memo Order No. 30, Series of 2006) In the Philippines, several studies have shown some empirical evidence of the positive effects of tourism on employment. Acejo et al. (2004) case study in Tagbilaran City, Bohol showed an example of how the rise of many microand small enterprise came alongside the growth of tourist arrivals in the region. Tourism resulted in additional income earning business by local enterprise from goods and services bought by tourists, wages to households in connections with tourism-related employment and income to the government through tourismrelated taxation and fees. Results of the study by Ashley et al. (1999) show that in the Philippines, the rate of employment to output ratio for tourism is 0.97 showing that labor intensity in tourism is higher than other economic sectors to generate employment (with the exception of agriculture and investment sectors) (Ashley et al., 1999). Mitchell and Ashley (2006) also pointed out that the most significant propoor impact of tourism is the local employment generated by the industry. Tourism is significantly more labor intensive than other non-agricultural sectors as supported by cross-country comparison data. Furthermore, tourism employment relatively favors the marginalized sector as higher proportions of women workers relative to other similar industries are employed. Also it employs more semi-skilled and unskilled labor. The industries that benefit from tourism can be gleaned from the survey conducted by the Department of Tourism on the average daily expenditure of a tourist. The highest beneficiary of tourism is the hotel industry as accommodations account for 34.7 percent of the average daily expenditure of a tourist in 2004. Faced with these challenges of putting the Philippines in the growing international tourism market, educational institutions have to strengthen their competitiveness in order to produce graduates worthy of employment. Lyceum of the Philippines University in Batangas City in its desire to be contributory to tourism education offered Bachelor of Science in Tourism which was recognized by CHED in 1995 with recognition No. 057. The program was first offered with eight students; currently, it has seven hundred thirty five. For two consecutive academic years, SY 2005-2006 and 2006-2007, LPU’s Tourism students emerged 73


as over-all national champion in the Tourism Skills competition such as Poster Making, Tour Guiding, Quiz Bee and Cultural Presentation. This may be a proof that Tourism students excel academically. In the succeeding years, LPU maintains the rank of second among the colleges and universities nationwide, with the annual skills competition organized by the Tourism Educators of Schools, Colleges and Universities (TESCU) now with its new name, Union of Filipino Tourism Educators (UFTE). At present, the Tourism program has Level III Re-Accredited Status by PACUCOA and the country’s first Center of Development (CODE) awarded by Commission on Higher Education (CHED). Likewise, the College of International Tourism and Hospitality Management with its tie-up with Dusit Thani International continuously labors to be competitive in Asia Pacific Region and hope to turn out graduates whose training and skills are attuned to the needs of the tourism market both at locally and aboard. The unemployed graduates of 23.36% of this research in whatever reason/reasons is a university responsibility; thus, undertaking this research is deemed necessary. This research intends to track a feedback from their tourism graduates as to their employability and other factors which may be contributory to suit the requirement of the industry. In the context LPU has to offer a challenging and relevant curriculum in the accomplishment of its mission, it is essential for CITHM to evaluate its curriculum and its services that maybe made basis for improvement towards a more functional and industry based curriculum. FRAMEWORK Graduates Employability Employability refers to a person’s capability of gaining initial employment, maintaining employment, and obtaining new employment if required (Hillage & Pollard, 1998). In simple terms, employability is about being capable of getting and keeping fulfilling work. More comprehensively, employability is the capability to move self-sufficiently within the labor market to realize potential through sustainable employment. For individuals, employability depends on the knowledge, skills and abilities (KSAs) they possess, the way they use those assets and present them to employers, and the context (e.g. personal circumstances and labor market environment) within which they seek work. The pre-employment interventions being referred to may be designed based on job practices and requirements in the labor market in terms of academic 74


preparation of the students, mental ability, aptitude, skills, and potentialities for jobs in private business and government organizations. Indeed, college students should be exposed to basic job requirements to prepare them for early employment even before graduation from college. One important thing in getting employed after graduation is complying with the job requirements that an organization requires. However, job requirements vary from company to company. In private companies, personal or political interventions are not usually given attention or consideration. Every company has its own criteria in human resource recruitment and development. It is not easy therefore to look for jobs especially for students who have yet to acquire impressive credentials. Graduate employment rates are often used in universities as a key performance indicator in relation to teaching and learning outcomes. While leisure studies and related curricula have always concerned themselves with preparing students for careers within the broadly-based leisure industries, given the climate of funding of higher education, such programs may be vulnerable unless they can demonstrate their professional relevance. This paper examined how incorporating a student-centered whole-life approach to career development into leisure studies curricula can enhance graduate employability as a key performance outcome. The framework for this examination is provided through a case study of a Work Integrated Learning (WIL) initiative developed in the Bachelor of Social Science (Recreation and Tourism Program) (Lyons & Brown, 2013). Suitable skills and attributes have always been an important part of effective and successful participation in the tourism workplaces. Tourism managers’ perceptions of the skills and attributes required in the tourism industry were identified. Importance-Performance Analysis revealed differences between graduate attributes and skills and manager’s perceptions of their importance and level of performance. These results provided industry-based information about skills and attributes for the improvement of curriculum design. It will enhance the abilities of tourism education to provide job-ready graduates for the future global tourism industry (Wang et al., 2009). In 1987, the University of Malawi had awarded 7514 degrees, diplomas and certificates. Between 1987 and 1995, 3,934 students graduated from the University of Malawi. During this period there was a general increase of about 2% in the enrollment in the University. On the other hand, during the same period, study provisions in the University generally declined. The courses offered generally changed in all constituent colleges of the University of Malawi towards 75


more job-oriented. It was observed that the opportunities of securing a job by graduates declined over the years and the period of seeking employment had increased. Though most of the study programs in the University were practiceoriented, most graduates were employed initially in jobs not linked to their training due to job scarcity. Many graduates only moved to jobs related to their training later, resulting in high number of graduates who had changed employment (Zembere & Chinyaman, 1996). Several changes and developments (e.g., the changing labor market, growing worldwide competition, technological advances, and changing demand patterns in tourism) require new employability skills from graduates that enable them to cope with the changing circumstances of the tourism business world. Universities are therefore encouraged to embed key skills in their curricula, yet there is often a considerable gap between what educational institutions offer and what is needed and required by the industry (i.e. there is a need to create a hub and interface between the industry and the institutions of higher education). One attempt to actually create this interface and increase the opportunities for graduates to maintain or obtain employment is to look at diverse skills and competencies that enhance employability of graduates. Although there have been considerable efforts to specify employability skills, the question of how these could be developed within the curriculum prevails (Zehrer & Mossenlechner 2009). Schools Related Factors Contributory to Employment According to World Travel & Tourism Council (2010), global forum for business leaders in the Travel & Tourism industry, governments should be working together, with all sectors of the industry, to identify ahead of time measures to ensure the sustainable growth of an economy that represents 9.2% of world GDP and employs 235 million people (World Travel & Tourism Council, 2010). Given the potential for interesting and rewarding careers in these industries many young people are looking for suitable courses which will help prepare them for careers in management within the tourism and hospitality industries. The labor force survey, conducted at the start of every quarter, showed that the actual number of unemployed was 2.83 million, rising from 2.72 million in October, as the country’s workforce grew to 60.2 million from 59.7 million in October. Philippines Overseas Employment Administration annual report (Baldoz, 2006) stated that POEA made a ground breaking record in the number of OFWs 76


deployed in 297 destination countries at 1.062567; this is a 7.5 percent increase from the 988,615 deployed in 2005. This year’s achievement is highest in the past three decades. Translated into economic realities, families, of OFWs who are in the country received a total or US $ 12.76 billion in total remittances as compared with US $ 10.69 Billion recorded in 2005. Employees benefits exist in companies worldwide but the types and levels of benefits vary greatly from country to country. Generally speaking, companies in industrialized countries in Europe and North America offer Employees the most generous benefit packages. Within the industrialized world, however, employ benefits can vary significantly. For example, employees in Germany and other European countries receive more vacation days than an average employee in the US. Conversely, most employers in the US offer some form of medical or health insurance to employees. But most companies in European countries do not offer this employee benefit because it is provided through government sponsored socialized medicine programs. Tourism education at universities tends to focus on enabling students for future careers in the industry. Little attention has been devoted to the meaning of tourism education. It attempts to promote awareness of overlooked perspectives and critical issues in tourism education by examining two possible approaches to educating future tourism professionals. It discusses tourism education from the perspective of employability as the primary goal. The paper also elaborates on the perspective of providing students with a philosophical and sociological foundation for decision making strategies, as well as for professional preparation (Yuka et al., 2006). OBJECTIVES OF THE STUDY The study determined the employability of Bachelor of Science in Tourism graduates of LPU University-Batangas from 2006 to 2010. More specifically, it described the data and employment status of the graduates, assessed the work-related values to employment; determined the school related factors affecting graduate’s employability; and proposed an action plan or program to enhance the curriculum and services offered by Lyceum of the Philippines University Batangas towards greater employability rate of graduates.

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METHODOLOGY The researchers used the descriptive research in gathering the data of graduate’s employability. The participants of the study are 136 or 50% of the graduates of Bachelor of Science in Tourism of Lyceum of the Philippines University- Batangas from S.Y 2006-2010. The study used the random sampling method. Questionnaire was used as a basic tool of investigation were based on CHED mandates of tracing university graduates. Interview was also conducted to be able to gain additional information regarding the topic. The data collected were classified, tabulated and coded for analysis. Percentage, weighted mean and ranking were the tools used. RESULTS AND DISCUSSION This part present the tables, result of the study and the support literature to the study. Majority (85.29%) of the graduates is currently employed with the frequency of 116 and many of them are regular or permanent in their respective job. It also states that these jobs are held to be related to their field of specialization given the frequency of 98 and percentage of 84.48. The graduates also said that their nature of work is here locally in the Philippines for the frequency were 78 or 67.24%, and majority of them are in a rank or clerical position with the frequency of 48 and percentage of 41.37. The table also implicates that majority of the respondents currently employed in rank and file position followed by professional, technical or supervisory position. We can say that the respondents are on the process of promotion from the start of their job up to their current work. It can be seen that many of them are positively working there are jobs available for the Tourism graduates in the hospitality industry. Meanwhile the nature of their job landed here in the Philippines. This goes to show that despite the fast growing industry there are still job opportunities locally. Although, small percentage of employment abroad we can say that in this range of years the overseas employment opportunities for the Filipinos is progressing. As bestowed by Mitchell and Ashley (2006), the most important pro-poor impact of tourism is the local employment generated by the industry. Tourism is significantly more labor intensive than other non-agricultural sectors as supported by cross-country comparison data. Over the years, the Philippines 78


has deployed move than 3 million Filipino workers in 190 destinations abroad in various fields-professional , medical, technical, operations and maintenance, construction, hotel and seafaring sectors (POEA,2006). Table 1. Employment status of the bachelor of science in tourism N = 136 Profile Variables

F

%

Are you presently employed? Yes

116

85.29

No

20

14.71

Regular or Permanent

85

73.28

Present Employment Status Contractual

26

22.41

Self-Employed

5

4.31

Gainfully employed (regular or full time job; job held id related to your field of specialization)

98

84.48

Self-employed (working for oneself maybe from one’s own profession or business; not working for another firm and drawing a salary)

10

8.62

Underemployed (part time job; job is not related to your field of specialization

8

6.90

Local

78

67.24

Abroad

38

32.76

Nature of Employment

Place of work

Current Job level Position Rank or clerical

48

41.37

Professional, Technical or Supervisory

42

36.21

Managerial or Executive

15

12.93

Self- employed

11

9.48

Table 2 states that 112 or 82.36% of the respondents agreed that the curricula they took in college are relevant to their job and the most competitive skill helped them in the field are communication skills. Meanwhile, entrepreneurial skills got the lowest frequency of 18. The table project that the advantages aside from curriculum, communication skills help them to be competent in their career. 79


This shows that programs were made to strengthen the communication skills of BS tourism graduates.

Table 2. Curriculum relevance to employment N = 136 Was the curriculum you had in college relevant to your first job?

f

Yes

112

82.36

No

13

9.56

No Answer

11

8.08

Communication skills

118

86.80

Human Relations skills

102

75.00

%

Competencies learned in college

Entrepreneurial skills

18

13.23

Information Technology skills

28

20.59

Problem-solving skills

54

39.70

Critical Thinking skills

57

41.91

Almost all work-related values were assessed to be very much related in terms of how much they have contributed in meeting the demands of their present job. Among the values mentioned, professional integrity, obedience to superior and hard work top on the list. This shows that work-related values have a vital contribution to graduates’ employability. On the other hand, “Fairness and Justice” is the lowest among the work related values which has a mean of 4.47 and ranking of 11th. Spiritual values in the workplace, can be viewed from an individual, organizational, or interactive perspective. It is indicated that perceptions of organizational-level spirituality appear to matter most to attitudinal and attachment-related outcomes. Specifically, organizational spirituality was found to be positively related to job involvement, organizational identification, and work rewards satisfaction, and negatively related to organizational frustration. Personal spirituality was positively related to intrinsic, extrinsic, and total work rewards satisfaction. The interaction of personal spirituality and organizational spirituality was found related to total work rewards satisfaction (Kolodinsky, R. 2008)

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Table 3.1 Worked-Related values to employment N = 136 Work-related values

Mean

Verbal Interpretation

Rank

1.Honesty and love for truth

4.67

Very Much Related

4

2.Punctuality

4.61

Very Much Related

8

3.Obedience to superior

4.69

Very Much Related

2.5

4.Hard work

4.69

Very Much Related

2.5

5.Creativity and innovativeness

4.53

Very Much Related

10

6.Courage

4.63

Very Much Related

5.5

7.Professional Integrity

4.74

Very Much Related

1

8.Love for co-workers and others

4.57

Very Much Related

9

9.Unity

4.63

Very Much Related

5.5

10.Fairness and Justice

4.47

Much Related

11

11.Leadership

4.62

Very Much Related

7

4.52

Very Much Related

Composite Mean

In dealing with the general education subjects, the highest was “Mathematics” with the mean of 3.47, showing the rank of 1st followed by “Natural Sciences” and last is “languages”. This implicates that the general educations subject like Mathematics is relevant in the practical applications in their profession. Ylagan and Menez (2007) stated that whether the subject HRM/TOURISM curriculum is found relevant it is integrated to the program through which the learner gain knowledge and develop skills and attitudes, and acquire appropriate values needed for them to be competent graduates in the hospitality career or profession. The results further reveal that the professional subjects are relevant with the composite mean of 3.02 for the graduates. According to the respondents, “Personality Development and Customer Relations” or HI2 have been very relevant for them in a way they can use them in the field as service workers as it scored the top relativity in their job with the mean of 3.88 One of the purposes of this is to help students to improve their higher level competencies and skills to enhance their long-term employability and to secure their job. The notion of employability can be embedded in any academic subject in any field without compromising core academic freedom. The methods which are chosen for teaching a subject will, to varying extents, assist students to develop essential and other skills. 81


Table 3.2 School selected factors to job placement in terms of general education and professional subjects N = 136 School-Related Factors General Education Subjects 1. Mathematics 2. Languages 3. Natural Sciences Composite Mean Professional Subjects 1. Tour 1 - Travel and Tour Operations w/ Laws 2. Tour 2 - Domestic Tourism 3. Tour 3 - World Tourism 4. Tour 4 - Tourism Destination Marketing 5. Tour 5 - Tour Guiding 6. Tour 6 - Conservation and Utilization of Natural Resources 7. Tour 7 - Transportation Management 8. Tour 8 - Tourism Planning and Development 9. Tour 9 - Convention and Exhibition Management 10. HI 1 - Introduction to Hospitality Industry 11. HI 2 - Personality Development and Customer Relations 12. HI 3 - Principles of Salesmanship in Hospitality Industry 13. HI 4 - Computer Applications in Hospitality Industry 14. HI 5 - Corporate Finance in Hospitality Management 15. HI 6 - Entrepreneurship and Business Planning in Hospitality Industry 16. HI 7 - Human Resource Management in Hospitality Management 17. HI 8 - Resort and Club Management 18. HI 9 - Recreation Management 19. HRM 1 - Hotel and Restaurant Management with Laws 20. HRM 2 - Front Office/ Housekeeping Management 21. FD 6 - F&B Service Management Composite Mean Over-all Composite Mean

82

Mean 3.25 3.47 2.91 3.21 3.25

Verbal Interpretation Relevant Relevant Relevant Relevant

Rank 2 1 4 3

2.98 3.08 3.12 3.08 3.00

Relevant Relevant Relevant Relevant Relevant

15 10.5 9 10.5 13

2.98

Relevant

15

3.20 2.94 2.96 3.53

Relevant Relevant Relevant Very Relevant

5 17 16 2

3.88

Very Relevant

1

3.45

Relevant

3

3.17

Relevant

7

3.00

Relevant

13

2.90

Relevant

18

3.18

Relevant

6

2.88 2.98

Relevant Relevant

19 15

3.00

Relevant

13

3.22

Relevant

4

3.15 3.02 3.14

Relevant Relevant Relevant

8


Table 3.3 Relevance of school-related factors to job placement N = 136 School – Related Factors

Mean

Verbal Interpretation

Rank

1. Faculty and Instruction

3.51

Very Relevant

1

2. Student Services

3.31

Relevant

4

3. Organization and Administration

3.47

Relevant

2.5

3.21

Relevant

5

3.47

Relevant

2.5

3.34

Relevant

4. Plant & Physical Facilities Including Laboratories 5. Community Extension, Linkages & Research Composite Mean

The very relevant of all the school-related factors is Faculty and Instruction which get the highest mean of 3.51. It can be interpreted that Lyceum faculty still behaved professionally even though, they can still be friendly and approachable as they were enthusiastic, resourceful and creative. The organization and administration have major roles and responsibilities in the process of improving the graduates. The respondents believe that the department heads inspires excellent teamwork to accomplish desired goals of the college, possess positive attitude towards work, staff and students and they are effective in guiding training and development of students to improve their performance. On the other hand, the Community Extension, Linkages and Research is relevant for it reveals that the school is absolutely positive in their linkages in other institution and for the OJT of the respondents. LPU (2009) as an educational institution is composed of the students, faculty and support staff and management all of whom assume important roles in the attainment of the university’s vision, mission and goals. But it is the teachers, supported by the administrative personnel who are in charged with the task of effecting desirable changes on the students, the school’s foremost clients. The quality of instruction and support services depends to a great extent on the qualification, preparation and capability of its faculty and support personnel as well as its educational leaders and managers. The extent to which the school can succeed in delivering quality educational services efficiently depends greatly upon the quality of the personnel engaged in educational process and upon the 83


effectiveness with which they discharge their duties and responsibilities, and upon the concerted efforts of everyone within the organization. For this reason a faculty and staff development program is not only desirable but imperative that the school management should commit its fiscal resources. It is anchored on the University’s strategic directions and goals (also called wildly important goal- WIG), specifically the goal to strengthen human resource toward greater productivity which has been formulated to support the University’s vision of becoming a leading university in the Asia Pacific. The strategies and activities were specifically designed and formulated to support the attainment of the university’s mission to provide quality education in the context of nationalism and internationalism through relevant and innovative programs and services that will equip the students with the knowledge, skills and work ethics that will meet industry requirements. Likewise it is the school’s mission to provide an educational atmosphere that will enable the teachers and students to undertake research and support a sustainable community extension program (LPU, Batangas 2013). This study did not involve the inferential test for work and school related factors on their effects on employability. CONCLUSIONS Majority of 85.29 percent of Bachelor of Science in Tourism graduates are regular and presently employed. They are gainfully employed in a job related to their respective course. Most of the graduates are working locally and few are working abroad in a rank and file position and on its way to their promotion to the next higher position. The respondents believe that the curriculum of the program they took is relevant to their job. They also believe that communication skills and human relation skills are necessary for their current and for their future employment. The work related values and school related values are very relevant to the employability of the graduates. Having these values, graduates can easily be accepted in the available positions abroad especially in Singapore, wherein some of the graduates had their internship. RECOMMENDATIONS The College of International Tourism and Hospitality Management (CITHM) of LPU Batangas should continue tracking its graduates and have a Tracer study 84


every two years to maintain and update the curriculum offered by the institution and determine its relevance to current trends especially in Tourism industry. The college, together with the linkages and placement office must tie up with Public Employment Source Office (PESO) and hold job fairs regularly. The CITHM should have periodic curriculum review and continue its mission in providing quality education. To improve the curriculum of BS Tourism, it should continually update the course syllabus by providing training and seminars for hospitality professors, etc. The university should continue to enhance the quality of facilities and laboratories to continuously enhance the skills and abilities of the students. Language and natural sciences should be strengthened. The college should provide programs such as Language acquisition and English proficiency that will enhance the capability of the students to be globally competitive even in the other field. The CITHM should organize an Entrepreneurial Expo and related activities to showcase the entrepreneurial skills of the students and to enhance the students’ enterprising abilities. Professional Integrity should be maintained and developed as work- related values, even though related, fairness and justice should be given much attention. Related studies can also be conducted to confirm the results of this study. This study may be beneficial to other country offering same program and also for the establishments wherein graduates may be employed. LITERATURED CITED Acejo, I., Del Prado, F., & Remolino, D. 2004 Tourism Fuels an Emerging City: The Case of Tagbilaran City, Bohol. Philippine Institute for Development Studies, Makati City. Retrieved on January 15, 2013 from http://ideas.repec.org/p/phd/dpaper/dp_200453.html Ashley, C., Bennett, O., & Roe, D. 1999 Sustainable Tourism and Poverty Elimination Study. Deloitte and Touche. International Institute for Environment and Development and Overseas Development Institute, London. On WWW at http://www. odi. org. uk/pptourism/dfid_report. pdf. Accessed, 29(05). Retrieved on January 15, 2012 from http://goo.gl/r3TTD9

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Baldoz, R. 2006 Empowering the Global Flilipino, Philippine Overseas Employment Administration Annual report 2006 retrieved on January 15,2013 from http://www.poea.gov.ph/ar/AR2006.pdf CHED Memorandum Order,No. 30,Series of 2006 SUBJECT: Policies and Standards for Bachelor of Science in Tourism Management(BSTM)/ Bachelor of Science in Hospitality Management (BSHM)/ Bachelor of Science in Hotel and Restaurant Management (BSHRM)/ Bachelor of Science in Travel Management (BSTRM) Retrieved from http://www.scribd.com/doc/34556331/cmo-30-s2006 http://spcf.edu.ph/spcfv1/?pg=89&v=6 Crossman, J. 2010 International experience and graduate employability: stakeholder perceptions on the connection, Higher Education Journal, Vol 59, No. 5 pp 599-613 . Retrieved on October 21, 2013 from http://link. springer.com/article/10.1007/s10734-009-9268-z Hillage, J., & Pollard, E. 1998 Employability: developing a framework for policy analysis. London: Department for Education and Employment. Retrieved on January 15, 2013 from http://www.heacademy.ac.uk/assets/documents/ employability/id116_employability_in_higher_education_336.pdf Kolodinsky, R. W 2008 Workplace Values and Outcomes: Exploring Personal, Organizational, and Interactive Workplace Spirituality, Journal of Business Ethics, Vol. 81. No. 2 pp 465-480. Retrieved on October 21, 2013 from http:// link.springer.com/article/10.1007/s10551-007-9507-0 Lyons, K. D., & Brown, P. 2013 Enhancing the Employability of Leisure Studies Graduates through Work Integrated Learning: Journal of Hospitality and Tourism and Education. Retrieved on July 16, 2013 from http://www.tandfonline. com/doi/abs/

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Mitchell, J. & Ashley, C. 2006 “Can tourism help reduce poverty in Africa?” ODI Briefing Paper March 2006. London, Overseas Development Institute. Retrieved on January 15, 2013 from http://www.senate.gov.ph/publications Wang, J., Ayres, H., & Huyton, J. 2009 Job ready graduates: A tourism industry perspective. Journal of Hospitality and Tourism Management, 16(1), 62-72. Retrieved on July 19, 2013 from http://goo.gl/xu0hNQ, http://goo.gl/ikJddXhttp://goo. gl/XYdn5y, http://goo.gl/rYqEOw World Travel & Tourism Council 2010 Retrieved on January 15, 2013 from http://www.wttc.org/newsmedia/news-archive/2010/travel-and-tourism-demands-21st-centurythinking-future-sustaina/ Ylagan, A., & Menez, F. 2007 Tracer Study of Bachelor of Science in Hotel and Restaurant Administration, Basis for Curriculum Review, Lyceum Journal Yuka, I., Wheeler, D., & Lankford, S. 2006 Rethinking Tourism Education: What Should Schools Teach? Journal of Hospitality, Leisure, Sport and Tourism Education. Retrieved on July 16, 2013 from http://www.heacademy.ac.uk/assets/hlst/documents/johlste/ vol5no2/http://academic.research.microsoft.com/Paper/12630716 Zehrer, A., & Mossenlechner, C. 2009 Key Competencies of Tourism Graduates: The Employers’ Point of View, Journal of Teaching in Travel & Tourism Volume 9, Issue 3-4, 2009. Retrieved on July 16, 2013 from http://www.tandfonline.com/ doi/abs/10.1080/15313220903445215#.Ued1o41NjiY Zembere, S.N., & Chinyaman, M.P.M. 1996 “The University of Malawi Grarduate Tracer Study 1996”, University of Malawi – The Polytechnic. Retrieved on January 15, 2013 from http:// rc.aau.org/files/ZEMBERE.pdf http://rc.aau.org/en/node/99 http:// www.voced.edu.au/content/ngv24264 87

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