Chapter II

Related Literature And Studies

A part of the study, is the student’s expectation towards new curriculum of

BS Hospitality Management. This study examined student’s expectations and

perceptions of quality features of learning in experience they gained from using

new curriculum applied. According to Phinney et, al. (2006) there are a number

of reasons why a student chooses to attend university and this may affect their

academic engagement. Some of the influences on the choice to attend

university were found to be related to social aspects, career prospects and

extend their learning. Whatever their reasons for attending, it is likely that

student’s expectations will affect their performance, attendance, their

likelihood to drop out and overall satisfaction (Lobo and Gurney, 2014).

According to Biggs and Tang (2007). Teaching for quality learning at

university. New York, NY: Society for Research into Higher Education & Open

University Press. curriculum alignment at program level, that is, the

constructive coherence between teaching, learning, and assessment, is crucial

for the quality of teaching. In order for learning objectives to become actual

learning outcomes, and therefore to optimize students’ learning, it is important

to make sure every activity helps to realize the learning objectives. They call

this ‘constructive alignment’. Whereas, within the context of a single course or

module, alignment can be realized fairly easily, creating alignment at the

program level proves to be more difficult. These expectations include student’s

beliefs of self-worth and efficacy, as well as aspirations and motivations for

their future in higher education (Howard, 2005). Academic expectations are

shaped by student’s prior academic experiences and have a positive influence

on student’s academic and social integration and engagement, as well as their

academic performance (Jackson, Pancer, Pratt, Hunsburger, 2000; Kuh,

Gonyea, and Williams, 2005;Smith and Wertlieb,2005). Despite the positive

relation found between expectation and educational attainment, prior research

has shown the first-year student’s expectations for college tend to be

unrealistic. While student expect to have the best teachers and colleagues

experiences, they also underestimate the amount of hours needed to prepare

for classes, turn in written assignments, and study for exams

(Howard ,2005;Kuh et., 2005;Smith and Wertlieb, 2005). According to Lu and

Adler (2008) opportunities for personal development and high salaries were

found to be the most important goals for students to pursue after graduation.

According to Reybould and Wilkins (2006), for students to be successful,

hospitality management programs must meet the needs of both students and

industry, developing skills sets needed in the industry. The objective of this

study is to evaluate the expectations of students in hospitality in new

curriculum and to prepare students for their future career. Hence, it is very

important to know what the students expect from the new students and try to

change the curriculum according to these needs and expectations (Kim, 2008).

Consequently, curriculum can be updated to meet the needs of the

ever-changing workforce and hospitality courses must be related to the

environment of the workplace and innovative learning methods should be used

(Pratt and Hahn, 2016).

It is responsibilities of current universties to provide their students with

more transferable skils that can be required into the future workplace (Smith,
Clegg, Lawrence and Todd, 2007, Barrie,2006; Kember and Long, 2005). it is

very essential for hospitality educational institutions to teach their students

both professional and open-minded aspects (Inui et al., 2006). Hospitality

curriculum and courses must consist of strong practical skills as well as soft

people management skills (Connoloy and McGing, 2006). Communication

skills, multi lingual, operational skills and computing skills are essential for the

students or graduates to fit into the workplace (Sarkodie and Adom, 2015).

According to Kusluvan and Kusluvan (2000) students’ expectation will be

realistic if they are informed about the real scenario of hospitality industry, and

thus they will prepare themselves to confront the upcoming conditions. He

further emphasized that motivation and commitment of staff in hospitality

industry helps an organization to attain an edge over its competitors.

According to Rebecca (2007) educators will have a better understanding of

the pre-entry career expectations students have prior to graduation, allowing

them to tailor the curriculum to better communicate real world and realistic

experiences. Hospitality recruiters will have a better understanding of the

expectations of future employees, which would allow for better preparation

when recruiting.

According to Ronette (2012) students’ preparedness from their own

perspectives. Generic and curriculum specific skills that can be used for

curriculum evaluation were identified, a framework of curriculum variables to

rate the level of student preparedness was developed, the effectiveness of the

hospitality management curriculum from the perspectives of students’

perceptions.
 According to Rahmat (2001) effective hotel management education

programme must be able to respond to the demands of the competitive

business environment. At the same time, the rapid development of new hotel

or hospitality management programme, not to mention the enrolment figures of

existing hotel schools, has led to an increased concern about programme

credibility and effectiveness.

Ju Yup and Lakshman (2009) education of food and beverage practice

courses is confronted with a number of challenges relating to resources, facility

management, and recruitment. Also, in order to deliver the current food service

education, food and beverage management programs must respond to the

changes in industry and the needs of students.

 Statement of the Problem

The study aims to determine the student’s expectation towards the

new curriculum of BS Hospitality Management in Arellano University – Pasig

based on the perception of student currently enrolled in first-year Bachelor of

Science in Hospitality Management. Specifically, it seeks to answer the

following questions:

1. What is the profile of respondents in terms of:

1.1 Age

1.2 Sex

1.3 Civil Status

2. What is the respondent’s factors expectations to the new curriculum in

terms of:

2.1Curriculum and Instruction

2.1Program Resources

3. What are the perception of respondents regarding their expectations to

the department in terms of:

3.1 Faculty

3.2 Administration Management

3.3 Student Achievement

 ARELLANO UNIVERSITY
School of Hospitality and Tourism Management
Brgy. Caniogan, Pag-asa St., Pasig City

Dear Respondents,

As part of the requirements in our subject Methods of Research for

Hospitality Industry, we are currently conducting a study entitled “STUDENTS’
EXPECTATION TOWARDS THE NEW CURRICULUM OF HOSPITALITY
MANGEMENT IN ARELLANO - PASIG.” In line with this, we are humbly
asking for your assistance and cooperation in answering our questionnaire as
honestly as possible. Rest assured that all information will be kept confidential
and used only as reference for this study.

Thank you very much and Godbless!

Respectfully yours,

The Researchers

QUESTIONNAIRE
I. Profile of the Respondents

Direction: Please fill-up all the necessary information about yourself. Kindly
put a check on the box that corresponds to your answer in the items stated
below.

Name (Optional): _________________________________________

Address (Optional): _______________________________________
 1.1 Age:
15 to 17 years old
18 to 20 years old
21 to 23 years old
others please specify ______________.

1.2 Gender:
Male
Female

1.3 What are the reason why you choose BS Hospitality Management in
Arellano University Bonifacio Campus ?
( ) influence by Friends
( ) Chosen by Parents
( ) Personal choice
( ) Trends
( ) Other. Please specify _____________________________,.

II. What is the respondent’s factors of expectation to the new curriculum in

terms of:
1 Very poor , 2 Poor , 3 Fair , 4 Good , 5 Very good

Curriculum and 1 2 3 4 5
Instruction
1. Constructive alignment

2. Innovative learning
3. Strong practical skills
4.operational skills
Program Resources
1. Reading materials
updated
2. Adequate textbook
3. Sufficient facilities
4. Using laboratory
III. What are the perception of respondents regarding to their
expectation to the new curriculum in terms of:

Faculty
1. Knowledgeable
2. Interpersonal skills
3. Quality features of
learning
4. Giving feedback
Administration
Administration
management
1. Staying visible
2.Time management
3.Reflective listening
4.Trusting the student