“ PERCEIVED EFFECTIVENESS OF TOURISM MANAGEMENT

CURRICULUM AT ASIAN COLLEGE OF TECHNOLOGY IEF ON

GRADUATES EMPLOYABILITY”

A Research Proposal

presented to the College of Business and Management

Asian College of Technology - International Educational Foundation

Cebu City, Cebu

In Partial Fulfillment of the

Requirements for Research 1

by

Anoba, Shane Lee

Bacus, John Paul

Gino, Lyza

Pantaleon, Mary Grace

Postrero, Charisse

December 2024
 CHAPTER I Introduction

A. Background of the Study

Tourism is one of the fastest-growing sectors in the world, requiring individuals

with specialized knowledge and skills to navigate its complexities. These include

managing diverse customer expectations, adapting to cultural differences, addressing

environmental sustainability, and responding to economic fluctuations and global

challenges. To meet these demands, tourism education has become increasingly

important, aiming to prepare graduates for successful careers in this dynamic industry.

Effective tourism education programs strive to align their curricula with industry

needs, ensuring that students acquire relevant skills and stay informed about the latest

technological advancements and trends shaping the field. Developing a skilled and

adaptable workforce is essential for supporting the sustainable growth of the tourism

sector. This alignment is particularly significant in Cebu, a renowned tourist destination

in the

Philippines celebrated for its stunning beaches, rich cultural heritage, and vibrant
festivals.

Recognizing the importance of tourism to the local economy, educational

institutions in Cebu emphasize providing students with a balance of theoretical

knowledge and practical experience. Programs focus on sustainable tourism practices,

cultural preservation, and high standards of hospitality to complement Cebu’s unique

appeal. Partnerships between educational institutions and industry stakeholders are highly

2
valued, offering students exposure to real-world situations through internships, hands-on

training, and collaborative projects.

This study aims to evaluate the preparedness of tourism students to meet the

evolving demands of the workforce. By incorporating experiential learning into the

curriculum—through industry collaborations, internships, and practical training—

students gain both academic knowledge and hands-on experience. This approach bridges

the gap between classroom instruction and industry expectations, ensuring that graduates

of tourism programs in Asian College of Technology, receive a well-rounded education.

As a result, they are better equipped to excel in a competitive job market while

contributing to the sustainable development of the tourism sector.

B. Statement of the Problem

This study aims to evaluate the perceived effectiveness of the Tourism

Management curriculum at the Asian College of Technology International

Education Foundation (ACT IEF) on graduates employability from 2021 to

2024. Specifically, the study seeks to answer the following questions:

1. How do the graduates perceive the relevance of the Tourism Management

curriculum to the current needs of the tourism industry?

2. How effective is the curriculum in equipping graduates with the necessary

skills, knowledge, and competencies for graduates employment ?

3
 3. How satisfied are the graduates with the training and education provided by the

program?

4. What challenges or gaps in the curriculum do graduates identify that may

affect their employability?

C. Statement of Hypothesis

The following are the null hypothesis and alternative hypothesis:

Null Hypothesis (H₀): The Tourism Management curriculum at Asian College of

Technology IEF does not significantly impact the employability of its graduates from

2021 to 2024.

Alternative Hypothesis (H₁): The Tourism Management curriculum at Asian College of

Technology IEF significantly impacts the employability of its graduates from 2021 to

2024.

D. Objectives of the Study

The primary objective of this research is to evaluate the perceived effectiveness of

the tourism management curriculum in Asian College of Technology IEF on graduates

employability and to know how satisfied graduates are with the training they received.

Additionally, the researchers will investigate the perceived value of the curriculum from

the graduates’ perspective, examining their employment experiences and identifying any

gaps that may exist. Through this analysis, we hope to provide recommendations for

4
enhancing the curriculum to better support graduates in their transition from education to

employment in the dynamic tourism sector.

E. Significance of the Study

The findings of this study is significant as it evaluates the perceived effectiveness

of the Tourism Management curriculum at the Asian College of Technology IEF in

preparing graduates for employment, particularly those who graduated from 2021 to

2024.Its findings will benefit the following:

Students:

This study will benefit students by helping them assess whether they are acquiring

the necessary skills and knowledge to succeed in their future careers. It will also allow

them to identify any gaps in their preparation for entering the tourism industry.

ACT Educators and Curriculum Developers:

The findings will provide educators and curriculum developers with valuable

insights into the strengths and areas for improvement within the program. This

information will assist in creating lessons that are more aligned with industry standards

and emerging trends.

Tourism Industry:

5
 This study will inform the tourism industry about the readiness of ACT graduates

for real-world employment. Understanding the skill levels and preparedness of graduates

will help companies make more informed hiring decisions and gauge how well graduates

meet industry expectations.

Other Educational Institutions:

Other institutions may use this study as a reference to enhance their own tourism

education programs. By learning from ACT’s experience, they can improve their curricula

to better prepare students for the demands of the

industry.

F. Study Scope and Limitations

The focus of this research is to evaluate the perceived effectiveness of tourism

curriculum at the Asian College of Technology (ACT) in preparing graduates for

successful employment. The scope of the study is specifically limited to graduates of the

Tourism Management program at Asian College of Technology (ACT). It will focus on

recent graduates who have entered the workforce, particularly those employed in tourism-

related fields, to understand how their academic background has contributed to their

career readiness and success.

The study aims to evaluate the curriculum’s relevance, the practical skills acquired

during the program, and how well these align with industry demands. Key areas of

interest is the graduates’ satisfaction on how the Asian College of Technology prepares

them for the industry. The primary population of interest is Asian College of Technology

6
graduates, and the effectiveness of the tourism curriculum will be assessed based on

predefined research objectives and the statement of the problem.

In terms of delimitations, the research team has intentionally defined certain

boundaries to focus the study. Participation is restricted solely to graduates of Asian

College of Technology Tourism Management program. The research will exclusively

target individuals who have completed either a degree or diploma in this field, and will

not extend to students from other programs or institutions. Additionally, the timeframe

considered is the past 1–3 years, ensuring that the data reflects current educational

practices and job market conditions. By concentrating on this institution and its tourism

program, the research will provide a clear evaluation of how well ACT prepares its

graduates for real-world employment in the tourism sectors, including areas such as hotel

management, travel services, event planning, and related industries. Furthermore, the

study may identify areas for curriculum enhancement or pinpoint specific strengths in

ACT’s approach to tourism education.

This targeted approach will offer a comprehensive understanding of Asian College

of Technology’s role in equipping its graduates for the ever-evolving demands of the

tourism industries, allowing for potential recommendations for educational

improvements or industry partnerships.

7
 CHAPTER II Theoretical Background

A. Review of Related Literature

The tourism industry is labor-intensive and composed of people; it is imperative to

invest in digital skills and credentials to guarantee training for all staff levels. Tourism

faces the difficulty of integrating sustainability into educational and training initiatives

while simultaneously ensuring that future professionals are trained as change agents. The

tourist industry and all educational and training institutions face the problem of

identifying and verifying novel approaches to the development and certification of new

competencies.

Educational and training institutions, including schools and teachers, must

undergo significant changes to meet the evolving demands of the tourism and hospitality

industries. There is a need to reconsider traditional educational pathways and rethink the

concept of the classroom. While traditional hard skills such as marketing, accounting, and
8
financial analysis are essential for managers in the hospitality and tourism sectors, soft

skills play a crucial role in ensuring success in this “people business” (Ana Paula Pais,

2022).

Tourism education has evolved to focus on developing student outcomes that align

closely with industry needs, primarily through practical training and skill-building

partnerships. According to Borbon, N. M., & Ricafort, M. (2022), they highlight that

handson experiences like internships and collaborations with industry professionals

provide students with essential skills, such as professionalism and effective

communication, which are crucial in tourism and hospitality roles. Outcome-Based

Education (OBE) models, as discussed by Wong and Cheung, have been instrumental in

guiding curriculum structures, ensuring students acquire competencies for diverse roles in

tourism. However, there are ongoing challenges, especially in adapting curricula to keep

pace with industry trends and facilitating international exposure, as noted by Hsu. The

shift toward OBE frameworks represents a significant advancement, yet studies

underscore the need for continuous evaluation and adaptation of the curriculum to meet

the dynamic demands of the global tourism industry.

According to Hyasat, A. (2022). In order to meet future labor demands, it will be

essential for institutions of tourism and hospitality to maintain keeping a close eye on the

education and skill requirements for workers. This isn’t just to fill projected positions

while also providing workers with the necessary training to compete in an educationally

forward thinking world. Programs in tourism and hospitality at the college level must be

organized and created to enhance the abilities for which graduates should be qualified.

9
These abilities ought to enable graduate students to handle shifting needs in the travel and

hospitality sectors.

Moreover, it is imperative that schools (and especially teachers) prepare for this

enormous challenge: preparing the future tourism workforce. This is because the tourism

industry is currently facing intense and accelerated change, forcing it to reinvent itself

with new business models that are completely different from everything we knew:

flexible, adaptable, with greater proximity, and focused on the individual needs of

customers. When they combine this structural shift with the traits of the just-incoming

generation, known as Generation Z, they have what some authors refer to as the “perfect

storm,” where younger talent must replace older workers.

According to Natalia Bayona” The article “Laying the Foundation of Tourism

Education” emphasizes the necessity of a robust education system for a sustainable

tourism sector. It highlights the importance of providing tourism-specific skills, from

customer service to technology-driven insights, to elevate professionalism and reduce

informality within the industry. Early integration of tourism education, digital learning

opportunities, and innovative curricula are seen as key to fostering capable leaders and

resilient communities in tourism. Countries like Colombia and Saudi Arabia showcase

strategies to harness tourism’s economic potential through education-focused policies and

training initiatives.

Also, Natalia Bayona explains how education can create a more sustainable

tourism sector and empower young entrepreneurs. Also, it states here that through

education that acquire specific skills and knowledge that supports their personal career

path. One of the examples are a variety of skills are needed to be part of a competitive

10
tourism sector, including customer service, marketing, storytelling, innovation, and

entrepreneurship, and the ability to identify and harness the power of new technologies

such as big data and artificial intelligence. Tourism is considered one of the leading

employers in the world; by 2019 the sector had generated 7% of global trade and

employed one in 10 people worldwide, especially women and young people.

According to Humoud Mohammed Jaber, (2019). Improving the awareness

toward the tourism and tourism education among young generations and schools’ student

is one of the strategic directions considered by the government of the Kingdom of Saudi

Arabia (KSA) as one-step to the 2030 vision of the country. The study on tourism

education in the Kingdom of Saudi Arabia focuses on enhancing awareness of tourism

among young people as a strategic move toward Vision 2030. It emphasizes the

perspectives of social studies teachers in intermediate and secondary schools on

integrating tourism dimensions into curriculum. Key findings reveal gaps in tourism

content within social studies education and poor collaboration between curriculum

developers in the Ministry of Education and school level teachers.

The tourism and hospitality Industry requires graduates to possess not only

technical skills but also a range of soft skills that enhance their employability. According

to a study by Gevana and Tan (2021) published in the International Journal of Social

Science and Humanities Research, career preparedness significantly influences the

employability skills of hospitality students. The study focused on 250 fourth-year college

students in hospitality programs across five higher education institutions (HEIs) in Davao

City, using a quantitative research approach.

11
 The findings showed that students exhibited a high level of both career

preparedness and employability skills, indicating that these competencies are frequently

demonstrated by the respondents. Career preparedness encompasses various domains,

such as industry knowledge, hands-on experience, communication, and problem-solving

skills, which are essential in preparing students for real-world work environments

(Gevana & Tan, 2021).

The study used correlation and regression analysis to explore how career

preparedness impacts employability. Results indicated a strong relationship between the

two, suggesting that students who are better prepared for their careers are more likely to

possess skills that employers value. Specifically, generic skills like communication,

adaptability, and teamwork were identified as having the greatest influence on

employability. This highlights the importance of integrating both theoretical and practical

training in hospitality education to ensure graduates are ready for the demands of the

industry.

In line with Gevana and Tan’s (2021) findings, other research supports the need

for education programs to focus on holistic skill development, combining technical

knowledge with essential soft skills. By doing so, educational institutions can enhance

their graduates’ readiness for employment, thereby increasing their competitiveness in the

job market.

In conclusion, the alignment of tourism education with industry needs is essential

to preparing future professionals who can contribute to sustainable growth and innovation

in the sector. Investing in comprehensive education that balances technical knowledge, soft

skills, and digital literacy is key to ensuring that graduates are well-equipped to meet the

12
dynamic demands of the global tourism and hospitality

industries.

B. Theoretical Background

This study is anchored on the following theories: Becker (1964) Human Capital

Theory, Piaget (1936) and Vygotsky (1978) Constructivist Learning Theory and Career

Development Theory by Super (1990).

According to Becker’s Human Capital Theory (1964), education and training help

in the development of knowledge, skills, and abilities. Both people and the businesses

they work for gain from these advancements since they increase productivity and

employability. This theory clarifies how an effectively educational program can prepare

graduates for employment in the context of the ACTIEF tourism curriculum. The

curriculum improves students’ chances of obtaining relevant jobs and achieving

professional success by equipping them with the necessary skills and training. This

framework emphasizes the relationship between employability (economic benefits) and

curriculum design (educational investment) and how graduates who receive high-quality

training are better prepared to meet industry demands and have greater career

opportunities.

According to Piaget, 1936 and Vygotsky, 1978 based on the Constructivist

Learning Theory. This theory emphasizes that learning is an active, constructive process

where learners build on prior knowledge through interaction with their environment. It

supports the idea that ACTIEF’s curriculum and teaching strategies should engage

students actively to develop attributes like communication, innovation, and leadership. It

13
applies to validates the role of active learning strategies (e.g., internships, projects) in

fostering graduate attributes like Competent Professional and Enterprising Innovator and

Links experiential learning activities to skill development and cultural competence.

Additionally, Career Development Theory by Super (1990) is also relevant for our

study because it explains how individuals make career choices and grow in their

professions based on their skills, interests, and values. It emphasizes that personal

development and career satisfaction are closely connected to finding a good fit between a

person’s abilities and the demands of the job market. This theory supports our research by

showing how the skills and training provided by ACTIEF can help graduates find jobs

that fit them well, leading to job satisfaction and career success. It also helps explain why

it’s important for the curriculum to align with what employers are looking for, so

graduates can have better opportunities to advance in their careers.

These theories collectively support the idea that a well-designed curriculum like

ACTIEF’s can produce graduates who are skilled, employable, and capable of contributing

positively to their industries and communities.

C. Definition of Terms

To facilitate the understanding of this study, different terms are defined herein.

Competent Professionals - graduates who demonstrate mastery of industry-required

skills and knowledge aligned with their field of expertise, such as those gained from the

tourism curriculum.

Dynamic Global Citizens - individuals who adapt and function effectively in culturally

diverse and global environments, demonstrating cultural competence and adaptability.

14
Employability – the readiness and ability of a graduate to secure employment in their

field of study within a defined period after graduation.

Employment Rate – the percentage of graduates employed within a specific timeframe.

Enterprising Innovator – graduates involved in creating innovative projects or

entrepreneurial ventures, showcasing problem-solving skills and creativity.

Graduate Attribute – specific competencies, values, and behaviors cultivated through

educational programs, contributing to the employability and societal impact of graduates.

Job Relevance – the alignment of a graduate’s job role with the field of study they

pursued in their academic program.

Outstanding Communicators – graduates who exhibit effective oral and written

communication skills, as evaluated by self-assessment and employer feedback.

Socially Responsible Servant-Leaders - individuals who prioritize ethical leadership

and contribute to community service and social responsibility in their professional and

personal roles.

CHAPTER III.
15
Methodology

A. Research Design

The study will use a correlational research design to evaluate the relationship

between the perceived effectiveness of the tourism curriculum at the Asian College of

Technology (ACT) and the graduates employability. This design will focus on measuring

how aspects of the tourism program, such as curriculum relevance, hands-on training, and

alignment with industry requirements, are connected to the success of graduates in

finding and sustaining jobs in the tourism field.

To gather data, structured surveys and questionnaires will be distributed to ACT

graduates. These tools will collect numerical data on their perceptions of the education

they received and its impact on their career readiness. Statistical analysis will then be

used to determine whether a relationship exists between the quality of the tourism

program and graduates’ employability, and if so, how strong this relationship is.

This approach allows the researcher to objectively assess how well the tourism

education program prepares students for the workforce. The results will help identify

areas of strength and improvement in the program, providing valuable insights for

educators and administrators to enhance curriculum design, teaching methods, and

industry partnerships to better prepare students for successful careers.

16
B. Research Environment

The study will be conducted at the Asian College of Technology (ACT),

specifically within its tourism management program. This institution is the focal point of

the research, as it provides the necessary access to relevant graduates, faculty, and

educational resources needed to assess the effectiveness of the tourism education offered.

The choice of Asian College of Technology as the research site is due to its

significance as the institution where the target population of this study graduates of the

tourism management program, received their education. ACT offers a robust program that

aims to prepare students for careers in the tourism industry. Evaluating its graduates will

provide valuable insights into how well the program equips students with the skills and

knowledge required by the industry. Furthermore, this institution is accessible to the

researcher, allowing for efficient data collection through interviews, focus group

discussions, and document review.

The study is limited to one institution, the Asian College of Technology. As a result,

the findings may not be generalizable to tourism education programs in other institutions,

either locally or internationally. This means the research will not include perspectives from

current students, other departments, or faculty from other tourism programs, limiting the

diversity of viewpoints. The evaluation focuses solely on tourism graduates, meaning that

insights from other people, such as current students or industry experts who haven’t directly

interacted with ACT graduates, will not be incorporated into the study. This limits the

breadth of the study to one specific group.

17
C. Research Respondents for Sampling

The respondents for this study will be graduates of the tourism management

program at Asian College of Technology (ACT) who completed their studies within the

past 1 to 3 years. This includes graduates from 2021 to 2024, totaling 119 individuals.

These individuals have experienced both the academic side of the tourism program and

the transition into the professional world, making them ideal candidates to evaluate how

well ACT’s tourism education prepared them for their careers.

The researcher will use a snowball sampling and survey questionnaire method

often used in quantitative research. This approach involves selecting respondents who

meet specific criteria relevant to the research objectives. In this case, the key criterion is

that participants must be graduates of ACT’s tourism management program and have

graduated within the last 1 to 3 years.

Using Raosoft's sample size calculator, the recommended sample size for a

population of 119 graduates is 92 respondents. This time frame and sample size ensure

that participants have had sufficient exposure to both their educational experiences and

the practical demands of the tourism industry, allowing them to provide relevant insights

into the effectiveness of their education.

D. Research Instruments

The researchers used an adapted research questionnaire and added questions

relevant to the statement of the problem to evaluate the perceived effectiveness of tourism

curriculum at the Asian College of Technology IEF and its effect on the employability of

graduates. Two primary questionnaires were adapted and modified: one focused on the

18
Curriculum’s Effectiveness and the other on the Learning Outcomes of BSTM graduates.

The Survey questionnaire for Curriculum’s Effectiveness was adapted from the survey

questionnaire by Garcia, Zita Zarah S.; Gensaya, Gie-Ann C.; Lajara, Sam Michael S.;

Perpinan, Justine Ann A.; and Gesundom, Jarvin Jake C. (2015) from the thesis entitled:

Perceived Effectiveness of Graduating BS International Travel and Tourism Management

Students of Lpu-Laguna as Future Cabin Crew. Another questionnaire for the Learning

Outcomes of BSTM graduates was adapted from Dr. Eric A. Matriano, Dr. Rowena F.

Shabazz, Dr. Salvacion A. Nihei and Ms. Merleen Labis (2018) entitled Relevance and

Effectiveness of Tourism Management Curriculum vis-à-vis Graduates Employability.

The use of these adapted questionnaires ensures the study's reliability and validity

because they have previously been used in similar research projects. These will help

provide valuable insights into how tourism education at Asian College of Technology IEF

affects graduate employability by assessing the curriculum’s effectiveness and BSTM

graduates’ learning outcomes.

E. Data Collection Procedure

Data will be collected through online surveys or face-to-face interviews,

depending on the availability and preference of the respondents. The researcher will send

the questionnaires to the selected graduates through email or social media platforms. The

responses will be collected over 1 week. The researcher will ensure that the process is

clear and straightforward, with instructions included for how to complete the survey

accurately.

19
F. Data Processing and Analysis

The collected data will be tabulated and organized for analysis. The researcher

will work with a statistician to analyze the data using appropriate statistical methods.

Descriptive statistics, such as mean, standard deviation, and frequency distribution, will

be used to summarize the respondents’ answers. Additionally, correlation analysis will be

performed to examine the relationship between tourism education and graduates’

preparedness for the tourism industry. The statistician will assist in ensuring the accuracy

and validity of the data analysis and in interpreting the results effectively.

G. Ethical Considerations

To ensure that every respondent is treated accurately and with respect, the study is

committed to ethical guidelines. First, participants will be made fully aware of the study's

objectives and that participation is completely voluntary. Additionally, they will be free to

leave the study at any moment without facing any penalties. No individual data will be

shared, and all responses and personal information will be kept private to protect their

privacy. Throughout the data collection process, the study will improve the overall

wellbeing of participants by preventing any activities that might endanger, discomfort, or

stress them. Lastly, by reporting findings accurately and without tampering with or

manipulating the data, the researcher stands for integrity.

20
 References

Ana Paula Pais. (2022, February 18). How can education and training systems contribute

to structural changes in the tourism sector? Tourismacademy.org; Education that

takes you places. https://blog.tourismacademy.org/how-tourism-education-

andtraining-systems-structural-changes-travel-sector?hs_amp=true

Bayona, N. (2021, May 13). Laying the Foundation of Tourism Education. IE Insights.

https://www.ie.edu/insights/articles/laying-the-foundation-of-tourism-education/

Borbon, Dr. N. M., & Ricafort, Dr. M. (2022, May). Student Outcome Assessment on

Tourism Program for 2014-2018: Inputs for Curriculum Enhancement.

https://research.lpubatangas.edu.ph/wp-content/uploads/2022/09/6-

APJARSSTourism-2018.pdf

Dumsch, A. (2016, January 25). Career Development Theory Review: Super’s Life-Span,

Life-Space Theory – OITE Career Blog – NIH Office of Intramural – Training and

education. Oitecareersblog.od.nih.gov.

https://oitecareersblog.od.nih.gov/2016/01/25/career-development-theory-

reviewsupers-life-span-life-space-theory

Hyasat, A. (2022). Examining Tourism and Hospitality Curriculum Based on the

Business Employers’ Needs. African Journal of Hospitality, Tourism and Leisure,

11(1)2022, 60–70. https://doi.org/10.46222/ajhtl.19770720.211

Mohammed Jaber, H., & Marzuki, A. (2019). IMPROVING AWARENESS OF

TOURISM EDUCATION AMONG STUDENTS’ IN INTERMEDIATE AND

SECONDARY SCHOOLS IN THE KINGDOM OF SAUDI ARABIA: EXPERTS’

SOCIAL STUDIES CURRICULA POINT OF VIEW.

21
 https://doi.nrct.go.th//ListDoi/listDetail?Resolve_DOI=10.14456/itjemast.2019.35

Ozer, O. (2004, October 1). CONSTRUCTIVISM in Piaget and Vygotsky - The Fountain

Magazine. Fountainmagazine.com.

https://fountainmagazine.com/allissues/2004/issue-48-october-december-2004/

constructivism-in-piaget-andvygotsky

Petchko, K. (2018, January 1). Chapter 10 - Theory and Theoretical Frameworks.

ScienceDirect; Academic Press.

https://www.sciencedirect.com/science/article/abs/pii/B9780128130100000107

Garcia, Z., Zarah, S., Gensaya, G.-A., Lajara, S., Michael, S., Perpinan, J., Ann, A.,

Gesundom, & Jarvin, J. (2015). PERCEIVED EFFECTIVENESS OF

GRADUATING BS INTERNATIONAL TRAVEL AND TOURISM

MANAGEMENT STUDENTS OF LPU-LAGUNA AS FUTURE CABIN

CREW. LPU-Laguna Journal of International Tourism and Hospitality

Management, 3(1).

Relevance and Effectiveness of Tourism Management Curriculum vis-à-vis Graduates

Employability. (2018). HBESS-18,LLEIS-18 June 12-13, 2018 Manila

(Philippines). https://doi.org/10.17758/eares2.ae0618408

22
APPENDICES

APPENDIX I

APPOINTMENT OF RESEARCH ADVISER

23
 APPENDIX II

APPROVAL OF RESEARCH TITLE

24
 APPENDIX III

TRANSMITTAL LETTER

25
APPENDIX IV

26
TOTAL NUMBER OF GRADUATES FROM REGISTRAR

APPENDIX V

27
 RAOSOFT

APPENDIX VI

28
 SURVEY QUESTIONNAIRE

Title: Tourism Education Assessment at Asian College of Technology IEF and Its
Effect on the Employability of Graduates

Name: (optional)
Year of Graduation:
Current Employment Status:
Current Job Title (if employed):
Alignment of Job to Field of Study (Yes/No):

Instructions: Please answer the questions below by rating each statement based
on your agreement. Use the following scale:

5- Strongly Agree
4- Agree
3- Neutral
2- Disagree
1- Strongly Disagree

Part I. Curriculum’s Effectiveness

Pre-Service Training and SA (5) A (4) N (3) D (2) SD (1)

Practicum Experience

1. Pre-service trainings
(which includes seminars,
workshops, travel, study
tour, among others) are
provided for the
acquisition of knowledge,
skills and values needed
in future jobs.
2. Pre-service trainings
provide opportunities for
growth and development
of learners.
3. Practicum hours are
enough and pre-service
trainings are adequate to
29
 gain meaningful work
experience.
4. Curriculum and instruction
is competencybased
where competencies being
developed match the
international competency
standards need by the
tourism industry.
5. Job readiness is the focus
of the curriculum and
instruction.

Part II. Learning Outcomes of BSTM Graduates

Skill-based SA (5) A (4) N (3) D (2) SD (1)

1. Demonstrates effective
verbal, nonverbal and
written communications,
in normal, abnormal, and
emergency situations.
2. Demonstrates effective
teamwork and leadership.
3. Detects errors and traps
them before they produce
negative consequences.
4. Manages available
resources efficiently to
prioritize and perform task
effectively.
5. Accurately identifies risks
and utilizes appropriate
decision making
processes.

Knowledge-based SA (5) A (4) N (3) D (2) SD (1)

30
 1. Knowledge of relevant
equipment, policies,
procedures, and strategies
to promote effective
security operations for the
protection of people, data,
property, and institutions.
2. Knowledge of the structure
and content of a foreign
language including the
meaning and spelling of
words, rules of
composition and grammar,
and pronunciation.
3. Showing, promoting, and
selling products or
services. This includes
marketing strategy and
tactics, product
demonstration, sales
techniques, and sales
control systems.

Attitude-based SA (5) A (4) N (3) D (2) SD (1)

1. Maintaining composure,
keeping emotions in
check, controlling anger,
and avoiding aggressive
behavior, even in very
difficult situations.
2. Being pleasant with others
on the job and displaying
a good-natured,
cooperative attitude.
3. Creativity and alternative
thinking to develop new
ideas for and answers to
work-related problems.
Part III. Global Citizenship
Dynamic Global Citizen SA (5) A (4) N (3) D (2) SD (1)

31
1. I can adapt easily to
different workplace
cultures and
environments.
2. My education prepared me
to work effectively in
diverse teams.
3. Employers value my
ability to collaborate
across cultures.

Part IV. Innovation and Creativity

Enterprising Innoventors SA (5) A (4) N (3) D (2) SD (1)

1. I participated in innovative
or entrepreneurial projects
during my studies.
2. My entrepreneurial skills
have been beneficial in my
career development.
3. I have implemented
creative solutions in my
workplace.

Socially Responsible SA (5) A (4) N (3) D (2) SD (1)

Servant-Leaders

1. I have held leadership roles

in my workplace or
community.
2. My education instilled in me
a strong sense of social
responsibility.
3. Community stakeholders
recognize ACTIEF
graduates as socially
responsible professionals.

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Part V. Leadership and Social Responsibility

1. My employer acknowledges
my preparedness for my
role due to my education at
ACTIEF.

Part VI. Employability Outcomes

YES NO

1. I secured employment within six

months of graduating.
2. My current job is directly related to
my field of study.

CURRICULUM VITAE

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