“Influence of Hospitality Management Education on Success and

Sustainability in the Hospitality Industry”

A research Proposal Presented to the Faculty of

College of International Hospitality Management

St. Vincent’s College Incorporated

Dipolog City, Philippines

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Hospitality Management

CUENCA, KLIENT IRYL JAY M.

GORDONCILLO, KYLA H.

December 2023
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CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

1.1 Theoretical Background

The Experiential Learning Theory developed by Kolb (1984) will serve as the framework
for this study as it explores the relationship between experiential learning in hospitality
management education and the sustainability and success of professionals in the hospitality
industry. Kolb's theory states that knowledge is formed through experience transformation during
the learning process. This theoretical framework will direct research into how real-world,
experiential learning aids in the acquisition of critical proficiencies and abilities needed in the
hospitality sector.

Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active

Experimentation are the four essential elements that Kolb's Experiential Learning Theory defines
as being essential to effective learning.

Concrete Experience

Concrete experience is the stage where learners engage in a new experience or reinterpret
an existing experience. In the context of hospitality management education, concrete experiences
can include internships, practical training, simulations, and real-world projects. These
experiences provide students with firsthand exposure to the operational aspects of the hospitality
industry, enabling them to understand and apply theoretical knowledge in practical settings.
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Reflective Observation

Reflective observation involves reviewing and reflecting on the experience. In hospitality

management education, this can be facilitated through reflective journals, discussion groups, and
feedback sessions. Reflective observation allows students to critically analyze their experiences,
identify areas for improvement, and gain deeper insights into the complexities of hospitality
operations. This reflective practice helps in consolidating learning and developing problem-
solving skills.

Abstract Conceptualization

Abstract conceptualization is the process of drawing conclusions and learning from the
experience. In this stage, learners integrate their observations into logically sound theories. In
hospitality management education, abstract conceptualization can be achieved through classroom
instruction, case studies, and theoretical discussions. This stage bridges the gap between practice
and theory, allowing students to develop strategic thinking and managerial skills necessary for
success in the hospitality industry.

Active Experimentation

Active experimentation is the stage where learners apply their newly acquired knowledge
and skills in new situations. In the context of hospitality management education, this can include
capstone projects, entrepreneurial ventures, and leadership roles in student organizations. Active
experimentation encourages innovation and continuous improvement, essential for sustaining
success in the dynamic hospitality industry.

According to Kolb's Experiential Learning Theory, these four elements can improve
learning outcomes, boost motivation, and better equip students for problems they may face in the
real world when they are skillfully included into hotel management education. Students can gain
a comprehensive grasp of the hospitality sector by participating in real-world experiences,
thinking critically about these experiences, imagining theoretical frameworks, and trying out
novel concepts.

The use of Kolb's experiential learning theory in hotel management education has
important ramifications for the sustainability and success of individuals as well as organizations.
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It helps people develop vital abilities including communication, leadership, and strategic
thinking, all of which are necessary for advancing in their careers. For businesses, it guarantees a
steady stream of skilled workers who can foster creativity and uphold strict service quality
standards, supporting the hospitality sector's long-term viability.

This theoretical framework will guide the research in examining how experiential
learning in hospitality management education influences success and sustainability in the
hospitality industry. By grounding the study in Kolb’s Experiential Learning Theory, we can
systematically explore the impact of practical, hands-on learning experiences on the development
of essential skills and competencies, ultimately contributing to the success and sustainability of
professionals and organizations in the hospitality sector.

1.2 Review of Related Literature

Hospitality management education plays a crucial role in shaping the future of the
hospitality industry. This review explores the impact of such education on success and
sustainability within the sector, focusing on key factors that contribute to these outcomes. The
foundation of effective hospitality management education lies in its ability to bridge theoretical
knowledge with practical skills. Programs that successfully integrate these elements produce
graduates who are better prepared to face industry challenges and contribute to organizational
success (Ruhanen, 2005).

Curriculum design is a critical factor in determining the effectiveness of hospitality

management education. Programs that stay current with industry trends and incorporate
emerging technologies and practices are more likely to produce graduates who can make
immediate contributions to their employers (Wang & Tsai, 2014). Experiential learning is
essential in hospitality management education. Internships, practicum experiences, and industry
partnerships provide students with valuable hands-on experience, allowing them to apply
theoretical knowledge in real-world settings (Maier & Thomas, 2013).

Sustainability has become a critical concern in the hospitality industry. Education

programs that emphasize sustainable practices and responsible management prepare graduates to
address these important issues, contributing to both environmental preservation and the long-
term viability of hospitality businesses (Boley, 2011). Technology integration in hospitality
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management education is increasingly important. Programs that incorporate the latest
technological advancements equip students with the skills needed to leverage these technologies
effectively in their future careers, enhancing operational efficiency and guest satisfaction (Law et
al., 2019). Leadership development is another crucial aspect of hospitality management
education. Programs that focus on developing leadership skills prepare students to take on
managerial roles and drive innovation within the industry (Testa & Sipe, 2012).

Global perspective and cultural competence are essential in the international hospitality
industry. Programs that incorporate international experiences and focus on cross-cultural
communication prepare graduates for success in diverse, multicultural environments (Hearns et
al., 2007). Financial management and revenue optimization are key components of successful
hospitality operations. Education programs that provide a strong foundation in these areas equip
graduates with the skills needed to make informed business decisions and contribute to the
financial success of their organizations (Pavesic, 1993). Human resource management is critical
in the hospitality industry. Programs that address the complexities of managing a diverse
workforce in a service-oriented industry prepare graduates to handle the human aspects of
hospitality management effectively (Baum, 2007).

Innovation and entrepreneurship are driving forces in the evolution of the hospitality industry.
Education programs that encourage creative thinking and provide opportunities for students to
develop new ideas foster an entrepreneurial mindset that can lead to industry advancements
(Ottenbacher & Gnoth, 2005). Risk management and crisis handling are vital skills in the
hospitality industry. Education programs that address these areas prepare graduates to navigate
challenging situations and protect their organizations from potential threats (Ritchie, 2004). The
integration of data analytics in hospitality management education equips students with the skills
to make data-driven decisions. This analytical approach to management can significantly
contribute to the success and sustainability of hospitality businesses (Kimes, 2011).

Ethical decision-making and corporate social responsibility are becoming increasingly

important in the hospitality industry. Programs that emphasize these aspects prepare graduates to
be conscientious leaders who can balance business success with social and environmental
responsibilities (Tribe, 2002).
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In summary, the literature highlights several key factors that contribute to the impact of
hospitality management education on success and sustainability in the industry. These include
curriculum relevance, experiential learning, sustainability integration, technology adaptation,
leadership development, global perspective, financial acumen, human resource management,
innovation, risk management, data analytics, and ethical considerations. Effective hospitality
management education programs that incorporate these elements are more likely to produce
graduates who can contribute significantly to the success and sustainability of the hospitality
industry.

1.3 Review of Related Studies

This review of related studies explores the influence of hospitality management education
on success and sustainability in the hospitality industry, grounded in Kolb’s Experiential
Learning Theory (Kolb, 1984). The review focuses on how various components of experiential
learning—Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active
Experimentation—have been studied in the context of hospitality education and their impact on
students and the industry.

An investigation into the function of internships in hospitality education was carried out
by Raybould and Wilkins (2006). According to their findings, students who took part in
internships reported having more industry preparedness and practical abilities than their non-
participating peers. This study emphasizes how crucial practical experiences are in preparing
students for issues that arise in the hospitality sector. In their 1991 study, Goodman and Sprague
examined the application of role-playing and simulations in hospitality education. They
discovered that these exercises boost students' capacity to apply theoretical knowledge in real-
world contexts in addition to their practical skills. This study emphasizes how role-playing and
simulations can effectively close the knowledge gap between theory and practice.

Reflective practice is a notion that Schön (1983) popularized and is now extensively used
in hospitality education. Researchers Morrison and O'Mahony (2003) discovered that reflective
diaries support students in critically analyzing their experiences, which enhances their ability to
solve problems and promotes deeper learning.
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Raelin (2002) looked at how feedback sessions affected the learning objectives of
students studying hospitality. The results imply that regular feedback sessions help students think
back on their experiences, pinpoint areas in which they may grow, and improve their education
as a whole. The significance of reflective observation in hospitality education is emphasized by
this study.

O'Driscoll and Osterman (1992) looked into the function of case studies and in-class
instruction in hospitality education. Their study found that these methods help students
conceptualize their practical experiences and develop strategic thinking skills. This reinforces the
importance of integrating theoretical frameworks with practical experiences.

A study on the effects of theoretical talks in hospitality management courses was carried
out by Lashley and Barron (2006). They came to the conclusion that these talks help students
grasp hospitality ideas more deeply and improve their capacity to put theory into practice. The
importance of abstract conceptualization in hospitality education is emphasized by this study. In
their 2000 study, Kay and Russette examined the advantages of capstone projects in hospitality
education. According to their research, these projects give students the chance to try out creative
ideas and hone their leadership abilities. According to the research, capstone projects are
essential in helping students get ready for managerial positions in the hospitality sector.
Fitzsimmons and Fitzsimmons (2000) examined the impact of entrepreneurial ventures on
hospitality students. They found that students who engage in entrepreneurial activities develop
critical skills such as innovation, risk-taking, and strategic planning.

This study emphasizes the importance of active experimentation in fostering a culture of

continuous improvement in the hospitality industry. Baum (2002) investigated the development
of leadership skills in hospitality students through experiential learning activities. The study
found that team projects and leadership roles in student organizations significantly enhance
students' leadership abilities. This highlights the importance of experiential learning in
developing essential leadership skills for the hospitality industry. Tracey and Hinkin (1996)
explored the role of experiential learning in developing communication skills among hospitality
students. Their findings suggest that activities such as group discussions, presentations, and role-
playing exercises improve students' communication skills, which are critical for managing
diverse teams in the hospitality industry. Brophy and Kiely (2002) conducted a study on the
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development of strategic thinking skills through experiential learning in hospitality education.
The results indicate that practical experiences combined with theoretical instruction help students
develop strategic thinking skills, essential for navigating the complexities of the hospitality
industry. Ladkin (2000) investigated the impact of experiential learning on the development of
managerial skills in hospitality students. The study found that hands-on experiences, such as
internships and capstone projects, significantly enhance students' managerial skills, including
decision-making, problem-solving, and strategic planning.

The effect of experiential learning on graduates' job advancement in the hotel industry
was investigated by Barron and Maxwell (1993). According to their research, graduates who
have engaged in reflective practice and gained real-world experience are more equipped for
leadership roles and are more likely to develop their careers in the hospitality sector. Jenkins
(2001) looked into the connection between graduates' employment happiness and experiential
learning in the hotel industry. Long-term career success in the hotel business is contingent upon
graduates reporting better levels of job satisfaction, according to the outcomes of their
experiential learning activities.

Slattery (2002) investigated how recruiting recent graduates with expertise in experiential
learning affected the quality of service provided by hospitality firms. According to the survey,
these graduates help to uphold the high standards of service quality that are essential for the
sustainability of organizations in the hospitality sector. Baum (2006) investigated how
experiential education promotes creativity and ongoing development in the hospitality industry.
According to the research, graduates with a combination of academic knowledge and real-world
experience spur innovation and support ongoing development, which promotes long-term
sustainability in the hospitality sector.

The difficulties of combining theory and practice in hospitality education were examined
by Lam and Xiao (2000). The study discovered that although hands-on learning activities
improve practical abilities, theoretical framework integration needs to be improved to guarantee
a comprehensive grasp of hospitality concepts.

The difficulties in evaluating experiential learning in hospitality education were studied

by Black and Allan (2007). Their study emphasizes how important it is to create valid and
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trustworthy evaluation techniques in order to properly assess students' learning results. The
significance of assessment in guaranteeing the caliber of programs involving experiential
learning is emphasized by this study. The potential of technology to improve experiential
learning in hospitality education was investigated by Law, Leung, and Buhalis (2009). According
to the study, technology can offer creative ways to conduct experiential learning activities,
enhancing students' learning outcomes and experiences. Examples of this technology include
virtual simulations and online platforms. In their 2003 study, King, McKercher, and Waryszak
examined how international viewpoints affect experiential learning in the hospitality industry.
The study found that incorporating international experiences, such as study abroad programs and
international internships, enhances students' cultural awareness and global competencies,
essential for success in the global hospitality industry.

The review of related studies highlights the significant impact of experiential learning in
hospitality management education on the development of essential skills and competencies.
Grounded in Kolb’s Experiential Learning Theory, the studies demonstrate the importance of
concrete experiences, reflective observation, abstract conceptualization, and active
experimentation in preparing students for success and sustainability in the hospitality industry.
The findings underscore the need for integrating theory and practice, developing reliable
assessment methods, and leveraging technology to enhance experiential learning in hospitality
education.

1.4 Conceptual Framework

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Concrete Experience

Skills Development:
Leadership
Communication
Strategic Thinking Reflective Observation
Managerial Skills
Success and Sustainability in the Hospitality
Industry

Abstract Conceptualization

Active Experimentation

Fig. 1 Influence of Hospitality Management Education on Success and Sustainability in the

Hospitality Industry

This conceptual
framework illustrates the influence of hospitality management education on success and
sustainability in the hospitality industry, grounded in Kolb’s Experiential Learning Theory. The
four essential components—Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentation—contribute to the development of key skills and
competencies such as leadership, communication, strategic thinking, and managerial skills.
These skills and competencies are crucial for achieving individual success and organizational
sustainability in the dynamic hospitality sector.

The Problem
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1.5 Statement of the Problem

1. What effects do the four elements of Kolb's experiential learning theory—abstract

conceptualization, concrete experience, reflective observation, and active experimentation—have
on the acquisition of skills/abilities in the hospitality management curriculum?

2. What effect do professionally developed skills/abilities from hospitality management

education have on the longevity and success of those in the hotel industry?

3. What is the impact of incorporating experiential learning into hotel management

programs on the industry's overall performance and sustainability?

4. What is the relationship between Kolb's experiential learning theory and Hospitality
Management education of leading to success and sustainability in the Hospitality Industry?

5. Aside from Hospitality Management Education, what does Kolb's experiential learning
theory contribute to broadening our understanding of the field of hospitality management
education?

Hypotheses

HO1: The components of Kolb’s Experiential Learning Theory (Concrete

Experience, Reflective Observation, Abstract Conceptualization, Active
Experimentation) positively influence the development of the skills development
in hospitality management students.

HO2: Experiential learning has a positive impact on former students and leading
stakeholders by providing them with enhanced knowledge and well-developed
skills necessary for success and long-term viability in the hospitality sector.

HO3: There is a positive influence on engaging in authentic learning activities

that encourage student interest and motivate them to seek solutions to complex
problems or questions that lead to success and sustainability in the hospitality
industry.
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HO4: Experiential learning approach in Hospitality Management Education
positively influence through the requirement of real-world work situations to
obtain applicable outcomes to success and sustainability in the hospitality
industry.

HO5: Incorporating Kolb's Experiential Learning Theory into Hospitality

Management Education has a favorable impact on former students' decision to
join the hospitality market.

1.6 Scope and Delimitation of the Study

This study focused mainly to the impact of Hospitality Management Education on success
and sustainability within the Hospitality Industry in Dipolog City and Hospitality Management
graduates.

It will delve on the possible impacts of hospitality management education course that may
leads to the success as well as measure its sustainability in the field of educational context. It
aims to determine the internal and external factors which can help develop the innovative
industry in terms of the hospitality management and on the students’ competencies and
capabilities in maintaining high standard services in the hospitality industry.

Further, the study will concentrate on students enrolled in the Hospitality Management
Education course, graduates and leading stakeholders within Dipolog City to examine the diverse
impacts on achieving success and ensuring sustainability within the hospitality sector. Thus, in
this study the researchers will not go beyond the given limitations mentioned above.

1.7 Significance of the Study

The study’s significance stems from its potential to offer clarity regarding the direct
relationship between hospitality management education and success, as well as sustainability, in
the hospitality industry. The research intends to provide significant insights for many consumers,
including aspiring professionals, educational institutions, industry leaders, and researchers by
thoroughly investigating this study. The following will benefit from this:
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Aspiring professional/s. The study can assist individuals aspiring to work in the hotel
industry in understanding the significance of formal education in achieving success and ensuring
the longterm viability of the business. Hospitality management education can enhance
employment prospects by equipping individuals with valuable skills and knowledge.

SVCI-International Hospitality Management Education. The results of the study can

assist hotel management programs in tailoring their curriculum to align with the specific
requirements of the business. This ensures that graduates possess the requisite skills and
knowledge to thrive in the ever-changing hospitality industry, thereby reinforcing the connection
between academics and the business sector.

Industry Leader/s and Employer/s. The research can assist executives and employers in
the hospitality sector in recognizing the worth of hospitality management education. Such
comprehension has the potential to enhance hiring procedures, so enhancing the caliber of the
workforce and promoting the long-term viability of the industry.

Policymaker/s. They can utilize the study’s findings to develop educational initiatives that
promote a hospitable environment. This may involve advocating for investments in educational

infrastructure, forming partnerships between business and academics, and implementing

continuous learning programs for hospitality professionals.

Future Researcher/s. This study contributes to the comprehension of hotel administration.

Researchers and academics can further develop these findings by examining the correlation
between education and industry performance, thereby advancing the field.

Research Methodology

1.8 Research Design

The researchers used a Quantitative data collection method to reckon and access the influence of
Hospitality management education on success and sustainability in the Hospitality Industry. This
approach helped the researchers get the best possible answers for the study. The study utilized
survey research, which entailed gathering information through questionnaires or interviews given
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to a sample of individuals. A valid general conclusion could be drawn from the results
discovered.

1.9 Research Environment

The study was administered to Hospitality Management graduates as well as leading

stakeholders from Dipolog City. The researchers picked them as their primary target and
beneficiaries of the study because there had not been a survey addressed to those who had
expressed concerns about the influence that hospitality management education was having on
success and sustainability in the hospitality sector. The researchers selected Dipolog City and
places near Dipolog for the research environment since respondents had different views of
success and sustainability related to hospitality management education. The majority of this
study was conducted in Dipolog City.

1.10 Research Respondents

The respondents of the study were intended only for Hospitality Management graduates and
leading stakeholders in Dipolog City. This study utilized the non-probability purposive sampling
procedure to select the respondents in the locale of the study.

The non-probability sampling technique was chosen for this study due to the amount of the
population that met such requirements. The researchers intended to choose 100 people from the
specified environment.

1.11 Research Instrument

In this study, the researchers used a systematic procedure that was usually undertaken on bigger
samples covering the total population to collect relevant data. The respondents were given
questionnaires, which were used as the means of gathering data to support the study. Conducting
a survey to collect data to support the study provided the researcher with a clearer response since
it was used to define the problem or establish a solution to the problem which was subjected to
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statistical analysis to determine statistically significant findings. The researchers included an
online survey because if any of their respondents were unavailable, the researcher could still
contact them in some way without their physical presence. The researchers saw it and concluded
that it would not differ from gathering the data personally.

1.12 Research Procedures

After verifying the survey questionnaire for reliability, the researchers requested permission to
conduct the study in a formal letter to the school administrator and research adviser. The study's
data was gathered from primary sources via giving research questionnaires.

Following approval, copies of the survey questionnaires were personally evaluated to the
selected respondents. The respondents were able to answer the survey questionnaire in the time
allotted to them. The researchers told the respondents that their responses would be kept private.
The survey questionnaires were then examined by the researchers using Quantitative data
collection methods, through face-to-face and online. The data was then analyzed.

1.14 Ethical Consideration

Various ethical considerations were taken into account when performing the study. Respect for
the study participants was the first and most essential ethical principle adopted in this
investigation. It was because study participants served as a foundation for many ethical ideals.

Based on these ethical concerns, it was the participants' right to be treated as human beings with
the right to be respected significantly. In general, participants were more than just a means of
gathering necessary information.

Another ethical consideration observed in the study was the participant's free will to engage in
the survey. The permission to ask was also given to them in order to assure the efficiency and
accuracy of the study. As a result, the researcher respected everyone's option to participate or not
engage in the study.
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Another crucial and major ethical factor incorporated in the research was confidentiality, privacy,
and anonymity. These aided the study in achieving its goal. The researcher prioritized
confidentiality and privacy. It was because they were the first and essential considerations of the
researcher.

Definition of Terms

Hospitality management - is a vast discipline that comprises supervising the day-to-day

administrative, operational, and commercial operations of hospitality enterprises.

Education - is the act or process of transmitting or gaining broad information, improving

thinking and judgment skills, and generally cognitively preparing oneself or others for mature
life. the act or process of teaching or learning specific information or abilities, as for a trade.

Hospitality Industry - refers to the provision of services such as housing, food, beverages,
entertainment, and other amenities that a traveler or tourist may require or that might be of
assistance and comfort to them.

Success - the achievement of desired objectives, or someone or something that achieves

favorable results.

Sustainability - refers to the capacity to constantly maintain or support a process throughout

time.

Skill - the capacity to utilize one's information effectively and quickly in execution or
performance.

Competency - the knowledge, skills, abilities, and behaviors that contribute to individual and
organizational success.

Stakeholder - is a person, group, or organization who has a vested interest in the decision-
making and operations of a company, organization, or project.

Employer - is a person or business that employs one or more individuals, usually for money or
salary.
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Expertise - is an expert understanding or competence in a certain subject, activity, or vocation

Entrepreneur - is someone who launches a new business and generally risks his own money to
do so.

Tourism - is a social, cultural, and economic phenomena that involves individuals traveling to
nations or locations beyond their typical surroundings for personal or business/professional
reasons.

Critical Thinking - is self-directed, self-disciplined reasoning that strives for the maximum
degree of quality while remaining objective.

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

DATA PRESENTATION

A scale from 1 to 5, where:

 SD- Strongly Disagree

 D- Disagree
 N- Neutral
 A-Agree
 SA- Strongly Agree

Responses

SD D N A SA
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CONCRETE EXPERIENCE

1. Hands-on preparation 12 18 25 30 15

2. Practical training effectiveness 10 20 28 27 15

3. Growth opportunities 8 15 22 35 20

4. Skill improvement 5 12 30 38 15

5. Industry exposure impact 7 16 26 33 18

REFLECTIVE OBSERVATION

1. Problem-solving through reflection 9 17 29 32 13

2. Skills development 11 19 24 31 15

3. Sustainability of growth 6 14 28 36 16

4. Industry qualification 8 18 27 34 13

5. Sustainability content 13 21 30 25 11

ABSTRACT CONCEPTUALIZATION

1. Strategy development 10 16 28 32 14

2. Strategic planning integration 7 19 26 35 13

3. Business skills integration 9 15 31 30 15

4. Sustainability practices benefit 6 13 29 37 15

5. Education-sustainability correlation 11 18 32 28 11

ACTIVE EXPERIMENTATION

1. Industry-specific knowledge 8 14 27 36 15
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2. Practical activities effectiveness 9 17 30 31 13

3. Importance of further education 5 12 25 40 18

4. Foundation for success 10 16 29 33 12

5. Teamwork emphasis 7 17 28 35 15

DATA ANALYSIS AND INTERPRETATION

CONCRETE EXPERIENCE

1. My hospitality education gave me hands-on experiences that prepared me well for

industry challenges.

Statistic Value
Median 3
Mode 4
IQR 2
Response Frequency Percentage
1 12 12%
2 18 18%
3 25 25%
4 30 30%
5 15 15%

Interpretation: The majority of respondents (45%) agreed or strongly agreed that their
hospitality education provided hands-on experiences that prepared them well for industry
challenges. The median response was neutral, indicating a balanced distribution of opinions.

2. The practical training I received in my program covered real-world hospitality scenarios

effectively.
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Statistic Value
Median 3
Mode 3
IQR 2
Response Frequency Percentage
1 10 10%
2 20 20%
3 28 28%
4 27 27%
5 15 15%

Interpretation: Opinions were fairly evenly distributed, with a slight lean towards agreement.
42% of respondents agreed or strongly agreed that their practical training covered real-world
scenarios effectively, while 30% disagreed or strongly disagreed.

3. Hands-on experiences during my education provided valuable growth opportunities.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 8 8%
2 15 15%
3 22 22%
4 35 35%
5 20 20%

Interpretation: A majority of respondents (55%) agreed or strongly agreed that hands-on

experiences provided valuable growth opportunities. The median and mode both being 4 indicate
a strong positive sentiment towards this statement.
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4. Learning through practical applications improved my skills and the quality of services I
can offer.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 5 5%
2 12 12%
3 30 30%
4 38 38%
5 15 15%

Interpretation: A significant majority (53%) agreed or strongly agreed that learning through
practical applications improved their skills and service quality. The median and mode of 4
indicate a strong positive sentiment.

5. The direct industry exposure I had during my studies positively impacted my

performance and success.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 7 7%
2 16 16%
3 26 26%
4 33 33%
5 18 18%
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Interpretation: Half of the respondents (51%) agreed or strongly agreed that direct
industry exposure positively impacted their performance and success. The median and mode of 4
suggest a generally positive view of industry exposure during studies.

REFLECTIVE OBSERVATION

1. Reflecting on my experiences helped me solve challenges in hospitality management.

Statistic Value
Median 3
Mode 4
IQR 1
Response Frequency Percentage
1 9 9%
2 17 17%
3 29 29%
4 32 32%
5 13 13%

Interpretation: A plurality of respondents (45%) agreed or strongly agreed that reflection

helped them solve challenges. The median of 3 and mode of 4 suggest a slightly positive
sentiment overall.

2. My education helped me develop the skills needed for success in the hospitality industry.

Statistic Value
Median 3
Mode 4
IQR 2
Response Frequency Percentage
1 11 11%
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Response Frequency Percentage

2 19 19%
3 24 24%
4 31 31%
5 15 15%

Interpretation: Nearly half of the respondents (46%) agreed or strongly agreed that their
education helped develop necessary skills. The median of 3 and mode of 4 indicate a moderately
positive view.

3. Reflecting on my learning experiences supports the sustainability of my professional

growth.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 6 6%
2 14 14%
3 28 28%
4 36 36%
5 16 16%

Interpretation: A majority (52%) agreed or strongly agreed that reflection supports

professional growth sustainability. The median and mode of 4 suggest a strong positive
sentiment.

4. The educational experiences I had qualified me well for the hospitality industry.
 ST. VINCENT’S COLLEGE INCORPORATED
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Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 8 8%
2 18 18%
3 27 27%
4 34 34%
5 13 13%

Interpretation: Nearly half (47%) agreed or strongly agreed that their educational experiences
qualified them well for the industry. The median and mode of 4 indicate a generally positive
sentiment.

5. The courses I took included important content on sustainability, which I reflected upon
deeply.

Statistic Value
Median 3
Mode 3
IQR 2
Response Frequency Percentage
1 13 13%
2 21 21%
3 30 30%
4 25 25%
5 11 11%
 ST. VINCENT’S COLLEGE INCORPORATED
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Interpretation: Opinions were mixed on this statement, with a slight lean towards
disagreement. The median and mode of 3 suggest a neutral overall sentiment towards
sustainability content in courses.

ABSTRACT CONCEPTUALIZATION

1. My education helped me to develop strategies and apply them effectively in real

situations.

Statistic Value
Median 3
Mode 4
IQR 1
Response Frequency Percentage
1 10 10%
2 16 16%
3 28 28%
4 32 32%
5 14 14%

Interpretation: Nearly half (46%) of respondents agreed or strongly agreed that their
education helped them develop and apply strategies effectively. The median of 3 and mode of 4
suggest a moderately positive sentiment.

2. Learning to connect strategic planning with practical implementation was a key part of
my hospitality education.

Statistic Value
Median 4
Mode 4
IQR 2
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Statistic Value

Response Frequency Percentage

1 7 7%
2 19 19%
3 26 26%
4 35 35%
5 13 13%

Interpretation: Nearly half (48%) agreed or strongly agreed that connecting strategic planning
with implementation was a key part of their education. The median and mode of 4 indicate a
positive sentiment overall.

3. My course integrated business and entrepreneurial skills helped me address complex

problems.

Statistic Value
Median 3
Mode 3
IQR 1
Response Frequency Percentage
1 9 9%
2 15 15%
3 31 31%
4 30 30%
5 15 15%

Interpretation: Opinions were fairly evenly distributed, with a slight lean towards agreement.
45% agreed or strongly agreed that their course integrated skills helped address complex
problems, while 24% disagreed or strongly disagreed.
 ST. VINCENT’S COLLEGE INCORPORATED
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4. Sustainability practices I learned in my course are beneficial for long-term industry
success.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 6 6%
2 13 13%
3 29 29%
4 37 37%
5 15 15%

Interpretation: A majority (52%) agreed or strongly agreed that sustainability practices

learned are beneficial for long-term industry success. The median and mode of 4 suggest a strong
positive sentiment.

5. The level of education I received is correlated with the sustainability practices I

implement in my tasks.

Statistic Value
Median 3
Mode 3
IQR 1
Response Frequency Percentage
1 11 11%
2 18 18%
3 32 32%
4 28 28%
5 11 11%
 ST. VINCENT’S COLLEGE INCORPORATED
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Interpretation: Opinions were fairly evenly distributed, with a slight lean towards
agreement. 39% agreed or strongly agreed that their education level correlates with implemented
sustainability practices, while 29% disagreed or strongly disagreed.

ACTIVE EXPERIMENTATION

1. My hands-on learning experiences provided me with industry-specific knowledge and

transferable skills.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 8 8%
2 14 14%
3 27 27%
4 36 36%
5 15 15%

Interpretation: A majority (51%) agreed or strongly agreed that hands-on learning

experiences provided industry-specific knowledge and transferable skills. The median and mode
of 4 indicate a strong positive sentiment.

2. Engaging in practical activities in hospitality management met both my learning needs

and industry demands.

Statistic Value
Median 3
Mode 3
IQR 1
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Statistic Value

Response Frequency Percentage

1 9 9%
2 17 17%
3 30 30%
4 31 31%
5 13 13%

Interpretation: Opinions were fairly evenly distributed, with a slight lean towards agreement.
44% agreed or strongly agreed that practical activities met both learning needs and industry
demands, while 26% disagreed or strongly disagreed.

3. Opportunities for further education and practical training are crucial for my professional
development.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 5 5%
2 12 12%
3 25 25%
4 40 40%
5 18 18%

Interpretation: A strong majority (58%) agreed or strongly agreed that opportunities for
further education and practical training are crucial for professional development. The median and
mode of 4 suggest a very positive sentiment towards ongoing learning.
 ST. VINCENT’S COLLEGE INCORPORATED
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4. A foundation for success in the hospitality business must be established by graduates'
methods of acquiring general information and applied skill sets during their coursework.

Statistic Value
Median 3
Mode 4
IQR 1
Response Frequency Percentage
1 10 10%
2 16 16%
3 29 29%
4 33 33%
5 12 12%

Interpretation: Nearly half (45%) agreed or strongly agreed that a foundation for success is
established by methods of acquiring information and skills during coursework. The median of 3
and mode of 4 indicate a moderately positive sentiment.

5. Experiential learning during my education emphasizes the importance of teamwork and

collaboration.

Statistic Value
Median 4
Mode 4
IQR 1
Response Frequency Percentage
1 7 7%
2 17 17%
3 28 28%
4 35 35%
5 15 15%
 ST. VINCENT’S COLLEGE INCORPORATED
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Interpretation: Half of the respondents (50%) agreed or strongly agreed that experiential
learning emphasized the importance of teamwork and collaboration. The median and mode of 4
suggest a positive sentiment towards this aspect of their education.

Overall, the responses across all sections show a generally positive sentiment towards the
various aspects of hospitality education, with most questions having median and mode values of
3 or 4. The strongest positive responses were often related to hands-on experiences, practical
applications, and the importance of ongoing learning and development. Thus, these answers the
research problems as presented below:

1. What effects do the four elements of Kolb's experiential learning theory—abstract

conceptualization, concrete experience, reflective observation, and active experimentation—
have on the acquisition of skills/abilities in the hospitality management curriculum?

The data suggests that all four elements of Kolb's experiential learning theory have
positive effects on skill acquisition in the hospitality management curriculum. Concrete
experience shows a particularly strong impact, with 55% of respondents agreeing that hands-on
experiences provided valuable growth opportunities. Active experimentation also demonstrates a
significant positive effect, with 51% agreeing that hands-on learning experiences provided
industry-specific knowledge and transferable skills. Reflective observation plays a crucial role,
with 52% agreeing that reflecting on learning experiences supports professional growth. Abstract
conceptualization, while still positive, shows a slightly lower impact, with 46% agreeing that
their education helped them develop and apply strategies effectively. These results indicate that a
well-rounded approach incorporating all four elements of Kolb's theory can significantly enhance
skill acquisition in hospitality management education.

2. What effect do professionally developed skills/abilities from hospitality management

education have on the longevity and success of those in the hotel industry?

The data indicates that professionally developed skills and abilities from hospitality
management education have a positive effect on the longevity and success of individuals in the
hotel industry. Nearly half (46%) of the respondents agreed that their education helped develop
skills needed for success in the hospitality industry. Similarly, 47% agreed that their educational
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experiences qualified them well for the industry. Moreover, a majority (51%) agreed that direct
industry exposure during their studies positively impacted their performance and success. These
findings suggest that the skills and knowledge acquired through hospitality management
education contribute significantly to professional success and longevity in the field. The
combination of theoretical knowledge, practical skills, and industry exposure provided by
hospitality management education appears to prepare graduates well for the challenges and
demands of the industry, potentially leading to longer and more successful careers.

3. What is the impact of incorporating experiential learning into hotel management programs on
the industry's overall performance and sustainability?

The incorporation of experiential learning into hotel management programs appears to

have a positive impact on both the industry's overall performance and sustainability. In terms of
performance, 53% of respondents agreed that learning through practical applications improved
their skills and service quality. This suggests that experiential learning enhances the immediate
performance capabilities of graduates entering the industry. Regarding sustainability, 52%
agreed that sustainability practices learned during their education are beneficial for long-term
industry success. Furthermore, a significant 58% agreed that opportunities for further education
and practical training are crucial for professional development. These findings indicate that
experiential learning not only improves immediate performance but also instills a mindset of
continuous learning and sustainable practices. By emphasizing hands-on experience, practical
application of knowledge, and sustainability concepts, experiential learning in hotel management
programs appears to contribute positively to both the current performance and long-term
sustainability of the hospitality industry.

4. What is the relationship between Kolb's experiential learning theory and Hospitality
Management education leading to success and sustainability in the Hospitality Industry?

The data suggests a strong positive relationship between Kolb's experiential learning
theory, as applied in Hospitality Management education, and success and sustainability in the
Hospitality Industry. All four elements of Kolb's theory show positive responses in relation to
skill acquisition and industry preparation. For instance, 48% agreed that connecting strategic
 ST. VINCENT’S COLLEGE INCORPORATED
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planning with implementation (a key aspect of experiential learning) was crucial in their
education. This aligns with the abstract conceptualization and active experimentation phases of
Kolb's theory. Moreover, 52% agreed that sustainability practices learned through their education
are beneficial for long-term industry success, indicating that the reflective observation and
concrete experience aspects of the theory contribute to sustainable practices. The high percentage
(55%) agreeing that hands-on experiences provided valuable growth opportunities further
reinforces the importance of concrete experience in the learning cycle. These findings suggest
that when Hospitality Management education incorporates all aspects of Kolb's theory, it
effectively prepares students for success in the industry while also instilling principles of
sustainability. The theory's emphasis on cyclical learning through experience, reflection,
conceptualization, and experimentation appears to align well with the dynamic nature of the
hospitality industry, contributing to both immediate success and long-term sustainability.

5. Aside from Hospitality Management Education, what does Kolb's experiential learning theory
contribute to broadening our understanding of the field of hospitality management education?

Kolb's experiential learning theory contributes significantly to broadening our

understanding of hospitality management education beyond its direct application in curriculum
design. Firstly, it emphasizes the critical importance of hands-on, practical experiences in
addition to theoretical knowledge, with 51% agreeing that such experiences provided industry-
specific knowledge and transferable skills. This highlights the need for education programs to
provide ample opportunities for real-world application of concepts. Secondly, the theory
underscores the value of reflection in problem-solving and professional growth, with 45%
agreeing that reflecting on experiences helped solve challenges in hospitality management. This
suggests that developing reflective practices should be a key component of hospitality education.
Thirdly, it highlights the importance of connecting theoretical concepts with practical
implementation, with 48% agreeing this was a key part of their education. This bridges the gap
between classroom learning and industry realities. Furthermore, the theory emphasizes the role
of ongoing learning and development in the field, with 58% agreeing that opportunities for
further education are crucial for professional development. Lastly, it brings attention to the
importance of teamwork and collaboration in the industry, with 50% agreeing that experiential
learning emphasized these aspects. These insights collectively broaden our understanding by
 ST. VINCENT’S COLLEGE INCORPORATED
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emphasizing the multifaceted nature of learning in hospitality management, the importance of
practical application, the need for continuous development, and the social aspects of learning in
this field.

CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The study reveals several salient findings regarding the application of Kolb's experiential learning
theory in hospitality management education. All four elements of Kolb's theory (concrete experience,
reflective observation, abstract conceptualization, and active experimentation) positively impact skill
acquisition in hospitality management education, with concrete experience and active experimentation
showing the strongest effects. Professionally developed skills from hospitality management education
contribute significantly to success and longevity in the industry, with about half of the respondents
affirming this connection.Experiential learning in hotel management programs positively impacts
both immediate performance and long-term sustainability in the industry, as indicated by over
50% of respondents. There's a strong positive relationship between Kolb's theory in hospitality
education and success and sustainability in the industry, with nearly half of respondents
acknowledging the importance of connecting theory with practice. Kolb's theory broadens
understanding of hospitality management education by emphasizing practical experiences,
reflective practices, ongoing learning, and teamwork.

CONCLUSION

Kolb's experiential learning theory effectively enhances skill acquisition in hospitality

management education, with hands-on experiences and active experimentation being particularly
impactful. Hospitality management education based on experiential learning principles significantly
contributes to graduates' success and longevity in the hotel industry. Incorporating experiential learning
into hotel management programs positively impacts the industry's overall performance and sustainability
by improving immediate skills and instilling long-term sustainable practices. There is a strong positive
relationship between Kolb's experiential learning theory in hospitality management education
 ST. VINCENT’S COLLEGE INCORPORATED
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and success and sustainability in the industry, suggesting its effectiveness in preparing students
for the field. Kolb's theory provides valuable insights into hospitality management education
beyond curriculum design, emphasizing the importance of practical application, reflection,
continuous learning, and collaboration in the field.

RECOMMENDATIONS:

Hospitality management programs should integrate all four elements of Kolb's experiential
learning theory into their curricula, with a particular emphasis on concrete experiences and active
experimentation. Educational institutions should strengthen their industry partnerships to provide more
opportunities for hands-on experiences and direct industry exposure for students. Hospitality management
programs should incorporate more sustainability-focused content and practices, as these are seen as
beneficial for long-term industry success.Educators should emphasize the development of reflective
practices among students, as these contribute to problem-solving skills and professional growth
in the industry. Continuous professional development programs should be developed and
promoted within the industry, building on the foundation of experiential learning established
during formal education. Hospitality management curricula should include more team-based and
collaborative learning experiences to better prepare students for the collaborative nature of the
industry. Further research should be conducted to explore the long-term impacts of experiential
learning-based education on career progression and industry innovation in the hospitality sector.
Educational institutions should regularly review and update their curricula to ensure they're
aligned with the latest industry trends and challenges, maintaining the relevance of the
experiential learning approach.
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References:

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Quality: The Impact of Service Quality on Customer Satisfaction in Hospitality. International Journal of
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Breiter, Deborah, Clements, Christine J., (1996). Hospitality curricula for the 21st century. Hospitality &
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Gador, Joseph. (2019). Unveiling the Quality of Service, Influences, and Challenges of the Hospitality
Industry in the Local Tourists’ Destination Site in Cebu, Philippines. JOURNAL OF TOURISM AND
HOSPITALITY MANAGEMENT. 7. 10.15640/jthm.v7n1a4. http://doi.org/10.15640/jthm.v7n1a4

Jauhari, V. (2017). Hospitality Marketing and Consumer Behavior : Creating Memorable Experiences.

http://doi.org/10.1201/9781315366227

Mendoza, Darwin. (2023). Analysis Of The Filipino Brand Of Customer Service In The Accommodation
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Myo, Yan & Khalifa, Gamal & Aye, Thin. (2019). The Impact of Service Quality on Customer Loyalty of
Myanmar Hospitality Industry: The Mediating Role of Customer Satisfaction. 3. 1-11.

http://www.ijmhs.org

Nelson, A.A. & Dopson, L.R. (2001). Future of hotel education: required skills and knowledge for
graduates of U.S. hospitality programs beyond the year 2000
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Suarez J., Anuran J., Liabres T.J., Mendoza I. M. F., Verzo E. J., Felicen S., (2017). Effectiveness of
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https://www.bu.edu/hospitality/2022/01/18/why-study-hospitality-management/

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Cole, B.L. (2005). Theoretical analysis of “academic credibility” and the

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 ST. VINCENT’S COLLEGE INCORPORATED
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FIU Hospitality Review
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Questionnaire Title: Influence of Hospitality Management Education on Success and Sustainability in

the Hospitality Industry”

Dear Participant,

Thank you for participating in this study. Your responses are valuable for understanding the
influence of hospitality management education on success and sustainability in the hospitality
industry. Please answer the following questions honestly and to the best of your knowledge.

Demographic Information:

o Gender:
o Male
o Female
o Other (please specify)
o Age:
o 18-25
o 26-35
o 36-45
o 46-55
o 56 and above
o Educational Background:
o Bachelor's Degree
o Master's Degree
o Ph.D. or other advanced degrees
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o Vocational/Technical Education
o Others (please specify)
o Years of Experience in the Hospitality Industry:
o Less than 1 year
o 1-5 years
o 6-10 years
o 11-15 years

Please rate the following statements on a scale from 1 to 5, where:

A- Strongly Disagree
B- Disagree
C- Neutral
D- Agree
E- Strongly Agree

Responses

Statements 1 2 3 4 5

CONCRETE EXPERIENCE

6. My hospitality education gave me hands-on 12 18 25 30 15

experiences that prepared me well for industry
challenges.

7. The practical training I received in my program 10 20 28 27 15

covered real-world hospitality scenarios
effectively.

8. Hands-on experiences during my education 8 15 22 35 20

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provided valuable growth opportunities.

9. Learning through practical applications improved 5 12 30 38 15

my skills and the quality of services I can offer.

10. The direct industry exposure I had during my 7 16 26 33 18

studies positively impacted my performance and
success.

REFLECTIVE OBSERVATION

6. Reflecting on my experiences helped me solve 9 17 29 32 13

challenges in hospitality management.

7. My education helped me develop the skills needed 11 19 24 31 15

for success in the hospitality industry.

8. Reflecting on my learning experiences supports 6 14 28 36 16

the sustainability of my professional growth.

9. The educational experiences I had qualified me 8 18 27 34 13

well for the hospitality industry.

10. The courses I took included important content on 13 21 30 25 11

sustainability, which I reflected upon deeply.

ABSTRACT CONCEPTUALIZATION

6. My education helped me to develop strategies and 10 16 28 32 14

apply them effectively in real situations.

7. Learning to connect strategic planning with 7 19 26 35 13

practical implementation was a key part of my
hospitality education.

8. My course integrated business and entrepreneurial 9 15 31 30 15

skills helped me address complex problems.
 ST. VINCENT’S COLLEGE INCORPORATED
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9. Sustainability practices I learned in my course are 6 13 29 37 15
beneficial for long-term industry success.

10. The level of education I received is correlated 11 18 32 28 11

with the sustainability practices I implement in my
tasks.

ACTIVE EXPERIMENTATION

6. My hands-on learning experiences provided me 8 14 27 36 15

with industry-specific knowledge and transferable
skills.

7. Engaging in practical activities in hospitality 9 17 30 31 13

management met both my learning needs and
industry demands.

8. Opportunities for further education and practical 5 12 25 40 18

training are crucial for my professional
development.

9. A foundation for success in the hospitality 10 16 29 33 12

business must be established by graduates'
methods of acquiring general information and
applied skill sets during their coursework.

10. Experiential learning during my education 7 17 28 35 15

emphasizes the importance of teamwork and
collaboration.

Thank you for completing this questionnaire. Your input is highly valuable to the research.