Conclusion
The result of the study shows that the practicum 1 hospitality management graduating students are ready for employment or competent for they have very good rating of all the competencies. Competencies such as customer service, flexibility, concern for order, quality and accuracy, teamwork and cooperation as well as self-control will allow students to understand how to operate efficiently and professionally in the demanding environment of hospitality.
The importance of the work-integrated learning experience cannot be denied as students will be exposed to realities and the competencies that they require in the workplace ( Rainsbury, et al., 2002).
Developing and enhancing their skills, competencies, personal attributes, enthusiasm, self-confidence and knowledge are highly needed in the work place for the graduates to be more employable and likely to be successful in their chosen careers, which benefits themselves, the workforce, the community and the economy. It is essential that higher education be responsible to provide its graduates the skills to be able to operate professionally within the work environment (Vignali & Hodgson, 2007).
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http://smallbusiness.chron.com/competencies-hospitality-industry-13466.html
Phillip A. Whitner and Randall C. Myers The Journal of Higher Education , Vol. 57, No. 6
A look back at the institution of education over the past 20 years will reveal that once upon a time a bachelor’s degree was long since considered the marker of ultimate success, the highest level of achievement that one could make in their lives. In those days, if for some reason you failed to march across the stage on graduation day after an epic, four-year stretch of high tuition, long nights studying, and unrelenting professors that found great joy in riding your back, then you had indeed failed at life.
The debates over competency-based higher education (CBE) has been going on for at least 5 years with a significant media coverage since President Obama and Arne Duncan pushed for outcome-based assessment of higher education, more transparency of student learning, flexibility and lower costs. However, before looking into the current situation of CBE in the American higher education, pros, cons and the challenges of its adaptation, let us look in the past to have a better understanding of what CBE is.
Kohn, Alfie. What Does It Mean to Be Well Educated? and More Essays on Standards, Grading, and Other Follies. Boston, MA: Beacon, 2004. Print.
Students increasingly demand a type of education that allows them to update their knowledge when necessary and to continue to do so throughout their working lives (McIntosh, & Varoglu, 2005; Tomlinson, 2007). The debates on lifelong learning and learning skills continue to emphasize independent and self-directed learning as a central need (Strivens & Grant, 2000). The ability to engage in critical self-assessment is viewed as a meta-skill that would aid students in managing their general life both during and after university (Knight & Yorke, 2002). Based on this view, suggestions are raised to educational institutions concerning learning cultures that help students know what they are learning and why and how to develop the claims to achievement that make them more successful. Teachers are expected to design promising learning environments and help students discover what they afford, what might be learned, how and why (Knight & Yorke, 2003). According to the authors (Strivens and Grant, 2000), if learners have an accurate awareness of their levels of achievement in skills, in conjunction with a desirable skill profile for a job or a range of jobs, they will be able to recognize when and where they need to improve their level of skill. It has also been
Raelin (2000) writes that work-based learning can be illustrious from usual classroom learning in many different and important ways. Firstly, work-based learning is focuses in the region of reflection on work practices; it is not just about a subject of gaining a set of technical skills, but also about a case of reviewing and getting knowledge from experience. Secondly, work-based learning outlook learning as forthcoming from your action and problem solving inside a working environment, and so it is cited on live projects and challenges to individuals and organizations.
at the same time as ‘employability’ has spawned a broad variety of definition, we focal point upon that of the attractive. Student Employability bringing mutually. Team (ESECT) which defined employability as ‘a set of skills, information and individual attributes that create a personality more likely to protect and to be winning in their selected profession(s) to the benefits of themselves, the workforce, the community and the economy’. This meaning and the unambiguous apprehension to join maintain for knowledge and enhanced employability, which marked out the ESECT approach, both emphasized employability as a process rather than a state and accorded a potentially strong role for Personal Development Planning (PDP) in the consideration of it. Elsewhere key members of the ESECT team (Knight and Yorke, 2004, p.9) argue for the importance
There is a large volume of published studies discussing the roles of HEIs; however, the debate on their role of promoting learners’ employability is still doubtful. Governments and employers view HEIs as having an economic objective with a strong believe that their main role has been changed from educating students to training them for employment. Harvey (2000b) discussed this opposition and concludes that it is the obligation of HEIs/departments to develop students’ employability. He adds that academics should focus more on how to teach a subject and not only focus on what should be taught.
Work based learning can also take place in the community or at school; be supported virtually through technology; or take place across all these settings. Experiences may occur during the school day, outside the school day, or at times school is not in session. Work based learning experiences may also build upon jobs or activities that students have already arranged for themselves when students, educators, and partners adapt those experiences to achieve the outcomes and to meet the quality principles for work based learning. Work based learning is an instructional strategy that is particularly well suited to supporting a specific separation of the college and career readiness outcomes desired for all
In this capacity as a Graduate Associate, I intend to gain skills related to outreach and development in student affairs. Mainly, constructing programs and promoting services for classmates which best fit their needs for professional advancement. I anticipate being able to further advance my skills related to evaluation as it relates to programs and methods. It is in my view that evaluating programs and projects from the beginning is critical to the efficacy and efficiency within higher education. Reflection and data provide quantitative and qualitative information to document strengths and weaknesses for future areas of programmatic
The reason I chose the Hotel Management industry is because it is a career path that I have always been interested in and curious about. It is a fast growing widespread global industry. I’ve always wanted an exciting career, which would integrate my business and creative skills in a way, which would be more energetic, active and fun than most orthodox and boring office desk jobs. I also desired to work in an industry, which I was fervent about. For my first year Applied study period I had the opportunity to work at The Taj hotels, resorts and palaces, India and my experience there established many of my principles of how the hotel industry operated. Despite my refining on the job experience, that allowed me to explore the various departments and requirements of the everyday job, I had never elaborately researched the prospects of working and skills and requirements required in the Hotel Management industry; and this Is exactly what I aim to accomplish with this report.
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