values according to various variables was also examined.

This study also provides an

insight into what values young people will care about in the future.

Competencies and abilities must be taken into account and evaluated since they become

significant priority and influence on how twenty-first century learners studying hospitality and

tourism management perform in the organization or setting in which they will be employed. This

study assessed the competence and skills of learners studying hospitality and tourism

management. The competency domain model by Paul Sandwith and the educational value of

captive hotels were the frameworks in this study supported by R.A. 7686, also known as the

Dual Training System Act of 1994. A descriptive-correlational survey design was used to assess

the different competences and skills of learners studying hospitality and tourism management.

Descriptive statistics identified the assessment of the competence and skills of target

respondents. Chi-Square test was used to determine the significant relationships between the

respondents' profile and their competence and skill levels. Correlational analyses revealed that

there was a significant correlation between the respondent's profile and competence, particularly

with regard to age, administrative domain, year level, leadership, and interpersonal domains.

Further, significant correlations exist between respondents' competence and skill levels. This

study recommends professional development for teachers and curriculum improvement in the

intended institution to enhance delivery and achieve long-term efficacy of the curriculum.

The expansion of the hotel and tourism industries has increased the demand for experts in

the management field and led to the establishment of educational institutions focused on the

sector (Kim, Jung, & Wang, 2016). Schools and universities were founded to equip students with

the competencies and skills required by the industry. 14 out of every 100 employed Filipinos in

2019 worked in sectors related to tourism. In 2018, there were 5.36 million jobs in the tourism
industry, and in 2019, there were 5.71 million. This generates an additional 350,000 jobs tied to

tourism (Puyat, 2022). There is no denying that courses in hospitality and tourism management

are well-liked by many new college students. The program, as mentioned above, is offered at

more than 500 schools in the Philippines. These students must be adequately trained and

equipped by their schools and colleges to be proficiently competent and skilled enough to

perform in the hospitality and tourist sectors. According to Republic Act no. 7686 of the Labor

Code of the Philippines, the act declared the country's policy to strengthen workforce education

and training in the country so that the latter can be assured of an ever-increasing supply of

educated and trained workers with the necessary skills and good work habits and attitudes. R.A.

7686, also known as the "Dual Training System Act of 1994," aims to enhance graduates' job

prospects and efficiency by teaching them analytical and innovative problem-solving skills,

devious competencies that meet employment requirements, values, and attitudes that emphasize

professional behavior, quality orientation, work ethic, authenticity, identity, and patriotism. It is

impossible to overestimate the importance of workintegrated learning since it exposes students to

situations they will face in the real world and helps them develop the abilities employers are

looking for (Spowart, 2011). Higher education providers must meet the industry's graduate

expectations. For a competency-based curriculum to be presented, students must comprehend, be

competent to apply, and execute the knowledge, skills, and abilities that the industry requires

(Cecil & Krohn, 2012).

According to Dhiman ((2012), students in tourism are not well prepared to take on initial

roles in many operational and managerial sectors and must undergo lengthy training before

becoming fully functional in a tourism company. Many businesses and recruiters expect tourism

students to be multiskilled, yet, it may be impractical to expect them to be multiskilled and have
the diverse skills the tourism industry seeks. The transfer from university to work environment

can be stressful for fresh graduates who are not adequately prepared. Their job aspirations may

be lofty, but they rarely live up to them. This discrepancy between student aspirations and reality

should be addressed during their studies through various forms of industry interaction, such as

internships (Valdez, Alcantara, Pamintuan, Relos, & Castillo, 2015). Hospitality and tourism

students must be knowledgeable and prepared for real-world work after graduation. Higher

education plays a vital role in allowing modifying these industry trends. Programs in hospitality

and tourism management (HTM) are at the forefront of ensuring graduates are well-prepared for

top positions in this rapidly expanding sector. According to (Jack, Stansbie, & Scianiri, 2017),

industry and academic experts concur that conceptual/creative talents are last among the skills to

master before graduating, with administrative, interpersonal, and leadership skills coming in

second and third. These competencies and skills must be considered and assessed because these

mainly impact the performance of every Hospitality and Tourism Management student in the

company or establishment they will work with. Students will only be successful if they are

introduced to the ever-changing world of opportunities. In this study, the researcher's goal is to

evaluate the knowledge and abilities of undergraduate students enrolled in hospitality and

tourism management courses. Additionally, the students' preparedness as the new service

provider in the tourism sector can also be analyzed. Developing and nurturing significant

competencies and skills leads to better career and job satisfaction.

Related Studies

In the study of Gamage, K. (2021). The Role of Personal Values in Learning Approaches

and Student Achievements. Personal values play a significant role when adopting learning

approaches by individuals during their studies. Particularly in higher education, these values
significantly influence the character that individuals play within their learning community and

ultimately influence their academic achievements. The purpose of this paper is to investigate

personal values in their choice of learning approaches and, subsequently, how it impacts one’s

academic achievements. It also investigates the importance of developing an individual’s

personal values as a part of their wider studies, while aligning these with graduate attributes and

balancing them with knowledge and skills, to produce successful graduates in a society.

Accoridng to the study of Маrushkevych, A. (2022). Development of Students’ Research

Competence in the Study of the Humanities in Higher Educational Institutions. the study was to

experimentally test the effectiveness of didactic conditions for the development of students’

research competence in the study of the humanities. Several complementary methods were used

in the experimental study: a comprehensive test to assess the levels of research competence (S.A.

Mishyn); Zamfir’s Motivation of Professional Activity modified by A.N. Rean; adapted

Starkey’s Critical Thinking test; Simonov’s Education Level technique, author’s questionnaire

with open-ended questions to determine the importance of research competence for students in

the course of their professional education. The results of the pedagogical experiment revealed the

effectiveness of the introduction of innovative forms of theoretical training (lectures and

seminars) for the development of research competence in future specialists in the humanities

classes. The research found the main directions of innovative experience of improving lectures,

seminars as a form of education for the development of students’ research competence. The

research showed that it is possible to develop research competence in the process of teaching

humanities depending on the types of training (theoretical, practical). It is important to organize

the students’ cognitive activity in the course of theoretical training, while it is necessary to apply

the problem method of teaching in the practical classes. We consider the study of the problem of
continuity in the development of the research culture of the individual under the conditions of

continuing education as a prospect for further research.

It was also supported in the study of Głowacka , E. (2020).Patterns of Differentiation of

Students’ Competencies: A Comparative Study. The study focuses on the issue of how much

information competencies are universal in the globalized, internet-connected world, and/or to

what extent their perception depends on local conditions and individual needs. The aim of the

project is threefold. First, it offers a comparative analysis of the information literacy skills of

Polish and Spanish students, regarding both their self-assessment and belief in the importance of

information literacy. Second, it focuses on differences and unique IL needs of students of courses

rooted in social sciences and/or humanities. And third, due to these differences, it discusses the

role of academic librarians in profiled IL training, integrated with the specific courses.

Quantitative methodology was applied. The comparative study covered subgroups of humanities

and social science students from Poland and Spain. Competencies in information searching,

processing, evaluation, and communication/dissemination were taken into account. The results

indicate some common ways of perception of valuing information competencies and major

differences in assessment of IL self-efficacy. Students’ reluctance to visit libraries is another

argument to enhance profiled IL training being realized in close cooperation of academic

librarians and the faculty.

Interest

In the study of Emma Johnson, Mark T. Reilly (2022). Value-Driven Career Choices in

Hospitality Management: Insights from Students, investigates how personal values influence

career choices among hospitality management students. Qualitative interviews reveal that values

such as sustainability and service orientation are pivotal in shaping career aspirations.
Participants expressed a strong desire for their work to reflect their ethical beliefs. The findings

indicate that students increasingly prioritize alignment between personal values and employer

practices. Educators are encouraged to integrate value-driven discussions into curricula.

Additionally, industry stakeholders should recognize and adapt to these evolving priorities. The

study contributes to understanding the intersection of values and professional aspirations.

Insights from this research can enhance curriculum development in hospitality education.

Ultimately, it highlights the need for a values-based approach in career guidance.

The study of Aisha Patel, John K. Smith (2023). Understanding Ethical Values in

Hospitality Education: A Student Perspective, explores the ethical values held by hospitality

students and their relevance to professional practice. Employing a mixed-methods approach, the

study finds that integrity and accountability are crucial values for students. Many participants

expressed a desire for more comprehensive ethics training in their education. The findings

highlight a significant gap in ethical training within existing curricula. The research emphasizes

the need for collaboration between educators and industry professionals to enhance ethical

training. Students indicated that ethical dilemmas are common in the industry and should be

addressed in coursework. By doing so, educators can better prepare students for real-world

challenges. The study calls for a curriculum overhaul to integrate ethical education effectively.

Ultimately, this research contributes valuable insights for enhancing hospitality education.

The study of Lisa Cheng, Tom R. Bennett (2024). Exploring the Alignment of Personal

Values with Hospitality Industry Expectations, investigates how hospitality management

students perceive the alignment of their values with industry expectations. Surveys reveal a

significant disconnect between personal and professional values, particularly concerning work-

life balance. Students identified social responsibility and community involvement as critical
values for their future careers. The findings suggest that misalignment can lead to dissatisfaction

and attrition in the workforce. Educators are urged to address these discrepancies in the

curriculum. The study recommends incorporating industry insights and realistic expectations into

academic programs. By fostering better alignment, students can be better prepared for the

workforce. This research ultimately contributes to improving both educational outcomes and

industry satisfaction. The study advocates for a collaborative approach between educators and

industry professionals.

According to David L. Greene, Hannah S. Taylor (2023). Cultural Values and Career

Aspirations Among Hospitality Students: A Comparative Study, the study analyzes cultural

values among hospitality management students from diverse backgrounds. It explores how these

values influence their career aspirations and choices. Findings reveal that students from

collectivist cultures emphasize community and teamwork in their professional goals. Conversely,

those from individualistic cultures focus more on personal achievement and autonomy. The

research highlights the necessity of cultural sensitivity in hospitality education. It suggests that

curricula should reflect the diverse cultural backgrounds of students to enhance engagement. The

study advocates for tailored career guidance that considers cultural contexts. By doing so,

educators can better prepare students for global hospitality challenges. Ultimately, the research

aims to foster a more inclusive educational environment in hospitality management.

Clara Morgan, Samuel J. Thompson (2024). The Role of Service Values in Shaping

Hospitality Education Outcomes, the impact of service-oriented values on educational outcomes

in hospitality management. A quantitative analysis shows a positive correlation between strong

service values and both academic success and employability. Students who prioritize service

demonstrate higher engagement in experiential learning opportunities. The findings indicate that
service values are integral to shaping students' professional identities. The study emphasizes the

importance of integrating service learning into the curriculum. This approach can enhance

student outcomes and foster a culture of service within the educational setting. The research

advocates for industry partnerships to provide real-world experiences that reinforce these values.

Ultimately, the study contributes to a deeper understanding of service values in hospitality

education. It highlights the need for educators to cultivate service-oriented mindsets among

students.

Creativity

In the study of Sarah L. Thompson, James K. Morris(2022). Fostering Creativity in

Hospitality Management Education: A Values-Based Approach, examines the role of personal

values in fostering creativity among hospitality management students. Through qualitative

interviews, students highlighted values such as collaboration, innovation, and adaptability as

critical to their creative processes. The research identifies a positive correlation between a

values-driven curriculum and enhanced creative problem-solving skills. Participants reported that

supportive learning environments encourage experimentation and risk-taking. The study also

emphasizes the importance of integrating real-world challenges into coursework. By aligning

educational practices with students' values, educators can cultivate a culture of creativity. The

findings suggest that mentorship and peer collaboration significantly enhance creative

expression. This research contributes valuable insights into effective curriculum design for

hospitality education. Ultimately, it advocates for a holistic approach to fostering creativity in

future hospitality leaders.

Maria R. Gomez, David T. Lee (2023). Creativity and Values in Hospitality: Bridging

Theory and Practice, explores the intersection of creativity and values within the context of
hospitality management. Using a mixed-methods approach, the study analyzes how students’

core values influence their creative outputs. Findings reveal that values like sustainability and

social