Evaluation of Hospitality Curricula, Industry Skillset Expectations and Student Preparedness

Colleges and universities have been burdened with the task of preparing students for a successful career in the hospitality industry. As the industry expectations of hospitality and tourism management degree graduates’ change, postsecondary education institutions need to respond to the employment demands of the industry. Also, the global expansion of the hospitality and tourism industry requires that institutions evaluate their degree programs to ensure that graduates possess the essential skillsets to thrive in a global economy. The purpose of this research is to determine if postsecondary institutions are adequately preparing hospitality and tourism management graduates with the necessary skillsets needed for successful careers in the industry. The expected outcome provides suggestions for curriculum improvement for hospitality degree programs. This study was based on research previously conducted on the skillset expectations of hospitality industry leaders. Using a cross-sectional survey method, a modified version of a survey used for industry leaders in 2014 will ask recent hospitality program graduates to rank course subjects in order of relevance. Over 100 graduates from hospitality degree programs at two universities were invited to complete an online survey. The data results from graduates were compared to the results offered by the industry leaders. The course subject rankings by both groups were the same for the three highest ranked courses, indicating that all stakeholders support the importance of internships, leadership courses, and effective preparation for industry employment. The results did demonstrate some differences, especially in financial course subjects and human resources and diversity topics. The findings support the continued need for hospitality curriculum developers to work with industry leaders to determine the skillsets desired and create course programs that balance the theoretical and vocational needs

A Follow-up Study of Old Dominion University Fashion Graduates

A study to determine the effectiveness of Old Dominion\u27s fashion program on preparing graduates for the fashion industry

Professional competencies of architecture graduates: perceptions from graduates, academics and employers in the Nigerian construction industry / Joy Joshua Maina.

The clamour for better quality graduates by architects in the Nigerian Construction Industry (NCI) necessitates a look into the core competencies and the adequacy of architecture education in preparing architecture graduates for professional practice. 116 self-report likertscale questionnaires from architecture graduates (2009-2015), academics and employers were analysed to establish core competencies developed by the graduates while in school. Descriptive statistics, t-tests as well as Mann-Whitney tests for differences in ratings were employed for the study. Results reveal the perceived adequacy of architecture education for the future career of graduates from the academic perspective. Graduates were most proficient at design related competencies while AutoCAD was still considered the most important CAD competency for architecture graduates in the NCI. The study recommends more frequent evaluations of competencies for employability in collaboration with industry as well as embracing BIM related software in line with global best practices

Understanding how industry conceptualises a valuable science graduate

BACKGROUND The Australian Government consistently incentivises increasing the STEM capabilities of our workforce, with the recent Job-Ready Graduates Package illustrating this (Department of Education, Skills and Employment, 2021). However, science graduates struggle to find employment post-graduation, while industry struggles to recruit sufficiently skilled science graduates (Deloitte Access Economics, 2014). It appears universities may be insufficiently preparing science graduates for the workforce. AIMS In this study, we explore the idea that miscommunication between universities and industry may contribute to the “problem” of science graduate “job-readiness”. Does industry truly understand what they want from science graduates? Can they clearly articulate it? DESIGN AND METHODS This study asks science industry employers about their conceptions of graduates who thrive in their workplace. We ask them to describe this graduate’s qualities and capabilities and explain how they demonstrate value to employers. RESULTS The results reveal surprising conceptions of “job-ready” and “industry-valuable” graduates, across a range of science industry contexts. The results also suggest ways universities can better prepare graduates to demonstrate their value to employers. CONCLUSIONS In this interactive session, we will examine how our conceptions compare with the results from industry perceptions. We will discuss the current terminology of “job-readiness” and consider ways we can improve industry-university collaboration around “industry-valuable” graduates. REFERENCES Deloitte Access Economics (2014). Australia’s STEM Workforce: A Survey of Employers. https://www2.deloitte.com/content/dam/Deloitte/au/Documents/Economics/deloitte-au-economics-australia-stem-workforce-report-010515.pdf Department of Education, Skills and Employment (2021). Job-ready Graduates Package. https://dese.gov.au/job-read

The Problem with Postsecondary Aviation Safety Training, as Voiced by Aviation Industry Professionals

This research study explored the observations of aviation industry safety professionals, as they relate to the availability of a hiring pool of trained and prepared safety professionals from which to choose. When considering the issues in preparing graduates as career ready, and coupled with the ever changing nature of the aviation industry, this study was designed to examine postsecondary academic program graduates’ readiness in meeting the needs and requirements of safety program management within the aviation industry. Fifty-five participants were purposefully selected for interviews from safety professionals currently working in the aviation industry, to help examine the needs and requirements of the aviation industry safety programs, and voice their opinions on the readiness of graduates from postsecondary safety programs to help meet those requirements. The teaching of primarily theoretical high level information, instead of a student-centered constructivist approach, by postsecondary academic safety programs may result in a lack of preparedness of postsecondary graduates to be ready to serve in the aviation industry. Today’s top aviation universities teach curricula associated with flight training as well as academic courses in the area of aviation safety. The overarching intent of these programs need to meet the industry’s needs and requirements as they pertain to the safe movement of aircraft, ground equipment, and people

Strategic factors for implementing a multiple career path construction doctoral program: a mixed methods study

2022 Summer.Includes bibliographical references.According to the recent literature, a notable percentage of STEM doctoral graduates prefer employment in non-academic career paths such as industry due to diminishing opportunities in academia. However, the doctoral education in the U.S. is designed to prepare graduates to become researchers and teachers for careers in academia. There is limited training available to Ph.D. students related to their training for non-academic career paths. Construction Ph.D. programs are designated as STEM programs and are no exception to this changing career preferences of Ph.D. graduates. Given the changing career landscape of doctoral graduates, it is important for construction Ph.D. programs to prepare doctoral students for success in diverse career paths (academia and industry). A large share of the current research in doctoral education primarily focusses on engineering disciplines, and very limited knowledge is available related to preparation of construction focused Ph.D. graduates effectively for multiple career paths. The broad research objective of this study is to develop strategic factors for construction Ph.D. programs to prepare students for diverse career paths. To achieve the research objective, the study explored the factors that influence construction Ph.D. students career choices through social cognitive career theory theoretical lens, competencies required by construction Ph.D. students for careers in academia and industry, various ways construction Ph.D. programs can prepare students for diverse career paths, and benefits of preparing construction Ph.D. students for various career paths. The study adopted a mixed methods approach, where 38 qualitative interviews were conducted and a quantitative survey was developed and administered (329 responses) with construction Ph.D. students, construction Ph.D. graduates working in the industry, construction faculty, and construction industry professionals. Results indicate that construction-focused Ph.D. students are equally interested in industry-related career choices alongside academia. Factors such as interest in teaching and research, passion for student mentoring and engagement, flexibility in working hours, support from an advisor, unawareness about non-academic opportunities, and satisfaction obtained from teaching influence construction Ph.D. students towards academic careers. Factors such as better salaries, ability to make a difference and advance construction industry, disinterest in academic culture, lack of enough academic jobs, no support from an advisor, and competitive academic funding climate influence construction Ph.D. students towards non-academic (industry) careers. Written and oral communication, problem solving skills, and critical independent thinking competencies are critical to employability success of construction Ph.D. students in both academic and industry career paths. Opportunities to complete industry internships, performing research relevant to construction industry's challenges by balancing both theory and practice, support from advisor related to either of the career choices, networking with both academic and industry professionals are important strategies to prepare construction Ph.D. student for diverse career paths. Preparing construction Ph.D. students for diverse career paths not only improves employability of Ph.D. students but also enhances university-industry research collaborations and improves the ability of construction industry to constantly innovate, adopt technology, and gain access to university research relevant to their needs

A Lens Comparison of Vocational Education and Training in the Beauty Sectors in Taiwan and the UK

A number of studies have highlighted the importance of effective interaction between vocational education and industry in nurturing professionals. A common strategy is to build a partnership between industry and education to ensure that graduates meet the requirements of industry, in preparation for employment. Using a lens comparison approach, which provides the capability to draw on ethnographic experiences, this paper explores and compares the relationship between industry and vocational education in the beauty sectors of Taiwan and the UK. The overall method included observation, informal interviews and documentation analysis. Significant differences were found not only in culture and levels of vocational education structure, but also in the unified standard and levels of skill formation, which are key points in preparing graduates’ confidence and competence. In Taiwan, the lack of a body with responsibility for regulations, the overlapping levels in qualifications and ineffective communication between education and industry have led to beauty graduates lacking confidence in their ability, adversely impacting on their aspirations. Whereas, in the UK, based on a unified structure, the learners’ educational and working experiences are recognised by both education and industry. Findings from this study will be beneficial for curriculum design and individual career development in this field and may also form a broader concept for use in other fields

Analysis of Implementation of SKKNI Sub Funding and Services for Graduate of Vocation in Banking Sector

The Indonesian National Work Competency Standards (SKKNI) are efforts to produce graduates ready for work according to industry needs. This includes the SKKNI for the sub-field of Funding and Services, covering four levels of qualifications for a prospective banker that include Teller, Customer Service, Funding Sales Representative, and Funding Product Development Manager. This study aims to determine the implementation of the SKKNI for Sub Financing and Services for Diploma III graduates at the current SMK level. This research is a qualitative descriptive study using observation and interview methods for data collection. The population in this study were all commercial banks and Islamic banks in Yogyakarta. From the questionnaires distributed to users, fourteen banks consisted of 9 (nine) conventional banks, and 5 (five) Islamic banks filled out the questionnaire. Constraints in the application of the SKKNI are caused by the qualifications of the positions regulated in the SKKNI. The gap between the provisions in the SKKNI and the regulations in force in banking is an obstacle for vocational schools in preparing graduates who meet industry demands

Analysis of Implementation of SKKNI Sub Funding and Services for Graduate of Vocation in Banking Sector

The Indonesian National Work Competency Standards (SKKNI) are efforts to produce graduates ready for work according to industry needs. This includes the SKKNI for the sub-field of Funding and Services, covering four levels of qualifications for a prospective banker that include Teller, Customer Service, Funding Sales Representative, and Funding Product Development Manager. This study aims to determine the implementation of the SKKNI for Sub Financing and Services for Diploma III graduates at the current SMK level. This research is a qualitative descriptive study using observation and interview methods for data collection. The population in this study were all commercial banks and Islamic banks in Yogyakarta. From the questionnaires distributed to users, fourteen banks consisted of 9 (nine) conventional banks, and 5 (five) Islamic banks filled out the questionnaire. Constraints in the application of the SKKNI are caused by the qualifications of the positions regulated in the SKKNI. The gap between the provisions in the SKKNI and the regulations in force in banking is an obstacle for vocational schools in preparing graduates who meet industry demands

Where are they today? A follow-up of agricultural education graduates at the University of Missouri 1999-2003 [abstract]

Abstract only availableFaculty Mentor: Dr. Bryan Garton, Ag EducationThe purpose of this study was to determine the employment and occupational status of agricultural education graduates. The study further sought to assess graduates' level of job satisfaction, factors leading to their changes in employment, and the employability skills needed and the contribution of curriculum in preparing students for the skills. Agricultural Education graduates from May 1999 through May 2003 (n = 112) participated in the study. The Dillman Total Design Method (Dillman, 2000) was followed in the data collection process. Mailings of postcards and questionnaires assisted in the collection of data for the 96 respondents. A majority of the graduates (87%) reported they were employed full-time. Of those graduates, there was a wide dispersement of careers with nearly two-thirds employed as teachers in public schools, or in sales or management positions. The remaining 13% reported being in graduate school (7%), employed part-time (5%), or caring for family (1%). The level of job satisfaction was compared between graduates teaching secondary agriculture with graduates in industry careers. There was no difference in the level of job satisfaction between graduates in teaching versus industry. Factors influencing a career change were examined among those who had changed occupations since graduation. Of the 14 identified factors, "career goals/ambitions changed" was reported as the major factor for a career change while "personality conflicts with co-workers" had little influence on changing careers or occupations. Graduates were split into two categories, teaching in a public school and working in an industry career, to examine employability skills needed and the contribution of the agricultural education curriculum to the development of necessary employability skills. To factor in the contribution of curriculum with the importance of the employability skills, the Borich Needs Assessment Model (Borich, 1980) was utilized to create Mean Weighted Discrepancy Scores. Based upon the mean weighted discrepancy score, "analyzing information to make decisions" was reported as the skill with the greatest need for curriculum modification. "Working as a team member" had the least implication for curriculum changes. The overall program and academic advising toward the preparation of students for careers was assessed to confirm graduates were prepared for careers in teaching or industry. "Quality of instruction" was found to be the highest rankeWilliam Boatright Endowmen