Self-Management on Employability Skills of Hospitality Management Students

Author(s):  
D. M. Juan Rodrigo B. del Villar
2018 ◽  
Vol 60 (4) ◽  
pp. 354-367 ◽  
Author(s):  
Farhad Khurshid Abbasi ◽  
Amjad Ali ◽  
Naila Bibi

Purpose The purpose of this paper is to identify the gap between skills expected by managers and skills possessed by business graduates employed by banking industry. Design/methodology/approach A questionnaire-based survey was conducted with bank officers under whom fresh business graduates were working. They were asked to indicate the importance of 12 employability skills in the industry and to rate business graduates working under them against these skills. Results are achieved by applying paired samples and independent samples t-tests on data collected from 121 bank officers. Findings Results prove that overall employability skills of the graduates are lesser than expected by the managers. Significant skill gaps were found for listening, problem solving, communication, leadership, interpersonal, analytical, self-management, numeracy and critical thinking. Results also reveal that problem-solving skill of male graduates is superior that that of females. Practical implications The study makes business graduates clear in what skills they are to learn and how it relates to the expectations of managers in banking industry. It helps business schools to revise and improve curriculum of some specialized banking programs according to the needs of the industry. Originality/value This is the first study that investigates the skills required by the banking industry out of business graduates. It also identifies the skill gaps for fresh business graduates from managerial perspective in banking industry of Pakistan.


2007 ◽  
Vol 7 (3-4) ◽  
pp. 256-268 ◽  
Author(s):  
Wichard Zwaal ◽  
Hans Otting

The major issue addressed in this study is the alignment between the institutional conception of education and the students’ conceptions of education, decomposed into three parts: conceptions of knowledge, conceptions of teaching and learning, and conceptions of assessment. Subjects in this study were 324 students enrolled in a four-year hospitality management programme. Three instruments were administered to measure students’ conceptions of education. Results indicate that the three sets of conceptions seem to fit in the traditional-constructivist dichotomy with students showing a congruent pattern in the three sets of conceptions. Finally, first-year students hold more traditional conceptions of education than senior students. The implication for educational innovations is that serious attention should be paid to the development of students’ conceptions of education.


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