EXPLORING STRATEGIES TO RESTORE GLOBAL ON-THE-JOB-TRAINING

OPPORTUNITIES IN HOSPITALITY MANAGEMENT PROGRAM

A Research (Proposal)

Submitted to

The Faculty of the College of Business Education

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Degree of

Bachelor of Science in Hospitality Management

By

REYMAR T. BAYO

MARVELOUS C. PINUELA

MIZLE KRIS M. SARZUELO

March 2024
 Acknowledgment

The researchers thank the following for their excellent assistance and guidance throughout our

case study preparations. Firstly, we thank our almighty Father for giving us the courage to have the case

study studied and giving us the wisdom to pursue it and the strength to face it. Second, we thank our

parents for their unending emotional, moral, and financial support on the verge of our case study

preparations and for their unending lessons for us in finishing this study. Thank you for all the sacrifices

that they invested in us to finish this case study. Third, to our supportive research teacher, Ma'am Janus

Naparan, and also to the two panelists, Ma'am Jona Tingcang and May Ann Langam, for accepting our

proposed case study and for sharing their knowledge in creating a beneficial and pleasing case study that

could be useful to the following researchers. Lastly, we thank our friends who have always been there to

support and motivate us throughout the verge of our case study.

 Dedication

This research is dedicated to the future generations of Hospitality Management Students. May

this study serve as a guiding light, illuminating pathways to success and opening doors to boundless

opportunities in the global hospitality industry. To the students whose passion for learning and

commitment to excellence inspire us each day, this work is dedicated to you. May you seize every

opportunity to expand your horizons, embrace diversity, and cultivate the skills and knowledge necessary

to thrive in a rapidly evolving world. We dedicate this research to the administrators, educators, and

mentors who tirelessly strive to empower and enrich the lives of their students. Your dedication to

fostering innovation, collaboration, and excellence in Education is a beacon of hope and promise for

future generations.

In honoring the spirit of collaboration and partnership, we dedicate this study to the Commission

on Higher Education (CHED) and all stakeholders who share in our commitment to advancing the quality

and relevance of hospitality management education. May we continue to forge meaningful connections,

leverage resources, and shape the future of global OJT opportunities to benefit students worldwide. May

this research stand as a testament to the power of knowledge, collaboration, and dedication in

transforming lives and shaping a brighter future for future generations.

 Table of Contents

Title Page......................................................................................................................................................i
Acknowledgment.........................................................................................................................................ii
Dedication:.................................................................................................................................................iii
Table of Contents........................................................................................................................................iv
Chapter 1.....................................................................................................................................................1
Introduction.............................................................................................................................................1
Background of the Study.....................................................................................................................1
Theoretical Framework........................................................................................................................3
Statement of the Problem.....................................................................................................................4
Significance of the Study.....................................................................................................................5
Definition of Terms.............................................................................................................................6
Chapter 2.....................................................................................................................................................7
Research Method.....................................................................................................................................7
Research Design..................................................................................................................................7
Research Environment.........................................................................................................................8
Research Participants...........................................................................................................................9
Research Instrument..........................................................................................................................10
Data Gathering Procedure..................................................................................................................11
Data Analysis....................................................................................................................................11
Ethical Considerations in Research....................................................................................................12
References.........................................................................................................................................12
 Chapter 1

Introduction

Background of the Study

Valamis (2022) states that on-the-job training (OJT) is a practical technique to acquire new

competencies and abilities required for a job in a real, or near-real, working environment. It is frequently

used to learn how to utilize certain tools or equipment in a real-world, virtual, or instructional setting.

According to Bhadauria (2020), "Internships” offer a great opportunity to hone skills, pursue

interests, and strategize career paths within a real-life work setting, thereby gaining a competitive edge in

a job market where experience is limited.

According to Yiu et al. (2012), internships are among the most effective forms of experience

learning in hospitality education. However, collaboration from students, employers, and educators is

required to be successful.

According to Bhadauria (2020), a hospitality professional course isn't complete without an

internship in a hotel or other hospitality-related business. The most important part of the program is this

stage, where the interns polish their abilities, gain knowledge in physical, interpersonal, and cognitive

development, and genuinely become professionals instead of just interns.

According to Immaneni (2017), the major goal of industrial training is to increase students'

employability and provide a smooth transition into their employment. It enables them to apply what they

learned at the institute. This helps them to obtain work-related skills and expertise relevant to their future

employment. They can create their career ambitions through real-world job experiences.

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 Giorgio Di Pietro (2020) states that participation in international internship programs is

important. It allows students to acquire information about labor market conditions abroad and expand

their global contacts network. This is especially important for students who want to pursue an

international career.

According to Schoffstall (2018), each school must provide training and excellent Education for

this program to develop and guide them into competitive individuals. Their preparation will qualify them

to enter local businesses and the international market.

According to Faten M. Hussien and Mick La Lopa (2018), Internship programs are vital to

hospitality education. An effective internship program allows student interns to combine academic

knowledge with practical experience earned via internships.

Bhadauria (2020) states that internship will strengthen resumes and provide college students with

real-world experience. Additionally, working as an intern at a company provides the chance to gain

practical experience in a professional environment. It also aids in creating a strong network by engaging

with experts to make new contacts and acquire communication skills in a professional setting.

According to Patel, R. (2020), One of the barriers to improving the labor force's ability to carry

out authoritative exercises is training. It is one of the board's urgent human resource capabilities, referring

to the expansion of capacity and limitations on employees or associations to meet the execution level of

guidelines.

According to the National Association of Colleges and Employers (2011), career paths allow

employers to guide and evaluate talent. Internships provide students with essential experience and

connections in their desired career fields.

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 According to Fatten M. Hussien (2018), Internships have become an increasingly important part

of hospitality education. An effective internship program assists student interns in integrating their

theoretical knowledge and practical experience gained through internship programs.

According to Arif Kamisan Pusiran (2020), an internship allows students to gain firsthand

experience with a work-related learning process. Given this, industry involvement in accepting students

into well-designed internship programs is critical to ensuring an even study period for a hospitality and

tourism career.

According to Samia Afrin Shetu ( 2020), the internship program's well-planned structure

positively influenced choosing a future job in the travel and hospitality sector. Internship students'

confidence in the tourist business was mediated by the level of industry involvement throughout the

internship period.

According to Virgie Alfaras R. (2019), Education and training are most effective when school

learning aligns with industrial employment experience. Students' school experiences should align with

industry-specific competencies. The experience encompasses Education, processes, work ethics, facilities,

tools, safety measures, and employability skills.

According to Yaffe-Bellany (2020), internships have various benefits for tourism and hospitality

students, including serving as a "stepping stone to full-time work, a vital source of income, and even a

graduation requirement". Hussien and Lopa (2018) define internship satisfaction as how interns perceive

and feel about the various aspects of their internship program.

According to Farmaki (2018), student satisfaction with the internship experience has emerged as

an important factor in determining the effectiveness of an internship. The quality of an internship impacts

students' post-graduation career decisions (Robinson et al., 2016) and the formation of their professional

identities in the tourism and hospitality industries (Mooney & Jameson, 2018).

3
 According to Wang et al. (2014), schools that provide tourism and hospitality degrees highlight

the importance of practical training and work to develop internship programs for students (Hsu & Tsai,

2011). The internship program has become a required course in linked hospitality departments since it

combines theory and experience, allowing students to improve their flexibility and competitiveness before

graduation.

According to Gutierrez (2014), educational tourism is an increasing phenomenon in the country,

but most information about it focuses solely on typical study-abroad programs. As a result, Gutierrez

(2014) considers the prospect of giving internships in the Philippines as an educational tourism product

tailored to the US student market. Practical and educational training allows students to gain crucial skills

that are required in the sector, such as dealing with changing consumer needs, wants, and demands

(Maumbe & Wyk, 2011, cited in Rocamora, 2014)

Farmaki (2018) found that student happiness with internships is a critical indication for

evaluating their success. Internship satisfaction impacts students' career choices after graduation

(Robinson et al., 2016) and the establishment of a tourism and hospitality career identity (Mooney &

Jameson, 2018).

According to Dilipkumar Mahadik and Kiran Chavan's (2016) study, the hotel business employs

the most skilled and semi-skilled workers. Manyy major cities are growingto meet the need with

institutes that provide hospitality and tourism services. Education.

According to Wang Yao-Fen et al. (2014), the internship may benefit the candidate in acquiring

knowledge, improving skills, working under pressure, and application of theoretical knowledge.

An internship offers opportunities to discover interests, hone abilities, and make well-informed

career decisions in a practical work environment. It also gives people with less experience a competitive

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edge in the job market. Internships provide students with supervised job experiences where they get more

support and direction than they would from working alone.

A lack of studies concentrates on practical techniques for local hotel management programs to

enable worldwide on-the-job training. While the importance of foreign experiences is recognized, there is

a noteworthy lack of adapted tactics that address local limits while leveraging current resources.

The researchers conducted this study to explore strategies for restoring global on-the-job training

opportunities in private higher institutions in Pagadian City that offer hospitality management programs.

It is feasible to build customized strategies that suit the particular demands of the local setting by

identifying local constraints, using existing resources, and encouraging collaboration among Higher

Education (CHED), HM administrators and HM students,

This study seeks to close this gap by identifying and implementing specific strategies to solve the

particular obstacles that private higher institutions in Pagadian City encounter while restoring worldwide

on-the-job training opportunities.

Theoretical Framework

This study is anchored on Human Capital Theory, initially formulated by Becker (1960). This

theory provides a useful perspective for understanding the need to restore worldwide on-the-job training

(OJT) opportunities in hotel management curricula. According to this hypothesis, people's investments in

Education, training, and skill development are important predictors of their productivity and success in

the labor market.

Human capital is especially important in the hospitality industry, where service quality and client

happiness are top priorities. Employees with suitable skills and competencies have a major impact on

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hospitality businesses' overall performance and competitiveness. As globalization continues to affect the

sector, internationalizing hospitality management curricula becomes increasingly important. Global OJT

programs provide students with the chance to obtain practical experience in various cultural and

professional settings, boosting their human capital by providing them with vital skills, cultural awareness,

and industry knowledge relevant to international hospitality environments.

However, institutions like Saint Columban College face difficulties in providing such

opportunities due to restrictions such as limited resources and organizational challenges, demanding

strategic interventions. Using Human Capital Theory, institutions can develop targeted strategies to

address these challenges. By restoring worldwide OJT possibilities, colleges may help produce highly

trained and globally competent graduates, increasing their earning potential and the overall

competitiveness of the hospitality industry.

Statement of the Problem

The study evaluates strategies for integrating global on-the-job training (OJT) opportunities in

Hospitality Management Programs. This research study focuses on Saint Columban College, Pagadian

City, utilizing the Schools' Administrators, Teachers, Hospitality and Management, 4th-year students of

Saint Columban College, and representatives from the Commission on Higher Education CHED as

research participants. The study will be conducted during the school year 2024-2025.

Specifically, it aims to answer the central question, “What strategies or approaches can be explored to

restore global On-the-Job Training (OJT) opportunities in Hospitality Management Programs?” It aims to

answer the following queries:

1. What challenges prevent Hospitality Management students at Saint Columban College from

accessing global On-the-Job Training opportunities?

2. How can Saint Columban College collaborate with international organizations to provide on-the-

job training out of the country for its Hospitality Management students?

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 3. How can the hospitality management curriculum be improved at Saint Columban College to

prepare students for better global on-the-job training?

4. What resources must be needed to start and keep global On-the-Job Training programs for

Hospitality Management at Saint Columban College?

5. What do Hospitality Management students at Saint Columban College specifically want from

global On-the-Job Training opportunities?

Significance of the Study

This study intends to contribute to the body of knowledge by exploring strategies for integrating

global On-the-Job Training (OJT) opportunities in Hospitality Management Programs at Saint Columban

College. By documenting best practices, challenges, and experiences, this study aims to provide valuable

insights for hotel management instructors, legislators, and researchers in hospitality management

education.

Administrators. The study will help administrators improve the competitiveness and reputation of

Saint Columban College by bringing its programs into line with the demands of the internationalized

hospitality management industry. Through strategic partnerships and program enhancements,

administrators can ensure that the graduates are well-prepared for international employment

opportunities.

Teachers. The study will help teachers gain valuable insights into practical educational

approaches and curriculum expansion strategies for integrating global OJT opportunities. This will allow

them to bring more relevant and engaging teaching, foster student learning, and prepare them for

successful careers in the hospitality industry.

Students. This study will significantly benefit the students as they will gain access to global OJT

experiences that enhance their employability and cross-cultural competencies. By participating in

7
international internships and engaging with diverse cultural contexts, students can widen their

perspectives, gain valuable skills, and build professional networks, ultimately preparing themselves for

success in the global job market.

Future Researchers. This study will provide reference point data and insights for future

researchers interested in the connection between education and industry collaboration in hospitality

management. This study contributes to the broader scholarly discourse on advanced educational practices

and workforce development strategies by documenting the process of integrating global OJT

opportunities and evaluating their impact.

Definition of Terms

The following terms will be used extensively in this study and shall be taken according to the

definition below.

CHED. The partnership between Saint Columban College and the Commission on Higher

Education (CHED) to integrate global OJT in Hospitality Management Programs involves

consultation and alignment with CHED guidelines.

Global On-the-Job Training (OJT) Opportunities. Experiential learning in real-world,

multicultural settings for Hospitality Management students, including internships and projects

with international establishments.

HM Administrators. Seeking input from HM program administrators on integrating

global OJT, covering curriculum enhancement and policy implementation.

HM Students. Engaging fourth-year HM students to gather preferences and expectations

regarding global OJT opportunities.

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 Restoration of Global OJT Opportunities. Reestablishing and enhancing access to global

OJT for Hospitality Management students through new strategies, partnerships, and curriculum

revisions.

Chapter 2

Research Method

This chapter outlines the study's research method. This chapter presents the study's research

method, including a discussion on the research design and methods covering the research environment,

research participants, research instrument, data gathering procedure, data analysis, and ethical

considerations.

Research Design

This study will make use of a case study research design. Case study research entails a thorough

investigation of a specific phenomenon in the context of real-world events. The low generalizability of the

case study design is one of its drawbacks because results from a single instance might not apply to larger

groups or circumstances. Creswell and Poth (2017) claim that because case studies are not statistically

representative, it is difficult to draw generalizations from them.

Meanwhile, the case study's value is in its capacity to offer rich, in-depth insights into complex

phenomena and processes. Exploring deeply real-world scenarios enables researchers to identify complex

connections and contextual elements that would not be detected using only quantitative techniques (Yin,

2018). In hospitality management programs, where contextual elements and stakeholder interactions are

crucial, this depth of study is beneficial for examining subtle aspects of restoring global on-the-job

training opportunities.

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 The case study research design was selected because it is most suited to gathering and presenting

the data required to examine solutions to restore worldwide on-the-job training opportunities in hotel

management programs. The unit of analysis in this study is Saint Columban College's hospitality

management program, emphasizing the obstacles it faces in delivering global on-the-job training

opportunities and the techniques used to overcome these challenges.

In addition, the case study method facilitates the researcher's utilization of several data sources,

including documents, observations, and interviews, enhancing the study's validity and reliability and

enabling triangulation of findings. By collecting data from many sources, the researcher can thoroughly

grasp the obstacles and approaches associated with international opportunities for on-the-job training in

hospitality management programs.

Overall, the case study design thoroughly analyzes Saint Columban College's experiences and

practices in this area and closely aligns with the research objective of investigating strategies to restore

global on-the-job training opportunities in hospitality management programs.

Research Environment

The target locale for this study is around Pagadian City, which is located in Zamboanga del Sur,

Philippines. Pagadian City is an important educational hub, offering various academic programs to its

citizens and neighboring areas.

The decision to choose Pagadian City as the research environment was influenced by its

relevance to the research problem and the availability of hospitality management programs in the area. By

focusing on Pagadian City, the study hopes to provide insights that apply to the local context and similar

places confronting similar issues in delivering worldwide OJT opportunities for hospitality management

students.

10
 Overall, Pagadian City is a suitable location for this study because of its growing hospitality

industry, schools offering hospitality management programs, and the prevalence of the research topic in

the local community. The study aims to give significant insights into the broader discussion of worldwide

OJT potential in the hospitality management industry by examining strategies used in Pagadian City to

overcome these difficulties.

Research Participants

The research participants for this study are representatives of the Commission on Higher

Education (CHED), individuals in Saint Columban College's Hospitality Management program, including

administrators, teachers from the Hospitality Management Program, and fourth-year HM students. The

CHED will be important in providing insights and guidance regarding integrating International On-the-

Job Training (OJT) opportunities in Hospitality Management Programs at Saint Columban College.

Administrators will provide insights into programmatic decisions and institutional restraints, while the

teachers will offer perspectives on curriculum strategy and implementation. Fourth-year HM students will

represent the primary beneficiaries of International On-the-Job Training (OJT) opportunities and provide

valuable feedback on their experiences, preferences, and challenges.

Purposive sampling will select participants based on their direct involvement and expertise in the

hospitality management program to ensure that diverse perspectives are adequately represented. The

inclusion criteria will focus on participants' roles within the program, their level of experience, and their

willingness to engage in the research process. This approach aligns with the study's objectives of

exploring strategies to restore global OJT opportunities within the specific context of Saint Columban

College's Hospitality Management program. (Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A

typology with examples. Journal of Mixed Methods Research, 1(1), 77–100.)

11
Research Instrument

An interview guide will be used to gather data for this qualitative study on ways to reestablish

worldwide on-the-job training opportunities in hospitality management programs. The researchers are the

main research instrument for gathering data for the study. The major research tool will be an interview

guide with key hospitality education and industry participants in Pagadian City, Zamboanga del Sur.

The interview guide will be constructed using the research objectives and particular questions

stated in the problem description. It will include open-ended questions to gather thorough replies from

participants about their thoughts, experiences, and tactics for worldwide on-the-job training possibilities

in hospitality management programs. The interview guide will be pretested with a small group of

participants to ensure the questions are clear, relevant, and appropriate.

The interviews will be done in English, the language most often used in academic and

professional settings in the Philippines. However, interpretation services will be provided if participants

want to express themselves in the local language (e.g., Cebuano). The interview guide will not be

translated into vernacular since doing so may compromise data consistency and comparability between

participants.

Overall, the research instrument, which includes semi-structured interviews, is carefully intended

to collect rich and detailed data that answers the precise issues provided in the problem statement.

Through this tool, the study hopes to provide complete insights into the tactics used to solve the issues of

12
delivering worldwide on-the-job training opportunities in hospitality management programs in Pagadian

City, Zamboanga del Sur.

Data Gathering Procedure

To ensure the organized collection of data procedure for the study on integrating International

On-the-Job Training (OJT) opportunities in Hospitality Management Programs at Saint Columban

College, Pagadian City, first step the researchers will set an appointment to ask permission from the

school president or the school division superintendent for the approval. Upon approval, participants will

be chosen, including HM administrators, teachers, fourth-year HM students, and CHED representatives. A

signed consent will be obtained from all the participants outlining the study's objectives and procedures.

The purpose of the data-gathering tools, which will include surveys, semi-structured interviews, and

document analysis, is to obtain qualitative and quantitative information. The researchers will introduce

themselves and explain the purpose of the study. Semi-structured interviews will then be conducted to

explore viewpoints and experiences, while surveys will gather quantitative data on preferences and

challenges. Document analysis will complement both the qualitative and quantitative data. Ethical

considerations will be prioritized, as well as maintaining confidentiality and respecting the participants'

rights. After the data collection, analysis will be performed to contribute to hospitality management

education.

Data Analysis

The researchers utilized Sharan B. Merriam and Elizabeth J. Tisdell's case study methodology as

part of a qualitative research design for this study. The data gathered for this study, which focuses on

evaluating strategies for integrating global On-the-Job Training (OJT) opportunities in Hospitality

Management Programs, will be analyzed using a qualitative research design by transcribing and

interpreting the statements made by the participants. The qualitative data collected from interviews,

surveys, and data analysis will be subjected to thematic analysis. This analysis method identifies recurring

13
themes, patterns, and insights within the data to uncover underlying meanings and experiences related to

global OJT integration. The process will begin with data familiarization, followed by coding,

categorizing, and interpreting themes. By adhering to this approach, the study aims to provide a

comprehensive understanding of the perspectives, challenges, and opportunities surrounding the

integration of global OJT within the context of Saint Columban College's Hospitality Management

Programs.

Ethical Considerations in Research

Research ethics must be considered to preserve the study's credibility, integrity, and participant

safety. As researchers, we followed ethical guidelines by getting participants' informed consent, protecting

participant privacy, honoring their autonomy, minimizing harm, encouraging justice, and following rules.

These precautions were crucial in ensuring the well-being of the participants and yielding accurate results.

Privacy and confidentially. All data gathered from all participants, including interviews, survey

responses, and any other data collected, will be kept confidential and accessible only to those authorized

members of the research team. To ensure privacy, each participant will be assigned a unique code rather

than using their real names to maintain privacy and confidentially.

Safety. The researcher will ensure that the safety measures are implemented to ensure participants'

physical and emotional safety throughout the study, including the safety protocols during in-person

interviews and the dignity of the participants.

Consent. The researcher asks permission from the school president, division superintendent, and all

selected participants for approval before conducting interviews. In addition, all participants will be

assured that their participation is voluntary and will have the right to withdraw from the study at any time

without consequence.

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Appendix A

Informed Consent

SAINT COLUMBAN COLLEGE

Pagadian City

CONSENT FOR PARTICIPATION IN RESEARCH INTERVIEW

1. I volunteered to participate in a research study conducted by MR. Reymar T. Bayo, MS. Marvelous

C. Pinuela, and MS. Mizle Kris M. Sarzuelo from Saint Columban College, Pagadian City. I

understand this research is designed to gather information about the strategies for restoring global on-the-

job training opportunities in hospitality management programs. I will be one of the respondents to be

interviewed for this research.

2. My involvement in this project is voluntary. I acknowledge that I will not receive any compensation for

taking part. I can withdraw from the study at any point without facing any consequences. If I choose not

to participate or decide to cancel, my decision will not be disclosed to anyone at my workplace.

3. I am aware that most interview subjects will find the conversation stimulating and thought-provoking. I

do, however, have the right to refuse to answer any questions or end the interview if I am uncomfortable

throughout the interview.

4. The interview will be 20–30 minutes. Throughout the interview, notes will be taken. The interview and

the following conversation will be audio recorded with my permission.

17
5. I know that the researcher will maintain my anonymity as a study participant and that no reports

utilizing data from this interview will use my name. The confidentiality of people and organizations will

be safeguarded by standard data and policies that govern the use of records and data in the future.

6. No faculty or administrators from my workplace will be involved in the interview process, nor will

they have access to any raw notes or transcripts. This measure ensures that my comments will not

adversely affect me personally.

7. I am aware that the Saint Columban College Undergraduate School has evaluated and approved this

research project.

8. I have read the explanation and found it to be understandable. I have received satisfactory answers to

my questions and willingly consent to participate in this study.

9. A copy of this consent form has been sent to me.

__________________________________ _______________________

Participant’s Signature over printed name Date:

Name: REYMAR T. BAYO _________________________

Contact #: 09706120419 Signature of the Researcher

Email: [email protected]

Name: MARVELOUS C. PINUELA _________________________

Contact #: 09392766633 Signature of the Researcher

Email: [email protected]

18
Name: MIZLE KRIS M. SARZUELO _________________________

Contact #: 09078514921 Signature of the Researcher

Email: [email protected]

Appendix B

A. Engaging Questions

1. How are you today?

2. How do you feel about this interview?

B. Exploratory Questions

Central Question: What strategies or approaches can be explored to restore global On-the-Job Training

(OJT) opportunities in Hospitality Management Programs?

Sub-Questions Descriptive Questions

What challenges prevent Hospitality Management What specific logistical, financial, or

students at Saint Columban College from administrative barriers do Hospitality Management

accessing global On-the-Job Training students face in accessing global On-the-Job

opportunities? Training opportunities?

How can Saint Columban College collaborate In what ways can Saint Columban College

with international organizations to provide on-the- establish partnerships or collaborations with

job training out of the country for its Hospitality international organizations to facilitate on-the-job

Management students? training opportunities abroad for its Hospitality

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 Management students?

How can the hospitality management curriculum How might the current curriculum for Hospitality

be improved at Saint Columban College to Management be enhanced to better equip students

prepare students for better global on-the-job for successful participation in global on-the-job

training? training experiences?

What resources must be needed to start and keep What essential resources, including funding,

global On-the-Job Training programs for staffing, and infrastructure, are required to initiate

Hospitality Management at Saint Columban and sustain global On-the-Job Training programs

College? tailored for Hospitality Management students?

What do Hospitality Management students at What specific objectives, experiences, or skill sets

Saint Columban College specifically want from do Hospitality Management students express a

global On-the-Job Training opportunities? desire to gain from participating in global On-the-

Job Training opportunities?

C. Exit Question

1. Is there anything you want to add to your answer that was outside the question guide?

Is there anything you want to share concerning your practices and challenges as a food waste handler in

Pagadian City?

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