preparedness of bicol college in the accreditation of bshm program by the pacucoa
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Preparedness of Bicol College in the
Accreditation of Bachelor of Science
in Hospitality Management (BSHM)
Program by the Philippine Association
of Colleges and Universities
Commission on Accreditation
(PACUCOA)
OBJECTIVEThis study was conceptualized in order to:
1. Determine how the program respond with
quality education as the main goal of every
educational institution and likewise in order
to be at par with the ASEAN 2015 and the
K-12 implementation.
2. Analyze and assess how the different
educational component adheres with the
requirements of the PACUCOA.
INTRODUCTION
The hospitality industry covers a wide range of
organizations offering food service and accommodation.
The industry is divided into sectors according to the skill-
sets required for the work involved. Sectors include
accommodation, food and beverage, meeting and events,
gaming, entertainment and recreation, tourism services,
and visitor information.
This notion on hospitality services encourage
the Bicol College to offer the Hotel and Restaurant
Management program under the umbrella of the
College of Business Administration, which will cater
to the needs of the industry, a program with a
curriculum that provides a synthesis of different
skills, concepts and principles specializing in
hospitality training.
It involves the study and application of
practical and managerial knowledge and functions
such as hotel and restaurant operations, culinary
arts, food service, hospitality education and
research that are essential in preparing the
students to become adept future restaurateurs and
hoteliers.
Statement of the ProblemThis study assessed the preparedness of
the Bachelor of Science in HospitalityManagement (BSHM) program in Bicol Collegefor accreditation purposes, the followingproblems were stated to serve as guide ingathering the basic data. Specifically, it soughtto answer the following problems:
1. What is the profile of the respondents interms of gender and age?
2. To what extent is the preparedness of theBSHM program educational components forPACUCOA accreditation along:
a.Mission, Vision, Goals and Objectives;b.Students services;
c.Faculty;
d.Curriculum;
e.Research and evaluation;
f. Physical Plant and facilities;
g.Financial Management;
h.Community Extension Services; and
i. Administration.
3. How significant is the agreement on therank order on the extent of preparedness bythe program for accreditation?
4. What pointers can be formulated basefrom the findings of the study conducted?
The study were significant to the
CHED, School Administrators, Hotel and
Restaurant Industry, Community, Faculty
members, Students, Parents, Researcher,
and future researchers.
Significance of the Study
METHODS
This study used the descriptive-
inferential method of research. The
inferential method were utilized to
determine the significance of agreement on
the assessment of the preparedness of the
BSHM program for accreditation by the
respondents.
• The researcher employs purposive
sampling technique in the choice of theBachelor of Science in HospitalityManagement of Bicol College, Daraga,Albay. With 140 respondents out of 158using slovins formula. The researcher usedthe structured questionnaire lifted from theself-survey instrument for PACUCOAaccreditation paper, for the researcher to beable to clearly assess how prepared was theBSHM program.
SIGNIFICANT FINDINGS OF
THE STUDYOn the educational component:
1. MVG – the average WM was 3.72
interpreted as very prepared by the
respondents.
2. Students Development – WM of 3.52
interpreted as very prepared.
3. Faculty Development – WM of 3.53
interpreted as very prepared.
4. On Curriculum development – WM of 3.56, very
prepared.
5. On Research and Evaluation - WM of 3.51,
very prepared.
6. On Physical Plant and Facilities – WM of 3.52 ,
very prepared.
7. On Financial Administration – WM of 3.49,
interpreted as prepared by the respondents.
8. Community and Extension – WM of 3.57, very
prepared.
9. Administration and Supervision – WM of 3.53,
very prepared.
INDICATOR
YEAR LEVEL AVERAGE
1st yr. 2nd yr. 3rd yr. 4th yr.
Wx Int. R Wx Int. R Wx Int. R Wx Int. R Wx Int. R
1. Mission, Vision, Goals
and Objectives 4.08 VP 1 3.34 P 2 3.40 VP 1 4.05 VP 1 3.72 VP 1
2. Students
Development
3.85 VP 5.5 3.26 P 5.5 3.13 P 5.5 3.93 VP 4 3.54 VP 4
3. Faculty Development 3.87 VP 3 3.25 P 7 3.11 P 7 3.90 VP 5 3.53 VP 5.5
4. Curriculum
Development
3.93 VP 2 3.19 P 9 3.37 P 2 3.77 VP 8 3.56 VP 3
5. Research and
Evaluation
3.80 VP 8.5 3.20 P 8 3.28 P 3 3.76 VP 9 3.51 VP 8
6. Physical Plant and
Facilities
3.86 VP 4 3.28 P 4 2.98 P 8 3.97 VP 2 3.52 VP 7
7. Financial/Business
Administration 3.84 VP 7 3.26 P 5.5 2.97 VP 9 3.89 VP 6 3.49 VP
9
8. Community and
Extension
3.85 VP 5.5 3.30 P 3 3.15 VP 4 3.96 VP 3 3.57 VP 2
9. Administration 3.80 VP 8.5 3.35 P 1 3.13 P 5.5 3.85 VP 7 3.53 VP 5.5
Average 3.88 VP 3.27 P 3.17 P 3.89 VP 3.55 VP
On Hypothesis
Indicators VMGO Students
Developmen
t
Faculty
Developmen
t
Curriculum
Development
R/D Physical
Plant &
Facilities
Financial/
Business
Administration
Community &
Extension
Admin. &
Supervision
Summation of
squared
deviation
Total number
of groups
Number of
activities
Coefficient of
concordance
W
Computed X2
Degree of
Freedom
Tabular Value
@
0.05
0.025
0.01
0.005
Significance
Level
Decision on Ho
286
4
9
0.31
9.92
8
15.51
17.53
2-.09
21.96
NS
Rejecte
d
2,247
4
16
0.43
25.8
15
25.00
27.49
30.58
32.80
S
Accepted
126.5
4
6
0.47
9.4
5
11.07
12.83
15.09
16.75
NS
Rejected
336
4
10
0.27
9.72
9
16.92
19.02
21.67
23.59
NS
Rejected
425.5
4
11
0.25
10
10
18.31
20.48
23.21
25.19
NS
Rejected
152.10
4
9
0.17
5.44
8
15.51
17.53
2-.09
21.96
NS
Rejected
202.41
4
11
0.12
4.8
10
18.31
20.48
23.21
25.19
NS
Rejected
36
4
4
0.47
5.64
3
7.81
9.35
11.34
12.84
NS
Rejected
9.5
4
4
0.12
1.44
3
7.81
9.35
11.34
12.84
NS
Rejected
Test of Significance of Agreement on the Ranks of the
Extent of Preparedness by the Program Educational
Components for Accreditation
• Therefore, it is safe to accept the null
hypothesis on the eight (8) educational
components, which states that there is no
significant agreement on the rank order on
the extent of preparedness of these
components. Whereby, reject the null
hypothesis on student development andaccept the alternative hypothesis.
• It can be gleaned that there is a need for
these components to be prepared for
accreditation purposes. These could be
considered as material factors which lead to
the preparedness for the educational
components to be granted a status to beaccredited.
POINTERS GENERATED FROM THE
FINDINGS OF THE STUDY
1.The BSHM program must have its own
mission, vision, goals and objectives that
is anchored on the college MVGO.
2.The BSHM program must be a separate
department not a program, due to its
increasing enrolees.3.The Students Personnel Services Program must
be clearly stated and must be known to studentsto make them aware of these services.
4. There must be a qualified staff, physical
facilities, equipment, materials, and afunctional organizational structure for SPS.
5. The guidance program and services mustbe functional to cater the students’ needs.
6. Assign/appoint /organize a research
committee duly represented by the different
department/program to identify a researchagenda from this department/program.
7. The faculty member must adhere with the
college policy to develop an institutional
research that addresses the needs of thecollege for educational development.
8. Review the college/program curricularoffering.
9. Improve the physical plant and facilities,
specifically the laboratory facilities and
equipment, food laboratory and in-campus
hotel that must be anchored with the presenttrend in hospitality industry.
10. Enhance students’ awareness of thecommunity extension services.
11. Create and assign a committee to review
the educational components of the
college/program anchored with the self-
survey instrument in preparation foraccreditation.
As a whole, the interpretation as stated
in the different educational component as
very prepared does not signifies that all
indicators from the questionnaire provided to
the respondents were an assurance that the
different educational components of Bicol
college were that prepared to pass the
accreditation. But for purposes of
assessment in order for the BC admin to be
made aware of what is needed to be
enhance from among this components.
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