GUIDELINES FOR WORK-INTEGRATED LEARNING (WIL) FOR TOURISM AND HOSPITALITY PROGRAMS

Abstract

This research article aims to examine employers’ needs regarding the desirable attributes of graduates from the Diploma in Liberal Arts Program in Tourism and Hospitality, and to propose guidelines for Work-Integrated Learning (WIL) that align with the needs of enterprises and labor market demands. A mixed methods research design was employed. Quantitative data were collected using a questionnaire on employers’ opinions concerning desirable graduate attributes from a purposive sample of 35 tourism, hospitality, and hotel business establishments located in Phuket, Krabi, Surat Thani, Phang-nga, Songkhla, Trang, and Satun provinces. Qualitative data were obtained through focus group discussions with 10 participants, consisting of experts, enterprise executives, program instructors, and alumni. The findings revealed that employers’ overall demand for desirable graduate attributes was at the highest level ( = 4.55, S.D. = 0.63). The most highly emphasized competency was moral and ethical competence ( = 4.60, S.D. = 0.65), followed by interpersonal relations and responsibility ( = 4.58, S.D. = 0.57), and practical skills in tourism and hospitality services ( = 4.56, S.D. = 0.72). The development of WIL models should focus on placement- or practicum-based learning to provide learners with authentic work experience and to enhance competencies aligned with learning outcomes under the Outcome-Based Education (OBE) approach, reflecting the essential knowledge, skills, and professional attributes required in the field.