Western Institute of Technology BSTM A Feasibility Study Chapters 1 7

WESTERN INSTITUTE OF TECHNOLOGY
Luna St., La Paz Iloilo City

COLLEGE OF ARTS AND SCIENCES
HOSPITALITY MANAGEMENT
Chapter 1
Introduction to the Study
Background of the Study
The tourism industry thrives on innovation and
entrepreneurship. By offering a tourism management program,
institutions can foster a culture of innovation among students.
Tourism has a considerable contribution in our economy. According
to the Philippine Statistics Authority (PSA), inbound tourism
expenditure posted the highest growth in 2022, from 27.63 billion
pesos in 2021 to 368.67 billion pesos. Domestic tourism
expenditure grew by 92.3%, reaching 1.50 trillion pesos. In 2022,
employment in the tourism sector also improved.
As countries seek to capitalize on this growth, there is a
growing demand for skilled professionals in tourism management
who can effectively manage and navigate the complexities of the
industry (Smith, 2021). However, despite the increasing demand,
there is a limited availability of qualified professionals in the
field. Academic institutions play a crucial role in bridging this
gap by offering specialized programs in tourism management that
equip students with the necessary knowledge, skills, and
competencies required to succeed in the industry (Taylor, 2018).
1
The applicability of offering a tourism management program,
relies on several crucial factors that require careful
examination (Mahfouz, 2017. Firstly, the rising popularity of
experiential travel and sustainable tourism practices has created
a demand for professionals who possess a deep understanding of
traditional travel and hospitality, as well as the ability to
plan and manage tourism activities that prioritize environmental,
social, and economic sustainability. This shift underscores the
importance of comprehensive and adaptable curriculum that
incorporates the latest industry trends and technologies.
Furthermore, the institution’s advantageous location, its
ability to forge partnerships with industry stakeholders, and the
potential for practical and experiential learning opportunities
are key factors that enhance the program’s significance and
attractiveness (Thorton, 2019). By enabling students to actively
engage with the tourism sector through internships, field
studies, and collaboration with industry experts, the program,
can deliver a comprehensive and immersive educational experience.
Ultimately, the introduction of a tourism management program goes
beyond meeting the industry’s changing demands, it is an
investment in nurturing the next generation of innovative leaders
and valuable contributors to the global tourism arena.

2
While several institutions worldwide offer tourism
management programs, there is a need to assess the applicability
and effectiveness of these programs in meeting the evolving needs
of the industry. By conducting this feasibility study, it aims to
gain valuable insights into the applicability and feasibility of
offering a tourism management program. The findings will inform
decision-making processes regarding curriculum development,
industry partnerships, and resource allocation, ultimately
contributing to the institution’s vision of preparing students
for successful careers in the dynamic field of tourism
management.
Proposed Development
3
The Western Institute of Technology stands at the cusp of an
innovative leap with the proposed development of a Tourism
Management Program. This initiative is not just a step forward in
diversifying the institute's academic offerings but a leap into
preparing students for the dynamically evolving tourism industry.
The program aims to equip students with a comprehensive
understanding of tourism management, including sustainable
practices, digital advancements in tourism, and global tourism
trends, ensuring they are well-prepared to meet the challenges
and opportunities in the field.
The curriculum is designed to be rigorous and relevant,
combining theoretical knowledge with practical application.
Courses will cover a range of topics such as destination
marketing, tourism economics, and cultural sensitivity, among
others. Furthermore, the program will emphasize experiential
learning through internships, field trips, and collaboration with
local tourism businesses and organizations. This hands-on
approach will not only enhance the learning experience but also
foster strong industry connections and employability of the
graduates.
4
Inclusion of a Tourism Management Program at the Western
Institute of Technology also aligns with the wider goals of
promoting sustainable tourism practices. Students will be taught
the importance of balancing economic growth with environmental
preservation and social equity, preparing them to become leaders
in developing sustainable tourism models. This initiative is
poised to not only elevate the institute's academic profile but
also contribute significantly to the regional and global tourism
industry by producing knowledgeable, skilled, and ethically aware
professionals.
Objectives of the Study
The proposal to introduce a Tourism Management program at
the Western Institute of Technology aims to achieve several
significant objectives that align with the evolving demands of
the global tourism industry and the educational aspirations of
students. This initiative is designed to equip students with the
necessary skills and knowledge to thrive in the dynamic field of
tourism, which is a major contributor to the global economy. The
following are the objectives of the study:
5
1. The program seeks to provide a comprehensive curriculum that
covers all facets of tourism management, including
sustainable tourism practices, digital marketing strategies
for tourism, and international tourism policies. By doing
so, it aims to prepare graduates who are well-versed in the
current trends and practices within the industry, making
them highly employable in various sectors such as travel
agencies, hotels, resorts, and governmental tourism
departments.
2. The program is designed to foster an understanding of the
importance of sustainable tourism development. This involves
teaching students how to balance the economic benefits of
tourism with the need to protect natural and cultural
heritage. This objective is particularly relevant in today's
context, where there is a growing emphasis on eco-friendly
travel and the preservation of destinations for future
generations.
3. The introduction of the Tourism Management program at the
Western Institute of Technology aims to strengthen the
institute's reputation as an educational institution that
6
responds to the needs of the industry and society. By
offering a program that is in line with the latest industry
standards and demands, the institute not only enhances its
attractiveness to prospective students but also contributes
to the broader economic development by supplying the tourism
sector with highly skilled professionals.
Assumptions of the Study
The proposal for introducing a tourism management program at
Western Institute of Technology rests on several critical
assumptions that underline the need, viability, and potential
success of such a program. The following are the assumptions of
the study:
1. There is an underlying assumption that the tourism industry
will continue to grow and evolve, creating a demand for
well-educated and trained professionals. This growth is
predicated on global economic expansion, increased
connectivity, and a rising interest in cultural and
ecological tourism, which suggests a promising future for
those entering the field.
7
2. The proposal assumes that Western Institute of Technology is
uniquely positioned to offer a high-quality tourism
management program. This is based on the institution's
existing resources, faculty expertise, and possibly its
geographic location, which may provide direct access to
tourism destinations or hubs. The institution is presumed to
have the capacity to adapt its curriculum to meet the
changing needs of the tourism industry, incorporating
sustainable practices, digital marketing strategies, and
international tourism management, among other relevant
topics.
3. There is or will be sufficient interest among students for a
tourism management program. This interest could be fueled by
an awareness of the career opportunities in tourism, the
appeal of the industry's dynamic nature, and the desire to
contribute to sustainable and responsible tourism
development. Furthermore, the assumption extends to the
belief that graduates of the program will be highly
employable, capable of innovating within the industry, and
contributing to the economic and social development of their
communities.
8
Project Timetable
The proposal for introducing Tourism Management Program at
the Western Institute of Technology involves a series of
strategic steps, each of which plays a crucial role in the
successful approval and implementation of the program. The
following projected timetable outlines these key steps:
Phase 1: Initial Planning and Consultation (Months 1-3)
The first phase involves laying the groundwork. This
includes conducting a feasibility study to assess the demand for
a Tourism Management Program, potential employment outcomes for
graduates, and the resources required for the program's delivery.
During this period, engaging with industry stakeholders and
academic experts will be crucial to gather insights and support.
Consultation with faculty members within the institute to gauge
interest and identify potential contributors to the program's
development is also essential.
9
Phase 2: Curriculum Development and Approval Process
(Months 4-8)
With the initial groundwork laid, the focus shifts to
curriculum development. This involves defining the program's
structure, course offerings, and learning outcomes, ensuring they
align with industry needs and academic standards. Collaboration
with industry partners can enhance the program's relevance and
ensure it meets professional standards. Once the curriculum is
developed, it undergoes a series of approvals within the
institute, including departmental review, academic committee
assessment, and ultimately, senior management approval. This
phase may also include preparing accreditation submissions if
required.
Phase 3: Resource Allocation and Marketing (Months 9-12)
Upon receiving approval, the next steps involve allocating
resources—such as faculty hiring, securing classroom spaces, and
investing in necessary equipment or software. Parallel to these
efforts, the marketing team will begin promoting the program to
attract prospective students. This includes developing marketing
materials, updating the institute's website, and leveraging
10
social media platforms. Engaging with high schools and career
fairs can also be an effective strategy during this phase.
Phase 4: Enrollment and Implementation (Month 13 onwards)
The final phase of this idea involves the crucial step of
enrolling students into the program and commencing the inaugural
classes in the academic year 2025-2026, where the program will be
implemented. This phase encompasses various tasks aimed at
setting the foundation for a successful program.
One of the key aspects is conducting orientation sessions
for the enrolled students. These sessions are designed to
familiarize students with the program's objectives, curriculum,
and any specific requirements. Orientation also serves as an
opportunity to introduce students to the faculty and staff,
allowing them to establish a sense of belonging and connection to
the institution.
Another important aspect is finalizing timetables to ensure
a smooth and organized schedule for both students and faculty.
This involves carefully arranging classes, workshops, and any
extracurricular activities, taking into consideration factors
such as faculty availability and student preferences. The goal is
to create a balanced and conducive learning environment.
11
Furthermore, it is crucial to establish and ensure that all
necessary support systems are in place for both students and
faculty. This includes facilities, resources, and services such
as libraries, laboratories, technology infrastructure, counseling
services, and accessible learning materials. By providing a well-
equipped and supportive environment, the program can enhance the
overall learning experience and promote student success.
To ensure the program's effectiveness, it is essential to
establish continuous evaluation and feedback mechanisms. These
mechanisms enable ongoing assessment of the program's outcomes
and impact. By gathering feedback from students, faculty, and
other stakeholders, necessary adjustments and improvements can be
made to enhance the program's quality and address any challenges
that arise.
12
Chapter 2
Market Feasibility
Nature of the Industry
The nature of the industry that underpins a tourism
management program, especially at an esteemed institution like
the Western Institute of Technology, is multifaceted and dynamic.
This industry is fundamentally about creating, promoting, and
managing travel and hospitality services, aiming to enhance the
travel experience for tourists while ensuring the sustainability
of tourism sites and the well-being of local communities.
Tourism is categorized as a tertiary industry that offers
services in exchange for payment (Barten, 2024). Unlike physical
products that can be produced, stored, sold, and consumed over
time, tourism services possess distinct characteristics. They
encompass intangibility, perishability, inseparability, and
heterogeneity. These characteristics differentiate tourism from
tangible goods. To ensure the success of a tourism product, it is
crucial to effectively handle and address these factors.
Tourism encompasses various sectors such as hospitality,
transportation, and other related industries. According to the
Travel & Tourism Worldwide research report by Statista, the
13
industry is expected to reach a value of $927.30 billion by 2024.
It is important to note that the tourism industry is closely
associated with the movement of individuals to different
locations, driven by leisure, business, and other travel
motivations.
However, it is crucial to understand that the common
definitions of the tourism industry do not include activities
where individuals intend to stay in a destination for a duration
longer than one year. For instance, expatriates and long-term
international students are not technically categorized as
tourists under these definitions. This highlights the distinction
between tourism, which typically involves shorter-term stays, and
other forms of long-term relocation or residence in a foreign
country.
Overall, the tourism industry is a vast and dynamic sector
that encompasses various interconnected industries and is
projected to continue growing in the coming years. Understanding
the specific definitions and boundaries of the industry helps to
accurately measure its size and scope and differentiate it from
other forms of long-term travel or residence.
14
Industry and Market Analysis
Proposing a tourism management program at the Western
Institute of Technology necessitates a comprehensive industry and
market analysis to understand the current trends, demands, and
future opportunities within the tourism sector (Statista, 2024).
This analysis will serve as a foundation to tailor the program to
meet industry and market needs, thereby enhancing the
employability of graduates and contributing to the sector's
growth.
The tourism market has experienced significant growth in
recent years as more people seek out travel experiences. In 2023,
the global tourism market reached an astonishing value of $8.27
trillion, demonstrating a strong compound annual growth rate
(CAGR) of 4.2% over the past five years as illustrated in the
figure provided. This remarkable expansion can be attributed to
several key factors.
To begin with, the rise in disposable incomes has allowed
individuals to allocate more of their budget towards travel and
tourism. As people's financial situations improve, they are
increasingly inclined to invest in exploring different
destinations and immersing themselves in new cultures.
15
Additionally, there has been a notable improvement in
transportation infrastructure, which has significantly
contributed to the growth of the tourism market. Advancements in
air travel, including expanded airline networks and more
affordable fares, have made flying more accessible to a wider
range of travelers. Furthermore, the development of road and rail
systems has increased connectivity, making it easier for people
to explore various locations.
Lastly, the growth of the middle class worldwide has played
a significant role in the expansion of the tourism market. As
more people join the middle-income bracket, their desire to
travel and experience new destinations has surged. This has led
to a rise in both domestic and international tourism, with
individuals seeking unique and enriching travel experiences.
These factors have collectively fueled the substantial
growth of the tourism market. However, it is important to remain
mindful of external factors such as global events, economic
fluctuations, and unforeseen circumstances, as they can influence
market dynamics. Continuously monitoring and adapting to these
changing factors will be crucial for industry players to sustain
16
and capitalize on the growth opportunities within the dynamic
tourism market.
Figure 1. Global Tourism Market Size (2023-2028)
A detailed analysis of the tourism market highlights the
influence of geopolitical factors, natural disasters, and global
health crises on the industry. The COVID-19 pandemic serves as a
prime example, as it led to a temporary downturn in the tourism
sector, with international tourist arrivals experiencing a
significant 52% decrease in 2020. However, despite the challenges
faced, the industry demonstrated resilience and staged an
impressive recovery in 2021, with an 85% rebound as travel
restrictions gradually eased. The pandemic served as a wake-up
call for the tourism sector, emphasizing the need for robust
17
crisis management plans, increased agility, and enhanced safety
protocols. The industry has learned to navigate through uncertain
times and adapt to changes in travel behavior, such as the
increased demand for outdoor and nature-based experiences, as
well as the integration of digital solutions to minimize contact
and ensure a safer travel environment.
According to market projections, the industry is expected to
achieve a Compound Annual Growth Rate (CAGR) of 5.8% over the
next five years, reaching an estimated market size of $11.1
trillion by 2028. As the industry evolves, it will be essential
for stakeholders to embrace sustainability, leverage technology,
and prioritize authentic travel experiences to meet the evolving
needs and expectations of travelers worldwide.
18
Figure 2. Growth rate of the Gross Value Added
The tourism industry in the Philippines has experienced
significant improvements in the Gross Value Added generated
(GVATI) compared to its performance during the challenging period
of the COVID-19 pandemic in 2020 and 2021. Among the various
sectors within tourism, accommodation services for visitors
demonstrated the highest growth rate, indicating a strong
recovery in the hospitality sector. This was closely followed by
country-specific tourism characteristic services, such as
shopping experiences, which also experienced notable growth. On
the other hand, the transport sector and miscellaneous services
had comparatively lower registered growth rates. While the
transport sector may have faced challenges in terms of travel
restrictions and reduced demand during the pandemic, it is
gradually recovering as the situation improves. The miscellaneous
services category may have experienced slower growth due to
factors such as changing consumer preferences or the need for
adaptation in response to the new travel landscape.
According to the illustration presented above, the
accommodation services for visitors are 179.8%, the food and
beverage serving services are 118.3%, transport services are
19
43.2%, travel agencies and other reservation services are 108.4%,
miscellaneous services are 38.4%, country-specific tourism
characteristic services (shopping) are 129.8%, and entertainment
and recreation services are 103.10%.
Demand for Career and Employability Analysis
According to Ganbold, S. (2024), the travel and tourism
sector continues to be a significant source of employment in the
Asia-Pacific region. In 2022, China emerged as a frontrunner,
providing nearly 63 million jobs in the industry. Similarly,
India witnessed a remarkable contribution with the creation of an
astounding 37 million jobs within the travel and tourism market.
It is worth noting that several countries across the Asia-Pacific
region have made their mark in the global ranking by generating a
substantial number of jobs through the travel and tourism
industry.
20
Figure 3. Contribution of travel and tourism to Employment
The figure also shows that the Philippines ranked in the top
4 with 7.82 million employees in the tourism industry. These
numbers indicate the vital role that travel and tourism play in
stimulating economic growth, fostering employment opportunities,
and supporting livelihoods. The industry's ability to generate
such a large number of jobs reflects its wide-ranging impact on
various sectors, including hospitality, transportation,
entertainment, and more.
As the travel and tourism industry continues to evolve and
recover from the challenges posed by the global pandemic, it is
expected to regain its momentum and play a pivotal role in
driving economic development and job creation in the Asia-Pacific
region and beyond. By focusing on sustainable practices,
innovation, and enhancing the overall travel experience, the
industry can further contribute to job growth, economic
prosperity, and the overall well-being of communities.
The Asia-Pacific region has experienced a boost in job
opportunities and economic prosperity, enabling citizens to have
21
higher disposable income for travel purposes. As a result, there
has been a notable increase in domestic and intra-regional travel
within the region. This surge in travel has positively impacted
the economy, leading to a rise in domestic tourism expenditure,
particularly in Southeast Asia. Additionally, the travel and
tourism industry has made significant contributions to the GDPs
of Asia-Pacific countries, establishing it as a crucial driver of
their economies.
To stimulate tourism and maintain economic growth, many
countries in the region have implemented measures to facilitate
travel, such as relaxing visa requirements and introducing budget
airlines. However, it is important to note that as the industry
evolves, there is a growing demand for more environmentally
friendly modes of travel. The Asia-Pacific region, while
demonstrating high tourist arrivals, has been identified as
having room for improvement in terms of environmental
sustainability according to the annual travel and tourism
competitiveness index.
Despite this, the popularity of the Asia-Pacific region as a
travel destination continues to grow. The industry's success has
not only created employment opportunities and economic benefits
but has also provided the region with a platform to showcase its
22
cultural richness and natural beauty to international visitors.
As the region adapts to the evolving demands of travelers, it has
the potential to further enhance its position as a leading
tourist destination in the world.
SWOT Analysis
The introduction of tourism management program at the
Western Institute of Technology presents an opportunity to
capitalize on the growing tourism sector. A SWOT analysis -
examining strengths, weaknesses, opportunities, and threats - is
essential for understanding how this program can be structured
for success.
Strengths Opportunities
 The institution's  Graduates could find

established reputation diverse career paths in
for excellence in areas such as event
education. management, tourism
marketing, hospitality
 The institute can management, and
leverage its experienced sustainable tourism
faculty and state-of-the- development.
art facilities to offer
an innovative tourism  The program could also
management program. establish partnerships
with tourism and
hospitality businesses
 This program could for internships, giving
attract students locally students practical
and internationally, experience and networking
given the institute's opportunities.
23
proven track record in

other disciplines.
 Furthermore, focusing on
 The institute’s location sustainable and ethical
might offer unique tourism practices could
geographical advantages position the program as a
that could be integrated leader in shaping
into the curriculum. responsible future
tourism professionals.
Weaknesses Threats
 Attracting faculty with  It includes the potential

the specific expertise for economic downturns or
needed for a tourism global events that
management program. negatively impact the
tourism industry, making
 There could also be it a somewhat volatile
significant initial costs sector.
associated with
developing the program,  Competition from
including curriculum established tourism
development, marketing to management programs at
prospective students, and other institutions could
potentially establishing also pose a challenge,
partnerships with tourism requiring the Western
businesses for practical Institute of Technology
learning experiences. to clearly differentiate
its program.
 Ensuring the program

meets the dynamic needs  Additionally, rapid
of the tourism industry changes in tourism trends
could also pose a and consumer behavior
challenge, requiring necessitate a flexible
ongoing curriculum and responsive curriculum
updates and adaptability. to keep the program
relevant and attractive
to students.
Table 1. SWOT Analysis
Target Market Analysis

24
The introduction of tourism management program at Western
Institute of Technology requires a thorough analysis of the
target market to ensure the program's success and relevance. The
tourism industry, being dynamic and susceptible to global trends
and local developments, demands a workforce that is not only
knowledgeable but also adaptable and innovative. The target
market for this program can be segmented into several key
demographics, each with unique needs and aspirations.
 Firstly, the primary target market includes high school
graduates, who probably come from the secondary schools in
Iloilo Province and choose to enroll at Western Institute of
Technology and are passionate about building a career in
tourism and hospitality. This demographic is looking for
comprehensive programs that offer practical knowledge,
hands-on experience, and opportunities for global
exposure. They are motivated by the prospect of diverse
career paths within the tourism sector, such as hotel
management, travel consultancy, event planning, and
sustainable tourism development. To appeal to this group,
the program must highlight its curriculum's relevance to
current industry trends, its partnerships with tourism
25
businesses for internships, and its focus on technological
advancements in the field.
 Secondly, the program should also target current
professionals in the tourism and hospitality industry
seeking to upgrade their skills or pivot to more specialized
roles. These demographic values flexible learning options,
such as part-time studies or online courses, which allow
them to balance professional commitments with education.
They are particularly interested in courses that offer
certifications or specializations in areas like digital
marketing for tourism, eco-tourism, and crisis management in
hospitality. To attract this segment, Western Institute of
Technology could emphasize the program's capacity to enhance
career trajectories, its network of industry connections for
advanced career opportunities, and its commitment to
lifelong learning.
 Lastly, the international student market represents a
significant opportunity. These students are attracted to
programs that provide a global perspective on tourism
management, opportunities for international internships, and
a multicultural learning environment. They are looking for
programs that can offer a competitive edge in the global job
26
market. The institute should showcase the program's
accreditation, its faculty's international experience, and
the success stories of its alumni in various parts of the
world.
Competitive Analysis
In proposing a tourism management program at the Western
Institute of Technology in Iloilo City, a comprehensive
competitive analysis provides essential insights into the current
landscape of tourism education and how the institute can position
itself advantageously.
Iloilo City, known for its rich cultural heritage,
burgeoning culinary scene, and vibrant festivals, presents a
fertile ground for nurturing tourism professionals who can
contribute significantly to the local and national tourism
industry.
It is crucial to assess the existing tourism programs
offered by nearby institutions and universities, focusing on
their curriculum, faculty expertise, industry partnerships, and
student outcomes. This assessment helps in identifying gaps and
opportunities where the Western Institute of Technology can
introduce unique or enhanced curriculum components, such as
27
specialized courses in sustainable tourism, heritage
conservation, or digital marketing for tourism, that respond to
the evolving demands of the tourism sector. Additionally,
establishing strong ties with local and international tourism
organizations for internships, research collaborations, and job
placements can significantly elevate the program's appeal and
relevance.
Moreover, leveraging Iloilo City's unique cultural and
natural assets in the program's experiential learning components
could set it apart from competitors. By incorporating field
trips, community-based projects, and hands-on event management
experiences, students gain practical insights and skills while
contributing to the local community's socio-economic development.
Furthermore, adopting a global perspective through exchange
programs or online collaborations with international universities
can enhance students' global competitiveness.
Name of the school Offers Tourism

Management Program
Cabalum Western College X
Central Philippine University /
Colegio de San Jose - Jaro X
Colegio del Sagrado Corazon de Jesus /
Iloilo Doctors’ College x
Iloilo Doctors’ College of Medicine, Inc. x
John B. Lacson Foundation Maritime /
University – Molo
John B. Lacson Foundation Maritime /
28
University - Molo
St. Paul University Iloilo /
University of Iloilo - PHINMA /
University of San Agustin /
West Visayas State University – Main /
Iloilo Science and Technology University – /
Main
AMA Computer College – Iloilo X
Interface Computer College – Iloilo X
St. Therese – MTC Colleges – La Fiesta /
St. Therese – MTC Colleges – Magdalo X
ABE International Business College – Iloilo /
ACLC College of Iloilo X
Santa Isabel College of Iloilo City X
Hua Siong College of Iloilo X
Iloilo City Community College X
Green International Technological College x
Table 2. List of Universities and Colleges in Iloilo City
The data shows that out of the 23 universities and colleges
in Iloilo City that are accredited by the Curriculum on Higher
Education (CHED) and are applicable to offer a tourism management
program, only 11 of them offer a tourism management program. This
indicates that 48% of the schools only offer tourism management
programs, which are not widely available in the city's
educational institutions. This suggests that a significant
proportion of the schools in the sample focus exclusively on
providing education and training specifically in the field of
tourism management.
29
Computation:
Formula: Percentage = (Number of schools offering only
tourism management program / Total number of schools) * 100
Percentage = (11 / 23) * 100 ≈ 47.83 or 48%
Industry Trends and Forecasting
The introduction of tourism management program at the
Western Institute of Technology must consider the current trends
and forecasts that are shaping the future of tourism.
The tourism industry is evolving rapidly, with several
emerging trends shaping the travel preferences of individuals.
Sustainable tourism practices are gaining significant traction,
with eco-friendly travel experiences witnessing a 20% increase in
popularity over the last two years. Today's travelers are
increasingly seeking out destinations that prioritize
environmental conservation and social responsibility.
30
One significant trend is the growing emphasis on sustainable
and responsible tourism. Travelers are increasingly aware of the
environmental and social impact of their travels, seeking
experiences that are not only enjoyable but also ethical and
sustainable. This shift in consumer preferences suggests that the
proposed program should incorporate courses on sustainable
tourism practices, environmental conservation, and community
engagement.
According to Narwat H. (2024) in the article entitled
Tourism Industry Size, Growth and Trends published in LinkedIn,
the factor driving the evolution of the tourism industry is the
widespread adoption of technology. Mobile applications and
virtual reality tools have become integral in trip planning and
enhancing on-site experiences. Artificial intelligence is playing
a crucial role in personalized travel recommendations and
providing tourists with an opportunity to discover unique
destinations tailored to their preferences.
Overall, these trends are providing an in-depth
understanding of the changing preferences of travelers, with
sustainable tourism and technological innovations revolutionizing
the industry. As the tourism market continues to evolve, it will
31
be integral to monitor emerging trends and respond appropriately
to drive growth.
Figure 4. International tourist arrival Trends and Forecasts 2030
The underlying principle of government policies and DMOs
strategies is to increase the number of tourist arrivals, thereby
contributing to the country's GDP and employment. The predominant
focus is on the growth of arrivals. According to UNWTO's
estimation, there is a projected significant increase in
arrivals, with an expected 1.8 billion tourists by the year 2030
(Figure 4). Understanding the impacts of over-tourism, the
assessment of a destination's carrying capacity becomes crucial
in determining the relationship between the environment and
tourism (Koh & Fakfare, 2019; Seraphin, Sheeran, & Pilato, 2018).
32
Chapter 3
Technical Feasibility
Infrastructure
Implementing a Tourism Management Program at the Western
Institute of Technology would necessitate a comprehensive
infrastructure that supports both theoretical and practical
learning. This infrastructure would have to be multifaceted,
incorporating cutting-edge technology, partnerships with local
and international tourism entities, and facilities that simulate
real-world tourism management scenarios.
33
Firstly, the academic infrastructure would need to be
robust, with classrooms equipped with the latest in educational
technology, including interactive whiteboards, projectors, and
software for simulation games and virtual reality experiences.
These tools are vital for a hands-on approach to learning,
allowing students to immerse themselves in simulated tourism
management situations. Additionally, a well-stocked library with
access to the latest research and publications in tourism
management, along with subscription databases, is essential for
supporting students’ coursework and research projects.
Moreover, practical experience is invaluable in the tourism
industry. Therefore, the program would benefit from establishing
strong connections with local tourism businesses, hotels,
resorts, and event organizers to facilitate internships, field
trips, and guest lectures. This not only enriches the students'
learning experience but also helps them network with potential
employers. On campus, facilities such as a mock hotel or travel
agency could offer students the opportunity to practice their
skills in a controlled environment, dealing with real-life
scenarios and problem-solving.
34
Lastly, an effective online platform is crucial for
facilitating learning outside the traditional classroom. This
platform would host online courses, lecture recordings,
discussion forums, and provide a space for submitting assignments
and receiving feedback. It would ensure that the program is
accessible to a wider audience, including international students
or those who cannot attend in person due to work commitments.
Figure 5. 3D View of the proposed design of Tourism Management
Building
Facilities, Equipment and Appliances
In line with the CHED Memorandum Order No. 62, Series of
2017, the following are the minimum facilities, equipment and
35
appliances needed to be purchased by the institution of Western
Institute of Technology:
a. Computer Laboratories – for various uses such as but not
limited to:
i. Research of tourism related topics
ii. Training for airline reservation systems
iii. Preparation of various documentation and
presentation documents.
b. Mock Up Rooms
i. Travel and Tours Mock up Counter
Authority to Operate
According to Article II, Section 2, of the CHED Memorandum
Order No. 62, Series of 2017, all private higher education
institutions (PHEIs) intending to offer the Bachelor of Science
in Tourism Management and the Bachelor of Science in Hospitality
Management must first secure proper authority from the Commission
in accordance with this CHED Memorandum Order. All PHESs with an
existing BS in Tourism Management (BSTM) and / or BS in
Hospitality Management program (BSHM) or any related program must
comply with the transitory provisions of this CMO. State
36
universities and colleges (SUCs), and local colleges and
universities should strictly adhere to the provisions in these
policies and standards in securing Certificate of Program
Compliance (COPC).
Guidelines in the Issuance of COPC
According to Section 1, of the CHED Memorandum Order No. 09,
Series of 2023, the following are the guidelines in issuing
Certificate of Program Compliance (COPC):
a. The President of the SUC/LUC, upon the recommendation of the
Academic Council or its equivalent, shall request for CHED
Preliminary Assessment (CPA) of the proposed new program.
The CPS will ascertain the readiness of the SUC/LUC to
operate the proposed program in terms of compliance with the
PSG for a particular program, to include but not limited to
the following major areas of evaluation:
1. Feasibility of offering the program/s including,
among others, cost-benefit analysis, and data on
37
HEIs in the area/locality offering the same program
if any, citing reason/s for offering the same.
2. Availability of qualified program administrators
3. Adequate faculty members with the required
qualifications
4. Program Specification (Curriculum, OBE Requirement)
5. Presence of adequate library resources
6. Presence of adequate laboratory facilities/equipment
7. Alignment of program/s to be offered with the
institution’s mandate/enabling law (Copy of SUC
charter and LGU ordinance, as the case may be?
8. Resolution of the SUC’s/LUC’s Academic Council
recommending the submission of request for CHED
Preliminary Assessment for the program.
b. Considerations for the readiness of HEIs will include
compliance with the major areas of evaluation:
administration, faculty qualifications, curriculum,
facilities and laboratory, and library resources.
c. After the preliminary assessment, the CHED will provide the
Report on the Result of the Preliminary Assessment (RRPA)
38
indicating the readiness and capability if the SUC/LUC to
operate the program, for the President of SUC/LUC to secure
approval of the Governing Board before students are admitted
in the program. A copy of the Governing Board Resolution
approving the operation of the said program should be
submitted to CHED with the information on the intended
academic year that the program will be offered.
d. If the SUC/LUC has complied with the CHED minimum
requirements for specific year level/s, the CHED shall issue
RRPA for the corresponding Year level/s and the institution
can offer the program. The SUC/LUC shall have two (2) years
to secure a Certificate of Program Compliance (COPC) upon
full compliance with the CHED minimum requirements of the
entire program. The SUC/LUC concerned shall maintain a
database to keep track of the programs with issued RRPA and
the corresponding timeline to secure COPC.
e. If the institution has fully complied with the CHED minimum
requirements based on the CHED Preliminaries Assessment, the
institution shall be informed accordingly to secure approval
of the Board and submit a copy of the Governing Board
39
Resolution approving the operation of the said program for
the CHED to issue the corresponding COPC.
f. If not ready, the SUC/LUC will be guided on the areas that
need to be addressed by the institution. The institution
shall not be allowed to advertise nor accept students in the
program. The SUC/LUC may resubmit its request for CPA once
all areas of evaluation have been complied with and that
corresponding fees are paid.
g. In case the SUC/LUC will not be able to secure the COPC
within 2 years, CHED shall recommend the closure of the
program due to non-compliance with the applicable CHED
policies, standards and guidelines for the program.
Procedures in Processing Request for COPC/CPA
Series of 2023, the following are the procedures in processing
request for COPC/CPA:
All requests for the COPC/CPA per program per campus shall
be submitted to the concerned CHEDRO for processing following
40
existing processes and procedures. The COPC and RRPA for all
undergraduate programs shall be issued by the CHEDROs.
For graduate programs, Medicine, Dentistry, Nursing,
Maritime, and programs without PSGs, the concerned CHEDRO shall
conduct a preliminary documentary evaluation of the program and
lead the conduct of a joint CHEDRO-OPSD evaluation visit. Only
applications with favorable endorsement will be forwarded to the
CHED Central Office through the OPSD, for appropriate action
following existing processes and procedures.
Requirements to implement based on the guidelines of CHED
Per Section 13 of RA No. 7722, the higher education
institutions shall exercise academic freedom in its curricular
offerings but must comply with the minimum requirements for
specific academic programs, the general education distribution
requirements and the specific professional courses.
Series of 2017, the subsequent articles give minimum standards
and other requirements as a minimum set of desired program
outcomes which are defined in Article IV Section 6. In designing
the curriculum, the HEIs should employ a curriculum map which
illustrates the proper alignment of course outcomes with the
41
program outcomes. The number of units of the curriculum is
prescribed as the “minimum unit requirement” in offering the
program. The HEIs can use the CHED implementation Handbook for
Outcome-Based Education (OBE) and the Institutional
Sustainability Assessment (ISA) as a guide in undertaking OBE-
ready curriculum map. Using outcomes-based teaching and learning
activities, appropriate curriculum delivery methods are
determined as shown in Article V Section 11. It is recommended
that the sample course plan (syllabus) given in Annex A be
adopted. Based on the curriculum and the means of its delivery,
the requirements for the physical resources for the library,
laboratories and other facilities and the human resources in
terms of administration and faculty are also defined in this CMO.
Series of 2017, the HEIs are allowed to design curricula suited
to their own contexts and missions provided that they can
demonstrated that the same leads to the attainment of the
required minimum set of outcomes, albeit by a different route. In
the same vein, they have latitude in terms of curriculum delivery
and in terms of specification and deployment of human and
physical resources as long as they can show that the attainment
of the program outcomes and satisfaction of program educational
42
objectives can be assured by the alternative means they propose
and can show that they have met the minimum requirements of the
CMO.
Compliance of HEIs
Using the CHED Implementation Handbook for OBE and ISA as
reference, a HEI shall develop the following items which will be
submitted to CHED when they apply for a permit for a new program:
Section 21. The complete set of program outcomes, including
its proposed additional program outcomes.
Section 22. Its proposed curriculum, and its justification
including a curriculum map.
Section 23. Proposed performance indicators for each
outcome. Proposed measurement system for the
level of attainment of each indicator.
Section 24. Proposed outcomes-based syllabus/course plan
for each course.
Section 25. Proposed system of program assessment and
evaluation
43
Section 26. Proposed system of program, Continuous Quality
Improvement (CQI).
For existing programs, CHED shall conduct regular monitoring
and evaluation on the compliance of HEIs to this Policies,
Standards and Guidelines using an outcomes-based assessment
instrument.
Program Outcomes
Series of 2017, it describes what learners will know and be able
to do when they graduate from a program. These are closely
associated with the minimum standards identified in the CMO. The
following program outcomes have been identified for BS in Tourism
Management and BS in Hospitality Management:
A graduate of BS Tourism Management should be able to but
not limited to:
6.4.1 Plan, implement and monitor tours and sales
activities
6.4.2 Research, plan and conduct various tour
guiding activities
6.4.3 Develop appropriate marketing programs and
arrange the required travel services
44
6.4.4 Plan / Organize, implement and evaluate MICE
activities
6.4.5 Plan, develop and evaluate tourism sites and
attractions
Learning Outcomes
Series of 2017, it indicates what students will know, be able to
do or be able to demonstrate when they have completed the
particular subject. These are expressed as knowledge, skills,
attitude or values.
In developing the learning outcomes, consider the Common
ASEAN Tourism Curriculum (CATC) and the portability of the earned
certifications from recognized government agencies (i.e. TESDA)
into the HEI curricula.
Sample Learning Outcomes for Tourism Management
7.1.1. Access and interpret information
7.1.2. Administer a billing and settlement plan
7.1.3. Apply advance airfare rules and procedures
7.1.4. Book and coordinate supplier services
45
7.1.5. Construct and ticket a non-air travel plan
Job Titles for Graduates in Tourism
This is a sample listing of job titles only and may not
include new emerging career opportunities.
Bachelor of Science in Tourism Management
Sectors Areas Career Opportunities

Travel Air, Cruise - Reservation Agents
Ships, Rail, - Sales Representative
Coach, - Research Analyst
Automobile - Ground Handling Personnel
Marketing - Flight Attendant
Communications/ - Training Staff
Documentation - Customer Service
Information Representative
Bureau/ Center - Marketing Analyst
Tour and Travel - Customer Analyst
operations - Financial Analyst
- Merchandising Analyst
- Commercial account
specialist
- Domestic travel counsellor
- File clerks
- Tour Planner
- Tour Guide
- Reservationist
- Group coordinator
- Operations employee
- Administrative Assistant
- Advertising specialist
- Travel Representative
- Economic Development
Specialist
46
- Travel Promotions Staff

Specialist
Specialist
Specialist
- Public Information Officer
- Public Relations Personnel
- Marketing Coordinator
- Communications Specialist
- Travel Editor
- Media Liaison
- Media Specialist
- Travel Photographer
- Administrative Assistant
- Information Specialist
- Media Coordinator
- Travel Writer
- Marketing Coordinator
- Package Tour Coordinator
- Manager of Travel Literature
- Chief of News and
Information
- Research Director
- Advertising Manager
- Area Supervisor
- Airline Purser
- Airline Manager’
- Country Manager
- Reservations Manager
- Sales and Marketing Manager
- Area Manager
- Ticketing Manager
- Product Development Manager
- Management Personnel (4
functional areas-HR,
Marketing, Operations,
Finance plus IT)
- Senior Manager of Strategy
and Marketing
47
- Director for Customer Care

- Customer Service Quality
Director
- Manager of Travel Literature
- Chief of News and
Information
- Tourism Center Director
Lodging Front Office, - Sales Representative
HR, Sales and - Management Trainees’
Marketing - HR Staff
- Reservations Clerk
- Front Office Staff
- Director of Personnel
Manager
Assembly Meetings, - Information Specialist
and Event Conventions, - Public Relations Staff
Management Expositions - Sales Representative
- Meeting / Event Personnel
Recreation Attractions, - Park Guide
Gaming, Parks, - Museum Guide
Recreation - Handicapped Program Planner
- Concert Promoter
- Recreation Specialists
- Camp Counsellors
- Activity Director
- Camping Director
- Recreation Director
- Events Coordinator
- Amusement/ Theme Park Guide
- Planner
- Promotions Staff
- Reception Staff
- Activity Director
- Camping Director
- Recreation Director
- Events Coordinator
Table 3. List of Job Titles for Graduates of Tourism
Performance Indicators
48
Series of 2017, it states the specific, measurable statements
identifying the performance(s) required to meet the outcome,
confirmable through evidence.
Sample Performance Indicators for Tourism Management
1. Operate Global Distribution System
2. Converse in a foreign language aside from English
3. Develop and defend a tourism development plan that
incorporates relevant inputs such as laws, market
research and feasibility study, product development,
among others.
4. Prepare and sell tour packages that include itinerary,
tour organization and profit-generating costing.
5. Stage an actual event using management, marketing and
financial principles and theories.
Training and Support
To ensure the successful implementation and management of
the tourism management program at Western Institute of
Technology, a comprehensive evaluation of staff training needs is
essential (Agarwal, et. al., 2021). This evaluation should focus
on identifying the technical skills and knowledge areas that are
49
crucial for staff members involved in this program. Since the
tourism industry increasingly relies on technology for
operations, marketing, and customer service, the staff must be
adept at using tourism management software, digital marketing
tools, and data analysis applications.
Firstly, the training needs assessment should start with
identifying the specific technological tools and platforms that
will be used as part of the tourism management program. This
could include reservation systems, customer relationship
management (CRM) software, social media platforms for marketing,
and analytics tools for interpreting customer data and trends.
Staff members need to be proficient in these areas, which
suggests a need for specialized training programs that cover
these technologies.
After identifying the required skills and knowledge areas,
the next step is to assess whether the necessary training
programs or support services are available. This might involve
researching external training providers who specialize in tourism
technology and digital marketing, or it might mean developing in-
house training modules tailored to the specific needs of the
program. Support services are also crucial, especially in the
early stages of program implementation. This could include
50
technical support for software and tools, as well as ongoing
coaching or mentorship for staff members to help them adapt to
new technologies and processes.
Ultimately, the smooth operation of the technological
aspects of the tourism management program at Western Institute of
Technology requires not only identifying and providing the
necessary training but also ensuring that there is a framework in
place for continuous learning and adaptation. As technology
evolves, so too will the tools and platforms used in the tourism
industry, which means staff training and development must be an
ongoing process to keep pace with changes and ensure the
program's long-term success.
Risk Management
Implementing a tourism management program at the Western
Institute of Technology would require identifying, evaluating,
and mitigating potential risks and uncertainties associated with
offering this program.
According to the Asia-Pacific Economic Cooperation (APEC),
the process of tourism risk management involves identifying and
assessing risks that could impact objectives of a destination or
organization, and determining appropriate actions to address
51
them. It follows a logical and systematic approach to problem-
solving and decision-making. The tourism industry plays a crucial
role in both crisis management at the organizational level and
disaster management at the community kevel.
At the organizational level, tourism operators utilize the
risk management process to recognize, analyze, evaluate,
mitigate, monitor, and review risks associated with their
destinations and businesses. In terms of disaster management
within communities, tourism operators and industry
representatives should actively participate as stakeholders. They
should contribute to the development and implementation of
disaster management plans and systems, as well as engage in
training and testing activities.
The risk management process, both for organizations and
communities, consist of two enabling activities: communication,
consultation, monitoring, and review; and five major activities:
establishing the context, identifying risks, analyzing risks,
evaluating risks, and treating risks. These processes aim to
ensure effective risk
management and enhance the overall
resilience of the tourism industry.
52
Figure 6. The Risk Management Process
The following are the tourism risk management process
step by step:
1. Establish the Context
The initial step in the risk management process is to
establish the fundamental parameters and framework for
risk management activities and criteria for risk
evaluation. This step includes relevant policies,
systems, procedures, and relationships within and between
organizations. The organizational context encompasses the
internal and external environment.
This step in the risk management process sets the
groundwork for effective risk management by providing an
understanding of the scope and nature of risks. The
organizational context includes identifying internal
53
factors such as culture, values, structures, resources,
and capabilities, as well as external factors such as
legal, regulatory, economic, political, and social
elements. By examining these factors, organizations can
develop an accurate view of their risk environment and
determine appropriate risk management strategies. The
organizational context also includes evaluating inter-
organizational relationships, such as partnerships,
alliances and collaborations, which can impact risk
management activities. It is important to have a
comprehensive understanding of such relationships and
incorporate them into risk management planning. By
establishing the organizational context, organizations
can better identify potential risks and implement
effective strategies to mitigate them.
2. Identify Risks
This step in the risk management process focuses in
identifying the sources of risk, also known as hazards,
that need to be managed. A systematic approach is crucial
to ensure that all relevant sources of risk are
identified. It is important to note that sources of risk
54
may evolve over time, so ongoing monitoring and review
processes are necessary to identify new hazards that may
emerge for a destination or business.
In addition to identifying hazards, it is also
essential to assess the susceptibility of a tourism
destination or business/organization to be affected by
potential losses. Susceptibility refers to the potential
vulnerability to adverse impacts. Furthermore, it is
important to evaluate the resilience of the system, which
measures how quickly it can recover from failure or
adverse events.
A significant component of the tourism risk management
process involves reducing susceptibility and increasing
the resilience of the tourism destination or
business/organization. By identifying and understanding
the sources of risk, as well as assessing susceptibility
and resilience, proactive measures can be implemented to
mitigate risks and enhance the overall preparedness and
ability to recover from adverse events. This helps to
ensure the long-term sustainability and success of the
tourism industry.
55
3. Analyze Risks
The purpose of analyzing risks is to develop a
comprehensive understanding of the risks that a tourism
organization faces. This understanding is crucial for
determining which risks should be prioritized for
treatment and for identifying the most effective risk
treatment strategies to apply.
During the analysis step, it is important to assess
both the likelihood and the consequences of each
identified risk. Likelihood refers to the probability or
frequency of the risk occurring, while consequences refer
to the potential impacts or outcomes if the risk
materializes. By analyzing the likelihood and
consequences, organizations can prioritize risks based on
their potential severity and likelihood of occurrence.
In addition to analyzing risks, it is also essential to
evaluate the existing control measures in place. This
involves assessing the effectiveness of the current
strategies and safeguards that are designed to mitigate
or manage the identified risks. By examining the existing
control measures, organizations can determine if they are
56
adequate or if additional measures need to be
implemented.
By undertaking a thorough risk analysis that considers
both likelihood, consequences, and existing control
measures, tourism organizations can make informed
decisions regarding risk treatment. This allows them to
allocate appropriate resources and implement targeted
strategies to reduce, avoid, transfer, or accept risks
based on their specific priorities and objectives.
Ultimately, this helps to enhance the overall risk
management capability and resilience of the tourism
organization.
4. Evaluate Risks
Once the risks have been analyzed and assessed, the
next crucial step is to make decisions regarding which
risks should be treated and in what order. The earlier
the activities in the risk analysis process will provide
valuable information to support these decisions.
By analyzing the risks, you will have gained a
comprehensive understanding of their likelihood,
consequences, and the effectiveness of existing control
57
measures. This information forms the foundation for
prioritizing the risks and determining the appropriate
risk treatment strategies.
To make informed decisions, it is important to consider
various factors. These may include the potential impact
of the risks on the tourism organization, the likelihood
of occurrence, the available resources for risk
treatment, and any legal or regulatory requirements. By
carefully weighing these factors, you can prioritize the
risks based on their potential; severity and the level of
risk tolerance within your organization.
Additionally, it may be helpful to engage relevant
stakeholders, such as management, employees, and external
experts, in the decision-making process. Their input can
provide valuable insights and expertise to ensure a well-
rounded evaluation of the risks and appropriate treatment
decisions.
Ultimately, the decisions regarding which risks to
treat and in what order should be based on a thorough
assessment of the risks and the specific context of the
tourism organization. By leveraging the information
gathered during the risk analysis phase, you can
58
prioritize an address the most critical risks to enhance
the overall risk management effectiveness and resilience
of the organization.
5. Treat Risks
Before implementing risk treatments, it is essential to
first identify and assess the available options for
managing the identified risks. This involves evaluating
the relative merits and potential effectiveness if each
option to determine the most appropriate approach. Once
the suitable options have been selected, risk treatment
plans should be developed and implemented accordingly.
During the option identification phase, it is crucial
to explore various risk treatment strategies or measures
that can be employed to mitigate or manage the risks.
These strategies can include risk avoidance, risk
reduction, risk transfer, or accepting the risk. Each
option should be carefully evaluated based on its
59
feasibility, cost-effectiveness, compatibility with the
organization’s objectives, and its potential to
effectively address the identified risks.
After identifying the most appropriate risk treatment
options, the next step is to develop comprehensive risk
treatment plans. These plans outline specific actions,
timelines, and responsibilities for implementing the
selected risk treatment strategies. The plans should
clearly define the desired outcomes, allocate necessary
resources, and establish monitoring and evaluation
mechanisms to assess the effectiveness of the implemented
treatments.
Once the risk treatment plans are developed, they
should be implemented in a systematic and coordinated
manner. This involves putting the plans into action,
ensuring that the necessary resources and capabilities
are allocated, and effectively communicating and engaging
relevant stakeholders throughout the process.
By following this approach, organizations can
effectively manage and mitigate risks by systematically
identifying, assessing, and selecting the most
appropriate risk treatment options. This proactive
60
approach helps to enhance the resilience and overall risk
management capabilities of the tourism organization.
Chapter 4
Financial Feasibility
Cost-Analysis
The following is a breakdown of the costs of the facilities,
equipment, and appliances needed to implement the tourism
management program:
Computer Laboratories
Computers  Desktop or Depending on P25,000.00 -
laptop specifications P75,000.00
computers and brand
Software and  Educational Depending on P10,000.00 -
Operating software the specific P40,000.00
Systems  Operating software
systems requirements
Networking  Routers Depending on P10,000.00 -
Equipment  Switches the complexity P50,000.00
of the setup
 Firewalls
61
Audio and  Projectors Depending on P10,000.00 -

Video  Screens the quality P40,000.00
Equipment and
 Sound
specifications
systems
 Web cameras
Printers and  Printers Depending on P5,000.00 –
Scanners  Scanners the features P20,000.00
and specific
requirements
Furniture  Tables Depending on P3,000.00 –
 Chairs the quality P10,000.00
and quantity
needed
Charging and  Charging Depending on P20,000.00 –
Storage stations capacity and P80,000.00
Facilities  Storage features
carts for
laptops
Backup and  External Depending on P2,000.00 –
Storage hard drives the capacity P10,000.00
Devices  USB drives and
specifications
 Cloud-based
backup
services
Internet  PLDT Depending on P1,500.00 –
Connectivity the bandwidth P5,000.00
and service
provider
Security  Monitoring Depending on P10,000.00 –
Measures systems the specific P40,000.00
 Encryption requirements
software
 Antivirus
licenses
Table 4. Costs Analysis of Computer Laboratories
Mock Up Rooms
Beds Depending on P10,000.00 –
the type, P30,000.00
62
size, and
quality
Mattresses Depending on P5,000.00 –
the size and P15,000.00
quality
Bedding and  Pillows Depending on P5,000.00 –
Linens  Sheets the quality P15,000.00
and quantity
 Blankets
needed
 Towels
Furniture  Desks Depending on P20,000.00 –
 Chairs the style P50,000.00
and quality
 Wardrobes
desired
 Bedside
tables
Lighting  Installing Depending on P5,000.00 –
Fixtures suitable the type and P15,000.00
lightning design
fixtures
Decorative  Wall art Depending on P5,000.00 –
Items  Curtains the P20,000.00
preferences
 Rugs
and styles
 Plants
 Other
decorative
elements
Appliances  TVs Depending on P10,000.00 –
 Air the desired P30,000.00
conditioning features and
units brands
 Mini-fridges
 Coffee
makers
Bathroom  Toilets Depending on P10,000.00 –
Fixtures  Sinks the quality P40,000.00
and design
 Showers
 Bathroom
accessories
Table 5. Costs Analysis of Mock Up Rooms
63
Items Unit Total Cost

Price
Computer Laboratories
1. Computers (40 units) P75,000 P3,000,000
2. Software and Operating Systems ----- P40,000
3. Networking Equipment ----- P50,000
4. Audio and Video Equipment ----- P40,000
5. Printers and Scanners ----- P20,000
6. Furniture ----- P10,000
7. Charging and Storage Facilities ----- P80,000
8. Backup and Storage Devices ----- P10,000
9. Internet Connectivity ----- P5,000
10. Security Measure ----- P40,0000
Mock Up Rooms
1. Beds P10,000 P10,000
2. Mattresses P15,000 P15,000
3. Bedding and Linens ----- P15,000
4. Furniture ----- P50,000
5. Lightning Fixtures ----- P15,000
6. Decorative Items ----- P20,000
7. Appliances ----- P30,000
8. Bathroom Fixtures ----- P40,000
TOTAL P3,490.000
Table 6. Breakdown of Expenses
Revenue Generation
64
The revenue generated from implementing a tourism management
program at Western Institute of Technology will come mainly from
the tuition fees paid by the students enrolled in the program.
Assuming that the tuition fees for the tourism management program
range from P10,000.00 to P35,000.00 per semester, depending on
the curriculum year level and course units, this means that the
institute can expect to generate revenue equal to the total
tuition fees paid by the students enrolled in the program per
semester.
Moreover, the researchers will use the data from the website
of Central Philippine University as the basis for determining how
much tuition a student should pay every semester, so we can
forecast how much revenue we will generate by proposing this
program.
The revenue generated from the program can then be used to
cover various expenses, such as faculty salaries, program
development, facility maintenance and upgrades, and other related
costs.
1st Semester 2nd Semester
65
Figure 7. Tuition Fees in Tourism Management
Projected Enrollment
The projected enrollment for tourism management can be
estimated by using the latest enrollment numbers of the
hospitality management program as a reference. Since both
programs are related and within the same field, it can be assumed
that there might be a similar interest among students. By
analyzing the population of students currently enrolled in the
hospitality management program, the institute can make an
educated estimation of the potential number of students who may
be interested in pursuing tourism management.
While this estimation might not be exact, it serves as a
reasonable basis for projecting the potential enrollment in the
tourism management program. It is important to note that other
factors such as market demand, marketing strategies, and
competition may also influence the actual number of students who
66
enroll in the program. Regular monitoring and adjustments based
on real-time data will help in refining the projections and
ensuring the accuracy of the estimations.
Year Level Male Female Total

First Year 66 90 156
Second Year 51 58 109
Third Year 30 53 83
Fourth Year 38 49 87
TOTAL 435
Table 7. Projected Enrollment in HM at Western Institute of
Technology
Return on Investment
Given the data provided for the tuition fees and population
of students in hospitality management in the first year
curriculum, we will use this data to determine the total revenue
generated and conclude that the initial investment was
P3,490,000.000 to implement this program.
Initial Investment – P3,490,000.00
Revenue Generated – P8,302,788.00

67
Solvings:
Semester Tuition FeePopulation Revenue
of Enrolless
1st P26,707.50 156 P4,166,370
nd
2 P26,515.50 156 P4,136,418
TOTAL P8,302,788.00
Table 8. Estimated Revenue of Western Institute of Technology
To calculate the revenue generated, we simply multiply the
tuition fee for the first and second semesters by the population
of enrollees, and then we simply sum it up.
The formula for Return on Investment is:
ROI = (Revenue / Investment) x 100
Solvings:
ROI = (8,302,788 /3,490,000) x 100
= 2.38 x 100
ROI = 238%
Based on the answer, the ROI (Return on Investment) for
implementing tourism management program at Western Institute of
Technology is 238%, it implies that the institute is likely to
achieve an exceptionally high return on its investment. This
68
indicates that for every peso invested in the program, the
institute can expect to receive P2.38 in return.
Such a high ROI suggests that the tourism management program
is not only financially viable but also highly profitable. It
indicates that the program has the potential to generate
significant revenue and create substantial value for the
institute and its stakeholders.
A high ROI of 238% signifies that the program is attracting
a large number of students or clients, generating substantial
tuition fees or revenue from other sources, and effectively
managing its operating costs. It also shows that the program is
successfully meeting market demand, offering quality education,
and potentially benefiting from strong industry partnerships.
Payback Period
Given the data provided in the revenue generated and the
initial investment for the needed facilities and equipment for
implementing the tourism management program, we will compute the
payback period based on how many years the initial investment
will be recovered.
Initial Investment – P3,490,000.00
69
Revenue Generated – P8,302,788.00
The formula for Payback Period is:
Payback Period = (Investment / Revenue)
Solvings:
Payback Period = (3,490,000 / 8,302,788)
= 0.42 year
Based on the answer, If the payback period for implementing
the tourism management program at Western Institute of Technology
is 0.42 year, it implies that the initial investment in the
program is expected to be recouped within a relatively short
period of time.
A payback period of 0.42 year indicates that the program is
generating sufficient cash inflows to recover the initial
investment in less than one year. This suggests that the program
is likely to be financially successful and can start generating
positive returns quickly.
Cost-Benefit Analysis
The cost-benefit analysis of implementing the tourism
management program at Western Institute of Technology is highly
70
favorable based on the provided ROI of 238% and a short payback
period of 0.42 years.
The ROI of 238% indicates that the program has the potential
to generate substantial returns compared to the initial
investment. For every peso invested, the institute can expect to
receive a return of 2.38 pesos. This indicates a highly
profitable venture with excellent financial prospects.
Additionally, the payback period of 0.42 years suggests that
the initial investment in the program will be recovered within a
relatively short period of time. This indicates a rapid return of
funds, reducing financial risk and enabling the institute to
allocate resources for other purposes quickly.
Combining these two metrics, it can be inferred that the
program offers a highly attractive cost-benefit ratio. The
returns generated from the program outweigh the initial
investment by a significant margin, and the investment is
recouped swiftly.
Moreover, a high ROI and a short payback period suggest that
the program is not only financially feasible but also highly
efficient and effective. It indicates that the program is
attracting a large number of students or clients, generating
substantial revenue, and successfully managing operating costs.
71
Overall, these results from the cost-benefit analysis
indicate that implementing the tourism management program at
Western Institute of Technology is a financially sound decision
with the potential for substantial returns on investment in a
short timeframe.
Chapter 5
Organizational Feasibility
Facilities, Equipment and System in Western Institute of
Technology
The following are the facilities and equipment that already
exist at the Western Institute of Technology that can be used in
implementing the tourism management program:
Facilities
Classroom Space Adequate classroom spaces
equipped with desks, chairs,
projectors, and audio-visual
systems for lectures and
presentations.
Computer Laboratory Access to computer facilities
with internet connectivity,
relevant software, and
databases for research,
analysis, and project work.
Library Resources A well-stocked library with
books, journal, research
articles, and reference
materials related to tourism,
hospitality, business
72
management, marketing, and

related subjects.
Meeting Rooms Small meeting rooms equipped
with audio-visual systems and
video conference tools for
virtual classes, group
projects, and industry
collaborations.
Practical Training Spaces Availability of practical
training spaces like training
kitchens, restaurants, hotel
front desks, travel agencies,
and other hospitality and
tourism industry facilities.
Field Trip Opportunities Coordination and funding for
field trips and study visits
to enhance practical learning
and industry knowledge.
Table 9. List of Facilities in Western Institute of Technology
Equipment
Computers Access to desktops, laptops,
and tablets for students,
faculty, and staff for
research, analysis, and
software applications.
Audio-visual systems Installed audio-visual tools
like projectors, screens,
sound systems, and video
conferencing equipment for
remote collaboration and live
streaming.
Table 10. List of Equipment in Western Institute of Technology
System
Internet Networks Provides instant access to an
unlimited amount of
information and resources,
73
allowing students, faculty,

and staff to retrieve relevant
and up-to-date information for
research, assignments, and
projects.
Table 11. List of a System in Western Institute of Technology
Curriculum Description
According to Section 9 of CHED Memorandum Order No. 62,
Series of 2017, it states the curriculum description for
implementing tourism management and will serve as a guide for the
institution of Western Institute of Technology.
The Curriculum Orientation
The curriculum should bring together the major
elements of tourism, travel, hospitality and food service
at the very least. Removing one or two components from the
curriculum will be detrimental to the interest and
prospects of the students.
It should only prescribe Core courses that will allow
students to gain an understanding of the different fields
related to the tourism industry.
74
This PSG for HEI develops electives that are
needed by industry based on the needs of the community, or
feedback from graduates.
It allows a school to define its own curriculum
according to its resources and capabilities but subject
to the guidelines of this PSG.
The curriculum should encourage opportunities for
students to explore competencies that the industry may
require.
Curriculum Framework
a. Structure. The components of the curriculum has been
segmented based on clusters that will develop
knowledge, skills, values and attitudes from a
general perspective to specific area.
1. Common core. All the programs share a set of
common core competencies. Under the general
umbrella of Tourism and Hospitality, graduates of
these programs possess a common set of core and
specific competencies developed from the general
education, business and tourism/hospitality
subjects.
75
2. Professional Courses. These are required courses
and deemed essential of study geared towards a
specific discipline – tourism or hospitality whose
competence can usually be measured against an
established standard.
3. Professional Elective. These are courses that a
student can select from several alternatives of
studies or enhancement that may lead to a specific
focus.
4. Specialization. For eligible HEIs to offer
specialization, they may select electives for a
particular track/course of study or major that
offers advanced, technical and specialized
studies. Consequently, the program nomenclature
may bear a specialization name, e.g. BS
Hospitality Management specializing in Culinary
Arts Management; BS Tourism Management
specializing in Leisure and Recreation.
b. Competency-based. Competencies are matched with the
competency standards required by the industry based
on the job positions that the graduates will
76
eventually occupy upon graduation. Inputs from
various academic and industry professionals and
organizations as well as international agreements
such as the ASEAN MRA-TP were incorporated. The K-12
program from the Department of Education was also
considered.
c. Industry-driven. Industry practitioners participated
in the identification of job positions and the
development of competency standards.
d. Ladderized Curriculum Design. The design of the
curriculum in this CMO encourages HEIs to follow the
concept of Ladderized Education Program (LEP) which
espouses seamless integration between technical –
vocational qualifications and collegiate curriculum
as enshrined in the R.A. 10647 otherwise known as
the “Ladderized Education Act of 2014”. Should HEI
opt to implement a full blown LEP to establish
interface between TESDA TVET qualifications and
BSHM/BSTM curriculum, the HEI can refer to IRR for
RA 10647 LEP, issued September 21, 2015 for specific
guidelines for implementation and align with the
level descriptors of PQF. Consider also undertaking
77
assessment and certification given by the Tourism
Professional Certification Board that may be part of
the portfolio of students.
e. Macro and Micro Orientation. This set of policies
and standards organizes all programs in tourism,
hospitality management and related field into a
rational structure with two orientation: the macro
and the micro.
1. The macro orientation does not address the
operation of ant one particular sector nor
enterprise; rather the programs provide the
students an aggregate perspective of the tourism
industry. These are reflected in the subjects that
are shared among all tracks, in the Business and
Tourism and Hospitality clusters.
2. The micro orientation pertains to the sectoral
perspective. Programs with this orientation
prepare the students for a career in management
and/or entrepreneurship. They develop competency
(knowledge, skills and attitude) necessary to
perform required tasks, manage and operate

78
effectively, efficiently and profitably, the
different enterprises in the various sectors
comprising the tourism industry. These are
reflected in the unique subjects for each specific
track in tourism and hospitality.
f. Flexibility. Mindful of the ever-changing landscape
within which the tourism and the hospitality sectors
operate, the curricula leave room for innovation and
enhancement and address emerging sectors that may
not yet addressed by the current PSG. HEIs are
encouraged to consider the national, regional and
global milieu in responding to the needs of their
environment.
Curriculum Structure
The curricula in Tourism discipline should follow the
curriculum structure hereunder:
COURSES Minimum
Units
Prescribed
1. General Education (GE) Courses-
The subjects under the General Education (GE) 36 Units
Courses are found in CHED Memorandum No. 20
series of 2013.
2. National Service Training Program (NSTP) courses 6
3. Physical Education (PE) courses 8
79
4. Business and Management Education Courses 6

(CBMEC)
 Operation Management
 Strategic Management & Total Quality
Management
5. Tourism and Hospitality Core 30
6. Professional Core Courses 30
Tourism
Hospitality
7. Professional Electives 15
8. Practicum-BSTM and BSHM (min. of 600 hours) 6
(9.) Program Major/Specialization (with eligibility (15)
requirements)*
Tourism Program Major/Specialization
Hospitality Program Major/Specialization
Total units for ABM Track 137 units
Total units for eligible HEIs to offer 152its
Specialization for ABM
*only for qualified HEIs
Table 12. Tourism Management Curriculum Structure
9.3.1 GE Electives – must comply with the provision of
Section 4 of CMO No. 20, s.2013
9.3.2 For non-ABM academic strand students
HEIs should offer five (5) ABM courses as
defined specialization courses in K-12 ABM strand.
The prescribed subjects are as follows:
 Fundamentals of Accounting/Business and Management
– 3 units
 Organization and Management – 3 units

80
 Business Marketing – 3 units
 Business Finance – 3 units
 Applied Economics – 3 units
9.3.3 Tourism and Hospitality Core (30 units)

COURSES Units Lec Lab TOTAL
Tourism and Hospitality Care 30
1. Philippine Culture and 3 3 3
Tourism Geography
2. Risk Management as 3 3 3
Applied to Safety,
Security and Sanitation
3. Quality Service 3 3 3
Management in Tourism
and Hospitality
4. Legal Aspects in Tourism 3 3 3
and Hospitality
5. Macro Perspective of 3 3 3
Tourism and Hospitality
6. Professional Development 3 3 3
and Applied Ethics
7. Multicultural Diversity 3 3 3
in Workplace for the
Tourism Professional
8. Tourism and Hospitality 3 3 3
Marketing
9. Micro Perspective of 3 3 3
10. Entrepreneurship in 3 3 3
Table 13. Tourism and Hospitality Core
9.3.4 Professional Courses (30 units)

9.3.4.1 Tourism Professional Courses (BSTM)
Tourism Professional Courses 30
- BSTM
81
1. Global Culture and 3 3 3

Tourism Geography
2. Sustainable Tourism 3 3 3
3. Tour and Travel 3 3 3
Management
4. Transportation 3 3 3
Management
5. Tourism Policy Planning 3 3 3
and Development
6. Foreign Language 1 3 3 3
7. Foreign Language 2 3 3 3
Note: Foreign Language 1
& 2 should be on the
same language
8. Research in Tourism 3 3 3
9. Applied Business Tools 3 2 1 3
and Technologies in
Tourism
10. Introduction to Meetings 3 2 1 3
Incentives Conferences
and Events Management
Table 14. Tourism Professional Courses
9.3.5 Professional Elective Courses (15 units)
These are sample electives where HEIs may select

complete 15 units. Selection may be based on the needs
of the region, industry, emerging industries or HEI
capability. Unit assignment may not necessarily be
three (3) units. HEIs may offer electives that are not
on the list.
9.3.5.1 Tourism Management Suggested Free Electives - BSTM

Tourism Management Suggested 15
Free Electives - BSTM
1. Medical and Wellness 3 3
Tourism
2. Recreational and Leisure 3 3
Management
82
3. Agri-Tourism 3 3
4. Cruise Tourism 3 3
5. Tour Guiding 3 3
6. Philippine Gastronomical 3 3
Tourism
7. Accommodation Operations 3 3
and Management
8. Specialized Food and 3 3
Beverage Service Operations
9. Travel Writing and 3 3
Photography
10. Tourism Information 3 3
Management
11. Environmental Conservation 3 3
in Tourism
12. Heritage Tourism 3 3
13. Corporate Travel Management 3 3
14. Tourism Product Development 3 3
15. Marketing Information 3 3
Management
16. Destination Management and 3 3
Marketing
17. Hospitality and Tourism 3 3
Facilities Management and
Design
18. Tourism Property Management 3 3
& Development
19. Sustainable Tourism 3 3
Assessment and Development
20. Sustainable Tourism 3 3
Destination Marketing
21. Ecotourism Management 3 3
22. Tourism Property Management 3 3
& Development
23. Tourism Estate Development 3 3
24. Meetings Management 3 3
25. Incentives Management 3 3
26. Conventions/Conference 3 3
Management
27. Exhibits Management 3 3
28. Hospitality and Tourism 3 3
Business Communications
29. Tourism and Environment 3 3
83
30. Sustainable Communities 3 3

Table 15. Tourism Management Suggested Free Electives
Sample Program of Study
According to Section 10 of CHED Memorandum Order No. 62,
Series of 2017, it states the embed competencies required in
various tourism qualifications in the subject offered and will
serve as a guide for the institution of Western Institute of
Technology.
FIRST YEAR – 1st Semester

Courses Lecture Laboratory Units
GE1 – Purposive Communication 3 3
GE2 – Readings in Philippine 3 3
History
GE3 – Mathematics in Modern World 3 3
THC1 – Tourism & Hospitality l 3 3
THC2 – Risk Management as Applied 3 3
to Safety, Security and
Sanitation
PE1 2 2
NSTP1 3 3
Sub Total 20 20
Table 16. First Year – First Semester Courses
FIRST YEAR – 2nd Semester

TPC1 – Global Tourism, Geography 3 3
& Culture
THC3 – Tourism and Hospitality 3 3
Service Quality Management
84
THC4 – Philippine Tourism, 3 3

Geography and Culture
THC5 – Tourism & Hospitality 2 3 3
TPC1 – Tour and Travel Management 3 3
PE2 2 2
NSTP2 3 3
Sub Total 20 20
Table 17. First Year – Second Semester Courses
SECOND YEAR – 1st Semester

GE4 -Understanding the Self (GE) 3 3
GE ELEC 1 3 3
TPC2 – Applied Bus Tools and 3 3
Technologies (GDS) with
Lab (TPC)
TPC3 – Sustainable Tourism 3 3
HMPE 1 3 3
PE3 2 2
Sub Total 17 17
Table 18. Second Year – First Semester Courses
SECOND YEAR – 2nd Semester

GE5 – Science, Technology and 3 3
Society
GE6 - Ethics 3 3
TPC4 – Tourism Policy Planning 3 3
and Development
TPC5 – Introduction to MICE 3 3
HMPE 2 3 3
TPC6 – Foreign Language 1*(TPC) 3 3
PE4 2 2
Sub Total 20 20
Table 19. Second Year – Second Semester Courses
THIRD YEAR – 1st Semester

GE7 – The Contemporary World 3 3
85
TPC7 – Foreign Language 2 3 3

HMPE 3 3 3
BME1 – Operations Management in 3 3
TH Industry
THC6 – Professional Development & 3 3
Applied Ethics
THC7 – Tourism and Hospitality 3 3
Marketing
Sub Total 18 18
Table 20. Third Year – First Semester Courses
THIRD YEAR – 2nd Semester

THC8 – Legal Aspects in Tourism 3 3
and Hospitality
BME2 – Strategic Management in TH 3 3
l
HMPE 4 3 3
THC9 – Multicultural Diversity in 3 3
Workplace for the Tourism
Professional
THC10 – Entrepreneurship in TH 3 3
TPC7 – Transportation Management 3 3
(covers air land sea)
Sub Total 18 18
Table 21. Third Year – Second Semester Courses
FOURTH YEAR – 1st Semester

HMPE 5 3 3
Life and Works of Rizal 3 3
TPC8 – Research in Tourism 3 3
GE E 2 3 3
GE E 3 3 3
GE8 – Art Appreciation 3 3
Sub Total 18 18
Table 22. Fourth Year – First Semester Courses
86
Required Resources
According to Article VI, Section 17 of CHED Memorandum Order
No. 62, Series of 2017, it describes the required resources to
implement a tourism management program and will serve as a guide
for the institution of Western Institute of Technology in
identifying faculties and staff required.
1. Administration
The programs shall be administered either by a full-time
dean/director/chairperson/coordinator as the case may be with the
following appropriate qualifications:
Dean/Director
The Dean/Director of the program should possess the
following minimum qualifications:
87
1. At least a Master’s Degree in Hospitality Management,
Tourism, Business Management and the other allied
programs, and an undergraduate degree in Tourism/Hotel
and Restaurant/Hospitality Management/Travel Management/
or the other allied programs.
2. If from allied programs, should have a minimum of 5 years
tourism-industry experience in a supervisory or
managerial position.
3. Teaching experience of at least five (5) years at the
tertiary level
4. At least three (3) years’ experience in administrative or
supervisory capacity in an educational institution or a
business enterprise.
5. Must be a full-time faculty member of the HEI
6. An active member of a hospitality-related
professional/educational association
Chairperson/Coordinator
The Chairperson/Coordinator of the program should
possess the following minimum qualifications:
1. A Master’s degree in a business, management or any of the
allied programs* as specified in section 5.4, and a
88
bachelor’s degree in Tourism, Hotel and Restaurant
Management, Travel Management, Hospitality Management
program or any of the allied programs, or;
A Master’s degree in Tourism, Hotel and Restaurant
Management, Travel Management, Hospitality Management,
and a Bachelor’s degree in business administration or
allied programs as specified in section 5.4.
*If from allied programs, should have a minimum of 3
years industry experience in supervisory or managerial
position.
2. At least three (3) years’ satisfactory teaching
experience at the tertiary level related to the field of
tourism, hospitality and allied programs.
3. Inclusive of at least one (1) year of experience in the
tourism and hospitality industry, he/she must have at
least three (3) years’ work experience in an
administrative or supervisory capacity in an educational
89
institution or a business enterprise related to the field
of tourism and hospitality.
4. Must have a full-time appointment with the HEI.
5. Completed any skills based, competency training platform
related to the tourism and hospitality whereby
certificate of competencies/completion is issued by the
government or industry-based organization.
6. An active member of a hospitality-related professional/
educational association.
2. Faculty
Minimum Qualifications of Faculty
The minimum qualification of the faculty
members should be any of the following:
a. At least a Master’s Degree holder either in Tourism,
HRM/HM or any of the indicated Allied Programs, and
must have a Bachelor’s degree in Hospitality
Management or related fields either in the
undergraduate or graduate studies; with at least one
90
(1) year of experience in the tourism and
hospitality industry.
b. Industry practitioners who do not possess the above-
mentioned qualifications may still teach part-time
in the programs provided if:
i. they possess at least a Bachelor’s Degree in Tourism,
HRM or allied programs, and has three (3) years of
relevant industry experience, or
ii. they are qualified using APPENDIX F: Professional
Faculty Equivalency Table
Other Faculty Requirements
a. All full-time faculty members teaching the
professional subjects must be a Master’s Degree
holder.
b. At least 60% of the total number of units of
professional subjects must be taught by full time
faculty members.
c. For research subjects – Faculty members must
either be a PhD holder, or an MA/MS graduate
(thesis track) or have a research output in the
91
last five (5) years that was presented or
published in a journal.
Faculty/Staff Development
The HEI must adopt a system for faculty and staff
development which would encourage the faculty
members to:
a. Pursue graduate studies
b. Attend seminars, workshops, symposia and
conferences for continuing education
c. Undertake research activities and present
and/or publish their research output
d. Must undertake community outreach activities
e. Appropriate budget should be made available to
undertake all of these activities.
Accreditation
Based on the EduRank, Western Institute of Technology is
ranked 13,370 out of 14,131 universities in the world, 5,520 out
92
of 5,830 in Asia, 210 out of 229 in the Philippines and 9 out of
9 in Iloilo. WIT is a private institution with an acceptance rate
of 82%.
Cognizant of the importance of accreditation, Western
Institute of Technology submitted herself to an external agency,
the Philippine Association of Colleges and Universities-
Commission on Accreditation, in 2012. A team of accreditors came
for a consultancy visit to assess the readiness of the school for
accreditation. Consequently, a list of recommendations was given
to the school to comply with, before the school can apply for a
Candidate status. These recommendations included the following:
 Widening and refurbishing of the library
 Increase of library collection to at least 5,000 titles,
copyrighted for the last 10 years
 Repair of comfort rooms
 Repainting of buildings
 Refurbishing of the classrooms
 Provision of fire exits
The PACUCOA recommendations were carried out to their
satisfaction within two years. Subsequently, WIT received
permission for a preliminary visit for six of its programs, which
93
included AB English, BSHRM, BSCompE, BS Biology, BSBA, and BSME,
with the first and second batches comprising the first three and
the last three programs, respectively. In 2014 and 2015,
respectively, these six programs were granted Candidacy Status
after meeting the Team Recommendations.
Later, in November 2017, a Formal Visit was conducted for
the first three programs. Following PACUCOA's recommendations,
FAAP awarded a Level 1 status to AB English, BSHRM, and BSCompE
programs - effective December 2017. The second batch of programs
was scheduled for a Formal Visit in July 2018 with the hope of
also achieving Level I accreditation status for their three
programs.
Student and Faculty Demand
The researchers conducted an online survey through Google
Forms to identify the demand from faculty and students to
implement this program. The following are the questions and the
options imposed:
Faculty
1. Are you currently involved in teaching or conducting
research in the field of tourism management?
 Yes
94
 No
2. Have you previously taught in a tourism management program?
 Yes
 No
3. Do you believe there is a demand for a tourism management
program in our institution?
 Yes
 No
 Maybe
4. In your opinion, what are the key skills and knowledge areas
that a tourism management program should cover?
5. What teaching methods or approaches do you believe are
effective for teaching tourism management courses?
6. What resources or facilities would be necessary to deliver a
high-quality tourism management program?
7. How important is it to establish partnerships with the
tourism industry for internships, guest lectures, and
industry projects within the program?
 Very Important
 Important
 Not Important
95
8. What kind of qualifications or expertise do you think the
faculty members should possess to teach in a tourism
management program?
9. How do you see the tourism management program aligning with
the institution’s overall goals and objectives?
10. What support or professional development opportunities would
you require to ensure the successful delivery of the
program?
11. Are there any additional comments or suggestions you would
like to provide regarding the proposed tourism management
program?
96
Student
1. Are you interested in pursuing a career in the tourism
industry?
 Yes
 No
 Undecided
2. Have you previously considered to pursue tourism management
program?
 Yes
 No
3. How familiar are you with the concept of tourism management?
 Very Familiar
 Somewhat Familiar
 Not Familiar
97
4. What attracts you to a tourism management program? You may
choose in any options that is applicable to your
preferences.
 Career opportunities
 Passion for travel and tourism
 Interest in hospitality and customer service
 International exposure
 Personal interaction
 Flexibility and Mobility
 Practical Learning and Hand-on Experience
5. What specific skills or knowledge do you hope to gain from a
tourism management program? Please give at least three (3)
skills?
6. What mode of learning do you prefer when pursuing tourism
management program?
 Face-to-face
 Online
 Modular
 Blended Learning
98
7. How important are internships or practical work experience
in a tourism management work?
 Very Important
 Somewhat Important
 Not Important
8. What factors are important to you when selecting a tourism
management program? You may choose in any options that is
applicable to your preferences.
 Reputation of the Institution
 Program accreditation
 Faculty expertise
 Job placement rates
 Cost or affordability of the tuition
 Location of the Institution
 Facilities and Equipment
9. How likely are you to enroll in a tourism management program
if it will be offered at our institution?
99
 Very Likely
 Somewhat Likely
 Not Likely
10. How likely would you recommend tourism program to other
students?
 Very Likely
 Somewhat Likely
 Not Likely
11. Are there any additional comments or suggestions you would
like to provide regarding to the proposed tourism management
program?
In order to determine the interest and demand for a tourism
management program at the Western Institute of Technology, the
researchers employed an effective method by conducting a survey
through Google Forms. This survey was thoughtfully shared with
both the faculty and students of the institution, specifically
targeting ten (10) faculty members and one-hundred seventeen
(117) students.
By utilizing Google Forms, the researchers were able to
gather valuable data and insights from the participants. The
100
survey aimed to determine the level of interest among the faculty
and students in having a tourism management program implemented
at the institution.
By meticulously analyzing and assessing the data collected
through the survey, the researchers can gain a comprehensive
understanding of the demand and feasibility of introducing a
tourism management program at the Western Institute of
Technology. This valuable information can guide decision-makers
and stakeholders in making informed choices regarding the
potential implementation of such a program. The following are the
data gathered from the responses of the participants:
Faculty
The faculty that was interviewed by the researchers is
between the ages of twenty-five (25) and fifty (50). There are
seven (7) females and three (1) males. They taught in the fields
of tourism management, hospitality management, social science,
business administration, engineering, and English.
101
Figure 8. Statistical Graph of the Faculty Responses to Question
No. 1
On the first question, they were asked if they are currently
involved in teaching or conducting research in the field of
tourism management. Out of the total 10 responses, 3 of them
answered yes, which is 30%, and 7 of them answered no, which is
70%.
Solving:
Yes: 3 / 10 = 0.3 x 100 = 30%
No: 7 / 10 = 0.7 x 100 = 70%
Figure 9. Statistical Graph of the Faculty Responses to Question
No. 2
102
On the second question, they were asked if they are
currently involved in teaching or conducting research in the
field of tourism management. Out of the total 10 responses, 1 of
them answered yes, which is 10%, and 9 of them answered no, which
is 90%.
Solving:
Yes: 1 / 10 = 0.1 x 100 = 10%
No: 9 / 10 = 0.9 x 100 = 90%
Figure 10. Statistical Graph of the Faculty Responses to
Question No. 3
On the third question, they were asked if they believe there
is a demand for a tourism management program in our institution.
103
Out of the total 10 responses, 9 of them answered yes, which is
90%, and 1 of them answered maybe, which is 10%.
Solving:
Yes: 9 / 10 = 0.9 x 100 = 90%
Maybe: 1 / 10 = 0.1 x 100 = 10%
Figure 11. Proof of the Faculty Responses to Question No. 4
104
On the fourth question, they were asked what skills and
knowledge areas a tourism management program should cover. They
answered cultural competence, marketing and promotion, customer
relations, communication skills, management, interpersonal or
social skills, personality development, high standards of program
offering, service orientation, quality education, and people
skills.
References
Figure 12. Proof of the Faculty Responses to Question No.5
105
On the fifth question, they were asked what teaching methods
or approaches they believe are effective for teaching tourism
management courses. They answered that experiential learning like
field trips, internships, and experiential studies would allow
students to apply what they learned in theory and industry
exposure, OBE and industry-related, practical and real-life
approaches, hands-on experience, a teaching-centered learning
approach, inquiry-based learning, trainings and seminars in order
to open students to current issues and advancements, flexible
learning such as e-learning, and practical methods.
106
On the sixth question, they were asked what resources or
facilities would be necessary to deliver a high-quality tourism
management program; they answered that the institution will hire
qualified faculty to teach tourism management and physical
facilities where students can access them, like computer
laboratories for research, seminar rooms, and meeting spaces that
can facilitate interactive learning and collaboration. Moreover,
affiliation and connections, as well as resorts, laboratory
trips, and industry immersion, financial resources to cater to
all the needed facilities and equipment to implement
this program, continuous improvement to meet the standards,
access to tourism sites, career services offices, student areas,
a tour agency simulation room, connections with tour and travel
agencies that have access to global data and information, and
air-conditioned rooms are some of the needed resources and
facilities.
107
Figure 14. Statistical Graph of the Faculty Responses to
Question No. 7
On the seventh question, they were asked how important it is
to establish partnerships with the tourism industry for
internships, guest lectures, and industry projects within the
program. Out of the total 10 responses, 9 of them answered very
important, which is 90%, and 1 of them answered important, which
is 10%.
Solving:
Very Important: 9 / 10 = 0.9 x 100 = 90%
Important: 1 / 10 = 0.1 x 100 = 10%
108
On the eighth question, they were asked what kind of
qualifications or expertise they think the faculty members should
possess to teach in a tourism management program. They answered
that a qualified faculty member should possess a combination of
academic qualifications and skills to effectively educate and
mentor students. They should also have at least 2
years of industry experience in tourism, be a master's degree
holder, have a license as an educational unit earner, and undergo
regular training and practice good moral conduct.
109
On the ninth question, they were asked how they would see
the tourism management program aligning with the institution's
overall goals and objectives. They answered that tourism
management would be a big help in promoting the wisdom in every
culture each destination has in order to let the students explore
and experience. The other answer was that it should not
be aligned, but it must be required; it is a means of necessity
for holistic learning; it would strongly promote the institution
standard given that the school has already established the
related program; in hospitality management, it will mold students
to be more person-oriented graduates as they can uphold wisdom
and be successful in their field of profession; integrity and
truth in their workplace; the program will make sure that it
shall follow the HEIs standards and promote the core values of
the institution.
110
On the tenth question, they were asked what support or
professional development opportunities were required to ensure
the successful delivery of the program. They answered that in
order to ensure the success of the program, faculties in charge
should require ongoing support and professional development like
trainings and programs, internships, and collaboration programs.
They also answered that it needs development, exposure for the
faculty and industry immersion, continuous seminars, workshops,
and training for the faculties, organizational membership of the
faculty involved, and must deliver a quality service.
111
And on the eleventh question, they were asked if there were
any additional comments or suggestions they would like to provide
regarding the proposed tourism management program. They answered
that it should be implemented, and they believe that the tourism
management program is in demand and provides holistic development
for hospitality and tourism professionals. Offering the program
is feasible, but it just needs full cooperation and enough
resources, time, effort, and a positive outlook, and the program
should be aligned to the curriculum standards of CHED.
112
Students
The students that were interviewed by the researchers were
between the ages of eighteen (18) and thirty (30). There are
twenty-seven or 23.1% in the first-year curriculum, nineteen (19)
or 16.2% in the second-year curriculum, fifty-six (56) or 47.9%
in the third-year curriculum, and fifteen (15) or 12.8% in the
fourth-year curriculum. There are one (1) pansexual, eighty (80)
females, and thirty-six (36) males.
Solving:
First Year: 27 / 117 = 0.2307 x 100 = 23.1%
Second Year: 19 / 117 = 0.1624 x 100 = 16.2%
Third Year: 56 / 117 = 0.4786 x 100 = 47.9%
Fourth Year: 15 / 117 = 0.1282 x 100 = 12.8%
113
Figure 19. Statistical Graph of the Student Curriculum Year
Level
Figure 20. Statistical Graph of the Student Responses to
Question No. 1
On the first question, they were asked if they were
interested in pursuing a career in the tourism industry. Out of
the total 117 responses, 96 of them answered yes, which is 82.1%;
114
9 of them answered no, which is 7.7%; and 12 of them answered
undecided, which is 10.3%.
Solving:
Yes: 96 / 117 = 0.8205 x 100 = 82.1%
No: 9 / 117 = 0.0769 x 100 = 7.7%
Undecided: 12 / 117 = 0.1025 = 10.3%
Question No. 2
On the second question, they were asked if they had
previously considered pursuing a tourism management program. Out
115
of the total 117 responses, 101 of them answered yes, which is
86.3%, and 16 of them answered no, which is 13.7%.
Solving:
Yes: 101 / 117 = 0.8632 x 100 = 86.3%
No: 16 / 117 = 0.1367 x 100 = 13.7%
Question No. 3
116
On the third question, they were asked how familiar they
were with the concept of tourism management. Out of the total 117
responses, 50 of them answered very familiar, which is 42.7%; 66
of them answered somewhat familiar, which is 56.4%; and 1 of them
answered not familiar, which is 0.9%.
Solving:
Very Familiar: 50 / 117 = 0.4273 x 100 = 42.7%
Somewhat Familiar: 66 / 117 = 0.5641 x 100 =
56.4%
Not Familiar: 1 / 117 = 0.0085 x 100 = 0.9%
Question No. 4
117
On the fourth question, they were asked what factors were
important to them when selecting a tourism management program.
Out of the total 117 responses, 50 chose career opportunities,
which is 71.8%; 72 chose passion for travel and tourism, which is
61.5%; 38 chose interest in hospitality and customer service,
which is 32.5%; 36 chose international exposure, which is 30.8%;
25 chose personal interaction, which is 21.4%; 22 chose
flexibility and mobility, which is 18.8%; and 45 chose practical
learning and hands-on experience, which is 38.5%.
Solving:
Career opportunities: 84 / 117 = 0.7179 x 100 = 71.8%
Passion for travel and tourism:
72 / 117 = 0.6153 x 100 = 61.5%
Interest in hospitality and customer size:
38 / 117 = 0.3247 x 100 = 32.5%
International exposure: 36 / 117 = 0.3076 x 100 =30.8%
Personal interaction: 25 / 117 = 0.2136 x 100 = 21.4%
Flexibility and mobility:
22 / 117 = 0.1880 x 100 = 18.8%
Practical learning and Hands-on Experience:
45 / 117 = 0.3846 x 100 = 38.5%
118
Figure 24. Proof of the Student Responses to Question No.5
On the fifth question, they were asked what specific skills
or knowledge they hoped to gain from a tourism management
program. They answered that they may learn communication skills,
cultural awareness, teamwork, improve hospitality interaction
with people, confidence, customer service skill, multi-tasking
skill, customer relationship, flexibility, ability to learn
geographies, professionalism, leadership, language skills,
practical learning experience, interpersonal skills, expertise
training inclined to a tourism program that caters to the needs
of different cultures, industry knowledge, tour guiding, pleasing
personality, ability to work under pressure, proper
119
attitude, organizational, adaptability, cultural sensitivity,
knowledge about business acumen, commercial awareness,
enthusiasm, networking skills, and being focal.
Question No. 6
On the sixth question, they were asked what mode of learning
they prefer when pursuing a tourism management program. Out of
120
the total 117 responses, 112 of them answered face-to-face, which
is 95.7%; 1 of them answered online, which is 0.9%; and 4 of them
answered blended learning, which is 3.4%.
Solving:
Face-to-Face: 112 / 117 = 0.9572 x 100 = 95.7%
Online: 1 / 117 = 0.0085 x 100 = 0.9%
Blended Learning: 4 / 117 = 0.0341 x 100 = 3.4%
Question No. 7
On the seventh question, they were asked how important
internships or practical work experience are in a tourism
management job. Out of the total 117 responses, 108 of them
121
answered very important, which is 92.3%, and 9 of them answered
somewhat important, which is 7.7%.
Solving:
Very Important: 108 / 117 = 0.9230 x 100 = 92.3%
Somewhat Important: 9 / 117 = 0.0769 x 100 = 7.7%
Question No. 8
122
On the eighth question, they were asked what factors are
important to consider when selecting a tourism management
program. Out of the total 117 responses, 58 chose reputation of
the institution, which is 49.6%; 49 chose program accreditation,
which is 41.9%; 50 chose faculty expertise, which is 42.7%; 47
chose job placement rates, which is 40.2%; 58 chose cost or
affordability of the tuition, which is 49.6%; 36 chose location
of the institution, which is 30.8%; and 51 chose facilities and
equipment, which is 43.6%.
Solving:
Reputation of the institution:
58 / 117 = 0.4957 x 100 = 49.6%
Program accreditation: 49 / 117 = 0.4188 x 100 = 41.9%
Faculty expertise: 50 / 117 = 0.4273 x 100 = 42.7%
Job placement rates: 47 / 117 = 0.4017 x 100 = 40.2%
Cost or affordability of the tuition:
58 / 117 = 0.4957 x 100 = 49.6%
Location of the institution: 36 / 117 = 0.3076 x 100 = 30.8%
Facilities and equipment: 51 / 117 = 0.4358 x 100 = 43.6%
123
Question No. 9
On the ninth question, they were asked how likely they were
to enroll in a tourism management program if it was offered at
our institution. Out of the total 117 responses, 76 answered very
likely, which is 65%; 33 answered somewhat likely, which is
28.2%; and 8 answered not likely, which is 6.8%.
Solving:
Very Likely: 76 / 117 = 0.6495 x 100 = 65%
Somewhat Likely: 33 / 117 = 0.2820 x 100 = 28.2%
Not Likely: 8 / 117 = 0.0683 x 100 = 6.8%
124
Question No. 10
On the tenth question, they were asked how likely they were
to recommend a tourism program to other students. Out of the
total 117 responses, 86 answered very likely, which is 73.5%, and
31 answered somewhat likely, which is 26.5%.
Solving:
Very Likely: 86 / 117 = 0.7350 x 100 = 73.5%
Somewhat Likely: 31 / 117 = 0.2649 x 100 = 26.5%
125
Figure 30. Proof of the Student Responses to Question No.11
And on the eleventh question, they were asked if there were any
additional comments or suggestions, they would like to provide
regarding the proposed tourism management program. They answered
that in proposing this program, the institutions must consider
factors such as the availability of resources, and they hope that
this program will be implemented because many students will
benefit from it and be able to become the best version of
themselves, and through this program, they can mold and hone
their skills. Moreover, this program should be taught by
experienced faculty who have knowledge of how the tourism
industry works. The program also needs to connect with the local
communities and must focus on sustainable tourism because this
could include courses on eco-tourism, community-based tourism,
and the impact of tourism on local environments, ensuring that
126
the proposed program is comprehensive, relevant, and prepares
students for successful careers in the tourism industry. It also
offers the students an opportunity to specialize in areas like
adventure tourism and cultural tourism. business events and
conferences, or tourism policy and destination development, and
be able to forge partnerships with local tourism businesses,
hotels, and travel agencies to provide students with internship
opportunities and real-world experience.
Chapter 6
Socio-Economic Desirability
Social Benefits
Based on the results of the survey and the analysis of the
data gathered by the researchers from the responses of their
participants, the following are the social benefits of this
study:
 This proposed tourism management program can provide
specialized knowledge and skills to students, enabling them
to pursue careers in the rapidly growing tourism industry.
This can lead to increased employment opportunities for
local residents, reducing unemployment rates, and promoting
economic stability.
127
 This proposed tourism management program can boost the local
economy by attracting tourists and generating revenue
through accommodation, transportation, dining, attractions,
and other related services. This can contribute to increased
business activity, job creation, and economic growth in the
region.
 This proposed tourism management program can serve as a
catalyst for preserving and showcasing the local cultural
heritage. By promoting cultural tourism, the program can
educate visitors about the region’s traditions, art, music,
dance, and cuisine, fostering a sense of pride among local
communities while preserving their cultural identity.
 This proposed tourism management program can lead to
infrastructure development in the area, benefiting both
tourists and local residents alike.
 This proposed tourism management program can empower local
communities by involving them in the planning and
implementation of tourism initiatives. This can lead to
increased community participation, a sense of ownership, and
128
the opportunity to showcase their unique traditions and
customs, thus fostering community pride and cohesion.
Economic Benefits
Based on the results of the survey and the analysis of the
data gathered by the researchers from the responses of their
participants, the following are the economic benefits of this
study:
 This proposed tourism management program can generate
significant revenue for the region. By offering a tourism
management program, Western Institute of Technology can
produce highly skilled graduates who can contribute to the
growth of the local tourism sector. Increased tourism
activities, such as accommodation, transportation, food, and
attractions, can generate revenue and stimulate economic
growth.
129
 This proposed tourism management program has the potential
to create various job opportunities. With a tourism
management program, Western Institute of Technology can
equip students with the necessary skills and knowledge to
fill positions in hotels, restaurants, travel agencies,
event management companies, and other tourism-related
businesses. This can lead to reduced unemployment rates and
improved livelihoods for local residents.
 This proposed tourism management program encourages
entrepreneurship and the establishment of small and medium-
sized enterprises (SMEs). With a tourism management program,
Western Institute of Technology can nurture and support
aspiring entrepreneurs in developing their tourism-related
business ventures. This can further boost economic activity
and promote innovation within the local economy.
 This proposed tourism management program can attract
visitors through effective tourism management and marketing
strategies which can contribute to the local economy through
their spending. This includes expenditures on
accommodations, meals, transportation, shopping,
entertainment, and recreational activities, thereby
130
injecting money into the local businesses stimulating
economic growth.
 This proposed tourism management program can drive
investment in infrastructure development, leading to
improved facilities not only for tourists but also for the
local population. Such infrastructure developments can have
long-term economic benefits by attracting more visitors and
supporting sustained tourism growth.
Chapter 7
Summary, Conclusion and Recommendations
Summary
This feasibility study was undertaken to thoroughly evaluate
the viability and feasibility of introducing a tourism management
program at Western Institute of Technology. Its primary objective
is to gain a comprehensive understanding of the potential risks
and challenges associated with implementing such a program. The
study also seeks to identify the key factors that could
significantly influence the success of the proposed program.
One critical aspect of the study is to assess the demand for
the program among both the faculty and the students. By
conducting surveys and market research, we aim to gauge the level

131
of interest and enthusiasm for a tourism management program at
Western Institute of Technology. This data will be invaluable in
determining the potential enrollment and the level of
participation from the academic staff.
A crucial consideration is the alignment of the proposed
program with the institution's overarching goals and available
resources. It is vital to evaluate whether the program can
effectively utilize the existing facilities, faculty, and support
services to deliver a high-quality education in tourism
management. The study will analyze the compatibility of the
program with the institution's mission, vision, and strategic
objectives, ensuring its integration into the existing
curriculum.
Furthermore, an in-depth analysis of the current and
projected future demand for skilled professionals in the tourism
industry will be conducted. By examining industry trends, job
market forecasts, and engaging with industry stakeholders, we aim
to ascertain the potential employment opportunities and career
pathways for graduates of the proposed program. This information
132
will help evaluate the program's potential impact on the regional
and national economy.
This comprehensive feasibility study will provide valuable
insights to inform the decision-making process regarding the
introduction of a tourism management program at Western Institute
of Technology. By assessing the risks, evaluating the influencing
factors, and analyzing the demand from both faculty and students,
this study aims to ensure that the proposed program aligns with
the institution's goals, resources, and the growing demand for
skilled professionals in the dynamic field of tourism management.
Conclusion
Based on the data provided in the previous chapters of our
feasibility study, the following are the conclusions of this
study:
 The tourism industry is witnessing an increasing demand for
graduates with expertise in tourism management, leading to a
surge in career opportunities and job placements. This trend
reflects the recognition of the crucial role that well-
trained professionals play in the sustainable growth and
success of the tourism sector.
133
 In implementing this proposed program, the institution will
adhere to the curriculum guidelines laid out by the
Commission on Higher Education (CHED). This ensures that the
program meets the quality standards set by the regulatory
body and is aligned with the national framework for higher
education.
 In the implementation of this program, the institution will
prioritize the recruitment of qualified faculty members in
accordance with the qualification guidelines set by the
Commission on Higher Education (CHED). This commitment
ensures that the program benefits from a highly skilled and
knowledgeable teaching staff, capable of delivering quality
education to students.
 In implementing this program, the institution will
diligently comply with all the necessary requirements to
obtain a Certificate of Program Compliance (COPC). This
certificate is a formal recognition granted by the
Commission on Higher Education (CHED) to ensure that the
program meets the required standards and guidelines set by
the regulatory body.
 The institution is well-equipped with state-of-the-art
facilities and equipment necessary for the successful

134
implementation of the tourism management program. These
resources have been carefully selected and designed to
provide students with a conducive learning environment that
meets industry standards and supports practical training and
skill development.
 Based on a comprehensive cost-benefit analysis, it has been
determined that the institution is financially viable and
well-prepared to meet the needs of the students. The
analysis reveals a remarkable return on investment (ROI) of
238% and an impressively short payback period of 0.48 years.
The institution's financial viability, as evidenced by the
impressive ROI of 238% and short payback period of 0.48
years, reflects its commitment to delivering a high-quality
education and providing students with the necessary tools
for success in the field of tourism management.
Recommendation
Based on the data provided in the previous chapters of our
feasibility study, the following are the recommendations of this
study:
 Based on the survey responses from the faculty, it is
evident that there is a consensus on the demand and
135
potential benefits of implementing the tourism management
program. Faculty members believe that the program can
contribute to the holistic development of hospitality and
tourism professionals.
 The feasibility of offering the program has been
acknowledged, with the understanding that it requires full
cooperation and sufficient allocation of resources, time,
and effort. The successful implementation of the program is
contingent upon the institution's commitment to providing
the necessary support and establishing a positive outlook
towards its development and growth.
 Aligning the program with the curriculum standards
established by CHED (Commission on Higher Education) is
essential. Adhering to these standards ensures that the
program meets the required educational benchmarks and
provides students with a comprehensive and valuable learning
experience.
 Students emphasized the importance of having the necessary
resources to support the program. Adequate infrastructure,
learning materials, and technological tools are essential to
provide students with a high-quality educational experience.
136
 Students expressed their hopes that the program would be
implemented, as they believe it has the potential to benefit
many individuals and allow them to unlock their full
potential. By offering a comprehensive curriculum, the
program can provide students with the opportunity to develop
and refine their skills, preparing them to excel in the
tourism industry.
 It is crucial that the program is taught by experienced
faculty members who possess in-depth knowledge of how the
tourism industry operates. Their expertise will not only
enrich the learning experience but also ensure that students
receive practical and up-to-date insights into the field.
 The program should establish strong connections with local
communities. This can be achieved by incorporating courses
on sustainable tourism, eco-tourism, community-based
tourism, and the impact of tourism on local environments. By
focusing on these aspects, the proposed program will be
comprehensive, relevant, and aligned with industry trends,
equipping students with the necessary skills and knowledge
to succeed in their careers.
 Specialization options, such as adventure tourism and
cultural tourism, can further enhance the program's

137
offerings and cater to diverse interests and career paths
within the tourism industry. Additionally, forging
partnerships with local tourism businesses, hotels, and
travel agencies can provide students with valuable
internship opportunities and hands-on experience, bridging
the gap between classroom learning and real-world
application.
138
References
139
Agawal, P.K. (2021). A Study on Importance of Training and
Development in Hotel & Tourism Industry in Uttarakhand.
Retrieved from
https://www.researchgate.net/publication/353122377_A_
STUDY_ON_IMPORTANCE_OF_TRAINING_AND_DEVELOPMENT_IN_
HOTEL_TOURISM_ INDUSTRY_IN_UTTARAKHAND
Amutha, D. (2016). Economic Impacts of Tourism. Retrieved from
https://www.researchgate.net/publication/256011092_Eco
nomic_Impacts_of_Tourism
Asia-Pacific Economic Corporation. (2017). Introduction to Risk
Management in Tourism. Retrieved from
https://www.apec.org/docs/defaultsource/publications/2
007/4/tourism-risk-management-an-authoritative-guide- to-
managing-crisis-in-tourism-december-2006/toc/
introduction-participants workbook.pdf?sfvrsn= 1afdb 111_1
Barten, M. (2024). Tourism Industry: Everything You Need to
Know About Tourism. Retrieved from
https://www.revfine.com/tourism-industry/
Central Philippine University. (2024). College of
Hospitality Management. Retrieved from
140
https://cpu.edu.ph/college-of-hospitality-management/
Central Philippine University. (2024). Tuition and Fees.
Retrieved from
https://cpu.edu.ph/tuition-and-fees/
Commission on Higher Education. (2018). CMO-62-BS-
Hospitality-Tourism- Management. Retrieved from
https://www..ched.gov.ph/wp-content/uploads /2018/03/CMO-
62-BS-Hospitality-Tourism-Management.pdf
Commission on Higher Education. (2024). List of Higher
Education Institutions. Retrieved from
https://www.ched.gov.ph/list- of-higher-education-
institutions-2/
Economist Intelligence. (202$). Tourism industry insights.
Retrieved from htpps://www.eiu.com/n/global-themes/
tourism-industry-hub/
EduRank. (2024). Western Institute of Technology Rankings.
Retrieved from htpps://www.edurank.org/uni/western-
institute-of-technology/
Monde, J. (2019). Tourism Course: Universities in VISAYAS
Offering Tourism & Related Courses. Retrieved from
https://www.philnews.ph/2019/04/22/tourism-course-
universities-visayas-offering-tourism-related-courses/
141
Philippine Statistics Authority. (2023). Tourism Contributes 62
Percent to GDP in 2022. Retrieved from
https://www.psa.gov.ph/statistics/tourism/node/1684059 873
Plannery. (2024). My Practical View On What a Building
Information Model (BIM) Is, The 3 Types Of BIM, And Why You
Must Accomplish At Least One Of Them. Retrieved from
https://www.plannerly.com/building-information-model/
Slavor, M. & Palapi, R. (2019). Over-Tourism: The Untold
Story of the rise of Sunny Beach, Bulgaria. Retrieved from
https://www.researchgate.net/publication/341707230_ OVER-
TOURISM_THE_UNTOLD_STORY_OF_THE_RISE_OF_SUNNY_
BEACH_BULGARIA#pf9
Statista. (2024). Annual growth rate of the gross value
added generated from the tourism industry (GVATI) in the
Philippines from 2018/19 to 2021/22, by sector. Retrieved
from https://www.statista.com/statistics/1090339/philippine
s-growth-rate-gross-value-added-tourism-industry-by- type/
Statista. (2024). Direct contribution of travel and tourism
to employment in the Asia-Pacific region in 2022, by
142
country or territory. Retrieved from
https://www.statistica.com/statistics/313632/travel-
direct-contribution-to-employment-in-asia-pacific-
countries/
Tourism Today. (n.d.). About The Tourism Industry. Retrieved
from https://www.tourismtoday.com/tourism- careers/about-
industry#:~:text=There%20are%20four%20characteristics%20of,
these%20factors%20must%20be%20managed.
TravelWorld. (2023). Tourism contributes 6.2% to Philippines
GDP in 2022. Retrieved from
https://www.travel.economictimes.inidiatimes.com/news/
destination/global/tourism-contributes-6-2-to-
philippines-gap-in-2022-101017648
Western Institute of Technology. (2016). Accreditation: WIT
Experience. Retrieved from http://www.wit.edu.ph/?p=1102
143
Appendices
Appendix A
Survey Participation Request Letter for the Faculty
144
April 8, 2024
Dear Professor, ____________________________
I hope this letter finds you in good health. We are writing to
request your participation in a brief survey regarding the
feasibility study entitled "WESTERN INSTITUTE OF TECHNOLOGY BSTM:
A FEASBILITY STUDY.".
As a valued member of the teaching faculty at Western Institute
of Technology, your insights and feedback are crucial in shaping
the potential program and ensuring its success. We highly value
your expertise and opinion, which is why we kindly request your
active participation in this survey.
The purpose of this survey is to gather opinions and suggestions
from the teaching faculty regarding the proposal for the Tourism
Management Program. Your input will greatly contribute to the
development and improvement of the program, addressing relevant
industry requirements and integrating innovative teaching
methodologies that align with the Western Institute of
Technology's educational standards.
The survey is designed to be concise and will not take much of
your valuable time. Your responses will remain completely
confidential and will be used solely for research and program
development purposes. Your feedback will help us determine the
potential success and impact of the proposed tourism management
program.
Your participation in this survey is vital, as it will ensure
that the program caters to the needs and interests of both our
students and the tourism industry. I kindly request that you
complete the survey by April 10, 2024, as we are eager to gather
a comprehensive range of perspectives from the teaching faculty.
To participate in the survey, please click on the following link:
https://forms.gle/1mUWNzRYNsiX8wUz5. Should you have any
questions or encounter any difficulties, please do not hesitate
to inform us directly. Your support and cooperation in this
endeavor are greatly appreciated.
Thank you in advance for your time and contribution to this
important initiative. We look forward to receiving your valuable
input and working together towards the development of a
successful tourism management program at Western Institute of
Technology.
145
Sincerely,
Ypryl Cynth Ardiente

Ira Kryst Campańero
Conrado Gelera
Jeja Rose Magbanua
Angelica Olaira _________________________________
Researchers Name and Signature of the Faculty
Appendix B
Survey Participation Request Letter for the Student
April 8, 2024
146
Dear, ____________________________________
I hope this letter finds you in good health. We are writing to
request your participation in a brief survey regarding the
feasibility study entitled "WESTERN INSTITUTE OF TECHNOLOGY BSTM:
A FEASBILITY STUDY.".
We kindly request your permission to answer this survey form with
the intention of obtaining comprehensive feedback regarding the
proposed tourism management program. The survey will cover
various aspects of the questions, including your personal data
and relevant questions to the study.
We assure you that the survey will be conducted in a professional
and unbiased manner. All responses will be kept strictly
confidential, and the data collected will be used solely for
academic research purposes. We are also willing to share the
summarized findings with the institute's administration for their
perusal and consideration.
We understand the value of time, and we greatly appreciate your
consideration of this request. Should you grant the necessary
permission, we will ensure that the survey is distributed
efficiently and within a designated timeframe. Additionally, we
are open to any suggestions or guidelines you may have regarding
the survey process.
We are confident that the insights gathered through this survey
will prove instrumental in evaluating the feasibility and
desirability of implementing the proposed tourism management
program. It would be a significant step towards enriching the
educational offerings at Western Institute of Technology and
preparing students for promising careers in the field of tourism.
Thank you for your attention to this matter. We look forward to
receiving your favorable response. To participate in the survey,
please click on the following link:
https://forms.gle/1mUWNzRYNsiX8wUz5.
Should you have any questions or require further clarification,
please do not hesitate to reach out to us.
Sincerely,
Ypryl Cynth Ardiente
Ira Kryst Campańero
147
Conrado Gelera
Jeja Rose Magbanua
Angelica Olaira _________________________________
Researchers Name and Signature of the Student
Appendix C
Google Form Format
148
Appendix D
Documentation
149
Presenting the Participation Request Letter
150
151
Answering the Google Form
152
153
Appendix E
Curriculum Vitae
154
MS. YPRYL CYNTH Q. ARDIENTE

Brgy. Tuburan, Lambunao, Iloilo
ardiente.yprylcynthqhm2009@gmail.com
09300530081
PERSONAL DATA
DATE OF BIRTH: APRIL 5, 2002
WEIGHT: 43 KG.
HEIGHT: 158 CM.
RELIGION: ROMAN CATHOLIC
NATIONALITY: FILIPINO
CIVIL STATUS: SINGLE
EDUCATIONAL BACKDROUND
TERTIARY
BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT
LUNA ST., LAPAZ, ILOILO CITY
2021 – PRESENT
SENIOR HIGH SCHOOL

POTOTAN NATIONAL COMPREHENSIVE SCHOOL
S.Y. 2019 – 2020
BRGY. CAYUAN, POTOTAN, ILOILO
JUNIOR HIGH SCHOOL
BINABA-AN NATIONAL HIGH SCHOOL
S.Y. 2017 – 2018
BGRY. BINABA-AN LABAYNO, LAMBUNAO, ILOILO
155
ELEMENTARY
TUBURAN ELEMENTARY SCHOOL
S.Y. 2012 – 2013
BRGY. TUBURAN, LAMBUNAO, ILOILO
SEMINARS & TRAININGS ATTENDED,

AFFILIATED CLUB/ORGANIZATION
SEMINARS
“MIXOLOGY 102: THE ART OF LOCAL FLAVOURS ON MODERN FLAIRTENDING”
A BARTENDER DREAM: LEARNING HOW TO MIX YOUR OWN COCKTAIL
LUNA ST., LA PAZ, ILOILO CITY
FEBRUARY 10, 2022
“THE CRAFT AND ART OF MODERN BARTENDING”

FEBRUARY 10, 2022
“FOOD PRESENTATION AND PHOTOGRAPHY & TRENDS IN BREAD AND PASTRY”

OCTOBER 2022
TRAINING
ON JOB TRAINING
SMALLVILLE, ILOILO
2023
SKILLS
ABILITY TO DO MULTI – TASKING
TIME MANAGEMENT
REFERENCES
DR. JOHN REYNAN V. CASPE

DOCTOR IN HOSPITALITY MANAGEMENT
156
DR. RUBIE C. LENCIOCO

HEAD, HOSPITALITY MANAGEMENT DEPARTMENT
MS. IRA KRYST CAMPAŃERO

Brgy. Gumboc, Leon, Iloilo
campanero.irakrysthm2009@gmail.com
09453361637
157
PERSONAL DATA
DATE OF BIRTH: JUNE 09, 2002
WEIGHT: 41 KG.
HEIGHT: 152 CM.
TERTIARY
2021 – PRESENT
SENIOR HIGH SCHOOL

LEON NATIONAL HIGH SCHOOL
S.Y. 2019 – 2020
F. CABARLES ST., LEON, ILOILO
JUNIOR HIGH SCHOOL

LEON NATIONAL HIGH SCHOOL
S.Y. 2015 - 2019
F. CABARLES ST., LEON, ILOILO
158
ELEMENTARY
JARO 1 ELEMENTARY SCHOOL
S.Y. 2008 – 2015
CUARTERO ST., JARO, ILOILO CITY

SEMINARS
FEBRUARY 10, 2022

FEBRUARY 10, 2022

OCTOBER 2022
“FOOD SAFETY AND QUALITY CONTROL IN RESTAURANT INDUSTRY”

2023
TRAINING
ON JOB TRAINING
SMALLVILLE, ILOILO
2023
SKILLS
GOOD COMMUNICATION SKILLS
CAN WORK INDEPENDENTLY NOR AS A TEAM
159
TIME MANAGEMENT
RESPONSIBLE
REFERENCES


MR. CONRADO G. GELERA JR.

Brgy. Baras, Guimbal, Iloilo
gelera.conradojrhrm2009@gmail.com
09563916321
160
PERSONAL DATA
DATE OF BIRTH: MARCH 01, 2000
WEIGHT: 80 KG.
HEIGHT: 170 CM.
TERTIARY
2021 – PRESENT
SENIOR HIGH SCHOOL

GUIMBAL NATIONAL HIGH SCHOOL
S.Y. 2018 – 2019
RIZAL ST., GUIMBAL, ILOILO
JUNIOR HIGH SCHOOL

GUIMBAL NATIONAL HIGH SCHOOL
S.Y. 2013 - 2017
RIZAL ST., GUIMBAL, ILOILO
ELEMENTARY
CABASI STA. ROSA ELEMENTARY SCHOOL
161
S.Y. 2008 – 2014

BRGY. STA. ROSA, LAGUNA, ILOILO

SEMINARS
FEBRUARY 10, 2022

FEBRUARY 10, 2022

OCTOBER 2022
TRAINING
ON JOB TRAINING
DAYS HOTEL
2023
SKILLS
COOKING
ABILITY TO DO MULTI - TASKING
TIME MANAGEMENT
162
TEAMWORK
REFERENCES


MS. JEJA ROSE M. MAGBANUA

Brgy. South San Jose Molo, Iloilo City
magbanua.jejarosemhm2009@gmail.com
09454668631
163
PERSONAL DATA
DATE OF BIRTH: JANUARY 07, 2001
WEIGHT: 70 KG.
HEIGHT: 156 CM.
TERTIARY
2021 – PRESENT
SENIOR HIGH SCHOOL

COLEGIO DEL SAGRADO CORAZON DE JESUS
S.Y. 2018 – 2020
GENERAL HUGHES ST., ILOILO CITY
JUNIOR HIGH SCHOOL

ILOILO CITY NATIONAL HIGH SCHOOL
S.Y. 2014 - 2018
M.H. DEL PILAR ST., MOLO, ILOILO CITY
ELEMENTARY
I. ARROYO ELEMENTARY SCHOOL
S.Y. 2008 – 2014
FUNDIDOR, MOLO, ILOILO CITY
164

SEMINARS
“COMPUTER LITERACY TRAINING SEMINAR”
INTERFACE COMPUTER COLLEGE
DIVERSION ROAD, ILOILO CITY
JULY 2017 – SEPTEMBER 2017

FEBRUARY 10, 2022

FEBRUARY 10, 2022

OCTOBER 2022
“FIESTA KUCHA, ISTORYA TA!”

HARNESSING POTENTIAL OF THE CREATIVE INDUSTRY IN WESTERN VISAYAS
ZURI HOTEL – ILOILO BENGINO AQUINO AVENUE
BOLILAO, MANDURRIAO, ILOILO
DECEMBER 12, 2023
TRAINING
WORK IMMERSION
VILLA SAGRADO
GENERAL HUGHES ST., ILOILO CITY
2019
ON JOB TRAINING
MABBY’S VIEW BEACH RESORT
ALEGRE, OTON, ILOILO
2023
165
SKILLS
TEAM ORIENTED SKILLS
COMMUNICATION SKILLS
FOOD AND BEVERAGE SKILLS
MULTI – TASKING SKILLS
DECISION – MAKING
ATTENTION TO DETAIL
PROFESSIONALISM
COORDINATION SKILLS
REFERENCES


MS. ANGELICA P. OLAIRA

Brgy. Inagdangan Sur Zarraga, Iloilo
olaira.angelicahm2009@gmail.com
09382389595
166
PERSONAL DATA
DATE OF BIRTH: November 10, 2002
WEIGHT: 57 KG.
HEIGHT: 150 CM.
TERTIARY
2021 – PRESENT
SENIOR HIGH SCHOOL

ZARRAGA NATIONAL HIGH SCHOOL
S.Y. 2019 – 2021
BRGY. JALAUD NORTE, ZARRAGA, ILOILO
JUNIOR HIGH SCHOOL

ZARRAGA NATIONAL HIGH SCHOOL
S.Y. 2015 - 2019
BRGY. JALAUD NORTE, ZARRAGA, ILOILO
ELEMENTARY
ZARRAGA CENTRAL ELEMENTARY SCHOOL
S.Y. 2008 – 2015
ZARRAGA, ILOILO
167

SEMINARS
FEBRUARY 10, 2022

FEBRUARY 10, 2022

OCTOBER 2022
“FOOD SAFETY AND QUALITY CONTROL IN RESTAURANT INDUSTRY”

2023
TRAINING
ON JOB TRAINING
WESTERN INSTITUTE OF TECHNOLOGY PRACTICUM CENTER
2023
SKILLS
ADAPTABILITY
SOCIAL MEDIA PROFICIENCY
ABILITY TO DO MULTI -TASKING
TIME MANAGEMENT
168
TEAMWORK
ATTENTION TO DETAIL
REFERENCES


169

Western Institute of Technology BSTM A Feasibility Study Chapters 1 7

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Western Institute of Technology BSTM A Feasibility Study Chapters 1 7

Uploaded by

Copyright:

Available Formats

WESTERN INSTITUTE OF TECHNOLOGY

Luna St., La Paz Iloilo City

Introduction to the Study

Background of the Study

The tourism industry thrives on innovation and

entrepreneurship. By offering a tourism management program,

institutions can foster a culture of innovation among students.

Tourism has a considerable contribution in our economy. According

to the Philippine Statistics Authority (PSA), inbound tourism

expenditure posted the highest growth in 2022, from 27.63 billion

pesos in 2021 to 368.67 billion pesos. Domestic tourism

expenditure grew by 92.3%, reaching 1.50 trillion pesos. In 2022,

employment in the tourism sector also improved.

As countries seek to capitalize on this growth, there is a

growing demand for skilled professionals in tourism management

who can effectively manage and navigate the complexities of the

industry (Smith, 2021). However, despite the increasing demand,

there is a limited availability of qualified professionals in the

field. Academic institutions play a crucial role in bridging this

gap by offering specialized programs in tourism management that

equip students with the necessary knowledge, skills, and

competencies required to succeed in the industry (Taylor, 2018).

The applicability of offering a tourism management program,

relies on several crucial factors that require careful

examination (Mahfouz, 2017. Firstly, the rising popularity of

experiential travel and sustainable tourism practices has created

a demand for professionals who possess a deep understanding of

traditional travel and hospitality, as well as the ability to

plan and manage tourism activities that prioritize environmental,

social, and economic sustainability. This shift underscores the

importance of comprehensive and adaptable curriculum that

incorporates the latest industry trends and technologies.

Furthermore, the institution’s advantageous location, its

ability to forge partnerships with industry stakeholders, and the

potential for practical and experiential learning opportunities

are key factors that enhance the program’s significance and

attractiveness (Thorton, 2019). By enabling students to actively

engage with the tourism sector through internships, field

studies, and collaboration with industry experts, the program,

can deliver a comprehensive and immersive educational experience.

Ultimately, the introduction of a tourism management program goes

beyond meeting the industry’s changing demands, it is an

investment in nurturing the next generation of innovative leaders

and valuable contributors to the global tourism arena.

While several institutions worldwide offer tourism

management programs, there is a need to assess the applicability

and effectiveness of these programs in meeting the evolving needs

of the industry. By conducting this feasibility study, it aims to

gain valuable insights into the applicability and feasibility of

offering a tourism management program. The findings will inform

decision-making processes regarding curriculum development,

industry partnerships, and resource allocation, ultimately

contributing to the institution’s vision of preparing students

for successful careers in the dynamic field of tourism

The Western Institute of Technology stands at the cusp of an

innovative leap with the proposed development of a Tourism

Management Program. This initiative is not just a step forward in

diversifying the institute's academic offerings but a leap into

preparing students for the dynamically evolving tourism industry.

The program aims to equip students with a comprehensive

understanding of tourism management, including sustainable

practices, digital advancements in tourism, and global tourism

trends, ensuring they are well-prepared to meet the challenges