HOSPITALITY MANAGEMENT GRADUATE CERTIFICATION AND
EMPLOYABILITY IN LOKOJA, KOGI STATE CAPITAL CITY, NIGERIA
SUNDAY MUSA ADAMA (MBA)
T129F/33554/2014
A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE AWARD OFTHE DEGREE OF MASTER OF SCIENCE INHOSPITALITY MANAGEMENT IN THE
SCHOOL OF HOSPITALITY AND TOURISM OF
KENYATTA UNIVERSITY
MARCH, 2017
ii
iii
DEDICATION
This work is dedicated to the glory of Almighty God and to the benefit of mankind most especially the present and aspiring hospitality management professionals.
iv
ACKNOWLEDGEMENT
This study would not have succeeded without valuable contributions from a number of persons and institutions. I am highly indebted to Dr Alice Ondigi and Dr. Rahab
Mugambi who tirelessly and thoroughly guided me through the research work in their capacities as 1st and 2nd Supervisor respectively.
I appreciate the contributions of all the academic and non-academic staff of School of
Hospitality and Tourism Management, Kenyatta University, Nairobi to mention but a few: Dr R. Khayiya; Dr C. Muringi; Dr M. Mutungi; Dr A. Kariuki; Dr M. Miricho;
Dr R. Mutinda; Dr V. Maranga; Dr M. Wandolo; Dr E. Munyiri; Dr S. Maingi; Dr P.
Chege; Barrister F. Kaburu; Ms T. Kinuthia; Ms J. Bitok: Ms B. Kamau; Mr M.
Sisinio; Mr E. Ndubi and Ms C. Mutua towards the successful completion of my MSc education at the university.
To Pastor Ali Haruna and family I am highly indebted for the love and tremendous supports they gave me towards my study in Kenya
I am equally grateful to the staff and students of the departments of Hospitality and
Tourism Management of Federal Polytechnics in Idah, Auchi and Bida for assisting me greatly during the data collection.
The management and staff of the hospitality outfits and boards that served as respondents to this study are equally appreciated.
v
TABLE OF CONTENTS
DECLARATION ...... Error! Bookmark not defined. DEDICATION ...... iii ACKNOWLEDGEMENT ...... iv TABLE OF CONTENTS ...... v LIST OF TABLES ...... viii LIST OF FIGURES ...... ix OPERATIONAL DEFINITION OF TERMS ...... xi ABSTRACT ...... xv CHAPTER ONE: INTRODUCTION ...... 1 1.1 Background of the Study...... 1 1.2 Problem Statement ...... 6 1.3 Purpose of the Study ...... 8 1.4 Objectives of the Study: ...... 8 1.5 Research Hypotheses ...... 9 1.6 Significance of the Study ...... 10 1.7 Delimitation/Scope of the Study: ...... 10 1.8 Limitations of the Study...... 11 1. 9 The Study Assumptions ...... 12 1.10 Conceptual Frameworks ...... 13 1.10.1 Assessment of Training Facilities and Training for Employability ...... 14 1.10.2 Assessment of Curriculum for Hospitality Higher Education ...... 15 1.10.3 Career Selection/Guidance/Interest of the Students ...... 15 1.10.4 Admission Exercise ...... 16 1.10.5 Labour force skill preference by HTM Employers of Labour ...... 16 1.10.6 Gender Factor ...... 16 1.10.7 Employment Challenges ...... 17 1.10.8 Interventions of Government and NBTE ...... 17 1.10.9 Hospitality Management Graduate Employability...... 18 CHAPTER TWO: LITERATURE REVIEW ...... 19 2.1 Introduction ...... 19 2.2 Hospitality Education at Higher Level ...... 20 2.3 Certification/Accreditation of HTM Graduate Programme ...... 21 vi
2.4 Certification of Hospitality Management Graduates ...... 23 2.5 Curriculum and Hospitality Employment ...... 24 2.6 Training/Facilities for Hospitality Education ...... 26 2.7 Labour force Skill Preference and Perception...... 27 2.8 Gender Factor ...... 29 2.9 Employability/Employment Challenges ...... 30 2.10 Theoretical Framework ...... 31 2.11 Summary of Literature Gaps ...... 33 CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ...... 35 3.1 Introduction ...... 35 3.2 Research Design ...... 35 3.3 The Study Area ...... 37 3.4 Target Population ...... 40 3.5 Sampling Techniques ...... 41 3.6 Sampling Size ...... 42 3.7 Research Instruments ...... 43 3.8 Pre-Testing ...... 43 3.9 Validity and Reliability ...... 43 3.10 Data Collection Technique ...... 44 3.11 Data Analysis ...... 45 3.12 Logical/Ethical Consideration ...... 47 CHAPTER FOUR: FINDINGS AND DISCUSSION ...... 48 4.1 Introduction ...... 48 4.2 Overview of the Study ...... 48 4.2.1Response Rate ...... 48 4.2.2 Gender Distribution ...... 49 4.2.3 Career Influence ...... 49 4.3 Descriptive Analysis and Presentation of Data ...... 51 4.3.1 Certification and Employability of HTM Graduates ...... 51 4.3.2 Labour Preference ...... 55 4.3.3 Gender Factor ...... 57 4.3.4 HTM Graduate Employment Challenges ...... 59 4.4 Hypotheses Testing, Reporting ...... 67 4.4.1 Hypothesis 1 (H01): ...... 67 vii
4.4.2Hypothesis 2 (H02):...... 72 4.4.3Hypothesis 3 (H03):...... 74 4.4.4 Hypothesis 4 (Ho4): ...... 76 4.5 Employment challenges identified by the Trainers ...... 77 CHAPTER FIVE: SUMMARY, CONCLUSIONS & RECOMMENDATIONS 81 5.1 Introduction ...... 81 5.2 Summary of Findings ...... 81 5.3 Conclusion ...... 83 5.5 Recommendations for Further Research Work ...... 85 REFERENCES ...... 86 APPENDICES ...... 93 APPENDIX 1: PERMIT TO CONDUCT RESEARCH ...... 93 APPENDIX 2: BUDGET/WORK PLAN ...... 94 APPENDIX 3: QUESTIONNAIRE INTRODUCTORY LETTER ...... 95 APPENDIX 4: QUESTIONNAIRE FOR HTM TRAINERS/LECTURERS ...... 96 APPENDIX 5: QUESTIONNAIRE FOR HTM STUDENTS IN SESSION ...... 99 APPENDIX 6: QUESTIONNAIRE FOR HTM GRADUATES ...... 100 APPENDIX 7: QUESTIONNAIRE FOR HTM EMPLOYERS OF LABOUR ...... 102 APPENDIX 8: QUALITATIVE DATA OBTAINED FROM FOCUS GROUP ..... 104 APPENDIX 9: NBTE STANDARDS ...... 107 APPENDIX 10: THE FEDERAL POLYTECHNIC, IDAH ...... 109 APPENDIX 11: THE FEDERAL POLYTECHNIC, BIDA ...... 113 APPENDIX 12: AUCHI POLYTECHNIC, AUCHI ...... 114 APPENDIX 13: LIST OF RECOGNIZED POLYTECHNICS IN NIGERIA ...... 116 APPENDIX 14: HOTEL GRADING IN LOKOJA, NIGERIA ...... 123 APPENDIX 15: KOGI STATE RECOGNIZED HOSPITALITY OUTFITS ...... 124 APPENDIX 16: PICTURE SHOWING A CROSS-SECTION OF GRADUATE... 125
viii
LIST OF TABLES
Table 3.1: Sample Sizes for the Research...... 40
Table 3.2: Research Objectives, Analysis Methods and Justification ...... 46
Table 4.1: Questionnaire Distribution to Respondents ...... 48
Table 4.2: Gender of Respondents ...... 49
Table 4.3: Certification Variables Rated by the Trainers ...... 51
Table 4.4: Certification Variables Rated by the Graduates in Employment ...... 52
Table 4.5: Certification Variables Rated by the Students...... 53
Table 4.6: HTM Graduate Employability Assessment by the Employers...... 54
Table 4.7: Employers‟ Responses to Dichotomous Questions ...... 59
Table 4.8: HTM Graduate Employment Challenges as Rated by the Employers ...... 60
Table 4.9: HTM Graduate Employment Challenges as Assessed by the Trainers ..... 63
Table 4.10: Open-ended Questions as Answered by HTM Trainers ...... 65
Table 4.11: Open-ended Questions as Answered by HTM Graduates ...... 66
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LIST OF FIGURES
Figure 1.1 Conceptual Frameworks in Respect of HTM Graduate Employability ..... 13 Figure 4.1: Hospitality Career Influence ...... 50
Figure 4.2: Labour Preference ...... 55
Figure 4.3: Labour Preference by Organizations ...... 56
Figure 4.4: Gender Distributions of Respondents ...... 58
x
ABBREVIATIONS/ACRONYMS
ANOVA Analysis Of Variance
CED Centre for Entrepreneurship Development
CI Confidence Interval
FGD Focus Group Discussants
FGN Federal Government of Nigeria GCE General Certificate of Education GDP Gross Domestic Product HND Higher National Diploma HTM Hospitality Management ICT Information and Communication Technology IGR Internally Generated Revenue ILO International Labour Organization KSH Kenya Shilling NABTEB National Business and Technical Examination Board NBTE National Board for Technical Education
ND National Diploma NDE National Directorate of Employment
NECO National Examination Council NOAS National Open Apprenticeship Scheme
NYSC National Youth Service Corps SAP Structural Adjustment Programme
SIWES Supervised Industrial Work Experience SSCE Senior Secondary School Certificate USA United State of America WASC West African School Certificate WTTC World Travel and Tourism Council
xi
OPERATIONAL DEFINITION OF TERMS
Calculated minimum sample size: A minimum number of respondents derived from a study population and considered ideal to be targeted.
Categorical variables: These are qualitative variables that describe a certain outcome, selection or trait non-numerically although some categorical data can still have an order (ordinal data) and so treated as quantitative data.
Certification: A license, declaration or professional qualification that validates a person’s ability in a task.
Convenience sampling technique: A technique that is simple and conveniently used in selecting respondents as they are identified on quota representation (Bradley, 2013;
Brotherton, 2008).
Cross-tabulated data: This is a data with joint frequency distribution of cases on two or more categorical variables.
Demographic variables: These are variables that could be classified into gender, religion, race, age, income or different affiliations.
Descriptive research method: This is a qualitative research approach that is common in social sciences in the quest to obtain research data through describing or qualifying a phenomenon.
Dichotomous variable: A variable that can take only two possible values; yes or no, true or false, 0 or 1, and so on.
Employability: This is the capacity of an individual to function in job and be able to move between jobs. It is all about building capacity for working to achieve goals
(Marija, 2013; FGD, 2015).
Global economic meltdown: Economic depression and fall from expectation on a world-wide dimension and cause. xii
Graduate: A product of an approved skill or training programme found qualified in learning and character for the purpose of that training (FGD, 2015).
High content validity: A research condition that is adequately enriched to achieve the desired result of a test.
High-class hotels: These are hotels similar to three-star and above and rated high- class by Kogi State Government, Nigeria. Such hotels have properties that deliver a broad range of amenities that exceed above-average accommodation needs, good quality service, design and physical attributes are typically fit for purpose to match guest expectations. Hotels of this class had a minimum of 100 bedroom accommodation.
Hospitality industry: This is an industry that is concerned with the provision of physiological and physiological comfort of guests and visitors within define levels of service such as accommodation, food, drinks and entertainments. The industry includes hotels, restaurants, fast food centres, outdoor catering, etc.
Hospitality Management graduates: Products of recognized tertiary education with at least bachelor degree or Higher National Diploma (HND) in Hospitality
Management.
HTM Employers of labour: Employers of labour for hospitality industry such as hotel owners and managers.
HTM graduates in employment: Holders of at least HND or Bachelor degree in hospitality management that are employed in the hospitality industry
HTM Trainers: These are lecturers, teachers or instructors in hospitality tertiary institutions.
Local content advocacy: Federal Government of Nigeria’s policy that is aimed at providing special concession to the advantage of only the indigenes of an area. xiii
Low-class hotels: These are similar to one-star rating and offer budget facilities without compromising cleanliness or guest security; access fee-based services or facilities upon request. Hotels of this class had a minimum of 25 bedroom accommodation.
Medium-class hotels: These are hotels similar to two-star rating. They have properties that focus on the needs of price-conscious guests; service and facilities are typically limited to keep room rates affordable and competitive but may be available upon request or fee-based. Hotels of this class had a minimum of 75 bedroom accommodation.
Nigeria Vision 20:2020 Agenda: The aspiration of the Federal Government of
Nigeria to move the nation forward; by at least, being one of the first 20 economies of the world by the year 2020.
Other hospitality outfits: These are other hospitality firms recognized by the Kogi
State Government. They include fast food centres, restaurants and supermarkets with modest improvements in the quality and condition of guest facilities.
Primary data: This is a first-hand data obtained by a researcher on a particular area of study
Purposive sampling technique: A sampling technique that is built around the reasons for the research or study.
Qualitative approach: This is a descriptive approach intended to answer the questions of why, which or how in a study Bryman (2012); Leedy and Ormond
(2010).
Quota sampling technique: A research sampling technique that ensures every segment of the study population is duly represented in the sample size for the study
(Jonker and Pennin 2010, Lim and Ting, 2012), xiv
Secondary data: A research data that is not primarily obtained or collected by the researcher but through medium such as library, mass media and third parties.
Self-efficacy: The ability to perform a task and achieve personal goals.
Tertiary institutions: Higher educational institutions beyond secondary educational level.
Un-employability: Not having the needed skill or capability for employment (not employable).
Unemployment: The state of not having a job even when the applicant is competent.
Underemployment: A situation one is employed to carryout duties that are far below his/her competencies.
Work-life-balance: A system wherebythe juggling act between paid jobs and other human endeavours is effectively managed to the benefit of both the employers and employees.
xv
ABSTRACT
The purpose of this study is the need to address the global outcry on graduate unemployment with particular focus on Nigerian employability skills that underpin certification of the hospitality graduates feared not to have been optimally matched with the industry‟s expectations and entrepreneurial opportunities available at the grass root like Lokoja, the Kogi State capital. The study population (981) involved 55 employers and 283 employees in selected hospitality firms in Lokoja; 67 trainers, and 568 students of three hospitality management tertiary institutions within and around Kogi State. An 8-member focus group discussant was drawn from relevant stakeholders and also included in the study population. Sample size for each category of respondents was based on quota, convenience and purposive sampling techniques and all totaled 529. Mixed research design by a way of methodical triangulation was used through structured and unstructured questionnaires, and focus group discussants to increase the validity of evaluation and research findings as common a social phenomenon. Structured form of questionnaire was used in areas quantitative data were required for the study while unstructured form of questionnaire was used to obtain qualitative data through descriptive method. Descriptive statistics involving percentages, bar charts, pie charts, mean and standard deviations were used to explain and illustrate some of the study findings while Friedman test, Wilcoxon Signed-rank test, Mann-Whitney test, Binomial test, and Chi-Square were used to verify the study hypotheses and eventual findings reported. Previous studies were concentrated on general graduate and youth unemployment matters without much being zeroed down to that of hospitality management graduates. Gender inequality, labour force skill preference and un-employability challenges were reported as problems synonymous with hospitality industry. Sequel these standpoints this study had all its hypotheses stated in null at 95% confidence level. The research tested and rejected all the null hypotheses since they were found to be statistically significant at 95% confidence level (p < .05). Certification of hospitality management graduates was found to have positive influence on employability in hospitality industry in Lokoja (omnibus report of Friedman test showed a p value of < 0.008). Unskilled labour force and HTM graduate employability were no closed substitutes to one another. Qualified workforce was the most preferable by the employers of labour in Lokoja (the p value of 0.015 gave 1.5% chances of accepting the null hypothesis and so had to be rejected). Gender and HTM graduate employability were significantly associated to indicate that certain HTM graduate employability were dependent on gender (p value = 0.004). The research also found employment challenges looming on the HTM graduates in Lokoja and recommended that government and stakeholders should enhance and sustain the employability criteria of the graduates through right certification exercises, gender equality and work-life-balance, and enabling business environment.
1
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
From the global and historical perspectives hospitality industry is as old as humanity and it cuts across all facets of human endeavor; be it at home, office, while travelling or on leisure
(Roberson, Kleynhans, & Coetzee, 2014). In the study carried out by Negi, Tiwari and
Singh (2014) the practice of hospitality was reckoned as a relationship between a guest and a host in diverse and specialized forms with liberality and goodwill. In short, it is the act or practice of being hospitable to visitors, strangers or guests. The industry, according to
Rahman (2014); Kuslavan (2003), is closely interwoven with the tourism industry to the point that the use of umbrella term „hospitality and tourism industry‟ in most cases is imperative. However, Negi et al. (2014) identified hospitality as an industry in its own since it meets the needs of customers other than tourists.
Hospitality industry has in many ways significantly depicted a country‟s growth and prosperity through the standard of food and accommodation available in a destination following the impression and image of that place in the mind of the traveler (Negi, et al.,
2014). No wonder the most outstanding and charming structures in most cities are mostly linked to hospitality industry.
According to Foskett and Ceserani (2007); Lew (2011); Negi et al (2014); Ungui, Asilo,
Asilo, Magmanlac, Mira and Ylagan (2014); the hospitality business is „a people industry‟ since it employs more workers (skilled and unskilled) per dollar invested compared to other industries. The restaurant business in the United States of America (USA), according to 2
Tews and Van Hoof (2012), is a big business since it employs approximately 12.8 million individuals in about 960,000 locations while the lodging industry generates approximately
134 billion dollars in revenues annually. In India, according to Negi, et al. (2014), hospitality and tourism industry is estimated to create 78 jobs per million rupees of investment compared to 45 jobs in manufacturing sector for similar investment. Donina and Luka (2014) quoted estimate made by International Labour Organization (ILO) on job creation by the hospitality industry as 8% of global employment (ILO, 2011). In similar vein, World Travel and Tourism Council estimate that by the year 2023 nine point nine percent (9.9%) of the global employment will be directly or indirectly related to hospitality and tourism industry (WTTC, 2013).
Kenya Ministry of State for Planning, Development and Vision 2030, according to Kyule
(2013), identified that the nation‟s hospitality industry recorded a growth of 4.2% in 2010 and 5% in 2011 with increased earnings from 73.3 ksh billion to 97.9 ksh billion towards her Gross Domestic Products (GDP). To Roberson et al. (2014), the hospitality industry is the 6th contributor to the global economy but the largest service sector industry and so labour-intensive. This single fact makes the developed and developing economies to champion hospitality and tourism industry as a panacea for unemployment (Rahman, 2014).
Significant improvement came into the hospitality industry following the adoption of defined means of exchange, and the Industrial Revolution of 1700s (Sheela, 2007).
According to Kyule (2013), the hospitality and tourism industry in Kenya and Uganda started at Kenyan coast through the pioneering efforts of the Arab traders and the workers that constructed the Kenya-Uganda railway link. Kyule (2013) added that the establishment of catering and accommodation facilities along the railway lines and inland towns such as 3
Nairobi, Nakuru and Kisumu became imperative. In similar vein, the Nigerian hospitality industry is traceable to the introduction of railway transport services into the country in
1898 under the British colonial government.
Realizing the relevance of hospitality industry to the economic transformation of nations, the establishment of its training institutions at lower and graduate levels (national and international) became imperative (Harkison, Poulston & Kim, 2011; Chi & Gursoy, 2009).
Kenya Utali College was established in 1975 to train personnel that could meet with the manpower need of the hospitality and tourism industry just as some public and private universities and polytechnics followed afterward with hospitality programmes at degree and diploma levels (Kyule, 2013; Rotich, Sawe, & Akgili, 2012). According to Donina and
Luka (2014), hospitality management education started well towards the end of 19th century.
However, Sisson and Adams (2013), note that the number of hospitality training institutions and programmes world-over increased dramatically soon after the establishment of Cornell
University in the 1920s. Ashutosh (2014) pointed out that the coming in of the hospitality management tertiary education was found to be timely and appropriate at addressing the challenge posed by the extremely dynamic business world and the rapidly developing knowledge based service economy over an increased demand for professionals to manage the business effectively.
Education and training have the capacity to empower people towards making positive contributions for self and societal advancement (Ashutosh, 2014; Harkison et al., 2011
). In the hospitality and tourism industry, properly trained personnel are required to satisfy the teeming needs of customers in the face of fiercely competitive global village but surprisingly the industry, according to Kuslavan (2003), go for more of the unskilled labour 4 force than the certificated hospitality management graduates in addition to cases of gender inequality that pervade the hospitality.
In Nigeria, as in other African countries (like Kenya, South Africa and Tanzania), technical education and vocational training programmes aimed at turning out skilled labour relevant to the needs of the industry were established while some are in the pipeline. There is therefore every need to keep proper tract of the hospitality training programmes to ensure that the right labour forces the industry needs are provided. It is essential that challenges negating the primary desires of the stakeholders for industrial and economic development are decisively identified and dealt with.
The Federal Government of Nigeria promulgated Decree 9 in January, 1977 that established the National Board for Technical Education (NBTE). Section 5 of the decree provides among others that the Board shall determine the general programmes to be pursued by polytechnics/tertiary institutions. The board was also empowered to lay down standards of skill to be attained and to continually review such standards as necessitated by technological and national needs. Furthermore, Section 8(1) of Federal Government of Nigeria Education
Decree 16 of 1985 provides that the responsibility for the establishment of minimum standards in tertiary institutions shall be vested on the Minister of Education after consultation with NBTE and thereafter the Board shall have responsibility for the maintenance of such standards.
The hospitality industry has a vast array of entrepreneurial opportunities as it could be started with a minimum capital. Stories of successful entrepreneurs like Ini Akpabio of
Nigeria, Colonel Harlan Sanders, Cesar Ritz or Thomas Cook abound in the industry (Chon 5
& Maier, 2010). It would be uncalled for if in spite of numerous job opportunities within the fields of the hospitality industry, some trained personnel for this profession are found on the unemployment queue. Ungui et al. (2014) attribute such ugly situation to poor remuneration and the resultant high graduate labour turnover. Pani, Das and Sharma (2014) in their study believe that most countries may not have problem of unemployment but that of un- employability. This implies that job opportunities may exist but the skill or knowhow for the job may be lacking, This also informed the understanding of Ntuli (2013) regarding the oscillation between labour market shortage on one hand and the number of certificated graduates that are without work on the other hand thereby justifying importation of professionals to a country with high graduate unemployment.
Whitelaw, Barron, Buultjens, Caincross and Davidson (2009) assert that hospitality industry has certain characteristics that influence the qualities needed by managers at all levels and thus the need for its unique curriculum. Hospitality management graduates may be certificated to go into labour market but not all may qualify for employment. This is why
(Marija (2013); Chi and Gursoy (2009) assert that employability is more than job certification but it is about building capacity for working and promoting self-efficacy. To
Kamari (2003), employability is the ability of an individual to possess the qualities and competences needed to cope with changing and challenging expectations of employers and customers and thereby realize his or her aspirations and potential work.
International Labour Organization (ILO) had on several occasions warned of a "lost generation "of young people (18 - 25) not in the labour market, having lost all hope of being able to work for a decent living since the correct remedial actions were yet to be in place
(Bordos, Csillag & Scharle, 2016; Garcia & Fares, 2008). Even the Economists (Classicals 6 and Keynesians) are yet to reach a common agreement on the causes and cures for unemployment. Whilst the Classicals are saying that the economy/labour market is self- regulatory the Keynesians are saying that it requires fiscal policy or government intervention to deal with economic problem such as the graduate un- employability/unemployment. All these call for concerted effort in ensuring the right manpower that the industry needs for economic advancement are created while at the same time reducing un-employability (Nkechi, Ikechukwu & Okechukwu, 2012).
1.2 Problem Statement
Hospitality management graduate education is designed to produce graduates that are relevant to the needs of our industry but the industry, according to Kusluvan (2003), prefers unskilled labour force to employing the graduates. Kuslavan (2003) justified his position on labour force preference to inadequate industry-academia collaboration to produce graduates that are relevant to the needs of the industry. Negi, Tiwari and Singh (2014) note that the industry largely provides flexible employment to secondary labour markets, such as students and tourists seeking transitory or part-time employment instead of engaging more of the permanent and skilled workforce. They reported further that low status jobs in the society are done by low status people who do not require prior skill training but on-the-job training.
Tews and Van Hoof (2012) blamed the preference of unskilled labourforce over qualified hospitality management graduates on what they termed misconception concerning the industry such as:
Hospitality business is just a matter of common sense which does not really need
education (degree) to learn how to serve people and check them in.
Hospitality programmes lack intellectual rigor hence they are considered menial. 7
Everyone is exposed to catering for basic human needs and as such food and
accommodation could be provided by the individual at home.
Hospitality industry has a quite number of entrepreneurial opportunities as it could be started with a minimum capital (Chon & Maier, 2010; Wardle, 2014; Wakelin-Theron,
2014). One therefore wonders if hospitality management graduates should be part of the
Nigeria unemployed graduates and so called for investigation and appropriate recommendations.
Youth and graduate unemployment is a serious threat to the desired transformation of
Nigeria as a nation (Ayodele, Obafemi and Ebong, 2013). Going by the prevailing massive turnout of fresh graduates each year, Nkechi et al, (2012) warn that the present worrisome state of Nigeria graduate unemployment will be aggravated if timely remedies are not sourced and adopted. Eneji et al. (2013) recorded that Nigeria’s graduate unemployment rate rose from 25.6 million in 2003 to 42.7 million in 2011. Quoting figures from the National
Bureau of Statistics (NBS) in Abuja, Premium Times Nigeria (2016) reported that in 2016,
Nigeria’s unemployment and underemployment stood at 13.9% and 33.6% respectively in the second and third quarter. A total of 31 million Nigerians are said to be out of jobs as at
September, 2016. Between January and September 2016 3.7million people reportedly entered the labour market with net jobs of only 422,135 created within that period, giving a shortfall of 3.2million for quarter 1 to quarter 3 in 2016. It was also pointed out that no fewer than 1.8 million Nigerian graduates enter the labour market every year and so calls for proper management of the employment challenges. 8
Lokoja with her abundant tourism and hospitality advantages stands tall in the march towards job creation and sustainability for Nigeria economic development (Ayodele, et al.,
2013). It thus became imperative to examine the ongoing activities of the hospitality industry in Lokoja in the specified areas of this study so as to decisively deal with any challenge to the hospitality management graduate employability aspiration of the stakeholders.
1.3 Purpose of the Study
The general purpose of this study was to investigate the certification of the hospitality management graduates and their employability in Lokoja so as to proffer solutions to any identify mismatch to concerned stakeholders such the Federal Government of Nigeria
(FGN), employers of labour, National Board for Technical Education (NBTE), academic institutions, hospitality management students and graduates.
Misconceptions concerning the nature and practices of the hospitality industry in terms of workforce need had brought about significant setbacks to the industry and so called for concerted efforts such as this study to address them. In the same vein, the need for gender balance and work-life-balance were intended to be addressed through this study.
This study is also consistent with the Federal Government of Nigeria (FGN)’s policy that demands that tertiary education should enhance graduate employability and their contribution to the nation’s economic advancement in the present-day volatile and competitive global village.
1.4 Objectives of the Study:
The study was guided by the following specific objectives: 9 i. To assess the employability of certificated hospitality management graduates in
Lokoja, the capital city of Kogi State, Nigeria. ii. To investigate existence of labour force preference by employers between the
unskilled and qualified hospitality management graduate in Lokoja. iii. To assess the influence of gender on hospitality management graduate employability
in Lokoja. iv. To identify employment challenges that impact on employability of the hospitality
management graduates in Lokoja.
1.5 Research Hypotheses
H01. Certification of hospitality management graduates does not positively influence
employability in hospitality industry in Lokoja
H02. Employers’ labour preference has no positive relationship with graduate skills in
hospitality industry in Lokoja, Nigeria
H03. Gender has no significant association with HTM graduate employability.
H04. There are no employment challenges that significantly impact on the employability
of HTM graduates in Lokoja. 10
1.6 Significance of the Study
Lokoja, the capital city of Kogi state, Nigeria is richly endowed with tourism and hospitality resources and new hospitality outfits have continued to be added to the existing ones
(Ayodele et al., 2013). This study is therefore significant in provision of added information to the Federal Government of Nigeria, National Board for Technical Education, Kogi State
Government, employers of labour, hospitality management students and educational institutions on how best the real professionals that the fast-growing industry needs are created thereby addressing any likely problem of graduate un-employability. Above all,
Nigeria as a nation could thus be made a competitive hospitality and tourism destination in
African continent which will contribute to enhance national Gross Domestic Product (GDP).
The significance of this study included the identification of likely challenges the industry and stakeholders face while also ensuring that the graduate employability aspirations were enhanced through necessary recommendations.
1.7 Delimitation/Scope of the Study:
This study focused on hospitality management graduate certification, labour force skill preference by employers, significance of gender in the hospitality profession, and the employability of the graduates in Lokoja. The study population included fifty five (55) employers and two hundred and eighty three (283) employees in selected hospitality outfits in Lokoja; sixty seven (67) lecturers and five hundred and sixty eight (568) students of three hospitality management tertiary institutions within and around Kogi State, and an 8-member focus group discussants drawn from relevant stakeholders in hospitality and tourism industry, academia, government (inspectorate). Since the research design was of mixed method and not entirely based on focus group discussion/interview approach, only one 11 group of the discussants was used for the study. On the whole, 529 respondents were used for the study.
The study area was extended to Idah, Auchi and Bida where each of the towns has a Federal
Government of Nigeria-recognized tertiary institution offering hospitality management at
Higher National Diploma level since Lokoja had none. These three towns were, however, within the geo-political zone of Lokoja
1.8 Limitations of the Study
This study was prone to a number of limitations that could negate the objectives of the study: not all parties in the study population (especially the graduates) could be reached for census; some of the hotels were so busy that the researcher had to use tact, diplomacy, overshooting of budget due to repeat calls with no much avail.
In Nigeria and Lokoja in particular, there was no grading of hotels in line with the widely and globally applied yardstick. Nevertheless, the Kogi State Ministry of Culture and
Tourism that was overseeing the hospitality and allied industry in Lokoja had a non- internationally defined hotel grading (local arrangement) in use as contained in Appendix
14for the purpose of revenue drive, safety and security of the industry.
No university within and around Lokoja offered courses in Hospitality Management at both undergraduate and postgraduate levels and as such this study was limited to three polytechnics within and around Kogi State, Nigeria which offer the course at Higher
National Diploma (HND) level. 12
Some parametric statistical test assumptions were not met in some data collected for this study and so limited the analysis of such to nonparametric statistical test.
1. 9 The Study Assumptions
The study assumed:
i. That the local content advocacy of the Federal Government of Nigeria made
the Hospitality Management students of the area where the institution is sited
to have the admission advantage over the non-indigenes.
ii. That the HTM graduates from the tertiary institutions within and around
Kogi State Capital City, Lokoja, had employment advantage in Lokoja than
their counterparts from other institutions and towns.
iii. That gender distribution in hospitality profession could be derived through
students‟ enrolment for the course, HTM employers of labour, HTM
graduates in employment and HTM trainers in the training institutions.
13
1.10 Conceptual Frameworks
The conceptual framework gave analysis of the variables relevant to the research problem. It provided a theoretical link between the objectives, methods and procedures which assisted the researcher to identify relevant variables within relationships needed to achieve the research objectives.
INDEPENDENT VARIABLES
(Graduate employability criteria) Certification INTERVENING variables: DEPENDENT (Training / facilities, VARIABLES
Curriculum, Career VARIABLE selection / guidance, Admission exercises)
Labour force Governments preference/ (Local, State and Perception of Federal) employers of labour HTM Graduate National Board for Gender factor employability Technical Education Employment challenges
Theory X: Man being Employment considered lazy at work Theory based on fiscal policy Theory Y: Work considered as a necessity by (Classicals) man Theory of Self- Theory Z: Human resources regulatory economy management as components of job motivation (Keynesians)
Figure 1.1 Conceptual frameworks in respect of HTM graduate employability
14
The hospitality management graduate certification is presumed as the fulfilment of training or educational programme that is capable of licensing the trainee as employable either on full or self-employment that align with self-efficacy. A quite number of variables such as trainee’s educational entry and exit qualifications, career guidance/counseling and selection, curriculum, training/facilities for training and qualities of trainers are required to be brought to bear before the certification of the graduate. Where enabling environments are defective the certification exercise is likewise defective. On the other hand, the employability skills required of the graduates must satisfy the industry or stakeholders’ requirements for employment (Ungui et al., 2014). The lack of employability criteria explains why a country with a high unemployment rate, has graduates without work, and to the extent that professionals need to be imported to the country (Ntuli, 2013). In pursuance of the certification and employability of graduates of Nigerian technical institution, the NBTE had to develop minimum standards and appropriate instrument titled “Standards for
Accreditation of HND programmes in Polytechnics first published in 1980.
1.10.1 Assessment of Training Facilities and Training for Employability
Hospitality and Tourism profession is largely psychometric in practice (Nickson, 2013). The discipline takes more skills of the practitioners to dramatize products and services that meet guests’ satisfaction. It is also worthy of note that where such training facilities are inadequate, the trainees end up not getting the employability skills from the training. The
HTM employers of labour, HTM trainers, HTM graduates, and HTM students in session were used to assess these independent variables. 15
1.10.2 Assessment of Curriculum for Hospitality Higher Education against
Employability
The curriculum for technical education in Nigeria was being enforced on government- approved tertiary institutions by National Board for Technical Education (NBTE). The curriculum was drawn by NBTE in collaboration with relevant stakeholders with due consideration for task or job specific skills and generic skills (Wakelin-Theron, 2014).
Focus group, employers of labour, and hospitality management graduates in employment were used as the research respondents to confirm the appropriateness of the curriculum. The
HTM students in session were exempted from responding to the inquiries on curriculum because they were considered not knowledgeable enough on issues of the curriculum.
1.10.3 Career Selection/Guidance/Interest of the Students
Chellen and Nunkoo (2010) identify six factors likely to influence commitment of hospitality management students towards their employability, and employment in the industry as the nature of work, career prospects, social status, physical enabling working environment, job promotion opportunities, and fridge/pay-related benefits. Where students take to the profession as a last admission option to tertiary education such students end up being discharged into the labour market which they are not prepared for (Wakelin-Theron,
2014). It is a common knowledge that such students end up not being fit for the industry
(Fern, 2010). The hospitality management graduates in employment, the students in session and their trainers were conceptualized as valuable assets for the evaluation of this aspect of independent variable. 16
1.10.4 Admission Exercise
Where admission of students to pursue tertiary hospitality education is principally centered on paper qualification the end product may not be the best for the profession (Eneji et al.,
2013). Something more than the paper clearance needed to be investigated and adopted for urgent need. The relevant stakeholders that constituted the focus group were made to confirm the interest and admission of students, commitment and suitability of the graduates in their chosen profession.
1.10.5 Labour force skill preference by HTM Employers of Labour
Employers of labour had varied opinions on the employability of certificated hospitality management graduates. Whilst some preferred skilled labour to unskilled ones, others did not see any significant difference between the two. Nevertheless, the significant difference between qualified hospitality management graduates and unskilled labour in the eyes of labour employers in Lokoja was looked into and established through this study.
1.10.6 Gender Factor
The conceptual framework examined the significance of gender factor in the employability of the hospitality management graduates. The significant influence of gender on the employability of the graduates was intended to create better awareness on career focus, job placement and advancement in the industry. The study sample size was conceptualized as adequate to provide a good picture of gender distribution in the hospitality profession. The gender distribution picture also served as an added tool with which to measure the employability of the HTM graduates. 17
1.10.7 Employment Challenges
Upon the examination of the prevailing job circumstances, challenges negating or likely to negate the primary objectives of hospitality graduate training and employability were identified for timely remedy. The fall shorts in business strengths, opportunities and stakeholders’ expectation as identified by respondents constituted the employability/employment challenges for this study.
1.10.8 Interventions of Government and NBTE
Political or economic policy of government promulgated without recourse for popular practice could impact greatly on graduate employability in a country even when all the independent variables are supportive to graduate certification. The governing council for technical education in Nigeria, that is, National Board for Technical Education (NBTE) also has a significant intervening power on allied policy formulation and implementation. The responsibility for ensuring minimum standard for the purpose of the award of Higher
National Diploma (HND) and Bachelor of Science (BSc) in Hospitality Management from
Nigerian tertiary institution is that of the NBTE and Nigeria University Commission (NUC) respectively.
In separate studies carried out by Kanten (2014); Kusluvan (2003); Kamari (2004) each admitted the existence of certain misconceptions concerning the hospitality industry which are capable of demotivating its students. Culture as the belief or value human beings place on life, could also act as agent of conflict in certain human decisions (Asku & Koksal, 2005;
Kanten, 2014). Focus group discussants were made to contribute to research inquiries pertaining to the independent and moderating/intervening variables. 18
1.10.9 Hospitality Management Graduate Employability
Hospitality management graduate employability in Lokoja is the key dependable variable for this study. The employers of labour have certain expectations from the hospitality management graduates and as such decide the type of the graduates that could key into their employment programme. The employers identify the type of knowledge skills they desire from the graduates and so partner with the training institutions and other stakeholders to actualize them. Failure to meet such expectations, in most cases, led to graduate un- employability and unemployment.
19
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
This area of research work discussed the academic body of knowledge that identified hospitality and tourism industry as a viable and world‟s largest service sector industry reckoned as the panacea for unemployment both in developed and developing nations. It extended to structures or frameworks which were prerequisite to hospitality management graduate certification; labourforce preference by employers; significance of gender factor in the hospitality management graduate employability/employment; HTM graduate employability challenges; theoretical framework and the summary of the literature gaps.
Literatures reviewed on objectives 1 of this study (to determine the certification and employability of hospitality management graduates) were done under the sub-topics that included: hospitality education at higher level; certification/accreditation of hospitality management graduate programmes;employability criteria for hospitality management graduates;curriculum versus hospitality employment; andtraining and facilities for hospitality education.
On objective 2, the literatures reviewed were discussed underlabour force preference based on the character of the industry and people‟s perception.
Objective 3 of this research had its related literatures reviewed and discussed underthe significance of gender factor in HTM graduate employability/employment.
Literatures reviewed on the research objective 4 were discussed under the HTM graduateemployment/employability challenges. 20
Finally, theoretical framework and the summary of gaps that emerged from the reviewed literatures were reported.
2.2 Hospitality Education at Higher Level
Though hospitality business is as old as man, it is relatively an immature field of study as recorded by Tews and Van Hoof (2012) in their reviewed work on Hospitality Education.
This same opinion was shared by Rahman (2014) in his paper on Students’ perception of effectiveness of hospitality curricula and their preparedness, University of Massachusetts-
Amherst. To Domina and Luka (2014), the shallow-base knowledge concerning the industry often renders it inferior before some disciplines yet it has a complex composition worthy of knowledge and appropriate management.
Sisson & Adams (2013); Ungui, et al (2014); Whitelaw, et al (2009); Wang & Jing (2009) note that globalization and advancement in technology such as Information and
Communication Technology (ICT) have brought about heightened customer expectations, fierce competitions, distinct and fragmented markets as the firms are looking for ways to excel in service quality and customer satisfaction at optimal profit. Thus, the role of higher education institutions as human resource providers for hospitality and tourism industry cannot be overemphasized.
Salgado and Costa (2011) observe that hospitality higher education started at the end of 19th century. Ring, Dickinger and Weber, (2009) admit that the initial training courses for hospitality staff were centred on hotel management. Chi and Gursoy (2009); Harkison,
Poiulston and Kim (2011); Donina and Luka (2014) note that technical and vocational schools thereafter, and in turn, evolved into widespread national and international 21 undergraduate and postgraduate programmes (Allen & Van der Velden, 2009). Sisson and
Adams (2013) point out that the number of hospitality training programme increased dramatically soon after the establishment of Cornell University in the 1920s.
Ashutosh (2014) believes that the knowledge-based service economy has triggered rise in demand for professionals that could manage the hospitality business more profitably. On this premise Pani, Das, and Sharma (2014) opine that some economies may not have
“graduate unemployment” but “graduate un-employability” hence the need for collaborative efforts of stakeholders in education such as the students, trainers, institutions, employers/industries and government for the enhancement of graduate know-how.
2.3 Certification/Accreditation of HTM Graduate Programme
The Federal Government of Nigeria established the National Board for Technical Education in January, 1977 through decree 9 that vested the power to determine the general programmes to be pursued by Nigerian polytechnics and the standards of skill to be attained by the diplomates on the Board. In pursuant of the functions of NBTE, the Board developed appropriate instrument titled the minimum “Standards for the Accreditation of Programmes in Nigerian Polytechnics”. The first edition was published in 1980. With this position, no technical institution in Nigeria without valid accreditation by NBTE is expected to operate in Nigeria. The standards for the certification of HTM graduates of the Nigerian polytechnics are hinged on the following:
That any operating institutions must carry a valid permit of NBTE to the effect that
the HND programme offered by the institution meets established educational
standards and qualifications as determined through initial and periodic evaluations. 22
That physical facility for the training must be adequate and functional.
That teaching staff must be qualified, experienced, and adequate in number and of
good mix.
That teaching strategies should be directed towards achieving the programme goals
and objectives.
That administration of the academic institution and department must be
appropriately staffed and managed.
That the students to be admitted to read the course must meet the minimum
standards required by NBTE.
That curriculum of study must be adequate and relevant to the need of the industry
and employers.
That functional contribution of trainers and employers towards the graduate
certification are necessary.
That periodic evaluation of the training programme to attain satisfactory results
should be in place.
That the tracer study of diplomates should meet satisfactory standards.
That regular and relevant practical-class exercises and projects for students should
be in place.
There should be the fulfillment of compulsory Supervised Industrial Work
Experience Scheme (SIWES) as required by NBTE.
There should be successful completion of all courses listed in the curriculum which
includes foundation, projects, general studies, professional and elective courses with
approved pass marks. 23
Having successfully fulfilled the above minimum requirements translates to satisfactory performance and certification of the student in his or her chosen field, and as a good citizen.
2.4 Certification of Hospitality Management Graduates
Chellen and Nunkoo (2010) note that the overall quality of products and experiences in
hospitality industry is a function of competent and committed staff irrespective of the
staff being in the guest contact areas (front line) or behind the scenes. The certification
and employability variables of those to be employed in the industry is therefore
uppermost to the industry, hence the collaborative efforts of relevant stakeholders to
produce employable graduates for the industry (Sisson & Adams, 2013; Roeloffze,
Swart, and Klynhons, 2014).
Ntuli (2013) notes the oscillation between labour market shortage on one hand and the
number of certificated graduates that are without employment on the other hand. This
explains why a country with a high graduate unemployment rate may be compelled to
import professionals/experts to the country. The labour market shortage, according to
Ntuli (2013) is majorly due to the graduate un-employability.
Celis, Festijo and Cueto (2013); Gunes, Karakoc and Bastemur (2012) in their separate
studies on graduate certification, see graduate employability as a set of achievements
such as skills, and personal attributes that are capable of making graduates more likely
to gain employment and be successful in the chosen field. In the opinions of Maher and
Nield (2005), employability is more than paper certification or acquisition of a first job
but relates to a broader set of achievements that enhance graduates‟ capability to
sufficiently operate self within the labour market (Chan, 2012; Chellen, 2010). To 24
Marija (2013), any employability/employment criteria should have the capacity to
satisfy, at least, self-efficacy of the individual and at the same time make positive
contributions towards the community and national economy. Based on the above
definitions of employability, this study took HTM graduate employability as the
capacity of the graduate to sufficiently operate self within the labour market to satisfy, at
least, self-efficacy.
2.5 Curriculum and Hospitality Employment
Kelly (2009); Morris and Adamson (2010) defined curriculum as the totality of learning
experience taught or learned through a learning environment as agreed with relevant
stakeholders. In this connection, Danina and Luka (2014), note that the need to meet
hospitality and tourism industry’s requirements and expectations is central in developing
its curricula. The continuing expansion of the field of hospitality to cover wider
functional areas is another factor necessitating the curriculum development (Sisson &
Adams, 2013).
Ungui et al. (2014) opine that the industry has certain characteristics that could influence
the qualities needed by managers at all levels and thus the curriculum for hospitality
graduates. Some of these features as advanced and cited by Whitelaw et al (2009) are
that “it is a 24/7 business, which makes personal relationship difficult for employees ; it
involves ethnic, cultural and religious diversity of both guests and staff; and the industry
has low barriers to entry for capital and labour”.
The need to develop and sustain employability skills, enhance knowledge and make
hospitality graduates more attractive to employers is a very serious and critical issue 25 facing higher institutions in Nigeria today. In view of this great challenge, the need to incorporate „specific skills‟ and „generic skills‟ into the curriculum taught to students in higher learning institutions is imperative (Donina & Luka, 2014; Roeloffze, et al., 2014;
Ungui et al., 2014). Specific skills, according to Barrie (2007); Bunyi (2013);
Roeloffze, et al. (2014), are described as specialized skills such as accounting, catering and engineering. Yassin, Hasan, Amin and Amiruddin (2008) agree that most of our education is about field-specific skills which are no longer enough to guarantee success in life or work. They opine that, to thrive in the borderless and challenging global village, we also need higher-order skills (generic skills).
Rao (2010); Yassin et al. (2008) see generic skills as high-order skills, soft skills, learn how to learn skills and transferable skills which are common to almost all complex endeavours. Ungui et al (2014) identify such skills as communication, problem solving, curiosity, flexibility, courage and creativity which apply across all specific fields.
Fidgeon (2010); Whitelaw et al. (2009); Yassin et al. (2008) note that generic skills enable us to organize, adapt and strategically apply our specific skills in new situations and circumstances more appropriately. Sisson and Adams (2013) defined hard skills as task-oriented competencies learned through education or/training while they saw soft skills as aspects of attitudes and emotion that are demonstrated through communication and interaction with persons. They recommend that the teaching of hospitality management students should be more focused on soft competencies in favour of hard competencies. In view of the foregoing, the issue of skill classification or preference is reckoned with as a matter of dialectic semantic and organizational difference rather than 26
purpose. Therefore, one has to identify the needs of the stakeholders and work towards
attaining them.
2.6 Training/Facilities for Hospitality Education
From education perspective, employability is visualized in terms of a learning partnership involving vocational skills, generic skills, job specific skills and core skills (Nkechi et al.,
2012). Academia-industry interface in the course of preparing graduates for the world of work is undisputable. According to Asutosh (2014); Maher & Graves (2007), whilst technical institutions seek placement for their students‟ internship, the industry look out for fresh recruits who are well trained and equipped with knowledge skills and attitudes capable of contributing to their organizational growth. Nkechi et al. (2012) asserts that industries are ever searching for the „right person‟ which the educational institutions are to produce.
Wardle (2012); Nkechi et al. (2012) believe that “failure of tertiary education to deliver graduates that meet industry expectations has resulted in graduate underemployment”.
Marija (2013) posits that “a transition from the university to the sphere of work can be very stressful if students are not well prepared.” For the graduate employability to be enhanced,
Chang (2009) states that proper attentions should be given to their learning outcomes, course specifications, adequacy and functionality of training facilities, field experience specifications and programme specifications.
Eneji, Lafia, and Weiping (2013) stress that “many students graduate in areas that may not apply directly anywhere, making it difficult for employers to consider them employable; some of the graduates also work in occupations that do not correspond to their qualifications”. 27
Nkechi et al. (2012) posit that some private tertiary institutions in Nigeria massively admit students each year not because they have the propensity to deliver qualitative education but for the financial benefits in the form of school fees. They also observe that the federal government-owned institutions are even following the same suit all in the name of their being challenged to move towards `Internally Generated Revenue’ (IGR) and to eliminate over dependence on subsidies from the Federal Government of Nigeria.
Nigeria Vision 20:2020 Agenda is a dream statement intended to place the nation as one of the first 20 economies of the world by the year 2020. The Nigeria Vision 20:2020 document of 12th December, 2010 hoped that:
“By 2020, Nigeria will have a large, strong, diversified, sustainable and competitive
economy that effectively harnesses the talents and energies of its people and
responsibly exploits its natural endowments to guarantee a high standard of living
and quality of life to its citizens.”
This vision statement informed the need for this study to explore possible avenue in the hospitality industry that could contribute to the actualization of the nation’s Vision 20:2020 aspiration.
2.7 Labour force Skill Preference and Perception.
Chang (2009) sees products and service delivery and the customer impression of them as common dynamics in the hospitality and tourism industry while Roeloffze et al. (2014) posit that the industry has long been a `pass through’ by many job seekers since it creates both direct and indirect employment opportunities in an economy. According to Barron (2007);
Kusluvan (2003), the industry also provides flexible employment to secondary labour 28 markets such as students, school leavers, tourists seeking transitory employment and part- time workers who are seeking for seasonal or part-time employment.
Kusluvan (2003); Marchante, Ortega and Pagan (2007) admit that large portion of jobs in the industry is un-skilled; implying that skills and knowledge requirements for the industry can be learned easily and cheaply through job without formal training and education. Baum
(2006) disagreed with the position of Kuslavan (2003) and emphasized that enhanced consciousness of developed nations may not permit much of the negative impacts of unskilled labour as developing ones where, for example, front-line employees would require considerable cultural and communication skills to provide service that can meet international standard. The need for skilled labour and its preference over the unskilled labour was therefore given prominence by Baum (2006).
Instability of employment and high level of labour turnover permeate hospitality and tourism industry and there cannot be any meaningful set of rule where the internal labour market is weak (Kusluvan, 2003). The implications of this could be poor working condition and demotivated workers. According to Roeloffze et al. (2014), poor image, low wages and pay, degrading work conditions add to the wrong notion that hospitality jobs are menial.
Hurkison, Poulston and Jung-Hee (2010) add that the industry is perceived to have a set of specific skills with low substitution mostly rallied by low-achievers. Long and odd working hours without commensurate remuneration in some quarters have even triggered insiders’ voices that describe the employment as unsociable. It was in the light of the negative perceptions of the hospitality industry that Tews and Van Hoof (2012) called on hospitality management education stakeholders; regardless their being faculty administrators, members or students to have a firm and ready grasp of effective arguments to educate the naysayers 29
and doubters. This study therefore had one of its objectives as: “to investigate if HTM employers of labour in Lokoja practiced labour force preference between the unskilled labour force and qualified HTM graduate” in order to know their justifications, and to offer necessary recommendations.
2.8 Gender Factor
According to Ungui et al (2014) and Baum (2013) an average of 55.5% of the global labour force in hospitality and tourism industry goes to the female gender and as such made many to believe that the profession is feminine-inclined. However, a study by Adebayo (2015) on some hotels in Ondo State, Nigeria revealed that high degree of gender inequality in favour of the male exists in the Nigerian hotels. He blamed the inequality on certain characteristics and cultural beliefs that determine the qualities and desires of employees that work in the industry. Whitelaw (2009) identified such determinants as including long and odd working hour that might not be suitable for married female employees. Baum (2013) posits that several studies on gender inequality in hospitality industry revealed a significant income disparity between male and female employees in the sector, with females earning less than their male counterparts. In similar vein, differences between male and female managers in terms of effective strategy implementation and promotion to, and in managerial positions to the advantages of the male gender were reported by United Nations World Tourism
Organization (UNWTO, 2010).
Hochschild & Machung (2012); ILO (2016); Negi, Tiwari & Singh, (2014) note that balance between working lives and lives outside work (work-life-balance) can bring real benefits for employers and employees and help to build strong communities and productive businesses.
Notwithstanding these benefits, the system (work-life-balance) is lacking optimal 30 implementation in the hotel industry where cultural and religious misconceptions regard it as unfit for responsible married female to work in (Shipler, 2005). ILO conference at the
98th session held in Geneva, 2009 declared that “changing the gender distribution of labour in the household into a more equitable distribution of tasks, and investing in labour-saving technology, have significant benefits for productivity” and as such should be seriously embraced by all concerned. Gender equity in employment is very important in all sectors of economy, therefore, any country that fails to address gender issues especially regarding employment policies, which discriminate against women would be doomed to fail.
2.9 Employability/Employment Challenges
The youth and graduate unemployment, according to ILO (2012); Nkechi et al. (2012), has assumed a global dimension and Nigeria is not an exemption. When the youths are not employed as at when necessary, they lose the opportunity of understudying the older workers and consequently the loss of performing skills when eventually given the chance to perform. Besides, the loss of mentorship by the unemployed youths is the wastage of human resources following the involvement of the youths in crimes and social vices hence the assertion of “loss generation of our youth” by ILO (Bordos et al (2016). However, what the nations of the world are to do, according to Awar (2012), is to put up the necessary machineries that are capable of significantly addressing the spate of unemployment since
Adesina (2012); Nkechi et al. (2012) identified that the unemployed persons were not entirely limited to the poor and uneducated ones.
According to Ebiriga (2011); Nkechi et al. (2012) Nigeria is highly endowed with abundant resources of entrepreneurial abilities such as hospitality and tourism, ICT, oil and gas, agro- allied activities, banking and finance. With this endowment, Nigeria had since mid1980s 31 demonstrated increased efforts to boost entrepreneurs through the establishment of entrepreneurship promotion organs like National Directorate of Employment (NDE),
Structural Adjustment Programme (SAP), and National Open Apprenticeship Scheme
(NOAS) at her 3-tier system of government. Efforts of Nigeria governments in alleviating unemployment, according to Ebiriga (2011), also included compulsory introduction of entrepreneurship education as a subject for science, engineering and technological students right from elementary through tertiary educational levels in the early 2000s with an overseeing organs like the Centre for Entrepreneurship Development (CED).
Yong (2014) notes that Nigeria unemployment rate declined in 2003 by 2.3% due to governments‟ efforts that increased the number of persons engaged in private and informal productive activities. Therefore, to establish the success or failure of this laudable programme in the present day Nigeria is a matter that is worthy of research, and to use this study‟s respondents to identify prevailing and likely challenges to the HTM graduate employability/employment in Lokoja.
2.10 Theoretical Framework
The research was carried out while bearing in mind the following theories:
Theories X, Y and Z which explain why people work and/or dislike work as tendered by
McGregor (1960) and Ouchi (1981). Theory X according to McGregor is centred on the fact that human beings ordinarily dislike their work, and have little intrinsic motivation to perform well if not closely monitored, instructed and given punitive measures for failure.
Unattractive work decreases applicants’ flare for work thereby leading to some levels of unemployment. Paid job is not a guarantee for food on some people’s table since they could conveniently eat without having to labour for it. In contrast, Theory Y is based on the belief 32 that if workers are given appropriate working conditions most of them will perform well.
This transcends to increased likeness for work and employment. Theory Z was championed by William Ouchi during the Asian economic boom of 1980s. Based on this theory workers or applicants’ zeal for work and employment both on and off the job is guaranteed through job employment.
Employment Theory as argued by Keynesian and Classical Schools of Thought provided additional and major guide to this study. Keynesians led by John Keynes believe that government interventions (e.g. monetary policy) can be used to increase aggregate demand, thus increasing economic activity, reducing unemployment and deflation (Dornbusch,
Fischer, & Startz, 2011). On the other hand, the Classical economics majorly initiated by
Adam Smith and championed by Say’s Law believe that the economy is self-regulating; any unemployment that occurs in the labour market should be considered voluntary unemployment. They go further to say that voluntary unemployed workers are unemployed because they refused to accept lower wages. If they would only accept lower wages, firms would be eager to employ them. Flexibility of the wage rate keeps the labour market or the market for workers, in equilibrium all the time. If the supply of workers exceeds firm’s demand for workers, then wages paid to workers will fall so as to ensure that the workforce is fully employed (Dornbusch et al., 2011; Slavin, 2009).
Unemployment has varied dimensions from one country to another with the causes being mainly economic recession and wrong government policy (Eneji et al, 2013). In view of the foregoing Nkechi et al (2012) identified the under mentioned six types of unemployment: A state of Clinical or Keynesian unemployment exists when there is lack of fiscal policy or its wrong application. Applicants that fail to secure jobs due to lack of required employability 33 skills fall under Frictional unemployment. The inherent nature of an industry, climatic changes or variations in the activities could results to Seasonal unemployment whereas technological changes or challenges could lead to Technological unemployment. Changes in the structure of an organization or economic activities of a nation could lead to what Nkechi et al. (2012) referred to as Structural unemployment while they also admitted that Residual unemployment could be caused by personal factors such as old age or incapacitation. On the whole, the employment theory and the attendant challenges vis-à-vis government interventions underpin this study.
2.11 Summary of Literature Gaps
The reviewed literatures identified the existence of special need for research into hospitality management graduate certification and employment since past research efforts were majorly focused on general youth and graduate unemployment (Rahman, 2014). Furthermore, research in this area was designed to uncover employment challenges peculiar to the hospitality industry and to offer appropriate remedies that sustain desired employability level (Donina and Luka, 2014)
In spite of the entrepreneurial advantage of the hospitality and tourism profession as recorded in the literatures, Ebiriga (2011); Nkechi, et al. (2012), identified the existence of more rooms to be filled in order to increase the current employability strength of the graduates.
The literature revealed certain misconceptions that people nurse concerning the nature, character and practice of the hospitality industry (Roeloffze, et al., 2014). The solution to such gaps can bring about improvement to the graduate employability.
34
Gender inequality in the hospitality profession, according to Baum (2013); Ungui et al.
(2014), was found in the reviewed literatures as an impediment to the total actualization of employment opportunities of the graduates.
With few years to 2020, the reviewed literatures identified the facts that much were yet to be done to actualize Nigeria’s Vision 20:2020 target right from the grassroots such as Lokoja.
The efforts of the past and present governments of Nigeria to address graduate unemployment notwithstanding, the reviewed literatures still identified the existence of likely and looming challenges that could negate the desired employability and skilled labour for the industry (Nkechi, et al., 2012). The yet unresolved difference between Economists
(Classicals and Keynesians) over the cause and cure for unemployment had left room for further academic research as posited by Dornbusch, et al., 2011 and Slavin, 2009).
35
CHAPTER THREE
3.0 RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter deals with research design and methodology which covers study area, sampling techniques, target population, research instruments, pre-testing, data collection techniques, data analysis methods and logical/ethical considerations.
3.2 Research Design
According to Burns and Grove (2011) and Dominguez (2014), a research design is a blueprint (guide) for conducting a study with maximum control over factors that may interfere with the validity of the findings while Creswell (2014) sees it as a plan that describes how, when, and where data are to be collected and analyzed. Privitera (2016) sees research design as the specific technique and approach used in a research study to answer research hypotheses and or research questions. Consequent upon these definitions, in additions to those from other authorities, this research data were obtained through methodological triangulation by a way of using the mixture of structured and unstructured questionnaire, and focus group discussants to increase the validity of evaluation and research findings as common in a social phenomenon. It is worth noting that the value of triangulation is not as a technological solution to a data collection and analysis of problem, it is a technique which provides more and better evidence from which researchers can construct meaningful propositions about the social world (Jacob, 2001; Yeamin and
Rahman, 2012). The purpose of triangulation in specific contexts as posited by Jacob (2001) is “to obtain confirmation of findings through convergence of different perspectives”.
Reality is said to be established at the point which the perspectives coverage is seen. 36
Structured form of questionnaire was used in areas quantitative data were required for the study while unstructured form of questionnaire was used in areas qualitative data were obtained through descriptive method. However, qualitative data that are categorical could be ordered (as ordinal data) and treated as quantitative data (Yeamin and Rahman, 2012).
An 8-member focus group discussant carefully recruited was used to complement the research findings through the structured and unstructured questionnaire. Since the focus group interview was not the only tool used to obtain data for this study, only one group interview/discussion was considered adequate and economical to enhance the validity of the other tools used.
The focus group which had individuals with characteristics of the overall population was determined through convenience sampling. Open-ended questions designed to promote discussion among participants were majorly used. Upon the selection of the questions to ask, they were arranged into a logical flow and followed by necessary prompt questions. To make the focus group more successful the rule and regulations governing the discussion were clearly declared by the facilitator (researcher) for any unyielding participant to withdraw. Enabling environment for proper focus group discussion/interview was given proper attention throughout the ninety minutes the session lasted.
The analytical stage coalesces the focus group discussion into a manageable form for development. For each of the focus group question, key ideas or themes discussed were summarized. A question by question presentation of the results was adopted to present a clear idea of the important elements of the discussion. The transcribing of the focus group interview was tailored towards word for word quotations but words that were unintelligible 37 were then omitted using three periods (…). Quotes that were poignant and/or most representative of the research findings were noted down as the setting and speakers were established in the text at the end of the quote. Narrative or bulleted format was used in the report writing as appropriate.
3.3 The Study Area
The study principal town is Lokoja which is the political, economic hub, and capital city of
Kogi State, Nigeria. It is located in the heart of Nigeria, in the present North Central of the
Federal Republic. Lokoja is the very first place where the British settled on arriving the country. The city of Lokoja is where River Benue and River Niger meets, this is evident in its nickname “the confluence centre”. History has it that Mungo Park (a Scottish surgeon and explorer who explored the African continent) explored River Niger in the 1830s and made Lokoja the very first commercial and administrative capital of Nigeria; and when Lord
Lugard (a British soldier, mercenary and colonial administrator) became the Governor
General of the entire country, Nigeria, after the amalgamation of the northern and southern protectorates into one nation called Nigeria in 1914 till it was transferred to Lagos some years after. In the 18th and 19th centuries, Lokoja was a centre for slave trade until the late
Bishop Samuel Ajayi Crowther who was the leader of the then anti-slavery crusade in
Nigeria planted the Iron of Liberty at a spot where slaves were set free in Lokoja.
Lokoja is a very good tourist destination as so much of the Nigerian history is built around it. Other attractions include: Mount Patti, the World War Cenotaph, the Holy Trinity School which is the first primary school in Northern Nigeria and Agbaja Plateau. Lokoja is a road gateway to 18 Nigeria states that are south of Abuja, the present capital of Nigeria and is 38 blessed with hotels and resorts of repute. This is the reason why Lokoja was chosen as the study site give that all these attraction sites make it a hospitality centre and a good hub for hospitality graduate employment.
39
MAPS OF NIGERIA SHOWING LOKOJA, KOGI STATE
Maps of Nigeria highlighting Lokoja, Kogi State capital City 40
3.4 Target Population
This study targeted 55 employers and 283 employees in hospitality outfits in Lokoja; 67 lecturers, and 568 students of three hospitality tertiary institutions within and around Kogi
State, Nigeria. An 8-member focus group discussant drawn from relevant stakeholders was also in the study population. Table 3.1 provides detailed information on the study population, classes of hospitality outfit used and minimum sample size targeted.
Table 3.1: Sample sizes for the research
MINIMUM S/N CATEGORY POPULATION SAMPLE SIZES TARGETED 1 EMPLOYERS OF LABOUR: 4 HIGH CLASS HOTELS 16 7 MEDIUM CLASS HOTELS 21 5 LOW CLASS HOTELS 10 4 OTHER HOSPITALITY OUTFITS 8 55 49 HTM GRADUATES 2 (EMPLOYEES) 4 HIGH CLASS HOTELS 80 7 MEDIUM CLASS HOTELS 105 5 LOW CLASS HOTELS 50 4 OTHER HOSPITALITY OUTFITS 48 283 163
3 TRAINERS: ACADEMIC INSTITUTION `A` 27 ACADEMIC INSTITUTION `B` 22 ACADEMIC INSTITUTION `C` 18 67 58
4 STUDENTS: ACADEMIC INSTITUTION `A` 231 ACADEMIC INSTITUTION `B` 195 ACADEMIC INSTITUTION `C` 142 568 230 5 FOC US GROUP INDUSTRY 3 ACADEMIA 4 INSPECTORATE 1 8 8 GRAND TOTAL 508 41
A minimum total sample size of 508 was targeted by the researcher who found it more convenient in sampling the students and trainers that constituted 57% of total sample size.Focus group members were recruited randomly from either industry stakeholders, academia or inspectorate.
3.5 Sampling Techniques
According to Bradley (2013); Brotherton (2008), sampling is a process in selecting parts from a defined population in order to examine these parts (elements), usually with the aim of making judgment about the parts of the population that have not been investigated in the form of generalization or inference.Based on opinions of research methodology experts such as Jonker and Pennin (2010); Smith (2013); Lim and Ting (2012), the following sampling techniques were used to get the sample sizes needed for this study:
Quota, convenience and purposeful sampling techniques were applied as appropriate to the five categories of respondents used for the research (an 8-member focus group, the employers of labour, HTM graduates in employment, HTM trainers and the students in session). Quota sampling technique was used to ensure fair representation of all categories of respondents. Convenience technique was used in selecting respondents as they were identified on quota representation. Purposive sampling technique was also borne in mind while selecting respondents in line with the type of information needed.
Quota, convenience and purposeful sampling techniques were adopted to obtain the different categories of hospitality business in Lokoja, and the minimum sample size of the respondents (employers and HTM graduates in employment) used for this study. 42
The students in the session were sampled by quota and convenience techniques. Students in academic levels ND Year 2, HND Year 1 and HND Year 2 participated as respondents as it was convenient but the ND Year 1 students were exempted from the respondents because the researcher saw them as being pre-matured for the research questionnaire. The calculated minimum sample size for the students in the three institutions was 229 but the researcher was by convenience able to use 248 students. In similar vein, the researcher was able to get
50 employers, 163 HTM graduates in employment and 60 trainers as respondents.
A minimum of 95% confidence level and 5% margin of error were provided for while determining the sample sizes out of the study population.
3.6 Sampling Size
Sample errors were minimized based on the opinions of Smith (2013); Burn and Grove (2011). Based on formulae for calculating sample size, and Sample size Table for finite population put forward by Veal (2006); Smith (2013); and Penwarden (2010), the sample sizes used for this study was at 95% confidence level and 5% margin of error.
Smith (2013); Penwarden (2010) and Field (2005) gave formulae to calculate sample size as follow:
a). For infinite (unknown) population size b). For finite population size
of 10,000 and above at 95% confidence at 95% confidence level
level
= (1.96)2 x 0.5 x (1 – 0.5) = I x F 0.052 I+ F – 1
= 3.84 x 0.5 x 0.5 Where: I = Standard (385) for 0.0025 infinite population
= 385 F = Finite or known population 43
3.7 Research Instruments
Questionnaire (structured and semi structured) method was used as research instrument in line with the opinions of Brotherton (2009) and Veal (2006). As a way to increase the validity of evaluation and research findings as common in a social phenomenon Yeasim and
Rahman (2012) acknowledged the relevance of mixed research methods otherwise referred to as triangulation. Based on this acknowledgement this study complemented the use of questionnaire with focus group discussion/interview.
3.8 Pre-Testing
Questionnaire was used to pre-test 8 HTM students, 8 HTM trainers, 6 HTM graduate employers and 7 HTM graduates in employment prior to full data collection exercise on later dates. This exercise helped the researcher to ascertain the validity of the research instruments and pinpointed necessary corrections prior to the final data collection and analysis. Issues bordering on ambiguity in word usage, biased and leading questions were identified during the pre-test and appropriately corrected to present appropriate questionnaire that was finally used for the study. The respondents in the pre-testing were not used during the final data collection period. The exclusion of the respondents was a measure adopted to control likely bias from such persons.
3.9 Validity and Reliability
Based on research methodology experts that include Drost (2011); Mugenda and Mugenda
(2003), the questionnaire for all categories of respondents had high content validity and reliability. The Hospitality Management curriculum, graduate gender factor, and quality of training/facilities on employability had validity and reliability of high correlation 44
(correlation coefficient fell between 0.5 and 0.9). Cronbach’s Alpha (α) was the tool used to confirm the internal consistency of the raw data assessed.
3.10 Data Collection Technique
Primary data for this study were obtained through questionnaires and focus group discussion. Structured and semi-structured forms of questionnaire and interview were used for the data collection. The questionnaire was administered to four categories of respondent in line with the information required of each category that included the hospitality industry employers of labour in Lokoja; HTM graduates on employment in Lokoja; HTM trainers, and their students in three hospitality management tertiary institutions in Idah, Auchi and
Bida. The rationale for the use of questionnaire was in line with the view of Anderson
(2004) that surveys using questionnaire are perhaps the most widely-used data-gathering techniques for psychometric variables associated with social sciences. The secondary data were sourced from three academic institutions used for the study, textbooks, journals and the media.
Focus Group Discussion (FGD), as a qualitative research method, is described as a purposive discussion of a specific topic between 8 to 10 individuals from a similar background and who have common interest (Privitera, 2014). According to Yeasim and
Rahman (2012), the power of a focus group interview, as a research tool, lies in the increasing acknowledgement of culture, subjective meaning, and experiences of participants. Furthermore, each individual is free to argue, agree or disagree with the points made by others, or discuss the issues raised. Peterson (2004) admitted that the emphasis in this discussion is not on consensus but rather on the diversity of opinions expressed by the 45 individuals forming the group. In this connection this study made use of popular opinions and extreme cases of the qualitative interview outcome.
3.11 Data Analysis
Upon the collection of the questionnaires from the respondents, the data were cleaned for completeness, consistency and comprehension before being arranged for quantitative and qualitative evaluations. Descriptive statistics (such as central tendency and measures of spread) and inferential statistics (such as Friedman test, Binomial test, Wilcoxon Signed- rank test, Mann-Whitney test and Chi-square) were used to report the findings as appropriate.
Demographic, dichotomous, and categorical variables rated through Likert-scaled questionnaire were subjected to descriptive statistical evaluations and interpretations.
Key cross-tabulated data like gender distribution of respondents and labour force preference by employers were represented through charts that clearly depicted their descriptive statistical pictures.
On the whole, the research data analysis was carried out based on the respective research objective, hypothesis, and question number/respondent, method of analysis and justification for the choice of test instrument as contained in Table 3.2 below.
46
Table 3.2: Research Objectives, Questionnaire Numbers and Respondents, Analysis methods and Justification
OBJECTIVE 1: Employability certification of HTM graduates. QUESTIONNAIRE: Trainer Question No5; HTM Graduate Question No5; Student Question No4 and Employer Question No5. Certificated hospitality management graduates are not employable in HYPOTHESIS 1 (Ho1): Lokoja
METHOD OF ANALYSIS: Friedman Test JUSTIFICATION: It is considered the nonparametric alternative to the one-way repeated measure ANOVA. It is used when you have more than two measurements from related subjects. It is used to test agreement or differences in ranked means and notably the group median. The test uses the ranking of the variables, so the data must at least be ordinal.
OBJECTIVE 2: Labour preference.
QUESTIONNAIRE: Employers of labour Question No.7. There is no significant difference between unskilled labour force and : HYPOTHESIS 2 (Ho2) qualified HTM graduate in terms of employer preference in Lokoja
METHOD OF ANALYSIS: Binomial test. The test is a nonparametric alternative to one sample t-test. It is a test of relationship between when you want to compare a single JUSTIFICATION: sample from a dichotomous to an expected proportion
OBJECTIVE 3: Gender factor. Employers of labour Question No1; Trainer Question No1; Student QUESTIONNAIRE: Question No1 and Employed HTM graduate Question No1. There is no significant relationship between gender and HYPOTHESIS 3 (Ho3): hospitality management graduate employability in Lokoja. METHOD OF ANALYSIS: Chi-Square. Ideal for categorical variables that pass two assumptions: i) Your two variables should be measured at an ordinal or nominal level (categorical data). ii) Your two variables should consist oftwo or more categorical, JUSTIFICATION: independent groups.
47
OBJECTIVE 4: HTM graduate employment challenges in Lokoja. QUESTIONNAIRE: Employer Question No6; Trainer Question No6 and HTM There are no employment challenges that significantly impact on HTM graduate employability in Lokoja HYPOTHESIS 4 (Ho4) Chi-Square test of association
Mann-Whitney test which is a nonparametric equivalent of the independent t-test compares two independent groups.
Descriptive statistics such as frequencies and percentages could be used for harmonized responses to unstructured questions.
Transcription of key findings from focus group discussion is METHODS OF ideal for qualitative data. ANALYSIS: JUSTIFICATION: Chi-square test is ideal for test of dependency or association.
3.12 Logical/Ethical Consideration
Ethical considerations which were duly followed resulted to the release of needed data to the researcher out of voluntary consent of the respondents. The researcher used a Research
Permit letter from Kenyatta University, endorsed by the Director, Kogi State Ministry of
Culture and Tourism (Hotels and Corporate Services) to facilitate the assistance of the corporate respondents. The researcher assured the respondents that the data collected were purely meant for academic exercise and to be given the necessary confidentiality. Therefore, the establishments and persons used for the research were duly coded to allow for the confidentiality.
48
CHAPTER FOUR
4.0 FINDINGS AND DISCUSSION
4.1 Introduction
This chapter presents the findings and discussions of the study which assessed the certification of hospitality management graduates vis-à-vis their employability. Descriptive analysis and presentation of data preceded the research findings and discussions based on each objectives. Finally, all the study hypotheses were tested at 95% confidence level and duly reported.
4.2 Overview of the Study
4.2.1 Response Rate
A total of five hundred and thirty one (531) questionnaires were given to potential respondents to complete. Out of these, five hundred and twenty one (521) usable questionnaires wereretrieved.
Table 4.1:Questionnaire distribution to respondents
Respondent Target Achieved Success % HTM employers of labour 52 50 96 HTM graduates in employment 165 163 99 HTM trainers 64 60 94 HTM students in session 250 248 99 Total 531 521 98
The initial minimum sample size targetof 508 respondents as contained in Table 3.1 was therefore exceeded following successful distribution and collection of more questionnaire than the calculated sample size. The 98% success rate on the retrieved questionnaire was therefore considered adequate for analysis and interpretation. 49
4.2.2 Gender Distribution
The breakdown of respondents on the basis of gender is as contained in Table 4.2below.
Table 4.2: Gender of Respondents
Respondent Male Female Total N % N % N % HTM employers of labour 28 56 22 44 50 100 HTM graduates in employment 77 47 86 53 163 100 HTM trainers 19 32 41 68 60 100 HTM students in session 86 35 162 65 248 100 Total 210 311 521 N = Number of respondent; % = Percentage
The demographic data from HTM employers of labour showed that the male employers constituted 56% of the total employers of 50. This brought the female employers to the remaining 44%. Apart from this category of male respondents, the female had the dominance in the rest classes of respondents. The male graduates (77) on employment were
47% while the female HTM graduates constituted 53% of the entire graduate jn employment in Lokoja, Nigeria. The female HTM trainers (41) were 36% more than their male counterparts (19).
HTM students in session that served as respondents comprised of 86 male and 162female.
With this, the HTM female students constituted 65% of the total number of students used.
4.2.3 Career Influence
On what influenced the HTM students on their choice of career the positions as contained in
Figure 4.1 were obtained. 50
Hospitality Career influence
Others' influence 8% Can't tell 8%
Admission option 30%
Self interest 54%
Figure 4.1: Hospitality Career Influence Majority (54%) of the students chose the profession out of self- likeness while 30% of them said it was due to the option they had to enter the tertiary institution. Eight percent (8%) of the students took the profession through influence from other persons (such as peer groups, parents or friends) while the remaining 8% of the students could not identify their influence.
The view of the students on career influence did not significantly differ from those expressed by HTM graduates in employmentthrough their responses to open-ended questions analyzed on page 66. 51
4.3 Descriptive Analysis and Presentation of Data
4.3.1 Certification and Employability of HTM Graduates
The attainment of the certification standard translates to employability and thence to full employment, self-employment or voluntary unemployment in line with self-efficacy. From the key points of the Focus Group Discussants (2015: 1.6, 1.4):
“a certificated graduate supposed to be a scholar or product of approved skill or
training programme that is found qualified in learning and character for the purpose
of that learning; but funny enough not all the card carrying graduates are qualified
ones”
The objective 1 of this study sought to assess the employability of certificated HTM graduates in Lokoja. This was carried out through the assessment of the certification variables rated by the trainers, graduates and students as shown through Tables 4.3, 4.4, and
4.5 below.
Table 4.3: Certification Variables rated by the Trainers
95% Confidence Interval for Mean Std. Lower N Mean Deviation Std. Error Bound Upper Bound Training 60 3.60 1.18 .15 3.29 3.90 Quality of Trainers 60 3.90 .57 .07 3.75 4.04 Curriculum 60 4.61 .78 .10 4.41 4.81 Career Guidance 60 3.56 .96 .12 3.31 3.81 Religious support 60 3.06 .88 .11 2.83 3.29 Societal Attitudes 60 2.91 .74 .09 2.72 3.10 Total 360 N (number of respondents) = 60; Likert-scale score range (1 to 5): 1 = poor; 2 = below average; 3 = average; 4 = above average; 5 = excellent. 52
The descriptive statistics as presented in Table 4.3 show that all the certification variables assessed by the trainers were supportive to the graduate employability in Lokoja except the societal attitudes to the hospitality profession. The societal attitude towards the hospitality profession was rated lowest with a mean score of 2.91 thereby making it to be a significant area worth addressing as a challenge to the profession. The curriculum of study was certified appropriate with the highest mean score of 4.61. The quality of trainers was rated with a mean score of 3.90 next to the curriculum. However, the certification exercise via the quality of trainers had the least standard deviation (0.57) to indicate that the assessment was closest to the mean than the rest variables. Although Training was certified above average with a mean score of 3.60, it failed to enjoy common agreement of the scorers like the rest variables since it had a standard deviation of 1.18. Besides, the 95% confidence interval mean at lower bounds for training (3.29), qualities of trainers (3.75), curriculum (4.41), and career guidance (3.32) are higher than the upper bounds for religious supports (3.29) and societal attitudes (3.11) thereby confirming the latter two areas as least supportive to the graduate employability certification.
Table 4.4: Certification Variables rated by the Graduates in employment
N Mean Std. Deviation Training/facilities 163 4.05 .61 Qualities of trainers 163 3.91 .47 Curriculum 163 4.56 .55 Career Guidance 163 3.57 .60 Religious supports 163 3.06 .48 Societal attitudes 163 2.69 .67 Total 978 N (number of respondents) = 163; Likert-scale score range (1 to 5): 1 = poor; 2 = below average; 3 = average; 4 = above average; 5 = excellent. 53
The HTM graduate certification exercise as assessed by the graduates themselves significantly corroborated with the position of the HTM trainers. The variables they assessed were supportive to the graduate certification except the societal attitudes toward the hospitality profession that had a mean score of 2.69 as shown through Table 4.4. Curriculum of study received the highest certification score (mean score of 4.56) from the graduate to align with the rating done by the HTM trainers. Training/training facilities, quality of trainers and religious supports were certified with the mean scores of 4.05, 3.91 and 3.07 respectively. The rating done by the graduates in employment had the lowest standard error
(.03) on the qualities of trainers they had. This shows that majority of scores on this variable were the closest to the population mean than the rest variables assessed. It also shows that both the trainers and the graduates had good understanding on the abilities of the trainers. In similar vein, scores from the trainers and the graduates on societal attitudes toward the hospitality profession were very close (that is 2.91 and 2.69 respectively). On both the trainers and graduates, the societal attitudes towards the profession were rated as least and so call for improvement.
Table 4.5: Certification Variables rated by the Students
Std. N Mean Deviation Training/facilities 248 3.64 1.09 Qualities of trainers 248 3.83 .79 Career Guidance 248 3.36 1.06 Religious supports 248 3.28 1.09 Societal attitudes 248 3.10 1.13 Total 1240 N (number of respondents) = 248; Likert-scale score range (1 to 5): 1 = poor; 2 = below average; 3 = average; 4 = above average; 5 = excellent. 54
The certification assessment by the students as provided in Table 4.5 also has the societal attitude to hospitality management profession on low score (indicating least supportive to the profession). The mean scores for the 5 variables range from 3.10 to 3.83. The quality of the trainers as assessed by their students had the lowest standard deviation of 0.79. This means that the scores of the students on this variable (quality of trainers) were not as far from the mean as others.
Table 4.6: HTM graduate employability assessment by the employers
Std Category N Mean Deviation a) Speaking skills 50 3.68 0.65 b) Writing skills 50 3.78 0.46 c) Sales and marketing techniques 50 3.32 0.71 d) Working with others 50 3.50 0.61 e) Supervisory/Managerial skills 50 3.26 0.63 f) Problem solving 50 3.16 0.68 N (number of respondents) = 50; Likert-scale score range (1 to 5): 1 = poor; 2 = below average; 3 = average; 4 = above average; 5 = excellent. Mean ranking: 0 to 2.5= Not employable; 2.6 to 5 = Employable
Employers of labour were made to determine the employability of the certificated graduates on their employment based on their understanding of the graduates and, as key end users. This study reveals (through Table 4.6) that the problem-solving ability of the graduates got the least mean score of 3.16 while the graduates‟ writing ability received the highest mean score of 3.78. The pooled mean (overall mean score on the
HTM graduate employment variables) amounted to 3.45 to indicate that the graduate employability rating by the employers was more than 2.50 and so significantly employable. However, certain skills with lower scores are required to be upgraded to meet the challenging needs of the industry. Employers differ more on the graduates‟ 55 sales and marketing skills than in other variables as indicated through standard deviation (0.71) while the least deviation among the respondents was on writing skills
(0.46) thereby justifying the greater agreement of the employers that the graduates had better writing skills.
4.3.2 Labour Preference
The objective 2 of the study was to investigate if unskilled labour force were preferred over qualified HTM graduates by the employers of labour in Lokoja. Upon investigation, it was found that 68% of the employers preferred the services of qualified HTM graduates to those of unskilled labour while 32% of them chose to prefer the services of unskilled labour to those of qualified graduates.
Labour force preference
32%
Unskilled labour 68% Qualified HTM graduates
Figure 4.2: Labour Preference
Labour Preference
Unskilled labour 32%
Qualified HTM graduates 68% 56
Labour preference by the hospitality industry was further demonstrated using bar chart as in Figure 4.3 below and revealed that medium and high-class hotels preferred qualified graduates to unskilled labour whereas lower and other smaller hospitality establishments preferred unskilled labour.
Labourforce preference by the hospitality industry 16 16 14 14
12
10
8 UNSKILLED LABOUR 5 5 6 QUALIFIED HTM GRADUATES 4
Number of respondentsof Number 4 3 2 2 1
0 High class Medium Low class Other hotel class hotel hotel hospitality outfit
Figure 4.3: Labour Preference by Organizations Out of the total number of 50 respondents from the four categories of hospitality outfits, 16 of them preferred unskilled labour to qualified graduates while 34 of the respondents chose to prefer qualified graduates over unskilled labour.
57
The Focus Group Discussants key point (2015:1.1) revealed that:
“middle and high-class hotels prefer qualified labour force over unskilled ones
since it is more costly to train unskilled labour force to their standards; and any
mistake made through use of incompetent hands could be devastating and
irrecoverable in the present-day fiercely competitive global village”.
The justification for the preference of unskilled labour, on the other hand, by the smaller hospitality organizations according to Marchante et al (2007) was hinged on the flexible nature of the tasks or duties they (smaller hospitality industry) perform. They went further to say that a good number of hospitality tasks are unskilled and could be learnt cheaply by unskilled labour without formal training and education. Also, since the smaller hospitality business could be started with a minimum capital and labour, Chon and Maier (2010) noted that it attracted widespread entrepreneurial ownership. It is essential that whatever might be the preferred workforce for the industry should be cost-effective and well understood prior to the decision making.
4.3.3 Gender Factor
The objective 3 of this research was to establish the significance of gender in hospitality management employment in Lokoja. 58
Gender distributions of respondents
180 162 160
140
120
100 86 86 MALE 77 80 FEMALE
60
Number of respondentsof Number 41 40 28 22 19 20
0 Employers HTM Trainers Students graduates
Figure 4.4: Gender distributions of respondents Figure 4.4 shows that there are notable differences in the respondents on the basis of their gender. Out of 248 students (respondents) 65% of them were female. Sixty eight percent
(68%) of the trainers were female while 58% of the graduates on employment were female.
It was only in the category of employers that did not show female dominance. The male constituted 56% of the employers.
From this result, the female dominance in hospitality profession is in agreement with the submission of Baum (2013) that the hospitality profession world over is dominated by the female gender which accounts for 55.5% of the entire practitioners. However, this numerical difference could be attributed to larger number of female enrolment for the course, and the widely spread wrong notion that the course was feminine-centred(Ungui et al, 2014). 59
4.3.4 HTM Graduate Employment Challenges
To achieve the objective 4 of this study structured and semi-structured questionnaire and
Focus Group discussion were applied on respondents as appropriate. Dichotomous questions to the employers of labour were designed to probe into the likelihood of graduate unemployment in Nigeria.
Table 4.7:Employers’ Responses to Dichotomous Questions
Question Employers‟ response Frequency% Were there cases of graduate unemployment in Nigeria? Yes 50 100 No - - Were HTM graduates involved in the graduate unemployment? Yes 49 98 No 1 2
HTM graduates were not completely exempted from graduate unemployment in Lokoja as attested by 98% of the employers; and the Focus Group Discussants (September, 2015: 1.4) that categorically stressed that:
“no profession is free from Nigerian un-employment saga due to either under-
employment, voluntary or involuntary unemployment.”
However, data from the employers of labour and discussion with the Focus Group agreed that the HTM graduate employability in Lokoja was significant and advised that appropriate measures be taken against noticeable and looming graduate employment challenges. They added that a well utilized challenge is profiteering while a badly managed one turns to problem. According to Ntuli (2013), partnership of stakeholders is required if the graduate employability is to be enhanced and sustained.
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Table 4.8: HTM Graduate Employment Challenges as rated by the Employers
Category Scores S/Disagree Disagree S/Agree (1) (2) Neutral (3) Agree (4) (5) N Mean SD Score % Score % Score % Score % Score % a 1 2 15 30 26 52 7 14 1 2 50 2.84 0.76 b 2 4 22 44 19 38 6 12 1 2 50 2.64 0.82 c 2 4 6 12 12 24 28 56 2 4 50 3.44 0.9O d 1 2 4 8 12 24 28 56 2 4 50 3.54 0.73 e 2 4 5 10 14 28 27 54 2 4 50 3.44 0.88 f 2 4 32 64 11 22 5 10 0 0 50 2.4O 0.72 g 2 4 3 6 30 60 15 30 0 0 50 3.16 0.71 h 1 2 2 4 32 64 15 30 0 0 50 3.22 0.61 a) Lack of adequate training b) Inadequate job experience c) Arrogancy/in-patience d) Demand for higher pay e) High graduate labour turnover f) Global economic meltdown g) Inability to defend their certificates h) Career mismatch % Percentage N Number of respondents SD Standard deviation Mean rankings: 0 to 2.5 = Employment not significantly challenging; 2.6 to 5 = Significant employment challenge
On the question of if the graduates thatthe employers had interacted with were inadequately trained, 52% of the employers took „neutral‟ position. 30% of the employers „disagree‟ that the graduates were inadequately trained. Themean score in this area is 2.84which show that employers of labour still expect additional levels of training from the hospitality graduates.
Forty four percent (44%) of the employers „disagree‟ that the graduates lacked job experience while 38% of them took to „neutral‟ position. Their mean score is 2.64. Fresh graduates were said („agree‟) to be arrogant and inpatient and as indicated by 56% of the 61 employers (respondents). Twenty four percent (24%) of the employers took to „neutral‟ position. This brings their mean score to 3.44.
Sixty six percent (66%) of the employers of labour believed („agree‟) that the hospitality graduates were fond of demanding for higher pay. Twenty four percent (24%) of the employers were „neutral‟ while their mean score is 3.54.
High rate of labour turnover was said to be rampant with the graduates according to 54% of the employers while 28% of them took „neutral‟ stand. The mean score is 3.44.
Sixty two percent (62%) of the employers „disagree‟ that the employability of the graduates had been watered down by global economic meltdown. Twenty four percent (24%) of the employers took „neutral‟ position while the mean score is 2.40.
Sixty percent (60%) of the employers took to „neutral‟ position on the ground of the graduates‟ inability to defend their certificates. Thirty percent (30%) of the employers
„agree‟. The mean score is 3.16.
Sixty four percent (64%) of employers of labour took „neutral‟ position on their using career mismatch as an employability weakness of the graduates. Thirty percent (30%) of them
„agree‟. Their mean score is 3.22.
Although the employers of labour rated the HTM graduates as being employable they identified what they regard as looming employment challenging areas with the demand for higher pay as the most critical (mean of 3.54) while global economic meltdown was rated less critical (mean of 2.40).The mean score for HTM graduates‟ tendency to demand higher pay is 3.54. This position shows there was significant agreement with the thought that HTM 62 graduates in Lokoja had the tendency to demand higher pay and so call for proper management if high labour turnover were not to be entertained
The mean score on global economic meltdown is 2.40 indicating a disagreement with the thought that the global economic meltdown had significant impact on HTM graduate employment in Lokoja. This aligned with the position of the general theory on employment by the Classical economists that economy is self-regulatory and that any unemployment is either temporal, voluntary or failure to accept low wage. One of the outstanding challenges on the HTM graduate employment in Lokoja was identified by the employers as arrogance or in-patience on the part of some employed graduates to tolerate their starting salary (which they often considered as too low) pending its revision upon acquiring the expected basic experience. This was the score from 56% of the respondents that „agree‟ while those that took neutral position were 24%. Those that „strongly agree‟ and „strongly disagree‟ were each 4% of the total HTM employers of labour. Sixty percent (60%) and thirty percent
(30%) of the employers of labour were „neutral‟ and „agree‟ respectively on the inability of the HTM graduates to defend their certificates. These two positions also pose challenge to the graduates‟ ability to defend their certificates since the rest respondents (10%) considered little either „disagree‟ or „strongly disagree‟ that the graduates were not able to defend their certificates.
On career mismatch by HTM graduates, 64% and 30% of the employers were „neutral‟ and‟ agree‟ respectively thereby creating another area of challenge to the graduates. Four percent
(4%) and two percent (2%) of the employers „diaagree‟ and „strongly disagree‟ that the
HTM graduates were faced with career mismatch respectively. The minority opinion here calls for further career awareness and counseling campaign at all levels of our education. 63
The HTM graduate employment challenges as identified by the trainers were as analysed through Table 4.9. The variables with means greater than 2.5 were identified as employment challenges while variables with means between 0 and 2.5 were considered not challenging.
Table 4.9: HTM graduate employment challenges as assessed by the trainers
Challenges Mean StDev a) Inadequate training 3.20 1.36 b) Lack of job opportunities 2.31 0.96 c) Over production of graduates 2.15 1.24 d) Lack of government supports/direction 4.05 0.69 e) High rate of corruption in the land 4.40 0.84 f) Increasing rate of crime and insecurity 3.63 0.99 g) Bank loan not readily accessible 4.08 0.85 h) NYSC being used as cheap labour 3.11 0.97 i) Employers' preference for unskilled labour 2.83 1.30 j) Graduates lacking business risk initiative 3.53 0.83 k) Global economic meltdown 2.86 0.96 l) Wrong career placement 3.36 0.95 N (number of respondents) = 60 Likert-scale ratings: 1= strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree
These were high rate of corruption in the society (4.40), bank loan not readily accessible
(4.08), lack of government supports/directions (4.05), increasing rate of crime and insecurity
(3.63), graduates not having the capacity to take business risks (3.53), wrong career placement (3.37), inadequate training (3.20), NYSC being used as cheap labour (3.12), employers‟ preference for unskilled labour (2.83), and global economic meltdown (2.87).
All the variables with mean score of less than 2.50 such as lack of job opportunities, and overproduction of graduates were not significant challenges to HTM graduate employment in Lokoja. The least challenge was overproduction of graduates contrary to the fear of
Nkechi et al (2012) that some private tertiary institutions in Nigeria massively admit 64 students each year not because they have the propensity to deliver qualitative education but for the financial benefits in the form of school fees. They also observed that the Federal
Government-owned institutions were even following the same suit in their quests towards
`Internally Generated Revenue’ (IGR) and to eliminate over dependence on subsidies from the Federal Government of Nigeria.
The least standard deviation error mean was recorded on lack of government supports and direction since the respondents were closer to the mean. This position confirms that government has a lot at stake if the stakeholders’ plan on graduate employability is to be enhanced and sustained.According to Eneji, et al. (2010), bad governance is the bane of hydra-headed corrupt practices resulting in system failures and as such advocated for good governance at all tiers.
Data obtained from the trainers through open-ended questions revealed other HTM graduate employment challenges and remedies; success tips for HTM graduates in employment and management implication of the employment challenges (as contained in Table 4.10). HTM
Trainers‟ contribution to the open-ended questionnaire showed agreement with Eneji, Lafia and Weiping (2013) that wrong choice of career leads many students graduating in areas that may not apply directly anywhere while some work in occupations that do not correspond to their qualifications. In view ofthis, Chellen and Nunkoo (2010) advised on the need to give the students early career guidance and counseling on a number of factors likely to influence their commitment towards the hospitality industry.
Graduates‟ hard work and ingenuity, proper training and interest for the profession were identified as key success tips for HTM employment by the trainers who rated insecurity and other social vices, and underdevelopment as notable and added implications of wrong 65 management of the challenges. Good governance and interventions, entrepreneurial ability and adequate training were identified as major tools to effectively manage the graduate employment challenges. These positions were corroborated by the FGD (2015) as tendered inAppendix 8.
Table 4.10: Open-ended Questions as Answered by HTM Trainers
Question No & Comment Frequency Percentage Variable N % 9: Other HTM graduate Graduates' wrong choice of career 6 22.22 Employment Graduates not being strong-willed 6 22.22 Challenges Graduates not entrepreneurially- biased 6 22.22 Lack of motivation 3 11.11 Lack of essential infrastructure 2 7.41 Inadequate funding/capital 2 7.41 27 10: Success tips for Graduates' hard work and HTM graduates in ingenuity 31 48.44 Employment Proper training 14 21.87 Interest for the profession 12 18.75 Good choice of career 4 6.25 Entrepreneurial ability 3 4.69 64 11: Major solutions to Good governance and interventions 19 27.14 HTM graduate Entrepreneurial ability 15 21.43 Employment Adequate training 9 12.86 Challenges Employability of the graduates 8 11.43 Hard work and enabling environment 8 11.43 Right career placement, interest and guidance 6 8.6o Affordable bank collaterals 5 7.13 70 12: Management Insecurity and social vices 25 35.71 implications of Underdevelopment 17 24.28 HTM graduate Increased poverty level 17 24.28 Employment Kidnapping and hostage taking 5 7.14 Challenges Increased wave of corruption 4 5.71 Apathy for hospitality profession 2 2.86 70
66
Open-ended questions for HTM graduates in employment generated the qualitative data as presented through Table 4.11 and discussed below.
Table 4.11: Open-Ended Questions as Answered by HTM Graduates in employment
Question No & Comment Frequency Percentage Variable N % 4: Career influence Self-interest or likeness 64 40 Others' influence 55 34 Admission option 43 26 162 6: Suggested Equipment availability, updates and improvement areas Maintenance 105 20.0 Use of qualified staff/professionals 91 17.3 Admission exercises based on merits 85 16.2 Correction to negative societal impression on hospitality profession 84 16.0 Standardized and relevant curriculum to be in use 82 15.6 Career guidance and counseling to be taught at lower and higher school levels 78 14.8 525
The qualitative research data from HTM graduates in employment proved that their choice of the career was significantly influenced by their personal interest (40%). Other people‟s influence was rated 34% while admission‟s last option was rated 26%. These positions of the graduates in employment differ slightly from those of the students in session. While
40% of the graduates in employment admitted that, they took the hospitality profession out of their self-interest that of the students that served as respondents was 54%. The comparison of these two positions show increased interest for the hospitality career by the students.The contributions made toward ways of improving the employability of the graduates were rated in percentage in descending order and formed part of the 67 recommendations of this study. Equipment availability, updates and maintenance recorded higher recommendation for improvement since it is not just enough to have the equipment but the right number and functionality.
4.4 Hypotheses Testing, Reporting
4.4.1 Hypothesis 1 (H01):
Certification of hospitality management graduates does not positively influence employability in hospitality industry in Lokoja
This hypothesis tested the objective 1 of the study that intended to determine theemployability of certificated HTM graduates in Lokoja.
Friedman Test was used to test this hypothesis. The Friedman test is the nonparametric equivalent of a one-way ANOVA with repeated measure. Itis used to test the hospitality management graduate certification between groups (to find out whether the results are the same or there are differences between them) when the dependent variable being measured is ordinal. It can also be used for continuous data that has violated the assumptions necessary to run the one-way ANOVA with repeated measures (e.g., data that has marked deviations from normality).
HTM graduate employability certification as assessed by four categories of respondents
(HTM graduates, Trainers, Employers and HTM students) is as given below:
68
Sum of Treatment N Est Median Ranks 1(Training/Training facilities) 4 99.51 18.0 2(Qualities of trainers) 4 108.01 21.0 3(Curriculum) 4 98.01 19.0 4(Career G&C) 4 86.26 14.0 5(Religious supports) 4 68.80 7.0 6(Societal attitudes) 4 67.22 5.0 Grand median = 87.97 S = 15.71 DF = 5 P = 0.008
From the test the p value is 0.008 which is less than the alpha (α) of 0.05 to indicate that the test is significant to reject the null hypothesis. It also shows that whilst the respondents may differ in their scores on the employability of certificated graduates there was no sufficient evidence to accept the null hypothesis that says the certificated HTM graduates does not positively influence their employability in Lokoja. The Friedman test compares the mean ranks between the related groups and indicates how the groups differed, and it is included for this reason but it is the median value for each related group that is majorly captured by the Friedman test.
The table 4.12below provides the test statistic (χ2) value ("Chi-square"), degrees of freedom ("df") and the significance level ("Asymp. Sig."), which is all we need to report the result of the Friedman test.
Table 4. 12 Test Statistics
N 12 Kendall's Wa .319 Chi-Square 19.111 df 5 Asymp. Sig. .002 a. Kendall's Coefficient of Concordance
69
From the Test Statistic Table 4.12.it could be seen that there is an overall statistically significant difference between the mean ranks of the related groups. Since the Friedman test is an omnibus test, like its parametric alternative; that is, it tells you whether there are overall differences, but does not pinpoint which groups in particular differ from each other calls for post hoc tests only when the Friedman test is significant.
To examine where the differences actually occur, separate Wilcoxon signed-rank tests on the different combinations of related groups were run. Consequently the following combinations as in table 4.13 were compared:
Table 4.13 Kendall’s W Test
Ranks Mean Rank Graduates_Trainers 3.83 Graduates_Employers 3.33 Guaduates_Students 5.00 Trainers_Employers 2.00 Employers_Students 3.17 Trainers_Students 3.67
Graduates-Students rated themselves (mean, 5) than they were rated by Trainers-Employers
(mean, 2).There was the use of a Bonferroni adjustment on the results obtained from the
Wilcoxon tests because of the multiple comparisons that needs to be made, which makes one more likely to declare a result significant when one should not (Type 1 error). The
Bonferroni adjustment was easy to determine by simply taking the significance level of 0.05 being popularly used in statistics and divide it by the number of tests being run ( 6 pairs in this case). Therefore one now has a new significance level of 0.05/6 = 0.008. This means that if the p value is larger than 0.008, we do not have a statistically significant result. 70
Table 4.14 Test Statisticsa
Graduates_Employers Trainers_Employers - Trainers_Students - - Graduates_Trainers Guaduates_Students Employers_Student s Z -1.787b -3.059b -1.787c Asymp. Sig. (2- .074 .002 .074 tailed) a. Wilcoxon Signed Ranks Test b. Based on positive ranks. c. Based on negative ranks
.Table 4.15 Test Statistics Showing Median
Graduates Graduates Graduates Trainers_ Employers Trainers_ _Trainers _Employer _Students Employers _Students Students s Valid 12 12 12 12 12 12 N Missing 0 0 0 0 0 0 Median 55.0000 49.5000 147.0000 38.0000 86.0000 91.5000
This table shows the output of the Wilcoxon signed-rank test on each of our combinations. It is important to note that the significance values have not been adjusted in SPSS Statistics to compensate for multiple comparisons – you must manually compare the significance values produced by SPSS Statistics to the Bonferroni-adjusted significance level you have calculated. We can see that at the p< 0.008 significance level, only the Trainers-
Employers/Graduates-Students‟ ratings was statistically significant (p = .002) whereas others with p value of 0.074 were statistically significantly different.
There was a statistically significant difference in the ranking done by the respondents on the employability certification of the HTM graduates. The test statistics show that X2(5) =
19.111, p = 0.002. Post hoc analysis with Wilcoxon signed-rank tests was conducted with a 71
Bonferroni correction applied, resulting in a significance level set at p < 0.008. Median for graduates-Trainers; Graduates-Employers; Graduates-Students; Trainers-Employers;
Employers-Students and Trainers-Students were 55.00 (44.75 to 144.25), 49.50 (33.00 to
144.25), 147.00 (127.25 to 159.50), 38.00 (31.25 to 46.25), 86.00 (33.00 to 154.50) and
91.50 (44.75 to 154.50), respectively.There were no significant differences between the ranking of Graduates-Employers/Graduates-Trainers (Z = -1.787, p = 0.074) or between those of Trainers-Students/Employers-Students (Z = -1.787, p = 0.074).However, there was a statistically significant difference in the rating carried out by Trainers-
Employers/Graduates-Students (Z = -3.059, p = 0.002).The more the low rated areas are improved upon the more the employability of the hospitality management graduates is enhanced.
The p value for the Friedman test is 0.008 which is less than the alpha (α) of 0.05 to indicate that the test is significant to reject the null hypothesis. It also shows that whilst the respondents may differ in their scores on the employability of certificated graduates there was no sufficient evidence to accept the null hypothesis that says the certificated HTM graduates does not positively influence their employability in Lokoja. However, religious supports toward the hospitality industry were not supportive enough just as the societal attitudes towards the profession. Much are required to be done in these two areas if the employability of certificated graduates is to be enhanced. It was in the light of the negative perceptions towards the hospitality industry that Tews and Van Hoof (2012) called on hospitality management education stakeholders to have a firm and ready grasp of effective arguments to educate the naysayer and doubters. 72
4.4.2 Hypothesis 2 (H02):
Employers’ labour preference has no positive relationship with graduate skills in hospitality industry in Lokoja, Nigeria
The objective for this hypothesis was to ascertain if employers‟ labour preference has any relationship with graduate skills in hospitality industry in Lokoja, Nigeria.A binomial test was used to test this hypothesis.
Table 4.16 Binomial Tests on Labour Preference by Employers of labour in Lokoja The Binomial Test was conducted to test if employers of labour in Lokoja had significant preference over the skill acquired by their employees. The test confirmed that there exist a significant association between skills and employment in hospitality industry in Lokoja.
Binomial Test Category N Observed Test Prop. Exact Sig. Prop. (2-tailed) Group 1 Unskilled labour 16 .32 .50 .015 Qualified HTM Labour Group 2 34 .68 graduates Total 50 1.00
We reject our null hypothesis (Employers’ labour preference has no positive relationship with graduate skills in hospitality industry in Lokoja, Nigeria) if the p value is smaller than
5% (p< 0.05). To test whether the proportion of unskilled labour in the hospitality industry differs from 0.50 (our test proportion) we need to examine the p value of the test. The p value of 0.015 = 1.5% chances of accepting the null hypothesis and so needs to be rejected.
A binomial test indicated that the proportion of HTM employers that prefer unskilled labour to qualified graduates was 0.32 lower than the expected 0.50, p = 0.015 (2-sided). If the 73 proportion of the preference for unskilled labour is exactly 0.50 in the entire population, then there is only 1.5% chance of finding 16 or fewer employers of labour in a sample of 50 that would prefer the unskilled labour over the qualified HTM graduates.
Generally, both Figure 4.3 and Table 4.17 proved that significant difference exists between unskilled labour and qualified HTM graduates in all the categories of hotels/hospitality outfit used (P <0.05). The test shows that qualified HTM graduates were most preferred to unskilled labour. This finding is at variance with the opinion of Kuslavan (2003) that the employers prefer unskilled labour to qualified HTM graduates. In support of Kuslavan
(2003) Marchante, Ortega and Pagan (2007) admit that large portion of jobs in the hospitality industry is unskilled; implying that skills and knowledge requirements for the industry can be learned easily and cheaply while on the job (on the job training) without formal training and education. It was Baum (2006) and his allies such as Sisson and Adams
(2013); Ungui, et al that gave prominence to the need for skill labour and its preference over the unskilled labour. Whitelaw, et al (2009) and Wang and Jing (2009) note that globalization and advancement in technology such as Information and Communication
Technology (ICT) have brought about heightened customer expectations, fierce competitions, distinct and fragmented markets such as the firms are looking for ways to excel in service quality and customer satisfaction at optimal profit. This explains why the role of higher education institutions as human resource providers for hospitality and tourism industry cannot be overemphasized.
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4.4.3 Hypothesis 3 (H03):
Gender has no significant association with HTM graduate employability. Chi-Square test of association based on gender of respondents(employers of labour, HTM trainers, HTM graduates and HTM students) was used to test this hypothesis. A total of 521 cases with non-missing values for both classes of respondents and gender were used in this test. Female gender dominance was observed in the hospitality fields covered except in the class of employers of labour that the female gender had residual of -7.8.
Table 4.17 Gender Cross-tabulation
Class Gender Total Female Male Count 22 28 50 Employers Expected Count 29.8 20.2 50.0 Residual -7.8 7.8 Count 86 77 163 Graduates Expected Count 97.3 65.7 163.0 Residual 11.3 -11.3
Count 162 86 248 Students Expected Count 148.0 100.0 248.0 Residual 14.0 -14.0 Count 41 19 60 Trainers Expected Count 35.8 24.2 60.0 Residual 5.2 -5.2 Count 311 210 521 Total Expected Count 311.0 210.0 521.0
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Table 4.18 Chi-Square Tests
Value df Asymp. Sig. (2-sided) Pearson Chi-Square 13.502a 3 .004 Likelihood Ratio 13.442 3 .004 N of Valid Cases 521 a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is
20.15.
The key result in the Chi-Square Tests table is the Pearson Chi-Square. The value of the test statistic is 13.502. Expected cell counts are all greater than 5 and no cell had an expected count less than 5. The Chi-Square test assumption is hereby met. Because the test statistic was based on a 4x2 cross-tabulation table, the degrees of freedom (df) for the test statistic is
3 while the corresponding p-value of the test statistic is p = .004
The decision and conclusions for the Chi-Square test of independence, association or relationship between gender and classes of hospitality management profession are that since the p-value is less than the chosen significant level (α= 0.05), we need to reject the null hypothesis because there is enough evidence that proved the existence of a significant relationship/association between gender and the various classes of hospitality management profession. This finding is in agreement with the study of Ungui et al (2014); Baum (2013) that an average of 55.5% of the global labour force in hospitality and tourism industry goes to the female gender and as such made many to believe that the profession is feminine- inclined. In view of this, there is the need for a good understanding in career selection and job search or placement.
Based on the above results, one can state that there is an association between gender and the various classes of hospitality management profession (X2(3), 13.502, p = .004).
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4.4.4 Hypothesis 4 (Ho4):
There are no employment challenges that significantly impact on the employability of
HTM graduates in Lokoja
Mann-Whitney Test and CI on Trainers‟ identified HTM graduate employment challenges, and those identified by the employers of labour were used for this test.
N Median Trainers‟ 60 3.2500 Employers‟ 50 3.1300
Point estimate for ETA1-ETA2 is 0.1200; 95.0 Percent CI for ETA1-ETA2 is (-
0.0000,0.2500) while W = 3625.0 and Test of ETA1 = ETA2 vs ETA1 > ETA2 is significant at 0.0385. The test is significant at 0.0377 (adjusted for ties). The null hypothesis is therefore rejected since there is enough evidence to prove the existence of challenges that could significantly impact on HTM graduate employability in Lokoja. The more the challenges the more the need to tackle the business threats and weaknesses while at the same time exists the need to maximize ones business strengths and opportunities.
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4.5 Employment challenges identified by the Trainers
Table 4.19 Employability challenges Cross-tabulation
Class Employability challenges Total Challenging Not-challenging Count 37 23 60 Inadequate training Expected Count 36.6 23.4 60.0 Std. Residual .1 -.1 Count 14 46 60 Lack of job Expected Count 36.6 23.4 60.0 opportunities Std. Residual -3.7 4.7 Count 13 47 60 Over production of Expected Count 36.6 23.4 60.0 graduates Std. Residual 3.9 -4.9 Count 55 5 60 Lack of govt Expected Count 36.6 23.4 60.0 supports Std. Residual 3.0 -3.8 Count 55 5 60 Corruption Expected Count 36.6 23.4 60.0 Std. Residual 3.0 -3.8 Count 44 16 60 Crime and insecurity Expected Count 36.6 23.4 60.0 Std. Residual 1.2 -1.5
Count 54 6 60 Inaccessible bank Expected Count 36.6 23.4 60.0 loan Std. Residual 2.9 -3.6 Count 31 29 60 NYSC being used as Expected Count 36.6 23.4 60.0 cheap-labour Std. Residual .9 -1.2 Count 26 34 60 Unskilled labour Expected Count 36.6 23.4 60.0 preference Std. Residual -1.8 2.2 Count 43 11 54 Inability to take Expected Count 33.0 21.0 54.0 business risk Std. Residual 1.7 -2.2 Count 24 36 60 Global economic Expected Count 36.6 23.4 60.0 meltdown Std. Residual -2.1 2.6 Count 40 20 60 Wrong career Expected Count 36.6 23.4 60.0 placement Std. Residual .6 -.7 Count 436 278 714 Total Expected Count 436.0 278.0 714.0 78
Although the HTM graduates are statistically significantly employable in Lokojathe HTM
Trainers identified the following areas of challenges to the employability/employment of the graduates as follow: Inadequate training, lack of government supports and directions, high rate of corruption, rising crime rate and insecurity, bank loan not readily available to needy investors, NYSC being used as cheap labour, graduates not having the strong will for business risks. And wrong career placement.On the other hand, lack of job opportunities, overproduction of graduates, employers‟ preference for unskilled labour force over qualified
HTM graduates and global economic meltdown were not considered as challenges to the graduate employability/employment in Lokoja. The Chi-square tests also confirm that the graduate employability challenges have significant relationship with the hospitality industry in Lokoja (X2(11) = 177.28, p = 0.000).
Table 4.20.Chi-Square Tests (Trainers’ Assessment of employment challenges)
Value df Asymp. Sig. (2-sided) Pearson Chi-Square 177.281a 11 .000 Likelihood Ratio 192.372 11 .000 N of Valid Cases 714 a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 21.03.
4.6 Employment challenges identified by the Employers
The areas of challenge to the employment/employability of the HTM graduates as identified by HTM employers of labour in Lokoja include the following:
Arrogance and lack of patience on the part of the graduates demand for high pay, high rate of labour turnover, inability to defend their certificates and career mismatch whereas 79 inadequate training, lack of job experience and global economic meltdown were not found by the employers to be very challenging to the graduates.
Table 4.21 Employability challenges Cross-tabulation
Class Employability challenges Total Challenging Not- challenging Count 21 29 50 Inadequate training Expected Count 27.5 22.5 50.0 Residual -6.5 6.5 Count 16 34 50 Lack of job experience Expected Count 27.5 22.5 50.0 Residual -11.5 11.5 Count 36 14 50 Arrogancy Expected Count 27.5 22.5 50.0 Residual 8.5 -8.5 Count 39 11 50 Demand for higher pay Expected Count 27.5 22.5 50.0 Residual 11.5 -11.5
Count 36 14 50 High Labour turnover Expected Count 27.5 22.5 50.0 Residual 8.5 -8.5 Count 11 39 50 Global economic Expected Count 27.5 22.5 50.0 meltdown Residual -16.5 16.5 Count 30 20 50 Inability to defend cert. Expected Count 27.5 22.5 50.0 Residual 2.5 -2.5 Count 31 19 50 Career mismatch Expected Count 27.5 22.5 50.0 Residual 3.5 -3.5 Count 220 180 400 Total Expected Count 220.0 180.0 400.0
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Table 4.22 Chi-Square Tests (Employers’ version of Employment Challenges)
Value df Asymp. Sig. (2-sided) Pearson Chi-Square 59.960a 7 .000 Likelihood Ratio 62.115 7 .000 N of Valid Cases 400 a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 22.50.
Pearson Chi-Square result on employment challenges identified by the trainers on one hand and the employers on the other hand show significant relationship between HTM graduate qualifications and employment challenges. Whilst the graduates were rated as being employable there were still challenges (looming and revealing) that needed to be addressed if the dreams or aspirations of the industry stakeholders are to be enhanced.The employment challenges do not stop with only the HTM graduates but significantly extend to other stakeholders like the employers, trainers, the National Board for Technical Education
(NBTE) of Nigeria and concerned training institutions.
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CHAPTER FIVE
5.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presents the summary of the research findings contained in the preceding chapter. The study objectives were achieved through the collaborative efforts of relevant stakeholders that served as respondents. Major conclusions were drawn based on the study objectives while recommendations for policy decisions and further research also proffered.
5.2 Summary of Findings
Contrary to global outcry on increasing graduate unemployment, the hospitality management graduates were statistically significantly employable in Lokoja. The study found that themore the HTM graduate certification exercise is enhanced, the more the increase in the graduate employment in Lokoja.
The employability of the HTM graduates was centred on the graduates‟ abilities to function in jobs and move between them when necessary. It was also hinged on building capacity for working to achieve, at least, self-efficacy or goal.
Fifty four percent (54%) of the sampled HTM students admitted that they developed likeness for their profession following proper pre and post-admission career guidance and counseling they received. This position is an improvement over that of their predecessors
(graduates) that had 40%.
Entrepreneurship education as contained in the curriculum for technical education in Nigeria was found to have made positive impact on the graduate employability as 14.8% of 82 thegraduates that served as respondents admitted their being on self-employment
(entrepreneurship).
The study found that sixty eight percent (68%) of the labour employers in Lokoja preferred qualified HTM graduates to unskilled labour. This preference for the qualified HTM graduates was mainly by the middle and high-class hotels whereas the low class and smaller hospitality outfits that preferred unskilled labour to qualified HTM graduates constituted
32% of the respondents.
The study also revealed that unskilled labour and graduate employment were no closed substitute to one another. Qualified workforce was the most preferable by the employers of labour in Lokoja (the p value of 0.015 showed 1.5% chances of accepting the null hypothesis and so had to be rejected).
The Hospitality profession was found to be largely dominated by the female gender although there are few cases where gender factor played significant role to the advantage of male gender. The study found that the complex nature of the hotel industry does not make its jobs attractive to many married female HTM graduates. It was found that the dominance in female gender enrolment for hospitality management education increased their chances of dominating the HTM graduate employment. It then means that to address this imbalance is to increase the chance of the male gender in the HTM graduate employment.
The employment challenges identified by the employers, and trainers were corroborated by the Focus Group Discussants. The greatest challenge was high rate of corruption in the society as ill-gotten monies were rarely invested in the business of the host country; rather they were hoarded abroad where they enrich the economy of the collaborating country. 83
This study revealed employability skills required of the hospitality management graduates in Lokoja. The problem-solving ability of the graduates with the least mean score was required to be improved upon.
The on-going curriculum for technical education in Nigeria was found as adequate (mean score of 4.579) and worthy of optimal enforcement and compliance pending when there is need for its revision.
5.3 Conclusion
Hospitality management profession had the graduate employability advantage in Lokoja in spite of the identified challenges.Noticeable employment challenges for the hospitality management graduates in Lokoja included high labour turnover, career mismatch and lack of patience on the part of the graduates to endure starting salaries pending their acquisition of reasonable work experience. Such challenges have the capacity to negatively affect not only the graduates butother stakeholders like the employers, trainers, the National Board for
Technical Education (NBTE) of Nigeria and concerned training institutions if not timely tackled.
Unskilled labour force is not a closed substitute to a qualified hospitality management graduate as attested by most of the research respondents (68%). To use qualified workforce when necessary was said to be more cost-effective.
Hospitality management graduate profession was found to be significantly influenced bygender. The female gender constituted 59.7% of the studyrespondentsand so significantly corroborates the report of Baum (2013) thathospitality profession world-over is dominated by the female gender which accounts for 55.5% of the entire practitioners. Also the greater 84 enrolment of female students for hospitality education than their male counterparts adds to the gap between the gender and the notion that the profession is feminine-inclined.
5.4 Recommendation
Notwithstanding the recorded employability advantages of the HTM graduates in Lokoja, there was still the need for concerned stakeholders to timely tackle the graduates‟ looming or notable employment challenges so as to enhance or sustain their economic and overall developmental aspirations.
The governing board for technical education in Nigeria should ensure the accreditation and certification processes for technical education are thorough and devoid of any compromise of approved standards such that the teaching staff must be qualified, experienced, and adequate in number and of good mix;physical facilities for the training must be adequate and functional whileonly suitable, qualified and interested students should be admitted to pursue the hospitality management education. The ongoing „Standards for the Accreditation of Programmes in Nigerian Polytechnics and Universities offering HND or degrees in hospitality management are for the meantime considered appropriate to uphold.
There should be awareness building in the areas of career guidance and counseling right from lower school levels through higher ones to assist students on the right choice and interest for career.Education policy makers in Nigeria should take necessary action.
The 3-tier system of government in Nigeria (particularly the Federal Government) should ensure adequate arrangements are made with financial institutions to make investment loans affordable to young and enterprising graduates upon completion of their National 85
YouthService programme. This measure would enhance the graduate employability and job creating ability.
Labour force preference by employers of labour should be purely based on cost- effectiveness and competitive advantage rather than intuition.
5.5 Recommendations for Further Research Work
There is need for further research work on ways through which gender equity could be struck in the hospitality management profession.
Also, there is the need to use a defined geo-political zone of Nigeria to assess the involvement of hospitality management graduates in entrepreneurship endeavours so as to determine their successes or failures.
86
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APPENDICES
APPENDIX 1: PERMIT TO CONDUCT RESEARCH
94
APPENDIX 2: BUDGET/WORK PLAN
This research work involved a lot of time, human and financial resources before its completion. The work took twenty (20) months, November2014 to June, 2016, to complete.
Secondary data *Concept collection Administration of Development, primary data collection tools/Data Data *Questionnaire collection Analysis/Report design , and writing Thesis pre-testing DEC.2014. – JUNE 2015 Presentation NOVEMBER & AUGUST, 2015
JULY – AUGUST,2015 JUNE DECEMBER, 2014 To MARCH, 2016 2016
The research made use of Ksh 390,080 (N780,160.00) for transportation, focus group entertainment, stenographic and other expenses before its completion.
ITEM NO. OF UNIT UNIT COST TOTAL (Ksh) Transportation costs to and fro 2 80,250 160,500 Nigeria (Kenya-Nigeria) Stationery, stenographic work and 79,000 statistician Focus Group connection/ 85,000 entertainment Transport, Accommodation and 65,580 Miscellaneous expenses TOTAL 390,080
95
APPENDIX 3: QUESTIONNAIRE INTRODUCTORY LETTER
Dear Sir/Madam,
LETTER OF INTRODUCTION
I am a post graduate student of Kenyatta University, Nairobi, Kenya undergoing an MSc research aimed at identifying challenges to Hospitality Management graduate certification vis-a-vis their employability in Nigeria with special focus on Lokoja, Kogi State capital city.
I would be grateful if you could spare me few minutes of your time to complete this questionnaire.
This exercise is completely anonymous and purely meant for academic exercise with absolute confidentiality
Thank you.
Yours faithfully, Sunday Musa Adama
96
APPENDIX 4: QUESTIONNAIRE FOR HTM TRAINERS/LECTURERS
Please tick ( ) or comment as appropriate in the spaces provided below:
1. Please state your gender
Male Female
2. Do you encounter cases of graduate unemployment among the graduates of your department? Yes No 3. What gender do you consider most vulnerable in this issue of unemployment? Male Female
4. How long do you think it could take Nigeria to solve the Hospitality Management graduate unemployment problem? Very soon Long time Can-not be solved
5. How would you certify the employability of Hospitality Management graduates of your institution using the following parameters?
Poor Below Average Above Excellent Average Average a) Training facilities/training
b) Quality of trainers
c) Curriculum
d) Career Guidance and counseling
e) Religious support
f) Societal attitude
97
Please tick ( ) the following hospitality management graduate employment challenges as appropriate.
Strongly Disagree Neutral Agree Strongly
disagree Agree
a. Lack of adequate training
a. Lack of job opportunities
b. Graduates produced are more than the labour market can accommodate c. Lack of government Support and direction d. High rate of corruption in the land e. Increasing rate of crime and insecurity f. Bank loan not readily accessible g. NYSC being used as cheap labour h. Employers' preference for unskilled labour i. Graduates not having the capacity to take business risks j. Global economic meltdown k. Wrong career placement
98
9. Please state what you identify as other employment challenges to hospitality management graduates you might have known
……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………
10. State also what you consider as the success tips for the hospitality management graduates that are in gainful employment
……………………………………………………………………………………………………………….………………..
11. Identify what you may consider as two major solutions to hospitality management graduate employment challenges in Nigeria …..………………………………………………………. ………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………….. 12. State what you would consider as three main implications of the graduate employment challenges to the society if left unresolved? ...... ……………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………
Thank you
99
APPENDIX 5: QUESTIONNAIRE FOR HTM STUDENTS IN SESSION
Please tick ( ) or comment as appropriate below.
1. State your gender Male Female
2. Programme/Level: ND HND
3. State what made you to take to Hospitality Management profession:
Others’ influence Self-interest Admission option I cannot really understand
4. How would you rate the following certification variables against your department (Hospitality Management)? Poor Below Average Above Excellent Average Average a) Training facilities/training
b) Quality of trainers
c) Career Guidance and counseling
d) Religious support for hospitality management profession
e) Societal attitudes towards hospitality profession.
Thanks for your contributions
100
APPENDIX 6: QUESTIONNAIRE FOR HTM GRADUATES IN EMPLOYMENT
Please tick ( ) or comment as appropriate below.
1. State your gender Male Female 2. Period of graduation …………….academic session. 3. Current employment status Employed Self-employed 4. State what made you to take to Hospitality Management profession…………………………….………………………………………………………………………………
5. How would you score yourcertification and employability skills using the following factors against your school days in the polytechnic or university?
Poor Below Average Above Excellent Average Average a) Training facilities/training
b) Quality of trainers
c) Curriculum
d) Career Guidance and counseling
e) Religious support for hospitality managementprofession
f) Societal attitudes towards hospitality profession.
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6. What improvement would you suggest for the following areas responsible for training hospitality management students in your polytechnic or university? l. Training facilities……………………………………………………………………………………………
a. Qualities of the trainers……………………………………………………………………………….…
b. Curriculum………………………………………......
c. Admission exercise…………………………………………………………………………………………
d. Career guidance and counseling………………………………………..……………………………
e. Societal attitudes towards the Hospitality Management profession
………………………………………………………………………………………………………..………………
Thanks for your contributions
102
APPENDIX 7: QUESTIONNAIRE FOR HTM EMPLOYERS OF LABOUR
Please tick ( ) or comment as appropriate in the spaces provided below:
1. Please state your gender
Male Female
2. Do we really have cases of graduate unemployment in Nigeria? Yes No
3. Are Hospitality Management graduates involved in the unemployment problem? Yes No
4. Do you have Hospitality Management graduates in your employment? Yes No
5. How would you rate the employability of Hospitality Management graduates that
qualify for your employment (if any) using the following parameters?
Poor Below Average Above Excellent Average Average a) Speaking Skills
b) Writing Skills
c) Sales and Marketing Techniques
d) Working with others
e) Supervisory/Managerial Skills
f) Problem-solving
103
6 Please tick ( √ ) the following hospitality management graduate employment challenges as appropriate.
Strongly Disagree Neutral Agree Strongly
disagree Agree a. Lack of adequate training b. Lack of job experience c. Fresh graduates are arrogant and lack patience d. Demand for higher pay e. High rate of graduate labour turnover f. Global economic meltdown g. Inability to defend the certificate h. Career mismatch
7. Which category of labour would you prefer? a. Unskilled labour b. Qualifiedhospitality management
graduates
Please give your reasons for the choice………………………………………………
……………………………………………………………………………………….
Thanks for your contributions to knowledge
104
APPENDIX 8: QUALITATIVE DATA OBTAINED FROM FOCUS GROUP
INTERVIEW/DISCUSSION ON 21ST SEPTEMBER, 2015
The qualitative data were obtained through representative quotes from the Focus Group
Discussants in form of grouping respondents‟ answers to each question given below:
S Questions Response C / o N d e
1 Who is a graduate? “A graduate could be defined as a product of approved skill or training programme found qualified in learning and character
for the purpose of that training” 1.6 “A graduate could simply be defined as a
scholar” 1.4
3 Who is qualified to be identified as a "Someone that meets the requirements for certificated hospitality management the awarded of at least HND or bachelor graduate? degree in hospitality management…”“Management quote and 1.2 unquote".
“Someone with adequate training in
hospitality management and so awarded at least a bachelor degree or 1.1
HND in hospitality management.”
4 How would you compare qualified “It more cost-effective to engage hospitality management graduates qualified hands than to be tempted to with unskilled labourforce in terms of use cheap and unskilled hands” employment? 1.6
“On-the-job training could be used on unskilled hands to fit into the affairs of the industry in a most cost effective manner.” 1.7
“It is dangerous to use unskilled hands 105
in place of qualified ones in view of thepresent day dynamic and competitive global village” 1.8 “Middle and high-class hotels prefer qualified labour force over unskilled ones since it is more costly to train unskilled labour force to their standards and any mistake made through use of
incompetent hands could be devastating and irrecoverable in the present-day fiercelycompetitive global village” 1.1
5 How could you describe graduate “No profession is free from Nigerian un- employment in Nigeria and Lokoja in employment saga due to eitherunder- particular? employment, voluntary, or involuntary 1.4 unemployment”. All "Birth control formula of the former
Nigerian President Babangida should be brought back to full compliance
…otherwise there will be continued massive turnout fresh graduates without jobs". 1.4
6 How would you describe gender equity “There is no gender equity in Nigeria; in hospitality profession in Nigeria and rather, the profession is dominated by the Lokoja in particular? female gender”. 1.6
“But the hotel industry in Nigeria do not
want much of the female gender 1.6 especially the married ones”.
7 What could you identify as 1.1 “Bank loan/collateral not readily challenges to HTM graduate accessible to needy investors employability/employment in Nigeria ”
and Lokoja in particular?
“Entrepreneurial training programmes not 1.8 being fully practicalized by graduates” 106
“Inability of government to wipeout corruption, crime and insecurity”
“Labour preference to the disadvantage of 1.5 graduates by smaller firms”
“Labour preference to the advantage of 1.6 graduates by bigger firms”…
1.3 “Ill-gotten wealth through corruption being hoarded in foreign land…” 1.1
“National Youth Service Corps (NYSC)
being used as cheap labour rather than permanent appointment after their one
year service to the nation” 1.5 “Lack of continuity of laudable programmes by successive government” 1.7
8 How could the identified challenges be “First of all, know what the challenges are solved? and then adopt the best ways of managing them".
1.2
"Challenges abound everywhere but it is
their correct management that is still challenging" 1.5
1.6 "Stop corrupt practices and other challenges will be manageable".
107
APPENDIX 9: NBTE STANDARDS
2014 NATIONAL BOARD FOR TECHNICAL EDUCATION (NBTE) STANDARDFOR NATIONAL DIPLOMA IN HOSPITALITY MANAGEMENT (IN NIGERIA)
The programme is designed to produce diplomates capable of supervising appropriate departments in Hospitality Organizations.
At the end of the programme, the diplomate should be able to carry out the following tasks:
a. Produce Nigerian and International dishes using both local and exotic food
commodities.
b. Organize accommodation in hospitality establishments.
c. Supervise restaurants and bar operations in hospitality organizations.
d. Supervise specific departments in large hospitality organizations.
e. Manage small to medium sized hospitality organizations
Entry requirements
(1) The minimum entry requirement into the National Diploma (ND) Hospitality
Management Programme is FOUR CREDIT level passes in the West African School
Certificate (WASC), Senior Secondary School Certificate (SSCE), General Certificate of
Education (GCE), Ordinary Level, National Examination Council (NECO) and National
Business and Technical Examination Board (NABTEB) in not more than two sittings. The subjects must include English, Mathematics, Biology/Agricultural Science/Heath Science, and any two of the followings: Chemistry,Physics, Economics, Geography and Food and
Nutrition/Home Economics. 108
(2) Candidates who have successfully completed the Board’s recognized Pre-National
Diploma (science and technology) course may be admitted into the programme. Such students must have passed English language, Mathematics, Biology and Economics at
WASC, SSCE, GCE, NECO or NABTEB ‘O’ level, before undertaking the course.
Structure of Programme:
The National Diploma in Hospitality Management is a terminal programme and is structured to last for two years (four semesters). This incorporates three to four months of supervised industrial work experience (SIWES).
All terminal National Diploma examinations must be externally moderated. In grading the awards, the Board’s Unified Grading System should be applied.
HIGHER NATIONAL DIPLOMA (HND) PROGRAMME
Minimum entry qualification for Higher National Diploma (HND) in Hospitality Management as at 2014 was credit pass at National Diploma level from a recognized tertiary institution. A pass at National Diploma level with adequate cognitive working experience may also be considered.
Holders of H N D in Hospitality Management are intended to satisfy the middle and senior cadres of the industry.
109
APPENDIX 10: THE FEDERAL POLYTECHNIC, IDAH
The Federal Polytechnic, Idah
E-mail: [email protected] [email protected]
Phone :
+234 811 298 5405
Website: www.fepoda.edu.ng www.federalpolyidah.edu.ng
The Federal Polytechnic, Idah, formerly Idah College of Technology, is a federal government-owned tertiary education institution that was established in 1977 in Idah, Kogi
State. It was established by the Obasanjo administration along with three others as an aggressive attempt by the Military Administration to provide solutions to the problems of middle level manpower in the country. It is approved by the National Board for Technical
Education and it also offers National Diploma and Higher National Diploma courses with the aim of “training competitive manpower for development”. 110
The Polytechnic consists of two sectors- the Administrative and the Academic sectors. The
Rector is the head of both Administrative and Academic sectors and he is the Chief
Accounting Officer of the Polytechnic. He is responsible to the Governing Council. To assist the Rector in day-to-day administration of the polytechnic are the Registrar, the
Bursar who administers the polytechnic finances and the Director of works who runs works and estate department. Other service units include the medical centre headed by the Director of medical services.
The Academic organization of the Polytechnic is into Schools. There are now 18 departments organized into four schools headed by a Dean, namely: School of Technology,
School of Engineering, School of Business Studies and School of Environmental Studies.
Schools and Departments School of Business Studies Accountancy Business Studies Marketing Office Technology and Management (Secretarial Studies) School of Technology Computer Science Hospitality Management Food Science and Technology Science Laboratory Technology Statistics Tourism School of Engineering Civil Engineering Electrical/Electronic Engineering Mechanical Engineering Metallurgical Engineering Mechanical Engineering Foundry Engineering School of Environmental Studies Architectural Technology Building Technology Estate Management Surveying and Geo-Informatics Quantity Surveying 111
Urban and Regional Planning School of Business Studies Accountancy Business Studies Marketing Office Technology and Management (Secretarial Studies) School of Technology Computer Science Hospitality Management Food Science and Technology Science Laboratory Technology Statistics Tourism School of Engineering Civil Engineering Electrical/Electronic Engineering Mechanical Engineering Metallurgical Engineering Mechanical Engineering Foundry Engineering School of Environmental Studies Architectural Technology Building Technology Estate Management Surveying and Geo-Informatics Quantity Surveying Urban and Regional Planning School of preliminary studies and continuing education Pre-ND Science Part-Time Programmes: o Accountancy (ND & HND) o Business Studies (ND & HND) o Public Administration (ND only) Courses Offered by the Polytechnic
National Diploma (ND, 2 years) and Higher National Diploma (HND, 2 years) in the following disciplines:
Business Administration and Management
Civil Engineering Technology
Computer Science
Electrical Electronics Engineering
Estate Management
Food Technology
Foundry Technology
Hospitality Management 112
Leisure and Tourism
Mechanical Engineering Technology
Office Technology and Management
Public Administration
Public Administration
Quantity Surveying
Science Laboratory Technology
Statistics
Surveying and Geo-informatics
Urban and Regional Planning
113
APPENDIX 11: THE FEDERAL POLYTECHNIC, BIDA
The Federal Polytechnic, Bida
The Federal Polytechnic, Bida was established by law. It was founded in response to the recognition by the Federal Government that Nigeria is in dire need of Technical and Technological resources, and the empowerment of the citizens to meet the demands of the age.
The institution believes in and is firmly committed to a functioning philosophy of education. In consonance with the National Policy on Education, the Polytechnic has clearly stipulated objective, the development and training of manpower is the first. There is research for the developing and adapting of appropriate techniques to problem solving and thirdly service to the immediate as well as larger society.
The edict formally establishing the Federal Polytechnic, Bida is Decree No.33 of 1979 (now the Federal Polytechnic Act of 1990, including Decree No 47 of 1989, No 5 of 1993 and other legal documents. Originally the institution was known as the Federal College of Technology, Kano. She was instituted on March 1, 1977.
Following the Federal Government‟s decision to transfer the College, she finally moved to Bida on July 27, 1977. The College before 1979 was known as the Bida College of Technology. She was temporarily accommodated at the Government Technical School, Eyagi and later on moved to temporary facilities along Mokwa Road, Bida. 114
APPENDIX 12: AUCHI POLYTECHNIC, AUCHI
Auchi Polytechnic, Auchi Auchi Polytechnic is one of the first four Polytechnics in Nigeria. It was founded in 1963, first, as a technical college which was a gift of the British government to the then
Midwestern Region. It offered courses only up to the Ordinary Diploma level in limited areas of engineering and business. By the turn of the seventies, there was the need for skilled manpower at a higher level and in many more disciplines. Thus in 1973, the Bendel
State Government upgraded the technical college to a full-fledged Polytechnic with the mandate to train skilled manpower up to Higher National Diploma level in a broad range of engineering, science, environmental studies, business studies and art and design. The
Polytechnic is reviewing and updating its curricula to meet current national and global challenges. The thinking is to enrich the curricula and re-orientate students to be self- employed and create jobs on graduation. Already, entrepreneurial courses have been introduced in most programmes offered in the institution.In 1994, the Federal Government took over the Polytechnic from the Edo State Government.
Schools and Departments of the Polytechnic School of Applied Science 1. Department of Food Technology 2. Department of Hospitality Management 3. Department of Polymer Technology 115
4. Department of Science Laboratory 5. Department of ceramic technology School of Art and Industrial Design 1. Department of Graphics & Textile 2. Department of Painting & General Arts 3. Department of Sculpture & Ceramics School of Business Studies 1. Department of Accountancy 2. Department of Banking & Finance 3. Department of Business Administration & Management 4. Department of Marketing 5. Department of Public Administration School of Engineering Technology 1. Department of Agricultural Engineering 2. Department of Chemical Engineering Technology 3. Department of Civil Engineering 4. Department of Electrical/Electronic Engineering 5. Department of Mechanical Engineering 6. Department of Mining Engineering School of Environmental Studies 1. Department of Architectural Technology 2. Department of Building Technology 3. Department of Estate Management 4. Department of Quantity Surveying 5. Department of Survey & Geo-informatics 6. Department of Urban & Regional Planning School of Information and Communication Technology 1. Computer Science 2. Mass Communication 3. Office Technology and Management 4. Statistics School of General Studies (This is a servicing school, it has no students of its own)
116
APPENDIX 13: LIST OF RECOGNIZED POLYTECHNICS IN NIGERIA
LIST OF POLYTECHNICS IN NIGERIA WITH YEARS OF ESTABLISHMENT
AND OWNERSHIP AS AT 2014
S/N INSTITUTIONS YEAR OWNERSHIP ESTABLISHED
1. Abdu Gusau Polytechnic, Talata 1992 State Mafara P.M.B. 1021, Talata Mafara, Zamfara State.
2. Abia State Polytechnic, Aba, 1992 State P.M.B. 7166, Aba, Abia State. [email protected]
3. Abraham Adesanya Polytechnic, 2004 State Dogbolu/Akanran Ibadan Road, Atikori, Ijebu Igbo, P.M.B. 1020, Ijebu-Igbo, Ogun State.
4. Abubakar Tatari Ali Polytechnic, 1988 State Bauchi, Jos Rd, Bauchi, Bauchi State. [email protected]
5. Adamawa State Polytechnic, Yola, 1991 State P.M.B. 2146, Yola, Adamawa State. 6. Airforce Institute of Technology (AFIT), 1977 Federal Airforce Base, P.M.B. 2104, Kaduna, Kaduna State. [email protected]
7. Akanu Ibiam Federal Polytechnic, 1981 Federal Unwana, Afikpo, P.M.B. 1007, Unwana, Afikpo, Ebonyi State.
8. Akwa Ibom State College of Art & 1997 State Science, Nung Ukim, 117
P.M.B. 1044, Akwa Ibom State.
9. Akwa Ibom State Polytechnic, 1991 State Ikot Osurua, Ikot-Ekpene, Akwa Ibom State.
10. Allover Central Polytechnic, Sango 1998/2003♦ Private Ota, Plot 3A & B Abiodun Popoola Street, Sango Ota, Ogun State. [email protected]
11. Auchi Polytechnic, Auchi, 1973 Federal P.M.B. 13, Auchi, Edo State. [email protected], [email protected]
12. Bayelsa State College of Arts and 2002 State Science, Elebele, P.O. Box 1766, Yenogoa [email protected]
13. Benue State Polytechnic, 1976 State Ugbokolo, P.M.B. 01 Ugbokolo, Benue State.
14. College of Technology, 2014♦ Private Iresi, Osun State
15. Covenant Polytechnic, Aba, 2010♦ Private P.M.B. 7065, Aba/Owerri Road, Abayi, Aba Abia State.
16. Crown Polytechnic, Ado-Ekiti 2008♦ Private P.M.B. 5424, Km 10, Ilawe Road, Odo, Ekiti State
17. Delta State 2002 State Polytechnic, Ogwashi-Uku, P.M.B. 1030, Ogwashi-Uku, Delta State.
18 Delta State Polytechnic, Otefe- 2002 State Oghara, P.M.B. 03, Otefe-Oghara, Delta State
19. Delta State Polytechnic, Ozoro, 2003 State P.M.B. 05, Ozoro, Delta State. 118
20. Dorben Polytechnic, Abuja, 1995/2008♦ Private P. O. Box 6322 Garki, Bwari, Abuja.
21. D.S. Adegbenro ICT Polytechnic, 2004 State Itori-Ewekoro, P.M.B. 5026, Ifo, Ogun State.
22. Edo State Institute of Technology and 2002 State Management, Usen. P.M.B. 1104, Benin City, Edo State.
23. Federal Polytechnic Ado – Ekiti, 1977 Federal P.M.B. 5351, Ado – Ekiti.
24. Federal Polytechnic, Bali, 2007 Federal P.M.B. 05 Bali, Taraba State.
25. Federal Polytechnic, Bauchi, 1979 Federal P.M.B. 0231, Bauchi, Bauchi State.
26. Federal Polytechnic, Bida, 1977 Federal P.M.B. 55, Bida, Niger State.
27. Federal Polytechnic, Damaturu, 1993 Federal P.M.B. 1006, Damaturu, Yobe State. [email protected]
28. Federal Polytechnic, Ede, 1992 Federal P.M.B. 231, Ede, Osun State. [email protected]
29. Federal Polytechnic, 2007 Federal Ekowe,
30. Federal Polytechnic, Idah, 1977 Federal P.M.B. 1037, Idah, Kogi State. [email protected]
31. Federal Polytechnic, Ilaro, 1979 Federal P.M.B. 50, Ilaro, Ogun State. [email protected] [email protected]
32. Federal Polytechnic, K/Namoda, 1983 Federal P.M.B. 1012, Kaura Namoda, Zamfara State.
33. Federal Polytechnic, Mubi, 1979 Federal P.M.B. 35, Mubi, Adamawa State. [email protected]
119
35. Federal Polytechnic, Nekede, 1977 Federal P.M.B. 1036, Nekede, Owerri, Imo State.
36. Federal Polytechnic Offa, 1992 Federal P.M.B. 420, Offa, Kwara State. [email protected]
37 Federal Polytechnic, Oko, 1982 Federal P.M.B. 21, Aguata, Oko, Anambra State.
[email protected] [email protected]
38. Fidei Polytechnic, 2007♦ Private Gboko P.M.B. 185, Km 8 Gboko-Aliade Road, Benue State.
39. Gateway Polytechnic, Saapade 2004 State P.M.B. 2003, Isara Ode-Remo, Ogun State.
40 Grace Polytechnic, Surulere, 1962/1999♦ Private P.O. Box 9067, Lagos State.
41. Hassan Usman Katsina Polytechnic 1983 State (HUK), P.M.B. 2052, Katsina, Nigeria.
42. Heritage Polytechnic, Ikot Udota, Eket, 2010♦ Private Akwa Ibom State
43. Hussaini Adamu Federal Polytechnic, 1991 Federal Kazaure, Jigawa State.
44. Ibarapa Polytechnic, Eruwa 2013 State Oyo State
45. Igbajo Polytechnic, Igbajo 2009 Private P.M.B. 303, Osun State.
48. Institute of Technology and 1960 Federal Environmental Studies, NASME, Makurdi, P.M.B. 102272, Benue State
49. Interlink Polytechnic, Ijebu-Jesa, 2008♦ Private Km 1, Ado-Ekiti Road P.M.B. 5060, Ijebu-Jesa, Osun State
50. Jigawa State Polytechnic, Dutse 1991/2008 State Block 40-42, Old Secretariat, P.M.B. 7040, Dutse, Jigawa State. 120
51. Kaduna Polytechnic, Kaduna, 1956 Federal P.M.B. 2021, Kaduna, Kaduna State. [email protected]
52. Kano State Polytechnic, Kano, 1976 State P.M.B. 3401, Kano, Kano State.
53. Kings Polytechnic, Ubiaja, 2010♦ Private Edo State
54 Kogi State Polytechnic, Lokoja, 1993 State P.M.B. 1101, Lokoja Kogi State.
55. Kwara State Polytechnic, Ilorin 1973 State P.M.B. 1375, Ilorin, Kwara State.
56. Lagos City Polytechnic, Ikeja, 1990/1995♦ Private P.M.B. 21200, Ikeja, Lagos State.
57 Lagos State Polytechnic, Ikorodu, 1977 State P.M.B. 21606, Ikeja, Lagos, Lagos State.
58 Lighthouse Polytechnic, 2008♦ Private Sonshine Hills Evbuobanosa Km 3, Asaba Road, P.M.B. 1724, Benin City, Edo State
59. Mai-Idris Alooma Polytechnic, 2002 State Geidam, P.M.B. 1020 Geidam, Yobe State.
60. Moshood Abiola Polytechnic, 1979 State Abeokuta, P.M.B. 2210, Abeokuta, Ogun State.
61. NACABS Polytechnic, Akwanga 2013 Private P.M.B. 001 Akwanga
62. Nasarawa State 2001 State Polytechnic, P. M. B. 109, Lafia, Nasarawa State.
63. Niger State Polytechnic, Zungeru, 1991 State P.M.B. 1 Zungeru, Niger State.
64. NOGAK Polytechnic, Ikom, 2012 Private Cross Rivers State
65. Nuhu Bamalli Polytechnic, Zaria, 1989 State P.M.B. 1061 Zaria Kaduna State. 121
[email protected], [email protected]
66. Ogun State Institute of Technology, 2004 State Igbesa Oba Adesola Market Road, P.M.B. 2005, Igbesa, Ogun State.
67 Oke-Ogun Polytechnic, Shaki, 2013 State Oyo State
68. Osun State College 1991 State of Technology, Esa – Oke, P.M.B. 1011, Esa – Oke, Osun State.
69. Osun State Polytechnic, Iree, 1992 State P.M.B. 301, Iree, Osun State. [email protected]
70. Our Saviour Institute of Science, 1989/1991♦ Private Agriculture & Technology, Enugu, P.M.B. 01161, Enugu, Enugu State.
71. Petroleum Training Institute, Effurun, 1972 Federal P.M.B. 20, Effurun Delta State.
72. Plateau State Polytechnic, Barkin-Ladi, 1978 State P.M.B. 02023, Jos, Plateau State.
74. Rivers State College of Art and Science, 1991 State Port-Harcourt, P.M.B. 5936, Port-Harcourt, Rivers State. [email protected]
75. Rivers State Polytechnic, Bori, 1988 State P.M.B. 20, Bori, Rivers State.
76. Ronik Polytechnic, Ejigbo, 2001/2003♦ Private P.M.B. 21764, Ikeja, Lagos, Lagos State. [email protected], www.ronikpolytechnic.org.
77. Rufus Giwa Polytechnic, Owo, 1979 State P.M.B. 1019 Owo Ondo State. [email protected]
78. Shaka Polytechnic, No1 Prince Shaka 2013 Private Momodu Street, Ogiso, Off M.M. Way, P.M.B. 1240, Benin City, Edo State.
79. Sokoto State Polytechnic, Sokoto, 2000 State P.M.B. 2356 Sokoto, Sokoto State. 122
80. Temple Gate Polytechnic, Abayi, 2009 Private Osisioma, P. O. Box 3448, Aba, Abia State.
81. The Polytechnic Ibadan, 1970 State P.M.B. 22, Ibadan, Oyo State. [email protected] www.polyibadan.org
82. The Polytechnic, Ile Ife, 1994/1999♦ Private P.M.B. 009, O.A.U. Ile-Ife, Osun State. [email protected] m
83. The Polytechnic, Imesi-Ile, Km 2, Imesi- 2013 Private Ile/Igbajo Road, Osun State.
85. Uyo City Polytechnic, 2014♦ Private Uyo, Akwa Ibom State
86. Waziri Umaru Federal Polytechnic, 1976 Federal Birnin-Kebbi, P.M.B. 1034, Birnin-Kebbi, Kebbi State. [email protected]
87. Wolex Polytechnic, Iwo. 1996/1999♦ Private 1Km. 2, Iwo-Ejigbo Road, P.O. Box 255, Osun State. [email protected]
88. Yaba College of Technology, Yaba, 1947 Federal P.M.B. 2011, Yaba, Lagos State.
89. Zamfara State College of Arts and 2000 State Science, Sani Abacha Way, Sokoto Road, P.M.B. 1107, Gusau
SOURCE: NBTE (2014)
123
APPENDIX 14: HOTEL GRADING IN LOKOJA, NIGERIA
In Nigeria and Lokoja in particular there is yet the grading of hotels in line with the widely and globally applied yardstick.
The Kogi State Ministry of Culture and Tourism that oversees the hospitality and allied industry in Lokoja had the hotel grading in use as follows:
High class hotels (similar to three star and above rating): Haveproperties that deliver a broad range of amenities that exceed above-average accommodation needs; good quality service, design and physical attributes are typically fit for purpose to match guest expectations. Hotels of this class had a minimum of 100 bedroom accommodation.
Medium class hotels (similar to two star rating): Have properties that focus on the needs of price-conscious guests; services and facilities are typically limited to keep room rates affordable and competitive but may be available upon request or fee-based. Hotels of this class had a minimum of 75 bedroom accommodation.
Low-class hotels (similarto one star rating) offer budget facilities without compromising cleanliness or guest security; access fee-based services or facilities upon request. Hotels of this class had a minimum of 25 bedroom accommodation.
Other hospitality outfits include fast food centres, restaurants and supermarkets with modest improvements in the quality and condition of guest facilities.
124
APPENDIX 15: KOGI STATE RECOGNIZED HOSPITALITY OUTFITS IN
LOKOJA THAT WERE USED FOR THIS STUDY
High -Class:
Name Address 1 Edgedrive Hotels INEC office Area, Lokoja 2 Idrinana Hotels Lokongoma Phase II, Lokoja 3 Reverton Hotels Ado Ibrahim Road, Lokoja 4 Saatof Hotels and Suites Adamkolo Street, Lokoja
Medium -Class: 1 Nostalgia Hotel Lokoja/Okene Road, Lokongoma Phase II 2 Rock Garden Hotels & Resorts 200 Units Housing Estate, Lokoja 3 Motel 5 Km 159 Abuja/Okene Express Way, Lokoja 4 Suitorial Hotel Confluence Stadium, Lokoja 5 Diato Hotels Near NTA, Lokoja 6 Hotel Bluebell Ganaja Road, Lokoja 7 Halim Hotels & Towers Ganaja Junction, Lokoja
Low -Class: 1 Good Shepherd International Hotels Lokongoma Phase I, Lokoja 2 New Royal Hotel Ganaja Road, Lokoja 3 Hotel Pacific Lokongoma 4 Goshen City Hotels & Resorts Ganaja-Lokoja 5 Devine Suite & Extended Stay Olubayo Estate, Lokoja
Other hospitality outfits: 1 Kasuwa Guest Inn GRA, Lokoja 2 Lugard Beach Hotel & Resort KM 2, Lokoja/Ajaokuta Road, Lokoja 3 Decency Hotels Limited Lokongoma Phase 1, Lokoja 4 NATACO Fast-food & Restaurant Abuja Road, Lokoja
125
APPENDIX 16: PICTURE SHOWING A CROSS-SECTION OF GRADUATE
APPLICANTS DURING THE 2014 APTITUDE TEST INTO THE
NIGERIANIMMIGRATION SERVICE
A cross-sectional view of over 693,000 graduate applicants all over the nation chasing 4,500 jobs in the Nigeria Immigration Services, out of which 19 died at the test and hundreds fainted from stampede and exhaustion.
Source: Images on unemployment problems in Nigeria by Premium Times (2014)