Entrepreneurial Competency of Tourism Students: A Basis for Enhancement, Opportunities and Program

Entrepreneurial Competency of Tourism Students: A Basis for Enhancement, Opportunities and Program

Jainie Mae A. Lagrio, Stephanie S. Apagan, Erika Nicole A. Capinig, Lou Diamond G. Florentin, Querubin T. Javier, Jose S. Sabaulan

University of La Salette, Santiago city, Isabela, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000124

Received: 28 April 2025; Accepted: 30 April 2025; Published: 03 June 2025

INTRODUCTION

Pursuing entrepreneurship has become a popular career path, especially when there’s an existing personal drive. Preparing students with the capabilities needed to become self-reliant professionals is seen as a practical approach to meet the evolving demands of the job market. Entrepreneurship plays a key role in the economy, sparking innovation and supporting overall economic development (Chilenga et al., 2022). Entrepreneurs make a wide range of contributions, including generating employment, encouraging fresh ideas, boosting market competition, and strengthening the economy’s ability to adapt. They help build economic stability by creating diverse business opportunities. Entrepreneurship takes on many forms, each with its own purpose, traits, and impact. Local small business ventures, which serve as vital pillars of communities, differ from social enterprises that aim to tackle urgent social challenges.

Entrepreneurship continues to be a valuable tool for job creation, reducing unemployment and poverty, and enabling young people to build their own businesses, chase their aspirations, and support the nation’s overall productivity and economic progress. Practical entrepreneurship education is still a relatively new concept, and only a small number of academic courses have implemented it so far. Still, this approach is essential for preparing learners to handle actual business situations and for building their belief in their own entrepreneurial capabilities. As described by Kyguolienė and Švipas (2019), competencies consist of a blend of connected knowledge, personal traits, mindsets, and abilities that play a key role in work effectiveness, match recognized standards, and can be improved through specific learning and development programs. During an entrepreneurship course, students noted a decline in their confidence regarding their own skills, as real-world experiences exposed areas where they struggled to manage the complexities of starting and running a business (Al Mamun et al., 2019). Tourism students, who will soon enter the industry as professionals, are in a strong position to take advantage of emerging opportunities. Yet, their potential for success in the fast-paced and competitive tourism sector is heavily influenced by the entrepreneurial abilities they build while in school. This research aims to evaluate the entrepreneurial skills of tourism students and examine ways to strengthen these competencies to better equip them for both the challenges and opportunities they’ll face as future entrepreneurs. This study aims to identify the entrepreneurial competencies of university tourism students. It addresses a research gap by exploring the combination of personal characteristics and acquired skills that influence entrepreneurial performance.

Entrepreneurship education has been widely recognized as a vital component in helping students gain a clearer understanding of what entrepreneurship truly involves (Phuc et al., 2020). The tourism sector, being one of the most rapidly expanding industries worldwide, plays a crucial role in the economic progress of numerous nations. As globalization accelerates and demand for distinctive travel experiences rises, the tourism industry increasingly requires fresh, entrepreneurial solutions. Programs focused on entrepreneurship have been found to shape students’ self-perception regarding their entrepreneurial potential and highlight areas where their management skills may need further development (Ahmed & Kayat, 2019; Zovko et al., 2020). Grasping entrepreneurial competencies plays a vital role in achieving entrepreneurial success. Skills like innovation, calculated risk-taking, critical thinking, and sound decision-making empower tourism students to spot opportunities, create new ideas, and tackle obstacles in the business world. With these competencies, entrepreneurs are more prepared to launch and grow their ventures, respond to market shifts, and stay ahead of the competition (Somwethee, 2023). In response to the evolving environment, universities and academic departments have begun offering entrepreneurship-focused courses and setting up business incubators to support young entrepreneurs. Moreover, funding bodies and associations have stepped in to encourage entrepreneurship through various initiatives and support programs.

This study aims to examine both the challenges and motivating factors that influence tourism students in enhancing their entrepreneurial skills, and to develop competency-building models within the tourism sector that can serve as alternative policy suggestions for the university to foster long-term growth in entrepreneurial capacity among its tourism students.

Background of the Study

Global economic development is still largely dependent on tourism, which generates jobs, investment, and innovation. As tourism continues to develop, there is a growing need for experts with entrepreneurial skills and expertise of tourism management because they are expected to take the lead in transforming tourist experiences and offerings, educational institutions and politicians alike must prioritize preparing tourism students with entrepreneurial competencies.

The ability to recognize possibilities, innovate, take risks, and successfully manage projects are all components of entrepreneurial competences, which are crucial for success in the cutthroat travel industry of today. Due largely to the shortcomings of conventional classroom teaching techniques, tourism and hospitality students frequently graduate lacking the real-world entrepreneurial skills required to launch or maintain a business (Shirandula, 2025). Therefore, contemporary educational approaches need to advance experiential and operational learning models and go beyond theory.

David (2024) emphasizes how experiential learning helps students develop their entrepreneurial skills, especially those studying tourism and hospitality. Students’ confidence, problem-solving skills, and strategic thinking significantly increase when they participate in things like company incubation projects, simulation games, and internships. According to this data, establishing a connection between academic knowledge and business reality is essential to developing entrepreneurial preparedness.

Furthermore, there have been encouraging results from the incorporation of digital learning resources and technology into entrepreneurship education. Ferro et al. (2022) looked at how the FLIGBY game affected students’ entrepreneurial growth and came to the conclusion that serious games improve leadership, emotional intelligence, and decision-making all of which are critical abilities required of prospective tourism business owners. By encouraging introspective thinking and simulating actual business situations, these technologies offer a more comprehensive educational experience.

Even with these efforts, a lot of students still encounter major obstacles when trying to fulfill their business goals. Even while tourism students have a great desire to start their own businesses, obstacles including restricted access to funding, poor mentorship, and a lack of institutional support discourage them from doing so, according to Pulhin (2020). This research emphasizes the necessity for universities to create encouraging atmospheres that encourage an entrepreneurial spirit and supply sufficient resources.

Cultural viewpoints and gender have an impact on the development of entrepreneurial competency. Self-efficacy and resilience are shaped by the sociocultural setting, according to a study by Baluku et al. (2020). Mentorship and experiential programs that boost confidence and risk-taking skills are especially beneficial for female tourism students. To achieve equitable skill development, the report also recommends customized improvements that take into account these gender-specific demands.

Institutional partnerships between academic institutions and tourism businesses have also been successful in increasing students’ exposure to entrepreneurship. Partnerships combining entrepreneurship boot camps and work-integrated learning greatly enhance tourism students’ ability to see opportunities and innovate (Gamage and Haq, 2021). These connections between academia and industry improve graduates’ employability, competency, and startup viability.

The information gathered from this study ought to serve as the foundation for developing strategic plans aimed at boosting students’ entrepreneurial potential. By supporting these kinds of initiatives, educational institutions may improve student performance while also promoting the tourism industry’s overall sustainability and success. The purpose of this study is to identify the various entrepreneurial competencies of tourism students who participate in various programs and improvement opportunities.

Research Questions

1. What is the profile of the respondents in terms of gender and year level?
2. What is the level of personal entrepreneurial competencies of the respondents?

2.1 Opportunity Seeking

2.2 Persistence

2.3 Commitment to Work Contracts

2.4 Demand for Quality and Efficiency

2.5 Risk Taking

2.6 Goal Setting

2.7 Information Seeking

2.8 Systematic Planning and Monitoring

2.9 Persuasion and Networking

2.10 Self-Confidence

3. Is there any significant difference in the level of entrepreneurial competencies of the respondents when grouped according to demographic profile?
4. What measures can be proposed to enhance the entrepreneurial skills of the respondents?

Hypothesis

1. Is there no significant difference in the level of entrepreneurial competencies of the respondents in each group according to demographic profile?

Significance of the study

This study will add to the body of knowledge on entrepreneurship for tourism students. It will serve as a reference point for future research, contributing to developing theoretical frameworks and methodologies that focus on entrepreneurial competencies in tourism education and practice. The result of this study will benefit the following:

Small Business Enterprise. This competency fosters a network of strong and mutually beneficial relationships with various stakeholders, ultimately propelling business growth and success. First, relationship competency allows entrepreneurs to build trust with clients.

Parents and Guardians. Parents and guardians could encourage the children to attend seminars and programs and learn how to become business owners. This would give them the opportunity to help and guide their children in dealing with problems that may affect performance, especially with regard to entrepreneurial competencies.

School Faculty and staff could help each other implement plans to help the tourism students improve their entrepreneurial competencies. They will be equipped with scientific research so they can treat this problem objectively.

Students. This study will help the students attend their educational seminars and workshops on entrepreneurial skills since it will provide information about the benefits that they can acquire from attending them. The students would be able to enhance their entrepreneurial competencies. This study is beneficial to tourism students who want to gain the ability to identify market opportunities and manage successful tourism ventures. They would become more responsible.

Future Researcher. The conducted studies will further open doors for future researchers to refine and expand their studies of entrepreneurial competencies. This may serve as a source of information about what provokes students with their entrepreneurial skills.

Theoretical Background

Theoretical framework

It discussed a variety of entrepreneurship-related learning theories, Kolb’s experiential learning, Lave and Wenger’s communities of practice, Engeström’s expansive learning, and Mezirow’s transformative learning in which educational theory are better suited to the school level where the entrepreneurial programs Implemented from the standpoint of lifelong learning Because of this, it adds to the learning perspective on entrepreneurship, which gotten much attention in the existing literature (Kakouris & Morselli, 2020). When learners engage in hands-on experiences and reflection, they have a greater capacity to relate the concepts they have acquired in the classroom to actual life circumstances.

The idea regarding Entrepreneurial Competencies in the teaching and learning process has not been well-expounded yet in Philippine studies. Moreover, the researcher found that Entrepreneurship must be used as a skill in the Classroom setting to identify its effectiveness and relevance to creating 21st-century and lifelong learners.

The significance of our research study, “Entrepreneurial Competencies of Tourism Students: A Basis for Enhancement Opportunities and Programs,” is deeply rooted in the theories highlighted in the provided part. By examining entrepreneurship-related learning theories, such as Kolb’s experiential learning and Mezirow’s transformative learning, our study can effectively identify how these frameworks apply to tourism education. The focus on hands-on experiences and reflection is particularly relevant, as tourism students thrive when they can connect theoretical knowledge to real-world scenarios.

Moreover, our research can contribute to the broader discussion on lifelong learning, pinpointing the specific entrepreneurial competencies that students need to succeed in a rapidly evolving industry. By identifying gaps in these competencies, we can propose targeted enhancement and educational programs that enhance student skills and align with industry demands. This connection between theory and practical application is vital for preparing students for successful careers in tourism. Ultimately, our study aims to provide actionable insights that can inform educators and policymakers, making a meaningful impact on the entrepreneurial readiness of future tourism professionals.

In discussing the various entrepreneurship-related learning theories, several critical issues are addressed that are relevant to our understanding of effective educational practices. First, the theory evaluates which learning frameworks, like Kolb’s experiential learning and Mezirow’s transformative learning, are best suited for implementing entrepreneurial programs at the school level. This is significant because it directly impacts how we prepare students for real-world challenges. Additionally, the emphasis on hands-on experiences and reflective practices highlights the importance of applying theoretical concepts to practical situations, which enhances students’ ability to connect classroom learning with real-life applications.

This connection is vital for developing entrepreneurial competencies that are adaptable to changing industry demands. Furthermore, by situating these learning theories within the context of lifelong learning, the discussion underscores the need for continuous skill development in an evolving job market. Overall, this theory contributes to the existing literature on entrepreneurship education and provides actionable insights for educators seeking to create impactful learning experiences for students.

Conceptual Framework

Figure 1. Paradigm of the study

LITERATURE REVIEW

Entrepreneurial competencies

A few entrepreneurial competencies exist. A set of behaviors known as entrepreneurial competences are essential to achieving the intended goals and outcomes. The capacity to apply information and skills effectively in a variety of situations is known as competency. It includes self-evaluation, methodological knowledge, technical knowledge, and participatory knowledge. In the context of education, competency is the growth of an individual’s or an organization’s general ability to do a task or solve a problem; at completion of the program, a license is granted.

Additionally, it can be described as the demonstrated capacity to use information, skills, and methodological, social, and personal talents in work or study settings, thereby promoting both professional and personal growth. An integrated ability to accomplish long-term, successful performance in a specific professional domain, job, role, and organizational setting is known as entrepreneurial competency. The phrase describes a cohesive collection of talents, attitudes, knowledge, and skills that are applied in a business setting (Ploum, 2019).

Students’ entrepreneurial competencies

Today, the importance of entrepreneurship education is growing, spanning business, education, research, and policy. Research on entrepreneurial education programs is still sparse despite its increasing importance, especially when it comes to programs that use scientifically grounded mini-companies. Grewe and Brahm (2020) examined whether students who were trained in mini-companies developed their entrepreneurial competencies in a study that involved 100 students in Germany. According to the findings, these students gained these competencies at a faster rate than students studying economics. Moreover, they demonstrated little growth on both a personal and team level, but they increased their economic entrepreneurial competencies.

Recent research has emphasized the significance of students’ entrepreneurial competencies in the context of tourism education. For example, Pulhin (2020) discovered that students studying hospitality and tourism in the Philippines are highly prepared for entrepreneurship, especially when it comes to personal maturity and a strong drive for success. However, obstacles including a lack of funding and little institutional support prevent them from pursuing their business goals. In a similar vein, Sharma et al. (2022) highlighted how entrepreneurship education can boost students’ entrepreneurial self-efficacy and ambitions in the hospitality and tourist industry, indicating that successful educational initiatives can have a big impact on students’ entrepreneurial results. Additionally, Zhang and Chen (2024) found that entrepreneurial self-efficacy acted as a mediator between entrepreneurial education and entrepreneurial goals, highlighting the necessity of courses that foster self-assurance and useful abilities. According to these findings, educational institutions should put in place focused programs that address both skill development and structural barriers in order to strengthen students’ entrepreneurial competencies and increase their ability to participate in entrepreneurial activities in the tourism industry.

The Importance of Business Implementation

Implementing a business becomes the responsibility of the personnel, regardless of how old the company is. Implementation is the process of carrying out a strategy or regulation in order to make an idea a reality. In order to properly execute a plan, managers must provide employees with the tools they need to assist the business reach its objectives and communicate clear expectations and goals. April 10, 2019: Flora Richards-Gustafson. Conradie’s paradigm was also cited in a local study by Gevana & Tan (2021), which discovered that employability skills and professional readiness are strong, indicating that the variables’ measures are typically present in hospitality students. The results of the study also showed a high correlation between employability skills and career preparation. This statistically substantial positive link suggests that enhancing hospitality students’ professional readiness will likely boost their employability skills. Furthermore, the capacity to predict employability skills is most significantly influenced by general career preparation abilities, according to regression analysis.

Challenges in Developing Entrepreneurial Skills of the Students

Entrepreneurship abilities are crucial. Running your own business is difficult, particularly if you’re a young one. When launching a firm immediately after graduation, student entrepreneurs must balance multiple initiatives in order to generate creative ideas. Due to their optimistic vision on success in this industry, a significant percentage of tourism students exhibited positive attitudes, passion, qualities, and strong intents toward tourism entrepreneurship. Those who had lost hope in the potential of tourist entrepreneurship also voiced concerns about countries’ financial capacity to appropriately implement strategies for tourism industry success (Dewi et al. 2019). Similar results were also found in a study that found tourism-focused students saw entrepreneurship as the pursuit of chances that are only possible if they are considered attractive and potential. Nonetheless, these researchers contend that because students’ aspirations and aptitudes fluctuate, so do their perceptions of opportunities. According to Ahmad et al. (2019) and Esfandiar et al. (2019), for instance, students studying tourism place more value on their desire to pursue a career in entrepreneurship than on the viability and necessary skills (Esfandiar et al. 2019 and Sue et al. 2021).

Entrepreneurship as a Core Module

As a result, it is suggested that entrepreneurship be made a core course, that the university and community organizations form a partnership to support work-integrated learning, and that the government and university create and implement policies that can encourage entrepreneurship at the undergraduate level. It has been observed that entrepreneurship has an impact on society through creating jobs, enhancing human life, raising production, and generating tax income. After high school, pupils must be able to communicate their work and abilities and have entrepreneurial skills in order to enroll in college or pursue employment. The educational system must therefore provide assistance in allowing students to practice entrepreneurship and establish conducive settings for cultivating entrepreneurial mindsets (Voda & Covatariu, 2019).

METHODS

Research Design

The study employed a descriptive quantitative research method, where data was presented and analyzed in numerical form, complemented by written descriptions. Descriptive research involves surveys, where the researcher collects information from a sample to understand the attitudes, opinions, behaviors, or characteristics of a larger population (Creswell & Creswell, 2018). A quantitative research design was chosen as it was ideal for collecting measurable data on the entrepreneurial competencies of tourism students. The aim was to assess the students’ entrepreneurial skills, knowledge, and attitudes, allowing for an analysis of the relationships between these variables and the need for enhancement programs.

This approach enabled the researchers to answer the key research questions using statistical methods, assessing the students’ competence levels and testing the hypothesis that participation in entrepreneurial programs significantly impacted their preparedness for entrepreneurship. To gather the necessary data, questionnaires were distributed to tourism students. The questionnaires included Likert-scale questions designed to measure competencies and factors such as exposure to entrepreneurship education. This method of data collection was effective as it allowed for the systematic gathering of numerical data, which could then be analyzed to identify trends and relationships. Additionally, it ensured that the data collected was objective and could be generalized across a larger population of tourism students.

This approach is consistent with recent research from 2019 to 2024, where quantitative methods have been widely used to assess student competencies in specific areas. Barrientos-Báez et al. (2022) found that quantitative research was effective in identifying key factors influencing students’ entrepreneurial competencies. Structured questionnaires were used in their study to assess students’ abilities, which played a crucial role in guiding the development of programs aimed at enhancing entrepreneurial skills.

Study Site and Population

The study was conducted at the University of La Salette, Santiago City, specifically within the Department of Business Education, which offers degree programs related to tourism. The institution was equipped with adequate facilities for academic and extracurricular activities that fostered students’ entrepreneurial competencies. The environment encouraged the development of tourism-related skills and knowledge, making it an ideal site for the study. Tourism students currently enrolled in the program, particularly those in 3rd year and 4th year levels, as they are closer to entering the workforce and more likely to have had some exposure to entrepreneurship in tourism. Participants had to have completed at least one entrepreneurship-related course as part of their program, be willing to participate in the study, and provide consent. Students enrolled in other disciplines outside of tourism were excluded, as their experiences and competencies did not align with the focus of the study. First- and second-year students with limited exposure to entrepreneurship-related content were excluded. The target population of this study consisted of third and fourth-year tourism students at the chosen university. These students are in a significant stage of their education, where they are expected to develop or develop entrepreneurial skills relevant to the tourism industry. The criteria for choosing the respondents were based on their academic standing, completion of specific coursework related to entrepreneurship, and their perceived readiness to enter the workforce.

Population, sampling size, and sampling technique         

The studied population included 101 third- and fourth-year tourism students at the University of La Salette, Inc., Santiago City, Philippines, who had taken entrepreneurial management courses. The sample size for the survey consisted of 80 students aged 18 to 26, with approximately 80% female and 20% male representation. A stratified sampling technique was used to ensure balanced participation by gender and year level, capturing diverse backgrounds and career aspirations to study the impact of various factors on entrepreneurial competencies.

Instrument

The instrument used was a self-assessment questionnaire designed to measure entrepreneurial competencies. This tool allowed participants to reflect on their skills, behaviors, and knowledge related to entrepreneurship and assess them on a predefined scale. The questionnaire was divided into three major parts. The first part, Personal Entrepreneurial Competence, evaluated the individual’s core entrepreneurial traits, such as self-efficacy, initiative, and resilience. Next Cognitive Competence This part measures skills related to decision-making, problem-solving, and critical thinking, which are key to successful entrepreneurship. Lastly, the Social Competence section assesses the ability to network and communicate effectively. The scale will range from 1 to 5, allowing respondents to indicate how well each statement describes their skills or behaviors. The questionnaire employed a 4-point Likert scale with the following options: 1 (Not at all), 2 (Very little), 3 (Somewhat), 4 (Well), 5 (Very well). The instrument is designed specifically for this study, though specific components may be adapted from existing validated entrepreneurial competence frameworks. It is tailored to assess competencies relevant to the target population and entrepreneurship context.

Data Gathering Procedure

1. The data-gathering process began upon approval of our thesis title, and the approval of our thesis title marked as the starting point. After the thesis title was approved, we thoroughly reviewed related thesis manuscripts, academic journals, and other relevant literature. This review helped us build a strong foundation and better understand the topic we selected. It also allowed us to identify gaps in existing studies that our research could address. With adequate background knowledge, we start working on our thesis manuscript. It includes drafting the research problem, objectives, significance of the study, theoretical framework, and methodology. We ensured that all components were well structured and supported by the reviewed literature.
2. Following the completion of our research instrument, we floated our survey questionnaire to our target respondents. The questionnaire was adopted from a peer-reviewed journal article published by PEC, and it has 55 constructed questions. It was designed to gather quantitative data relevant to our study’s objectives. The questionnaire consisted of Likert scale questions, and this format allowed respondents to provide answers easily and efficiently. Depending on their preference, respondents could fill out the questionnaire through printed copies distributed during class hours or in designated areas within the university. The survey was distributed manually, ensuring accessibility for all respondents.
3. In the Assurance of anonymity and confidentiality, we ensured that all responses were kept confidential. No identifying information was collected, such as names or student ID numbers. All data were anonymized, meaning individual responses were not linked to specific participants. Only the research team had access to the raw data, and findings were reported in aggregate form, ensuring that no respondent could be identified.
4. We aimed for around 70-80% response rate, targeting 80 tourism students from the 3rd to 4th year levels. We encouraged participation by informing students about the importance of the research in shaping future programs that could benefit their entrepreneurial development. To increase the response rate, follow-up reminders were sent to those who had not yet participated. After we received the completed questionnaires, we proceeded to collate and organize the data, including encoding the responses and preparing the data for analysis. We then applied appropriate statistical tools and methods to interpret the findings accurately and draw meaningful conclusions based on the collected data.

Data Analysis

To give a normalized test of data used:

1. The PECs questionnaire comprised 55 items, which respondents answered using a survey form. The questionnaire utilized a 5-point Likert scale with the following response options: 1 (Not at all), 2 (Very little), 3 (Somewhat),4 (Well), and 5 (Very well).
2. Weighted mean and standard deviation were used to determine the extent of the quality of operations and maintenance practices of the participants. The participants’ perceptions were qualitatively interpreted according to scales using range and interpretation on quality operations and maintenance practices engineers, as shown in the table below.

Table 1. Competency Maturity Level Assessment Scale Kirdasinova & Kurmanov (2019)

The Kruskal-Wallis H Test will be used to determine whether there are significant differences in the level of entrepreneurial competencies of the respondents in the group according to demographic profile.

Ethical Considerations

This study provides insights into the entrepreneurial competence of tourism students, which may guide program improvements. Offers students opportunities for personal growth, skill development, and potential entrepreneurship pathways. Potential for educational institutions to tailor programs that better prepare students for the tourism industry. Increase student awareness of their own entrepreneurial abilities and career possibilities. Psychological discomfort from being assessed may affect students’ self-esteem if they perceive their competence as lacking. Possible breach of confidentiality if personal data is not handled securely. Stress or pressure if the study involves intensive assessments or performance-based evaluations. Ensure all personal data is anonymized and securely stored. Access to the data should be limited to authorized personnel only. Participants should be fully informed about the study’s objectives, procedures, risks, and benefits. They should have the option to withdraw at any time without penalty. Ensure that the assessments are framed in a positive, non-judgmental manner. Clear communication about the purpose of the study and the value of participation should reduce undue pressure. The study offers valuable insights that can help improve educational programs, better prepare students for future entrepreneurial ventures, and contribute to their overall personal and professional development. With proper risk mitigation strategies in place, the potential harms can be minimized, ensuring a positive outcome for both participants and stakeholders involved in the study.

RESULT

This section presents the data gathered from the results and data under the supervision of the adviser and statistician. The data collected is presented in a tabular presentation.

Part I – Demographic Profile

Table 1. Demographic Profile of the Respondents

As shown in Table 1, 53 respondents (84.12%) were female, while 10 (15.87%) were male, indicating that the majority of the participants were female. This finding aligns with the study by Russen et al. (2021), which also found that women make up the majority of tourism students. In terms of their year level, 33 respondents (52.38%) were in their third year, and 30 (47.61%) were in their fourth year, meaning that most participants were third-year students. Both groups had completed the entrepreneurial course required by the institution’s curriculum.

Part II– Entrepreneurial Competency

The study’s results on entrepreneurial competency are presented in tabular form regarding opportunity seeking, persistence, commitment to work contracts, demand for quality and efficiency, risk-taking, goal setting, information seeking, systematic planning and monitoring, persuasion and networking, and self-confidence.

Opportunity Seeking

Table 2. Mean Responses of the Respondents’ Entrepreneurial Competency in Tterms of Opportunity Seeking

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI)           3.50 – 4.49 = Well (W)

As shown in Table 2, concerning the entrepreneurial competency of the respondents shows that they believed somewhat in their competency as to opportunity seeking, indicating that I look for things that need to be done (M=3.43), I do things that need to be done before being asked to do so by others (M=3.30), even when something gets in the way of what I am trying to do, I keep on trying to accomplish what I want (M=3.19) and I like challenges and new opportunities. I try things that are very new and different from what I have done before (M=3.17). It implies that their competencies in opportunity seeking is somewhat with an overall mean of 3.25, which means that their knowledge is intermediate as to the level of competency they need to enhance their knowledge as to the study of Kyguolienė and Švipas (2019) point out that one of the most important skills for entrepreneurs is the ability to spot and take advantage of opportunities. In their study, “Personal Entrepreneurial Competencies of Participants in Experiential Entrepreneurship Education,” they show how important this skill is for success in business. Their research suggests that building stronger opportunity-seeking skills can help entrepreneurs grow their businesses and be more innovative. Using these ideas can help create better ways to develop these important skills.

Persistence

Table 3. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Persistence

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI)             3.50 – 4.49 = Well (W)

As presented in Table 3, the entrepreneurial competency of the respondents shows that they believed somewhat in their competency as to persistence, indicating that When faced with a difficult problem, they spend a lot of time trying to find a solution (M=3.30). When something gets in the way of what I’m trying to do, I keep on trying to accomplish what I want (M=3.22). I try several ways to overcome things that get in the way of reaching my goals. (M=3.19), I try several times to get people to do what I would like them to do (M=3.13). When faced with major difficulties, I quickly go on to other things. (M=2.92). These findings suggest that their competencies in persistence are moderate, with an overall mean of 3.15. This indicates that their knowledge is intermediate, implying a need to enhance their skills in this competency. Bagheri and Zhu (2022) provide valuable insights into how millennial entrepreneurs’ motivations and capabilities affect their ability to persist in difficult environments. Their findings can be used to develop strategies that strengthen persistence-related competencies in entrepreneurs.

Commitment to Work Contract

Table 4. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Commitment to Work Contract

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI) 3.50 – 4.49 = Well (W)

As shown in Table 4, regarding the entrepreneurial competency of the respondents, it shows that they somewhat believed in their competency in commitment to work contract, indicating that they are happy to do someone else’s work, if necessary, to get the job done on time (M=3.24), I keep the promises I make (M=3.21), even I complete my work on time When I’m doing a job for someone, I make a special effort to make sure that the person is happy with my work (M=3.17), My family and personal life are more important to me than work deadlines I set for myself (M=3.03). It implies that their competencies on Commitment to Work Contract competency is somewhat with an overall mean of 3.16. It means that their knowledge is intermediate as to the level of competency they need to enhance their knowledge. According to the study by Romero and Nalangan (2023), graduating students in the Philippines were found to show strong commitment to work contracts, which was seen as an important part of being a successful entrepreneur. In the same way, Somiah et al. (2022) also found that commitment to work contracts was a key skill for indigenous contractors in the construction field.

Demand for Quality and Efficiency

Table 5. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Demand for Quality and Efficiency

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI) 3.50 – 4.49 = Well (W)

As gleaned in Table 5, with regard to the entrepreneurial competency of the respondents shows that they believed somewhat in their competency as to demand for quality and efficiency, indicating that It bothers me when things are not done very well (M=3.35). It bothers me when my time is wasted (M=3.29), My own work is better than that of other people I work with (M=3.06), I do find ways to complete tasks faster at work and at home (M=3.03), I’m never entirely happy with the way in which things are done; I always think there must be a better way (M=3.00). This means that their skills related to quality and efficiency are at a moderate level, with an overall score of 3.16. It shows they have some knowledge but still need to improve. According to Oyeku et al. (2024), having strong entrepreneurial skills like focusing on quality and efficiency is important for starting and running a business successfully. In the same manner, Riyanti et al. (2020) examine that aiming for quality and efficiency helps improve entrepreneurial abilities and plays a big role in achieving business success.

Risk Taking

Table 6. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Risk-Taking

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI) 3.50 – 4.49 = Well (W)

As shown in Table 6, concerning the entrepreneurial competency of the respondents, it shows that they somewhat believed in their ability in risk-taking, suggesting that I prefer situations in which I can control the outcomes as much as possible (M=3.24), I don’t try something new without making sure I will succeed (M=3.11), I weigh my chances of succeeding or failing before I decide to do something (M=3.08), even I do things that are risky, I do things that others consider risky (M=3.03). It implies that their competencies in risk-taking somewhat have an overall mean of 3.09, which means that their knowledge is intermediate as to the level of competency they need to enhance their knowledge of risk-taking competency. According to the study by Reyes et al. (2018), personal entrepreneurial skills play a big role in whether someone wants to start their own business. The study looked at students’ intentions to become entrepreneurs and found that those who planned to start and manage their own businesses stood out more. It also showed that risk-taking is moderately and meaningfully linked to the desire to become an entrepreneur.

Goal Setting

Table 7. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Goal Setting

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI) 3.50 – 4.49 = Well (W)

As presented in Table 7, regarding the entrepreneurial competency of the respondents, it demonstrates that they somewhat believed in their ability in goal setting, implying that I like to think about the future (M=3.38), I have a very clear plan for my life (M=3.17), I am as concerned about meeting my weekly goals as I am for my yearly goals (M=3.16), The more specific I can be about what I want out of life, the more chance I have to succeed (M=3.13), It’s a waste of time to worry about what to do with your life (M=2.97). It implies that their competencies in goal setting are somewhat with an overall mean of 3.16, which means that their knowledge is intermediate in terms of the level of competency they need to enhance their knowledge as to their goal setting competency. According to Gonzaga (2019), the students who took part in the study tended to choose tasks that challenge them and were ready to put in the effort, especially when they saw a good chance of success. As achievement-driven individuals, entrepreneurs are expected to set clear and specific goals. The study showed that most of the students were able to define what they wanted to achieve, and their goal-setting skills were rated at a moderate level.

Information Seeking

Table 8. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Information Seeking

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI) 3.50 – 4.49 = Well (W)

As gleaned from Table 8, with regard to the entrepreneurial competency of the respondents shows that they believed somewhat in their competency as to information seeking, indicating that When starting a new task or project, I gather a great deal of information before going ahead (M=3.25), I seek the advice of people who know a lot about the tasks I’m working on (M=3.21) When working for a project for someone, I ask many questions to be sure I understand what the person wants (M=3.10), I go to several different sources to get information to help with tasks or projects (M=3.08), I take action without wasting time gathering information (M=2.90). It implies that their competencies in goal setting are somewhat with an overall mean of 3.10, which means that their knowledge is intermediate in terms of the level of competency they need to enhance their knowledge as to their information-seeking competency. Supporting this observation, the study of Buitrago et al. (2022) examined the entrepreneurial competencies of accountancy, business, and management students, emphasizing that information-seeking is a vital component of entrepreneurial success. These findings underscore the significance of information-seeking as a fundamental aspect of entrepreneurial competence.

Systematic Planning and Monitoring

Table 9. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Systematic Planning and Monitoring

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI)             3.50 – 4.49 = Well (W)

As presented in Table 9 with regard to the entrepreneurial competency of the respondents shows that they believed somewhat in their competency as to systematic planning and monitoring, indicating that when I think about the advantages and disadvantages of different ways of accomplishing things (M=3.32), I plan a large project by breaking it down into smaller tasks (M=3.14), If one approach to a problem does not work, I think of another approach (M=3.14), I deal with problems as they arise rather than spend time to anticipate them (M=3.08), I try to think of all the problems I may encounter and plan what to do if each problem occurs (M=3.06). It implies that their competencies in systematic planning and monitoring are somewhat with an overall mean of 3.14, This means they have some knowledge but need to improve their competency in this area. A study by Kyguoliene and Svipas (2019) examined the entrepreneurial skills of students involved in experiential entrepreneurship programs, stressing the importance of systematic planning in business activities. Similarly, Mai and Thai (2024) reviewed various studies on entrepreneurial skills, focusing on the role of systematic planning and monitoring for successful entrepreneurship. These studies emphasize the value of improving planning and monitoring skills to strengthen entrepreneurial abilities.

Persuasion and Networking

Table 10. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Persuasion and Networking

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI)             3.50 – 4.49 = Well (W)

As shown in Table 10, with regard to the entrepreneurial competency of the respondents shows that they believed somewhat in their competency as to persuasion and networking, indicating that when I get others to support my recommendations (M=3.29), I get important people to help me accomplish my goals (M=3.19), I do not spend much time thinking about how to influence others (M=3.11), In order to reach my goals, I think of solutions that benefit everyone involved in the problem (M=3.05), I am able to get people who have strong opinions or ideas to change their minds (M= 2.98). It implies that their competencies on self-confidence are somewhat with an overall mean of 3.12, this indicates that their level of competency is intermediate. According to Buitrago et al. (2019), students who were not exposed to off-campus activities such attending conferences, seminars, trade exhibitions, conventions, and symposiums had to improve their knowledge and abilities. They were therefore unable to grow their networks. According to the findings, students’ competency scores were modest. Better networking and persuasive skills can eventually lead to more fruitful commercial ventures, teamwork, and problem-solving in fast-paced corporate settings.

Self-Confidence

Table 11. Mean Responses of the Respondents’ Entrepreneurial Competency in Terms of Self-Confidence

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI) 3.50 – 4.49 = Well (W)

As gleaned from Table 11, with regard to the entrepreneurial competency of the respondents, shows that they believed somewhat in their competency as to self-confidence, indicating that when I do very good work (M=3.21), I feel confident that I will succeed at whatever I try to do (M=3.16), I change my mind if others disagree strongly with me (M=3.16), I stick with my decisions even if others disagree strongly with me (M=3.14) When trying something difficult or challenging, I feel confident that I will succeed (M=3.05). Their competencies on self-confidence are somewhat, with an overall mean of 3.14, It indicates that they have intermediate understanding in relation to the level of proficiency required to improve their knowledge and abilities. These abilities and self-assurance are crucial for giving pupils the tools they need to succeed in the business world of now and tomorrow (Flores Lezama et al., 2024).

Summary Table

Table 12. Summary of the level of Entrepreneurial Competencies of the respondents

Legend: 1.00 – 1.49 = Not at All (NA)           2.50 – 3.49 = Somewhat (S)           4.50 – 5.00 = Very Well (VW)

1.50 – 2.49 = Very Little (VI)             3.50 – 4.49 = Well (W)

As presented in Table 12, with regard to the summary of the entrepreneurial competencies are at the intermediate level in terms of opportunity seeking (M=3.25), persistence  (M=3.15), commitment to work contracts  (M=3.16), demand for quality and efficiency  (M=3.14), risk-taking (M=3.09), goal setting  (M=3.16), information seeking  (M=3.10), systematic planning and monitoring  (M=3.14), persuasion and networking  (M=3.12), self-confidence (M=3.14), correction factor  (M=3.11). In general, the data reveals that the respondents had an average score of 3.14, indicating that both junior and senior tourism students possess a moderate level of entrepreneurial competence. With all competencies scoring around 3, it suggests that these students are not at a beginner level, yet they have not reached an advanced stage either. They appear to have a foundational understanding of entrepreneurship concepts (Barrientos et al., 2022).

Part III – Significant Difference

Year Level

Table 13. Differences in Entrepreneurial Competence of Students when Grouped According to their Year Level.

Legend:                       Significant Level 0.05

A Mann-Whitney U Test was conducted to compare the entrepreneurial competence of Junior and Senior tourism students based on year level. The test results revealed significant differences in entrepreneurial competence between 3rd year and 4th year tourism students across various categories, including opportunity seeking (U = 104.500, p < 0.000), persistence (U = 75.500, p < 0.000), commitment to work contracts (U = 123.500, p < 0.000), demand for quality and efficiency (U = 120.500, p < 0.000), risk-taking (U = 139.000, p < 0.000), goal setting (U = 144.000, p < 0.000), information seeking (U = 161.500, p < 0.000), systematic planning and monitoring (U = 162.500, p < 0.000), persuasion and networking (U = 90.500, p < 0.000), and self-confidence (U = 150.000, p < 0.000). Therefore, the null hypothesis is rejected, indicating significant differences in entrepreneurial competence between 3rd-year and 4th-year tourism students at the 0.05 significance level.

Gender

Table 14. Differences in Entrepreneurial Competence of Junior and Senior Tourism Students when Grouped According to their Gender.

Legend:                       Significant Level 0.05

The Kruskal-Wallis H Test was used to determine whether there were any statistically significant differences in the entrepreneurial competence of Junior and Senior tourism students when grouped according to their gender. The test results revealed that there were no statistically significant differences between genders in any of the entrepreneurial competence categories, as all p-values exceeded the 0.05 significance level.

Post hoc pairwise comparisons using Dunn’s Test were conducted to explore potential differences further, adjusted with a Bonferroni correction to control for the family-wise error rate. The post hoc results similarly indicated no significant differences between the gender groups in any of the entrepreneurial competence categories (all adjusted p-values > 0.05).

Part IV – Propose Measures to Enhance the Entrepreneurial Competence

1. Opportunity Seeking

• Educators should encourage students to explore innovative tourism concepts, such as Eco-tourism or adventure tourism.
• Incorporating feasibility studies into the curriculum provides students with hands-on experience in business planning and strategic decision-making, better preparing them for success in the competitive tourism sector.
• Organize brainstorming sessions and creative exercises to help spark fresh ideas and inspire innovation.

2. Persistence

• Instruct students on the value of viewing challenges as opportunities for growth and learning. Share stories of successful entrepreneurs who faced and overcame failures on their path to success.
• Encourage students to keep a journal where they record their challenges, setbacks, and strategies for overcoming them. Reflecting on these experiences reinforces their sense of accomplishment and highlights the importance of persistence.
• Implement reward systems that recognize students for consistent progress or successfully tackling challenges. This gamified approach can make persistence feel more engaging and rewarding.

3. Commitment to Work

• The teacher should encourage the students to prioritize tasks and create schedules or to-do lists. This can help them manage their time effectively, avoid procrastination, and meet deadlines, which enhances their commitment to their academic work.
• Providing students with opportunities for self-assessment that allow them to evaluate their work regularly can foster their deeper commitment to their personal lives and academic development.
• The teacher should encourage the students to engage in time management seminars. These seminars can help the students prioritize tasks effectively and foster a strong commitment to work by ensuring that they stay focused and motivated.

4. Demand for Quality and Efficiency

• The teacher should encourage students to become proficient in using modern tools, which can help them enhance the speed and quality of their work.
• Propose continuous assessment methods to the students, such as peer reviews and project-based evaluations. This approach allows the students to receive regular feedback, which helps them understand the areas for improvement and maintain a high standard of work.
• The teacher should engage the students in group projects or study sessions where they can collaborate with peers. Working with others exposes them to different ideas and approaches, which can help the students improve the quality of their work.

5. Risk Taking

• Encourage students to take on leadership roles in group projects or student organizations.
• Develop “failure reflection” activities, where students analyze their setbacks and strategize improvements.
• Simulate real-world challenges, like handling customer complaints in a tourism setting.

6. Goal Setting

• Introduce weekly goal-setting exercises, where students break large objectives into smaller, manageable steps.
• Provide career planning workshops focus on identifying passion-driven entrepreneurial opportunities.
• Have students define their entrepreneurial goals by creating a Business Model Canvas that outlines key partners, value propositions, and revenue streams.

7. Information Seeking

• Assign students to interview industry professionals about tourism trends and challenges.
• Organize field trips to tourism-related businesses, such as hotels, travel agencies, or cultural sites.
• Have students participate in webinars and workshops featuring tourism experts.

8. Systematic Planning and Monitoring

• Teach students to create project road maps outlining milestones, deadlines, and responsibilities.
• Monthly teacher-student check-ins are required to discuss challenges and adjustments.
• Implement structured feedback sessions where teachers and peers provide insights into student progress.

9. Persuasion and Networking

• Host entrepreneurial pitch competitions were students present business ideas to industry professionals. This strengthens their confidence in articulating and defending their ideas while improving their ability to persuade stakeholders.
• It would be better if tourism students participated in entrepreneurship training organized by outside parties to increase their persuasion and networking competence.
• Establish mentorship programs where students are paired with successful entrepreneurs or tourism professionals.
• Arrange visits to tourism expos, fairs, and conferences where students interact with professionals.
• Encourage students to partner with other schools, tourism businesses, or government agencies on tourism-related projects.

10. Self-confidence

• Organize public speaking workshops where students practice presenting ideas, marketing strategies, or tourism proposals. Encouraging them to speak in front of peers and industry professionals boosts confidence in expressing ideas persuasively.
• Organize sessions for CBE students, particularly 3rd-year and 4th-year students, focused on failures and setbacks in entrepreneurship and how to learn from them positively.
• Organize debates where students defend their viewpoints on current tourism issues.
• Organize workshops focusing on effective communication, negotiation, and leadership.
• Invite successful tourism entrepreneurs to share their journeys and how they overcame self-doubt.

DISCUSSION

This section presents the analysis of the results gathered and analyzed under the guidance of the adviser and statistician. It reveals the study’s highest-performing outcome, which is presented in the following discussion.

Part I – Demographic Profile

The research study on entrepreneurial competencies reveals that the majority of the respondents were female and enrolled as 3rd-year students at the university. The findings indicate that the study was predominantly composed of female participants, reflecting the common trend of higher female enrollment in tourism programs.

In terms of year level, most of the respondents were 3rd-year students, which suggests that they were at a stage where they had already completed the entrepreneurial subjects included in the university curriculum. This makes them well-equipped to provide valuable insights into the competencies required in the field.

Many studies have consistently shown that female students are more common in tourism programs. Alivio et al. (2023) found that bachelor’s programs in tourism are mostly made up of women, as they often focus more on personal growth than men. Punsalan et al. (2024) also confirmed that tourism programs are mainly designed with female students in mind.

The significant representation of female students in tourism programs highlights their growing presence and active participation in the field, emphasizing their increasing interest and engagement in tourism-related studies.

Part II – Entrepreneurial Competence

The study showed that the respondents have a moderate level of entrepreneurial competency in seeking opportunities. This means they possess enough knowledge and are somewhat capable of identifying tasks or opportunities that require attention. While their skills are sufficiently developed, there is still room for improvement in consistently identifying and pursuing new opportunities. After enrolling in entrepreneurial courses, students’ competencies in this area were found to be moderately developed. According to Brakaj and Šafránková (2024), the entrepreneurial competencies of lecturers are essential in creating an environment that encourages opportunity recognition and the development of an entrepreneurial mindset. Similarly, Iqbal et al. (2022) suggest that a supportive learning environment plays a key role in connecting the curriculum with competency development, emphasizing the importance of educational settings in improving opportunity-seeking abilities. These findings emphasize the value of continuous competency growth through hands-on learning and real-world entrepreneurial challenges, helping students strengthen their ability to recognize and pursue opportunities.

The findings indicate that the respondents show a moderate level of persistence, meaning they are willing to invest time and effort to overcome obstacles. Although their persistence is fairly developed, there is still room for growth in their determination to achieve their goals.heir ability to persist is moderately developed, indicating that there is room for growth in managing entrepreneurial challenges. Mawson et al. (2024) suggest that cultivating an entrepreneurial mindset through skill development is crucial in entrepreneurship education. Their study stresses the importance of targeted teaching strategies that help build essential entrepreneurial traits, such as persistence. Similarly, Iqbal et al. (2022) examined the relationship between entrepreneurship education and entrepreneurial intentions, pointing out that a supportive learning environment plays a significant role in enhancing students’ persistence. Their research shows how incorporating real-world entrepreneurial challenges into the curriculum can strengthen students’ perseverance, which is crucial for long-term success.

Part of their Commitment to Work reveals that their level of competency is somewhat or intermediate this  suggests that while they generally fulfill their work commitments, their priorities sometimes take precedence over deadlines. Commitment to work contracts is seen as a reflection of an individual’s responsibility, work ethic, and dedication to delivering on all obligations, which are vital traits for students in entrepreneurship. The highest mean indicates that while respondents recognize the value of ensuring timely completion of tasks, there is still room for further development. The study of Romero and Nalangan (2023) found that commitment to work contracts enhances entrepreneurial capabilities in Filipino graduating students while in the study of Alqahtani Tahani H., 2020 Many family-friendly organizations feel the need for work-life balance which includes recruitment and retention of the valuable workforce, reduced employee stress, job satisfaction, reduced absenteeism, health benefits, and better life balance, by applying some enhancements in the area of working hours which have been successful in improving work-life balance, such as flexible working hours. The students exhibit intermediate competency in this area, and further development in commitment to work contracts could improve their entrepreneurial potential.

The part of the Demand for Quality and Efficiency study reveals that the level of entrepreneurial competency is somewhat intermediate. While they value quality and efficiency, their responses suggest room for improvement, particularly in consistently seeking ways to enhance processes. The relatively highest mean suggests that respondents value quality in their work and are somewhat bothered when standards are not met. In the study of Zighan, S. and Ruel, S. (2023), The role of continuous improvement in building organizational resilience is fourfold, continuous improvement is a cyclical process, it has a vital cultural aspect and can be considered a business philosophy. It also emphasizes a holistic change approach based on small but constant changes. This part’s intermediate level of competency suggests that more focused efforts could be made to develop strategies for optimizing work processes and achieving higher quality standards. The students may benefit from further developing strategies to improve work processes and quality standards that can ultimately enhance their entrepreneurial potential.

Risk-taking is at an intermediate level, and their competency is sufficiently developed. According to Memon et al. (2019) found that an individual’s tendency to take risks is often shaped by their entrepreneurial knowledge, suggesting that education and training can improve the ability to take calculated risks. Liao et al. (2022) showed that an entrepreneurial mindset is positively linked to entrepreneurial intention, both directly and through its effects on attitudes, social norms, and self-confidence in entrepreneurship. However, the exact ways an entrepreneurial mindset influences these factors were not fully explored. This study builds on Liao et al.’s work by providing a clearer and more detailed explanation of how an entrepreneurial mindset affects these factors and influences entrepreneurial behavior. It also explores how passion interacts with risk-taking, entrepreneurial knowledge, and mindset to shape and drive entrepreneurial intentions, particularly in a postgraduate context.

Goal-setting among junior and senior tourism students is sufficiently developed at an intermediate level. Cui (2021) examined a link between entrepreneurship curriculum and the development of an entrepreneurial mindset, where the curriculum fosters an entrepreneurial mindset, influenced by teaching methods. Goals have been central to motivation theories and are seen as a major factor in human behavior. While the terms “objective” and “goal” are often used interchangeably, it is understood that objectives tend to be short-term, whereas goals are long-term. In entrepreneurship, goals are generally broad and long-term, aiming to drive economic development, while objectives are more short-term.

Regarding information-seeking, students’ competence is also at an intermediate level. Thao et al. (2024) argue that digitalization has transformed entrepreneurial activities by flattening traditional information and resource hierarchies. The digitization of many entrepreneurial activities allows for quick and affordable access to information that was once only available to a select few, often large organizations. This change has significantly impacted entrepreneurship by providing entrepreneurs with access to a vast amount of information.

Systematic planning and monitoring skills among junior and senior tourism students are also sufficiently developed at an intermediate level. Kryeziu et al. (2023) found that entrepreneurial intention is greatly influenced by attitudes toward entrepreneurship, social norms, and self-confidence in systematic planning and monitoring. Additionally, strong emotions, like passion, can drive individuals to pursue entrepreneurial careers based on personal traits, leading to desired outcomes. The entrepreneurial intentions model helps to better understand intentions by considering both fixed characteristics and the competencies that can be developed.

Persuasion Networking and entrepreneurial competence of junior and senior tourism students show that goal setting is somewhat or intermediate and sufficiently developed. Persuasion is a crucial skill in entrepreneurship, as it enables individuals to gain support for their initiatives, influence stakeholders, and secure valuable partnerships. Persuasion and Networking are essential skills for entrepreneurs because they allow people to successfully convey their ideas and build important connections that propel company development. Entrepreneurs that are skilled at persuasion are able to motivate stakeholders and negotiate advantageous results by effectively communicating their vision. At the same time, skilled networking makes it easier to obtain opportunities, information, and resources that are necessary for business growth and sustainability. The importance of these talents is highlighted by recent research. According to Isabirye et al. (2024), networking has become a crucial ability in today’s cutthroat professional environment, and those who are good at it frequently have more options for collaboration and career growth. To support career success, they promote the creation of strategic networking techniques.

Self-confidence entrepreneurial competence of junior and senior tourism students shows that self-confidence as somewhat or intermediate is sufficiently developed. A key component of self-confidence is feeling competent at work since it encourages drive, perseverance, and a willingness to take on new challenges. An essential quality for entrepreneurs is self-confidence, which enables them to take charge, make wise choices, and persevere in the face of difficulties. The importance of self-confidence in encouraging entrepreneurial goals has been highlighted by recent studies. Business students’ entrepreneurial intention is significantly influenced by both creativity and self-confidence, according to Kusumawijaya et al. (2022), underscoring the necessity of educational programs that foster these qualities.

Part III – Significant Difference

The study found no significant difference in entrepreneurial competencies based on the demographic profile of students, specifically their gender and year level. This indicates that these factors did not have a notable impact on the development of key entrepreneurial skills such as opportunity seeking, persistence, commitment to work, demand for quality and efficiency, risk-taking, goal setting, information seeking, systematic planning and monitoring, persuasion and networking, and self-confidence. The findings suggest that entrepreneurial competencies were developed consistently across students, regardless of their demographic background. Consequently, the focus should be on enhancing the quality and accessibility of entrepreneurship education for all students rather than tailoring programs based on specific demographic factors.

CONCLUSION

The following information was drawn from the discussion of the data gathered:

1. The study’s respondents were dominated by females and enrolled as 3rd-year tourism students.
2. The study’s results show no significant difference in the entrepreneurial competencies of the respondents when grouped according to their demographic profiles. We were somewhat focused on opportunity seeking, persistence, commitment to work contracts, demand for quality and efficiency, risk-taking, goal setting, information seeking, systematic planning and monitoring, persuasion and networking, and self-confidence.
3. The study has no significant difference between the groups according to their demographic profile and entrepreneurial competencies.

RECOMMENDATION

The following recommendations were drawn from the conclusion of the study.

1. The school should integrate a Feasibility Study subject into the curriculum to help students assess business opportunities effectively.
2. Students should be encouraged to participate in business plan competitions and startup incubators to apply their entrepreneurial knowledge in a competitive setting.
3. Collaboration with other institutions should be established to exchange best practices and create student networking opportunities.
4. The students should be allowed to acquire experiences, particularly on the application, during their laboratory and on-the-job training program.

Recommendation for Future Studies

1. Future studies should examine the impact of feasibility study courses on students’ ability to launch successful businesses.
2. Future research should evaluate the effectiveness of entrepreneurial workshops and competitions in enhancing students’ business innovation and critical thinking skills.
3. Research should explore the effectiveness of external entrepreneurial engagements in improving students’ networking and market adaptability.
4. The study should be conducted to track students’ progress over multiple years to assess the long-term impact of entrepreneurial management courses on their career paths and business ventures.
5. Future research could include multiple institutions to enhance the generalizability of the results.
6. By incorporating qualitative data could provide deeper insights into the students’ experiences and challenges in developing entrepreneurial competencies.
7. By conducting a longitudinal study could help track changes in competencies over time and the impact of specific educational interventions.

LIST OF REFERENCES

1. Alivio, M. A., Parra, J. K. P., & Esplanada, D. E. (2023). *Student readiness to enter tourism and hospitality industry.* [https://www.researchpublish.com/papers/student-readiness-to-enter-tourism-and-hospitality-industry](https://www.researchpublish.com/papers/student-readiness-to-enter-tourism-and-hospitality-industry)
2. Al Mamun, A., Subramaniam, E. A. P., Che Nawi, N. B., & Zainol, N. R. B. (2019). *Entrepreneurial competency and performance of informal micro-enterprises in Malaysia: The mediating role of business practices.* [https://doi.org/10.5901/mjss.2016.v7n3s1p273](https://doi.org/10.5901/mjss.2016.v7n3s1p273)
3. Ahmad, N. H., Ramayah, T., Mahmud, I., Musa, M., & Anika, J. J. (2019). *Entrepreneurship as a preferred career option: Modelling tourism students’ entrepreneurial intention.* Education + Training, 61(9), 1151–1169. [https://doi.org/10.1108/ET-12-2018-0269](https://doi.org/10.1108/ET-12-2018-0269)
4. Ahmed, D. A. H., & Kayat, K. (2019). *Boosting entrepreneurial intentions among female tourism students through social support and entrepreneurial self-efficacy in Egypt: Can entrepreneurship education moderate?* [https://www.researchgate.net/publication/354523554](https://www.researchgate.net/publication/354523554)
5. Baluku, M. M., Matagi, L., Musanje, K., & Otto, K. (2020). *The impact of autonomy on the relationship between mentoring and entrepreneurial intention among youth.* International Journal of Entrepreneurial Behavior & Research, 26(2), 317–336. [https://doi.org/10.1108/IJEBR-12-2019-0753](https://doi.org/10.1108/IJEBR-12-2019-0753)
6. Bagheri, A., & Zhu, Y. (2022). *Millennial entrepreneurial persistence under harsh contextual environments in Iran.* [https://doi.org/10.1108/JEEE-06-2022-0172](https://doi.org/10.1108/JEEE-06-2022-0172)
7. Barrientos-Báez, A., Martínez González, J. A., García-Rodríguez, F. J., & Gómez Galán, J. (2022). *Entrepreneurial competence perceived by university students: Quantitative and descriptive analysis.* [https://www.researchgate.net/publication/363244581](https://www.researchgate.net/publication/363244581)
8. Buitrago, L. C., Buntiago, J. L. L. G., & Delantar, A. F. A., Polinar, M. A. N. (2022). *Entrepreneurial competences of accountancy, business, and management students in a private institution.* [https://www.researchgate.net/publication/361760914](https://www.researchgate.net/publication/361760914)
9. Brakaj, E. P., & Šafránková, J. M. (2024). *Navigating entrepreneurial horizons: Students perspectives analysis of the entrepreneurial competences in teaching context.* [https://doi.org/10.3390/educsci14050486](https://doi.org/10.3390/educsci14050486)
10. Chilenga, N., Dhliwayo, S., & Chebo, A. K. (2022). *The entrepreneurial mindset and self-employment intention of high school learners: The moderating role of family business ownership.* [https://doi.org/10.3389/feduc.2022.946389](https://doi.org/10.3389/feduc.2022.946389)

APPENDIX A

LETTER OF APPROVAL TO CONDUCT THE STUDY

NOVEMBER 09, 2024

AGNES C. AMBROSIO, DPA

Dean, College of Business Education

Dubinan East, Santiago City

Dear Ma’am:

We are now writing our action research study entitled “ENTREPRENEURIAL COMPETENCE OF TOURISM STUDENTS: A BASIS FOR INTERVENTIONAL OPPORTUNITIES AND PROGRAMS”., as parcial fullfillment of the requirements for the degree Bachelor of Science in Tourism Management.

With this, may we respectfully request permission to conduct the study and float the survey questionnaire to our target participants. This study is purely for academic purposes, and their responds remain confidential.

We hope for your kind consideration of this request. Thank you very much.

Respectfully,

STEPHANIE S. APAGAN

Researcher

LOU DIAMOND G. FLORENTIN
Researcher

QUERUBIN T. JAVIER
Researcher

JAINIE MAE A. LAGRIO
Researcher

ERIKA NICOLE A. CAPINIG

Researcher

Noted by:

JOSE S. SABAULAN, MSIT, MBM

Research Professor

Approved by:

AGNES C. AMBROSIO, DPA

Dean, College of Business Education

APPENDIX B

LETTER TO THE RESPONDENTS

Dear Respondents,

In partial fulfillment of our requirements for our subject BACC 010- Business Research, we the 3rd year student of Bachelor of Science in Tourism Management would like to ask for your permission to be our respondents on our research entitled “ENTREPRENEURIAL COMPETENCE OF TOURISM STUDENTS: A BASIS FOR INTERVENTIONAL OPPORTUNITIES AND PROGRAM”.

Rest assured that the data we will gather will remain absolutely confidential and to be used in academic purpose only. We believe that you are with us in our enthusiasm to finish the requirement as compliance for our subject and to develop our well-being. We hope of your positive response on this humble matter. Your approval to conduct this study will be greatly appreciated.

We are anticipating for your favorable response.

Respectfully,

JAINIE MAE A. LAGRIO

Group Representative

APPENDIX C

SURVEY QUESTIONNAIRE

PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)

SELF-RATING QUESTIONNAIRE

Instructions:

This questionnaire consists of 55 statements. Read each statement and decide how well it describes you. Be honest about yourself. Remember, no one does anything very well, nor is it even good to do everything very well. Besides that, your rating of the individual questions remains your secret and you may take this questionnaire home.

Select one of the numbers below to indicate how well the statement describes you:

5 – Always

4 – Usually

3 – Sometimes

2 – Rarely

1 – Never

Write the number you select on the line to the right of each statement. Here is an example:

I remain calm in stressful situations                                                                   2  

The person who responded to the item above wrote a “2” to indicate that the statement describes him very little (the person is rarely calm in stressful situations).

Some statements may be similar but no two are exactly alike.

Please answer all questions without exception!

PECs SELF-RATING QUESTIONNAIRE

APPENDIX D

CURRICULUM VITAE

Greenland, Plaridel

Santiago City,

3311, Philippines

stephanieapagan857@gmail.com

Name                                                  : Apagan, Stephanioe S.

Age                                                     : 21

Date Of Birth                                    : November 15, 2003

Place Of Birth                                  : Baluarte  Salcedo, Ilocos Sur

Gender                                              : Female

Height                                                 : 5’1

Weight                                               : 39

Civil Status                                         : Single

Religion                                              : Christian

Languages                                           : English and Filipino

EDUCATIONAL ATTAINMENT

TERTIARY LEVEL                           University of La Salette, Inc.

Dubinan East, Santiago City

Bachelor Of Science In Tourism  Management

2022 – 2024

SECONDARY LEVEL                      Northeastern College

Villasis, Santiago City

2020 – 2022

Northeastern College High School

Malvar, Santiago City

2016 – 2020

PRIMARY LEVEL                            Baluarte Elementary School

Salcedo, Ilocos Sur

2010 – 2016

Mother’s Name                                   : Apagan, Sylvia S.

Occupation                                         : Barangay Health Worker/ Housewife

Father’s Name                                     : Apagan, Solomon P.

Occupation                                         : Farmer

CURRICULUM VITAE

San Andres,

Santiago City

3311, Philippines

rknclcpng06@gmail.com

Name                                                  : Capinig, Erika NIcole A.

Age                                                     : 21

Date Of Birth                                      : January 06, 2004

Place Of Birth                                     : Nagasican, Santiago City

Gender                                                : Female

Height                                                 : 5’3

Weight                                                : 46

Civil Status                                         : Single

Religion                                              : Born Again

Languages                                           : English and Filipino

EDUCATIONAL ATTAINMENT

TERTIARY LEVEL                           University of La Salette, Inc.

Dubinan East, Santiago City

Bachelor Of Science In Tourism  Management

2022 – 2025

SECONDARY LEVEL                      University of La Salette, Inc.

Dubinan East, Santiago City

2020 – 2022

University of La Salette, Inc. High School

Malvar, Santiago City

2016 – 2020

PRIMARY LEVEL                            Santiago North Central School Sped Center

Villasis, Santiago City

2010 – 2016

Mother’s Name                                   : Capinig, Cynthia A.

Occupation                                         : House wife

Father’s Name                                     : Capinig, Raldy D.

Occupation                                         : Tricycle driver

CURRICULUM VITAE

#50 Interior 2, Mabini,

Santiago City, Philippines

3311, Philippines

loudiiamondflorentin4@gmail.com

Name                                                  : Florentin, Lou Diamond G.

Age                                                     : 20

Date Of Birth                                      : December 04, 2004

Place Of Birth                                     : Southern Isabela General Hospital

Gender                                                : Female

Height                                                 : 5’6

Weight                                                : 45

Civil Status                                         : Single

Religion                                              : Roman Catholic

Languages                                           : English and Filipino

EDUCATIONAL ATTAINMENT

TERTIARY LEVEL                           University of La Salette, Inc.

Dubinan East, Santiago City

Bachelor Of Science In Tourism  Management

2022 – 2025

SECONDARY LEVEL                      Northeastern College

Villasis, Santiago City

2020 – 2022

Northeastern College High School

Malvar, Santiago City

2016 – 2020

PRIMARY LEVEL                            Mabini Elementary School

Mabini, Santiago City

2010 – 2016

Mother’s Name                                   : Florentin, Julie G.

Occupation                                         : FWD-Financial Wealth Planner

Father’s Name                                     : Florentin, Ramon Jr.  H.

Occupation                                         : Welder

CURRICULUM VITAE

Metroville, Rosario

Santiago City

3311, Philippines

querjavier@gmail.com

Name                                                  : Javier, Querubin T.

Age                                                     : 22

Date Of Birth                                      : November 8, 2002

Place Of Birth                                     : Santiago City, Isabela

Gender                                                : Male

Height                                                 : 5’8

Weight                                                : 67

Civil Status                                         : Single

Religion                                              : Born-Again Christian

Languages                                           : English and Filipino

EDUCATIONAL ATTAINMENT

TERTIARY LEVEL                          University of La Salette, Inc.

Dubinan East, Santiago City

Bachelor Of Science In Tourism Management

2023 – 2025

                                                             Lyceum of the Philippines University

Intramuros, Manila

Bachelor Of Science In International Tourism

Management

2021 – 2023

SECONDARY LEVEL                      Philippine Christian University

Malate, Manila

2018 – 2021

Santiago City National High School

Calaocan, Santiago City

2016 – 2018

PRIMARY LEVEL                            Santiago South Central School

Victory, Santiago City

2010 – 2015

Mother’s Name                                   : Ludy Javier

Occupation                                         : N/A

Father’s Name                                     : Robert Javier

Occupation                                         : Business owner

CURRICULUM VITAE

P-5, Luna

Santiago City

3311, Philippines

lagriojainiemae@gmail.com

Name                                                  : Lagrio, Jainie Mae A.

Age                                                     : 21

Date Of Birth                                      : January 27, 2004

Place Of Birth                                     : Echague, Isabela

Gender                                                : Female

Height                                                 : 5’2

Weight                                                : 44

Civil Status                                         : Single

Religion                                              : Roman Catholic

Languages                                           : English and Filipino

EDUCATIONAL ATTAINMENT

TERTIARY LEVEL                           University of La Salette, Inc.

Dubinan East, Santiago City

Bachelor Of Science in Tourism Management

2022 – 2025

SECONDARY LEVEL                      University Of La Salette,Inc.

Dubinan East, Santiago City

2020 – 2022

Santiago City National High School

Calaocan, Santiago City

2016 – 2020

PRIMARY LEVEL                            Luna Elementary School

Luna, Santiago City

2010 – 2016

Mother’s Name                                   : Lagrio, Asping

Occupation                                         : Vendor

Father’s Name                                     : Lagrio, Rodolfo

Occupation                                         : Farmer