A Comparison On The Compliance Of Autonomous And Non-Autonomous Higher Education Institutions Offering Hospitality Management Program To The Philippines’ Commission On Higher Education [CHED] Student Internship Program [SIPP] Requirements
- November 9, 2020
- Posted by: RSIS Team
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue X, October 2020 | ISSN 2454–6186
Evangeline Timbang, MBA1 & 2 and Mary Caroline Castano, Ph.D.3
1 The Graduate School, University of Santo Tomas, España, Manila
2 College of Tourism and Hospitality Management, University of Santo Tomas, España, Manila
3 The Graduate School, University of Santo Tomas, España, Manila
Abstract: The article describes the compliance of local autonomous and non-autonomous universities offering hospitality management programs on student internship requirements set by the Philippines’ Commission on Higher Education [CHED] Student Internship Program in the Philippines [SIPP], as perceived by academicians of these selected higher education institutions [HEIs]. Using independent samples t-test, the study showed that there were no significant differences in the level of compliance to CHED’s SIPP requirements between autonomous and non-autonomous HEIs. Hence, even with differences in accreditation levels among these universities, any developmental model or framework for student internship programs established for autonomous universities can be applied to non-autonomous universities.
Keywords: Compliance, CHED SIPP, HEIs, internship programs
I. INTRODUCTION
Recent developments strengthened the key role that a university plays in the transformation of global businesses. This led to the emergence of the entrepreneurial university phenomenon in the new knowledge-based society (Etzkowitz, 2013). The paradigm shift on the responsibility of a university from teaching and research to include business activities clearly put into action the helix model of industry, government and university relationships. This model further showed how a university becomes an important innovation key element in providing seed bed for new business human and financial capital (Etzkowitz, 2013). The entrepreneurship education [EE] has developed as a vital instrument to enhance entrepreneurial orientation and as such, has been highlighted in several policy measures, strategic recommendations, and action plans of diverse international organizations, such as the EU, the World Bank, OECD, and the World Economic Forum (Ndou, 2016).
