1565 Wakelin-Theron (FINAL)

Ngoepe, L.L and Wakelin-Theron, N. (2023). Employability attributes of hospitality graduates and expectations of hotel managers.
Journal of Teaching and Learning for Graduate Employability, 14(1), 88–103. 88

The Journal of Teaching and Learning for Graduate Employability

ISSN: 1838-3815 (online) Journal Homepage: https://ojs.deakin.edu.au/index.php/jtlge/

Employability attributes of hospitality graduates and expectations
of hotel managers

Lehlogonolo L Ngoepe1 and Nicola Wakelin-Theron1

Corresponding author: Lehlogonolo L. Ngoepe (lelophab@gmail.com)
1 School of Tourism and Hospitality, University of Johannesburg

Abstract

Employers worldwide place the responsibility of ensuring that graduates are employable on
institutions of higher learning. This study was conducted to determine the employability
attributes of hospitality management students from private Higher education institutions. The
study adopted a qualitative research approach using semi-structured interviews. Purposive,
judgement sampling was used to gather hotel managers’ thoughts, knowledge and opinions.
The findings suggest that hotel managers require eight knowledge sub-domains, and seven skill
sub-domains, and a wide range of competencies from hospitality graduates from private Higher
education institutions. However, private higher education institutions, hotel managers,
hospitality graduates and human resources personnel have a great responsibility to ensure that
graduates are competent, competitive and valuable and can make meaningful contributions to
the hotel industry. Data was only gathered from hotel managers from 4 and 5-star hotels,
therefore the findings cannot be generalised to all hotels in South Africa. Consequently, the
findings cannot be generalised to all the tertiary institutions in South Africa. Suggestions are
made that can assist higher education institutions, hotel managers, hospitality management
graduates, students and future researchers, particularly now in this time of globalisation,
knowledge economy, and rise of technological advancements.

Keywords
Attributes,
employability,
hospitality
graduates
private higher
education
institutions

Introduction

The demand for graduates will continue to increase within the world of work. Thus the right set of
attributes — also referred to as employability — to enter the world of work would be an advantage.
Employability of graduates is essential. This study seeks to determine which employability attributes
hotel managers seek from hospitality graduates from private higher education institutions (PHEIs),
and whether hotel managers are satisfied with the future-readiness of graduates from private
academic institutions. According to Neroorkar (2022), considering the work environment of different
stakeholders, it is vital to apply suitable metrics to assess employability. Higher academic institutions
experience substantial pressure from employers and students to ensure that graduates are ready for
the work environment (Ahmed et al., 2017). PHEIs do not receive government support, and need to
collaborate extensively with the private sector to provide students with exceptional career guidance
as they need to deliver quality students for the industry to absorb these graduates.

The advancement of technology and evolving guest preferences have created both opportunities and
challenges that affect graduates’ employability and education (Aurecon Group, 2020). Furthermore,
globalisation has created concerns regarding developing the employability attributes that graduates
should possess (Abas & Imam, 2016). Employers are often looking for employability attributes beyond
formal qualifications (Adler et al., 2016; Ahmed et al., 2017; Tran, 2015).

The nature of employability is changing (Wakelin-Theron et al., 2019a; Jezard, 2018). It is becoming
increasingly difficult to define the term in today’s society because of the wide range of definitions that
exist in current literature. The way in which employability has been described keeps changing,
depending on the time frame, country and economic situation (Chetty, 2012; Williams et al., 2015). It
may be ingenuous to think that a single dominant definition of employability exists.

Eurico et al. (2015) define employability as the capability of an individual to adjust to the current
dynamic and professional needs of labour markets. These authors suggest that there is a direct link
between the ability to find employment and maintain employment. How each individual uses their
knowledge, skills and competencies to benefit themselves are key factors that lead to secure
employment (Wakelin-Theron et al., 2018).

Abas and Imam (2016) state that employability refers to qualities that employees have other than
technical competence, which make them valuable to an employer. In this regard, they state:
“Employability attributes vary in categorisations from personal qualities, basic theoretical skills,
thinking skills and are valuable across all levels of positions” (Abas & Imam, 2016, p. 120).

Various studies have been conducted in South Africa and abroad regarding the employability
attributes required in the tourism and hospitality industry (Spowart, 2011; Caiyod et al., 2015; Jonck
& Minnaar, 2015; Khatibi et al., 2015; Wakelin-Theron et al., 2019a; Wessels et al., 2017). However,
most studies were conducted in the general tourism and hospitality industry and public higher
education intuitions. Limited literature exists for the hospitality and private higher education
institution sectors combined. While many international studies have been conducted regarding the
employability of graduates, it is imperative to consider that the South African business environment
is different due to its history, education, geography, political climate and diversity (Wessels et al.,
2017).

Problem statement

The hotel industry has been facing difficulties in finding and retaining employees with the correct
employability attributes to fill positions in hotels. Rapid growth of PHEIs offer niche qualifications and
pride themselves in meeting industry standards, due to their specialised courses and options on where
and how to study. PHEIs provide various benefits to a potential student. Yet, the industry requires
graduates with the right set of employability attributes (Chhinzer & Russo, 2018). Graduates are
finding it hard to secure, retain and build sustainable careers in the hotel industry because they
possess inadequate employability attributes, work experience and practical skills (Jezard, 2018;
Espellita & Maravilla, 2019). Students are expected to display multiple skills in real-world situations at
workplaces. The skills domains related to interpersonal, problem solving, and self-management are
perceived to be very important in the hospitality industry. Yet, many hospitality graduates to not enter
into employment due to inaccurate expectations and perceptions of the industry.

Theoretical framework

This paper adopts Ahmed et al.’s (2017) definition of employability as the set of knowledge, skills and
competencies that all job applicants should possess to ensure they are proficient in being effective in
the workplace. The research objective for this study is to determine employability attributes from
hospitality graduates from PHEIs and expectations from hotel managers.

Literature review

Private Higher Education Institutions

Private higher education institutions (PHEIs) provide students with a wealth of options when choosing
a degree, diploma or other qualification. Public and private higher education institutions are subject
to some oversight and regulation, and will receive the same qualification regardless of whether you
opt for state-funded university or a private institution (Department of Higher Education and Training
(DHET), 2020). PHEIs do not receive financial support from government. The benefits of studying at a
private institution is that it has smaller class sizes, with more network opportunities, which are key
factors in future success with quality education. It is perceived that PHEIs provide graduates with
greater employment prospects and have international links (Bezuidenhout & De Jager, 2014), but at a
substantially higher fee.

There is a substantial and consistent increase in student numbers who opt for private higher education
institutions. Some additional benefits according to one well-known establishment are: students do
not have to relocate to a new city to pursue their dreams; less of a financial burden; improved access
to support and staff; a large percentage of lecturers are not only academics but actively work in the
industry and have real world experiences while studying. According to Bezuidenhout and De Jager
(2014), students perceive PHEIs to have better security and safety conditions on campus, and spacious
classes well-equipped with facilities.

According to the DHET (2020), because PHEIs do not receive state subsidies, they are wholly reliant
on student fees. Students are treated as valued customers, require value for money, and demand
quality education. Therefore, PHEIs need to provide good services, be credible, and offer quality
education, or face closing their doors. Employability is a key success factor for PHEIs, and hospitality
qualifications presented to students are closely associated to the industry.

Defining employability

Countries such as Australia, the United States of America, the United Kingdom and South Africa have
highlighted the importance of generic, non-contextualised, or transferable employability attributes
(Ahmed et al., 2017). Furthermore, terms such as soft skills, hard skills, essential skills, key
competencies, enterprise competencies, practical skills, work-readiness, knowledge-based skills and
twenty-first century skills have been widely used in studies related to employment and employability
(Jonck & Minnaar, 2015; Abas & Imam, 2016; Ahmed et al., 2017). As a result, generic skills frameworks
have been developed that propose the attributes that need to be imparted to all graduates, regardless
of the discipline being studied (Wakelin-Theron et al., 2019a).

An analysis of past literature on employability reveals that different definitions exist to describe this
notion. According to Rowe and Zegwaard (2017), the term ‘employability’ is often confused with
employment outcomes (securing a job after graduation or having the potential to earn a higher
income). Furthermore, employability is often used interchangeably with the concept of work-
readiness (Kaushal & Srivastava, 2021).

Work-readiness is described as a set of circumstances satisfactory for gaining initial employment,
while employability is described as the set of knowledge, skills and competencies necessary, but not
sufficient for securing and retaining employment (Wakelin-Theron et al., 2018). Irrespective of how
the term is used, it is better to consider holistically that a graduate has to be both ready for
employment and be employable to enhance their chances of employment (Kleynhans et al., 2019).

Employability is viewed and defined as a multi-layered notion that has broadened to summarise a
variety of skills, qualities and other measures such as networking, having a professional identity, and
being an active citizen. Employers expect graduates to possess a broad set of attributes. The
employment focus has shifted from practical skills and attributes essential for graduates to be
considered work-ready, to a broader notion that includes non-technical areas such as being able to
negotiate, having a professional identity, and being able to network (Lowden et al., 2011).

According to Gill (2018, p. 2), employability can be defined as ‘an array of soft skills, intangible assets,
achievements, personal characteristics and understandings.’ Although employability is often difficult
to replicate authentically in a classroom environment, it improves graduates’ ability to secure
employment and be prosperous in their preferred professions, thereby benefiting themselves, the
labour force, the economy and the greater community (Chhinzer & Russo, 2018; Gianotti, 2020).

Crane and Kinash (2015) refer to employability as the capacity to create work or obtain work. They
further describe employability as the agreement between higher academic institutions and employers
regarding the knowledge, skills and competencies essential for graduates to be successful in the
workplace.

Employability skills can be defined as the transferable skills necessary for an individual to be
employable within the world of work (Ahmed et al., 2017). This term highlights the skills that an
employee can transfer from one job to another. Some of these skills include communication, personal
and interpersonal, teamwork, ethical behaviour, critical thinking and problem-solving skills (Doyle,
2019).

Espellita and Maravilla (2019) suggest that employability attributes are those that prepare students
for the workplace. They cover a variety of competencies within hotel departments, such as conceptual
skills, hospitality operations skills, personal skills, and human resources skills. The researchers feel that
these skills are essential to maintain work within the hotel industry.

The hotel industry requires highly skilled and competent employees who possess employability
attributes that contribute to the prosperity of the business, as this industry is not just about the
attractions and facilities accessible to guests (Espellita & Maravilla, 2019). Every individual employed
in the hotel industry needs to have the knowledge, skills and competencies to offer the standard of
products and services that hotel guests expect (Chinyamurindi et al., 2018). Acquiring knowledge
about the hotel industry, product offerings, target market, and employees’ roles and responsibilities
is an important starting point to a successful career in the industry (Espellita & Maravilla, 2019). As
mentioned previously, this study adopted Ahmed et al.’s (2017) definition of employability as the set
of knowledge, skills and competencies that all job applicants should possess to ensure they are
proficient and effective in the workplace.

Skills required in the hotel industry

Hotel employees need to possess both hard and soft skills (Chetty, 2012). Hard skills are described as
the tangible abilities that graduates bring to the table as potential employees. Often, these skills are
taught in secondary schools and public or private tertiary hospitality academic institutions.

According to Majid et al. (2020), hard skills include formal academic qualifications in a specific
industry, language fluency, social media skills, and information technology (IT) systems proficiency.
Most of the time, new entrants need to possess a set of hard skills related to the specific hotel
department where they are going to work (Wakelin-Theron et al., 2021).

Soft skills are described as the aptitudes and capabilities learned organically through past
interpersonal relationships and work experiences. They are more about what an individual offers as
an employee (Half, 2020). Hotel employees engage and interact with people and, therefore, should
possess many soft skills to meet guests’ needs, wants, preferences, and expectations (Espellita &
Maravilla, 2019). These soft skills include communication, problem-solving skills, a strong work ethic,
team leadership, time management, flexibility, organisation, a positive attitude, and multitasking skills
(Gianotti, 2020).

Examples of hard skills required in the hotel environment include basic numeracy skills and knowledge
about hygiene and safety for the food and beverage department, and laundry and cleaning skills for
the housekeeping department (Half, 2020). If graduates are applying for a front-office job, hard skills
such as computer and typing skills would be beneficial. Social media skills are beneficial to hotel
employees, as apps provide the easiest and fastest way to access and share information. Furthermore,
numerous apps have been created to make managing hotel staff easier, such as Hive Mind, which
allows employees to set personal passwords when they clock in or out of a shift (Le Cordon Bleu,
2020). Examples of soft skill for front-office staff include language proficiency, attitude, critical
thinking, problem-solving, flexibility, communication, organisation and multitasking. In the
housekeeping and food and beverage departments, soft skills such as flexibility, organisation,
communication, and multitasking are essential (Gianotti, 2020).

Skills identified by the World Economic Forum

The World Economic Forum (WEF) (2020) further identified that, due to the Fourth Industrial
Revolution, the skills necessary to perform many occupations will change substantially. The universal
average ‘skills stability’ (the percentage of essential skills necessary to execute tasks that will remain
the same) is estimated at 58%. Thus, the workforce will experience an average shift of 42% in
compulsory workplace skills leading up to the Fourth Industrial Revolution (Ivanov, 2020). The skills
required include active learning, analytical thinking, learning strategies, innovation, technology design
and programming, systems analysis and evaluation, creativity, critical thinking, originality, emotional
intelligence, reasoning, ideation, initiative, complex problem-solving and analysis (Jezard, 2018).
Technology design has already transformed how hotels conduct business.

Chidera (2020) declared certain skills necessary for employees in the workplace for 2020. The skills
required in a hotel environment include communication skills, emotional intelligence, people
management, customer service, critical thinking, complex problem-solving, teamwork, judgement,
cognitive flexibility, decision-making, service orientation, creativity and negotiation.

New entrants need to possess emotional intelligence, judgement and negotiation skills to deal with
difficult guests and handle guest complaints. Furthermore, creativity is critical in the hotel industry as
automation and artificial intelligence are changing employees’ roles in the workplace (Jezard, 2018,
Ivanov, 2020;). Going forward, hotels will be more economic, ergonomic, ecological and competitive.
Therefore, new entrants should be well equipped to keep up with evolving trends (Panayotis, 2017).

The evolution of technology and the need for improved employability

The use of technologies such as self-service kiosks, chatbots and artificial intelligence is common
(Ivanov, 2020). Hotel guests expect to access the internet effortlessly and without too many
disturbances (Aurecon Group, 2020). Successful hotels make great contributions towards better and
faster Wi-Fi so guests can use their devices effortlessly when they make reservations and conduct
business (Aurecon Group, 2020). Thus, new employees need skills to assist guests with any problems
they may encounter while trying to use hotel services.

In addition, Chidera (2020) deemed the following skills necessary for the year 2030: higher cognitive
skills, technological skills, and social and emotional skills. Higher cognitive skills comprise complex
information processing, advanced literacy, advanced writing, critical thinking, and quantitative and
statistical skills (Chidera, 2020). According to Gao (2019), exceptional test scores and expertise are
becoming more important in entry-level positions. However, the characteristics and high-level talents
that the industry requires for graduates are self-learning, finding and solving problems, and critical
thinking. These traits are commonly described as higher cognitive abilities (Gao, 2019; WEF, 2020b).

Technological skills include everything from basic to advanced IT skills, engineering, and data analysis
to research (Chidera, 2020). These skills are expected to be the most rewarded as companies seek
more engineers, software developers, and robotics and scientific experts (Wakelin-Theron, 2021).
Some industry disruptors, such as Airbnb establishments, also challenge the hotel industry. These
disrupters are online trading platforms for short-term rentals that list a substantial number of
properties that serve as homes for visitors whilst travelling. Digitalisation has become the norm and,
to be competitive, hotel employees need to be innovative and use the most up-to-date technology to
support their guests.

Cade (2015) suggests that a hotel is a ‘home away from home’ for guests. Thus, it is important that
guests feel welcome and comfortable, as it makes their stay more memorable and enjoyable. In order
for hotel guest experiences and overall guest engagement to be above standard, hotel employees
need to possess social and emotional skills such as empathy and emotional intelligence to build deeper
connections that will result in better service (Cade, 2015). These skill sets cannot be ignored, as they
are essential in ensuring that graduates are successful and competent in the hotel environment
(Chidera, 2020).

Research design and methodology

This study was conducted in Pretoria, the capital city of the Gauteng province of South Africa. The
rationale for selecting this city was that Pretoria is the administrative capital of South Africa. Many
travellers visit the city for both business and leisure. Furthermore, there has been an emergence of
private hospitality academic institutions in Pretoria, for example, The International Hotel School,
Capital Hotel School, Capsicum Culinary Studio, and Legend Hospitality School & Academy, which has
increased the number of hospitality graduates.

The population for this study was hotel managers in four- and five star hotels in Pretoria. From this
population, the researcher, using non-probability, purposive, judgement sampling to select seven
managers for participation in interviews. Before any data were collected, the researcher obtained
ethical clearance from the University Ethics Committee to conduct the research (ethical clearance
code 2019STH090).

Data collection

Consent to conduct interviews was obtained from various hotels, and the aim of the study was
clarified. Participation in the interviews was voluntary, and participants could withdraw from the study
at any time, without harm.

The main concern of this research study was the identification of the target population in the industry.
There are a total of 708 hotels in the City of Tshwane, a metropolitan municipality in Gauteng province.
Yet, when the researcher identified the four-star hotels in a 5km radius within the city of Pretoria, only
11 hotels were identified, of which six were five-star hotels. A total of 17 hotels were asked to
participate in the study. However, only four agreed, and seven managers agreed to be interviewed.
This study was carried out during the Coronavirus (COVID-19) pandemic, while South Africa had strict
lockdown regulations, which disrupted the tourism and hospitality industry. In this study, the hotel
population consisted of hotel managers from different operational areas who were active during the
time period of the study. The table below identifies the number of interviews with manager of
different operational areas in the hotels.

Table 1: Number of Interviewees from different operational areas in the hotels

Job role Number
interviewed

Front-office manager 2
Food and beverage manager 2
Banqueting manager 1
Housekeeping manager 2
Total 7

Four key departments were selected to obtain the required data, as these managers know which
employability attributes are required of employees. These departments were chosen as they are the
four main departments in any hotel, and managers are part of the selection process when looking to
fill positions in their various departments. According to Tesone and Ricci (2006), in hospitality and
related operations, these managers are expert individuals to consult with regard to the identification
of job competencies.

Research instrument: Semi-structured interviews

The semi-structured nature of the interviews allowed the researcher to formulate questions in
advance and probe participants to gain more insight by asking questions on employability attributes
that hotel managers from the aforementioned four departments seek in hospitality graduates from
PHEIs (Farooq, 2015). The participants were able to disclose their thoughts and ideas in their own
words. Thus, the semi-structured interviews offered information that was both reliable and
comparable (Cohen & Crabtree, 2008; Costa et al., 2016; Bhandari, 2020). The reliability was tested
by constant comparison of responses by multiples coders of the data sets.

Data analysis

Data analysis is central to credible qualitative research (Kelly, 2023). Qualitative data analysis aims to
create interpretations from large amounts of collected data (Sekaran & Bougie, 2016). To select
relevant data on which to base judgments is also the aim of data analysis (Kelly, 2023). A thematic
analysis framework was used to note thoughts, ideas, knowledge and insights gathered from the study
participants (Caulfield, 2020). Both deductive and inductive analysis approaches were used to reduce

the wide and varied data, link the data to the research objectives (deductive), uncover new themes,
and review interpretations and multiple meanings of the data (inductive) (Costa et al., 2016).

Method of data analysis: Thematic analysis

Thematic analysis is a method of analysing qualitative data. It is often used for data in the form of text.
A thematic approach is an excellent approach to take when the study attempts to understand people’s
ideas, beliefs, knowledge, experiences, or values from a set of qualitative data – such as interview
transcripts, social media profiles, or survey responses (Caulfield, 2020).

This study followed Braun and Clarke’s (2006) thematic framework. The phases are displayed in Figure
1, below.

Figure 1: Phases of Thematic Analysis (Braun & Clarke, 2006)

Phase 1: Familiarising oneself with the data

In this phase, familiarisation with data was achieved by transcribing the data and reading through the
transcripts. According to Braun and Clarke (2006), transcription is a time-intensive process, which is
frustrating and, at times, boring, but is an excellent way of familiarising oneself with the data.
Furthermore, when data are collected through an interactive means (such as an interview), the
researcher gains prior knowledge of the data.

Phase 2: Generating initial codes

According to Braun and Clarke (2006), Phase 2 begins when the data have been transcribed and read.
Thereafter, the data are used to generate initial codes that appear important or interesting to the
researcher (Braun & Clarke, 2006). In this study, the researcher started by reading through each
transcript and highlighting important and interesting parts of the data.

Once this was complete, the researcher used the comments function in Microsoft Word to code the
data in a systematic manner across the entire data set, organising data relevant to each code. Line-
by-line coding was used to summarise each line of text in the data set, and the researcher noted
phrases the participants used. Many codes were created in this phase, as line-by-line coding allowed
the researcher to look into the data rigorously.

6. Producing the report

5. Defining and naming themes

4.Reviewing themes

3. Searching for themes

2. Generating initial codes

1. Familiarising oneself with the data

Phase 3: Searching for themes

Phase 3 began after the researcher had coded all the data and had a list of the various codes
discovered across the data set. This phase entailed categorising the codes into suitable themes and
combining all the relevant coded data extracts inside the selected themes, thereby refocusing the
investigation on themes rather than codes (Braun & Clarke, 2006).

In this phase, the researcher used Microsoft Excel to categorise codes into overarching themes (Racer,
2019; Quirkos, 2019). A spreadsheet was created with the following headings: Source (the participants
of the study), Star grading, Department, Data collection method, Notes (direct quotes from the
participants), Codes, Abbreviations, and Themes.

As the data were categorised, some of the codes were dropped or adopted as main themes and sub-
themes. Themes started emerging as the data were recorded. The researcher started seeing patterns,
similarities and repetitions. Once all the data had been categorised, the researcher reviewed it again
to check whether the data first recorded matched the findings. Some initial codes developed into core
themes, whereas others developed into sub-themes, and others were rejected.

The researcher used the ‘find and replace’ function in Microsoft Excel to ensure that the abbreviations
created for each heading matched the code in the category section. The abbreviation column helped
the researcher to track and match all the codes and themes using the ‘filter’ function.

Phase 4: Reviewing themes

During this phase, the themes created in Phase 3 were reviewed, modified, and developed (Delahunt
& Maguire, 2017). Throughout this phase, it become clear that some themes were not truly themes
(for example, if there were inadequate data to support them, or if the data were too diverse), while
others were merged.

Other themes were divided into sub-categories (see Braun & Clarke, 2006). Furthermore, the theme
‘employability attributes’ was refined and sub-themes were created. Knowledge, skills and
competencies were included, as this theme was too broad.

Phase 5: Defining and naming themes

When there was a suitable thematic map of the data, Phase 5 commenced. In this phase, themes were
developed and established, and the associated data were analysed (Braun & Clarke, 2006). The
employability themes identified in this study included knowledge, skills, competencies, and manager’s
satisfaction and dissatisfaction regarding the employability attributes of graduates.

Phase 6: Producing the report

This is the last phase of the analysis, during which the researcher selected rich, engaging examples
related to the research topic and literature, and wrote a description of the analysis (Braun & Clarke,
2006).

Latent and semantic themes

Another choice is identifying themes at a semantic or explicit level, or a latent or interpretive level. A
thematic analysis typically focuses solely or mostly on either a semantic or a latent level (Braun &
Clarke, 2006). In this study, the data were analysed at a latent level to learn about and examine
underlying assumptions, concepts, conceptualisations, and beliefs that were theorised as affecting or
informing the semantic content of the data and to look beyond what a participant had said (Delahunt
& Maguire, 2017). Thematic analysis was utilised to analyse the data in this study. This method of data
analysis is explained in the section below.

Discussion of findings

The study’s findings suggest that hotel managers, namely: front office, food and beverage, banqueting
and housekeeping, require eight knowledge sub-domains and seven skill sub-domains, with a wide
range of competencies, from hospitality graduates from PHEIs. The eight knowledge attributes that
hotel managers appreciate are: basic knowledge, service knowledge, product knowledge, cultural
knowledge, practical knowledge, process/systems knowledge, cleaning knowledge and theoretical
knowledge.

The seven skill sets that hotel managers require are: basic skills, technical skills, technological skills,
cognitive skills, interpersonal skills, skills related to the Fourth Industrial Revolution, and other skills
such as life skills and customer skills. More attention was placed on competencies, mostly soft skills,
including passion, personality, and attitude. Hotel managers indicated that knowledge and hard skills
could be learned on the job. However, without soft skills (for example, an employee with the wrong
attitude or no passion for the industry), it is harder for graduates to cope, contribute effectively, and
remain in and sustain a job in the hotel industry (Majid et al., 2019).

In consensus, Lie et al. (2008) found that employers ranked a positive attitude and mind-set as the
most important attributes, which were followed by specialisation in content area, communication,
vocational/professional competency, language and communication, critical thinking, general
knowledge, cultural awareness, and sustainable citizenship. Similarly, Finch et al. (2016) found that
intelligence and personality attributes were viewed as foundational resources. Thus, managers require
evidence that graduates have a core personality that aligns with the job and the organisation (Wakelin-
Theron et al., 2019b). This evidence includes extracurricular activities, pre-graduate work experience,
interviews, and references from past employment, if any (Finch et al., 2016).

Formal qualifications were perceived as a proxy of intellectual capabilities, and academic performance
as signs of other important characteristics such as goal orientation, organisation and discipline. The
participants indicated that formal qualifications are not a scarce resource, as all graduates possess this
credential. Thus, participants concluded that a qualification does not offer a competitive advantage.
This finding is in line with the findings of Spowart et al. (2019), namely that graduates require a
combination of industry exposure, a wide variety of experience, and practical skills.

Moreover, Kleynhans et al. (2019) noted that 83% of stakeholders indicated that they required a Grade
12 qualification for entry-level employment in the industry. However, 75% of managers in Kleynhans
et al.’s (2019) study indicated that number of years of exposure or service in the industry was
important. Yet, 75% of participants mentioned that attitude was the main personal trait that was
required, while only 33% of participants indicated that hospitality studies at a high-school level
affected graduates’ ability to be recruited. These participants indicated that the knowledge, basic skills
and abilities studied at school are adequate for entry-level employment, whereas, 67% of participants
stated that all the knowledge, skills and abilities required can be learned on the job. Interestingly, 42%
of stakeholders indicated that they expected entry-level employees with or without qualifications to
start at the bottom of the hierarchy.

Moolman and Wilkinson (2014) conducted a qualitative content analysis of 21 broad skill frameworks.
The researchers identified 1,129 generic attributes and categorised them into four domains: a)
fundamental, b) thinking, c) people, and d) personal attributes. First, the fundamental attribute
domain consists of literacy skills, numeracy skills, technical skills, and technological skills. Second, the
thinking attribute domain comprises creativity and innovation, critical thinking, decision-making skills,
problem-solving skills, learning skills, reflective and critical reading skills, reflection skills, intellectual
ability, an inquiring mind, willingness to learning and self-development. Third, the people domain

consists of communication skills and social intelligence attributes. Fourth, the personal attributes
domain comprises emotional intelligence, attitudes and values (Moolman & Wilkinson, 2014).

The hotel managers in this study did not pay close attention to critical thinking skills, innovation, or
creativity. It is important to emphasise that these attributes may lead to greater productivity levels
and positively affect the overall efficiency and effectiveness of the achievement of business goals,
including creativity, the ability to motivate staff, greater innovation, and higher job performance
satisfaction (McFee, 2020). Nonetheless, it is clear that soft skills are extremely valuable in the hotel
industry and hospitality management, and that graduates should invest in soft skills to gain a
competitive edge when looking for employment (Spowart et al., 2019). Creativity, critical thinking,
innovation and adaptability enhance products and service in the industry, which are extremely
important in a post-COVID world to gain a competitive edge (Majid et al., 2019).

The findings of this study confirm that there is indeed a mismatch between the employability of
graduates from PHEIs and the attributes that hotel managers seek. They expressed great concern
regarding the work-readiness of graduates as they enter the hotel labour market. Hotel profit margins
relate to guest satisfaction and guest retention, which are affected by the service they receive from
hotel employees across the entire hierarchy of the organisation.

Practical implications of the study

Through the reflections from the findings, suggestions are made that can assist PHEIs, hotel managers,
hospitality management graduates, students and future researchers — particularly during this time of
globalisation, the knowledge economy, and the rise of technological advancements. This paper
contributes to the literature on graduate employability and PHEIs in the hospitality domain to address
and review both the industry and the workplace, in order to make it more attractive and rewarding
for young graduates, and also to enhance the educational model that still dominates hospitality
management programmes in preparing graduates for careers.

Originality and value

A good understanding of the employability attributes expected of hospitality graduates will contribute
to retaining graduates in the hotel sector, advance the industry, and ensure more sustained graduate
employment in the future.

This study may further assist PHEIs to improve the hospitality curriculum and more accurately address
the employability attributes relevant to and necessary in the hotel industry. Even as new entrants in
the hotel industry, graduates ought to be prepared and equipped with current employability attributes
to be valuable to hotels, solve the challenges they encounter, and continue to work in the industry.
This study can be further utilised as an instrument to recognise the capability of graduates to become
managers in the future. It will also confirm that hotels and PHEIs are in accord with what is essential
for employment in the hotel industry.

Limitations and future directions

As data were gathered only from hotel managers of four- and five-star hotels in Pretoria, the findings
may not be transferable to all hotels in South Africa. The targeted sample size was not reached, which
is common in studies involving hotel managers. Fraser (2017) mentions that, due to the demanding
nature of their work, hotel managers are known to be reluctant to participate in research. Although
this is a contributing factor in this study, the researcher identified other possible reasons for the small

sample size, namely (a) COVID-19 restrictions, (b) low staff morale, and (c) hesitancy to participate in
any form of research.

The limited number of participants was also experienced by Kleynhans et al. (2019). They conducted
a study in the City of Tshwane that targeted front-office, housekeeping, and food and beverage
managers. Although 25 hotels were approached, only 12 agreed to participate. Unfortunately,
Kleynhans et al. (2019) were unable to gather responses from departmental managers, as general
managers refused to give consent to interview departmental managers; thus, the researchers opted
to collect data from the general managers themselves. Saturation point was reached after seven hotel
managers were interviewed, indicating that additional data collection and analysis are unnecessary.

Furthermore, demographic variables were not compared in this study. Thus, the researcher was
unable to compare which relationships existed between the different demographic factors and
opinions of the study participants. Moreover, the study only focused on hospitality management
programmes (diploma and certificate qualifications); therefore, the findings of the study may not be
transferable to all hospitality qualifications in PHEIs.

The researcher acknowledges that some attributes used in this study may be interrelated and overlap
with one another. Some attributes may be categorised differently by other researchers, depending on
the nature of the research.

Recommendations

Both public higher education institutions and PHEIs are striving to build a knowledge-based economy
that can compete on a global scale, secure employment, and retain and sustain employees in the
respective industries in South Africa, a developing country. Indeed, PHEIs have the responsibility to
educate, train, prepare and equip students with employability, work-readiness, and future-ready
attributes; however, they cannot achieve this goal singlehandedly. They require private institutions to
support and equip graduates from a product- and service base.

The relationship between PHEIs, hotel managers, and human resources managers is important.
Ongoing conversations and engagement between these stakeholders will benefit the tourism and
hospitality industry as a whole. According to Mgaiwa (2021), these partnerships will assist PHEIs in
refining and improving their curricula by ensuring that they include up-to-date and future-ready
knowledge, skills and competencies. If institutions design their curricula without engaging the
industry, the programmes offered may fall short of societal needs and increase unemployment among
graduates. Therefore, higher education institutions need to redesign and realign hospitality
qualifications that are future-ready to equip students for the industry, as well as adapt to post-COVID-
19 skills.

The issues of partnerships and collaborations of higher education institutions and the hotel industry
have been suggested by several researchers (Kleynhans et al., 2019; Mgaiwa, 2021; Spowart et al.,
2019). The lack of these partnerships may result in higher unemployment rates, graduates leaving the
hotel industry and pursuing careers in other industries, and a greater mismatch between the
employability of hospitality management graduates and the requirements of hotel managers.

These partnerships will benefit all higher education institutions, the hotel industry, and graduates
(Wakelin-Theron et al., 2019a). Higher education institutions will have better employment records
after graduation. Hotel managers will save on training costs, as graduates will be work- and future-
ready. Thus, graduates will be able to add meaningful contributions, solve problems, use critical
thinking skills, and move the industry to greater heights. Moreover, industry partnerships may benefit
higher education institutions. Partnerships between higher education institutions and hotels will

enable students and graduates to secure and retain employment. Graduates will be happy and
motivated in their jobs because they will contribute effectively and be employable. Furthermore,
graduates may be able to venture into many opportunities, such as entrepreneurship and gig work.

Graduates and students are encouraged to pay close attention to the nature of the hotel industry and
its demands. They are further encouraged to invest in lifelong learning and upskill themselves to
remain competent and competitive, as employability in the hospitality industry is not a one-sided
approach.

Conclusion

This study achieved its objective by presenting the employability attributes required by hotel
managers. However, a significant amount of work still needs to be done to ensure that hospitality
management graduates from PHEIs possess the correct employability attributes. PHEIs, hotel
managers, hospitality graduates, and human resources personnel have a great responsibility to ensure
that graduates are competent, competitive, and valuable and can make meaningful contributions to
the hotel industry.

Hospitality higher education institutions are urged to re-examine, develop and refine their curricula
to meet the current labour requirements and produce future-ready graduates. Employability
attributes such as creativity, critical thinking, innovation, empathy and adaptability enhance products
and services in the industry; therefore, possessing these attributes will enhance the competitive edge
of new hospitality industry entrants in a post-COVID-19 world.

This research contributes significantly to education and curriculum design to improve employability
among hospitality management graduates. The study contributes empirical data on the many
employability approaches that exist. Institutions and governments are placing greater emphasis on
employability as the main expected outcome of higher education; therefore, it is critical to
demonstrate the impact of various attributes and factors related to employability from various angles
to support graduates and students in different academic disciplines.

In conclusion, this study highlights that both hotel managers and graduates need to better understand
the employability attributes required of graduates, as this will enhance graduates’ chances are of
securing and sustaining satisfactory employment.

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