Competencies of the Tourism Management Students in Tour Guiding

Tour guides are essential in enhancing tourist experiences by offering informative and engaging services. With the growing competition in the tourism industry, there is a rising demand for skilled tour guides possessing both technical and interpersonal skills. This study evaluates the competencies valued by tourism management students, who are future professionals in the field. By identifying key skills that contribute to tourist satisfaction and service quality, the research aims to guide curriculum development and improve training programs. The findings will support students’ preparation for the industry, easing their transition into the workforce and boosting their contribution to tourism destinations’ success. The study uses a descriptive research design to evaluate the competencies of Tourism Management students in tour guiding. A survey questionnaire will be employed to gather data on students’ conceptual, leadership, interpersonal, and administrative skills. The research aims to identify strengths and weaknesses, offering insights into students’ readiness for the industry and providing recommendations for curriculum enhancements. The study involves 129 randomly selected students from a university in Santiago City, Isabela, and will employ statistical methods to analyze competency levels and demographic factors. Ethical standards, including confidentiality and informed consent, will be strictly maintained. The results revealed that respondents were primarily 21-year-old, female first-year students. Their competencies in Leadership, Conceptual/Creative, Interpersonal, and Administrative domains were rated as moderately competent, with Leadership scoring the highest. Significant differences were found in competencies based on age, but not gender or year level. Recommendations include integrating decision-making, crisis management, problem-solving, and strategic planning skills into training programs. Future research should explore comparisons between institutions, the impact of external factors, additional competency areas, and the effect of teaching methods.