EMPHASIS OF INSTRUCTION IN THE BSTM PROGRAM

The faculty members of the Polytechnic University of the Philippines commit to perform a trilogy of functions, including instruction, research, and extension services. Instruction is considered its primary role to deliver knowledge and skills to the students. Further, the faculty members must produce research that deals with developing new theories and practices to be used by the university and the community. The role of higher education in research has been highlighted in CMO No. 46, s. 2012 is "to provide focused support to the research required for technological innovation, economic growth, and global competitiveness, on the one hand, and for crafting the country's strategic directions and policies, on the other." CMO No. 46, s. 2012 stipulates that one of the missions of the Philippine Higher Education System is to help improve Filipinos' quality of human life, respond effectively to changing societal needs and conditions, and provide solutions to problems at the local community, regional, and national levels. With extension service as a core function of universities and colleges, measures or indicators on the extent and efficiency of the delivery of extension services have been included in the various assessments for state universities and colleges, such as in SUC Leveling, the Annual Major Final Outputs of SUCs, the Institutional Sustainability Assessment of CHED, and the Institutional and Program Accreditation of the Accrediting Agency of Chartered Universities and Colleges (AACCUP).

The various forces in the institutional, national, and global arenas direct the instructional emphasis of faculty members in the BS Tourism Program. The Polytechnic University of the Philippines, with the driven efforts of President Manuel Muhi to position the institution as a National Polytechnic, is empowering its faculty to become knowledge-driven, not only to develop internationally recognized and competent graduates but also to gain international recognition for the quality of its programs, leading to global university rankings. At the institutional level, emphasis is placed on the institutional learning outcomes (ILO), in which the program aligns its program learning outcomes (PLO) to produce graduates equipped with the global 21st-century competencies of creativity, critical thinking, communication, and collaboration. The academic instruction of faculty members considers building the skills needed in 21st-century workplaces, the changing nature of work, and the different ways that economic security can be provisioned.

In the CTHTM, faculty members facilitate knowledge, skills, and values to enable students to harness their maximum potential in consideration of their innate and learned talents and abilities to produce graduates not as mere service workers but as responsible entrepreneurs, innovative game changers, recognized industry experts, and excellent service professionals. Teachers continue to be empowered facilitators and motivators for learning, thus empowering their students. Faculty members consider strategies to promote students' independent yet collaborative learning in their instructional strategies. In the process, students explore their creativity, aided by digital literacy, community networks, an entrepreneurial mindset, environmental values, and social responsibility. The following functions demonstrate the emphasis on instructions in the BSTM program:

1. Faculty members put emphasis on knowledge creation and utilization through research enabling the students to become critical thinkers and demonstrate language proficiency to engage with people of diverse culture and disciplines.

2. As the BSTM program prepares the students to become responsible entrepreneurs, managers, operators, and service providers, they are trained toward cross-cultural consciousness of service culture and ethics when dealing with local and foreign tourists, and other industry stakeholders.

3. Students learn to become responsible users of digital data and technology reflecting their acquired knowledge, skills, and values in the subject.

4. Faculty members’ instruction led students to gain advance competencies leading to national assessment and certification.

5. Provide experiential learning environment in the classroom and industry settings as opportunities for students to validate their learning and demonstrate their skills.

6. Students learn to be involved in the decision-making process of teaching and learning.

7.    Faculty members create adaptable learning environments suited to different sorts of collaboration and group work.

8.    Encourage students to take ownership of community service programs.

9.    Find ways to connect students to industry mentors in their chosen field.

Curriculum Revision Procedure

The curriculum underwent a series of steps before approval. First, a committee of curriculum experts is designated to design and construct the proposed new curriculum or revised curriculum. The committee utilizes CHED's PSG and the curricula of local and international prestigious academic institutions as benchmarks. The Guidelines for Curriculum Development guide the curriculum designers. Next, the proposed curriculum is submitted and presented to the Department Curriculum Evaluation Committee (DCEC) for initial evaluation. The DCEC comprises Department Administrators, faculty, invited students, parents, and other curriculum stakeholders. The Department Chairperson acts as head of DCEC. Next, the DCEC examines, evaluates, and recommends the proposed curriculum to the second-level College Curriculum Evaluation Committee (CCEC) for approval. The CCEC comprises college and department administrators, faculty, invited students an d parents, and other stakeholders. The College Dean leads the CCEC. The CCEC likewise examines, evaluates, and recommends the proposed curriculum to the University Curriculum Evaluati on Committee (UCEC). The UCEC comprises all university deans, with the Vice President for Academic Affairs as Chairperson and the Quality Assurance Center as secretariat. The UCEC, the third level, examines, evaluates, recommends the proposed curriculum to the University Academic Council (UAC). The UCEC-approved curriculum is then recommended and presented by the Vice President for Academic Affairs to the University Academic Council as the fourth level for review and approval and forwarded to the Executive Committee (EXECOM) for review and recommendations to the Board of Regents (BOR) for final review and approval. In all these levels, the Quality Assurance Center (QAC) monitors all curriculum development efforts through its Curriculum Planning and Development Section (CPDS). 

The curriculum underwent a series of steps before approval. First, a committee of curriculum experts is designated to design and construct the proposed new curriculum or revised curriculum. The committee utilizes CHED's PSG and the curricula of local and international prestigious academic institutions as benchmarks. The Guidelines for Curriculum Development guide the curriculum designers. Next, the proposed curriculum is submitted and presented to the Department Curriculum Evaluation Committee (DCEC) for initial evaluation. The DCEC comprises Department Administrators, faculty, invited students, parents, and other curriculum stakeholders. The Department Chairperson acts as head of DCEC. Next, the DCEC examines, evaluates, and recommends the proposed curriculum to the second-level College Curriculum Evaluation Committee (CCEC) for approval. The CCEC comprises college and department administrators, faculty, invited students an d parents, and other stakeholders. The College Dean leads the CCEC. The CCEC likewise examines, evaluates, and recommends the proposed curriculum to the University Curriculum Evaluati on Committee (UCEC). The UCEC comprises all university deans, with the Vice President for Academic Affairs as Chairperson and the Quality Assurance Center as secretariat. The UCEC, the third level, examines, evaluates, recommends the proposed curriculum to the University Academic Council (UAC). The UCEC-approved curriculum is then recommended and presented by the Vice President for Academic Affairs to the University Academic Council as the fourth level for review and approval and forwarded to the Executive Committee (EXECOM) for review and recommendations to the Board of Regents (BOR) for final review and approval. In all these levels, the Quality Assurance Center (QAC) monitors all curriculum development efforts through its Curriculum Planning and Development Section (CPDS). 

The curriculum revision follows CMO # 62, Series 2017, with selected alumni representing the different sectors of the tourism industry determining the relevant courses that will be included in the final revision. BSTM graduates from 1989-2019 designated from top Management (23), Middle Position (17) Entry Position (3) in the travel and tour (14), airlines (6), hotel (3), events (3), government (5), academe (7), BPO (2), Banking and Insurance (3) participated in the Curriculum Evaluation Focus Group Discussion before the final revision of the BSTM curriculum. Among the critical responses that the alumni suggested in the revision of the curriculum are: Foreign Language competency, Communication, Decision-making, Collaboration, Entrepreneurial, Negotiation, IATA geography, airline competencies, organizational, leadership, multi-tasking, customer service, research, digital/IT skills, marketing, legal knowledge, data analytics, risk management, tour guiding, destination managemen t, and site management. 

DTTM Faculty Members instilling and integrating personality development as part of the teaching methods and techniques for the students to be prepared and confident once they are deployed in the industry.

  The Fourth Year Students of the Bachelor of Science in Tourism Management deployed in the different sectors of the tourism industry such as airline and aviation, travel and tour agencies, hotel and accommodation, as well as transportation industry this Second Semester 2022-2023.

Practicum Testimonial and Thanksgiving Academic Year 2021-2022

Students are expected to produce event conceptualizations, event designs, project/event planning and management, methods of monitoring and evaluation, physical requirements, organizing, promotions, sponsorships and handling the financial aspects of such tasks. It shall give the students the skills and knowledge to develop business strategies to get MICE business and retain the clients, as well as to identify, understand and overcome the intricate challenges of collective supplier management and engagement. This is an integration course that applies all the principles of management and foundation of tourism courses.

Department of Tourism and Transportation Management Faculty Members aid students with pointers, reading materials, and review sessions in preparation of the Philippine Travel Agencies Association (PTAA) Tourism Cup Quiz Bee 2023. As a result, Reigne Zara A. Reyes, and Michaela Jenefa C. Retana won the Fourth Place against 60 participating students from different universities.

At the PTAA Tourism Cup 2023, which was held on February 4, 2023, at the SMX Convention Center in Pasay, Metro Manila, the Polytechnic University of the Philippines College of Tourism, Hospitality, and Transportation Management finished fourth. This year's competition features 30 teams from different Philippine universities. The fourth place in the competition was secured by Ms. Michaela Jenefa Retana and Ms. Reigne Zara Reyes, both of BSTM 3-1D.

March 24, 2023

For the first time this academic year, the College of Tourism, Transportation, and Hospitality Management (CTHTM) held a physical event. The aforementioned event featured participation from numerous organizations, Hasminians, and academicians.

The College of Tourism, Transportation, and Hospitality Management (CTHTM) students attended their classes on site to finally experience hands on teaching.

BSTM senior students in their respective Host Training Establishments (HTEs) to complete their 600-hour internship from March - July 2023. The internship provides them with first-hand experience, mentoring of industry professionals and job opportunities.

BSTM Curriculum Presentation and Critiquing during GIAB 2023 on June 2, 2023.

AACCUP certificate of accreditation

Almuni serve as resource persons to share their industry expertise during virtual webinar on February 27, 2023.

Curriculum Evaluation Focus Group Discussion with the theme: Alumni's Perspectives on Quality and Responsive curriculum in BS Tourism Management held on September 1, 2021.

Students translate their environmental values into advocacy programs to uphold greater awareness starting in the school year 2022-2023, forming part of their community service to the University.