Holistic Skills Expectations of Five-Star Hotels towards Dual Vocational Education Students in Hotel Management at the Higher Vocational Certificate Level

Abstract

This qualitative research aimed to 1) examine the expectations of five-star hotels in Thailand regarding the competencies of Dual Vocational Education interns at the Higher Vocational Certificate (Diploma) level in Hotel Management 2) analyze the expectations for holistic skills established by five-star hotels as standards for accepting interns in this program, and 3) investigate the factors influencing decisions to accept these interns and to employ graduates. The research instrument was a semi-structured in-depth interview guide. Nine key informants were purposively selected from three five-star hotels, including Human Resources Managers, Housekeeping Managers, Food and Beverage Managers, and other relevant personnel. Data were analyzed using content analysis. The findings indicated that five-star hotels expected interns to demonstrate positive attitudes toward learning and work performance, responsibility, and adaptability to culturally diverse environments and varied job roles. Regarding holistic skills, hard skills emphasized proficiency in Property Management Systems (PMS) and communication skills in English or a third language. In contrast, soft skills encompassing behavioral and socio-emotional competencies prioritized polite and clear communication, service mindset, teamwork, discipline, and growth mindset. Hotels placed greater emphasis on soft skills than hard skills, as these competencies are habit-forming and require sustained development over time. Key determinants of internship acceptance and subsequent employment included situational interview performance, internship performance evaluation, institutional collaboration, personality-brand alignment, and growth potential. In conclusion, the findings suggest that soft skills are critical to internship success and post-internship employment opportunities. Educational institutions should systematically integrate behavioral and socio-emotional skill development into curricula alongside professional competencies.