TITLE:
The Impact of Funding Sources for Practical Work on the Academic Performance of Hospitality Students in Ghana’s Technical Universities
AUTHORS:
Herberta Prebi, Marvel Hinson, Elizabeth Kafui Senya
KEYWORDS:
Hospitality Education, Funding Sources, Academic Performance, Financial Stress, Human Capital Theory, Ghana, Technical Universities
JOURNAL NAME:
American Journal of Industrial and Business Management,
Vol.13 No.11,
November
28,
2023
ABSTRACT: This study investigated the intricate relationship
between funding sources for practical work and the academic performance of
hospitality students in Ghana’s Technical Universities. Drawing upon the Human
Capital Theory, it seeks to provide insights into the effectiveness of various
funding channels and their impact on students’ educational outcomes.
Additionally, the study explores the role of financial stress and the potential
implications for policy and support systems. To achieve these objectives, we
employed a descriptive research design and a quantitative approach utilizing a
structured questionnaire to collect data. The study sample consisted of 276
hospitality students from Technical
Universities in Ghana selected through random stratified sampling. Data
was analyzed using step-wise regression analysis to examine the relationship
between funding sources and academic performance. The study findings revealed
significant relationships between funding sources and academic performance.
Family support and personal savings emerged as positive influencers of academic
achievement, while scholarships exhibited a limited direct impact. Part-time
employment, when well-managed, contributed positively, but loans required
cautious handling to prevent adverse effects. Financial stress was identified
as a significant influencing factor in the relationship between funding sources
and academic performance. This research contributes to the field of education
and human capital development by shedding light on the specific dynamics of
funding sources in the context of hospitality education in Ghana. The
identification of financial stress as a significant influencing factor adds a
nuanced dimension to the understanding of these relationships. The study’s
insights hold practical value for educational institutions and policymakers,
guiding the development of tailored interventions to support students facing
financial challenges.