DEVELOPING AN AGILE STRATEGIC MANAGEMENT MODEL FOR GRADUATE QUALITY AND COMPETITIVENESS IN HOSPITALITY VOCATIONAL HIGHER EDUCATION
A COMPARATIVE CASE STUDY
DOI:
https://doi.org/10.30868/ei.v15i04.11078Keywords:
strategic management, vocational higher education, graduate quality, graduate competitiveness, hospitality educationAbstract
Background: Hospitality vocational higher education institutions are expected to develop graduates whose professional competencies remain relevant to changing industry requirements. Purpose of study: This study examines strategic management practices in two hospitality vocational higher education institutions and develops a hypothetical model oriented towards graduate quality and competitiveness. Methods: A qualitative comparative case study was conducted at Telkom University and NHI Bandung Tourism Polytechnic, covering the D3 Hospitality, D4 Hotel Management, and D3 Room Division Management Study Programmes. Data were obtained through interviews, observation, and document analysis, and examined descriptively and comparatively. Results: Both institutions have developed industry-oriented curricula, practical learning, industry partnerships, internships, professional certification, and quality assurance. Their strategic approaches differ: Telkom University employs SWOT-based assessment and pentahelix stakeholder engagement, whereas NHI Bandung demonstrates a more formal connection between institutional planning, national tourism policy, and industry stakeholders. Across both cases, integrating environmental information, strategic priorities, organisational resources, implementation, and evaluation into a continuous management process remains a shared challenge. Conclusion: The study develops the Agile, Integrated System, and Techno-based Feedback Process Model as a configuration of three institutional characteristics operating across four strategic management processes. Strategic agility supports responsiveness to change; the Integrated System coordinates institutional functions and programme-level implementation; and technology-based feedback connects monitoring and stakeholder information with organisational learning and strategic adjustment. The model remains hypothetical, and its implementation and contribution to educational outcomes require further empirical evaluation
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