Advisers

Dr. Susan S. Dominguez

Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study examined the relationship between Outcomes-Based Education (OBE) teaching practices and the professional identity and learning satisfaction of undergraduate tourism management students in Guangxi, China. As OBE continues to shape higher education reform, understanding its pedagogical and psychological impact on students remains essential. A quantitative descriptive research design was employed. A total of 383 students from three universities participated in the study through structured questionnaires. Data were analyzed using descriptive statistics, Pearson correlation, regression analysis, independent samples t-tests, and ANOVA to determine relationships and group differences. Findings indicated that students generally perceived OBE implementation positively, particularly in goal clarity, industry alignment, activity-based learning, assessment orientation, and continuous improvement. Students demonstrated strong professional identity, especially in career awareness, sense of belonging, and confidence in future career expectations. Learning satisfaction was rated high across course content, teaching methods, learning resources, assessment practices, and real-world application. However, areas for improvement were identified, including practical relevance, clarity of assessment criteria, and instructional consistency. Significant differences in learning satisfaction were observed across demographic groups, with female, younger, and senior students reporting higher satisfaction levels. Strong positive correlations were found between the quality of OBE implementation and both professional identity and learning satisfaction. Although limited to a specific region and discipline and reliant on self-reported data, the study provides practical implications for tourism education reform. Recommendations include strengthening industry-academic partnerships, expanding experiential learning opportunities, refining assessment frameworks, and adopting differentiated instructional strategies to address diverse learner needs. These findings support the strategic implementation of OBE to enhance instructional quality and workforce readiness. The study contributes to broader efforts to optimize tourism education through outcome-aligned pedagogical approaches, with implications for other developing regions seeking to align higher education with evolving industry demands.

Keywords

‎tourism management, higher education, china, learning satisfaction, outcomes-based education, professional identity, guangxi