The Impact of Funding Sources for Practical Work on the Academic Performance of Hospitality Students in Ghana’s Technical Universities

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 How to cite this paper: Prebi, H., Hinson, M., & Senya, E. K.