High turnover rate is one of the striking features of the hotel industry and one of the most significant challenges. High turnover rate causes substantial costs for recruitment, selection and training in hotels, on the other hand, it also leads to negative consequences such as the decline of organizational performance and service quality. Thus, it is necessary to search for the root causes of turnover and put forward solutions. This study was designed to examine the impact of psychological capital (PsyCap), organizational commitment (OC), and job satisfaction (JS) on turnover intention among hotel employees. Additionally, it aimed to test the mediating roles of job satisfaction (JS) and organizational commitment (OC). The data were obtained from 228 hotel customer-contact employees with a time lag of two weeks in three waves in Kuala Lumpur based on convenience sampling. A series of structural equation modeling analyses were utilized to investigate hypothesized relationships. The results reveal that there exists a significant and negative impact of PsyCap on employees' turnover intention and this correlation is partially mediated through two job attitudes. That is to say, to retain hotel talents, five-star hotel management should take proper measures to help employees obtain and maintain positive psychological resources such as PsyCap, on the other hand, how to cultivate positive job attitudes and strengthen their sense of identification and belonging for their organizations is supposed to be more focused on.
This study investigated what value health professional students and staff place on employability and global mobility training. It investigated the most important employability and global mobility characteristics, and how perceptions vary between students and academics. The study used an anonymous, online questionnaire distributed to health professional students and academic staff at the University of Surrey (UK) and the University of Malaysia, Sarawak (Malaysia). The outcomes of pairwise comparison questions were processed using the Elo algorithm to generate importance rankings of the employability and global mobility characteristics. One hundred and forty-two students and 42 academics were included. The most important employability and global mobility characteristics were an ability to get along with people from different cultural backgrounds, adaptability, openness to new experiences, an ability to read situations and respond to them, communication skills, and problem-solving. The characteristics that were ranked highly by academics were also likely to have high rankings by students. This study demonstrates that students and academics value employability and global mobility teaching and give similar ratings to specific characteristics. The next step is to investigate how these characteristics can be incorporated into higher education curricula and adapted over time in response to evolving workforce requirements.