Faculty members in hospitality and catering education play a pivotal role in equipping students with the competencies needed to thrive in competitive industries. The expertise of faculty members is vital for both institutional effectiveness and student development. This paper aims to explore the relationships among the teaching competencies of faculty members (TCs), the efficacy of the teaching method (ET), and Graduate Attributes (GAs) in hospitality and catering education. This study employs a quantitative approach to investigate the relationships among TC, ET and the GA, with a focus on the universities and hospitality industries in Ghana. A purposive sampling technique was used to gather data from the respondents, comprising 113 faculty members and 385 graduates. A structured questionnaire was used to gather information from the respondents. Smart partial least squares structural equation modelling (PLS-SEM) was used to analyse the data. The empirical findings underscore positive and significant relationships between ET and GA (β = 0.410, t=9.056, p<0.01). Additionally, TC had a positive but statistically insignificant effect on GA (β = 0.065, t=1.529, p>0.05). The results revealed that TC and ET collectively accounted for 20.2% of the variance in the GA. This study makes notable contributions to both theoretical understanding and practical implications in the teaching field at the university level. This research extends existing knowledge and offers novel insights into the relationships among TC, ET, and the GA. The findings provide practical implications for educational institutions, particularly universities in Ghana, by emphasizing the importance of investing in faculty member development and promoting active learning strategies. This research thus contributes to improving the quality of teaching and learning in hospitality and catering programs and positions institutions as leaders in producing graduates who are confident, competent, and career-ready. © 2026, Malque Publishing. All rights reserved.
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