The Mindanao Forum Vol. XXIII, No. 1 Orejana, et al.

June 2010

Tracer Study on the Graduates

of the BSBA Program:
Program: An Input
to Curricular Development

Anne J. Orejana
Pamela F. Resurreccion

Abstract

The alumni are considered as the best evidence of a program’s

effectiveness in terms of employment and positions held. Moreover,
they are a good source of feedback regarding the program’s relevance
in the current labor market.
This study was conducted to determine the employability of the
graduates of the BSBA programs. The study further aimed to gather
inputs about the BSBA program that could be used to improve its
quality education.
The study used the descriptive research design. There
respondents were BSBA graduates from 2002 – 2006 identified using
the snowballing technique. A structured, non-disguised questionnaire
was used to gather data. Data collected were subjected to basic
descriptive statistical tools such as frequency, percentage, proportions,
and mean.
Findings of the study indicate that 91% of the respondents are
employed, with 20% holding supervisory positions and 4% holding
managerial positions. Content or topics covered by the programs is
found to be the main strength in the aspect of curriculum as

OREJANA. is a faculty of the Department of Economics of MSU-IIT since 1978. She finished a
BSC in Economics from Far Eastern University, Manila. She completed her MA in Economics
from Ateneo de Manila University, Manila. She earned her Doctor in Management from the
University of San Jose Recoletos, Cebu City. RESURRECCION is an Assistant Professor IV
and currently the Assistant Dean of the College of Business Administration and Accountancy.
She graduated with a Masters degree in Business Management, major in Human Resource
Management from MSU-IIT.

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supported by 45% of the respondents while lack of applications

and exposures came out as the main weakness as indicated by
29% of the respondents. Correspondingly, the primary
recommendation was to have more exposures and applications
as expressed by 45% of the respondents.

Keywords: tracer study, employability, alumni, program evaluation,

curriculum development, BSBA

Rationale

The accreditation of curricular programs in the Philippines,

particularly for state universities and colleges, is the main function of the
Accrediting Agency of Chartered Colleges and Universities in the
Philippines, Inc. (AACCUP). Under its charter, one of the functions, if not
the main purpose of AACCUP, is “to develop a mechanism of, and conduct
the evaluation of programs and institutions” (AACCUP, 2008).
Programs that have passed the standards, and are awarded
accreditation status primarily “lend prestige to member institutions
justified by the possession of quality standards and unremitting efforts to
maintain them at high level” (AACCUP, 2008).
The College of Business Administration and Accountancy (CBAA)
has been granted the Level I candidacy status for the August 16, 2005 to
August 15, 2007 period. One of the reportorial requirements of the
AACCUP for their assessment of the BSBA Program in the area of
curriculum and instruction is the information on program outcomes in
terms of employment for the last five years. Hence, this study was
conducted to address such requirement.
Moreover, the study would provide the much needed inputs to
improve the curricula of the two programs of BSBA. In line with MSU-
IIT’s mission of providing quality education, the various academic units of
the Institute have initiated program revisions to incorporate CHED
minimum requirements as well as industry requirements; and the BSBA
program is among them.
With CBAA’s thrust to strengthen its linkage with its alumni, the
study further provided an opportunity to establish an initial contact
database of the BSBA graduates.

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Review of Literature

In a tracer study of Rico, et. al. on BSBA Entrepreneurial Marketing

and Economics alumni vis-à-vis potential membership to the CBA Alumni
Association, it was determined that 60% of all the respondents were
employed with an organization, 27% were self-employed, and 7% were
unemployed (Rico, 2007).
In another tracer study of Hilot, et. al. on CBA Alumni from SY
2001-2002 to SY 2005-2006 vis-à-vis potential membership to the CBA
Alumni Association, it was determined that 83% of all the respondents
were single and 17% are married. It was further ascertained that 89% of
all the respondents were employed with an organization and 5.5% were
unemployed (Hilot, 2006).

Objectives of the Study

This study was aimed to determine the program outcomes in terms

of employment of the graduates of CBBA’s BSBA programs for the five
year period, 2002 to 2006. The study further endeavored to establish a
contact database of these alumni.
Specifically, the study sought to ascertain any further education
undertaken by the alumni, their position/s held, estimated average gross
monthly income, and average number of months employed.
Additionally, the study intends to gather respondents’ inputs on
the following: (a) perceived strengths of the BSBA Business Economics/
Entrepreneurial Marketing program; and (b) perceived weaknesses of the
BSBA Business Economics/ Entrepreneurial Marketing program
Finally, the study also sought to gather inputs on how to enhance
the Business Economics / Entrepreneurial Marketing program.

Procedure / Methodology

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Scope and Subject of the Study

The study was undertaken with the BSBA graduates from 2002 to
2006 as respondents. The distribution of graduates per year and the
actual turnout of respondents are shown in Table 1.

1. Number of Business Economics and Entrepreneurial Marketing

Table 1.
Graduates per Year from 2002 – 2006 and Actual Turnout of
Respondents from Each Year

BSBA –
Marketing/
BSBA – Business Economics
Entrepreneurial
Year
Marketing
No. of Actual No. of No. of Actual No. of
% %
Graduates Respondents Graduates Respondents
Respondents
2002 27 2 7% 33 5 15%
2003 33 6 18% 35 8 23%
2004 17 4 24% 28 3 11%
2005 23 5 22% 35 11 31%
2006 19 8 42% 37 21 57%
Total 119 25 21% 168 48 29%

Research Design

A. Instrumentation

The study made use of a researcher-made structured undisguised

survey questionnaire. The instrument primarily used open-ended
questions to gather needed data.

B. Data Gathering Procedure

The researchers initially examined secondary data from the

Planning, Evaluation, and Monitoring Office of MSU-IIT. However, there
was some information needed in the study that was not available in the
said office, hence, the researchers made use of the survey questionnaire
prepared by the researcher. Personal, telephone, and electronic

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communication was used in gathering the data. Furthermore, the

snowballing technique was used in locating respondents.

C. Statistical Treatment

The data generated from the instruments was analyzed using the
frequency distribution, proportions and percentages, and mean.

Results of the Study

A. Socio – demographic Profile

The tracer study was able to contact 48 graduates of

Entrepreneurial Marketing and 27 graduates of Business Economics of
the Bachelor of Science in Business Administration program of MSU-IIT’s
College of Business Administration and Accountancy. The researchers
have determined their socio – demographic profile as described below.
Table 2 shows the gender distribution of the respondents. The
Entrepreneurial Marketing graduates who responded to the tracer study
were almost equally represented by males and females of 54% and 46%,
respectively. On the other hand, the Business Economics graduates who
responded to the tracer study is primarily composed of females at 93%
while males only constituted 7% of the total Business Economics graduate
respondents. For the whole BSBA program, females dominated the
respondents group with 63% while males comprised only 37% of the total
number of respondents. This distribution may be attributed to the
female-dominant contacts of one of the data gatherers. This may also be
indicative of the more responsive nature of females to social networks.
Further, this distribution reinforced the strong relationship between
gender and course that was established in the study indicating that more
females are attracted to business courses.

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2. Gender Profile of Respondents

Table 2.

Entrepreneurial Business
Total
Gender Marketing Economics
No. %age No. %age No. %age
Male 26 54% 2 7% 28 37%
Female 22 46% 25 93% 47 63%

The respondents’ profile in terms of civil status as shown in Table

3 indicates that of the total number of respondents, there are more single
respondents at 91% while married respondents only comprised 9%.
Specifically, the single respondents from the Entrepreneurial Marketing
and Business Economics programs were 90% and 93%, respectively. This
trend is primarily attributed to the inclusive years of graduation from
which the respondents were taken. The study only considered the years
2002 to 2006 hence, many of the respondents are still young with an
average age of 24.8 and are not yet married.
It must be noted that among the married Entrepreneurial
Marketing graduate respondents, the average family size is 3 while
among the married Business Economics graduate respondents, the
average family size is 4. This could indicate that they got married early
or immediately after graduating.

Table 3. Civil Status Profile of Respondents

Entrepreneurial Business Economics

Civil Total
Marketing
Status
No. %age No. %age No. %age
Single 43 90% 25 93% 68 91%
Married 5 10% 2 7% 7 9%

The educational attainment profile of the respondents is shown in

Table 4. Results of the study revealed that all the graduate respondents
of Entrepreneurial Marketing and Business Economics did not pursue
higher education after finishing their BSBA degree.

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Table 4. Highest Educational Attainment Profile of Respondents

Entrepreneurial Business
Educational Total
Marketing Economics
Attainment
No. %age No. %age No. %age
College 48 100% 27 100% 75 100%
Masters (with
partial number of 0 0 0 0 0 0
units taken)
Others 2 4% 3 11% 5 7%

This may be due to the fact that the respondents have not pursued
a teaching career in the academe, hence getting a Masters degree is not
their priority. It must be noted however, that there are 5 or 7% of the
respondents who took short-term courses such as Computer Technician,
Hotel and Restaurant Management, and Caregiver courses.
Table 5 presents the respondents’ work-related profile in terms of
highest position held. Results of the study indicate that a large number of
the respondents or 67% occupy a rank and file position. Despite the more
recent reckoning period of 2002 to 2006, it was found out that of the 75
respondents, 20% holds a supervisory position and 4% holds a managerial
position. It is worthy to note that 67% of those who occupy managerial
positions had undergone training with Medium and Small Scale
Industries Coordinated Action Program (MASICAP). The MASICAP II
Program is being implemented in partnership with cooperating LGUs in
Mindanao since 2002, assisting micro and small enterprises in accessing
financial assistance through the preparation of Project Feasibility Studies
and other pertinent loan documents (MASICAP, 2008). This may be
indicative of better chances to higher positions when our graduates have
been exposed to actual fieldwork experience. Furthermore, despite their
relatively young age, our graduates may be getting supervisory and
managerial positions because of the industries’ trend of hiring more
idealistic, dynamic and more open to change workplace leaders that are
embodied by younger individuals. The BSBA curriculum could also be a
contributory factor in molding them to become executives.

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Table 5. Highest Position Held by Respondents

Entrepreneurial Business Economics

Total
Position
Position Marketing
No. %age No. %age No. %age
Rank & File 32 67% 18 67% 50 67%
Supervisor 9 19% 6 22% 15 20%
Manager 1 2% 2 7% 3 4%
Not Employed 6 12% 1 4% 7 9%

The study also found out that 9% or 7 of the respondents are

unemployed. This shows that our graduates are not exempt from the
harsh realities of our highly competitive labor market.
Meanwhile, Table 6 shows the respondents profile in terms of
other work-related factors such as average monthly income and average
number of months employed.

Table 6. Average Monthly Income and Average Number of Months Employed of

Respondents

Entrepreneuri Business
Variable Total
al Marketing Economics
Average Monthly Income P 11,203 P 11,174 P 11,189
Average Number of
14.4 14.29 14.345
Months Employed

The Entrepreneurial Marketing graduates registered an average

gross monthly income of P11,203.00. The average gross monthly income
of the Business Economics graduates is not far behind at P11,174.00.
Across the BSBA program, it can be seen that the average gross monthly
income is P11,189.00. It must be noted that these figures only pertain to
the monthly salary of our respondents from employment. Despite the
large number of graduates having a rank and file position, the average
gross monthly income reflects a considerably high level because most of
our graduate respondents are employed with call centers which are
generally paying higher compensation packages to their employees.
Moreover, our graduates holding supervisory and managerial positions
also contributed to the high average gross monthly salary.

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In terms of the length of work experience, it was found out that the
average number of months the graduate respondents are employed is 14.4
months or 1 year and 2 months for Entrepreneurial Marketing graduates
and 14.29 months or 1 year and 2 months for Business Economics
graduates. This indicates that there are graduates who did not find work
at once upon graduation.

B. Perceived Strengths of the BSBA Business

Business Economics/
Entrepreneurial Marketing Programs

To gather inputs for the development of the BSBA curricula, the

study sought the respondents’ perceived strengths of the BSBA Business
Economics and Entrepreneurial Marketing programs.
Table 7 shows the categorized strengths of the Business Economics
program as commented by some of its graduates from 2002 to 2006.
According to the findings of the study, the strength of the two
programs lies in its curriculum – particularly, on the content which
comprised 79% of the total responses pertaining to curriculum. Among
the assessments falling under the content category are: (1) topics are
relevant and useful in their work; (2) topics provide the necessary
knowledge of the respective fields of specialization; and (3) subjects
provide the needed foundation of the respective fields.
It is also worthy to note that under the Entrepreneurial Marketing
curriculum, our graduate respondents viewed the activity-based
approaches to classroom learning as favorable and they believe that the
program developed their confidence, improved their communication skills,
and enhanced their creativity and critical thinking skills. Another 4% of
the responses of the Entrepreneurial Marketing graduates revealed that
the curriculum was able to incorporate values into the different subjects
in the program.
On the other hand, 8% of the responses of the Business Economics
respondents are related to the development of the entrepreneurial spirit
as favorable since it equipped them with the needed knowledge and skills
to pursue a career in entrepreneurship. Seventeen percent of the
respondents claimed that there are many career options and
opportunities for the graduates in Business Economics. This is evidenced
by the very low 4% rate of unemployed among the Business Economics
graduate respondents.

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7. Perceived Strengths of the BSBA Business Economics/

Table 7.
Entrepreneurial Marketing Programs

Entrepreneurial Business
Total
Strengths Marketing Economics
No. % No. % No. %
Curriculum
Content 24 44% 27 46% 51 45%
Personality
9 16% 7 12% 16 14%
Development
Career Options/
1 2% 10 17% 11 10%
Opportunities
Values-based 2 4% 3 5% 5 4%
Activity-based
2 4% 2 2%
Approach
Entrepreneur-
Ship Develop- 5 8% 5 4%
Ment
Sub-
Sub-total 38 69% 52 88% 90 79%
Facilities
Building 1 2% 1 1%
Rooms 1 2% 1 1%
Sub-
Sub-total 1 2% 1 2% 2 2%
Faculty
Competence 11 20% 6 10% 17 15%
Interpersonal
5 9% 5 4%
Skills
Sub-
Sub-total 16 29% 6 10% 22 19%
Grand Total 55 100% 59 100% 114 100%

Next to the curriculum, the faculty is perceived to be the second

strength of both programs, garnering a total of 29% of the responses from
the Entrepreneurial Marketing group and 10% of the responses from the
Business Economics group. Particularly, the perceived strength of the
faculty members of both programs lie in their competence and expertise,
being Masters and Doctorate degree holders and updated experiences,
trainings, and seminars.

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A total of 2% of the responses from both groups appreciated the

new building and the existing rooms of the college.

C. Perceived Weaknesses of the BSBA Business Economics/

Entrepreneurial
Entrepreneurial Marketing Programs

Areas for the improvement of the BSBA curricula were identified

from the respondents’ perceived weaknesses of the BSBA Business
Economics and Entrepreneurial Marketing programs.
Table 8 presents the perceived weaknesses of the BSBA Business
Economics/Entrepreneurial Marketing Programs.
Despite its perceived strengths presented earlier, Table 8 reveals
that the curriculum of both programs also has its downside as divulged by
the aggregate 66.5% of the responses pertaining to the perceived
weaknesses of both curricula. Both programs were evaluated as lacking
in exposures as represented by 29% of the total responses – specifically in
terms of hands-on applications and practice, field trips, and field work.
Moreover, 5% and 13% of the responses from the respondents of
the Entrepreneurial Marketing and Business Economics groups,
respectively, disclose that both programs lack enhancement seminars and
trainings that would reinforce and/or augment classroom instruction. It
appears that graduates see these activities as a venue for more updated
inputs regarding industry trends and current practices.

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8. Perceived Weaknesses of the BSBA Business Economics/Entrepreneurial

Table 8.
Marketing Programs

Entrepreneurial Business
Total
Weaknesses
Weaknesses Marketing Economics
No. % No. % No. %
Curriculum
Lack of Applications/
15 38% 3 13% 18 29%
Exposures
Lack of enhancement
2 5% 3 13% 5 8%
Activities
Lack of time given
3 8% 1 4% 4 6%
for Projects
Content – Insufficient/
Inappropriate 6 26% 6 10%
topic coverage
Lack of extra-curricular
2 9% 2 3%
Involvement
Weak linkage with GOs/
2 9% 2 3%
NGOs and Industries
Image of course 2 9% 2 3%
Lack of Promotion
1 4% 1 1.5%
Of Course
Reused Exams 1 4% 1 1.5%
Outdated 1 2% 1 1.5%
Sub--total
Sub 21 53% 21 91% 42 66.5%
Facilities
Outdated books 4 10% 2 9% 6 10%
Lack of classroom/lab
8 20% 8 13%
Equipment
Lack of laboratory 2 5% 2 3%
Old building 1 2% 1 1.5%
Outdated
2 5% 2 3%
Computers
Lack of seats 1 2% 1 1.5%
Sub--total
Sub 18 45% 2 9% 20 32%
Faculty
Limited number 1 2% 1 1.5%
Sub--total
Sub 1 2% 1 1.5%
Grand Total 40 100% 23 100% 63 100%

Another common weakness revealed by the composite 6% of the

responses from both groups is the little time given for the completion of

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projects – particularly for thesis, market research projects, and business

plans.
Specific for the Business Economics program, though its content
was one of its perceived strengths, there are still aspects of it that
appears to be needing improvement as exhibited by the 26% of the
responses from the Business Economics group saying that there are topics
that should not be included, that the subject is much too broad and
complicated that only “a little of everything” is covered, and that there are
subjects allegedly necessary in the course but are not included.
Furthermore, 9% of the responses from the Business Economics
group pertain to the lack of involvement in extra-curricular activities like
out-of-the-campus competitions. Another 9% of the responses pertain to
the weak linkages with government offices and officers, as well as
industries, for student exposures and on-the-job trainings.
It must be noted also that 9% of the responses from the Business
Economics graduates disclosed apprehension over the unfavorable image
of Economics as a course to take in college. This was further emphasized
by the perceived lack of promotion of the course as indicated by 4% of the
responses specific to this group. Even the re-usage of examination
questionnaires did not go unnoticed by 1 respondent.
On the other hand, much of the perceived weaknesses by the
Entrepreneurial Marketing respondents in terms of facilities pertain to
lack of classroom and laboratory equipment such as LCD projectors and
cooking tools and equipment. Meanwhile, a common weakness in
facilities primarily involved the outdated books and references that are
only available as represented by an aggregate 10% of the total responses.

D. Recommendations to Improve the BSBA Business Economics/

Entrepreneurial Marketing Programs

The study was able to register 86 recommendations from both

groups concerning the curriculum, facilities, and faculty. There are
comments that did not fall in any of these categories and was considered
as general recommendations.

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9. Recommendations to Improve the BSBA Business Economics/

Table 9.
Entrepreneurial Marketing Curricula

Entrepreneurial Business
Recommendations for Total
Marketing Economics
the Curricula
No. % No. % No. %
More exposures/
19 45% 14 45% 33 45%
applications
Add/Update
10 24% 5 16% 15 21%
subjects
More
enhancement 4 10% 4 13% 8 11%
activities
More time for
projects and 3 7% 1 3% 4 5.4%
OJT
More extra-
curricular 1 2.3% 1 3% 2 3%
involvement
Benchmark other
schools’ 1 2.3% 1 1.2%
programs
Deeper
discussion on 3 7% 3 4%
select topics
Use English in
classroom 1 2.3% 1 1.2%
instruction
Improve linkages
with GOs/NGOs 2 7% 2 3%
and industries
More promotion
3 10% 3 4%
of the course
Provide manuals 1 3% 1 1.2%
Grand Total 100
42 100% 31 73 100%
%

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Table 9 presents the recommendations to improve the BSBA

Business Economics/Entrepreneurial Marketing Curricula.
As can be gleaned from the table above, recommendations common
to both programs include: (1) more exposures/applications; (2) add or
update subjects; (3) more enhancement activities; (4) more time for
projects and on-the-job trainings; and (5) more involvement in extra-
curricular activities.
Specifically, 45% of the total 42 recommendations for the
curriculum from the Entrepreneurial Marketing program respondents are
related to more exposures. The group particularly suggested for more
field trips, sales practice, and on-the-job training with business
establishments. While 45% of the total 31 recommendations concerning
the curriculum from the Business Economics program respondents
particularly mentioned more applications through case studies, field trips,
and community-enrichment programs.
A composite 21% of the total number of recommendations from
both groups relate to the adding and updating the subjects being covered
by each of the field of specialization. They suggested the inclusion of
more recent and updated trends and practices that are deemed relevant
in the current business and economic realities.
Respondents from the Entrepreneurial Marketing graduates
suggested for more enhancement activities as divulged by 10% of the total
number of recommendations for curriculum. Specifically, they
recommended for trainings on public speaking and personality
development. On the other hand, for the Business Economics
respondents, more enhancement activities particularly refers to economic
forums with other colleges, seminars and symposiums that would make
the students appreciate the relevance and importance of their course
more.
Another common recommendation for both programs is allowing
more time for students to complete their thesis, market research projects,
business plans, and on-the-job training requirements. This
recommendation coincides with and addresses the weakness cited earlier
on the lack of time for project and OJT completion.
The last common recommendation for both programs pertains to
more involvement in extra-curricular activities, specifically inter-school
competitions and regional and national conventions and conferences.

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With regard to facilities, the study was able to gather a total of 10

recommendations from the respondents of both programs. These
recommendations were also further classified since there were similar
and/or related responses. Table 9 shows the summary of the
recommendations to improve the BSBA Business
Economics/Entrepreneurial Marketing Facilities.
Coinciding with the weakness on the existing outdated books and
references cited earlier, an aggregate 40% of the total number of
recommendations involving facilities mentioned that books should be
updated.
The recommendation of adding additional facilities pertain to the
augmentation of classroom and laboratory equipment and tools for the
Entrepreneurial Marketing program such as LCD projectors much needed
in audio-visual presentations and techno-transfer / business practicum
equipment and tools.
A recommendation from the Business Economics respondents
concern the updating of computer applications needed in some of their
economics subjects.

10. Recommendations to Improve the BSBA Business Economics/

Table 10.
Entrepreneurial Marketing Facilities

Entrepreneurial Business
Recommendations for Total
Marketing Economics
the Facilities
No. % No. % No. %
Update books 1 3 4 40%
Add facilities 4 4 40%
Provide business
center cum
1 1 10%
business
incubator
Update/add
computer 1 1 10%
applications
Grand Total 6 100% 4 100% 10 100%

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The respondents also had recommendations related to the BSBA

faculty and is presented in Table 11.
Noticeably, under this category, there are only 3 recommendations
all in all and there are no recommendations common to both programs.
Specific to the Entrepreneurial Marketing program respondents is
the suggestion that the department should hire faculty members who
have an experience in any business venture. Perhaps, the graduates felt
that when the faculty teaching an entrepreneurship subject has had an
experience with a business enterprise, he or she would be more effective
in teaching related subject matters.
Coming from the Business Economics group was a
recommendation for the faculty members to be more approachable to their
students. A respondent further suggested that more faculty members
should be hired.

11. Recommendations to Improve the BSBA Business Economics/

Table 11.
Entrepreneurial Marketing Faculty

Entrepreneuria Business
Recommendations for Total
l Marketing Economics
the Faculty
No. % No. % No. %
Hire business-
experienced 1 1 33.3%
teachers
Be more
1 1 33.3%
approachable
Add teachers 1 1 33.3%
Grand Total 1 100% 2 100% 3 100%

A proposal from the Entrepreneurial Marketing group was

classified as a general recommendation. This involved the wearing of
business uniforms during classes of major subjects and is exhibited in
Table 12.

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12. General Recommendations to Improve the BSBA Business Economics/

Table 12.
Entrepreneurial Marketing Program

Entrepreneuria Business
General Total
l Marketing Economics
Recommendations
Recommendations
No. % No. % No. %
Students should
wear business
1 1 100%
uniforms in their
major subjects.
Grand Total 1 100% 0 0% 1 100%

Summary of Findings

The study was able to obtain observations addressing the

established objectives. There are more female respondents with 63% from
both programs than males. Single respondents from both programs
accounted for 91% compared to married respondents. The average family
size is 4. No graduate from both programs have pursued graduate studies
after finishing their college degree. However, 7% of the total 75
respondents have taken short-term courses not related to their respective
courses. Majority of the respondents at 67% are holding rank and file
positions; 20% are holding supervisory positions; and 4% are holding
managerial positions. Nine percent of the 75 respondents are not
employed. The average monthly income of the respondents is P11,189.00.
On the average, the respondents are employed for 14.345 months.
Further, the study sought feedback from the respondents
regarding both programs. It was found out that the curriculum is one of
the major strengths of both programs. This is followed by the faculty as
its 2nd ranking strength. The curriculum came out as one of the major
weaknesses for both programs. This is followed by the facilities as the 2nd
ranking weakness. The curriculum gathered the most number of
recommendations with 84% of the total number of recommendations;
recommendations for facilities comprised 12% of the responses; and
recommendations for faculty constituted 3% of the responses.

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Recommendations

In view of the results of the study, the researchers have the

following recommendations:
a. Further study should be done to include all programs of the CBAA
b. The sample of the study should include graduates from years
prior to 2002.
c. Both programs should allow more time for work experience
through their on-the-job training program.
d. The respective department’s curriculum committee should initiate
revision of their existing curriculum, incorporating the
suggestions of the respondents that it should include subjects
about current trends and practices in their fields of specialization.

Acknowledgment

The research team would like to extend their heartfelt gratitude to

the following individuals who have contributed, in big and small ways,
towards the completion of this study.
Our alumni, for generously providing the needed information for
the study;
Our CBAA colleagues, for helping the team in the gathering of
data;
Stephen C. Fajardo, our research assistant who is also an
alumnus, for his patience in helping us in the gathering of data;
The Planning, Evaluation, and Monitoring Office, for initially
providing us insights on the data that we had to collect; and
Our MSU-IIT Administrators, for their support.

References

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