The External Productivity of BSBA Management Accounting Graduates of St. Ferdinand College from School Years 2010 to 2014

The External Productivity of BSBA Management Accounting Graduates of St. Ferdinand College from School Years2010 to 2014A Tracer Study presented to the College of Business Education in partial fulfillment of the requirements for the degree Bachelor of Science in Business Administration

Chapter IThe Problem and Its BackgroundLet us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.

- John F. KennedyConceptual/Theoretical Framework

Human Capital Theory (Schultz, 1961; Becker, 1964)- education increases individuals productivity, which consequently enhances job performance

Employment and Employability Profile of a Select Group of Filipino College Graduates (Allan de Guzman; Belinda de Castro)- graduates need to develop personal skills, qualities and experiences that enable to them to compete in the labor market

General Systems Theory (Edward Deming)- the success inany system requires more than best efforts and hard work from the administratorsFEEDBACKStatement of the Problem

What is the profile of the respondents in terms of:SexAgeCivil StatusYear Graduated2. What are the work-related benefits accrued by the graduates after finishing their degree in terms of:Employment StatusJob PromotionSalaryType of Business for the Self-Employed

3. To what extent had the graduates from the curriculum of BSBA-MA benefit in terms of:IncomeEsteem from the CommunityPersonal Honor/Prestige/StatusWorkService for the Community/Social InvolvementFamily Security

4. To what extent did the following factors contribute to easy employment/promotions after receiving their BSBA-MA degree:SFC EducationTraining CredentialsWork Experience

5. To what extent did the following school-related factors contribute to the productivity and personal life of the respondents:Vision-Mission of SFCObjectives of the CourseFaculty CompetenceInstructionFacilitiesCurriculumAdministrationStudent ServicesResearch Exposure/Community Exposure

Significance of the Study

The study is deemed significant to the following:

The school, St. Ferdinand College The Faculty The Students The Community The Researchers Future Researchers BSBA BSBA-MA Education Employability Employed

Employment Status External Productivity Self-employed Tracer Study UnemployedTermsChapter IIReview of Related Literature and Studies Coombs considered external productivity as the relationship between educational benefits over time and the educational inputs that made these benefits exist.

Blaug viewed external productivity in terms of profit and human productivity through gained experiences. Blaug also revealed that the employees with high scholastic records and highly educated are preferred by their employers because they are easy to train besides having positive values which they imbibed from their educational institution.

Locke stated that there are interesting questions and conditions under which high productivity would lead to job satisfaction: what past experiences are influential, what the bases of satisfaction are, how an individual responds to his level and quality of performance and whether individual ability and skills enable a high level of performance. According to Blackburn, employees productivity is also affected by security and challenge in his field of work. In addition, he further expressed that rewards affect performance and intrinsic reward dominates extrinsic ones.

Norris offers some of the performance indicators of an effective university which can be used as measures of the external productivity of a program. These are: student output, evidence contribution to community welfare and acknowledge research and career location after 5,10,20 years. Sizer stressed that schools must have a clear vision of what kind of student it will produce and send out to the society. To attain this end, the curriculum must be designed to facilitate the use of higher level of thinking such as analysis, synthesis and evaluation.

Munn expound the theory of human resources which views the productivity of individual as being an economic resource of the community in particular and the nation in general.

When a product is gainfully employed, he is considered successful and presumably has live up to the expectations of his school. This is affirmed by Villegas who furthered maintained that external productivity is manifest in terms of economic profit and human productivity through gainful employment. According to Arcelo and Sanyal, if the graduate is highly productive, it is not safe to conclude that the entire credit goes to its educational system. There is also a need to identify some factors which can affect the external productivity of the graduates. This may include family background, age, intellectual ability, socio-economic status, marital status, sex and other personal characteristics.

Alonzo maintained the external productivity refers to the proper utilization of the graduates by the labor market. Schools of higher learning can also claim that they are producing externally productive graduates if these graduates themselves realize the benefits that they acquired from their educational investment. According to Manuel, people are the best assets a nation can possess. They determine the growth and development of any country, the Philippines is still a developing nation. It has a great number of human potential that can do their share in national development.

According to Tungpalan, the ultimate test of the effectiveness of dedicational program lies in the graduates performance. Evaluation of graduates performance may be done by considering his performance on the job.

Zwaenepoel defines external productivity as referring to the private and societal returns of education. It measures how much the added knowledge, values, and skills of the individual gained through education are used enhancing his state in life.

Balmores and Cortes, claimed that the graduates who are more externally productive and employable have good perceptions of their schools facilities.

In a study conducted by Espejo, she concluded that academic performance of the graduates is an important factor in their external productivity.

Tamayaos study revealed that the graduates ability to easily find employment is attributed to the prestige and standard of the school. She further expressed that the students performance in board examinations and in their employment is attributed to the quality of education they have had. In the findings of Obra, it was mentioned that education and training which specifically includes methods of instructions, faculty and administration where influential factor to the success of the graduates in their employment, involvement and leadership in their respective communities.

Quebengco also claimed that job satisfaction does not primarily depend on financial remuneration but on the relevance of schooling with work. In other words, the preparation that the institution offers to the students greatly affects his job satisfaction.

Mallillins research appraised the data collected by using the criteria and indicators reflecting the over-all goal of education which is the total human development involving the integration of social, cultural, economic, political, and technological aspects of human life. Her study showed skills and training acquired by the graduates in the institution are related significantly with their performance on the job. Quinon mentioned the need of evaluating a program to know the level of productivity of the graduates to the: individual, society, community, culture, and technology.

Paz analyzed the benefits gained and shared by the graduates. The findings revealed that the university in general contributed to the development of graduates in the social, cultural, economic, technological and political dimension. Chapter IIIResearch Methodology and Procedure

Research Design

The researchers used the descriptive method of research in this study. The descriptive method attempts to describe, explain, and interpret the external productivity of BSBA Management Accounting graduates of St. Ferdinand College from school years 2010-2014 in terms of past and present employment experiences, type of employment, job satisfaction and promotion. Research Locale

From school years 2010-2014, a total of 78 students graduated under the BSBA Major in Management Accounting program of St. Ferdinand College. 80.77% or 63 of them were the respondents of this study conducted during the months of September-October, 2014.

Selection and Description of Respondents

The study surveyed 63 graduates of BSBA Management Accounting from 2010-2014, regardless of sex, age, and the year they graduated. They are those who willingly cooperated to answer the prepared questionnaires with honesty.

Data Gathering InstrumentsQuestionnaire

Informal Interview

Internet (Facebook messaging)Data Gathering Procedure

In-person Distribution of Questionnaires and Informal Interview

Phone Interview

E-mail Questionnaires and Facebook MessagingStatistical Treatment of Data

Frequency and Percentage Distribution

P = f/n x 100

Where: P = percentagef = frequencyn = total number of respondents

b. Frequency and Ranking Distributionc. Weighted Mean

WM = TWF / fNumerical ValueRatingQualitative Value55.0 4.2To a very great extent44.1 3.4To a great extent33.3 2.6To a moderate extent22.5 1.8To a limited extent11.7 1.0To a very limited extentChapter IVPresentation, Analysis and Interpretation of DataSexFrequencyPercentageFemale3657.14%Male2742.86%TOTAL63100%Table 1FREQUENCY AND PERCENTAGE DISTRIBUTION OF RESPONDENTS ACCORDING TO SEX

Age BracketFrequencyPercentage19 & below11.58720-212946.0322-231422.2224-25812.69826 & above1117.46TOTAL63100%Table 2FREQUENCY AND PERCENTAGE DISTRIBUTION OF RESPONDENTS ACCORDING TO AGECivil StatusFrequencyPercentageSingle5282.54%Married1117.46%TOTAL63100%Table 3FREQUENCY AND PERCENTAGE DISTRIBUTION OF RESPONDENTS ACCORDING TO CIVIL STATUS

YearFrequencyPercentage20101015.873%201157.963%20121015.873%20131625.396%20142234.92%TOTAL63100%Table 4FREQUENCY AND PERCENTAGE DISTRIBUTION OF RESPONDENTS ACCORDING TO YEAR THEY GRADUATED

Employment StatusFrequencyRankingSelf-employed24Government Employed83Private Employed321Unemployed212TOTAL63Table 5FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS ACCORDING TO THEIR EMPLOYMENT STATUS

FrequencyRankingSFC Education161Training Credentials142Work Experience63Eligibility15.5Skills and Talents15.5Being an SK Chairman and Awards24TOTAL40Table 6FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS ACCORDING TO FACTORS THAT GAVE THEM EASIER ACCESS TO THEIR JOB

FrequencyRankingApplied directly181Referral by somebody43.5Walk-in application122Asked by prospective employer43.5Job fair/Agency25TOTAL40Table 7FREQUENCY AND RANKING DISTRIBUTION RESPONDENTS WHO ARE PRIVATE AND GOVERNMENT EMPLOYED ACCORDING ON HOW THEY GOT INTO THEIR FIRST JOB AS A BACHELORS DEGREE GRADUATE

BracketFrequencyRanking1-3 Months3214-6 Months527-9 Months149 Months-1 Year23TOTAL40Table 8FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS WHO ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING ON HOW LONG IT TOOK FOR THEM TO LAND THEIR FIRST JOB AS A BACHELORS DEGREE GRADUATE

No. of jobs heldFrequencyRankingOne201Two82.5Three82.5More than 344TOTAL40Table 9FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS WHO ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING TO HOW MANY JOBS THEY HELD SINCE GRADUATION

FREQUENCYRANKINGYES132NO271TOTAL40Table 10FREQUENCY AND RANKING DISTRIBUTION OF PRIVATE/GOVERNMENT EMPLOYED RESPONDENTS IF THEY HAVE BEEN PROMOTED IN EACH EMPLOYMENT HELD OR NOT

EmploymentFrequencyRanking1st employment812nd employment323rd employment23TOTAL13Table 11FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS WHO ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING TO PROMOTIONS THEY RECEIVED IN EACH EMPLOYMENT

Perceived reasonsFrequencyRankingThere are more deserving employees111There are other management protges82Political intervention53Eligibility/Civil Service exam34TOTAL27Table 12FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS WHO ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING TO THEIR PERCEIVED REASONS FOR NON-PROMOTION

Salary bracketFrequencyPercentageP1,000 P10,000410%P10,000 P12,5002767.5%P12,501 P15,000820%More than P20,00012.5%TOTAL40100%Table 13FREQUENCY, RANKING AND PERCENTAGE DISTRUBUTION OF RESPONDENTS WHO ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING TO THE MONTHLY SALARY THEY RECEIVE IN THEIR PRESENT JOBType of businessFrequencyFeeds supply1Selling frozen goods1TOTAL2Table 14FREQUENCY DISTRIBUTION OF SELF-EMPLOYED RESPONDENTS NATURE OF BUSINESS

Type of OwnershipFrequencySole proprietorship2Partnership0TOTAL2Table 15FREQUENCY DISTRIBUTION OF SELF-EMPLOYED RESPONDENTS ACCORDING TO TYPE OF BUSINESS OWNERSHIP

Monthly revenue bracketFrequencyBelow P10,0001P10,001 P20,000P20,001 P30,000P30,001 P40,0001P40,001 P50,000More than P50,000TOTAL2Table 16FREQUENCY DISTRIBUTION OF SELF-EMPLOYED RESPONDENTS ACCORDING TO MONTHLY REVENUE

Sources of IncomeFrequencyPiggery/fishery industries1Table 17SELF-EMPLOYED RESPONDENTS OTHER SOURCES OF INCOMEFactorsRankingSFC Education1Training credentials3Work experience/s2Table 18RANKING DISTRIBUTION OF SELF-EMPLOYED RESPONDENTS ACCORDING TO THE FACTORS THAT GAVE THEM EASIER ACCESS TO THEIR PRESENT BUSINESSFrequencyPercentageYes628.57%No1571.43%TOTAL21100%Table 19FREQUENCY AND PERCENTAGE DISTRIBUTION OF CURRENTLY UNEMPLOYED RESPONDENTS IF THEY HAVE BEEN EMPLOYED SINCE GRADUATING OR NOTYearFrequencyPercentage2010002011002012002013350%2014350%TOTAL6100%Table 20FREQUENCY AND PERCENTAGE DISTRIBUTION OF CURRENTLY UNEMPLOYED RESPONDENTS ACCORDING TO THEIR LAST EMPLOYMENTPlaceYearSales MarketingIlagan City, Isabela2014Accounting StaffBurgos, Isabela2013Restaurant ManagerIlagan City, Isabela2010-2012Store SupervisorIsabela2013Account OfficerIlagan, Isabela2013AccountantGonzaga, Cagayan2014ClerkDinapigue, Isabela2013Table 21CURRENTLY UNEMPLOYED RESPONDENTS PAST EMPLOYMENT EXPERIENCESReasonsFrequencyRankingTo continue studies23.5End of contract23.5New area of assignment/Deployment to other far places32Maternity reasons15.5Personal reasons61Inadequate salary15.5TOTAL15Table 22FREQUENCY DISTRIBUTION OF UNEMPLOYED RESPONDENTS REASONS FOR LEAVING PREVIOUS JOBSTable 23FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS ACCORDING TO PERCEIVED REASONS FOR THEIR CURRENT UNEMPLOYMENTPerceived reasonsFrequencyRankingLack of experience81Dont know where to find a job46.5No available work for me46.5No proper connections63.5Not satisfied with pay72Prefer to continue studies112.67Not allowed to work in other places63.5Have a family to take care of210Dont have the necessary capital46.5Too choosy of work46.5No one else to take care of family210Dont have the necessary funds for job search210Health not proper for employment015Prioritize other business112.67Age discrimination112.67OptionsFrequencyRankingStudy another course/degree24Search for jobs42.5Go abroad42.5Build up a business81Take care of family15Table 24FREQUENCY AND RANKING DISTRIBUTION OF PLANS/OPTIONS OF RESPONDENTS IF THEY REMAIN UNEMPLOYED FOR THE NEXT 2 YEARSProfessional Life%Personal Life%Yes6298.4%5790.5%No11.6%69.5%TOTAL63100%63100%Table 25FREQUENCY AND PERCENTAGE DISTRIBUTION OF RESPONDENTS WHETHER OR NOT THEIR BACHELORS DEGREE CONTRIBUTES TO SATISFACTION OR WORTH PERSONALLY AND PROFESSIONALLYChangesWeighted MeanQualitative ValueIncome3.17To a great extentEsteem from the community3.62To a great extentPersonal honor/prestige/status3.78To a great extentWork3.54To a great extentService for the community/social involvement3.46To a great extentFamily security3.59To a great extentTable 26WEIGHTED MEAN ON THE DEGREE OF SATISFACTION REGARDING THE CHANGES IN THE RESPONDENTS LIFEFactorsWeighted MeanQualitative ValueVision-Mission of SFC3.81To a great extentObjectives of the course3.78To a great extentFaculty competence3.46To a great extentInstruction3.52To a great extentFacilities3.14To a great extentCurriculum3.46To a great extentAdministration3.37To a great extentStudent services3.41To a great extentResearch exposure/ Community exposure3.06To a moderate extentTable 27WEIGHTED MEAN ON THE EXTENT OF CONTRIBUTION OF SCHOOL-RELATED FACTORS IN THE PRODUCTIVITY AND PERSONAL LIFE OF THE RESPONDENTS AS A STUDENTChapter VSummary of Findings, Conclusions, and RecommendationsConclusions

In terms of the demographic profile, 36 or 59.26% are females and 27 or 40.74% are males. There are 11 (17.46%) respondents who belong to the 26 & above age bracket; 8 (12.698%) are aged 24-25; 14 (22.22%) are aged 22-23; 29 (46.03%) are 20-21 years old; and 1 (1.587%) falls within the 19 & below age bracket. Most of the respondents are single with a frequency of 52 or 82.54% and 11 or 17.46% are married. 10 or 15.873% of the respondents graduated in the year 2010, same with year 2012. 5 or 7.963% graduated in the year 2011, 16 or 25.396% graduated in the year 2013 and 22 or 34.92% of the respondents graduated in the year 2014.

The external productivity of the BSBA Management Accounting graduates from school years 2010-2014 reveals that out of the 63 respondents, 41 are employed, 21 are unemployed and 2 are self-employed.

With regards to employment status, 51% are employed in a private organization and 13% are working in the government sector.

The work-related benefits accrued by the graduates after finishing their degree are the following: in terms of employment status, their degree is not sufficient to gain employment in a government organization due to lack of eligibility which is the civil service examination. It serves as an essential requirement. Despite of this, their degree gives them opportunities to be employed in private organizations where they can use their management accounting major to land a good position in their job such as bookkeepers and tellers. The knowledge and skills they acquired in their education and work experience through trainings can lead into job promotions resulting to an increasing salary rate. As BSBA graduates, the information, strategies and techniques learned in their business-related subjects give them ideas on what type of business they should venture in and give them a progressive future to support their financial and professional needs.The common problems associated to the unemployment of the 21 respondents are: lack of experience, lack of eligibility, no connections, not enough training, being too choosy of work, health problems, and some choosing to continue their studies.The graduates of BSBA-MA benefited to a great extent in the following factors: income, esteem from the community, personal honor, work, social involvement, and family security after finishing their degree.SFC education, training credentials, and work experience contributes to a great extent in easy employment/promotion after receiving their degree.

School-related factors such as vision-mission of SFC, objectives of the course, faculty competence, instruction, facilities, curriculum, administration, and student services contribute to a great extent to the productivity and personal life of the respondents; and research exposure/community exposure contributes to a moderate extent.Recommendations

Good scholastic record. Proper education and enough knowledge in BSBA-MA will assure graduates more opportunities to come smoothly in his business career.

To enter a government agency, eligibility is the most important tool for employment; having passed a government examination (Civil Service exam) is an assurance of job opportunity.

Work experience is also a major factor for landing a good job. Undergoing seminars, training and the like will increase ones knowledge on how to run a business squarely or increase his chances on having a job.

For those who are graduates but are still unemployed, private and government agencies are not the only solution to gain employment. Self-employment is recommended. Income-generating projects such as farming, piggery and fishery culture, sari-sari stores and many others offer more profit and gains experience prior to employment.

Earning a Masters degree is recommended to graduates too. A higher form of education will also determine and qualify him for better job opportunities.

When given the chance to work for a company, be it government or private owned, one must be hardworking, passionate, dedicated and must learn to love his work with the spirit of honesty and perseverance.

Thank You!