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| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Lagmay-Hernandez, Virginia. |
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4 |
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| 245 #0 - TITLE STATEMENT |
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| Title |
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The business administration curriculum of De La Salle University- Aguinaldo : |
| Designation of section section/part/series: (SE) [OBSOLETE] |
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| Remainder of title |
its preparation for entrepreneurship / |
| Number of part/section of a work |
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| Statement of responsibility, etc. |
Virginia Lagmay-Hernandez. |
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6 |
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| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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46 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Accompanying material |
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| Dimensions |
28 cm. |
| Extent |
xxi, 358 pages |
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| Current publication frequency |
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text |
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rdacontent |
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unmediated |
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rdamedia |
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| 385 ## - AUDIENCE CHARACTERISTICS |
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| Series statement |
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| 500 ## - GENERAL NOTE |
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| General note |
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Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1993.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. |
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56 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
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| Formatted contents note |
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| 506 ## - RESTRICTIONS ON ACCESS NOTE |
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| 510 ## - CITATION/REFERENCES NOTE |
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| Name of source |
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| 520 ## - SUMMARY, ETC. |
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| Assigning source |
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| Summary, etc. |
ABSTRACT: STATEMENT OF THE PROBLEM: The study was undertaken to analyze the Business Administration curriculum of the De La Salle University- Aguinaldo in order to determine its preparation for entrepreneurship. More specifically, this study sought to answer the following questions: 1. |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
How do the respondents assess the curriculum in terms of: 1.1 mission statement 1.2 the attainment of the objectives of business education, and 1.3 its usefulness for the preparation of the students to entrepreneurship? 2. |
| 525 ## - SUPPLEMENT NOTE |
|---|
| Supplement note |
What are the educational qualifications and experiences of the members of the teaching staff in Business Administration? Do they have training background in entrepreneurship? 3. |
| 530 ## - ADDITIONAL PHYSICAL FORM AVAILABLE NOTE |
|---|
| Additional physical form available note |
What are the preparation requirements needed by the students to become entrepreneurs as perceived by the respondents? 4. |
| 533 ## - REPRODUCTION NOTE |
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| Physical description of reproduction |
What are the personal entrepreneurial competencies of the respondents that will contribute to the development of a curriculum on Entrepreneurial Management? NULL HYPOTHESES: 1. |
| 536 ## - FUNDING INFORMATION NOTE |
|---|
| Text of note |
There is no significant difference in the perception of the curriculum, in terms of the attainment of the objectives of business education among the following respondents: 1.1 Administrators, 1.2 Faculty, 1.3 Students, 1.4 Graduates, and 1.5 Business Community 2. |
| 538 ## - SYSTEM DETAILS NOTE |
|---|
| System details note |
There is no significant difference in the perception of the curriculum, in terms of the degree of usefulness for the preparation of the students toward entrepreneurship among the following respondents: 2.1 Administrators, 2.2 Faculty, 2.3 Students, 2.4 Graduates, and 2.5 Business Community. 3. |
| 540 ## - TERMS GOVERNING USE AND REPRODUCTION NOTE |
|---|
| Authorization |
There is no significant difference in the perception on the preparation requirements of entrepreneurship among the following respondents: 3.1 Administrators, 3.2 Faculty, 3.3 Students, 3.4 Graduates, 3.5 Business Community 4. |
| 542 ## - INFORMATION RELATING TO COPYRIGHT STATUS |
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| Copyright date |
5. |
| 546 ## - LANGUAGE NOTE |
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| Language note |
There is no significant difference in the perception of the curriculum in the attainment of objectives and its usefulness when grouped according to the profile of respondents. PROCEDURE: The study utilized the descriptive-normative type of research with two sets if instrument based on checklist. The first one was on the Mission Statement, Attainment of Objectives and Usefulness of the Curriculum for Entrepreneurship, and the Preparation Requirement for Entrepreneurship. The other instrument was the Personal Entrepreneurial Characteristics (PECS) of the Management International System (MIS) and the Saint Louis University- Extension Institute for Small Scale Industries Foundation. Of the total 476 respondents, there were four administrators, twelve faculty, 325 students, 100 graduates, and 35 business entrepreneurs from Dasmariñas, Cavite. TREATMENT OF DATA: To interpret the data based on the perceptions of the respondents, the study made use of the percentages, weighted mean to determine the rankings. The One-Way Analysis of Variance (ANOVA) was used to test the hypotheses. FINDINGS: 1. |
| 550 ## - ISSUING BODY NOTE |
|---|
| Issuing body note |
The administrators, faculty, students, graduates, and business community had similar perceptions in the mission statement of business education. Accordingly, the objectives should be directed to the manpower demands of business and industry to ensure employability of the graduates. 2. |
| 555 ## - CUMULATIVE INDEX/FINDING AIDS NOTE |
|---|
| Cumulative index/finding aids note |
The objectives of the business education as embodied in Article II of MECS Order 12 (1983) were very much attained. Respondents have similar perceptions which indicate that students should be provided with common foundation of knowledge and competencies as entrepreneurs or would-be entrepreneurs. Apparently, given more opportunities to develop these traits, their future as successful businessmen will be fulfilled. 3. |
| 580 ## - LINKING ENTRY COMPLEXITY NOTE |
|---|
| Linking entry complexity note |
On preparation requirements for entrepreneurship, the group respondents had similar perceptions on the significance of the following: 7.1 Skills in decision making, human relations, general management, and personal traits are needed in the training of students for entrepreneurship. 7.2 Emphasis of the subjects Projects Identification and Selection, Production Management, Management of Human Resources, and Practicum are necessary for the effectiveness and efficiency of the students or would-be entrepreneurs. 8. On Personal Entrepreneurial Competencies (PECs), the group respondents manifested their potentials or the Business Administration curriculum, the following conclusions were drawn: 1. |
| 583 ## - ACTION NOTE |
|---|
| Institution to which field applies |
The mission, goals, and objectives of the business education were in harmony with the national goals. However, the objectives should be directed to the manpower demands of business and industry. 2. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
The BA curriculum in terms of general education and business education courses were attuned with the objectives of the business education. 3. |
| 590 ## - LOCAL NOTE (RLIN) |
|---|
| Local note |
The field of specialization offered by the College of Business Administration were quite useful to the students. The curriculum however, needed restructuring since the other subjects were no longer in congruent to the needs of the students. 4. |
| 591 ## - |
|---|
| -- |
The administrators and faculty of the College of Business Administration were qualified to teach the courses being offered, although some of them still need more training in the teaching of entrepreneurship. 5. |
| 592 ## - |
|---|
| -- |
In preparation for entrepreneurship, the students need skills in decision making, human relations, general management, and personal traits in order to become self employable and effective business entrepreneurs. Likewise, emphasis on the subjects for inclusion in the entrepreneurship curriculum such as Project Identification and Selection, Production Management, Product Planning and Development, Financial Management, Management of Human Resources, and Practicum are significant for the preparation of students. 6. |
| 598 ## - |
|---|
| -- |
There are qualities typical of the entrepreneur which explicitly connote potentials or competencies of the administrators, faculty, students, graduates, and business entrepreneurs in managing enterprise. 7. |
| 600 ## - SUBJECT ADDED ENTRY--PERSONAL NAME |
|---|
| Numeration |
Entrepreneurship program was needed in the nourishment of entrepreneurial skills or abilities of the administrators, faculty, students, graduates, and business community. RECOMMENDATIONS: In the light of the conclusions made, the following recommendations are offered: 1. |
| 610 ## - SUBJECT ADDED ENTRY--CORPORATE NAME |
|---|
| Subordinate unit |
Since the group respondents indicated that students preparation should be geared toward the entrepreneurship, a distinct organized curriculum model on entrepreneurial management as a major field should be included in the Business Administration curriculum. The proposed curriculum model is shown in Exhibit I and II. 2. |
| 611 ## - SUBJECT ADDED ENTRY--MEETING NAME |
|---|
| Meeting name or jurisdiction name as entry element |
To strengthen the curriculum, the following should be undertaken by the administrators and faculty: a. Off-campus activities such as attendance in government/ private organization sponsored business seminars, conference. b. Experiential learning activities which will provide hands-on regarding the actual management of business operation. c. Training program on teaching entrepreneurial management courses for teachers should be developed and implemented. 3. |
| 630 ## - SUBJECT ADDED ENTRY--UNIFORM TITLE |
|---|
| General subdivision |
Strengthen linkages with DLSU-Aguinaldo's Small Business Development Foundation, Inc, (SBDFI) through: a. Attendance in seminars sponsored by SBDFI b. Involvement of students in monitoring livelihood funded projects of SBDFI c. Provision of a regular updates or information on the Small Medium Enterprises (SMEs) management. d. Assistance in fund sourcing by making information available on how capital can be obtained or soft loans be made accessible. 4. To establish a centralized information and communication network with Small Medium Enterprises in CALABARZON and other non-government organizations (NGOs). Government, b |
| -- |
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| 648 ## - SUBJECT ADDED ENTRY--CHRONOLOGICAL TERM |
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| 653 ## - INDEX TERM--UNCONTROLLED |
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| 710 ## - ADDED ENTRY--CORPORATE NAME |
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| Subordinate unit |
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| Location of meeting |
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| Corporate name or jurisdiction name as entry element |
5 |
| 730 ## - ADDED ENTRY--UNIFORM TITLE |
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| Version |
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| Miscellaneous information |
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| Date of a work |
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| 774 ## - CONSTITUENT UNIT ENTRY |
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| Qualifying information |
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| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
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| Uniform title |
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| Main entry heading |
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| Edition |
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| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
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| Numeration |
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| Volume/sequential designation |
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| Title of a work |
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| Titles and other words associated with a name |
2 |
| Fuller form of name |
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| Personal name |
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| International Standard Serial Number |
0 |
| -- |
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| Dates associated with a name |
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| -- |
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| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
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| Subordinate unit |
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| Volume/sequential designation |
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| Title of a work |
2 |
| International Standard Serial Number |
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| Corporate name or jurisdiction name as entry element |
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| Form subheading |
0 |
| Name of part/section of a work |
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| -- |
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| Date of meeting or treaty signing |
6 |
| -- |
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| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
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| International Standard Serial Number |
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| Uniform title |
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| Date of treaty signing |
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| Number of part/section of a work |
2 |
| -- |
0 |
| Volume/sequential designation |
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| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
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| -- |
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| Institution code [OBSOLETE] |
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| -- |
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| -- |
20 |
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