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Manlangit-Fernandez, Sonia. |
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Assessment of the BSBA economics program of selected schools in response to manpower requirements of industry : |
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inputs for curricular development / |
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Sonia Fernandez-Manlangit. |
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28 cm. |
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xvi, 171 pages |
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Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2006.;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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ABSTRACT: The study assessed the status of the BSBA Economics Program of PLM, UST, PUP and PCU, and their responsiveness to the manpower requirements of business and industry sectors, The questions raised are: 1. What are the respondent instructors and students level of perception on the status of their BSBA Economics Programs in terms of: 1.1 objectives; 1.2 subject matter content; 1.3 instructional methods and strategies; 1.4 assessment techniques; 1.5 on the job training / practicum; and 1.6 values development? 2. What is the degree of responsiveness and relevance of the BSBA Economics program to manpower requirements of business and industry in terms of: 2.1 knowledge and information; 2.2 communication skills; 2.3 problem-solving skills; 2.4 management skills; 2.5 values development 3. What are the manpower requirements of business and industry? 4. Is there a significant difference between the perceptions of the respondents as regards: 4.1 Status of the BSBA Economics Programs and 4.2 Responsiveness of the BSBA Economics Programs to business/industry sectors manpower needs 5. What remedial measures can be offered to improve the BSBA - Economics program of the selected schools? 6. What programs/projects can be proposed for the enhancement of the curriculum offerings of the BSBA-Economics Program? The descriptive-correlational method of research was employed. A self-made questionnaire and interviews were used as main-data gathering instruments. Documentary analysis was also utilized helped the researcher to in the formulation of the issues and problems indicated in the study. The data obtained from the questionnaire returns of 364 students, 32 instructors were transmitted into frequency counts, weighted average and equivalent verbal description. These were used as bases to describe quantitatively the status of the BSBA Economics program and its responsiveness to manpower requirements of business and industry. The difference in weighted averages of the responses which were subjected to a statistical test applying the t-test and Levene's test for quality of variances. To determine if the variances of the two groups of respondents are equal, Levene's test was used. The p-value (significance) was used in the decision rule. If the p-value is less than .05, the null hypothesis of no significant difference in variance is rejected. Findings of the Study. The perceived status of the BSBA Economics program of the four schools were based on the curriculum objectives, subject matter, instructional methods and strategies, assessment techniques, practicum, and values development. 1. The respondent instructors believe that all indicators were very gratly relevant in the implementation of the program. This was proven by the obtained overall average ranging from 4.13 to 4.97. Students similarly perceived practicum and values development to a very great extent with the weighted mean scores of 3.90 and 4.62, respectively, and a great extent to the first four indicators. 2. The degree of responsiveness of the BSBA Economics program to manpower requirements of business and industry was perceived by the two groups of respondents based on knowledge and information, communication skills, problem-solving, management skill and values development. The respondent instructors from UST, PUP, PCU perceived that their Economics program has very great degree of responsiveness to manpower needs with an overall GWA of 4.15 to 4.63. While at PLM the program has only a great degree with the GWA of 4.43. On the average, with an overall weighted averages of their response. (4.44), the four subject schools are on the whole, very greatly responsive to the manpower needs of business and industry. 3. The BSBA Economics Program is very greatly responsive to the manpower demands of business/industry sector and only great in extent according to students. 4. Difference exists in perceptions regarding different indicators with a component of indicators which range from great to very great in extent. 5. Differences in perceptions regarding relevance of the BSBA Economics Curriculum based on their prescribed syllabi. 6. Differences in perceptions of students, instructors and business and industry regarding the degree of the responsiveness of the BSBA Economics Programs to the manpower demands of business and industry. The BSBA Economics Curriculum implemented in the four universities is consistent and in accordance to the policies presented in the Pres. Decree No. 6 A known as Educational Decree of 1972. In the light of the foregoing findings, the following recommendations are submitted as input to Curricular Development. In view of differences in perceptions of the BSBA Economics Program regarding relevance and responsiveness to the objectives of the programs and the manpower requirements of business and industry, the causes and reasons should be ascertained and their affects on instructional output. The findings on this assessment could be use as bases of the following programs/activities. 1. Organize a committee on Evaluation to conduct year-round and periodic evaluation of the programs output in terms of performance and to construct evaluation instruments. Create a Curriculum committee that will continuously make a study about the status of the program and align this to the needs of the students and business/industry. 2. Organize an academic team or group that will evaluate the existing curriculum of the school. This group will consist of the school administration, faculty members, experts in academe and students representatives. 3. Create a strong partnership with the business sector and industry. This can be done by inviting resource who are experts in economics and business issues which can be help to develop the knowledge and skills of both instructors and students. Instructors and students be encouraged to join professional organizations to enhance their skills in leadership, management, analytical and public relations. 4. The schools should create a job admission and placement department that would monitor practicum/OJT out of their students. This department should also be responsible in developing partnership and linkages with private firms, government agencies and professional organizations who could help in preparing the students for future employment. 5. The school should conduct regular lectures and seminars on values formation for instructors and students. This would help in the development of their attitude and behavior. Faculty members should also integrate the values that they will learn from these lectures and seminars in their subjects handled. 6. To develop teamwork, cooperation, decision making and persuasive communication with those affected by the quality of output of educational institutions such as business and industry. The subject schools should implement the proposed programs/projects offered by the researcher for the enhancement of their Economics program syllabi and curriculum. 7. Recommendation for Further Research Study Ther following research projects are suggested: 1. A similar study on the assessment of the Economics program of schools and find out why enrolment in the course is declining. Some schools like PCU is now closing their economics program because of the declining enrolment. Similar sentiments have been voiced out by schools in Manila during the annual forum of Council of Economic Educators. 2. A study that would find out the other qualifications for entry level requirements of business and industry to find out what schools are doing towards the development of these qualifications or skills. |
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| Edition |
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| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |