See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/341276054

A TRACER STUDY OF THE MASTER IN BUSINESS ADMINISTRATION GRADUATES

FROM 2014 TO 2018

Research · May 2020

CITATIONS READS

0 523

1 author:

Rolando Reyes Calma

Baliuag University
15 PUBLICATIONS   11 CITATIONS   

SEE PROFILE

All content following this page was uploaded by Rolando Reyes Calma on 10 May 2020.

The user has requested enhancement of the downloaded file.

 1
 
A TRACER STUDY OF THE MASTER IN BUSINESS ADMINISTRATION
GRADUATES FROM 2014 TO 2018

Rolando R. Calma, DBA

Abstract

This study determined the employment status of the graduates of one University in
Bulacan for the Master in Business Administration (MBA) from 2014 to 2018. It also
aimed to ascertain the extent of contribution of the MBA program to the graduates’
personal and professional growth and how they assessed its program aspects.
Descriptive method of research was used in this study to gather, analyze and interpret the
responses of the 33 or 86.84% of the MBA graduates. It was found that majority of the
graduates of the MBA program from 2014 to 2018 are millennials. The MBA program
during the period was also dominated by graduates who are female and married.
Overall, the MBA program of the University has a very high contribution to the
development of the graduates’ personal and professional growth particularly on the
critical thinking skill with the highest mean rating. The MBA graduates also assessed
the program aspects as excellent, but on a different degree for each aspect, but it was
found that Modular Approach got the highest mean rating and extra-curricular
activities, as a program aspect, has the lowest mean rating. It is recommended that
professors of the MBA program may be encouraged to make use of other teaching
methodologies where extra-curricular activities can be provided and incorporated. It
was found that MBA graduates are yearning for other approaches of teaching
methodology involving some extra-curricular activities. As part of extra-curricular
activities, MBA students may also be involved in community extension projects of the
Graduate School to develop among themselves the value of compassion to social issues,
teamwork and unity

Keywords: Tracer Study, MBA, Graduate Skills

 2
 
Introduction

Higher education institutions need to conduct graduate tracer studies, not only for accreditation
of study programs, but also for evaluating the results of the education and training they provide to the
students. It is vital for any higher educational institution to constantly evaluate its curriculum to ensure
that its content remains relevant, of high quality and is aligned with the demand of the current job market.

University Graduate Tracer Studies (GTS) are becoming a recognizable practice worldwide
(Badiru and Wahome, 2016). Towards the end of the 20th Century, European Universities adopted the use
of tracer studies for a number of reasons: to accredit their study programs; to determine the link between
study programs and the job market; to show uniqueness and positioning of individual universities; and
also to enable universities and institutions managing higher education in their respective countries make
informed and evidence based decisions about improvements and quality education and services in higher
education (Schomburg and Ulrich, 2011).

Almost thirty years ago, the UNESCO (1992) has already pointed out how tracer studies can be
used as a planning tool to assist education and manpower planning. To make education institutions more
efficient, there is a need to know what happen to graduates. One way is to conduct tracer studies. Such
studies are useful for assessing the labor market performance of graduates and school leavers.
Specifically, tracer studies are conducted to collect information on how well the graduates are doing in
the labor market. It can also be used to get feed back from the graduates to improve and upgrade the
education institutions and meet the needs of the employers. Ultimately, it can serve as part of the labor
market information system to assist policy planners.

Therefore, findings of the tracer study may provide invaluable information on graduates’ current
professional and academic activities and career paths and can be used to support university-wide
improvement and planning initiatives for the delivery of current and future programs and services.

Significance of the Study

A tracer study of graduates is necessary to determine the extent of responsibility an institution has
upon its graduates.

For the University, this tracer study can serve as a basis in the formulation of dynamic but crucial
programs not only to comply with the requirements of the government but also to meet the increasing
needs of its various stakeholders. This can be a significant basis for initiating and implementing
improvement in the MBA curriculum. It can also serve as a reference point in improving the current
programs and in designing new programs that are addressing the real training needs of the students.

To the faculty members, this tracer study may help them upgrade the standards by continuously
inspiring and enriching the minds of the students to be competitive and excel in their respective areas of
 3
 
specialization who will take active participation in the globally competitive world for service and
international development.

To the MBA students, this may serve as their motivation to study harder to realize their dreams
and make them aware that there are more MBA graduates who got better opportunities after finishing the
program.

To the graduates, this tracer study may help them obtain information on their occupational,
educational and socio-economic activities, the supplementary training they need for their present jobs or
for better job placement.

Research Questions

The main objective of this tracer study is to determine the employment status of the graduates of
one University in Bulacan for the Master in Business Administration program from school year 2013-
2014 to 2017-2018.

In the light of this major problem, the following specific problems were considered:

1. How may the respondents be described in terms of :

1.1 location of their company,
1.2 types of company/industry that employ them,
1.3 present job position/designation,
1.4 present status of employment,
1.5 length of service with the present company,
1.6 monthly salary/income range,
1.7 reasons for pursuing MBA program, and
1.8 training and further studies they attended after finishing MBA program?

2. How did the respondents rate the extent of contribution of the MBA Program to the their
personal and professional growth in terms of the following:
2.1 meeting the needs of the profession,
2.2 information technology skill,
2.3 personality development,
2.4 decision-making skill,
2.5 problem solving skiil,
2.6 critical thinking skill,
2.7 human relation skill,
2.8 research capability,
2.9 communication skill,
2.10 salary improvement,
 4
 
2.11 learning efficiency,
2.12 organizational skill,
2.13 values formation,
2.14 leadership skill, and
2.15 job promotion?

3. How did the respondents rate the following program aspects of the Master in Business
Administration of the University:
2.1 professor’s practice and method of teaching,
2.2 professor’s knowledge of subject matter,
2.3 teaching and learning environment,
2.4 commitment given to research,
2.5 time to complete the program,
2.6 teacher-student relationships,
2.7 range of courses/subjects,
2.8 relevance to profession,
2.9 extra-curricular activities,
2.10 interdisciplinary learning,
2.11 quality of instruction,
2.12 library resources,
2.13 class size, and
2.14 modular approach?

4. What difficulties did the respondents encounter while they were enrolled in the MBA program?

5. What are the suggestions given by the respondents on how the University can improve the
MBA program?

Scope and Limitations of the Tracer Study

This tracer study was conducted during the third trimester of the School Year 2018-2019. The
respondents of the study were the graduates of the University from 2014 to 2018 with the degree of
Master in Business Administration (MBA). With the use of questionnaires, data regarding the
characteristics of the graduates as to their gender, age, present job designation/position, present status of
employment, length of service with the present company, the location and line of business of the
company that employs them, their salary range, reasons why they pursued MBA program, and the
contributions of the program to their personal and professional growth were gathered, described and
analyzed.

This study is also limited to the assessment of the following aspects of the MBA program as
weighed by the graduate-respondents: professor’s knowledge of subject matter; teaching and learning
 5
 
environment; commitment given to research; time to complete the program; teacher-student relationships;
range of courses/subjects; relevance to profession; extra-curricular activities; interdisciplinary learning;
quality of instruction; library resources; class size, and modular approach of the program.

Theoretical Framework

This study was anchored on labor market theory explored by Son (2007) in his study entitled
“The Role of Labor Market in Explaining Growth and Inequality: The Philippines Case”. Son theorized
that higher education is an important determinant of employment in the Philippine labor market. Those
with higher education have crowded out the less educated in terms of job opportunities. His study
premised this finding on two explanations: one is that there has been more demand for secondary and
tertiary educated individuals in the Philippine labor market. The other is that low-productivity jobs are
taken over by the more educated labor force This finding confirms his previous conjecture that a large
expansion in the supply of qualified workers has lowered the price for skilled labor over the period.
According to him, this is an issue of mismatch between the labor market and the education sector. This
indicates that the current education sector does not supply the right kind of skills that are demanded by the
labor market.

The present study is also anchored on assignment theory developed by Allen and Velden
(2001). Assignment theory explains that education-job mismatches are reported to have serious effects on
a number of labor market outcomes. A major line of research has been developed regarding the effects of
education-job mismatches on wages. Empirical results suggest that both individual human capital and
job characteristics are related to wages. Individuals working in jobs for which a lower level of education
than their own is required (over-education) are often found to earn less than individuals with the same
level of education working in jobs for which their own level is required (adequate education), but more
than individuals working in an equivalent job with the level of education actually required.

In assignment theory, educational mismatches imply skill mismatches. Skill mismatches are
believed to account for the observed wage effects of over- and under-education. Individuals working
below their own level are underutilizing their knowledge and skills to a significant degree, while
individuals working above their own level lack some of knowledge and skills that are required in order to
perform optimally in their jobs. The same applies to effects on other outcomes like job satisfaction and
intention to quit.

Review of Related Literature

To enrich and broaden the researcher’s perception of the area under study, and to successfully
evaluate the study, the following related literature and studies were reviewed.

Menez (2014) emphasized that the task of higher education institutions is not confined to mere
 6
 
instruction but most importantly, to ensuring the graduates' employability, recognition, and success in
their respective disciplines, and likewise to be productive human resources in a competitive economy. She
also added that the inability of graduates to meet the skills and competencies required by the industry is
one of the major factors for underemployment and the difficulty in finding jobs.

De Ocampo, Bagano, and Tan (2012), as cited by Segismundo and Zacarias (2017) believed that
Philippines as a developing country, faces these same challenges having been affected for decades by
primarily high unemployment and underemployment rates. The growing population and increasing labor
force continue to outpace the creation of formal jobs. The Philippine education system churns out more
and more college graduates with different career disciplines such as public administration,
commerce/business, engineering, health, sciences, and law, among others. But the jobs are not created as
fast as the universities handing out of the graduate school diploma.

For the MBA program, Buenviaje, Encio, Refozar, Anuran, Camello and Laguador (2016)
discussed that challenges on the MBA curriculum design and development are essential part of innovation
in integrating more practical approach in delivering instruction towards the achievement of student
outcomes relevant to the needs of the global market. They also added that identifying the status of
graduates after leaving the academic institution is a primary task of the every higher education institution
to determine the strengths and weaknesses of a certain curricular offerings.

Another challenge for the MBA curriculum design and development is the expansion of
international business activities. Carlson (2014) noted that business schools' leaders and administrators
come to a higher understanding of the needs of employers and explore multiple strategies for MBA
curriculum internationalization. He also added that the process of globalization has changed the skills,
knowledge, and competencies expected of the MBA graduates.

In a study entitled “Use of Alumni Tracer Study to Maintain Curriculum Relevancy”, it was cited
that although the usual end of the course evaluation can ask for the student to assess whether they have
gained the knowledge and skills necessary for fulfilling their personal objectives, there is really little
proof of this until the student has completed the entire course of study and has entered the workforce.
Then the use of tracer studies can provide and maintain curriculum relevancy for professional
development. Tracer study encourages higher education institutions to solve complex problems
confronting professional development. It is also common for the institutions to have their graduates make
an evaluation of their learning experience and the quality of learning which they received. This evaluation
process often takes the form of graduate or alumni surveys, which are sometimes referred to as tracer
studies.

Badiru and Wahome (2016) also believed that conducting graduate tracer studies is a tool for
quality assurance. Specifically, they proposed methodological procedures in conducting graduate tracer
studies that can be used by the universities to study graduates experiences which are useful for feedback
into university programs and graduates’ career. They also showcased how graduate tracer studies results
 7
 
can be used for improvement for quality assurance, education and services at higher education
institutions.

The seven-step methodological procedures in conducting graduate tracer studies, as proposed by

Badiru and Wahome:
Step One : Pre- plans for Graduate Tracer Study (GTS)
Step Two : Training in GTS theory and methodology
Step Three : Survey preparation
Step Four : Survey conduct
Step Five : Training in GTS data analysis, results dissemination and use
Step Six : Results interpretation, dissemination and use
Step Seven : Multiplication and scale-up effect:

To further improve its MBA program, Alera (2015), as a result of the tracer study he conducted,
recommended that the graduate school should continuously benchmark with other state universities and
colleges to ensure the competitiveness of its curriculum. Conduct curriculum review to update the course
program based on the needs of time. Moreover, the university must set linkages either locally or
internationally with industrial establishments for collaboration and partnerships for the improvement of
the MBA program.

Macatangay (2013) assessed the relevance of the curricula, knowledge, skills and work values
acquired by the graduates relevant to their employment. The study also described the personal and
professional characteristics and job placement of the graduates and the school related factors associated
with their employment. The findings of the study served as the basis of the researcher to improve, update
or enhance the curricula of the program to make this more responsive to the needs of fast changing
technology.

Menez (2014) also conducted a tracer study in order to find out whether there are also mismatch,
underemployment and promotion issues among graduates in Masters in Business Program of the
university. It also determined the employment status of the graduate after pursuing MBA program which
include the university customized MBA program. It also delved into the school-related and work-related
factors that affect the graduate’s employability and promotion and further assess the extent by which
work values and skills provided by the university contribute to the graduate’s employability and
promotion.

Segismundo and Zacarias (2017), in their tracer study, hoped that the results of generated
empirical data could be used as bases for program improvement and curricula enhancement to meet the
needs and expectations of the industry thereby reducing the rate of unemployment in the country.
Moreover, the tracer study also aimed to help the university institute necessary policies and reforms to
make certain that the university and its graduates are prepared to meet the challenges of a 21st -century
world.
 8
 
In a tracer study conducted by Encio, Bonete, Libo-on, Baldeviso and Crucero (2018), the
graduate-respondents provided inputs for improvement of facilities, specifically in the maintenance of
cleanliness of classrooms and rest rooms; improvement in the area of faculty and instruction by allowing
the faculty-student interaction and student-student brainstorming activities, use the internet or relevant
social media networks; improvement of the administrative support services by providing annual student
orientation program to update students of school policies that affect them while studying at the
University.

Buenviaje, Encio, Refozar, Anuran, Camello and Laguador (2016) explored on the
employability and skills of the MBA graduates based on reviewed studies and literature. Their study
provides information on the challenges faced by most employers in the selection process of employees
where they require MBA degree holders. They commonly need employees who demonstrate abilities
related to quantitative, analytical and strategic thinking skills to handle higher responsibilities. Leadership
and management skills are essential aspect of student outcomes should be enhanced by the higher
educational institutions to their graduates in order to address the needs of the industries. Student
development program may include activities and projects that would develop their skills on change
management, risk management and human resource management.

Oseifuah, Gyekye, NovisiKwadzo and Vukor-Quarshie (2014) determined the extent of

employment success of graduates, the extent to which the degree curricula adequately equip graduates
with basic competencies and skills required for effective job performance. The results of the research
showed the importance of emphasizing English communication and Computer skills in the structure of
the BCOM (Accounting) curriculum. Gines (2014) described the extent to which the various curricular
programs contributed to the development of the graduates’ communication skills, human relations skills,
leadership skills, problem solving skills, and research skills; and to evaluate the degree of effectiveness,
adequacy and relevance of the University’s curricular programs

Vong (2014) likewise, conducted a graduate tracer study intended to evaluate the quality of
education provided by the University as indicated through access to and success in the fields of work.
The study also compared the skills attained from the course of study and the requirements of the labor
market which contribute to the success to the graduates. Celis, Festijo, and Cueto (2013) determined
the job placement profile of the graduates and relevance of school related factors to job placement. It
also identified the work related values and skills that contribute in meeting the demands of the present
job. The study also found that salaries and benefits play a big role in staying or leaving the first job.
Human Relations skills and communication skills are deemed to be the most useful competencies
learned by the graduates from LPU and perseverance was the highest work value for the respondents.
 9
 
Methodology

The researcher used the descriptive method of research which, according to Ariola (2006), is
used to analyze, interpret and report the present status of the subject matter. It is applicable in big
sample or larger population. It also requires the use of questionnaire or other instruments to generate
data prepared by the researcher. Data must be organized and presented systematically so that valid and
accurate conclusions may be drawn from them.

The descriptive method of research was employed in this study to gather information about
existing conditions of the graduates of the University under the Master in Business Administration
(MBA) program from 2014 to 2018. The study, therefore involved the collection of data using
questionnaire in order to answer questions concerning the current status of the respondents.

Participants and Sampling Procedure

Table 1
Respondents of the Study

Number of Actual Number

Year Graduated Percentage
Graduates of Respondents
2014 6 5 83.33
2015 11 8 72.73
2016 5 5 100.00
2017 5 5 100.00
2018 11 10 90.91
Total 38 33 86.84

Table 1 shows the total number of graduates per year and those who responded to the
researcher’s request to participate in the study. The researcher then used these 33 or 86.84% of the
total MBA graduates as the sample size of the study.

It may be noted from the table that years 2015 and 2018 have the most number of MBA
graduates.
 10
 
Table 2
Ranked Frequency and Percentage Distribution of the Respondents’ Profile in Terms of Age, Gender and
Civil Status
 
Profile f %
Age
25-35 19 57.58
36-45 6 18.18
46-55 4 12.12
56-65 4 12.12
Total 33 100.00
Gender
Male 10 30.30
Female 23 69.70
Total 33 100.00
Civil Status
Married 24 72.73
Single 9 27.27
Total 33 100.00

Table 2 shows that more than half (57.58%) of the respondents are between 25 to 35 years of
age. There are only 4 or 12.12% of the respondents whose age is between 56 to 65. Data shows that
majority of the graduates of the MBA program are millennials. Vo (2016) asks “ What does it mean for
the MBA?” Vo observed that the millennial generation is so different from all previous generations that
business schools and businesses are having to scramble to keep up and be relevant. He also emphasized
that millennials have unique perspectives and values for their career, as well as for MBA programs.
According to a study by the Young Entrepreneurs Council, as cited by Vo, millennials are idealistic,
diverse, digitally enabled, social, and ambitious. Business schools that offer mentorship opportunities, as
well as opportunities for applicants to influence their program, are far more attractive (75% of millennials
want a mentor, and 90% want senior people to listen to their ideas and opinions).

From the data presented in Table 2, it can be inferred that during the period, the MBA Program
of the University was dominated by female. According to Ready (2018), getting more women to
consider and complete an MBA program has been a strong focus of business schools around the world for
the last few years. While for most schools the goal of gender equality remains elusive, one school in the
United States has set a new benchmark with its incoming full-time MBA Class of 2020 the first cohort to
include as many women as men — maybe even a few more women — 52 percent. As also cited by
Ready, a 2017 report from the Forté Foundation, a nonprofit consortium of companies, business schools
and the Graduate Management Admissions Council (GMAC) shows that the average enrolment of women
in full-time MBA programs at 36 business schools in the United States rose to about 38 percent (37.8
percent), up less than 1 percent from 37.1 percent in 2016.
 11
 

Table 2 also reveals that significant number of the respondents are married (72.73%). It can be
concluded that even if they are already married, they still desire to pursue advanced study to meet their
personal and professional goals.

Instrument

The questionnaire, developed by CHED and adopted by Gines (2014), was the main instrument
used for data gathering. Modifications were made and delimited to few questions to obtain pertinent
information and data about the employment status of the MBA graduates of the University from 2014 to
2018.

Questionnaire included demographic information about the graduate-respondents in terms of their

age, gender, address, year graduated and location of their company.

Included also in the questionnaire are information about the major line of business of the
companies that employ the respondents, their designation/position in the present job, their employment
status, length of service with the present company, and salary range.

Also part of the questionnaire are the reasons why they pursue MBA program, the contributions of
the program to their personal and professional growth, and their assessment regarding the aspects of the
MBA program. Respondents were also asked to give their suggestions on how the University can further
improve the MBA Program.

Data Analysis and Statistical Treatment

The data collected from the questionnaire was organized, tabulated, analyzed and treated
statistically using percentage (%) and weighted mean.

The researcher also made use of Likert Scaling Techniques to compute the frequency responses
of the respondents. With regards to contributions of the MBA program to the respondents’ personal and
professional growth, the mean responses were interpreted using the following scale:

Range of Mean Values Scale Value Verbal Interpretation

4.20 – 5.00 5 Very High
3.40 – 4.19 4 High
2.60 – 3.39 3 Fair
1.80 – 2.59 2 Poor
1.00 – 1.79 1 No At All
 12
 
For the respondents’ assessment on the different aspects of the program, the mean
responses were interpreted using the following scale:

Range of Mean Values Scale Value Verbal Interpretation

4.20 – 5.00 5 Excellent
3.40 – 4.19 4 Very Good
2.60 – 3.39 3 Good
1.80 – 2.59 2 Fair
1.00 – 1.79 1 Poor

Results and Discussions

This part of tracer study deals with the presentation, analysis and interpretation of data to
determine the employability of the MBA graduates of the University from 2014 to 2018.

Table 3
Frequency and Percentage Distribution of Location of the Companies that Employ the Respondents

Location F %
Bulacan 22 66.67
Manila 10 30.30
Tarlac 1 3.03
Total 33 100.00

As can be seen in Table 3, majority of the respondents are working for companies located in
Bulacan (66.67%) and Manila (30.30%). It may be concluded that respondents opted to enroll in the
MBA program of the University because of its location and since majority of them reside within
Bulacan area (60.61%).

Table 4
Frequency and Percentage Distribution of the Respondents’ Present Status of Employment

Status of Employment F %
Regular/Permanent 31 93.94
Part-time 2 6.06
Total 33 100.00

On the present status of employment of the respondents, Table 4 shows that 93.94% of them
have regular or permanent status. Data shows that majority of MBA graduates of the University have
security of tenure in their jobs, having considered as regular employees.
 13
 
Table 5
Ranked Frequency and Percentage Distribution of the Types of Company/Industry that Employ the
Respondents

Type of Industry F % Rank

Government and Quasi-government 11 33.33 1
Banking, Finance, Insurance 9 27.27 2
Educational Institutions 5 15.15 3
Industrial/Manufacturing 4 12.12 4
Business Process Outsourcing 2 6.06 5
Marketing, Sales, Logistics 1 3.03 6
Services (Trucking) 1 3.03 6
Total 33 100.00

Table 5 shows a wide range of jobs where MBA graduates of the University are employed.
Topping the list is government sector (33.33%) followed by financial institutions 27.27%).

It can be noted that most of the MBA graduates are employed by business organizations related
to their fields.

Table 6
Ranked Frequency and Percentage Distribution of the Respondents’ Present Job Position

Position F % Rank
Managerial Level 19 57.58 1
Supervisory Level 8 24.24 2
Faculty Member 3 9.09 3
No responses 3 9.09 3
Total 33 100.00

Data on Table 6 shows that more than half of the MBA graduates hold managerial (57.58%)
and supervisory (24.24%) positions in their respective organizations.

The high percentage of managers and supervisors enrolled in the MBA program is expected
since most of them are still required to finish the program for promotion and salary increases.
 14
 
Table 7
Ranked Frequency and Percentage Distribution of the Respondents’ Length of Service with the Present
Company

Length of service F % Rank

Less than one year 2 6.06 4
1 – 5 years 16 48.48 1
6 – 10 years 7 21.21 2
11 – 15 years
16 – 20 years 1 3.03 5
21 – 25 years
26 – 30 years 1 3.03
31 – 35 years 3 9.09 3
More than 35 years 3 9.09 3
Total 33 100.0

Since most of the graduates of the MBA program of the University are millennials, it also goes
that most of them are just new in the workplace. Data in Table 7 shows that 48.48% of the respondents
have been employed by their present company for a period of 1 to 5 years. It may also be noted that 6 or
18.18% of the respondents have been employed for more than 30 years who are nearing to retirement.

Based on the informal interview made by the researcher during the distribution and retrieval of
the questionnaires, he became aware that those respondents who are about to retire few years from now
are required to complete the MBA program to get bigger retirement benefits, particularly from the
government sector. Also based on the verbal responses of the respondents, job promotion is the main
reason why younger MBA graduates pursue the program.

Table 8
Ranked Frequency and Percentage Distribution of the Respondents’ Monthly Salary/Income Range

Length of service F % Rank

Below P 20,000 4 12.12 4
P 21,000 – 30,000 3 9.09 5
P 31,000 – 40,000 7 21.21 2
P 41,000 – 50,000 5 15.15 3
P 51,000 – 60,000 8 24.24 1
Above P 60,000 1 3.03 6
No response 5 15.15
Total 33 100.0
 15
 
Even if they have already completed the MBA program, 4 or 12.12% of the respondents receive
monthly salary below P 20,000. But it may also be noted from the data that there are MBA graduates
who are receiving monthly salary range of more than P 50,000. It was observed by the researcher that
those who receive this salary range are those who have spent more than 25 years in the company.

It could, therefore, be concluded that all MBA graduates were capable of sustaining their
education needs during the pursuance of the program.

Table 9
Ranked Frequency and Percentage Distribution of the Respondents’ Reasons for Pursuing MBA
Program

Reasons F % Rank
For career advancement / professional development /
25 75.76 1
job promotion
For personality development / personal growth 10 30.30 2
To gain or acquire additional knowledge 9 27.27 3
To join the academe 7 21.21 4
Self-fulfillment / self-actualization 4 12.12 5
For management skills development (problem-
4 12.12 5
solving/decision making skills)
Be updated with the latest practices in business 3 9.09 6
Meeting the needs of profession 1 3.03 7

Data in Table 9 reveals that career advancement / professional development / job promotion is
the top reason of the respondents for pursuing MBA program. There are also those graduates who
wanted to develop their personality or personal growth as their reason for enrolling in the program.

It may also be noted that almost one-third (27.27%) of the graduates aimed to acquire additional
knowledge why they pursued MBA program.

Other reasons, as presented in the table, are to join the academe, for self-fulfillment/self-
actualization, to develop management skills particularly in the areas of problem solving and decision
making, to be updated with the latest practices in business, and to meet the needs of profession.

Findings of the present study is the same with the findings of the tracer study conducted by
Alera (2016), promotion and professional development are most of the MBA graduates’ reasons for
pursuing advance studies. It may, therefore be concluded that, employees believe that finishing the MBA
program can help them rise in the organization where they belong.
 16
 
But, in an article written by Byrne (2018) entitled “Why people still want an MBA degree”, he
noted that the top of the list, cited by 57% of the prospective students, was the desire to acquire new
skills and knowledge about business. Second on the list, cited by 49% of the respondents, was access to
job prospects, including the opportunity to transition into a new career, with the degree. Not far behind
was access to a strong network and the opportunity to advance a career within the same industry. Slightly
over a third, 38%, said flatly that they wanted the degree to increase their salary, but nearly just as many,
35%, said they pursued an MBA to make a positive difference in the world and to improve society.

In a study conducted by Menez (2014), she stated that the data she gathered is very
noteworthy that there is an avenue for promotion when earning MBA degree.
Through some are not promoted, it maybe attributed that positions specifically in an educational setting
depends on the need of the university and the vacancy of the position fitting qualification of the regular
Member-employees. In the case of two (2) respondents who are in Singapore, they disclosed that Master’s
degree is not a guarantee of promotion in this country. It is more of their dedication and commitment to
their work.
 17
 
Table 10
List of Training and Further Studies Attended by the Respondents After Finishing the MBA Program

Training and Further Studies F %

Doctor in Business Administration 6 18.18
ISO Quality Management System Training 3 9.09
Supervisory Development Course Truck 1 and 2 3 9.09
Leadership Style and Development Training 2 6.06
Advanced Career and Development 1 3.03
Advanced Excel Training 1 3.03
Bank Officership Training 1 3.03
Basic Supervisor Workshop 1 3.03
Basics of Fixed Income Securities and Bond Duration 1 3.03
Certified Bookkeeper Review and Examination 1 3.03
Certified Payroll Professional Review and Examination 1 3.03
Customer Service and Service Recovery 1 3.03
Customer-client Engagement 1 3.03
Cyber Security Seminars 1 3.03
Data privacy forum 1 3.03
Efficient Bank Operations 1 3.03
Financial Options 1 3.03
Financials and Human Resource Training 1 3.03
Hedging Treasury Risk with Forward Foreign Exchange 1 3.03
Human Resource Development Training 1 3.03
Integrating Lean Manufacturing System and Industry 1 3.03
International Trade Transactions 1 3.03
Local and National Tourism Training 1 3.03
Logistics Management Efficiency Training 1 3.03
Material Flow Cost Accounting 1 3.03
Occupational Health and Safety Management System 1 3.03
Phil Financial Reporting Standards Updates 1 3.03
PICPA Tax Seminar 1 3.03
Registered Cost Accountancy Review and Examination 1 3.03
Six Sigma Yellow belt Certification Program 1 3.03
Strategic Planning Workshop and Review 1 3.03
TRAIN Law Updates 1 3.03
Treasury Management Seminar 1 3.03
Work Attitude and Values Enhancement Program 1 3.03

Data show that MBA graduates of the University are willing to learn more and open to varied
trainings, programs and other development opportunities that can improve their professional career and
 18
 
be better members of the business organizations. This is a good finding that more MBA graduates now
who are enthusiastic to take further steps for their career advancement.

MBA graduates also believe that attending related trainings, seminars and advanced studies after
graduating with an MBA degree can be a shrewd way to fast-track into the leadership ranks in their
organizations.

As presented in the table, 6 or 18.18% have pursued further study, specifically in the DBA
program, while the rest or 27 MBA graduates, representing, 81.82% did not pursue further studies, which
indicates that having a doctorate degree is not a priority.

Table 11
Weighted Mean and Verbal Interpretation of the Extent of Contribution of the MBA Program to the
Respondents’ Personal and Professional Growth
 

Program Contributions Weighted Mean Verbal Interpretation Rank

Meeting the needs of the profession 4.52 Very high 5
Information technology skill 3.64 High 11
Personality development 4.55 Very high 4
Decision-making skill 4.58 Very high 3
Problem solving skill 4.64 Very high 2
Critical thinking skill 4.70 Very high 1
Human relation skill 4.64 Very high 2
Research capability 4.36 Very high 9
Communication skill 4.39 Very high 8
Salary improvement 4.42 Very high 7
Learning efficiency 4.58 Very high 3
Organizational skill 4.55 Very high 4
Values formation 4.48 Very high 6
Leadership skill 4.39 Very high 8
Job promotion 4.33 Very high 10
Grand Weighted Mean 4.45 Very high

As can be seen in Table 11, MBA graduates claim that critical thinking is the number one skill
that was developed because of the program. The contribution of the MBA program to develop this skill
has the highest weighted mean (4.70), with verbal interpretation of very high. It is followed by human
relation and problem solving skills (x̅ =
4. 64).

With respect to the other program’s contribution to personal and professional growth of the
graduates, the respondents rated all items to be very highly contributory, but on a different level, as
evidencedbytheir weightedm
eanr esults asfol ows: l earningeffi ci ency(x̅ =4.58), decision-making skill
(x̅ =
4. 58), organizational skill ((x̅ = 4. 55), personality development (x̅ =
4. 55), meeting the needs of the
 19
 
profession (x̅ =
4.5 2) , values formation (x̅ = 4.4 8), s alary improvement (x̅ =
4.4 2), communication skills
(x̅ =
4.3 9), research capability (x
̅ =
4.3 6
), andjobp
ro
motion(x̅ =4.3).

It may now be observed, contrary to the previous discussions that career advancement /
professional development / job promotion is the top reason of the respondents for pursuing MBA
program, data in Table 11 reveals that job promotion, with a weighted mean of 4.33, though verbally
interpreted as very high, ranks number 10 in terms of the contribution of the MBA program to the
professional growth of the respondents.

Expectedly, the lowest in ranking is information technology skill. Information technology is not
part of the curriculum of the MBA program of the University. However, it should not be ignored that
MBA program still contributes to the development of the respondents’ information technology skill, as
they claimed that MBA program’s contribution is still high, though, the lowest weighted mean of 3.64.

Mihail and Elefterie (2006) also found that MBA studies have a positive effect on skills,
employability and compensation and a much moderate effect on career advancement. More
specifically, gaining an MBA provides graduates with business-­‐related competencies; enhances
graduates' employability; promotes career advancement; and leads to increased compensation.

In their tracer study conducted, Segismundo and Zacarias (2017) also found that the MBA
programs of study have “very highly” contributed to the graduates’ personal and professional growth
particularly on people skills, personality development, values formation, problem-solving skills, critical
thinking skills, and academic profession

In an article written by Blackman (2016), he pointed out some key benefits that MBA program
can offer: it gives students new skills and knowledge that will enhance their career; having an MBA is a
powerful tool that can increase job security with their current employer or within their current industry;
the MBA degree is also a powerful differentiator in a crowded marketplace; and it enhances their
experiences by exposing them to different business practices, cultures and points of view.

Overall, it may be concluded that the MBA program of the University has a very high
contribution to the development of the respondents’ personal and professional growth.
 20
 
Table 12
Weighted Mean and Verbal Interpretation of the Respondents’ Assessment on the Different Aspects of
the MBA Program
 
Program Aspects Weighted Mean Verbal Interpretation Rank
Professor’s practice and method of teaching 4.48 Excellent 5
Professor’s knowledge of subject matter 4.61 Excellent 2
Teaching and learning environment 4.42 Excellent 6
Commitment given to research 4.15 Very Good 9
Time to complete the program 4.39 Excellent 7
Teacher-student relationships 4.39 Excellent 7
Range of courses/subjects 4.39 Excellent 7
Relevance to profession 4.55 Excellent 3
Extracurricular activities 3.24 Good 12
Interdisciplinary learning 3.82 Very Good 10
Quality of instruction 4.36 Excellent 8
Library resources 3.67 Very Good 11
Class size 4.52 Excellent 4
Modular approach 4.70 Excellent 1
Grand Weighted Mean 4.26 Excellent

It may be noted from the table that, overall, MBA graduates assessed the program aspects as
excellent, but on a different degree of each aspect.

The table presents that, among the 14 aspects of the MBA program of the University, modular
approach was rated by the respondents as excellent (4.70), number one in ranking. Modular approach
means that one particular 3-unit course in the MBA curriculum may be completed by a student in six
consecutive weeks, eight hours per meeting or session.

Second in ranking, with a weighted mean of 4.61, with verbal interpretation of excellent, is the
professor’s knowledge of subject matter. MBA graduates claim that MBA professors of the University
are very knowledgeable of the subjects being taught. This is because, as observed by the researcher,
professors are given subjects which are aligned to their specialization and expertise.

The graduates also affirmed that the MBA program is relevant to their professions, which is third
in ranking. (x̅=4.55, Excellent). It may be concluded, therefore, that MBA graduates feel very satisfied
with the significance and applicability of the program with their professional and personal growth.

The other program aspects assessed by the MBA graduates as excellent, but on a different level,
are: class size (x̅=4.52), professor’s practice and method of teaching (x̅=4.48), teaching and learning
environment (x̅=4.42), time to complete the program (x̅=4.39), teacher-student relationships (x̅=4.39),
 21
 
range of courses/subjects (x̅=4.39), and quality of instruction (x̅=4.36). As can be seen, quality of
instruction, though rated as excellent, but it has the lowest mean in this group of program aspects.

But, it may also be noted that commitment for research (x̅=4.15), interdisciplinary learning
(x̅=3.82), and library resources (x̅=3.67 ) are assessed by the respondents as very good. Improvement is
needed for this particular group of program aspects. It can be observed that library resources has the
lowest mean, although rated as very good. It can be supported at the latter part of the study, specifically in
Table 13, that this is one of the struggles or problems of the MBA graduates during their stay in the
University.

The lowest mean rating which is 3.24, verbally interpreted as good, pertains to extra-curricular
activities. It can be concluded that MBA graduates are yearning for other approaches of teaching
methodology involving some extra-curricular activities as revealed also in the latter part of this study,
specifically in Table 14.

Table 13
Frequency and Percentage Distribution of the Difficulties Encountered by the Respondents While
Enrolled in the MBA Program

Difficulties F %
Work schedule sometimes conflict with class schedule 7 21.21
Time management 4 12.12
Library resources and references or materials are limited and hard to find 4 12.12
Conducting and completing research due to time 1 3.03
Enrollment process 1 3.03
Group work activities to meet schedules of member 1 3.03
Research/project works usually done at night 1 3.03
To understand some concepts and terminologies in management and
1 3.03
accounting since my background is not business management

Graduate-respondents were also asked if they were working while pursuing the MBA program,
and 100% of them said they were. As presented in the table, 21.21% of them had difficulty in terms of
conflict between their class schedule and work schedule, although MBA classes are being held every
Saturday. Time management also appears to be a problem or struggle of the respondents while they were
pursuing the program, one of them even mentioned that he/she could not complete his/her research works
because of time constraint.

Four or 12.12% of the graduates mentioned that library resources or materials and other
references are limited and hard to find, especially when they were writing their research.
 22
 
One particular graduate had a problem in terms of understanding some concepts and even
terminologies in the field of management and accounting, because her/his background is not related to
business management.

Table 14
Respondents’ Suggestions on how the University can Improve its Course Curriculum

Suggestions
Have some outdoor activities related to subject/course
Add extra-curricular activities, seminar, symposia
Workshops can be incorporated as part of extra-curricular activities
Introduce field works and seminar
More extra-curricular activities
Training or seminar type of subjects
Innovate learning approaches
Accept students with at least 2 years of working experience
Add subjects like labor laws, obligation and contracts, and other business taxation subjects
Be more technical when it comes to accounting problems or subjects, wherein excel can be used to
make problem solving easier and faster
Offer certification programs
Electives that are aligned with the current trends and practices
Include research writing
Offering online program
Continuous quality improvement
Provide internet access in the classroom/ WIFI can easily be accessible
Technical formatting (APA) of strama paper should be discussed earlier/before the start of the subject
To give more research assignments and works
To offer seminar or short courses for non-business students who wish to enroll in MBA

There are a number of suggestions or recommendations from the MBA graduates on how the
University can further improve the program, and it is noteworthy to say that the first seven (7)
suggestions are related to incorporating extra-curricular activities to the MBA curriculum. This is the
program aspect of the MBA with the lowest weighted mean as assessed by the graduates.

Bloomberg (2011) released a news article entitled “Twenty top ideas for a better MBA” and it
was about a contest it conducted called “What one idea would improve graduate management
education?” Among the 600 entries from people in 60 countries and participated in by professors,
students, MBA graduates and executives, the winner was the idea of Alice Stewart, Associate Professor
of Strategic Management, School of Business and Economics, North Carolina Agricultural and Technical
State University. Rather than a fixed generic curriculum, Stewart suggests creating specialized stackable
 23
 
knowledge units made up of perhaps three or four courses or co-curricular activity units each. This allows
students to consume chunks of knowledge as needed or desired for career development, have some
certificate as an intervening credential.

In an article entitled “Can MBA Curricula Be Improved?” published by Academy of

Management, the organization cited that other research has addressed more domain-specific curricular
areas including the need for bolstering evidence-based management, technology management,
innovation/entrepreneurship, applied research skills, systems thinking, business history, diversity and
cultural competence, behavioral coursework and ethics.

Conclusion and Recommendations

Based on the foregoing discussions, it was found that majority of the graduates of the
MBA program from 2014 to 2018 are millennials who are idealistic, diverse, digitally enabled, social,
and ambitious.

The MBA Program of the University during the period was dominated by female and getting
more women to consider and complete an MBA program has been a strong focus of business schools
around the world for the last few years. The program was also dominated by graduates who are married
and they still desire to pursue advanced study to meet their personal and professional goals.

Likewise, majority of the MBA graduates of Baliuag University are working for companies
based in Bulacan and Manila. They decided to enroll in the MBA program of the University because of
its location, since majority of them reside within Bulacan area.

Most of the graduates of MBA graduates of the University are holding managerial and
supervisory positions having regular or permanent status and are being employed by business
organizations related to their fields.

The researcher also found that there are MBA graduates who are about to retire few years from
now and they wished to complete the MBA program to get bigger retirement benefits, particularly from
the government sector, however job promotion is the main reason why younger MBA graduates pursue
the program.

The MBA graduates are willing to learn more and open to varied trainings, programs and other
development opportunities because they believe that attending to these activities and advanced studies
after earning the MBA degree can be a shrewd way to fast-track into the leadership ranks in their
organizations.
 24
 
It is also found that the MBA program of the University has a very high contribution to the
development of the graduates’ personal and professional growth particularly on the critical thinking skill
with the highest mean rating.

The MBA graduates also assessed the program aspects as excellent, but on a different degree of
each aspect, but it was found that Modular Approach got the highest mean rating. However, extra-
curricular activities as another program aspect, has the lowest mean rating and assessed as good. It is,
therefore, concluded that MBA graduates are yearning for other approaches of teaching methodology
involving some extra-curricular activities.

Because all the graduate-respondents are working, consequently, time management and time
conflict between class schedule and work schedule were found to be the major difficulties they
encountered while pursuing the program.

In view of the fact that extra-curricular activities got the lowest mean rating among the 14 aspects
of the MBA program as assessed by the graduates, then they suggested that incorporating extra-
curricular activities to the MBA curriculum is one way on how BU can improve the program.

Based on the foregoing conclusion, the following recommendations are being proposed:

1. Professors of the MBA program may be encouraged to make use of other teaching
methodologies where extra-curricular activities can be provided and incorporated. As part of
extra-curricular activities, MBA students may also be involved in community extension
projects of the Graduate School to develop among themselves the value of compassion to
social issues, teamwork and unity.

2. Periodical review of the MBA curriculum may be conducted by the faculty experts, industry
practitioners and alumni to update the course program based on the needs of time and of the
industry and also to ensure its relevance and competitiveness.

3. The Graduate School may also develop linkages with other commercial establishments and/or
business organizations for collaboration and partnership as one way to improve the MBA
program.

4. The delivery of instruction may also provide activities that will further improve and develop
the abilities of the MBA students in terms of research capability, communication skill, values
formation, decision-making skill, problem solving skill and critical thinking.

5. Suggestions given by the graduate-respondents may also be considered by the Graduate School
and Administration such as offering online program, certification programs, seminar type of
course, electives which are aligned with the current trends and practices, and others.
 25
 
6. Future researchers may conduct a follow up study on employers’ assessment of the
University’s MBA graduates regarding their performance as managers or supervisors in their
respective field or organization.

References

Alera, DP. C. (2016) Tracer Study of the MPSPC Master in Business Administration (MBA) Graduates
from 2003-2014. Retrieved from http://www.mpspc.edu.ph/index.php/15-abstracts/162-tracer-
study-of-the-mpspc-masters-in-business-administration-mba-graduates-from-2003-2014

Allen, J. and Velden, R. (2001). Educational Mismatches Versus Skill Mismatches: Effects on Wages,
Job Satisfaction, and On-the-job Search. Oxford University Press

Ariola, M.M.(2006). Principles and Methods of Research, Quezon, City, Phils.: Rex Bookstore

Badiru, E.O. and and Wahome,M. (2016) Conducting Graduate Tracer Studies for Quality Assurance in
East African Universities: A Focus on Graduate Students Voices on Quality Culture Journal of
Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7,
No.6, 2016

Blackman, S. (2016). Four Key Career Benefits From MBA Programs. Retrieved from
https://www.usnews.com/education/blogs/mba-admissions-strictly-business/2016/04/08/4-key-
career-benefits-from-mba-programs

Bloomberg (2011). Twenty top ideas for a better MBA. Retrieved from
https://www.bloomberg.com/news/photo-essays/2011-01-20/twenty-top-ideas-for-a-better-mba

Buenviaje, M.G., Encio, H.A, Refozar, R.F., Anuran, A., Camello, N.C. and , Laguador, J.M.
Employability and Skills of MBA Graduates from Literature Review as Input to Student
Development Program. Quest Journals Journal of Research in Business and Management
Volume 4 ~ Issue 5(2016) pp: 16-21. Retrieved from http://research.lpubatangas.edu.ph/wp-
content/uploads/2016/08/Employability-and-Skills-of-MBA.pdf

Byrne, J. (2018). Why people still want an MBA degree. Retrieved from
https://www.forbes.com/sites/poetsandquants/2018/06/15/why-people-still-want-an-mba-
degree/#7554de54288e

Carlson, O. (2014). Internationalization of the MBA curriculum and its impact on building students'
global competencies. Retrieved from the University of Minnesota Digital Conservancy,
http://hdl.handle.net/11299/167714.
 26
 

Celis, M.I., Festijo, B., and Cueto, A. (2013). Graduate’s Employability: A Tracer Study for Bachelor of
Science in Hotel and Restaurant Management. Asian Academic Research Journal of
Multidisciplinary. Vol. 1, Issue 11. July 2013

De Ocampo, R., Bagano, A.J. and Tan, A.L. (2012). Culture of entrepreneurship versus employment.
Paper presented at the 2012 5 th Taiwan-Philippines Academic Conference: Digital Humanities
and Cultural Studies to be held at Aletheia University, New Taipei City, Taiwan on October 20,
2012. Retrieved from
http://ddh.epage.au.edu.tw/bin/downloadfile.php?file=WVhSMFlXTm9MekkzTDNCMFlWODB
NVEV3TjE4e
k1qTXpOalkyWHpjNE1EazJMbVJ2WTNnPQ==&fname=VlZORExrUmxJRTlqWVcxd2J5MU
ZiblJ5WlhCeV pXNWxkWEp6YUdsd0xtUnZZM2c9 [ June 2017]

Encio, L.T., Bonete, N.G., Libo-on, R.M., Baldeviso, N.S., and Crucero, T.E. A Tracer Study for
Graduates of Thai Nguyen University of Economics and Business Administration (TUEBA) and
Central Philippine University (CPU) Joint Degree Programs at Thai Nguyen City, Vietnam.
Retrieved from https://cpu.edu.ph/uncategorized/a-tracer-study-for-graduates-of-thai-nguyen-
unversity-of-economics-and-business-administration-tueba-and-central-philippine-university-cpu-
joint-degree-programs-at-thai-nguyen-city-vietnam/

Gines, A.C. (2014). Tracer Study of PNU Graduates, Philippine Normal University, American
International Journal of Contemporary Research Vol. 4 No. 3; March 2014

Macatangay, L. (2013). Tracer Study of BSCS Graduates of Lyceum of the Philippines University from
2004-2009. Academic Research International. Vol.4, No. 5; September 2013

Menez, Dr. N. (2014). Tracer study of the Master of Business Administration (MBA) graduates from
2008-2012. Asia Pacific Journal of Education, Arts and Sciences Vol. 1, No.1. Retrieved from
http://oaji.net/articles/2015/1710- 1440015465.pdf [ July 2017]

Mihail D. and Elefterie, K. (2006). Perceived effects of an MBA degree on employability and career
advancement: The case of Greece, Career Development International, Vol. 11 Issue: 4,
pp.352-361, https://doi.org/10.1108/13620430610672559

Oseifuah, E.K., Gyekye, A.B., NovisiKwadzo, and Vukor-Quarshie (2014) , Bachelor of Commerce
Programme and Employability of University of Venda Graduates, South Africa University of
Venda, South Africa. Journal of Economics and Behavioral Studies Vol. 6, No. 4, pp. 291-301,
Apr 2014 (ISSN: 2220-6140)

Ready, B. (2018). The MBA Program Where Women Outnumber Men. Retrieved from
https://www.mbanews.com.au/the-mba-program-where-women-outnumber-men/
 27
 

Schomburg H. and Ulrich T. (2011). Employability and Mobility of Bachelor Graduates in Europe: Key
Results of the Bologna Process. Netherlands: Sense Publishers.

Segismundo, M.C. and Zacarias, M.M. (2017). LCUP’s Contribution to the Nation’s Human Capital: A
Tracer Study of MAED, MBA and MABS Graduates, AY 2012-2013 to 2015-2016.
http://www.ijern.com/journal/2017/October-2017/18.pdf

Son, H.H (2007), The Role of Labor Market in Explaining Growth and Inequality: The Philippines Case
Economic and Research Department. Asian Development Bank, Retrieved from
https://phileconsoc.files.wordpress.com/2013/03/hhson_inequity_in_labor.pdf

UNESCO (1992) , A Tracer study of recent graduates: implications for education and manpower
planning. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000217631

Use of Alumni Tracer Study to Maintain Curriculum Relevancy. Essays, UK. (November 2018).
Retrieved from https://www.ukessays.com/essays/education/use-of-alumni-tracer-study-to-
maintain-curriculum-relevancy-education-essay.php?vref=1

Vo, K. (2016). Millennials and the MBA. Retrieved from

https://www.metromba.com/2016/03/millennials-and-the-mba/

Vong, C. (2014). Tracer Study on the Gainful Employability Graduates of Year 2012. Royal University
of Phnom Penh - Quality Assurance Unit . Retrieved from
http://www.rupp.edu.kh/center/qau/files/Tracer_Studies/Tracer%20Study%202012-14E.pdf

View publication stats