From Business Education to Employability: A Tracer Study of Financial Management Graduates at Ifugao State University
Keywords:
business education; curriculum relevance; financial management; graduate employability; tracer studyAbstract
The Financial Management program major is offered in the Bachelor of Science in Business Administration (BSBA) course to address the needs of learners by offering a degree that paves the way for various job opportunities. In pursuit of quality assurance and continuous program improvement, the university has cascaded responsibility to the college to monitor its graduates’ employment statuses and to evaluate the extent to which business education has supported their professional roles. To support this initiative, a quantitative and qualitative approach was adopted, with a modified graduate tracer study descriptive-survey form being administered online to 145 BSBA graduates. Of these, 86 graduates majored in Financial Management from 2021 to 2023, but only 62 responded and completed the survey. The findings reveal a high employability rate (74.2%), with most graduates finding work soon after graduation. However, many initially entered contractual or clerical positions, reflecting the competitive nature of the job market. Based on the survey results, the most significant areas in alumni employability are curriculum content, mode of instruction, student services, facilities and career guidance. As a result, the researchers recommend enhancing the BSBA Financial Management program by increasing curriculum relevance, providing ongoing training and seminars for faculty, strengthening the support available to students, and enhancing administrative services. The findings highlight the importance of continuous program development in equipping graduates with the essential skills needed for long-term professional success, thereby contributing to both regional workforce development and economic growth. Additional recommendations include improving career advice, expanding internship opportunities, and integrating more entrepreneurial and digital skills into the curriculum.
https://doi.org/10.26803/ijlter.24.5.36
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