ASCERTAINING THE QUALITY OF LIBERAL ARTS EDUCATION
THROUGH GRADUATE TRACER STUDY
By
Dr. David Cababaro Bueno
Dean, Graduate School
Ms. Teresita Ragadio Dumlao
Dean, College of A/S & Education
The Liberal Arts (LA) curriculum aims to help students how to think critically, or
how to build intellectual muscles that allow them to analyze and organize ideas, and
broaden their understanding of the world by having them grapple with underlying
principles and issues that are behind the challenges facing society and themselves. Thus,
this study was conducted to ascertain the quality of LA education through graduate tracer
study. The researcher used the descriptive method of research and the data were analyzed
through descriptive statistics. Convenient sampling and GTS survey-questionnaire
provided by the CHED were employed. There was a high employability rate among
graduates. “Cold calling” or “Words of Mouth” and as “walk-in applicant” were effective
in finding a job. School’s job placement office played a vital role in the employment of
graduates. The graduates were qualified enough to be absorbed immediately by various
nationwide earning higher than the minimum wage. The curriculum nurtured the skills
needed and provided them the necessary skills, values, and competences as required by the
industry. Communication skills, human relations skills, information technology skills,
critical thinking skills, and problem-solving skills were found very useful to the graduates
in their first job.
Keywords: Quality Liberal Arts Education, tracer study, descriptive method, convenient
sampling, Olongapo City, Zambales
Introduction
In Columban College, Inc. the Liberal Arts (LA) programs include Political
Science, Communication, Mathematics, English, and Social Work. The LA curriculum
aims to help students achieve two things: 1) to teach them how to think critically, or how
to build intellectual muscles that allow them to analyze and organize ideas, and 2) to
broaden their understanding of the world by having them grapple with underlying
principles and issues that are behind the challenges facing society and themselves. There is
a myth that LA degrees do not lead to any jobs, but this is quite untrue. LA degrees are
great preparation for careers in social worker, community developer, business, teaching,
journalism, law, the arts, and many other careers.
The researchers would say that LA training is an important preparation for anyone
who wants to be a leader in society. Looking to the future, they believe that LA training
will be even more valuable as jobs will be increasingly information age jobs where people
will be required to effectively manage ideas and information. LA graduates will have the
ability to adapt and re-train themselves to take advantage of opportunities that arise in our
increasingly dynamic global economy."
"A LA education liberates minds and prepares leaders. It emphasizes undergraduate
education, high academic standards, and freedom of thought and inquiry. LA students are
exposed to a wide range of ideas, both popular and unpopular." "The LAs are in great
demand. They are a part of every student's curriculum because Liberal Arts' skills and
understanding are essential to business, government, science, and, indeed, to all intelligent
human endeavors. They not only prepare one for the job market, they make life
worthwhile.
"What is most needed in management today is the ability to think
independently and creatively; to function in an imperfect, changing, and
ambiguous environment; to make decisions when all the data required to
solve the problem are lacking; to negotiate and compromise; to be riskseeking and entrepreneurial, not to rely on quantitative and analytical
data; to recognize short- and long-term implications; to avoid the obvious
and solely subjective; to develop effective working relations with peers; to
motivate people and resolve conflicts; and to establish effective
informational networks. These are all abilities fostered by the Liberal
Arts." -- Arthur F. (Skip) Oppenheimer, A Businessman Looks at the Values of Liberal Arts, ADE Bulletin.
Thus, "Liberal arts education is the knowledge matrix of the global
competitive environment. With its cultivation of scientific, social and
cultural literacy, it prepares the student for an increasingly diverse and
complex world. With its development of critical and analytical skills, it
prepares the student to grasp the direction of the changes that sweep over
us. It is the education that mirrors the world in which we live and shapes
the leaders we require." -- Richard J. Scaldini, Making the Case for Liberal Education,
excerpted from the Cleveland Plain Dealer, July 9, 2002, and published on the Web site of the
Association of American Colleges and Universities.
Most colleges and universities consider education to lie at the nucleus of their
academic mission. Yet few have developed systematic processes for enhancing and
assuring education quality. Traditional quality improvement focuses on inputs like
admissions selectivity, faculty expertise, student-faculty ratios, facilities, and expenditures.
Such improvements require action by people outside the department – for instance, to
change admissions policies or increase budgets. When asked what the department can do
for itself, the tendency is to talk about updating the curriculum and adjusting the balance
between class sizes and teaching loads with no room for consideration the contribution of
the data from the graduates. Such efforts are fine as far as they go, but they fail to address
many key determinants of quality education which can be exposed in this tracer study.
“Education Quality Processes” can be defined as follows (Massy, 2003).
Education quality processes are organized activities dedicated to
improving and assuring educational quality. They systematize a school’s
approach to quality instead of leaving it mainly to unmonitored individual
initiative. Education quality processes should not be confused with
teaching and learning itself. Course development is not the same as
teaching, for example. One might say that quality processes plan and
govern the delivery and evaluation of teaching and learning which can be
done initially by conducting a tracer study.
Thus, graduate surveys constitute one form of empirical study, which can provide
valuable information for evaluating the results of the education and training of a specific
institution of higher education like Columban College. This information may be used for
further development of the institution in the context of quality assurance. After which, the
college can propose an advanced approach for tracer studies which should enable the
institution of higher education to get information to indicate possible deficits in a given
educational programs, the A/S programs and to serve as a basis for future planning
activities. Therefore information on the professional success (career education, trainings,
employment status, and income) of the graduates is needed as well as information on the
relevance of knowledge and skills (relationship between knowledge and skills and work
requirements, area of employment, professional position). Graduates might also be asked
to assess the study conditions and provisions they experienced retrospectively (evaluation
in a narrow sense) by employing the survey-questionnaire designed to gather the relevant
data needed.
Moreover, GTS has the advantage of securing a systematic information input by
standardization and representative determination of the output without having to rely on
the construction of a permanent information system. This is a very important advantage in
countries on the edge of industrialization and in developing countries.
Graduate surveys can show a considerable variety of content. For example, they by
no means have to postulate that study success is proved by professional success only.
Discrepancies between study success and professional success and their reasons as a result
of specific motives of the graduates or of unfavourable regional employment markets may themselves be the objects of the survey and of the analysis.
The study was premised on the analysis of the educational and professional biography of the graduates, assessment of employment data like reasons for accepting and
staying in the job which can contribute in explaining instead of measuring the output of the
college in a one-sided manner. The last aspect is of particularly high importance as many
evaluation surveys only intend to examine the different measures of success, but without
offering help in improving the college situation.
Purposes of the Study
1. To gather pertinent data relative to the profile of the graduates in terms of civil
status; gender; and reasons for taking the course.
2. To ascertain the quality of curricular offering relevant to the first job of the
graduates.
3. To ascertain the quality of LA education through the employment data of the
graduates in relation to employment status; present occupation; reasons for staying on the
job; ways of finding the first job; number of months/ years in landing the first job; and
monthly income.
Research Methodology
This study utilized the descriptive method of research. It portrays selected
biographical characteristics of the graduates from 2007 – 2010. The actual number of
graduates were traced and identified through the help of the office of the Admissions and
Registration of the college. There were five (5) BS-M; eighteen (18) AB-PS; thirty (30)
AB-E; thirty (30) AB-MC; and twenty-six (26) BSSW graduates from 2007 – 2010. From
this actual number of graduates, the researchers were able to traced 100% BS-M; 83.33%
AB-PS; 90% AB-E; 83.33% AB-MC; and 96.15% BSSW. Thus, convenient sampling was
employed in the study. Table 1 presents the actual number of traced graduates per program.
Table 1. Distribution of Arts and Sciences Graduates Per Program & Year of
Graduation
PROGRAMS
BS-M
AB-PS
AB-E
AB-MC
BSSW
2007
N n
3
3
9
7
9
8
4
4
9
9
2008
N
n
1
1
2
2
9
7
8
6
7
7
2009
N
n
0
0
5
4
4
4
13
10
2
2
2010
N
n
1
1
2
2
8
8
5
5
8
7
TOTAL
N
n
5
5
18
15
30
27
30
25
26
25
%
Traced
100
83.33
90
83.33
96.15
N = Actual Number of Graduates (109)
n = Number of Traced Graduates (97 or 88.99%)
The instrument used in this study was the GTS survey-questionnaire provided by
the CHED. The data gathered were recorded, tabulated, and analyzed by means of
Percentage and Mean.
Results and Discussions
1. Profile of the Graduates
The profile of the graduates is presented in Table 2. These are grouped according to
civil status, gender and reasons for taking the course.
1.1 Civil Status. Table 2 reveals the distribution of the graduates in terms of civil
status. As revealed, greatest percentage (55.67%) of the graduates is single; followed by
married (39.17%); single parent (3.09%); and separated (2.06%). It is very interesting to
note that there are 7 or 2.00 percent, who are separated and 20 or 8.55 percent, who are
single parent.
1.2 Gender. Distribution of graduates in terms of gender is also exposed in Table
2. As can be gleaned in the Table, majority (72.16%) of the Arts and Sciences graduates
are female. While male graduates is exposed resulting to 27.83 percent. It only shows that
programs under Liberal Arts are female dominated.
1.3 Reasons for Taking the Course. Various reasons of the graduates for taking
Liberal Arts program are explicitly shown in Table 2. As exposed, reasons for enrolling in
the program such as prospect for immediate employment (97.94%); prospect for
immediate employment (92.78%); availability of course offering (91.75%); affordable for
the family (88.66%); strong passion for the profession (84.53%); status or prestige of the
profession (80.41%); as well as prospect of attractive compensation (73.19%) are topped
on the list. Other minor reasons revealed are opportunities for employment abroad, high
grades in the subject related to the course, influence of parents or relatives, peer influence,
and being inspired by a role model. These are also considered as strong considerations for
the taking the course regardless of civil status, and gender. In short, the graduates are very
optimistic to land on a prestigious job once they graduate either locally or internationally.
Table 2. Profile of the Graduates
Profile of Graduates
Frequency
%
Total
54
38
2
3
97
55.67
39.17
2.06
3.09
100
Total
27
70
97
27.83
72.16
100
58
43
34
32
82
90
78
89
95
86
71
63
59.79
44.32
35.05
32.98
84.53
92.78
80.41
91.75
97.94
88.66
73.19
64.95
Civil Status:
Single
Married
Separated
Single Parent
Gender:
Male
Female
Reasons for Taking the Course: (Multiple Responses)
High grades in the subject related to the course
Influence of parents or relatives
Peer Influence
Inspired by a role model
Strong passion for the profession
Prospect for immediate employment
Status or prestige of the profession
Availability of course offering
Prospect of career advancement
Affordable for the family
Prospect of attractive compensation
Opportunity for employment abroad
Considering the viewpoint of academic counselors, expert educators in Liberal Arts
and students as well, when choosing a career, first consider your interests. Start with the
courses you like. Suppose you are a Political Science or Social Work major. Think about
what you enjoy most about that major. Is it the research? If so, you might want to explore
research-intensive occupations, such as research assistant and paralegal or social worker as
counselor.
Interest and skill assessments, many of which are offered as career counseling
services, can help you to pinpoint your preferences. These exercises allow you to create a
personal inventory for identifying strengths and weaknesses. Preferences aside, you may
have skills employers’ favor, even if you are not aware that you have them. As a Liberal
Arts student, you have technical qualifications related to your particular major. Learning
what those qualifications are can prepare you for specific occupations.
Communication and English majors for example, usually have editing and writing
skills, which are essential for media, public relations, and publishing occupations. These
are just a few of the many ways that liberal arts studies apply directly to occupations.
Some students dismiss these subject-specific careers because they think that there are too
few jobs in them. But evidence suggests that each of the fields previously mentioned,
while relatively small, is growing. For example, employment of market research analysts is
projected to grow by 20 percent between 2006 and 2016 and to provide more job openings
for workers new to those occupations. Communications and media jobs are expected to
grow by 11 percent and provide more openings (National Association of Colleges and
Employers-NACE, 2005).
Liberal arts students often end up broadening their search when choosing work. In
fact, solid training in Liberal Arts subjects is more of an asset than many students realize
but they soon discover its value when they start a job. A student who majored in
Mathematics landed a job in investment banking. When applying for the job, he
highlighted the finance projects that he had worked on outside of his usual coursework. His
unique perspective and skill set gave him an advantage over more occupationally
specialized students. “Because of his Liberal Arts courses, he approached problems at
work differently”. He also became the point person for all of the writing in his office.
In addition to knowing the skills and preferences, some students suggested that it is
needed to know the information about career fields and employers to make a decision
about what to do. But like many students, those who study Liberal Arts don’t always know
enough about career possibilities and the business world. Fortunately for Liberal Arts
students, the research skills they use in their coursework are applicable to learning about
businesses, too. Experts suggest that students approach career research as they would any
other research project: by talking to specialists and reviewing news articles, journals, Web
sites, and other resources. Nearly all career centers offer Internet resources that describe
occupational choices by college major. But online research should be considered one of
many steps.
2. Employment Data of the Graduates
2.1 Present Employment Status . The present employment statuses of the
graduates are shown in Table 3. As reflected, greater (59.79%) percentage of the graduates
is enjoying regular or permanent employment status, while 18.56% are contractual; and
14.43% are self-employed. It is saddening to note that there 7.22% who are not yet
employed at moment although this is quite small percentage relative to the current
employment status. Reasons presented by these unemployed graduates are advance or
further study, family concern and decision not to find a job, health-related reasons, lack of
work experience, no job opportunity, and other still did not look for a job until now.
Table 3. Present Employment Status of the Graduates
Employment Status
Frequency
%
Regular or Permanent
Contractual
Self-employed
Not Yet Employed
Total
58
18
14
7
97
59.79
18.56
14.43
7.22
100
2.2 Present Occupation. Table 4 exposes the present occupation of the ninety (90)
employed graduates. As exposed, 23.33% of the graduates are employed as social worker;
16.66% are government employees; 15.55% are educators (teacher/ instructor); 15.55% are
owner/ managers of their own businesses; 13.33% are corporate communication officers;
11.11% are customer/ public relations officers; 4.44% are technical support
representatives.
Although, this is one of the proofs of quality education and measure of success
identified is Evidence-Based Expectations, which is driving consumers to seek proof of
institutional claims about outcomes. Columban College as a higher education institution
simply must do a better job of demonstrating how the experiences they provide translate
into successful outcomes and employability of graduates. The need for this is critical,
given an unemployment rate of nearly 7.22%.
Table 4. Present Occupation and Place of Work of the Graduates
Present Occupation
Frequency
Social Worker
Teacher/ Instructor
Government Employee
Customer/ Public Relations Officer
Corporate Communication Officer
Technical Support Representative
Owner/ Manager
Total
21
14
15
10
12
4
14
90
%
23.33
15.55
16.66
11.11
13.33
4.44
15.55
100
Globally, we know employers value what Liberal Arts graduates bring to the
marketplace. In a 2010 National Association of Colleges and Employers (NACE) study,
the top 5 skills employers seek in prospective employees and believe are key to their job
success were communication skills, analytical skills, the ability to work in teams, technical
skills, and a strong work ethic. In a global context, in a 2010 Association of American
Colleges and Universities (AAC&U) study, 81% of company executives said they value
employees who are able to research and conduct evidence-based analysis. Thus, still the
College needs to connect the dots between the academic experiences on the campus and
the graduates’ employability and job success. Simply saying our graduates are successful
won’t satisfy an increasingly knowledgeable and skeptical higher education marketplace.
Lastly, in a report released last year by the Center on Education and the Workforce (2010),
a call went out to colleges recommending they go so far as to “be more career-oriented
than they have been and to overhaul the way they educate students, to much more closely
align the curriculum with specific jobs” and to “streamline their programs, so they
emphasize employability.” The findings are in consonance to the findings of NACE in
2007 stating that Liberal arts students’ employment and earnings have increased over time.
More liberal arts graduates are reporting employment that relates to their degree. And more
recently, salary offers have raised for many Liberal Arts graduates. Those who study
Liberal Arts can pursue a range of careers. Most entry-level positions require people who
can learn quickly and solve problems; the specifics are taught on the job. “A general
college degree is the major entry-level credential you need,” says author and speaker
Donald Asher. “Employers are looking for the skills a candidate has to offer.” The same
NACE survey shows that liberal arts graduates worked in a variety of industries, including
retail trade and social assistance. And they worked in a range of career fields, from
management to sales to graphic arts.
2.3
Reasons for Staying on the Job. Various reasons for staying on the job by
these employed graduates are presented in Table 5. Out of ninety (90) employed graduates,
many of them are motivated to stay in their respective jobs because: a.) related to their
special skills (92.22%); b.) salaries and benefits (90%) they are receiving; they are
contented and happy (77.77%); friendly co-workers (75.55%); and proximity to residence
(74.44%). Some other reasons are family influence and already owned the business. This
implies that the graduates have varied reasons why they are staying on their current jobs.
They are extrinsically motivated relative to the salary and other benefits they are receiving
from the company, while intrinsically motivated because they have the special skills
specifically for the job.
Table 5. Reasons for Staying on the Job
Reasons for Staying on the Job*
Frequency
Salaries and Benefits
Related to special skills
Proximity to residence
Family Influence
Contented and happy
Friendly co-worker
Owner of the Business
*Multiple Responses
81
83
67
9
70
68
14
%
90
92.22
74.44
10
77.77
75.55
15.55
2.4 Number of Years in the Present Job. Table 6 reveals the number of month/
years in the present job of the graduates. From the ninety (90) employed graduates, 30%
are already in their respective jobs for 4 years now; 25.55% for almost a year now; 24.44%
for 3 years; and 20% for 2 years now. Some reasons for why they are staying long in their
present jobs are salaries and benefits, related to special skills, proximity to residence,
friendly co-workers, already owned the business and family influence as reflected in the
previous Table.
Table 6. Number of Years in the First Job
Number of Months/ Years in the First
Job
7 to 11 months
1 year to less than 2 years
2 years to less than 3 years
3 years to less than 4 years
Total
Frequency
%
23
18
22
27
90
25.55
20
24.44
30
100
2.5 Ways of Finding the Job. Several ways of finding the job as identified by the
graduates are revealed in Table 7. As revealed, recommended by someone/ friend
(35.52%); as walk-in applicant (30.26%); and response to an advertisement (17.10) are the
top three ways. Other are job fair or PESO (9.21%) and as arranged by the school’s job
placement officer (7.89%). This shows that graduates have varied ways of finding a
successful job after graduation. Words of mouth still remain as a powerful way to find a
job as manifested by the greater responses.
Table 7.Ways of Finding the Job
n=76
Ways of Finding the Job
Response to an advertisement
As walk-in applicant
Recommended by someone/ friend
Arranged by school’s job placement officer
Job fair or Public Employment Service Office (PESO)
Frequency
%
13
23
27
6
7
17.10
30.26
35.52
7.89
9.21
The results imply that the there is a need to enhance the schools’ job placement
activities and strategies to bring successful graduates to find prestigious jobs based on their
knowledge, skills and abilities.
Moreover, Liberal Arts majors who are passionate about their studies are at an
advantage in the job market, experts say. Interest in the classroom often translates to
eagerness in a job search and enthusiasm in an interview. And the ability to confidently
articulate their ideas is a hallmark of Liberal Arts training— may be these jobseekers’ best
justification of all for having chosen their major (National Association of Colleges and
Employers, 2010). Networking involves making work-related connections with people you
already know and people you meet during your job search—and it is a powerful tool. “Networking is a major activity, as suggested by the findings“ and it’s important to devote a lot
of time to it.” For Liberal Arts graduates especially, networking may offer the chance to
show people more directly how they qualify for a specific career. In general, networking
makes the job search more effective. Students should ask family, friends, and professors for
help. Check with career center or academic department for opportunities to speak with
alumni. Joining professional associations and attending conferences are other good ways to
expand your network. Job postings, including those in newspapers and professional
publications and on the Internet, are another source of opportunity. But simply putting a resume on an Internet job bank is usually unsuccessful, in part because of the large number of
applicants. Specialized sites devoted to one career might be more effective. Many
employers recruit directly on campuses, and most employers attending career fairs are not
recruiting students by specific degree or major subject. Learn about school’s fairs, and ask
which employers are expected to attend. Some students looking for full-time job try “cold
calling” or as “Walk-in applicant”, contacting employers they do not know and who have
not advertised job openings. Experts suggest doing this only as a last resort. Although it’s
good to be creative in job search, as revealed by the findings, it’s better to use and take
advantage of any connections you have.” Cold calling does work sometimes. But
researching the best prospects first will increase your chances of success.
2.6 Number of Months/ Years in Landing to the First Job. Revealed in Table 8
is the number of month/ years in landing to the first job of the graduates. As shown in the
Table, very noticeable that the graduates were able to locate their first jobs for about 6
months (51.11%) only after graduation. Thirty percent were able to get a job in almost a
year; while 18.88% for almost 2 years after graduation.
Table 8. Number of Months/ Years in Landing to the Job
Number of Months/ Years
Frequency
1 to 6 months
7 to 11 months
1 year to less than 2 years
Total
46
27
17
90
%
51.11
30
18.88
100
The result indicates that there is a high demand of Liberal Arts (AB-E, AB-PS, BSM, AB-COM, and BSSW) program graduates for the industry as shown by the waiting
period before they get employed. Less than a year of waiting before employment for a
fresh graduate is surprising in today’s highly competitive marketplace due to the effect of
global financial crisis but still graduates of Liberal Arts programs of Columban College are
able to penetrate both in the public and private industries. This further indicates that the
graduates are qualified enough to be absorbed immediately by the industries nationwide.
Thus, there is high employability rate of the graduates.
2.7 Initial Gross Monthly Income in the Job After College. The initial gross
monthly income in the job after college of these graduates is gleaned in Table 9. As
exposed by the graduates, 23.33% are enjoying a gross income of more than 25,000 pesos
a month; another 23.33% for almost 20,000 pesos; and 22.22% for almost 15, 000 pesos.
Others are having almost 25,000 pesos (17.77%), and 10, 000 pesos (13.33%) a month.
This proves the claim from the previous Tables that these graduates are eager and
motivated to land on their first job because of the salary and benefits provided by the
companies/ industries. Rising salaries for Liberal Arts graduates are part of a long-term
trend. According to NCES, salaries for social science majors increased more than 62
percent and humanities majors saw an increase of almost 67 percent. These salaries
compare well to those of engineering majors, which had an overall growth of 26 percent
during the same period, and salaries of business or management majors, which grew by 29
percent.
Table 9. Initial Gross Monthly Income in the Job After College
Initial Gross Monthly Income
Frequency
P5,000.00 to less than P10,000.00
P10,000.00 to less than P15,000.00
P15,000.00 to less than P20,000.00
P20,000.00 to less than P25,000.00
P25,000.00 and above
Total
%
12
20
21
16
21
90
13.33
22.22
23.33
17.77
23.33
100
3. Relevance of the Curriculum to the First Job of the Graduates
The agreement as to the relevance of the curriculum to the first job of the graduates
is exposed in Table 10. Majority or 90% responded “yes” as to the relevance of the
curriculum and only 3.33% responded “no”; and 6.66% of the graduates gave “no answer”
to the question. This implies that the graduates are aware of the relevance of the Liberal
Arts curricula to the needs of the industries nationwide. The curriculum dictates and
nurtures the skills needed by the students enrolled thereby providing them the necessary
skills, values, and competences as required by the industry.
Table 10. Relevance of the Curriculum to the First Job of the Graduates
Relevance of the Curriculum
Frequency
%
Yes
No
No Answer
Total
81
3
6
90
90
3.33
6.66
100
This means that they believed that they can begin to develop job skills while they
are still in school from the relevant curriculum, even if their courses seem to have little to
do with their career goals. Observations and analyses from other colleges and universities,
they offer programs that connect Liberal Arts studies with real-world skills. Through these
types of programs, Liberal Arts majors can develop skills, test career aspirations, and boost
confidence. For example, a program that awards certificates in professional subjects but
does not interfere with the core curriculum of Liberal Arts. A Political Science major
might elect to earn a certificate in Social Work, perhaps, or a Communication or English
major could opt for a certificate in translation or a Mathematics major may enroll elective
courses on business or education. Experts describe the program as an “add-on” to Liberal
Arts studies. Another enrichment courses in the LA programs is the On-the-Job Training
program. There is often no better way to develop student interest in a career than to get
direct exposure to it. Obtaining relevant work experience can make all the difference in
getting a job. And that’s especially true if the job is in a field not directly related to Liberal
Arts major. According to a 2006 NACE survey, many employers hire those who
participate in their internship programs. The employers surveyed by NACE considered
internships to be one of the most effective methods for finding new hires.
4. Competencies/ Skills Learned Useful to the First Job of the Graduates
Table 11 provides the data as to the basic competencies/ skills learned useful to the
first job of the graduates. Like any other related course, communication skills (100%) is
still ranked one in the list as primary skills that any student should learn before he/ she
graduates as revealed in the Table. Next in rank is a human relations skill (96.66%);
followed by information technology skills (94.44%); critical thinking skills (93.33%); and
problem-solving skills (92.22%). Lastly, entrepreneurial skill (11.11%) is also identified
by the graduates as useful to their first job.
Table 11. Competencies/ Skills Learned Useful to the First Job of the Graduates
*Competencies/ Skills Learned
Frequency
%
Communication Skills
Human Relations Skills
Entrepreneurial skills
Information Technology skills
Problem-solving skills
Critical Thinking skills
*Multiple Responses
90
87
10
85
83
84
100
96.66
11.11
94.44
92.22
93.33
Experts say, and a 2007 NACE survey confirms, that the most important skill employers seek in job candidates is the ability to communicate effectively. Employers also
look for a strong work ethics, teamwork, initiative, interpersonal skills, and problemsolving and analytical abilities. These are the very kinds of abilities honed by coursework
in the Arts and Sciences programs. Surveys by the National Association of Colleges and
Employers (NACE) show that most hiring managers care more about a job candidate’s
skills than they do about a college major, and the skills employers say they want most in a
candidate, such as communication and critical thinking, are precisely those for which
Liberal Arts students are known. This does not mean the job search won’t take effort. As
most jobseekers can attest, having a college degree doesn’t guarantee instant success in
getting a job, and LA graduates may need to be especially persistent. Moreover, results of
interviews from prospective employers mentioned that leadership-oriented graduates with
strong work ethic and moral compass; creative problem-solver who excels at conflict
resolution, as well as creating positive solutions, identifying efficient methods to correct
situations, and following through to implementation; exceptional interpersonal
communicator who collaborates effectively with individuals at all levels, functions as a
liaison among groups, builds and leads teams without being overbearing, and fosters
cooperation among diverse individuals and organizations; disciplined and highly organized
self-starter who coordinates, manages, and juggles multiple committees, and numerous
daily meetings; motivated, mature achiever who takes the initiative and attacks issues with
originality; committed competitor who has demonstrated drive toward excellence through
achievement; and computer-proficient performer with skills covering operating systems as
well as software applications and programming languages were also highly considered
skills in the job market place.
Conclusions
1. Majority of the Arts and Sciences graduates were currently employed to related
jobs, very few were unemployed. Thus, there was a high employability rate among
graduates.
2. They have varied ways of finding a job. They took advantage of any connections
they have called “Cold calling” or “Words of Mouth”. Likewise, as “walk-in applicant” is
also effective. School’s job placement office played a vital role in the employment of his
graduates more so with the effort of the PESO are also needs to be established.
3. The graduates were qualified enough to be absorbed immediately by the private
industries/ government agencies nationwide. They were earning higher than the minimum
wage.
4. The graduates were aware of the relevance of the curricula to the needs of the
industries nationwide. The curriculum nurtured the skills needed by the students and
provided them the necessary skills, values, and competences as required by the industry.
5. Communication skills, human relations skills, information technology skills,
critical thinking skills, and problem-solving skills were found very useful to the graduates
in their first job.
Recommendations
1. A more intensified marketing strategies especially for BS-M, AB-E, ABCOMM, AB-PS and BSSW, screening and admission procedures should be done by the
school authorities to sustain the number of enrollees and graduates of the programs.
2. The administration should extend quality service by assisting and looking into
the needed requirements of graduates for immediate employment.
3. The teaching staff should continue instilling and nurturing the skills of students
for a more globally competitive graduates.
4. The administration should continue upgrading and enhancing the laboratory
facilities and equipment, career guidance and job placement activities.
5. The administration should continue establishing wider linkages and partnerships
with private industries/ government agencies for students’ exposures and immediate
employment.
6. A more intensive “Efficacy Study for the Liberal Arts Programs” should be
conducted geared towards producing quality graduates in the years to come.
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