EFFECTIVENESS OF STUDENT INTERNSHIP PROGRAMS IN THE COLLEGE OF
BUSINESS ADMINISTRATION OF SILLIMAN UNIVERSITY:
PERCEPTIONS OF POST-INTERNS
__________________
A Thesis Presented to
The Faculty of the Accountancy Department of the
College of Business Administration of Silliman University
Dumaguete City, Philippines
_________________
In Partial Fulfillment
Of the Requirements of the
BSA 43C (2018)-A ACCOUNTING RESEARCH
__________________
By
ANGELICA D. BACERRA
PEARL LOUIE S. CALUMPANG
BAVE R. ENRIQUEZ
SZHAR ANDREI S. NOCETE
ROELA DENISSE A. RALLOS
To
Dr. Loren Ann C. Lachica
December 2022
ii
Abstract
An internship program's effectiveness is determined by its capability to provide
students with hands-on training (Parveen & Mirza, 2012) to acquire soft and hard skills
needed to mold their professional personalities (Schulz, 2008; Sahrir et al., 2016). Since
most of the student internship programs in SUCBA are newly established, the public has
yet to be made aware of the internships' effectiveness. Thus, the researchers embarked
on this study to determine the effectiveness of the student internship programs in the
College of Business Administration at Silliman University.
The effectiveness of the SUCBA's student internship program was determined
through the post-interns' perceptions of their achievement of the graduate attributes, which
are soft and hard skills. 80 post-interns from SUCBA's BS Accountancy, BSBA
Economics, BSBA Marketing Management, and BSBA Operations Management
participated in a descriptive research study using survey questionnaires to gather data on
the post-interns' achievement of graduate attributes and profiles of their respective student
internship programs. Median analyses, interquartile range, and frequency distribution
tables were then used to interpret survey results.
Overall results show that the student internship programs in SUCBA are effective,
with only BSBA Economics and BSBA Operations Management requiring further exposure
to internship activities to improve their student internship program. Additionally, it was
concluded that the online and face-to-face learning modalities are effective methods of
learning instruction for student internship programs.
ANGELICA D. BACERRA
PEARL LOUIE S. CALUMPANG
BAVE R. ENRIQUEZ
SZHAR ANDREI S. NOCETE
ROELA DENISSE A. RALLOS
Researchers
iii
Acknowledgments
The researchers would like to express their deepest gratitude to their research
adviser - Dr. Loren Ann C. Lachica, for her patient guidance throughout their research
journey. The researchers would also like to thank their panelists - Mr. Allison Ladero and
Dr. Mirabelle J. Engcoy for their helpful critique. The team is also grateful for the help of
Mr. Khristian Rei Rivera and Mr. Leonidas Cañete who entertained their questions
regarding their respective department's student internship program and the provision of
the graduate attributes used in the paper.
The researchers would also like to acknowledge their parents for their
encouragement and financial support throughout the study. Also, the researchers are
forever grateful to their classmates and friends for the moral support they have given.
Finally, it would be remiss not to mention the strength in body and mind given by
the Almighty Father that allowed the researchers to complete the research paper
successfully.
ANGELICA D. BACERRA
PEARL LOUIE S. CALUMPANG
BAVE R. ENRIQUEZ
SZHAR ANDREI S. NOCETE
ROELA DENISSE A. RALLOS
Researchers
iv
TABLE OF CONTENTS
PAGE
ABSTRACT
ii
ACKNOWLEDGEMENT
iii
TABLE OF CONTENTS
iv
LIST OF TABLES
vi
LIST OF FIGURES
xi
CHAPTER
I
II
III
INTRODUCTION
1
Background of the Study
1
Statement of the Problem
2
Significance of the Study
3
Scope and Limitations
3
Definition of Terms
4
REVIEW OF RELATED LITERATURE
6
Related Literature
6
Theoretical Framework
11
Conceptual Framework
13
METHODOLOGY
14
Research Design
14
Research Environment
14
Respondent and Sampling Procedure
14
Research Instrument
15
Data Collection Procedure
19
Data Analysis Procedure
19
Ethical Considerations
23
v
IV
DATA PRESENTATION, ANALYSIS
AND INTERPRETATION
24
Student Internship Program’s Profile
24
Required Internship Hours
24
Fulfillment of the Required Internship Hours
26
Interactions with Expert(s) of the Department’s Industry
31
Data Analysis on the Achievement of the Graduate Attributes
BS Accountancy
38
BSBA Economics
48
BSBA Marketing Management
57
BSBA Operations Management
67
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
75
Summary of Findings
75
Conclusion
77
Recommendations
77
BIBLIOGRAPHY/REFERENCES
86
APPENDICES
87
V
Appendix A – Transmittal letter
Appendix B – Research Instruments
Appendix B.1 – Summary of Graduate Attributes
Appendix B.2 – Research Survey Questionnaire
Appendix B.3 – Google Form Presentation of Questionnaire
Appendix C – Informed Consent Form
Appendix D – Request Letters
Appendix E – List of Respondents
Appendix F – List of Host Training Establishments
Appendix G – Frequency Distributions
Appendix H – Clearance from the University Review Ethics
Appendix I – Curriculum Vitae of the Researchers
vi
LIST OF TABLES
Table No.
Title
Page
1
Applicable Graduate Attributes for the Study
16
2
Interpretation of Likert Scale
18
3
Table for the Achievement of Graduate Attribute
21
4
Table for the Effectiveness of the
Student Internship Program
22
5
Post-Interns’ Rendered Internship Hours
25
6
Fulfillment of the Required Internship Hours
by BS Accountancy Post-Interns
26
Fulfillment of the Required Internship Hours
by BSBA Economics Post-Interns
27
7
8
Fulfillment of the Required Internship Hours
by BSBA Marketing Management Post-Interns
28
9
Fulfillment of the Required Internship Hours
by BSBA Operations Management Post-Interns
29
10
Profiling Items Related to BSBA Marketing Management
with No Interactions with Experts
34
11
Profiling Items Related to BSBA Operations Management
with No Interactions with Experts
36
12
BS Accountancy Achievement of Graduate Attributes:
Collaboration
38
13
BS Accountancy Achievement of Graduate Attributes:
Communication
39
14
BS Accountancy Achievement of Graduate Attributes:
Possessing Characteristics of Honor and Integrity
40
15
BS Accountancy Achievement of Graduate Attributes:
Continuous Professional Development
41
16
BS Accountancy Achievement of Graduate Attributes:
Professional and Social Responsibility
42
17
BS Accountancy Achievement of Graduate Attributes:
Technical Knowledge for Solving Problems within
the Profession
43
vii
18
BS Accountancy Achievement of Graduate Attributes:
Development of Plans/Programs/Projects
44
19
BS Accountancy Achievement of Graduate Attributes:
Usage of Contemporary Techniques/Tools
45
20
BS Accountancy Achievement of Graduate Attributes:
Critical Thinking and Thorough Analysis
46
21
BS Accountancy Overall Achievement of
Graduate Attributes
47
22
BSBA Economics Achievement of Graduate Attributes:
Collaboration
48
23
BSBA Economics Achievement of Graduate Attributes:
Communication
49
24
BSBA Economics Achievement of Graduate Attributes:
Possessing Characteristics of Honor and Integrity
50
25
BSBA Economics Achievement of Graduate Attributes:
Professional and Social Responsibility
51
26
BSBA Economics Achievement of Graduate Attributes:
Application of Theoretical Knowledge
52
27
BSBA Economics Achievement of Graduate Attributes:
Development of Plans/Programs/Projects
53
28
BSBA Economics Achievement of Graduate Attributes:
Contemporary Techniques/Tools
54
29
BSBA Economics Achievement of Graduate Attributes:
Critical Thinking and Thorough Analysis
55
30
BSBA Economics Overall Achievement of
Graduate Attributes
56
31
BSBA Marketing Management Achievement of Graduate
Attributes: Collaboration
57
32
BSBA Marketing Management Achievement of Graduate
Attributes: Communication
58
33
BSBA Marketing Management Achievement of Graduate
Attributes: Possessing Characteristics of Honor and Integrity
59
BSBA Marketing Management Achievement of Graduate
Attributes: Professional and Social Responsibility
60
34
viii
35
BSBA Marketing Management Achievement of Graduate
Attributes: Application of Theoretical Knowledge
61
BSBA Marketing Management Achievement of Graduate
Attributes: Development of Plans/Programs/Projects
62
BSBA Marketing Management Achievement of Graduate
Attributes: Usage of Contemporary Techniques/Tools
63
BSBA Marketing Management Achievement of Graduate
Attributes: Critical Thinking and Thorough Analysis
64
BSBA Marketing Management Achievement of Graduate
Attributes: Social Skills
65
BSBA Marketing Management Overall Achievement of
Graduate Attributes
66
BSBA Operations Management Achievement of Graduate
Attributes: Planning
67
BSBA Operations Management Achievement of Graduate
Attributes: Problem Solving
68
BSBA Operations Management Achievement of Graduate
Attributes: Communication
69
BSBA Operations Management Achievement of Graduate
Attributes: Leadership
71
BSBA Operations Management Overall Achievement of
Graduate Attributes
73
46
Overall Achievement of Graduate Attributes per Department
75
47
Summary of Graduate Attributes of BS Accountancy
87
48
Summary of Graduate Attributes of BSBA Economics
88
49
Summary of Graduate Attributes of BSBA
Marketing Management
89
Summary of Graduate Attributes of BSBA
Operations Management
90
Recommended Graduate Attributes of BSBA Operations
Management
91
52
Questionnaire for BS Accountancy
95
53
Questionnaire for BSBA Economics
99
36
37
38
39
40
41
42
43
44
45
50
51
ix
54
Questionnaire for BSBA Marketing Management
103
55
Questionnaire for BSBA Operations Management
107
56
BS Accountancy Frequency Distribution of Graduate
Attributes: Collaboration
121
BS Accountancy Frequency Distribution of Graduate
Attributes: Communication
121
BS Accountancy Frequency Distribution of Graduate
Attributes: Possessing Characteristics of Honor
and Integrity
122
BS Accountancy Frequency Distribution of Graduate
Attributes: Continuous Professional Development
122
BS Accountancy Frequency Distribution of Graduate
Attributes: Professional and Social Responsibility
123
BS Accountancy Frequency Distribution of Graduate
Attributes: Technical Knowledge for Solving
Problems within the Profession
123
BS Accountancy Frequency Distribution of Graduate
Attributes: Development of Plans/Programs/Projects
124
BS Accountancy Frequency Distribution of Graduate
Attributes: Usage of Contemporary Techniques/Tools
124
BS Accountancy Frequency Distribution of Graduate
Attributes: Critical Thinking and Thorough Analysis
125
BSBA Economics Frequency Distribution of Graduate
Attributes: Collaboration
126
BSBA Economics Frequency Distribution of Graduate
Attributes: Communication
126
BSBA Economics Frequency Distribution of Graduate
Attributes: Possessing Characteristics of Honor
and Integrity
127
BSBA Economics Frequency Distribution of Graduate
Attributes: Professional and Social Responsibility
127
BSBA Economics Frequency Distribution of Graduate
Attributes: Application of Theoretical Knowledge
128
BSBA Economics Frequency Distribution of Graduate
Attributes: Development of Plans/Programs/Projects
128
57
58
59
60
61
62
63
64
65
66
67
68
69
70
x
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
BSBA Economics Frequency Distribution of Graduate
Attributes: Usage of Contemporary Techniques/Tools
129
BSBA Economics Frequency Distribution of Graduate
Attributes: Critical Thinking and Thorough Analysis
129
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Collaboration
130
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Communication
130
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Possessing Characteristics of
Honor and Integrity
131
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Professional and Social
Responsibility
131
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Application of Theoretical
Knowledge
132
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Development of Plans/
Programs/Projects
132
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Usage of Contemporary
Techniques/Tools
133
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Critical Thinking and Thorough
Analysis
133
BSBA Marketing Management Frequency Distribution
of Graduate Attributes: Social Skills
134
BSBA Operations Management Frequency Distribution
of Graduate Attributes: Planning
135
BSBA Operations Management Frequency Distribution
of Graduate Attributes: Problem Solving
136
BSBA Operations Management Frequency Distribution
of Graduate Attributes: Communication
137
BSBA Operations Management Frequency Distribution
of Graduate Attributes: Leadership
138
xi
LIST OF FIGURES
Figure
Title
Page
1
Theoretical Framework
12
2
Conceptual Framework
13
3
Learning Modalities During the
Student Internship Program
30
Post-interns’ Interactions with Mentors and Experts:
Did they have constant or multiple interactions
with experts?
31
Venn Diagram of BS Accountancy Post-Interns’
Interaction with Experts
32
Venn Diagram of BSBA Economics Post-Interns
with Experts
33
Venn Diagram of BSBA Marketing Management
Post-Interns with Experts
35
Venn Diagram of BSBA Operations Management
Post-Interns with Experts
37
4
5
6
7
8
CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Background of the Study
An internship program is a form of experiential learning that combines classroom
knowledge and theory with hands-on experience (Position Statement: U.S. Internships,
2018). The purpose of the student internship program is to provide students with practical
learning experiences in the work settings and demands of today's professional business
environment (Parveen & Mirza, 2012). The student internship program instills soft and
hard skills in students since soft skills play an essential part in molding professional
personalities and complementing the hard skills obtained (Schulz, 2008; Sahrir et al.,
2016). The achievement of these objectives is what makes an internship effective.
Research findings show that internship programs are beneficial for students in
developing skills. However, these benefits would not be achieved by those involved if the
student internship is not effective. The current curriculums of the College of Business
Administration at Silliman University (SUCBA) include an internship program for students.
However, recent studies have not enlightened the general public about SUCBA's student
internship program's effectiveness or capability to achieve the aforementioned objectives.
Due to the new departments established, new internship programs were implemented in
the school year 2021-2022. BS Accountancy has also implemented its student internship
program for the first time in the same school year. In addition, the Covid-19 pandemic that
began in 2020 had SUCBA adopt online student internship programs as travel and work
restrictions were still in place.
These reasons led the researchers to study the effectiveness of the student
internship programs in Silliman University College of Business Administration.
2
Statement of the Problem
This study aimed to determine the effectiveness of student internship programs in
the College of Business Administration in Silliman University for the school year 20212022 through the perceptions of post-interns.
Specifically, it seeks to answer the following questions:
1. What is the profile of the student internship program of the post-interns:
a. Total number of required hours of internship,
b. Name of host training establishments and other internship activities,
c. Learning modalities during the student internship program, and
d. Interaction with an expert?
2. How effective is the student internship program of the BS Accountancy
department?
3. How effective is the student internship program of the BSBA Economics
department?
4. How effective is the student internship program of the BSBA Marketing
Management department?
5. How effective is the student internship program of the BSBA Operations
Management department?
3
Significance of the study
The findings of the study will be beneficial to the following:
The student internship program coordinators. The study's results will assist the
internship coordinators in further enhancing their student internship programs in the future.
The future interns of SUCBA. This study will help inform future interns about the
departments' student internship program and inform them in advance of the graduate
attributes required before starting the student internship program.
Future researchers and the SUCBA's library. It will be beneficial as a precedent
for further studies with a similar topic. The study will be additional research on the student
internship programs for the archives of the college’s library.
Silliman University. This research will help the university advance in the field of
study and expand its knowledge on the student internship programs.
Scope and Limitations
The scope of this study was limited to post-interns of the College of Business
Administration from Silliman University for the school year 2021-2022. The respondents
included were from the departments with more than five post-interns and are currently
under the new curriculum. Departments with five or fewer post-interns were excluded from
the study because the small population might not represent their student internship
program well. Additionally, departments without student internship programs were also
excluded from this study. The study took into account the profile of the student internship
program. However, the researchers did not further analyze how these factors influence
the effectiveness of the student internship program.
4
Definition of Terms
Blended learning modality is the student internship program set-up where the postintern divides time between reporting to the physical place of the host training
establishment and doing internship duties online via an electronic device.
Effectiveness is the degree of how successful post-interns meet the graduate attributes
of their business department.
Expert is a professional who is knowledgeable about the industry to be learned by the
post-interns
Face-to-face learning modality is the student internship set-up where the post-intern
reports to the physical place of the host training establishment.
Graduate attributes are the soft and hard skills post-interns are expected to achieve after
the student internship program. These are also used as the criteria to assess the
effectiveness of the student internship program.
Host Training Establishment (HTE) - authorized and registered entity, institutions or
establishments in the Philippines that designs and implements internship programs.
Learning modality is the method the post-interns participate in learning instruction. It is
categorized as either face-to-face, online, or blended.
Lecturer is a role taken by an expert during the student internship program wherein they
discuss a topic or area of work then open the floor for discussion with the interns.
Mentor is a role taken by an expert during the student internship program wherein they
share their knowledge, skills, and experience with the interns to assist them in the
progression of their careers. The mentor is readily available to interns for advice and
guidance when the need arises.
Online learning modality is the student internship program set-up where post-interns
stay at home and all their internship duties are done online via an electronic device.
5
On-the-Job Training is a useful technique for acquiring new competencies and skills
required for a job in a real or nearly actual working environment.
Post-intern is a student who was enrolled in their respective internship subject of their
department in the school year 2021-2022
Supervisor is a role taken by an expert during the student internship program wherein
they are responsible for a group of interns or a specific area of work and make sure work
is done correctly according to standards and rules.
CHAPTER II
REVIEW OF RELATED LITERATURE
A student internship program is an educational program that intends to connect
academics with practical experience. It extends students’ practical skills and knowledge
of what is necessary from the actual working environment (Anantadjaya, 2012).
Multiple studies suggest that internship programs successfully equip interns with
the skills and knowledge needed for their chosen industry. For example, a study by Dabke
(2015) found that internship programs give students a view into the real world and a
significant chance to develop both technical and soft skills necessary for goal achievement
and organizational success. There are also international studies by Khalil (2015) and della
Volpe (2017) that worked on the effectiveness of internship programs which indicate that
students are generally satisfied with their experience with experiential learning and
claimed that it has helped them participate in learning and enhance diverse skills. The
findings of these studies therefore suggest that student internship programs are important
since they provide students with professional preparation in a variety of ways.
However, there are also studies that showed significant criticisms on the
effectiveness of internship programs. A study found out that despite the fact that business
departments and schools place a strong emphasis on internship programs, the extent to
which business students are equipped for the real world of business has been called into
doubt (D’Abate, Youndt, & Wenzel, 2009). In Malaysia, there has recently been a lot of
worry about the quality of university graduates because many of the students produced
by the colleges lack crucial job market preparedness. All of this has pushed the Malaysian
government to place a greater focus on industry internships for university students during
their studies (Renganathan et al., 2012).
7
Recent studies related to student internship programs in the Philippines showed
that communication skills, analytical skills, decision making, and collaboration were
frequently applied competencies during the student internship program, as assessed by
the student interns (Sual & Plaza II, 2017; Javier, 2017). These studies revealed that the
student internship programs provided an avenue for students to acquire practical
knowledge, skills, and desirable attitudes for their prospective industries.
According to the Summary of Findings and Recommendations of the Department
of Labour and Employment (DOLE) in 2010, multiple industries have identified gaps in the
lack of work experience and competency for new graduates. This report resulted in a
proposal for tight implementation and monitoring of On-the-Job Training (OJT) work
experience to be more relevant to the students' industry. DOLE further emphasized that
this recommendation would improve the students' skills and resolve the problems. In their
assessment, DOLE Region 6 (2015) also stated that there is a deficiency of students'
training and skills required to meet the industry's standards.
A recent study by Tindowen et al. (2019) evaluated the internship program of preservice teachers. The researchers of the said study discussed that the student internship
program gave opportunities for the students to learn and apply relevant skills and
knowledge to actual work settings. In addition, the researchers also concluded that regular
evaluation and feedback should be required to fill the gaps regarding issues encountered
by students during the said student internship program. Similarly, An & Mauhay (2016)
recommended in their study regarding interns' feedback to review the studied student
internship program to address problems that arose during the internship period.
Given these facts, it is therefore important that the effectiveness of internship
programs should be evaluated.
8
Related Studies
The following relevant studies discuss the theories that support internship
effectiveness and other related studies that serve as the foundation for this research.
Experiential Learning Theory (ELT) and Situated Learning Theory (SLT)
According to Experiential Learning Theory (ELT), learning is seen as a process in
which information is generated and acquired by experience. Therefore, the learner gains
new knowledge as a result of lived experience and reflective practice (Kolb, 1984). John
Dewey's idea lies at the heart of experiential learning's philosophy. Dewey (1938)
suggested that experience is constant and that the process of experiential learning is
crucial. A recent study’s findings showed evidence that Dewey's educational theory
continues to have an impact now as indicated by the inclusion of practical experiences in
many disciplines' curricula (Brown et al., 2018).
A lot of recent studies have shown that internships are highly influenced by the
experiential learning theory and considered internships as one of the popular and
successful experiential learning methods (Farazmand, Green and Miller, 2010; Gupta,
Burns, and Schiferl, 2010; Karns, 2005). A study by Kapareliotis, Voutsina, and Patsiotis
(2019) found out that the choice of colleges to include internships as a credit-bearing
course in their academic curriculum stems from the belief that learning should be based
not just on classroom-based pedagogies but also on hands-on experience gained in a
real-world context.
Another theory underlying the effectiveness of student internship programs is the
Situated Learning Theory (SLT). A study by Stanley (2013) on the implementation of an
internship program for the accounting department at Queensland University of Technology
in Australia showed evidence that situated learning enhances student learning, thus
9
improving the effectiveness of internship programs. In this study, the application of
situated learning theory to the internship program of accountancy students aided in
making career options, aided in the transition from university to work, and that a work
placement prior to graduation should be mandatory.
A study by Catalano (2015) investigated the effectiveness of situated learning in
facilitating the transfer of knowledge from an educational setting to its application in nonclassroom settings. The study found out that learning in situated environments transfers
to real-world contexts more frequently and generates essential skills. Also, a study claimed
that situated learning theory emphasizes the necessity of viewing learning as a process
that extends beyond the transfer of knowledge. This study further claims that in and of
itself, factual knowledge and content do not necessarily lead to learning but the interaction
of the learner and the expert in the community of practice, as well as the progression of
the former into a degree of competence in a contextualized situation is essential for
learning (Mina Herrera, n.d.).
Cattell’s Gf-Gc Theory and Investment Theory
A study by Blanch (2015) evaluated the contribution of fluid and crystallized (Gf–
Gc) abilities in the performance of a 1-week instructional process. The study found that
the Gf dimension had a strong direct influence on learning rate, whereas crystallized
abilities (Gc) had a substantial impact on learning performance overall. The study
concluded that the cognitive abilities represented in the Gf–Gc theory acted in a
proportionate combination to influence learning.
According to Investment Theory (Cattell, 1943), fluid intelligence transforms into
crystallized intelligence throughout time. In line with this, Hayes (1962) proposed that
intelligence represented all the knowledge accumulated through hands-on application and
experience. Bergersen & Gustafsson (2011) studied the development of knowledge and
10
skill in relation to programming. The study's overall findings confirm Cattell's investment
theory, in which the influence of Gf and experience on skills is mediated through
knowledge.
Related Studies on Graduate Attributes
According to the Tertiary Education Quality and Standards Agency, Graduate
Attributes are general learning outcomes that are transferable, non-discipline-specific
skills developed by students during their stay at the higher education institution.
A study by Chan (2012) in Hong Kong showed that the students developed a wide
range of soft skills and graduate attributes that employers highly demand after
participating in experiential learning, such as leadership, critical thinking, communication
skills, and civic responsibility. A similar study by Schreck et al. (2019) in South Africa
concluded that students were able to achieve and improve their graduate attributes after
they participated in an experiential learning module. As a result of this approach, students
improved their communication skills, personal qualities, and knowledge of their industry.
The development of graduate attributes by higher education institutions is heavily
linked to their role in cultivating graduates with a capacity for lifelong learning (Candy et
al., 1994). The increased focus on graduate attributes in higher education is the rising
evidence of demand from industry and employer groups for graduates to acquire generic
attributes which reflect current economic and technical changes (Hager & Holland, 2006).
The studies show that experiential learning methods effectively aided students in the
achievement of soft skills and graduate attributes of their industry. For students to be
prepared for job admissions in their industry, graduate attributes must be successfully
achieved (Hurd et al., 2014).
11
For this study, the graduate attributes of Silliman University College of Business
Administration summarize the skills and knowledge to be achieved during the student
internship program.
Theoretical Framework
Kolb’s Experiential Learning Theory (ELT) is a dynamic and holistic theory on
learning based on a cycle of concrete experience, reflective observation, abstract
conceptualization, and active experimentation. This theory is one of the foundations of
experiential learning that emphasizes gaining knowledge through experience (Akella,
2010). According to Cooper et al. (2010), experiential learning supports several teaching
and learning activities used in higher education. Through their experiences, students can
observe, review, and reflect on their practical experiences and then critically evaluate the
relationship between their experience to theory and other practices. Experiential learning
includes work-integrated learning, internships, work-based learning, laboratory teaching,
simulations, and service-learning experiences.
In 1991, education theorists Jean Lave and Etienne Wenger established the
Situated Learning Theory (SLT). In this process, the opportunity to learn, acquire
knowledge and skills is through participating in the community of your chosen field. The
students reach professional competence through their active participation in the learning
experience (Mina Herrera, n.d.). According to Stein (1998), students will practice real-life
situations where they acquire knowledge and skills from an environment with
professionals in the field. This will be based on their experience, including their
relationships with other participants, the activities they engage in, the environmental
factors they encounter, and the social order the community builds and maintains.
Cattell’s Gf-Gc theory is about the two types of intelligence: fluid and crystallized
intelligence. Fluid intelligence is the ability to solve problems, while crystallized intelligence
12
is the knowledge and skills acquired through education and experience in different areas.
This theory expounds into Cattell’s investment theory on developing knowledge and skills
through the continued influence of fluid intelligence to crystallized intelligence (Thorsen et
al., 2014).
Figure 1
Theoretical Framework
ELT and SLT are two learning theories that affect Gf-Gc Theory on the acquisition
of knowledge and skills through experiential learning. These learning theories influence
the kind of experiences in the student internship program that will help post-interns gain
skills more effectively. Therefore, if the post-interns achieve knowledge and skills during
their internship, then the researchers may conclude that the student internship program is
effective.
13
Conceptual Framework
Figure 2
Conceptual Framework
Figure 2 presents the conceptual framework of the study. It consists of the
independent variable, the environment, and the dependent variable.
This study focuses on determining the effectiveness of the student internship
programs at SUCBA. The independent variable is the student internship program of the
different departments. The environment influences the achievement of the graduate
attributes. Once post-interns achieve the graduate attributes, the student internship
program is deemed effective. Feedback concerning the effectiveness of the student
internship program is relayed back to the student internship program to enhance it in the
future.
CHAPTER III
METHODOLOGY
This chapter presents the research design, research environment, respondents
and sampling procedure, research instrument, data collection procedure, data analysis
procedure, and ethical considerations that will be used in the study.
Research Design
The study employed the descriptive research design to determine the
effectiveness of the student internship programs in the College of Business Administration
at Silliman University. In a descriptive research design, the study is more focused at the
present condition of what is being studied than the reason behind its occurrence (Nassaji,
H., 2015). In the case of the current research, the aim was to describe the current condition
of the student internships of BS Accountancy, BSBA Economics, BSBA Marketing
Management, and BSBA Operations Management.
Research Environment
The study was conducted at Silliman University, Dumaguete, through social media
and email. The researchers contacted the respondents using the list of names who
completed their respective internship subjects provided by SUCBA. The survey
questionnaires had been distributed through the use of Google Forms. The online survey
has been used because the respondents have already graduated from the university and
are dispersed in different parts of the country.
Respondents and Sampling Procedure
The respondents of the study were the post-interns of the College of Business
Administration in Silliman University in the school year 2021-2022. The respondents came
15
from the following departments: BS Accountancy, BSBA Economics, BSBA Marketing
Management, and BSBA Operations Management. The post-interns were composed of
80 students, 23 from BS Accountancy, eight from BSBA Economics, 26 from BSBA
Marketing Management, and 23 from BSBA Operations Management. Given the small
population, the researchers used 100% of the post-interns as respondents.
Research Instrument
The survey questionnaire was administered by the researchers to the respondents
after their student internship program (See Appendix B2 for the questionnaire). There were
two (2) sections in the survey questionnaire. These were:
1. Post-interns’ information related to the student internship program.
2. Post-interns’ evaluation of the student internship program through the
achievement of their department’s graduate attributes.
The first section gathered detailed information regarding the independent variable
of this study which is the student internship program, such as the total number of required
hours of internship, the host training establishments the post-interns took their internship,
the length of time they spent under each HTE, and the learning modality used during the
student internship program (online, face to face, or blended). In addition, this section
sought information regarding the environment to which the interns were exposed, such as
their interaction with experts and internship activities that contributed to the post-interns’
required hours.
16
Table 1
Applicable graduate attributes for the Study.
Graduate Attributes distinctive to Accountancy
●
●
●
●
●
●
●
●
●
Collaboration
Communication
Possessing Characteristics of Honor and Integrity
Continuous Professional Development
Professional and Social Responsibility
Technical Knowledge for Solving Problems within the Profession
Developments of Plans/Programs/Projects
Usage of Contemporary Techniques/Tools
Critical Thinking and Thorough Analysis
Graduate Attributes distinctive to Economics
●
●
●
●
●
●
●
●
Collaboration
Communication
Possessing Characteristics of Honor and Integrity
Professional and Social Responsibility
Application of Theoretical Knowledge
Developments of Plans/Programs/Projects
Usage of Contemporary Techniques/Tools
Critical Thinking and Thorough Analysis
Graduate Attributes distinctive to Marketing Management
●
●
●
●
●
●
●
●
●
Collaboration
Communication
Possessing Characteristics of Honor and Integrity
Professional and Social Responsibility
Application of Theoretical Knowledge
Developments of Plans/Programs/Projects
Usage of Contemporary Techniques/Tools
Critical Thinking and Through Analysis
Social Skills
Graduate Attributes distinctive to Operations Management
●
●
●
●
Planning
Problem Solving
Communication
Leadership
17
This section comprised an enumeration of graduate attributes for each department
(See Appendix B1 for their descriptions). The graduate attributes are the general, soft,
and hard skills that the post-interns are intended to achieve through the student internship
program. The researchers acquired the graduate attributes for BS Accountancy from the
BSA Internship Handbook from SUCBA, which the BS Accountancy Internship
Coordinator provided. The graduate attributes for BSBA Economics and BSBA Marketing
Management were written based on the Ched Memorandum Order no. 17 series of 2017.
And the graduate attributes for BSBA Operations Management have been provided by the
BSBA Operations Management Internship Coordinator.
The second section of the survey questionnaire utilized a five-point Likert scale to
obtain the evaluations of the post-interns regarding the ability of the student internship
program in helping them achieve the graduate attributes corresponding with their
respective departments. Point one (1) served as the lowest level of agreement and five
(5) as the highest.
18
Table 2
Interpretation of Likert Scale
Likert Scale
Description
Interpretation
1
Strongly
Disagree
The respondents strongly disagree with the statement.
(Using the percentage scale, the respondent achieved
1%-20% of the graduate attribute.)
Disagree
The respondents disagree with the statement. (Using
the percentage scale,the respondent only achieved
21%-40% of the graduate attribute.)
3
Undecided
The respondents are doubtful whether the graduate
attribute was achieved. (Using the percentage scale,
the respondent only achieved 41%-60% of the
graduate attribute.)
4
Agree
5
Strongly
Agree
2
The respondents agree with the statement. (Using the
percentage scale, the respondent only achieved 61%80% of the graduate attribute.)
The respondents strongly agree with the statement.
(Using the percentage scale, the respondent only
achieved 81% -100% of the graduate attribute.)
Percentages were added to the Level of Agreement to assist the respondents in
answering the questionnaire should the Likert Scale description be deemed insufficient for
them to determine how much they achieved the graduate attributes.
To test the validity and reliability of the survey questionnaire, a pretest was
conducted using five respondents for each department in SUCBA that is included in the
research. The respondents were asked by the researchers to answer several pre-test
guide questions to test the survey questionnaire. The questions pertained to the
questionnaire’s understandability, accuracy, appropriateness, and cohesiveness. The
respondents found the questionnaire understandable; the statements were direct and
concise. The respondents agreed that the researchers were able to use the terminologies
19
related to their department correctly. Changes to the questionnaire were made as a result
of the feedback obtained from the respondents. These changes included making the
questionnaire statements more inclusive to religion and additions related to specific areas
of their department.
Data Collection Procedure
For this study, a survey questionnaire was used for the data collection on the
effectiveness of the departments' student internship programs. The population of the
respondents of this research has been determined from the number of post-interns who
completed their internship subject from different departments of SUCBA of the school year
2021-2022. The names of these respondents have been collected from the SUCBA's
office. The departments' graduate attributes have been obtained and used as the
research's criteria and as a guide for the creation of the questionnaires. For the data
collection, the respondents were contacted through social media and their Silliman
University email by the researchers. The dissemination of the created survey
questionnaire was done through the use of Google Forms.
Data Analysis Procedure
The first section of the survey was analyzed using a descriptive approach and
presented through tables, graphs, and diagrams. The required number of hours per
department has been narrated in a paragraph. A table was presented to show how the
post-interns fulfilled the hours required in their student internship programs. A stacked bar
chart presented the learning modalities of the student internship programs as well as the
answers of the post-interns and whether they had constant interaction with experts in their
respective industries. Lastly, a Venn diagram was utilized to show the experts' perceived
roles during the student internship program.
20
The data that was gathered through the second section of the survey questionnaire
was analyzed by using the descriptive statistical approach by completing median analysis,
interquartile range analysis, and frequency distributions.
A five-point Likert scale was utilized to determine the level of agreement the postinterns had on their achievement of each graduate attribute. Based on the utilized Likert
scale, the researchers determined that the data's scale of measurement is an ordinal scale
and median analysis is used to measure the central tendency of ordinal data types or
ordinal scales.
The median for each graduate attribute was calculated by determining the central
value of each statement’s median. For an odd number of respondents, the median was
the central value that divides the data in half. And for an even number of respondents, the
median was the mean of the two central values that divide the data in half. Hence, a
median of 4 would mean that the post-interns achieved the graduate attribute but may
require further exposure to the respective graduate attribute for improvement. Table 2
shows the interpretation for each computed median in the achievement of graduate
attributes.
21
Table 3
Table for the achievement of Graduate Attribute
Median
Interpretation
1
The graduate attribute was not at all achieved
2
The graduate attribute was not achieved due to minimal exposure
3
It is uncertain whether the graduate attribute was achieved
4
This graduate attribute was achieved however requires further exposure
to internship activities for improvement.
5
This graduate attribute was achieved
The median to determine the effectiveness of the student internship program was
calculated by determining the central value of all the derived medians of the graduate
attributes. For an odd number of graduate attributes, the median was the central value
that divides the data in half. Moreover, for an even number of graduate attributes, the
median was the mean of the two central values that divide the data in half. Hence, a
median of 4 for all graduate attributes in the corresponding department would indicate that
the internship program is effective. Table 3 shows the interpretation of each computed
median in the effectiveness of the student internship program.
22
Table 4
Table for the effectiveness of the Student Internship Program
Overall Median
Interpretation
1
The student internship program is not effective in achieving all
graduate attributes
2
The student internship program is not effective due to the lack
of achievement of some graduate attributes
3
It is uncertain whether the student internship program is
effective
4
The student internship program is effective however needs
improvement in the achievement of some graduate attributes
5
The student internship program is effective in achieving most
graduate attributes
The researchers also used the Interquartile Range (IQR) to measure the variability
for ordinal data and determine the data's spread for each graduate attribute. A smaller
IQR corresponded to less variability in the responses of most post-interns on the Likert
Scale. In contrast, a larger IQR corresponded to a more significant variation in the
responses of the post-interns.
Frequency distributions were used to determine the number of post-interns at each
point on the Likert scale. This statistical method illustrated how post-interns' evaluations
were spread in the measurement scale and identified the number of post-interns with
answers outside the Likert scale.
23
Ethical Considerations
To conduct the research ethically, the researchers, as dictated by the Data Privacy
Act of 2012, informed the respondents of the nature of the study before asking for their
consent to participate. A letter was attached to the questionnaires, requesting their
consent and indicating the confidentiality of their responses. Their right to refuse to
participate in the study had been respected.
The data collected for the study have been kept confidential, and the names of the
respondents have not been associated with their answers. The respondents' names have
been requested from the SUCBA's office. Aside from their names, other personal
information has not been collected by the researchers.
The researchers secured the data collected through Google Forms, and the
questionnaires and spreadsheets are only accessible to the researchers. Once the study
is complete, the questionnaires and the spreadsheet files will be deleted for confidentiality
and ethical purposes.
The researchers have duly cited all the information used in the study to their
original authors.
The data collected have been analyzed by the researchers with the highest level
of objectivity and remained unbiased throughout the research.
CHAPTER IV
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter analyzes the findings on the effectiveness of the student internship
program of courses from SUCBA. It is divided into two different sections. The first section
describes the profile of the student internship program the post-interns had experienced.
The second section reports the findings from the second part of the questionnaire on the
achievement of their graduate attributes using the median analysis method, interquartile
range, and frequency distribution.
Student Internship Program’s Profile
The researchers collated the department's student internship program profiles to
understand its environment, which helped the post-interns achieve their graduate
attributes.
Required Internship Hours
For BS Accountancy, the post-interns were required to render 400 hours on their
student internship program, in accordance with CHED Memorandum No. 27 Series of
2017. For BSBA Economics, BSBA Marketing Management, and BSBA Operations
Management, the post-interns were required to render 600 hours on their student
internship program, in accordance with CHED Memorandum No.17 Series of 2017.
25
Table 5
Post-Interns’ Rendered Internship Hours
Department
Lacking the
Required Hours
Exact Required
Hours
Exceeding the
Required Hours
BS Accountancy
0 (0.00%)
22 (95.70%)
1 (4.30%)
BSBA Economics
0 (0.00%)
6 (75.00%)
2 (25.00%)
BSBA Marketing
Management
17 (65.38%)
9 (34.62%)
0 (0.00%)
BSBA Operations
Management
4 (17.39%)
17 (73.91%)
2 (8.70%)
Few post-interns from BS Accountancy, BSBA Economics, and BSBA Operations
Management exceeded the internship hours required by their corresponding department.
However, most post-interns from Marketing Management and some from Operations
Management did not reach their required internship hours. 17 out of 26 respondents from
the Marketing Management post-interns and four out of 23 Operations Management postinterns spent only 400 hours on their internship and did not reach their required internship
hours.
The researchers inquired for further information regarding the varying responses
from the BSBA Marketing Management post-interns. Their internship coordinator, Mr.
Leonidas Cañete, indicated that the required internship hours are 600, but the 200 credit
hours had been taken from upskilling training the post-interns underwent.
The researchers also inquired from the BSBA Operations Management internship
coordinator, Mr. Khristian Rei Rivera regarding the varying responses from their
department’s post-interns. The internship coordinator adjusted the required hours with
regards to HTE internships in consideration to the delayed start due to the COVID-19
pandemic. He allowed the remaining hours to be credited from certifications, project
26
management, and other internship activities that are in line with the Operations
Management course.
Fulfillment of the Required Internship Hours
BS Accountancy
Table 6
Fulfillment of the Required Internship Hours by BS Accountancy Post-Interns
No. of Postinterns
HTE A
(apply to all)
22
400 hours
1
400 hours
HTE B
HTE C
Other
Internship
Activities
Total No. of
Hours
400 hours
400 hours
200 hours
1,000 hours
For BS Accountancy, 100% of the post-interns interned at the same HTE and
rendered 400 hours. However, one of them worked in two other HTEs and rendered an
additional 400 and 200 hours, giving the said post-intern a total of 1,000 hours of
internship.
27
BSBA Economics
Table 7
Fulfillment of the Required Internship Hours by BSBA Economics Post-Interns
Other
Internship
Activities
No. of Postinterns
HTE A
(Apply to all)
3
600 hours
1
350 hours
250 hours
600 hours
1
400 hours
200 hours
600 hours
1
300 hours
300 hours
600 hours
1
600 hours
1
500 hours
HTE B
HTE C
Total No. of
Hours
600 hours
100 hours
260 hours
300 hours
700 hours
1,060 hours
All BSBA Economics post-interns interned in the same host training establishment,
but with duration differences. Of the 75.00% of post-interns who fulfilled the exact number
of internship hours, three fulfilled their internship hours in only one HTE, and the other
three post-interns in two HTEs. The post-interns interned in 6 different HTEs (See
Appendix F). Two post-interns exceeded the required internship hours with one engaging
in community service as part of their other internship activities and the other one interning
in multiple HTEs.
28
BSBA Marketing Management
Table 8
Fulfillment of the Required Internship Hours by BSBA Marketing Management
Post-Interns
No. of Postinterns
HTE A
HTE B
1
300 hours
100 hours
15
400 hours
HTE C
400 hours
2
400 hours
4
600 hours
Total No.
of Hours
400 hours
400 hours
1
3
Other
Internship
Activities
200 hours
400 hours
400 hours
200 hours
600 hours
600 hours
600 hours
The required 600 student internship hours for BSBA Marketing Management have
been completed through interning at HTEs and participation in various seminars,
webinars, and training. The post-interns interned in 11 different HTEs (See Appendix F).
Of the 65.38% of post-interns who lacked the required internship hours, 16 spent their
internship purely with HTEs, while one indicated that they spent their internship hours with
training. Three of the nine post-interns who reached their required internship hours
indicated that they fulfilled their required internship hours under an HTE and other
internship activities like seminars/webinars and internship journals. The rest of those nine
post-interns fulfilled their internship purely with HTEs only.
29
BSBA Operations Management
Table 9
Fulfillment of the Required Internship Hours by BSBA Operations Management
Post-Interns
Other
Internship
Activities
Total No.
of Hours
200 hours
400 hours
No. of Postinterns
HTE A
1
200 hours
2
400 hours
400 hours
1
500 hours
500 hours
1
250 hours
350 hours
600 hours
4
400 hours
200 hours
600 hours
1
200 hours
100 hours
600 hours
2
500 hours
100 hours
600 hours
1
400 hours
8
600 hours
1
300 hours
300 hours
3 hours
603 hours
1
410 hours
200 hours
100 hours
710 hours
HTE B
300 hours
HTE C
200 hours
600 hours
600 hours
The required 600 student internship hours for BSBA Operations Management have
been completed through interning at HTEs and participation in various certifications,
seminars, webinars, training, conferences, competitions, and meetings. The post-interns
interned in 11 different HTEs (See Appendix F). Of the 17.39% of post-interns who lacked
the required internship hours, three spent their internship purely with one HTE, while one
post-intern spent it with an HTE and participated in meetings. Eight out of the 17 postinterns who reached their required internship hours indicated that they fulfilled the
requirement purely through one HTE, seven indicated that they fulfilled it through two
30
HTEs along with other internship activities, and two post-interns indicated that they fulfilled
it through multiple HTEs. Of the 23 post-interns from BSBA Operations Management, two
post-interns exceeded the required internship hours, with both engaging in multiple HTEs
and attending webinars as part of their other internship activities.
Learning Modality used by the Host Training Establishment
Figure 3
Learning Modalities During the Student Internship Program
For BS Accountancy, all of the post-interns completed their student internship
program on an online learning modality. Most post-interns completed their program on an
online learning modality for BSBA Economics, BSBA Marketing Management, and BSBA
Operations Management. For BSBA Economics, two post-interns completed their student
internship program on a blended learning modality, and only one post-intern completed
their student internship program on a face-to-face learning modality. Only one post-intern
in BSBA Marketing Management completed their student internship program for each of
31
the face-to-face and blended learning modalities. For BSBA Operations Management,
only one post-intern completed their student internship program on a blended learning
modality.
Interactions with Expert(s) of the Department’s Industry
Figure 4
Post-interns’ Interactions with Mentors and Experts: Did they have constant or
multiple interactions with experts?
For BS Accountancy and BSBA Economics, all post-interns had multiple/constant
interactions with an expert(s) of their respective industries during the student internship
program. For BSBA Marketing Management, 84.62% of the post-interns had
multiple/constant interactions with an expert(s) of their respective industries during the
student internship program. For BSBA Operations Management, 65.22% post-interns had
multiple/constant interactions with an expert(s) of their respective industries during the
student internship program.
32
Most of the post-interns had multiple/constant interactions with mentors who
shared their knowledge, skills, and experience with them to assist them in the progression
of their careers. Others interacted with supervisors who were responsible for the postinterns or a specific area of work and made sure their work was done correctly according
to standards and rules. Others learn from lecturers who discuss a topic or area of work.
BS Accountancy
Figure 5
Venn Diagram of BS Accountancy Post-Interns’ Interaction with Experts
The 23 post-interns under the BS Accountancy department who had multiple
interactions with experts had varying responses concerning the role that the experts
played during the student internship program even though they all worked in the same
33
HTE. The one post-intern who interned in two additional HTEs interacted with experts who
took on the roles of mentors and lecturers.
BSBA Economics
Figure 6
Venn Diagram of BSBA Economics Post-Interns’ Interaction with Experts
All eight BSBA Economics post-interns had varying responses with regard to the
roles the industry experts took. Out of the four post-interns who solely interned in one
HTE, two interacted with experts who took on the role of mentor, supervisor, and lecturer.
However, they completed their student internship program through different learning
modalities. The remaining two post-interns answered with varying responses, solely
interacting with experts who took on the role of mentor and supervisor, respectively.
34
For the post-interns who interned in multiple HTEs, two interacted with experts who
took on the roles of both mentor and supervisor. However, they also completed their
student internship program through different modalities. One of them interacted only with
a mentor, and the other post-intern who was able to intern in three HTEs only interacted
with supervisors.
BSBA Marketing Management
Table 10
Profiling Items Related to BSBA Marketing Management with No Interaction with
Experts
No. of Postinterns
SunLife
Insurance
Dumaguete
1
400 hours
1
1
1
Save with
Sheldon
Little
Boxes
Solutions
Other
Internship
Activities
Total No. of
Hours
400 hours
400 hours
400 hours
400 hours
400 hours
400 hours
400 hours
All four post-interns with no interactions with experts lacked the required internship
hours. Three of them interned in three different HTEs on an online learning modality. The
SunLife post-intern indicated in the table is the only post-intern out of the seven postinterns from SunLife that did not interact with experts. The other post-intern with no
interactions with experts only indicated training for their student internship program and
was the only one who completed their internship on a face-to-face learning modality.
35
Figure 7
Venn Diagram of BSBA Marketing Management Post-Interns’ Interaction with
Experts
The 22 BSBA Marketing Management post-interns who answered that they had
constant or multiple interactions with experts had varying answers, even with some postinterns in the same HTEs. Four of the eight post-interns who experienced interacting with
experts who took on the role of mentors reached the required internship hours. The postinterns who experienced interacting with experts who took on the role of only supervisors
or only lecturers lacked in their required internship hours.
Only half of the post-interns who experienced interacting with experts who took on
the roles of mentors, supervisors, and lecturers reached their required internship hours.
Moreover, most of these post-interns who experienced all three interned purely in HTEs
except the one who also had other internship activities.
36
Operations Management
Table 11
Profiling Items Related to BSBA Operations Management with No Interaction with
Experts
No. of Postinterns
PTIC
2
600
hours
HuBenta
Cocotel
International
Pru Life
Other
Internship
Activities
Total No.
of Hours
600 hours
1
500
hours
100 hours
600 hours
1
400
hours
200 hours
600 hours
2
600
hours
1
1
600 hours
600 hours
600 hours
600 hours
600 hours
All eight post-interns from the BSBA Operations Management department, with no
interactions with experts, were able to satisfy their required internship hours and
completed an online learning modality. Out of the six total post-interns in Hubenta, four of
them had no interactions with experts. For Philippine Trade and Investment Center (PTIC),
two out of seven post-interns had no interactions with experts. One out of two post-interns
in Cocotel International had no interactions with experts. The PruLife post-intern is the
only post-intern from the BSBA Operations Management department to intern in the HTE.
37
Figure 8
Venn Diagram of BSBA Operations Management Post-Interns’ Interaction with
Experts
The 15 BSBA Operations Management post-interns who answered that they had
constant or multiple interactions with experts all had varying answers, although some of
them worked in the same HTEs.
38
Data Analysis on the Achievement of the Graduate Attributes
BS Accountancy
Table 12
BS Accountancy Achievement of Graduate Attributes: Collaboration
Statements
Median
IQR
1. The internship trained me to be an effective member in a team to
assist in the execution of internship activities.
5
1.00
2. The internship gave me opportunities to effectively lead a team for
an activity.
5
1.00
3. The internship made me recognize and value the different roles
and contributions made by each member of the team.
5
1.00
4. The internship allowed me to assume shared responsibility in the
creation of an effective plan.
5
0.50
5
1.00
Median per Graduate Attribute
The median of 5 for Collaboration shows that the post-interns achieved this
graduate attribute. The IQR of 1 indicates that their interquartile range only has a small
spread and that there is a small variation in the responses of the post-interns.
39
Table 13
BS Accountancy Achievement of Graduate Attributes: Communication
Statements
Median
IQR
1. The internship developed my skills in articulating complex ideas
with respect to the needs of the support staff, my colleagues, and
my superiors.
4
1.00
2. There were internship activities that allowed me to develop media
communication techniques and presentation skills.
5
0.00
3. The internship trained me to communicate clearly and
meaningfully with support staff, colleagues, and superiors.
5
1.00
4. The internship made me more aware of non-verbal cues and used
them to enhance the quality of dialogue among the people around
me.
4
0.50
5. The internship helped me feel comfortable and confident in
communicating within the organization.
4
1.00
6. The internship taught me how to communicate effectively with
different organizations outside the internship.
4
1.00
7. The internship trained me on how to communicate clearly and
concisely in writing.
4
1.00
8. The internship taught me to choose the appropriate
communication method (e.g. email, instant message, call, or video
call) to best share information.
5
1.00
9. The internship educated me on how to exercise proper etiquette in
all my interactions within and outside my working environment.
5
0.50
4
1.00
Median per Graduate Attribute
The median of 4 for Communication shows that the post-interns achieved this
graduate attribute, however, requires further exposure to internship activities for
improvement. The IQR of 1 indicates that their interquartile range only has a small spread
and that there is small variation in the responses of the post-interns. However, statements
2, 3, 8, and 9 had a median of 5, which shows that the post-interns achieved these
components of the graduate attribute. Statement 2, with an IQR of 0, shows no variation
40
in the responses from post-interns (See Appendix G - Table 57 for the frequency
distribution).
Table 14
BS Accountancy Achievement of Graduate Attributes:
Possessing Characteristics of Honor and Integrity
Statements
Median
IQR
1. The internship allowed me to exercise honor and integrity in
everyday tasks reflective of a true Business Professional.
5
1.00
2. The internship made me consider the impact of my actions on
others.
5
1.00
3. The internship helped me understand more the value of
performing in an honest, ethical, and consistent manner based on
the core values of a true Sillimanian.
5
1.00
4. The internship trained my ethical and professional dispositions and
conduct in a working environment.
5
0.50
5. The internship developed my sense of responsibility to act with
competence and fairness in all that I do.
5
0.00
6. The internship allowed me to demonstrate knowledge of the use of
ethical framework(s) in intellectual, social, and professional
contexts.
5
0.50
5
1.00
Median per Graduate Attribute
The median of 5 for Possessing Characteristics of Honor and Integrity shows that
the post-interns achieved this graduate attribute. The IQR of 1 indicates that their
interquartile range only has a small spread and that there is small variation in the
responses of the post-interns. Furthermore, statement 5 with an IQR of 0, shows no
variation in the responses from post-interns.
41
Table 15
BS Accountancy Achievement of Graduate Attributes:
Continuous Professional Development
Statements
Median
IQR
1. The internship allowed me to engage in independent learning as a
business professional for continual development.
4
1.00
2. The internship made me recognize the need to generate new
knowledge to contribute to the business field during my internship.
5
1.00
3. The internship provided me with the opportunity to explore and
pursue new experiences to learn knowledge that would allow me
to adapt and be more productive in the workplace.
5
1.00
4. The internship taught me to commit to continuous professional
development to adapt learning methodologies to approach diverse
tasks.
4
1.00
5. The internship exposed me to specific job functions related to my
course which allowed me to develop special skill sets within the
profession.
5
1.00
6. The internship helped me determine what specialization is best for
me in the industry.
4
2.00
5
1.00
Median per Graduate Attribute
With a median of 5, the post-interns assessed the graduate attribute related to
Continuous Professional Development as achieved. The IQR of 1 indicates that their
interquartile range only has a small spread and that there is small variation in the
responses of the post-interns. Furthermore, statement 1, 4, and 6 had a median of 4,
which shows that the post-interns achieved these components of the graduate attribute
but needed further exposure to internship activities for improvement. However, statement
6, with an IQR of 2, shows a wider spread in the responses from post-interns as the only
statement that received responses where few post-interns did not achieve this graduate
attribute due to minimal exposure (See Appendix G - Table 59 for the frequency
distribution).
42
Table 16
BS Accountancy Achievement of Graduate Attributes:
Professional and Social Responsibility
Statements
Median
IQR
1. The internship taught me the importance of performing professional
care and competence within the profession.
5
0.00
2. The internship helped me understand the legal, security, and social
issues and responsibilities in my profession.
5
1.00
3. The internship developed my knowledge, attitudes, and skills aiming
to bring contribution to the community.
5
1.00
4. The internship taught me to conduct myself in accordance with the
Code of Ethics and Business Conduct.
5
0.50
5. The internship made me recognize the importance of understanding
ethics and relevant issues regarding my profession and its business
environment.
5
0.00
5
1.00
Median per Graduate Attribute
With a median of 5, the post-interns assessed the graduate attributes related to
Professional and Social Responsibility as achieved. The IQR of 1 indicates that their
interquartile range only has a small spread and there is a small variation in the response
of the post-interns. Statements 1 and 5, with an IQR of 0, show no variation in the
responses from post-interns.
43
Table 17
BS Accountancy Achievement of Graduate Attributes:
Technical Knowledge for Solving Problems
Statements
Median
IQR
1. The internship has given me opportunities to apply my knowledge
of accounting tools in analyzing accounting information relevant to
the client.
5
1.00
2. The internship allowed me to utilize prior knowledge about
accounting principles in analyzing accounting information.
5
1.00
3. The internship taught me how to formulate solutions using my
substantial knowledge of various tax principles, laws, and
procedures.
4
1.00
4. The internship enabled me to use my theoretical knowledge in
formulating a solution to solve managerial problems related to
accounting.
5
1.00
5. The internship gave me opportunities to apply my understanding
of auditing standards and concepts and the audit process in
solving auditing problems.
5
1.00
6. The internship taught me the best practices and standards
appropriate for a given accounting problem
4
1.00
5
1.00
Median per Graduate Attribute
With a median of 5, the post-interns assessed the graduate attributes related to
Technical Knowledge for Solving Problems within the profession as achieved. The IQR of
1 indicates that their interquartile range only has a small spread and there is a small
variation in the response of the post-interns.
However, statements 3 and 6 had a median of 4, which shows that the post-interns
achieved these components of the graduate attribute but needed further exposure to
internship activities for improvement (See Appendix G - Table 61 for the frequency
distribution).
44
Table 18
BS Accountancy Achievement of Graduate Attributes:
Development of Plans/Programs/Projects
Statements
Median
IQR
1. The internship allowed me to design programs and plans to meet
desired needs and requirements in my accounting
projects/assignments.
4
0.00
2. The internship gave me opportunities to implement programs and
plans to meet desired needs and requirements in accounting
projects/assignments.
4
1.00
3. The internship taught me to objectively evaluate the programs and
plans designed to solve accounting problems to improve its
effectiveness and efficiency.
4
1.00
4. The internship developed my skills in making revisions into the
plan in response to changes in the circumstances and needs of
the accounting project/assignment.
4
0.75
4
1.00
Median per Graduate Attribute
With a median of 4, the post-interns assessed the graduate attributes related to
the Development of Plans/Programs/Projects as achieved however requires further
exposure to internship activities for improvement. The IQR of 1 indicates that their
interquartile range only has a small spread and there is a small variation in the response
of the post-interns.
One post-intern responded that there were no internship activities for all
statements to allow its achievement (See Appendix G - Table 62 for the frequency
distribution).
45
Table 19
BS Accountancy Achievement of Graduate Attributes:
Usage of Contemporary Techniques and Tools
Statements
Median
IQR
1. The internship gave me opportunities to utilize various accounting
software (e.g. Quickbooks, Sage 50, Sprout Solutions, Excel)
during the internship.
4
1.50
2. The internship taught me how to effectively utilize accounting
software to aid me in finishing my internship
activities/assignments.
4
1.50
3. The internship provided me with opportunities to apply current
techniques in performing an effective audit.
4
1.00
4. The internship provided me with opportunities to apply current
techniques in performing tasks related to the field of Tax
Accounting.
4
0.50
5. The internship provided me with opportunities to apply current
techniques in performing tasks related to the field of Financial
Accounting.
4
0.50
4
1.00
Median per Graduate Attribute
With a median of 4, the post-interns assessed the graduate attributes related to
the Usage of Contemporary Techniques and Tools achieved, however requires further
exposure to internship activities for improvement. The IQR of 1 indicates that their
interquartile range only has a small spread and there is a small variation in the response
of the post-interns. However, statements 1 and 2, with an IQR of 1.50, show a wider
spread in the responses from post-interns as statements that received responses where
few post-interns did not achieve the graduate attribute component in utilizing accounting
software due to minimal exposure (See Appendix G - Table 63 for the frequency
distribution).
46
Table 20
BS Accountancy Achievement of Graduate Attributes:
Critical Thinking and Thorough Analysis
Statements
Median
IQR
1. The internship provided me opportunities to analyze complex
accounting problems.
5
1.00
2. The internship activities allowed me to experience identifying and
defining appropriate accounting requirements for the given
accounting problem.
5
1.00
3. The internship trained me to identify and gather relevant data from
accounting systems and reports.
4
1.00
4. The internship taught me to consider the interests of the clients as
well as professional norms when preparing accounting reports and
the use of accounting software.
4
1.50
5
1.00
Median per Graduate Attribute
The median of 5 for Critical Thinking and Thorough Analysis shows that the postinterns achieved this graduate attribute. The IQR of 1 indicates that their interquartile
range only has a small spread and there is a small variation in the response of the postinterns. However, statement 3 and 4 had a median of 4, which shows that the post-interns
achieved these components of the graduate attribute however requires further exposure
to internship activities for improvement (See Appendix G - Table 64 for the frequency
distribution).
The effectiveness of the student internship program is identified with the degree of
how successful the post-interns were in achieving the graduate attributes of their
department. Table 20 shows the overall achievement of the BS Accountancy’s graduate
attributes.
47
Table 21
BS Accountancy Overall Achievement of Graduate Attributes
Graduate Attributes
Median
IQR
Collaboration
5
1.00
Communication
4
1.00
Possessing Characteristics of Honor and Integrity
5
1.00
Continuous Professional Development
5
1.00
Professional and Social Responsibility
5
1.00
Technical Knowledge for Solving Problems within the
Profession
5
1.00
Development of Plans/Programs/Projects
4
1.00
Usage of Contemporary Techniques/Tools
4
1.00
Critical Thinking and Thorough Analysis
4
1.00
Overall Median
5
The overall median of the student internship program of BS Accountancy is 5,
indicating that the student internship program is effective in achieving their graduate
attributes.
48
BSBA Economics
Table 22
BSBA Economics Achievement of Graduate Attributes: Collaboration
Statements
Median
IQR
1. The internship trained me to be an effective member in a team to
assist the execution of internship activities.
5
1.25
2. The internship gave me opportunities to effectively lead a team for
an activity.
4
1.25
3. The internship made me recognize and value the different roles
and contributions made by each member of the team.
5
1.25
4. The internship allowed me to assume shared responsibility in the
creation of an effective plan.
5
1.25
5
1.25
Median per Graduate Attribute
The median of 5 for Collaboration shows that the post-interns achieved this
graduate attribute. The IQR of 1.25 indicates that the interquartile range only has a small
spread and that there is a small variation in the responses of the post-interns. However,
all statements received responses from a few post-interns who are uncertain whether the
graduate attribute was achieved. Furthermore, statement 2 had a median of 4, which
shows that the post-interns achieved this component of the graduate attribute but required
further exposure to internship activities for improvement (See Appendix G - Table 65 for
the frequency distribution).
49
Table 23
BSBA Economics Achievement of Graduate Attributes: Communication
Statements
Median
IQR
1. The internship developed my skills in articulating complex ideas
with respect to the needs of the support staff, my colleagues, and
superiors.
5
1.00
2. There were internship activities that allowed me to develop media
communication techniques and presentation skills.
5
1.00
3. The internship trained me to communicate clearly and
meaningfully with support staff, colleagues, and superiors.
5
1.25
4. The internship made me more aware of non-verbal cues and used
them to enhance the quality of dialogue among the people around
me.
4
1.00
5. The internship helped me feel comfortable and confident in
communicating within the organization.
5
1.25
6. The internship taught me how to communicate effectively with
different organizations outside the internship.
5
1.00
7. The internship trained me how to communicate clearly and
concisely in writing.
5
1.25
8. The internship taught me to choose the appropriate
communication method (e.g. email, instant message, call, or video
call) to best share information.
5
1.00
9. The internship educated me how to exercise proper etiquette in all
my interactions within and outside my working environment.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Communication shows that the post-interns achieved this
graduate attribute. The IQR of 1.00 indicates that their interquartile range only has a small
spread and that there is a small variation in the responses of the post-interns. Furthermore,
statement four had a median of 4, which shows that the post-interns achieved this
component of the graduate attribute but needed further exposure to internship activities
for improvement. However, all statements apart from statement one received responses
50
from one post-intern who did not achieve this graduate attribute due to minimal exposure
(See Appendix G - Table 66 for the frequency distribution).
Table 24
BSBA Economics Achievement of Graduate Attributes:
Possessing Characteristics of Honor and Integrity
Statements
Median
IQR
1. The internship allowed me to exercise honor and integrity in
everyday tasks reflective of a true Business Professional.
4
1.00
2. The internship made me consider the impact of my actions on
others.
4
1.00
3. The internship helped me understand more the value of
performing in an honest, ethical, and consistent manner based on
the core values of a true Sillimanian.
5
1.25
4. The internship trained my ethical and professional dispositions and
conduct in a working environment.
5
1.00
5. The internship developed my sense of responsibility to act with
competence and fairness in all that I do.
4
1.00
6. The internship allowed me to demonstrate knowledge of the use of
ethical framework(s) in intellectual, social, and professional
contexts.
4
1.00
4
1.00
Median per Graduate Attribute
The median of 4 for Possessing Characteristics of Honor and Integrity shows that
the post-interns achieved this graduate attribute however requires further exposure to
internship activities for improvement. The IQR of 1.00 indicates that their interquartile
range only has a small spread and that there is a small variation in the responses of the
post-interns. Furthermore, statements 3 and 4 had a median of 5, which shows that the
post-interns achieved these components of the graduate attribute. (See Appendix G Table 67 for the frequency distribution).
51
Table 25
BSBA Economics Achievement of Graduate Attributes:
Professional and Social Responsibility
Statements
Median
IQR
1. The internship taught me the importance of performing
professional care and competence within the profession.
5
2.25
2. The internship helped me understand the legal, security, and
social issues and responsibilities in my profession.
4
2.25
3. The internship developed my knowledge, attitudes, and skills
aiming to bring contribution to the community.
5
2.00
4. The internship taught me to conduct myself in accordance with the
Code of Ethics and Business Conduct.
5
1.25
5. The internship made me recognize the importance of
understanding ethics and relevant issues regarding my profession
and its business environment.
5
1.25
5
2.00
Median per Graduate Attribute
The median of 5 for Professional and Social Responsibility shows that the postinterns achieved this graduate attribute. The IQR of 2.00 indicates that the interquartile
range has a wider spread compared to other graduate attributes with IQR of 1.00.
Furthermore, statement two had a median of 4, which shows that the post-interns
achieved this component of the graduate attribute but needed further exposure to
internship activities for improvement. However, statements 1 and 2 received responses
from a few post interns who did not achieve this graduate attribute due to minimal
exposure. In addition, all statements received responses from few post-interns who are
uncertain whether the graduate attribute was achieved (See Appendix G - Table 68 for
the frequency distribution).
52
Table 26
BSBA Economics Achievement of Graduate Attribute:
Application of Theoretical Knowledge
Statements
Median
IQR
1. The internship helped me better demonstrate my knowledge and
understanding of economic concepts, principles, and strategies.
4
1.25
2. The internship is where I learned how to apply the relevant
economic concepts, theories, and principles in analyzing
contemporary issues, perspectives, and policy choices.
4
0.50
3. The internship has activities that allowed me to synthesize
economic arguments to arrive at well-reasoned judgments and
decisions.
5
1.00
4. The internship gave me the opportunity to study and formulate
strategies to economic situations that affect individuals,
organizations, and society.
5
1.25
5. The internship taught me how to use data analysis in calculating
and managing risk.
4
1.00
6. The internship activity gave me the opportunity to apply economic
theories and methodologies to managerial decision-making
problems.
4
1.25
4
1.13
Median per Graduate Attribute
The median of 4 for Application of Theoretical Knowledge shows that the postinterns achieved this graduate attribute however requires further exposure to internship
activities for improvement. The IQR of 1.13 indicates that the interquartile range only has
a small spread and that there is a small variation in the responses of the post-interns.
Furthermore, statement three and four had a median of 5, which shows that the postinterns achieved this component of the graduate attribute. However, all statements
received responses from one post-intern who did not achieve this graduate attribute due
to minimal exposure (See Appendix G - Table 69 for the frequency distribution).
53
Table 27
BSBA Economics Achievement of Graduate Attributes:
Development of Plans/Programs/Projects
Statements
Median
IQR
1. The internship gave me the opportunity to apply my theoretical
knowledge into developing plans for economic situations.
4
1.25
2. The internship guided me in creating economic plans and
strategies based on the economic trends and data from economic
problems assigned.
4
0.25
3. The internship taught me how to objectively evaluate the plans and
projects designed to address economic problems.
5
1.00
4. The internship taught me how to adapt to economic changes
affecting the plans and projects designed for economic situations.
4
0.25
4
0.63
Median per Graduate Attribute
The median of 4 for Application of Theoretical Knowledge shows that the postinterns achieved this graduate attribute however requires further exposure to internship
activities for improvement. The IQR of 0.63 indicates that the interquartile range only has
a small spread and that there is a small variation in the responses of the post-interns.
Furthermore, statement three had a median of 5, which shows that the post-interns
achieved this component of the graduate attribute. However, all statements received
responses from one post-intern who did not achieve this graduate attribute due to minimal
exposure (See Appendix G - Table 70 for the frequency distribution).
54
Table 28
BSBA Economics Achievement of Graduate Attributes:
Usage of Contemporary Techniques/Tools
Statements
Median
IQR
1. The internship taught me how to effectively and efficiently use
tools such as Excel in recording and analyzing statistical data.
5
1.25
2. The internship taught me how to appropriately select and utilize
visualization tools in recording, analyzing, and reporting data.
5
0.00
3. The internship is where I developed my application of
mathematical principles like statistics, calculus, algebra, and other
advanced mathematical topics to economic problems.
5
2.00
4. The internship has activities that helped improve my writing skills,
especially in writing concise reports and speeches to convey the
findings done during the internship program.
5
1.25
5
1.25
Median per Graduate Attribute
The median of 5 for Usage of Contemporary Techniques/Tools shows that the
post-interns achieved this graduate attribute. The IQR of 1.25 indicates that the
interquartile range has variations in the responses of the post-interns for different
statements. Statement 2, with an IQR of 0, shows no variation in the responses from postinterns. However, Statement 3 received a response from one post-intern who did not
achieve this graduate attribute due to minimal exposure (See Appendix G - Table 71 for
the frequency distribution).
55
Table 29
BSBA Economics Achievement of Graduate Attributes:
Critical Thinking and Thorough Analysis
Statements
Median
IQR
1. Through the internship program, I learned how to analyze and
interpret the economic data presented in textual, numerical, and
graphical form.
4
2.00
2. The internship activities assisted me in making valid conclusions
from the economic information presented and evaluating the
relevance and reliability of my data.
5
1.25
3. The internship activities taught me how to critically evaluate micro
views of how businesses acquire capital, generate profit, and
efficiently produce goods and services.
4
1.50
4. The internship activities taught me how to critically evaluate macro
views of how external economic factors can affect, and should
influence, business decisions.
5
1.00
5. The internship developed my skills in identifying ways to mitigate
risks in the economy that are potentially caused by future events.
4
1.25
4
1.25
Median per Graduate Attribute
The median of 4 for Critical Thinking and Thorough Analysis shows that the postinterns achieved this graduate attribute however requires further exposure to internship
activities for improvement. The IQR of 1.25 indicates that the interquartile range has
variations in the responses of the post-interns for different statements. Furthermore,
statement 2 and 4 had a median of 5, which shows that the post-interns achieved this
component of the graduate attribute. However, all statements received responses from
few post-interns who did not achieve this graduate attribute due to minimal exposure or
are uncertain whether the graduate attribute was achieved (See Appendix G - Table 72
for the frequency distribution).
The effectiveness of the student internship program is identified with the degree of
how successful the post-interns were in achieving the graduate attributes of their
56
department. Table 29 shows the overall achievement of the BSBA Economics graduate
attributes.
Table 30
BSBA Economics Overall Achievement of Graduate Attributes
Graduate Attributes
Median
IQR
Collaboration
5
1.25
Communication
5
1.00
Possessing Characteristics of Honor and Integrity
4
1.00
Professional and Social Responsibility
4
2.00
Application of Theoretical Knowledge
4
1.13
Development of Plans/Programs/Projects
4
0.63
Usage of Contemporary Techniques/Tools
5
1.25
Critical Thinking and Thorough Analysis
4
1.25
Overall Median
4
The overall median of the student internship program of BSBA Economics is 4,
indicating that the student internship program is effective in achieving their graduate
attributes however needs improvement in the achievement of some graduate attributes.
57
BSBA Marketing Management
Table 31
BSBA Marketing Management Achievement of Graduate Attributes: Collaboration
Statements
Median
IQR
1. The internship trained me to be an effective member in a team to
assist the execution of internship activities.
5
1.00
2. The internship gave me opportunities to effectively lead a team for
an activity.
4
1.00
3. The internship made me recognize and value the different roles
and contributions made by each member of the team.
5
1.00
4. The internship allowed me to assume shared responsibility in the
creation of an effective plan.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Collaboration shows that the post-interns achieved this
graduate attribute The IQR of 1 indicates that their interquartile range only has a small
spread and that there is a small variation in the responses of the post-interns. However,
statement 2 had a median of 4, which shows that the post-interns achieved these
components of the graduate attribute but needed further exposure to internship activities
for improvement. (See Appendix G - Table 73 for the frequency distribution).
58
Table 32
BSBA Marketing Management Achievement of Graduate Attributes:
Communication
Statements
Median
IQR
1. The internship developed my skills in articulating complex ideas
with respect to the needs of the support staff, my colleagues, and
superiors.
5
1.00
2. There were internship activities that allowed me to develop media
communication techniques and presentation skills.
5
1.00
3. The internship trained me to communicate clearly and meaningfully
with support staff, colleagues, and superiors.
5
1.00
4. The internship made me more aware of non-verbal cues and used
them to enhance the quality of dialogue among the people around
me.
4
1.00
5. The internship helped me feel comfortable and confident in
communicating within the organization.
5
1.00
6. The internship taught me how to communicate effectively with
different organizations outside the internship.
5
1.75
7. The internship trained me how to communicate clearly and
concisely in writing.
5
1.00
8. The internship taught me to choose the appropriate communication
method (e.g. email, instant message, call, or video call) to best
share information.
5
1.00
9. The internship educated me how to exercise proper etiquette in all
my interactions within and outside my working environment.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Communication shows that the post-interns achieved this
graduate attribute. The IQR of 1 indicates that their interquartile range only has a small
spread and that there is a small variation in the responses of the post-interns. However,
statement 4 had a median of 4, which shows that the post-interns achieved these
components of the graduate attribute but needed further exposure to internship activities
for improvement (See Appendix G - Table 74 for the frequency distribution).
59
Table 33
BSBA Marketing Management Achievement of Graduate Attributes:
Possessing Characteristics of Honor and Integrity
Statements
Median
IQR
1. The internship allowed me to exercise honor and integrity in
everyday tasks reflective of a true Business Professional.
5
1.00
2. The internship made me consider the impact of my actions on
others.
5
1.00
3. The internship helped me understand more the value of performing
in an honest, ethical, and consistent manner based on the core
values of a true Sillimanian.
5
1.00
4. The internship trained my ethical and professional dispositions and
conduct in a working environment.
5
1.00
5. The internship developed my sense of responsibility to act with
competence and fairness in all that I do.
5
1.00
6. The internship allowed me to demonstrate knowledge of the use of
ethical framework(s) in intellectual, social, and professional
contexts.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Possessing Characteristics of Honor and Integrity shows that
the post-interns achieved this graduate attribute. The IQR of 1 indicates that their
interquartile range only has a small spread and that there is a small variation in the
responses of the post-interns.
60
Table 34
BSBA Marketing Management Achievement of Graduate Attributes:
Professional and Social Responsibility
Statements
Median
IQR
1. The internship taught me the importance of performing professional
care and competence within the profession.
4
1.00
2. The internship helped me understand the legal, security, and social
issues and responsibilities in my profession.
4
1.00
3. The internship developed my knowledge, attitudes, and skills aiming
to bring contribution to the community.
4
1.00
4. The internship taught me to conduct myself in accordance with the
Code of Ethics and Business Conduct.
5
1.00
5. The internship made me recognize the importance of understanding
ethics and relevant issues regarding my profession and its business
environment.
5
1.00
4
1.00
Median per Graduate Attribute
The median of 4 for Professional and Social Responsibility shows that the postinterns achieved this graduate attribute however requires further exposure to internship
activities for improvement. The IQR of 1 indicates that their interquartile range only has a
small spread and that there is a small variation in the responses of the post-interns. All
statements that show a few post-interns did not achieve this graduate attribute due to
minimal exposure. However, statements 4 and 5 had a median of 5, which shows that the
post-interns achieved these components of the graduate attribute. One post-intern
responded that there were no internship activities for statement 3 to allow its achievement
(See Appendix G - Table 76 for the frequency distribution).
61
Table 35
BSBA Marketing Management Achievement of Graduate Attributes:
Application of Theoretical Knowledge
Statements
Median
IQR
1. The internship provided me with opportunities to demonstrate my
understanding of marketing principles and marketing tools or
techniques used to capture the audience.
5
1.00
2. The internship allowed me to use my understanding of marketing
tools and principles in addressing the consumer’s needs or
requests.
5
1.00
3. Through the internship, I gained a better understanding of the
marketing theories and techniques and their effective applications.
5
1.00
4. Through the internship I was able to learn the critical roles of each
component in the marketing mix to solidify a product and/or
service’s marketing strategy.
5
1.00
5. The internship provided opportunities which allowed me to
experience and learn from different fields of marketing (market
research, promotion, sales, etc.)
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Application of Theoretical Knowledge shows that the postinterns achieved this graduate attribute. The IQR of 1 indicates that their interquartile
range only has a small spread and that there is a small variation in the responses of the
post-interns.
62
Table 36
BSBA Marketing Management Achievement of Graduate Attributes:
Development of Plans/Programs/Projects
Statements
Median
IQR
1. The internship helped me practice designing marketing proposals
based on company needs.
5
1.00
2. Through the internship, I was able to implement the plans I have
designed in the assigned marketing projects.
5
1.00
3. The internship program allowed me to evaluate the effectiveness of
the programs that were used to meet the client’s needs.
5
1.00
4. The internship taught me to integrate competent marketing
solutions that are appropriate to the client environment.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Development of Plans/Programs/Projects shows that the postinterns achieved this graduate attribute. The IQR of 1 indicates that their interquartile
range only has a small spread and that there is a small variation in the responses of the
post-interns.
63
Table 37
BSBA Marketing Management Achievement of Graduate Attributes:
Usage of Contemporary Techniques/Tools
Statements
Median
IQR
1. The internship activities helped me learn new marketing technology
or new data analytics skills.
5
1.00
2. The internship provided me with the opportunity to put my
knowledge of modern marketing techniques in the marketing
profession.
5
1.00
3. Through internship, I was able to enhance and practice current
skills, tools (Excel, PowerPoint, etc.) in recording and analyzing
collected marketing data.
5
1.00
4. The internship taught me styles in digital marketing to efficiently
and effectively execute digital campaigns for the client.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Usage of Contemporary Techniques/Tools shows that the
post-interns achieved this graduate attribute. The IQR of 1 indicates that their interquartile
range only has a small spread and that there is a small variation in the responses of the
post-interns.
64
Table 38
BSBA Marketing Management Achievement of Graduate Attributes:
Critical Thinking and Thorough Analysis
Statements
Median
IQR
1. The internship enhanced my capability to innovate business ideas
related to the marketing profession based on certain emerging
industries
5
1.00
2. The internship gave me the opportunity to practice critical thinking
in dealing with rapid changes in the marketing environment.
5
1.00
3. The internship allowed me to integrate analytical skills in examining
collected data and form insights.
5
1.00
4. The internship provided opportunities to help me analyze practical
problems surrounding the marketing profession.
5
1.00
5. Through the internship, I was exposed to different customer
persona which allowed me to practice handling them and
understand their purchase behavior in the process.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Critical Thinking and Thorough Analysis shows that the postinterns achieved this graduate attribute. The IQR of 1 indicates that their interquartile
range only has a small spread and that there is a small variation in the responses of the
post-interns. One post-intern responded that there were no internship activities for
statement 5 to allow its achievement. Statement 5 also has one post-intern who did not
achieve this graduate attribute due to minimal exposure.
65
Table 39
BSBA Marketing Management Achievement of Graduate Attributes: Social Skills
Statements
Median
IQR
1. The internship provided case analyses that helped me develop
social skills - the ability to persuade people to take specific actions.
4
1.00
2. Situational exposure during the internship allowed me to practice
my social/persuasion skills.
5
1.00
3. The internship provided opportunities for simulations where I was
able to perform presentation decks.
5
1.00
4. Through the internship, I was exposed to internship activities where
marketing professionals demonstrate their methods of sales
pitching.
5
1.00
5
1.00
Median per Graduate Attribute
The median of 5 for Social Skills shows that the post-interns achieved this graduate
attribute. The IQR of 1 indicates that their interquartile range only has a small spread and
that there is a small variation in the responses of the post-interns. However, statement 1
had a median of 4, which shows that the post-interns achieved these components of the
graduate attribute but needed further exposure to internship activities for improvement,
this statement also has one post-intern who did not achieve this graduate attribute due to
minimal exposure. Statement 2 has one post-intern who did not achieve this graduate
attribute. Few post-interns responded that there were no internship activities for all
statements to allow its achievement (See Appendix G - Table 81 for the frequency
distribution).
The effectiveness of the student internship program is identified with the degree of
how successful the post-interns were in achieving the graduate attributes of their
department. Table 39 shows the overall achievement of the BSBA Marketing Management
graduate attributes.
66
Table 40
BSBA Marketing Management Overall Achievement of Graduate Attributes
Graduate Attributes
Median
IQR
Collaboration
5
1.00
Communication
5
1.00
Possessing Characteristics of Honor and Integrity
5
1.00
Professional and Social Responsibility
4
1.00
Application of Theoretical Knowledge
5
1.00
Development of Plans/Programs/Projects
5
1.00
Usage of Contemporary Techniques/Tools
5
1.00
Critical Thinking and Thorough Analysis
5
1.00
Social Skills
5
1.00
Overall Median
5
The overall median of the student internship program of BSBA Marketing
Management is 5, indicating that the student internship program is effective in achieving
their graduate attributes.
67
BSBA Operations Management
Table 41
BSBA Operations Management Achievement of Graduate Attributes: Planning
Statements
Median
IQR
1. The internship allowed me to advance my skills in forming plans
based on the facts and resources available.
4
2.00
2. The internship allowed me to demonstrate knowledge of the use of
ethical framework(s) in intellectual, social, and professional aspects
in the creation of a plan.
4
1.5
3. The internship developed my skills in anticipating possible issues
that have the potential to affect the success of our plans.
4
0.50
4. The internship helped me recognize the need to consider relevant
risks involved throughout the plan creation process.
4
1.00
5. Through the internship activities, I have learned to have alternative
strategies in case of setbacks in the original plan.
4
1.00
6. During the internship, I have featured innovative ideas and
techniques in my creation of a plan.
4
2.00
7. The internship trained me to think and act quickly to keep up with
the change of circumstances or demands of the
project/assignment.
4
1.00
8. The internship allowed me to design programs and plans to meet
desired business operations objectives.
4
1.00
9. Through the internship, I learned to create accurate financial plans.
4
1.00
10. The internship taught me to objectively evaluate the programs and
plans designed.
4
1.50
4
2.00
Median per Graduate Attribute
The median of 4 for Planning shows that the post-interns achieved this graduate
attribute however requires further exposure to internship activities for improvement. The
IQR of 2 indicates a wider spread in the responses from post-interns. Of the 10 statements,
only statements three and seven do not have responses that indicate that it was not
achieved. The post-interns who answered that the graduate attributes were not achieved
68
were only a few and were from different HTEs (See Appendix G - Table 82 for the
frequency distribution).
Table 42
BSBA Operations Management Achievement of Graduate Attributes:
Problem Solving
Statements
Median
IQR
1. The internship provided me opportunities to analyze and
understand real-world operations problems.
4
2.00
2. The internship provided me with opportunities to demonstrate my
knowledge of fundamental operations concepts and management
principles in dealing with problems.
4
1.00
3. The internship trained me to use information and communications
technology to gather relevant data and other information.
4
1.50
4. The internship taught me how to evaluate the relevance and
reliability of the data I collected.
4
2.00
5. The internship taught me to use data analytics tools to better
visualize and interpret operations data.
4
1.75
6. There were internship activities that helped improve my data
processing skills.
4
1.50
7. The internship trained me to use relevant analysis approaches in
evaluating and making reasonable judgments in dealing with
problems.
4
1.00
8. The internship helped me apply my theoretical knowledge in
operations management in identifying the strengths and
weaknesses of alternative solutions.
4
1.00
9. There were internship activities that helped me better understand
the actual processes involving the current trends in operations (e.g.
Lean Manufacturing, Total Quality Management, and Supply Chain
Management).
4
1.50
10. The internship activities assisted me in interpreting and making
valid conclusions from the information presented.
4
1.00
11. The internship allowed me to observe and learn the best practices
in solving operations-related concerns.
4
2.00
69
12. The internship is where I learned to critically evaluate the inputoutput transformation process of an organization to make it more
efficient.
4
1.50
13. The internship allowed me to analyze supply chain models and
how they are applied to real life scenarios.
4
1.00
14. Through the internship, I learned to use application software that is
integral to business operations efficiency (e.g. tracking and
automation applications).
4
2.00
15. The internship made me recognize the need to generate new
knowledge to contribute to the business field during my internship.
4
1.50
16. The internship provided me with the opportunity to explore and
pursue new experiences to learn knowledge that would allow me to
adapt and be more productive in the workplace.
4
1.50
17. The internship taught me to commit to continuous professional
development to adapt learning methodologies to approach diverse
tasks.
4
1.00
18. The internship helped me develop an in-depth knowledge of
product design.
4
0.00
4
2.00
Median per Graduate Attribute
The median of 4 for Problem Solving shows that the post-interns achieved this
graduate attribute however requires further exposure to internship activities for
improvement. The IQR of 2 indicates a wider spread in the responses from post-interns.
However, some post-interns responded that there were no internship activities for
statements one, five, 13, 14, and 18 to allow its achievement. However, these post-interns
were from different HTEs and did not represent the population that went to the HTE (See
Appendix G - Table 83 for the frequency distribution).
70
Table 43
BSBA Operations Management Achievement of Graduate Attributes:
Communication
Statements
Median
IQR
1. The internship developed my skills in articulating complex ideas
with respect to the needs of the support staff, my colleagues, and
superiors.
4
1.50
2. There were internship activities that allowed me to develop media
communication techniques and presentation skills.
4
1.00
3. The internship trained me to communicate clearly and meaningfully
with support staff, colleagues, and superiors.
4
2.00
4. The internship made me more aware of non-verbal cues and used
them to enhance the quality of dialogue among the people around
me.
4
2.00
5. The internship helped me feel comfortable and confident in
communicating within the organization.
4
2.00
6. The internship taught me how to communicate effectively with
different organizations outside the internship.
4
2.00
7. The internship trained me how to communicate clearly and
concisely in writing.
4
2.00
8. The internship taught me to choose the appropriate communication
method (e.g. email, instant message, call, or video call) to best
share information.
4
1.00
9. The internship educated me how to exercise proper etiquette in all
my interactions within and outside my working environment.
5
1.00
4
1.00
Median per Graduate Attribute
The median of 4 for Communication shows that the post-interns achieved this
graduate attribute however requires further exposure to internship activities for
improvement. The IQR of 1 indicates that their interquartile range only has a small spread
and there is a small variation in the response of the post-interns. However, one post-intern
responded that there were no internship activities for statement 6 to allow its achievement
(See Appendix G - Table 84 for the frequency distribution).
71
Table 44
BSBA Operations Management Achievement of Graduate Attributes: Leadership
Statements
Median
IQR
1. During the internship, I was able to show initiative in leading team
activities.
4
1.00
2. The internship gave me opportunities to effectively lead a team for
an activity.
4
1.00
3. When necessary, I was able to act as a moderator/facilitator during
group meetings in the internship activities and assisted the team in
reaching a decision or consensus.
4
2.00
4. During group activities in the internship, I was able to delegate
tasks to team members effectively.
4
2.00
5. The internship made me recognize and value the different roles
and contributions made by each member of the team.
4
1.00
6. The internship helped strengthen my ability to clearly communicate
project goals and targets with team members.
4
1.00
7. The internship activities improved my time management skills when
dealing with multiple projects.
4
1.00
8. During the internship, I was able to direct my team members
towards the achievement of our goals and objectives.
4
2.00
9. The internship helped me become comfortable with making pivotal
decisions that will affect the team.
4
1.00
10. During the internship, I was able to nurture good rapport between
myself and my team members.
4
1.00
11. During internship activities, I was able to try motivating my team
members and match different motivation approaches with the
needs of the individual team member.
4
1.00
12. The internship taught me how to mediate between team members
thereby establishing a cohesive team culture.
4
1.00
13. The internship gave me the opportunity to provide prompt feedback
to team members during group activities.
4
1.00
14. During group activities, I was able to discuss what’s working well
and what needs to be improved with my team.
4
1.00
4
1.00
Median per Graduate Attribute
72
The median of 4 for Leadership shows that the post-interns achieved this graduate
attribute however requires further exposure to internship activities for improvement. The
IQR of 1 indicates that their interquartile range only has a small spread and there is a
small variation in the response of the post-interns. However, a few post-interns responded
that there were no internship activities to allow the achievement for all the statements.
However, these post-interns were from different HTEs and did not represent the
population that went to the specific HTE (See Appendix G - Table 85 for the frequency
distribution).
The effectiveness of the student internship program is identified with the degree of
how successful the post-interns were in achieving the graduate attributes of their
department. Table 44 shows the overall achievement of the BSBA Operations
Management’s graduate attributes.
73
Table 45
BSBA Operations Management Overall Achievement of Graduate Attributes
Graduate Attributes
Median
IQR
Planning
4
2.00
Problem solving
4
2.00
Communication
4
2.00
Leadership
4
1.00
Overall Median
4
The overall median of the student internship program of BSBA Operations
Management is 4, indicating that the student internship program is effective however
needs improvement in the achievement of some graduate attributes.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the findings, conclusions, and recommendations of the
study.
Summary of Findings
The profiling of the SUCBA student internship program shows that all of the postinterns from BS Accountancy and BSBA Economics, and majority of the post-interns from
BSBA Operations Management, were able to render the required hours of the
department's student internship program. Most post-interns from BSBA Marketing
Management responded they lacked the required internship hours following the CHED
memorandum. Most post-interns completed their student internship program through an
online learning modality. In terms of interaction with experts, most post-interns indicated
that they had multiple and constant interactions with experts.
The table below shows a summary of the overall median of the achievement of
graduate attributes per department.
Table 46
Overall Achievement of Graduate Attributes per Department
Departments
Overall Median
BS Accountancy
5
BSBA Economics
4
BSBA Marketing Management
5
BSBA Operations Management
4
76
BS Accountancy
The data for the overall achievement of graduate attributes of BS Accountancy had
a median of 5. Graduate attributes Collaboration, Possessing Characteristics of Honor
and
Integrity,
Continuous
Professional
Development,
Professional
and
Social
Responsibility, and Technical Knowledge for Solving Problems within the Profession had
a median of 5. Moreover, graduate attributes with a median of 4 are Communication,
Development of Plans/Programs/Projects, Usage of Contemporary Techniques/Tools,
and Critical Thinking and Thorough Analysis.
BSBA Economics
The data for the overall achievement of graduate attributes of BSBA Economics
had a median of 4. Graduate attributes Possessing Characteristics of Honor and Integrity,
Professional and
Social Responsibility, Application
of Theoretical Knowledge,
Development of Plans/Programs/Projects, and Critical Thinking and Thorough Analysis
had a median of 4. Moreover, graduate attributes with a median of 5 are Collaboration,
Communication, and Usage of Contemporary Techniques/Tools.
BSBA Marketing Management
The data for the overall achievement of graduate attributes of BSBA Marketing
Management had a median of 5. Graduate attributes Collaboration, Communication,
Possessing Characteristics of Honor and Integrity, Application of Theoretical Knowledge,
Development of Plans/Programs/Projects, Usage of Contemporary Techniques/Tools,
and Critical Thinking and Thorough Analysis had a median of 5. Moreover, the graduate
attribute with a median of 4 is Professional and Social Responsibility.
77
BSBA Operations Management
The data for the overall achievement of graduate attributes of BSBA Operations
Management had a median of 4. Graduate attributes Planning, Communication, Problem
Solving, and Leadership had a median of 4.
Conclusion
The study looked into the departments in the College of Business Administration
at Silliman University, which employed student internship programs for the first time in the
school year 2021-2022, aside from BSBA Economics which had prior experiences.
Given the study's findings, the researchers inferred several conclusions regarding
the student internship programs' effectiveness:
1. Based on each department's achievement of graduate attributes, the
researchers conclude that the student internship programs in the College
of Business Administration of Silliman University are effective.
2. The student internship programs from BSBA Economics and BSBA
Operations Management need further exposure in internship activities for
improvement.
3. Both learning modalities are effective in the conduct of a student internship
program.
Recommendations
Based on the summary of findings and conclusions of the study, the following
recommendations are suggested.
The internship coordinators should look more closely into the internship activities
that would help achieve the graduate attributes with a median of 4. The focus areas for
78
improvement in BSBA Economics are Possessing Characteristics of Honor and Integrity,
Professional and
Social Responsibility, Application
of Theoretical Knowledge,
Development of Plans/Programs/Projects, and Critical Thinking and Thorough Analysis.
The focus areas for improvement in BSBA Operations Management are Planning,
Problem Solving, Communication, and Leadership. The focus areas for improvement for
BSBA Marketing Management are Professional and Social Responsibility. The focus
areas for improvement for BS Accountancy are Communication, Development of
Plans/Programs/Projects, Usage of Contemporary Techniques/Tools, and Critical
Thinking and Thorough Analysis.
The graduate attributes for BSBA Operations Management should be enhanced
by the internship coordinators (See Appendix B - Table 50 for the researcher’s
recommended graduate attributes).
The internship coordinator should provide access to internship handbooks.
Additionally, a tracker is recommended for future interns to record how they fulfill the
required internship hours. The tracker may be in journal templates, Excel worksheets, and
any method deemed practicable by the department.
Future interns can choose to have their student internship program in any of the
learning modalities - online, face-to-face, and blended.
Future researchers should study whether the profiling differences in required
hours, fulfillment of required hours, and interaction with experts significantly affect the
achievement of the graduate attributes.
Future researchers can look into interns' experiences in a specific host training
establishment to study how they vary in internship activities.
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APPENDICES
APPENDIX A - TRANSMITTAL LETTER
LOREN ANN C. LACHICA, CPA, DBA
Research Adviser
Department of Accountancy
Silliman University
Dear Dr. Lachica:
Good day! We submit herewith a research proposal entitled “Effectiveness of Student
Internship Programs in the College of Business Administration of Silliman
University: Perceptions of Post-interns.” Please find the complete proposal on this
topic attached with this letter.
The attached document contains chapters 1 to 5 of our thesis as well as the appendices
for our tables, questionnaires, bibliography, respondents, etc. If you have any questions
or concerns regarding our paper, please do not hesitate to contact us through email
pearlscalumpang@su.edu.ph or through +63915 528 7060.
We hope you find our thesis proposal satisfactory.
Respectfully yours,
BACERRA, ANGELICA D.
CALUMPANG, PEARL LOUIE S.
ENRIQUEZ, BAVE R.NOCETE, SZHAR ANDREI S.
RALLOS, ROELA DENISSE A.
87
APPENDIX B - RESEARCH INSTRUMENTS
APPENDIX B - 1 Summary of Graduate Attributes
Table 47
Summary of Graduate Attributes of BS Accountancy
Attribute
Description
Collaboration
Function effectively as a member and leader of a team,
valuing the different roles within a team to accomplish a
common goal.
Communication
Articulate complex ideas and communicate clearly and
meaningfully with support staff, colleagues, and superiors
to create a productive and healthy work environment.
Possessing characteristics of
Honor and Integrity
Exercise honor and integrity in everyday tasks that are
reflective of a true Business Professional.
Continuous Professional
Development
Recognize the need for and engage in planning selflearning and improving performance as a foundation for
continuing professional development.
Technical Knowledge for Solving
Problems within the Profession
Apply knowledge of accounting tools, principles, and
practices in analyzing and evaluating information and
problems relevant to the client. Understand best practices
and standards and their applications.
Development of
Plans/Programs/Projects
Design, implement, and evaluate programs and plans to
meet desired needs and requirements in every accounting
project/assignment. Integrate competent solutions into the
client environment to ensure effective and efficient
operations.
Contemporary Techniques Usage
Apply knowledge in current techniques, skills, tools, and
practices necessary for the Accounting profession.
Critical Thinking and Thorough
Analysis
Analyze complex problems and identify and define the
accounting requirements appropriate to its solution.
Identify and analyze relevant data and client information
needs vis-à-vis professional standards taking them into
account in the selection, evaluation, and administration of
accounting systems and in preparing accounting reports.
88
Table 48
Summary of Graduate Attributes of BSBA Economics*
Graduate Attributes
Description
Collaboration
Work effectively and independently in multi-disciplinary and
multi-cultural teams and knows how to manage conflict in the
workplace.
Communication
Articulate complex ideas and developments in economics.
And effectively communicate with stakeholders, support staff,
colleagues, and others in a multi-disciplinary and multicultural environment, both in oral and written forms.
Possessing characteristics of
Honor and Integrity
Exercise high personal moral and ethical standards.
Professional and Social
Responsibility
Act in recognition of professional, social, and ethical
responsibility
Application of Theoretical
Knowledge
Demonstrate knowledge of economic principles and
strategies and apply them into standard business practices
Development of
Plans/Programs/Projects
Demonstrate the ability in applying economic principles and
strategies to develop and/or evaluate economic plans or
projects.
Usage of Contemporary
Techniques/Tools
The ability to apply information and communication
technology skills as required by the business environment.
Critical Thinking and Thorough
Analysis
Use of critical thinking in interpreting and making
evaluations, assumptions, or valid inferences in both micro
and macro views.
*according to the Ched Memorandum Order No. 17 Series of 2017
89
Table 49
Summary of Graduate Attributes of BSBA Marketing Management*
Graduate Attributes
Description
Collaboration
Work effectively and independently in multi-disciplinary and
multi-cultural teams and knows how to manage conflict in the
workplace.
Communication
Articulate complex ideas and developments in marketing. And
effectively communicate with stakeholders, support staff,
colleagues, and others in a multi-disciplinary and multicultural environment, both in oral and written forms.
Possessing characteristics of
Honor and Integrity
Exercise high personal moral and ethical standards.
Professional and Social
Responsibility
Act in recognition of professional, social, and ethical
responsibility.
Application of theoretical
knowledge
The ability to appropriately use marketing management tools,
principles, and concepts for application in relevant situations
in the marketing environment.
Development of
plans/programs/projects
The ability to develop, plan and implement marketing related
activities as well as conduct market research.
Usage of Contemporary
Techniques/Tools
The ability to apply information and communication
technology skills as required by the business environment.
Critical Thinking and
Thorough Analysis
The ability to use critical thinking skills in innovating and
analyzing ideas and activities related to the marketing
profession.
Social Skills
The ability to persuade people into taking specific actions like
purchasing a product. And the ability to lobby for adoption, or
to promote an advocacy.
*according to the Ched Memorandum Order No. 17 Series of 2017
90
Table 50
Summary of Graduate Attributes of BSBA Operations Management
Graduate Attributes
Description
Planning
Assess, delegate, and mitigate risks by examining available
resources to achieve the desired outcome.
Problem Solving
Ability to recalibrate the existing environment to provide
enhancement and mitigating strategies. Show innovativeness,
resourcefulness, clarity, and technical skills in solving the
problem at hand.
Communication
Ability to work as a component in an organization regardless
of cultural nature.
Leadership
Ability to accept tasks and lead a team to achieve the desired
organizational outcomes
91
Table 51
Recommended Graduate Attributes of BSBA Operations Management
Graduate Attributes
Description
Collaboration
Work effectively and independently in multi-disciplinary
and multi-cultural teams and knows how to manage
conflict in the workplace.
Communication
Articulate complex ideas and developments in marketing.
And effectively communicate with stakeholders, support
staff, colleagues, and others in a multi-disciplinary and
multi-cultural environment, both in oral and written forms.
Possessing characteristics of
Honor and Integrity
Exercise high personal moral and ethical standards.
Professional and Social
Responsibility
Act in recognition of professional, social, and ethical
responsibility.
Technical Knowledge for Solving
Problems within the Profession
Students demonstrate their knowledge and understanding
of fundamental operations concepts, management
principles, and relevant analysis approaches in evaluating
and making reasonable judgements when dealing with
problems.
Development of
plans/programs/projects
Demonstrate the ability to design, implement, and
evaluate programs and plans to ensure effective and
efficient operations.
Usage of contemporary
techniques/tools
Apply knowledge in current techniques, tools, or practices
necessary to maximize efficiency and achieve successful
operations of the organization.
Critical Thinking and Thorough
Analysis
Demonstrate the ability to comprehend real-world
problems, gather and interpret necessary data to
formulate into a structured problem.
Application of Operations
Management Knowledge and
Skills for Product Creation
Demonstrate the ability to recognize unsatisfied needs of
customers and develop organizational design and
processes to satisfy those needs.
*Operations Management Skills based on University of Illinois Urbana - Champaign
Learning Outcomes, Operations Management, BS and University of St. La Salle Undergraduate Program, Major in Operations Management
92
APPENDIX B - 2 RESEARCH SURVEY QUESTIONNAIRE
I.
POST-INTERNS’ INFORMATION RELATED TO THE STUDENT INTERNSHIP
PROGRAM:
Instructions: Fill in the details of your student internship program.
1. Total number of required hours of internship: _________
2. List down the names of the companies and internship activities (e.g. seminars,
trainings, conferences) that counted towards the required internship hours. Indicate the
amount of time spent in each one.
Ex.
1. Hotel Essencia - 150 hours
2. Veterans Bank - 150 hours
3. Webinars/Seminars - 50 hours
4. Trainings - 50 hours
________________________________________________________________
______________________________________________________
3. What learning modality was used by company indicated in #1? (Please select one for
each company)
Company
Online
Face-to-Face
Blended
(Both Online and Face-to-Face)
Company 1
Company 2
Company 3
4. Did you have multiple/constant interactions with expert(s) of your industry during the
internship?
● Yes
● No
5. If yes, what type of role did the experts take during the internship?
Mentor - The professionals share their knowledge, skills, and experience with the
interns to assist them in the progression of their careers. The mentor is readily available
to interns for advice and guidance when the need arises.
93
Supervisor - The professionals are responsible for a group of interns or a specific area
of work and make sure work is done correctly according to standards and rules.
Lecturer - The professionals discuss a topic or area of work then open the floor for
discussion with the interns.
Company
Mentor
Supervisor
Lecturer
Company 1
Company 2
Company 3
Others:(Please indicate below)
______________________________________________________________________
______________________________________________________________________
____________
II.
POST-INTERNS’ EVALUATION ON THE ACHIEVEMENT OF GRADUATE
ATTRIBUTES
What are Graduate Attributes?
According to the Tertiary Education Quality and Standards Agency, Graduate Attributes
are general learning outcomes that are transferable, non-discipline-specific skills
developed by students during their stay at the higher education institution.
Instructions: Read each statement carefully and select the level of agreement according
to your achievement of the graduate attributes during your student internship.
Level of Agreement:
NA - Not Applicable - During the internship program there were no internship activities
that allowed me to achieve this graduate attribute.
1 - Strongly Disagree - I am certain I did not achieve this graduate attribute. (Using the
percentage scale, I think I only achieved 1%-20% of the graduate attribute.)
2 - Disagree - I did not achieve this graduate attribute due to the minimal exposure to
internship activities that improve this skill. (Using the percentage scale, I think I only
achieved 21%-40% of the graduate attribute.)
3. Undecided - I can’t decide whether I achieved this graduate attribute or not. (Using the
percentage scale, I think I only achieved 41%-60% of the graduate attribute.)
94
4 - Agree - I achieved this graduate attribute but required further exposure for
improvement. (Using the percentage scale, I think I only achieved 61%-80% of the
graduate attribute.)
5 - Strongly Agree - I am confident to say that I achieved this graduate attribute through
the internship program. (Using the percentage scale, I think I only achieved 81% -100%
of the graduate attribute)
95
For BS Accountancy
Table 52
Questionnaire for BS Accountancy
Rating Attributes
Post-Interns’ Evaluation on the Achievement of Graduate Attributes
Graduate Attributes
Collaboration
The internship trained me to be an effective member in a team
to assist in the execution of internship activities.
The internship gave me opportunities to effectively lead a team
for an activity.
The internship made me recognize and value the different
roles and contributions made by each member of the team.
The internship allowed me to assume shared responsibility in
the creation of an effective plan.
Communication
The internship developed my skills in articulating complex
ideas with respect to the needs of the support staff, my
colleagues, and my superiors.
There were internship activities that allowed me to develop
media communication techniques and presentation skills.
The internship trained me to communicate clearly and
meaningfully with support staff, colleagues, and superiors.
The internship made me more aware of non-verbal cues and
used them to enhance the quality of dialogue among the
people around me.
The internship helped me feel comfortable and confident in
communicating within the organization.
The internship taught me how to communicate effectively with
different organizations outside the internship.
The internship trained me on how to communicate clearly and
concisely in writing.
NA
1
2
3
4
5
96
Graduate Attributes
Continuous Professional Development (continuation)
The internship taught me to choose the appropriate
communication method (e.g. email, instant message, call, or
video call) to best share information.
The internship educated me on how to exercise proper
etiquette in all my interactions within and outside my working
environment.
Possessing characteristics of Honor and Integrity
The internship allowed me to exercise honor and integrity in
everyday tasks reflective of a true Business Professional.
The internship made me consider the impact of my actions on
others.
The internship helped me understand more the value of
performing in an honest, ethical, and consistent manner based
on the core values of a true Sillimanian.
The internship trained my ethical and professional dispositions
and conduct in a working environment.
The internship developed my sense of responsibility to act with
competence and fairness in all that I do.
The internship allowed me to demonstrate knowledge of the
use of ethical framework(s) in intellectual, social, and
professional contexts.
Continuous Professional Development
The internship allowed me to engage in independent learning
as a business professional for continual development.
The internship made me recognize the need to generate new
knowledge to contribute to the business field during my
internship.
The internship provided me with the opportunity to explore and
pursue new experiences to learn knowledge that would allow
me to adapt and be more productive in the workplace.
The internship taught me to commit to continuous professional
development to adapt learning methodologies to approach
diverse tasks.
The internship exposed me to specific job functions related to
my course which allowed me to develop special skill sets
within the profession.
NA
1
2
3
4
5
97
Graduate Attributes
Continuous Professional Development (continuation)
The internship helped me determine what specialization is best
for me in the industry.
Professional and Social Responsibility
The internship taught me the importance of performing
professional care and competence within the profession.
The internship helped me understand the legal, security, and
social issues and responsibilities in my profession.
The internship developed my knowledge, attitudes, and skills
aiming to bring contribution to the community.
The internship taught me to conduct myself in accordance with
the Code of Ethics and Business Conduct.
The internship made me recognize the importance of
understanding ethics and relevant issues regarding my
profession and its business environment.
Technical Knowledge for Solving Problems within the
Profession
The internship has given me opportunities to apply my
knowledge of accounting tools in analyzing accounting
information relevant to the client.
The internship allowed me to utilize prior knowledge about
accounting principles in analyzing accounting information.
The internship taught me how to formulate solutions using my
substantial knowledge of various tax principles, laws, and
procedures.
The internship enabled me to use my theoretical knowledge in
formulating a solution to solve managerial problems related to
accounting.
The internship gave me opportunities to apply my
understanding of auditing standards and concepts and the
audit process in solving auditing problems.
The internship taught me the best practices and standards
appropriate for a given accounting problem.
Development of Plans/Programs/Projects
The internship allowed me to design programs and plans to
meet desired needs and requirements in my accounting
projects/assignments.
NA
1
2
3
4
5
98
Graduate Attributes
Continuous Professional Development (continuation)
The internship gave me opportunities to implement programs
and plans to meet desired needs and requirements in
accounting projects/assignments.
The internship taught me to objectively evaluate the programs
and plans designed to solve accounting problems to improve
its effectiveness and efficiency.
The internship developed my skills in making revisions into the
plan in response to changes in the circumstances and needs
of the accounting project/assignment.
Usage of Contemporary Techniques/Tools
The internship gave me opportunities to utilize various
accounting software (e.g. Quickbooks, Sage 50, Sprout
Solutions, Excel) during the internship.
The internship taught me how to effectively utilize accounting
software to aid me in finishing my internship
activities/assignments.
The internship provided me with opportunities to apply current
techniques in performing an effective audit.
The internship provided me with opportunities to apply current
techniques in performing tasks related to the field of Tax
Accounting.
The internship provided me with opportunities to apply current
techniques in performing tasks related to the field of Financial
Accounting.
Critical thinking and thorough analysis
The internship provided me opportunities to analyze complex
accounting problems.
The internship activities allowed me to experience identifying
and defining appropriate accounting requirements for the given
accounting problem.
The internship trained me to identify and gather relevant data
from accounting systems and reports.
The internship taught me to consider the interests of the clients
as well as professional norms when preparing accounting
reports and the use of accounting software.
NA
1
2
3
4
5
99
For BSBA Economics
Table 53
Questionnaire for BSBA Economics
Rating Attributes
Post-Interns’ Evaluation on the Achievement of Graduate Attributes
For BSBA Economics
Graduate Attributes
Collaboration
The internship trained me to be an effective member in a team
to assist the execution of internship activities.
The internship gave me opportunities to effectively lead a team
for an activity.
The internship made me recognize and value the different
roles and contributions made by each member of the team.
The internship allowed me to assume shared responsibility in
the creation of an effective plan.
Communication
The internship developed my skills in articulating complex
ideas with respect to the needs of the support staff, my
colleagues, and superiors.
There were internship activities that allowed me to develop
media communication techniques and presentation skills.
The internship trained me to communicate clearly and
meaningfully with support staff, colleagues, and superiors.
The internship made me more aware of non-verbal cues and
used them to enhance the quality of dialogue among the
people around me.
The internship helped me feel comfortable and confident in
communicating within the organization.
NA
1
2
3
4
5
100
Graduate Attributes
Communication (continuation)
The internship taught me how to communicate effectively with
different organizations outside the internship.
The internship trained me how to communicate clearly and
concisely in writing.
The internship taught me to choose the appropriate
communication method (e.g. email, instant message, call, or
video call) to best share information.
The internship educated me how to exercise proper etiquette
in all my interactions within and outside my working
environment.
Possessing characteristics of Honor and Integrity
The internship allowed me to exercise honor and integrity in
everyday tasks reflective of a true Business Professional.
The internship made me consider the impact of my actions on
others.
The internship helped me understand more the value of
performing in an honest, ethical, and consistent manner based
on the core values of a true Sillimanian.
The internship trained my ethical and professional dispositions
and conduct in a working environment.
The internship developed my sense of responsibility to act with
competence and fairness in all that I do.
The internship allowed me to demonstrate knowledge of the
use of ethical framework(s) in intellectual, social, and
professional contexts.
Professional and Social Responsibility
The internship taught me the importance of performing
professional care and competence within the profession.
The internship helped me understand the legal, security, and
social issues and responsibilities in my profession.
The internship developed my knowledge, attitudes, and skills
aiming to bring contribution to the community.
The internship taught me to conduct myself in accordance with
the Code of Ethics and Business Conduct.
NA
1
2
3
4
5
101
Graduate Attributes
Professional and Social Responsibility (continuation)
The internship made me recognize the importance of
understanding ethics and relevant issues regarding my
profession and its business environment.
Application of Theoretical Knowledge
The internship helped me better demonstrate my knowledge
and understanding of economic concepts, principles, and
strategies.
The internship is where I learned how to apply the relevant
economic concepts, theories, and principles in analyzing
contemporary issues, perspectives, and policy choices.
The internship has activities that allowed me to synthesize
economic arguments to arrive at well-reasoned judgments and
decisions.
The internship gave me the opportunity to study and formulate
strategies to economic situations that affect individuals,
organizations, and society.
The internship taught me how to use data analysis in calculating
and managing risk.
The internship activity gave me the opportunity to apply
economic theories and methodologies to managerial decisionmaking problems.
Development of Plans/Programs/Projects
The internship gave me the opportunity to apply my theoretical
knowledge into developing plans for economic situations .
The internship guided me in creating economic plans and
strategies based on the economic trends and data from
economic problems assigned.
The internship taught me how to objectively evaluate the plans
and projects designed to address economic problems.
The internship taught me how to adapt to economic changes
affecting the plans and projects designed for economic
situations.
NA
1
2
3
4
5
102
Graduate Attributes
Usage of Contemporary Techniques/Tools
The internship taught me how to effectively and efficiently use
tools such as Excel in recording and analyzing statistical data.
The internship taught me how to appropriately select and
utilize visualization tools in recording, analyzing, and reporting
data.
The internship is where I developed my application of
mathematical principles like statistics, calculus, algebra, and
other advanced mathematical topics to economic problems.
The internship has activities that helped improve my writing
skills, especially in writing concise reports and speeches to
convey the findings done during the internship program.
Critical Thinking and Thorough Analysis
Through the internship program, I learned how to analyze and
interpret the economic data presented in textual, numerical, and
graphical form.
The internship activities assisted me in making valid
conclusions from the economic information presented and
evaluating the relevance and reliability of my data.
The internship activities taught me how to critically evaluate
micro views of how businesses acquire capital, generate profit,
and efficiently produce goods and services.
The internship activities taught me how to critically evaluate
macro views of how external economic factors can affect, and
should influence, business decisions.
The internship developed my skills in identifying ways to
mitigate risks in the economy that are potentially caused by
future events.
NA
1
2
3
4
5
103
For BSBA Marketing Management
Table 54
Questionnaire for BSBA Marketing Management
Rating Attributes
Post-Interns’ Evaluation on the Achievement of Graduate Attributes
For BSBA Marketing Management
Graduate Attributes
Collaboration
The internship trained me to be an effective member in a
team to assist the execution of internship activities.
The internship gave me opportunities to effectively lead a
team for an activity.
The internship made me recognize and value the different
roles and contributions made by each member of the team.
The internship allowed me to assume shared responsibility in
the creation of an effective plan.
Communication
The internship developed my skills in articulating complex
ideas with respect to the needs of the support staff, my
colleagues, and superiors.
There were internship activities that allowed me to develop
media communication techniques and presentation skills.
The internship trained me to communicate clearly and
meaningfully with support staff, colleagues, and superiors.
The internship made me more aware of non-verbal cues and
used them to enhance the quality of dialogue among the
people around me.
The internship helped me feel comfortable and confident in
communicating within the organization.
The internship taught me how to communicate effectively with
different organizations outside the internship.
The internship trained me how to communicate clearly and
concisely in writing.
NA
1
2
3
4
5
104
The internship taught me to choose the appropriate
communication method (e.g. email, instant message, call, or
video call) to best share information.
Graduate Attributes
Communication (continuation)
The internship educated me how to exercise proper etiquette
in all my interactions within and outside my working
environment.
Possessing characteristics of Honor and Integrity
The internship allowed me to exercise honor and integrity in
everyday tasks reflective of a true Business Professional.
The internship made me consider the impact of my actions on
others.
The internship helped me understand more the value of
performing in an honest, ethical, and consistent manner
based on the core values of a true Sillimanian.
The internship trained my ethical and professional
dispositions and conduct in a working environment.
The internship developed my sense of responsibility to act
with competence and fairness in all that I do.
The internship allowed me to demonstrate knowledge of the
use of ethical framework(s) in intellectual, social, and
professional contexts.
Professional and Social Responsibility
The internship taught me the importance of performing
professional care and competence within the profession.
The internship helped me understand the legal, security, and
social issues and responsibilities in my profession.
The internship developed my knowledge, attitudes, and skills
aiming to bring contribution to the community.
The internship taught me to conduct myself in accordance with
the Code of Ethics and Business Conduct.
The internship made me recognize the importance of
understanding ethics and relevant issues regarding my
profession and its business environment.
NA
1
2
3
4
5
105
Graduate Attributes
Application of theoretical knowledge
The internship provided me with opportunities to demonstrate
my understanding of marketing principles and marketing tools
or techniques used to capture the audience.
The internship allowed me to use my understanding of
marketing tools and principles in addressing the consumer’s
needs or requests.
Through the internship, I gained a better understanding of the
marketing theories and techniques and their effective
applications.
Through the internship I was able to learn the critical roles of
each component in the marketing mix to solidify a product
and/or service’s marketing strategy.
The internship provided opportunities which allowed me to
experience and learn from different fields of marketing
(market research, promotion, sales, etc.)
Development of Plans/Programs/Projects
The internship helped me practice designing marketing
proposals based on company needs.
Through the internship, I was able to implement the plans I
have designed in the assigned marketing projects.
The internship program allowed me to evaluate the
effectiveness of the programs that were used to meet the
client’s needs.
The internship taught me to integrate competent marketing
solutions that are appropriate to the client environment.
Usage of Contemporary Techniques/Tools
The internship activities helped me learn new marketing
technology or new data analytics skills.
The internship provided me with the opportunity to put my
knowledge of modern marketing techniques in the marketing
profession.
Through internship, I was able to enhance and practice
current skills, tools (Excel, PowerPoint, etc.) in recording and
analyzing collected marketing data.
The internship taught me styles in digital marketing to
efficiently and effectively execute digital campaigns for the
client.
NA
1
2
3
4
5
106
Graduate Attributes
Critical Thinking and Thorough Analysis
The internship enhanced my capability to innovate business
ideas related to the marketing profession based on certain
emerging industries
The internship gave me the opportunity to practice critical
thinking in dealing with rapid changes in the marketing
environment.
The internship allowed me to integrate analytical skills in
examining collected data and form insights.
The internship provided opportunities to help me analyze
practical problems surrounding the marketing profession.
Through the internship, I was exposed to different customer
persona which allowed me to practice handling them and
understand their purchase behavior in the process.
Social Skills
The internship provided case analyses that helped me
develop social skills - the ability to persuade people to take
specific actions.
Situational exposure during the internship allowed me to
practice my social/persuasion skills.
The internship provided opportunities for simulations where I
was able to perform presentation decks.
Through the internship, I was exposed to internship activities
where marketing professionals demonstrate their methods of
sales pitching.
NA
1
2
3
4
5
107
For BSBA Operations Management
Table 55
Questionnaire for BSBA Operations Management
Rating Attributes
Post-interns’ Evaluation on the Achievement of Graduate Attributes
For BSBA Operations Management
Graduate Attributes
Planning
The internship allowed me to advance my skills in forming plans
based on the facts and resources available.
The internship allowed me to demonstrate knowledge of the use of
ethical framework(s) in intellectual, social, and professional aspects
in the creation of a plan.
The internship developed my skills in anticipating possible issues
that have the potential to affect the success of our plans.
The internship helped me recognize the need to consider relevant
risks involved throughout the plan creation process.
Through the internship activities, I have learned to have alternative
strategies in case of setbacks in the original plan.
During the internship, I have featured innovative ideas and
techniques in my creation of a plan.
The internship trained me to think and act quickly to keep up with
the change of circumstances or demands of the project/assignment.
The internship allowed me to design programs and plans to meet
desired business operations objectives.
Through the internship, I learned to create accurate financial plans.
The internship taught me to objectively evaluate the programs and
plans designed.
Problem Solving
The internship provided me opportunities to analyze and
understand real-world operations problems.
The internship provided me with opportunities to demonstrate my
knowledge of fundamental operations concepts and management
principles in dealing with problems.
NA
1
2
3
4
5
108
Graduate Attributes
Problem Solving (continuation)
The internship trained me to use information and communications
technology to gather relevant data and other information.
The internship taught me how to evaluate the relevance and
reliability of the data I collected.
The internship taught me to use data analytics tools to better
visualize and interpret operations data.
There were internship activities that helped improve my data
processing skills.
The internship trained me to use relevant analysis approaches in
evaluating and making reasonable judgments in dealing with
problems.
The internship helped me apply my theoretical knowledge in
operations management in identifying the strengths and
weaknesses of alternative solutions.
There were internship activities that helped me better understand
the actual processes involving the current trends in operations (e.g.
Lean Manufacturing, Total Quality Management, and Supply Chain
Management).
The internship activities assisted me in interpreting and making
valid conclusions from the information presented.
The internship allowed me to observe and learn the best practices
in solving operations-related concerns.
The internship is where I learned to critically evaluate the inputoutput transformation process of an organization to make it more
efficient.
The internship allowed me to analyze supply chain models and how
they are applied to real life scenarios.
Through the internship, I learned to use application software that is
integral to business operations efficiency (e.g. tracking and
automation applications).
The internship made me recognize the need to generate new
knowledge to contribute to the business field during my internship.
The internship provided me with the opportunity to explore and
pursue new experiences to learn knowledge that would allow me to
adapt and be more productive in the workplace.
NA
1
2
3
4
5
109
Graduate Attributes
Problem Solving (continuation)
The internship taught me to commit to continuous professional
development to adapt learning methodologies to approach diverse
tasks.
The internship helped me develop an in-depth knowledge of
product design.
Communication
The internship developed my skills in articulating complex ideas
with respect to the needs of the support staff, my colleagues, and
superiors.
There were internship activities that allowed me to develop media
communication techniques and presentation skills.
The internship trained me to communicate clearly and meaningfully
with support staff, colleagues, and superiors.
The internship made me more aware of non-verbal cues and used
them to enhance the quality of dialogue among the people around
me.
The internship helped me feel comfortable and confident in
communicating within the organization.
The internship taught me how to communicate effectively with
different organizations outside the internship.
The internship trained me how to communicate clearly and
concisely in writing.
The internship taught me to choose the appropriate communication
method (e.g. email, instant message, call, or video call) to best
share information.
The internship educated me how to exercise proper etiquette in all
my interactions within and outside my working environment.
Leadership
During the internship, I was able to show initiative in leading team
activities.
The internship gave me opportunities to effectively lead a team for
an activity.
When necessary, I was able to act as a moderator/facilitator during
group meetings in the internship activities and assisted the team in
reaching a decision or consensus.
NA
1
2
3
4
5
110
Graduate Attributes
Leadership (continuation)
During group activities in the internship, I was able to delegate
tasks to team members effectively.
The internship made me recognize and value the different roles and
contributions made by each member of the team.
The internship helped strengthen my ability to clearly communicate
project goals and targets with team members.
The internship activities improved my time management skills when
dealing with multiple projects.
During the internship, I was able to direct my team members
towards the achievement of our goals and objectives.
The internship helped me become comfortable with making pivotal
decisions that will affect the team.
During the internship, I was able to nurture good rapport between
myself and my team members.
During internship activities, I was able to try motivating my team
members and match different motivation approaches with the needs
of the individual team member.
The internship taught me how to mediate between team members
thereby establishing a cohesive team culture.
The internship gave me the opportunity to provide prompt feedback
to team members during group activities.
During group activities, I was able to discuss what’s working well
and what needs to be improved with my team.
NA
1
2
3
4
5
111
APPENDIX B - 3 GOOGLE FORM PRESENTATION OF QUESTIONNAIRE
112
113
114
115
APPENDIX C - INFORMED CONSENT FORM
Dear Respondent,
Good day!
We are 4th year students from Silliman University, taking up Bachelor of Science in
Accountancy.
As a requirement for the completion of our subject, BSA 43C - Accountancy Research, we
are conducting a survey for our paper entitled, “Effectiveness of Student Internship
Programs in the College of Business Administration of Silliman University:
Perceptions of Post-interns.”
With the aim of improving the student internship programs achieving the graduate
attributes set out in each department, may we request you to answer the questionnaire
based on your experience during the internship? Your answers will be greatly appreciated.
Rest assured, these will be used solely for the purposes of this paper and will be kept in
strict confidentiality.
Thank you and God bless!
Respectfully yours,
Bacerra, Angelica D. Calumpang, Pearl Louie
Enriquez, Bave R.
Nocete, Szhar Andrei S.
Rallos, Roela Denisse A.
______________________________________________________________________
Data Privacy Statement
In compliance with the Data Privacy Act (DPA) of 2012, and its Implementing Rules and
Regulations (IRR) effective since September 9, 2016, this is to certify that I give consent
to the researchers to collect, use, store and process my responses for the purpose of this
study by clicking the box beside "I consent". I understand that the researchers are taking
necessary precautions to assure the utmost confidentiality of my personal information. In
the event that I do not give my consent to record my response, I can click the box beside
“I do not consent” which then will direct me to the submission form.
◻ I consent
◻ I do not consent
116
APPENDIX D - REQUEST LETTERS
August 31, 2022
[Internship Coordinator’s Name]
[Position]
[Department]
College of Business and Administration
Dear Ma’am/Sir:
Warmest greetings!
We are 4th year BS Accountancy students currently enrolled in BSA 43C - Accountancy
Research class.
In this class we are pursuing a research paper that aims to determine the effectiveness of
the student internship programs using [specific course] graduate attributes as the criteria.
We hope that this research will provide the courses in the college relevant information that
can help enhance the internship experience of students.
In line with this, may we request from you a copy of your course's Internship handbook
containing the graduate attributes?
Should you have any questions or clarifications, feel free to communicate with us through
Pearl Louie S. Calumpang via pearlscalumpang@su.edu.ph or through phone at
09155287060.
We hope for your positive response.
Thank you and God bless!
Respectfully yours,
Angelica D. Baccera
Pearl Louie S. Calumpang
Szhar Andrei S. Nocete
Roela Denise A. Rallos
Noted by:
Loren Ann C. Lachica
BSA 43C - Adviser
APPENDIX E - LIST OF RESPONDENTS
Bave R. Enriquez
117
September 8, 2022
WILMA M. TEJERO, PH.D.
Dean, College of Business Administration
Silliman University
Dear Dr. Tejero:
Warmest greetings!
We are 4th year BS Accountancy students currently enrolled in BSA 43C - Accounting
Research class.
In our research, we aim to determine the effectiveness of the internship programs using
graduate attributes as the criteria. We hope that this research will provide the courses in
the college relevant information that can help enhance the internship experience of
students.
The respondents will be the previous 4th year students of the BS Accountancy, BSBA
Operations Management, BSBA Economics, and BSBA Marketing Management courses
from the SY 2021-2022. The group will use 100% of their population for our analysis.
In line with this, we would like to ask your good office for the names of the 4th year students
from the courses mentioned above that were enrolled in their internship subjects for the
SY 2021-2022.
We hope for your positive response. Thank you and God bless!
Respectfully yours,
Angelica D. Baccera
Pearl Louie S. Calumpang
Szhar Andrei S. Nocete
Roela Denise A. Rallos
Noted by:
Loren Ann C. Lachica
BSA 37P - Adviser
Bave R. Enriquez
118
Enumerated below are the list of post-interns from the different departments of Silliman
University College of Business Administration for the SY 2021-2022. All lists were secured
from the SUCBA Office.
BS - Accountancy
1. Banta, Jane Ellaine S.
2. Cafe, Thea Philline T.
3. Catacutan, Mhel Jane U.
4. Debuyan, Melyn Joy D.
5. Dela Cruz, Hannah Gene O.
6. Galicia, Francine Alyssa F.
7. Gravador, Chevonne Dessilette
D.
8. Gumalo, Andrea Lorraine B.
9. Lampago, Caryl Joy C.
10. Manimtim, Ramon Vincent T.
11. Misa, Julmar Joseph B.
12. Montenegro, Iniaki Emmanuel V.
13. Palma, Kiara Florentyna P.
14. Patula, Mary Amethyst A.
15. Pelarios, Irene F.
16. Refugio, Princess Hilary E.
17. Remulta, Nicole Claire C.
18. Salvoro, Mary Therese E.
19. Sanchez, Jude L.
20. Santes, Jennine Fel C.
21. Siega, Gg Marize M.
22. Villamor, Ericka Ashley
23. Yray, Johanna Ces B.
BSBA - Economics
1. Dahili, Novah Jane A.
2. Elumba, Kyrra Jhon A.
3. Eran, Aira Cristelle E.
4. Kinilitan, Richelyn S.
5.
6.
7.
8.
BSBA - Marketing Management
1. Abcede, Jasmin Grace
2. Aranas, Jasper Axel
3. Baldomar, Shen
4. Barrera, Cyle Ellery
5. Bernadez, Jean Leonardo
6. Carido, Jeff Yrneh
7. Dela Pena, Steve Allan
8. Duhilag, Jemimah Fe
9. Ela, Sydney
10. Haloc, Altrexy
11. Ibarra, Sofia
12. Japin, Claire Monic
13. Maquiling, Nick Zhydell
14. Ng, Dominic Zi Ann
15. Nolasco, Kate Angela
16. Polino, Erica Chin
17. Probadora, Bea Alexa
18. Salin, Teddy
19. Sardua, Kamille Faith
20. Solamillo, Jaya Mae
21. Sorronda, Wesley Orson
22. Suasin, Angel Lyn
23. Sun, Meljohn Lester
24. Turtoga, Chariz Jamaica
25. Valor, Shiloh Mel
26. Zerna, Casey
Lozada, Sirach R.
Magat, Nathalie R.
Paladin, Nicha Marie A.
Rendoque, Phoebe Ann P.
119
BSBA - Operations Management
1. Badilla, Alliah Ann P.
2. Bayhonan, Miguel Luis P.
3. Bendijo, Lore Grace V.
4. Bolongaita, Rosedemae B.
5. Calumpang, Riva Ryen P.
6. Choi, Keilla Wilson S.
7. Chu, Henilyn A.
8. Coloyan, J-Alexa G.
9. De la Torre, Regie Nicole V.
10. Empeso, Gell T.
11. Endres, Winona Jane C.
12. Escobar, Jan Jessiah B.
13. Hascoet, Robbie Trisha S.
14. Iligan, Marilit K.
15. Kadusale, Sweet Lady G.
16. Lavilla, Nicole Cait E.
17. Lomotos, Mark Gian P.
18. Lumbania, Sianna Mirajune
19. Morillo, Castor Troy B.
20. Mutia, Jacqueline P.
21. Omangay, Apple Joyce G.
22. Ontal, Jess Angelo V.
23. So, Recca Marie S.
120
APPENDIX F - LIST OF HOST TRAINING ESTABLISHMENTS
BS Accountancy
1. KPMG
2. Emma - The Sleep Company
3. Philip Morris International
BSBA Economics
1. Philippine Trade and Investment Center
2. Lamudi Philippines
3. PruLife UK
4. Local Government Unit - LGU - Tanjay City Sangguniang Panlungsod
BSBA Marketing Management
1. FoodPanda
2. Cocotel International
3. Partipost Philippines Inc.
4. Select Training and Management Consultancy LLC
5. LMS Solutions Philippines
6. Sun Life Financial DGTE
7. My Amazon Guy
8. Diglog
9. Little Rock Property Buyers
10. Little Boxes Solutions
11. Save with Sheldon
12. Reverse Marketing Agency
BSBA Operations Management
1. Cocotel International
2. Hubenta
3. Pru Life insurance
4. MyKuya
5. Philippine Trade and Investment Center
6. Oro China Group of Companies
7. Katell Custom Grocers
8. Antulang Beach Resort
9. Ace Summit
10. Melham
11. ZT Gas
121
APPENDIX G - FREQUENCY DISTRIBUTIONS
BS Accountancy
Table 56
BS Accountancy Frequency Distribution of Graduate Attributes: Collaboration
Statements
N/A
5
4
3
2
1
1
0.00%
60.87%
34.78%
4.35%
0.00%
0.00%
2
0.00%
60.87%
30.43%
8.70%
0.00%
0.00%
3
0.00%
65.22%
26.09%
8.70%
0.00%
0.00%
4
0.00%
73.91
21.74%
4.35%
0.00%
0.00%
Table 57
BS Accountancy Frequency Distribution of Graduate Attributes: Communication
Statements
N/A
5
4
3
2
1
1
0.00%
47.83%
43.48%
8.70%
0.00%
0.00%
2
0.00%
78.26%
17.39%
4.35%
0.00%
0.00%
3
0.00%
52.17%
34.78%
13.04%
0.00%
0.00%
4
0.00%
21.74%
52.17%
26.09%
0.00%
0.00%
5
0.00%
34.78%
56.52%
8.70%
0.00%
0.00%
6
8.70%
30.43%
47.83%
8.70%
0.00%
4.35%
7
4.35%
43.48%
39.13%
13.04%
0.00%
0.00%
8
4.35%
52.17%
34.78%
8.70%
0.00%
0.00%
9
0.00%
73.91%
17.39%
8.70%
0.00%
0.00%
122
Table 58
BS Accountancy Frequency Distribution of Graduate Attributes: Possessing
Characteristics of Honor and Integrity
Statements
N/A
5
4
3
2
1
1
0.00%
56.52%
26.09%
13.04%
4.35%
0.00%
2
0.00%
65.22%
30.43%
0.00%
4.35%
0.00%
3
0.00%
69.57%
26.09%
4.35%
0.00%
0.00%
4
0.00%
73.91%
21.74%
4.35%
0.00%
0.00%
5
0.00%
82.61%
13.04%
4.35%
0.00%
0.00%
6
0.00%
73.91%
21.74%
4.35%
0.00%
0.00%
Table 59
BS Accountancy Frequency Distribution of Graduate Attributes: Continuous
Professional Development
Statements
N/A
5
4
3
2
1
1
0.00%
47.83%
43.48%
8.70%
0.00%
0.00%
2
0.00%
65.22%
26.09%
8.70%
0.00%
0.00%
3
0.00%
56.52%
34.78%
8.70%
0.00%
0.00%
4
0.00%
43.48%
39.13%
17.39%
0.00%
0.00%
5
0.00%
56.52%
26.09%
17.39%
0.00%
0.00%
6
0.00%
30.43%
39.13%
21.74%
8.70%
0.00%
123
Table 60
BS Accountancy Frequency Distribution of Graduate Attributes: Professional and
Social Responsibility
Statements
N/A
5
4
3
2
1
1
0.00%
78.26%
17.39%
4.35%
0.00%
0.00%
2
0.00%
69.57%
26.09%
4.35%
0.00%
0.00%
3
0.00%
56.52%
34.78%
8.70%
0.00%
0.00%
4
0.00%
73.91%
21.74%
4.35%
0.00%
0.00%
5
0.00%
78.26%
17.39%
4.35%
0.00%
0.00%
Table 61
BS Accountancy Frequency Distribution of Graduate Attributes: Technical
Knowledge for Solving Problems
Statements
N/A
5
4
3
2
1
1
0.00%
60.87%
34.78%
0.00%
4.35%
0.00%
2
0.00%
60.87%
34.78%
4.35%
0.00%
0.00%
3
0.00%
47.83%
39.13%
13.04%
0.00%
0.00%
4
0.00%
52.17%
34.78%
13.04%
0.00%
0.00%
5
0.00%
69.57%
21.74%
8.70%
0.00%
0.00%
6
0.00%
47.83%
39.13%
13.04%
0.00%
0.00%
124
Table 62
BS Accountancy Frequency Distribution of Graduate Attributes: Development of
Plans/Programs/Projects
Statements
N/A
5
4
3
2
1
1
4.35%
21.74%
52.17%
17.39%
4.35%
0.00%
2
4.35%
21.74%
43.48%
30.43%
0.00%
0.00%
3
4.35%
17.39%
47.83%
30.43%
0.00%
0.00%
4
4.35%
26.09%
52.17%
17.39%
0.00%
0.00%
Table 63
BS Accountancy Frequency Distribution of Graduate Attributes: Usage of
Contemporary Techniques and Tools
Statements
N/A
5
4
3
2
1
1
0.00%
39.13%
34.78%
21.74%
0.00%
4.35%
2
0.00%
26.09%
34.78%
26.09%
8.70%
4.35%
3
0.00%
39.13%
47.83%
13.04%
0.00%
0.00%
4
0.00%
26.09%
56.52%
17.39%
0.00%
0.00%
5
0.00%
26.09%
56.52%
17.39%
0.00%
0.00%
125
Table 64
BS Accountancy Frequency Distribution of Graduate Attributes: Critical Thinking
and Thorough Analysis
Statements
N/A
5
4
3
2
1
1
0.00%
52.17%
39.13%
8.70%
0.00%
0.00%
2
0.00%
52.17%
43.48%
4.35%
0.00%
0.00%
3
0.00%
43.48%
47.83%
8.70%
0.00%
0.00%
4
0.00%
47.83%
26.09%
26.09%
0.00%
0.00%
126
BS Economics
Table 65
BSBA Economics Frequency Distribution of Graduate Attributes: Collaboration
Statements
N/A
5
4
3
2
1
1
0.00%
50.00%
25.00%
25.00%
0.00%
0.00%
2
0.00%
25.00%
37.50%
37.50%
0.00%
0.00%
3
0.00%
50.00%
25.00%
25.00%
0.00%
0.00%
4
0.00%
50.00%
25.00%
25.00%
0.00%
0.00%
Table 66
BSBA Economics Frequency Distribution of Graduate Attributes: Communication
Statements
N/A
5
4
3
2
1
1
0.00%
62.50%
25.00%
12.50%
0.00%
0.00%
2
0.00%
62.50%
25.00%
0.00%
12.50%
0.00%
3
0.00%
62.50%
12.50%
12.50%
12.50%
0.00%
4
0.00%
37.50%
50.00%
0.00%
12.50%
0.00%
5
0.00%
62.50%
12.50%
12.50%
12.50%
0.00%
6
0.00%
62.50%
25.00%
0.00%
12.50%
0.00%
7
0.00%
62.50%
12.50%
12.50%
12.50%
0.00%
8
0.00%
62.50%
25.00%
0.00%
12.50%
0.00%
9
0.00%
62.50%
25.00%
0.00%
12.50%
0.00%
127
Table 67
BSBA Economics Frequency Distribution of Graduate Attributes: Possessing
Characteristics of Honor and Integrity
Statements
N/A
5
4
3
2
1
1
0.00%
37.50%
50.00%
12.50%
0.00%
0.00%
2
0.00%
37.50%
50.00%
12.50%
0.00%
0.00%
3
0.00%
50.00%
25.00%
25.00%
0.00%
0.00%
4
0.00%
50.00%
37.50%
12.50%
0.00%
0.00%
5
0.00%
37.50%
50.00%
12.50%
0.00%
0.00%
6
0.00%
37.50%
50.00%
12.50%
0.00%
0.00%
Table 68
BSBA Economics Frequency Distribution of Graduate Attributes: Professional and
Social Responsibility
Statements
N/A
5
4
3
2
1
1
0.00%
62.50%
0.00%
12.50%
25.00%
0.00%
2
0.00%
37.50%
25.00%
12.50%
25.00%
0.00%
3
0.00%
50.00%
12.50%
37.50%
0.00%
0.00%
4
0.00%
50.00%
25.00%
25.00%
0.00%
0.00%
5
0.00%
62.50%
12.50%
25.00%
0.00%
0.00%
128
Table 69
BSBA Economics Frequency Distribution of Graduate Attributes: Application of
Theoretical Knowledge
Statements
N/A
5
4
3
2
1
1
0.00%
25.00%
25.00%
37.50%
12.50%
0.00%
2
0.00%
25.00%
50.00%
12.50%
12.50%
0.00%
3
0.00%
50.00%
37.50%
0.00%
12.50%
0.00%
4
0.00%
50.00%
25.00%
12.50%
12.50%
0.00%
5
0.00%
37.50%
50.00%
0.00%
12.50%
0.00%
6
0.00%
25.00%
37.50%
25.00%
12.50%
0.00%
Table 70
BSBA Economics Frequency Distribution of Graduate Attributes: Development of
Plans/Programs/Projects
Statements
N/A
5
4
3
2
1
1
0.00%
37.50%
37.50%
12.50%
12.50%
0.00%
2
0.00%
25.00%
62.50%
0.00%
12.50%
0.00%
3
0.00%
50.00%
37.50%
0.00%
12.50%
0.00%
4
0.00%
25.00%
62.50%
0.00%
12.50%
0.00%
129
Table 71
BSBA Economics Frequency Distribution of Graduate Attributes: Usage of
Contemporary Techniques/Tools
Statements
N/A
5
4
3
2
1
1
0.00%
62.50%
12.50%
25.00%
0.00%
0.00%
2
0.00%
87.50%
0.00%
12.50%
0.00%
0.00%
3
0.00%
50.00%
12.50%
25.00%
12.50%
0.00%
4
0.00%
62.50%
12.50%
25.00%
0.00%
0.00%
Table 72
BSBA Economics Frequency Distribution of Graduate Attributes: Critical Thinking
and Thorough Analysis
Statements
N/A
5
4
3
2
1
1
0.00%
37.50%
25.00%
25.00%
12.50%
0.00%
2
0.00%
50.00%
25.00%
12.50%
12.50%
0.00%
3
0.00%
25.00%
25.00%
25.00%
25.00%
0.00%
4
0.00%
50.00%
37.50%
0.00%
12.50%
0.00%
5
0.00%
37.50%
37.50%
12.50%
12.50%
0.00%
130
BSBA Marketing Management
Table 73
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Collaboration
Statements
N/A
5
4
3
2
1
1
0.00%
53.85%
38.46%
7.69%
0.00%
0.00%
2
0.00%
38.46%
42.31%
15.38%
0.00%
3.85%
3
0.00%
61.54%
34.62%
3.85%
0.00%
0.00%
4
0.00%
69.23%
26.92%
0.00%
3.85%
0.00%
Table 74
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Communication
Statements
N/A
5
4
3
2
1
1
0.00%
53.85%
38.46%
7.69%
0.00%
0.00%
2
0.00%
61.54%
34.62%
3.85%
0.00%
0.00%
3
0.00%
57.69%
38.46%
3.85%
0.00%
0.00%
4
3.85%
38.46%
38.46%
11.54%
7.69%
0.00%
5
0.00%
57.69%
23.08%
19.23%
0.00%
0.00%
6
0.00%
50.00%
23.08%
23.08%
0.00%
3.85%
7
0.00%
57.69%
26.92%
11.54%
3.85%
0.00%
8
0.00%
65.38%
23.08%
11.54%
0.00%
0.00%
9
0.00%
61.54%
30.77%
7.69%
0.00%
0.00%
131
Table 75
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Possessing Characteristics of Honor and Integrity
Statements
N/A
5
4
3
2
1
1
0.00%
57.69%
34.62%
7.69%
0.00%
0.00%
2
0.00%
61.54%
34.62%
3.85%
0.00%
0.00%
3
0.00%
65.38%
26.92%
7.69%
0.00%
0.00%
4
0.00%
53.85%
38.46%
7.69%
0.00%
0.00%
5
0.00%
61.54%
30.77%
7.69%
0.00%
0.00%
6
0.00%
57.69%
26.92%
15.38%
0.00%
0.00%
Table 76
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Professional and Social Responsibility
Statements
N/A
5
4
3
2
1
1
0.00%
38.46%
50.00%
3.85%
3.85%
0.00%
2
0.00%
46.15%
38.46%
3.85%
7.69%
0.00%
3
3.85%
65.38%
42.31%
0.00%
7.69%
0.00%
4
0.00%
53.85%
23.08%
11.54%
7.69%
0.00%
5
0.00%
53.85%
26.92%
7.69%
7.69%
0.00%
132
Table 77
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Application of Theoretical Knowledge
Statements
N/A
5
4
3
2
1
1
0.00%
53.85%
34.62%
11.54%
0.00%
0.00%
2
0.00%
53.85%
34.62%
11.54%
0.00%
0.00%
3
0.00%
57.69%
30.77%
11.54%
0.00%
0.00%
4
0.00%
61.54%
30.77%
3.85%
3.85%
0.00%
5
0.00%
61.54%
34.62%
3.85%
0.00%
0.00%
Table 78
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Development of Plans/Programs/Projects
Statements
N/A
5
4
3
2
1
1
0.00%
61.54%
26.92%
11.54%
0.00%
0.00%
2
0.00%
50.00%
42.31%
7.69%
0.00%
0.00%
3
0.00%
50.00%
42.31%
7.69%
0.00%
0.00%
4
0.00%
53.85%
34.62%
7.69%
3.85%
0.00%
133
Table 79
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Usage of Contemporary Techniques/Tools
Statements
N/A
5
4
3
2
1
1
0.00%
61.54%
26.92%
11.54%
0.00%
0.00%
2
0.00%
57.69%
38.46%
3.85%
0.00%
0.00%
3
0.00%
65.38%
26.92%
7.69%
0.00%
0.00%
4
3.85%
53.85%
42.31%
0.00%
0.00%
0.00%
Table 80
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Critical Thinking and Thorough Analysis
Statements
N/A
5
4
3
2
1
1
0.00%
53.85%
38.46%
7.69%
0.00%
0.00%
2
0.00%
53.85%
38.46%
7.69%
0.00%
0.00%
3
0.00%
69.23%
19.23%
11.54%
0.00%
0.00%
4
0.00%
53.85%
30.77%
15.38%
0.00%
0.00%
5
3.85%
53.85%
11.54%
11.54%
11.54%
0.00%
134
Table 81
BSBA Marketing Management Frequency Distribution of Graduate Attributes:
Social Skills
Statements
N/A
5
4
3
2
1
1
7.69%
42.31%
30.77%
15.38%
3.85%
0.00%
2
3.85%
53.85%
19.23%
19.23%
0.00%
03.85%
3
11.54%
46.15%
38.46%
3.85%
0.00%
0.00%
4
15.38%
46.15%
23.08%
15.38%
0.00%
0.00%
135
BSBA Operations Management
Table 82
BSBA Operations Management Frequency Distribution of Graduate Attributes:
Planning
Statements
N/A
5
4
3
2
1
1
0.00%
30.43%
30.43%
34.78%
4.35%
0.00%
2
0.00%
26.09%
30.43%
34.78%
8.70%
0.00%
3
0.00%
26.09%
56.52%
17.39%
0.00%
0.00%
4
0.00%
34.78%
43.48%
17.39%
4.35%
0.00%
5
0.00%
34.78%
43.48%
13.04%
8.70%
0.00%
6
0.00%
39.13%
30.43%
21.74%
8.70%
0.00%
7
0.00%
39.13%
43.48%
17.39%
0.00%
0.00%
8
0.00%
39.13%
39.13%
17.39%
0.00%
4.35%
9
4.35%
21.74%
30.43%
26.09%
8.70%
8.70%
10
0.00%
34.78%
39.13%
17.39%
4.35%
4.35%
136
Table 83
BSBA Operations Management Frequency Distribution of Graduate Attributes:
Problem Solving
Statements
N/A
5
4
3
2
1
1
4.35%
30.43%
26.09%
21.74%
13.04%
4.35%
2
0.00%
17.39%
43.48%
17.39%
21.74%
0.00%
3
0.00%
39.13%
34.78%
17.39%
8.70%
0.00%
4
0.00%
39.13%
30.43%
26.09%
4.35%
0.00%
5
4.35%
26.09%
39.13%
21.74%
8.70%
0.00%
6
0.00%
26.09%
30.43%
30.43%
13.04%
0.00%
7
0.00%
21.74%
34.78%
34.78%
8.70%
0.00%
8
0.00%
21.74%
39.13%
26.09%
8.70%
4.35%
9
0.00%
21.74%
30.43%
21.74%
17.39%
8.70%
10
0.00%
21.74%
43.48%
17.39%
17.39%
0.00%
11
0.00%
30.43%
34.78%
21.74%
8.70%
4.35%
12
0.00%
26.09%
34.78%
21.74%
13.04%
4.35%
13
8.70%
21.74%
34.78%
17.39%
13.04%
4.35%
14
8.70%
30.43%
21.74%
30.43%
8.70%
0.00%
15
0.00%
43.48%
30.43%
17.39%
8.70%
0.00%
16
0.00%
47.83%
26.09%
17.39%
8.70%
0.00%
17
0.00%
39.13%
39.13%
13.04%
8.70%
0.00%
18
8.70%
21.74%
47.83%
13.04%
4.35%
4.35%
137
Table 84
BSBA Operations Management Frequency Distribution of Graduate Attributes:
Communication
Statements
N/A
5
4
3
2
1
1
0.00%
47.83%
26.09%
21.74%
4.35%
0.00%
2
0.00%
39.13%
39.13%
17.39%
0.00%
4.35%
3
0.00%
39.13%
26.09%
30.43%
0.00%
4.35%
4
0.00%
34.78%
30.43%
26.09%
4.35%
4.35%
5
0.00%
34.78%
21.74%
30.43%
4.35%
4.35%
6
4.35%
34.78%
21.74%
30.43%
4.35%
4.35%
7
0.00%
34.78%
30.43%
26.09%
4.35%
4.35%
8
0.00%
47.83%
34.78%
13.04%
4.35%
0.00%
9
0.00%
52.17%
26.09%
17.39%
4.35%
0.00%
138
Table 85
BSBA Operations Management Frequency Distribution of Graduate Attributes:
Leadership
Statements
N/A
5
4
3
2
1
1
13.04%
30.43%
39.13%
17.39%
0.00%
0.00%
2
8.70%
30.43%
39.13%
17.39%
4.35%
0.00%
3
17.39%
26.09%
30.43%
17.39%
8.70%
0.00%
4
17.39%
30.43%
26.09%
26.09%
0.00%
0.00%
5
4.35%
34.78%
43.48%
17.39%
0.00%
0.00%
6
8.70%
26.09%
47.83%
17.39%
0.00%
0.00%
7
0.00%
43.48%
34.78%
17.39%
4.35%
0.00%
8
8.70%
26.09%
34.78%
26.09%
4.35%
0.00%
9
8.70%
39.13%
30.43%
17.39%
4.35%
0.00%
10
8.70%
39.13%
34.78%
17.39%
0.00%
0.00%
11
8.70%
39.13%
34.78%
17.39%
0.00%
0.00%
12
8.70%
39.13%
39.13%
13.04%
0.00%
0.00%
13
8.70%
30.43%
43.48%
13.04%
4.35%
0.00%
14
8.70%
30.43%
47.83%
13.04%
0.00%
0.00%
139
APPENDIX H - CLEARANCE FROM THE UNIVERSITY REVIEW ETHICS
COMMITTEE
140
APPENDIX I - CURRICULUM VITAE OF RESEARCHERS
BACERRA, ANGELICA D.
Home Address: Natan, Diplahan, Zamboanga Sibugay
Mobile Number: 0951 261 2102
Email: angelicadbacerra@su.edu.ph
DEMOGRAPHIC PROFILE
Age: 23
Birth Date: September 14, 1999
Nationality: Filipino
Sex: Female
Birthplace: Natan, Diplahan Zamboanga Sibugay
Civil Status: Single
EDUCATIONAL ATTAINMENT
Junior High School: St. Paul School of Buug
Senior High School: Saint Columban College
College: Silliman University
ORGANIZATION INVOLVEMENT & ACHIEVEMENTS
●
Intern, Sycip Gorres Velayo & Co. (2022)
●
Member, Junior Philippine Institute of Accountants (2018 - Present)
141
CALUMPANG, PEARL LOUIE S.
Home Address: Bucandala II, Imus City, Cavite
Mobile Number: +(63)915 528 7060
Email: pearlscalumpang@su.edu.ph
DEMOGRAPHIC PROFILE
Age: 23
Birth Date: November 8, 1999
Nationality: Filipino
Sex: Female
Birthplace: Cavite City, Cavite
Civil Status: Single
EDUCATIONAL ATTAINMENT
Junior High School: Imus National High School
Senior High School: STI College - Dasmariñas
College: Silliman University College of Business and Administration (2018 - Present)
ORGANIZATION INVOLVEMENT & ACHIEVEMENTS
●
Intern, KPMG R.G. Manabat & Co. Distance Learning Internship (2022)
●
Asst. Sec., Silliman University Junior Philippine Institute of Accountants (2021 2022)
●
2019 Civil Service Exam passer (Professional level)
142
ENRIQUEZ, BAVE R.
Home Address: Aglipay Street, Tupas, Manjuyod
Mobile Number: 09975616651
Email: baverenriquez@su.edu.ph
DEMOGRAPHIC PROFILE
Age: 23
Birth Date: September 26, 1999
Nationality: Filipino
Sex: Female
Birthplace: NOPH, Dumaguete City
Civil Status: Single
EDUCATIONAL ATTAINMENT
Junior High School: Manjuyod Science High School
Silliman University Senior High School
College: Silliman University College of Business and Administration (2018 - Present)
ORGANIZATION INVOLVEMENT & ACHIEVEMENTS
●
Intern, KPMG R.G. Manabat & Co. Distance Learning Internship (2022)
●
Registrations and Evaluations Committee Co-head, COMSO (2021 - 2022)
●
Member, Junior Philippine Institute of Accountants (2018 - Present)
143
NOCETE, SZHAR ANDREI S.
Home Address: E.J. Blanco Ext. Corner St. Jerome, Daro, Dumaguete City
Mobile Number: 09457634390
Email: szharsnocete@su.edu.ph
DEMOGRAPHIC PROFILE
Age: 22
Birth Date: July 19, 2000
Nationality : Filipino
Sex: Male
Birthplace: Dumaguete City
Civil Status: Single
EDUCATIONAL ATTAINMENT
Junior High School: Ramon Teves Pastor Memorial Dumaguete Science High School
Senior High School: Ramon Teves Pastor Memorial Dumaguete Science High School
College: Silliman University
ORGANIZATION INVOLVEMENT & ACHIEVEMENTS
●
Intern, KPMG R.G. Manabat & Co. Distance Learning Internship (2022)
●
Public Relations Officer, CBA Student Council (2021 - 2022)
●
Volunteer, Victory Dumaguete (2016 - Present)
144
RALLOS, ROELA DENISSE A.
Home Address: Brgy. Tambulilid, Camella Homes Lapradera, Ormoc City Leyte
Mobile Number: 0906 859 1246
Email: roelaarallos@su.edu.ph
DEMOGRAPHIC PROFILE
Age: 22
Birth Date: March 9, 2000
Nationality: Filipino
Sex: Female
Birthplace: Ormoc City
Civil Status: Single
EDUCATIONAL ATTAINMENT
Junior High School: New Ormoc City National High School
Senior High School: Silliman University Senior High School
College: Silliman University College of Business and Administration (2018 - Present)
ORGANIZATION INVOLVEMENT & ACHIEVEMENTS
●
Intern, KPMG R.G. Manabat & Co. Distance Learning Internship (2022)
●
Auditor, Junior Philippine Institute of Accountants (2021- 2022)
●
Co-Chairperson, Silliman University Student Government Educational Services
Committee (2021-2022)