THE IMPACT OF THE AGSB MBA
STANDARD PROGRAM ON THE
CAREER ADVANCEMENT OF ITS
ALUMNI FROM 2017 TO 2022 IN
TERMS OF PROMOTION RATE
CASTILLO, LESLIE
EBRADA, NICOLE KAYE
GLIPONEO, LYCAH ADELLE
GO, REANNE JEANNE
HAILAR, LARRY JR.
SERRAON, PATRICIA JAHN
Table of Contents
LIST of TABLES .................................................................................................................. 3
LIST of FIGURES ................................................................................................................ 4
LIST of APPENDICES ......................................................................................................... 5
ABSTRACT .......................................................................................................................... 6
CHAPTER 1 .......................................................................................................................... 7
1.1. Background of the Study ............................................................................................ 8
1.2. Statement of the Problem ......................................................................................... 10
1.3. Objectives of the Study............................................................................................. 12
1.4. Significance of the Study .......................................................................................... 13
1.5. Limitations, and Delimitations of the Study ............................................................. 15
1.6. Definition of terms.................................................................................................... 16
1.7. Review of Literature ................................................................................................. 17
CHAPTER 2 ........................................................................................................................ 29
2.1. Research Frameworks............................................................................................... 31
2.2. Study Design............................................................................................................. 35
2.3. Study Variables......................................................................................................... 36
2.4. Study locale and population ..................................................................................... 39
2.5. Data Collection Methods .......................................................................................... 42
2.6. Data Processing and Analysis ................................................................................... 44
2.7. Ethical Considerations .............................................................................................. 45
CHAPTER 3 ........................................................................................................................ 46
3.1. Results for Objective 1 ............................................................................................. 48
3.2. Results for Objective 2 ............................................................................................. 49
3.3. Results for Objective 3 ............................................................................................. 51
CHAPTER 4 ........................................................................................................................ 53
4.1. Summary of Findings ............................................................................................... 54
4.2. Recommendations .................................................................................................... 55
4.3. Research Communication Plan ................................................................................. 56
4.4. Research Translation and Innovation ....................................................................... 57
4.5. REFERENCES ......................................................................................................... 59
4.6. ANNEXES................................................................................................................ 61
LIST of TABLES
Table 1. Potential Stakeholder Benefits from this Study .................................................... 13
Table 2. Study Risks, limitations, and delimitations of the study ....................................... 15
Table 3. Study variables, definitions, and data collection ................................................... 36
Table 4. Count and Average Age of Respondents .............................................................. 39
Table 5. Data Collection Plan ............................................................................................. 42
Table 6. Corresponding Scores for Likert Scale Variables ................................................. 44
Table 7. Average Score of Pre-MBA Courses .................................................................... 48
Table 8. Average Score of Foundational Courses ............................................................... 48
Table 9. Average Score of Functional Courses ................................................................... 49
Table 10. Top 5 Most Taken Elective Courses ................................................................... 49
Table 11. Average Score of Strategic Management ............................................................ 49
Table 12. Helpfulness of AGSB in Career Advancement by Aspect .................................. 50
LIST of FIGURES
Figure 1. The learning and employability framework ........................................................ 19
Figure 2. The learning and employability framework ........................................................ 31
Figure 4. Operational Framework from Input Factors to Monitoring & Evaluation ......... 34
Figure 5. Respondents by Sex ............................................................................................ 39
Figure 6. Respondents by Employment Status ................................................................... 40
Figure 7. Respondents by Graduation Year ....................................................................... 40
Figure 8. Top 6 Industries of Respondents ......................................................................... 40
Figure 9. Promotion achieved by AGSB Alumni ............................................................... 47
Figure 10. Word Cloud of Positive Responses................................................................... 47
Figure 11. Helpfulness of AGSB MBA Standard Program in achieving Career
Advancement ....................................................................................................................... 48
Figure 12. Word Cloud of Negative Responses ................................................................. 50
Figure 13. Word Cloud of Recommendations .................................................................... 51
Figure 14. Other career advancements achieved beyond promotion ................................. 51
Figure 15. Top 5 Career Advancements achieved Beyond Promotion .............................. 52
Figure 16. Recommendation of AGSB MBA Standard Program in terms of Career
Advancement ....................................................................................................................... 52
LIST of APPENDICES
Annex A. Data Collection Tool .......................................................................................... 61
Annex B. Informed Consent Document ............................................................................. 68
Annex C. Snippet of Word Cloud Generation in Jupyter Notebook. ................................. 68
ABSTRACT
BACKGROUND: This study investigates the influence of the AGSB MBA Standard
Program on the career advancement of its graduates from 2017 to 2022, with a particular
emphasis on promotion rates.
METHODS: To address this research question, a mixed-methods approach was employed,
incorporating both quantitative and qualitative data collection techniques. A sample of 27
alumni participated in surveys and interviews, enabling an exploration of the importance of
program courses and alumni perceptions.
RESULTS: The findings indicate that 59% of alumni experienced promotions after
completing the program, with 70% reporting career advancements beyond mere promotion.
Noteworthy courses contributing to career progress included Business Communication,
Leadership Effectiveness, Operations Management, and Strategic Management. While the
faculty and curriculum were generally well-regarded, areas for improvement were
identified, such as networking opportunities, internship experiences, and extracurricular
activities.
CONCLUSION: Overall, the AGSB MBA Standard Program demonstrated significant
success in fostering career progress among its graduates, with several courses identified as
influential in this regard. Recommendations for program enhancements and areas requiring
improvement were outlined, along with insights into the career benefits that extend beyond
mere promotions. The alumni widely acknowledged the positive impact of the program
and endorsed its efficacy in facilitating career advancement. This study provides detailed
insights for program improvements and highlights the program's effectiveness in preparing
graduates for diverse and successful professional paths.
CHAPTER 1
INTRODUCTION
1.1. Background of the Study
The pursuit of higher education, such as a Master of Business Administration (MBA)
degree, has long been regarded as a crucial step for professionals aspiring to advance their
careers in the competitive domain of business and management. MBA programs are wellknown for providing students with advanced knowledge, skills, and networking prospects
that can empower them to elevate their careers exponentially. In this research, the general
objective is to explore the impact of the Ateneo Graduate School of Business (AGSB)
MBA Standard Program on the career advancement of its alumni 12 months after
completing the program, ranging from 2017 to 2022. The primary focus will be on
promotion rates as an indicator of career advancement.
The Ateneo de Manila University, a distinguished educational institution in the Philippines
founded in 1859, has attained both domestic and global recognitions for its unwavering
dedication to scholarly distinction and societal accountability. It is renowned for its
esteemed Master of Business Administration curriculum, which has garnered
acknowledgment from national and international accrediting organizations for its rigorous
academic curriculum, commitment to ethical leadership, and dedication to academic
excellence. Graduates of this program are anticipated to possess a distinct skill set,
strategic thinking capabilities, and leadership qualities that are often sought after by
employers seeking to fill leadership positions within their organizations. However, while
these expectations are grounded in the program's reputation, it is imperative to empirically
explore whether the educational experiences and skills acquired during the program align
with real-world career advancement outcomes.
Career advancement, which serves as a central focus of this study, is a multifaceted
concept encompassing various aspects such as promotions, salary increments, expanded
responsibilities, and access to leadership roles within organizations. Promotion rate,
identified as one of the key metrics, provides a quantifiable measure of career advancement.
It signifies how frequently alumni of the AGSB MBA Standard Program have ascended
the corporate hierarchy within their respective organizations within 12 months after
completing the program among alumni from 2017 to 2022.
This research study fulfills a twofold purpose. First, it presents a distinct opportunity to
evaluate the influence of the AGSB MBA Standard Program on the career paths of alumni
from 2017 to 2022, with the objective of quantitatively gauging its effect on career
advancement. Such insights hold immense value for prospective students contemplating
program enrollment and current students aspiring to optimize their educational advantages.
In a time of rapid changes and intense competition, it is crucial to assess whether MBA
programs still give professionals a competitive advantage. By focusing on promotion rates
as a tangible measure of career advancement, this study addresses a topic of great interest
to individuals and organizations, with the potential to inform decision-making in academic
institutions and program administration. If the AGSB MBA Standard Program shows a
significant impact on promotion rates, it can become a benchmark for program excellence.
Conversely, areas for improvement can be identified and program enhancements can be
made to ensure graduates remain competitive in the job market.
1.2. Statement of the Problem
The establishment of the Graduate School of the Ateneo de Manila University occurred in
1948, commencing with a master's program focused on Arts in Education and English.
Over time, various fields of study were introduced, such as Business Administration,
Economics, Sociology, and Philosophy. As the offerings expanded in both size and
complexity, and the program became a part of the MBA Standard Program, the research
aims to determine the impact of the AGSB MBA Standard Program on the career
advancement of its alumni from 2017 to 2022 in terms of promotion rate.
Given that the AGSB MBA Standard Program alumni from 2017 to 2022 have already
obtained their degrees, the objective is to evaluate the overall career advancement attained
through the program. Despite their educational achievements, it is important to ascertain
the challenges faced by the alumni, the difficulty in attaining desired career advancement,
and any economic obstacles impacting career development.
The potential issues aim to determine the helpfulness and effectiveness of AGSB's MBA
Standard program for its alumni and identify the courses within the program that contribute
most significantly to career advancement. Given our current context, the group possesses
limited information and ample room for further understanding of the actual problems,
program effectiveness, alumni excellence, and relevance of AGSB's master's degree.
Furthermore, once the facts have been determined, the research aims to analyze the current
benefits of earning an MBA degree, assess any problem areas within the institution,
monitor and evaluate the implementation of AGSB's program, and establish a sustainable
approach to maintain the institution's status as one of the top business schools in the
Philippines.
To achieve this objective, the present researchers will undertake a comprehensive
investigation and analysis to address the research query: “How has the AGSB MBA
Standard Program contributed to the advancement of careers in terms of the promotion rate
of its alumni from 2017 to 2022?”. This study will encompass an examination of the
professional progression achieved, with the aim of evaluating the benefits and drawbacks
associated with enrolling in the AGSB MBA Standard Program and offering constructive
recommendations to the program's administration.
Furthermore, this study serves to assist prospective participants in determining the
program's value and rate of success. To accomplish this research, online surveys will be
conducted, time will be spent on the production floor to gather data, and a series of
observations will be undertaken to ensure accurate analysis. The formulation of problems
and questions will be approached diligently to achieve a well-structured cognitive bias and
facilitate fruitful discussions. The researchers will maintain an inquisitive stance
throughout the problem-solving process, as this will lead to a deeper understanding of the
study. By asking the appropriate questions, the root cause of the problem can be identified,
thereby avoiding ineffective temporary solutions.
Finally, after gaining a holistic understanding of the underlying causes, the problem
statements will be refined, and our team will embark on finding a possible solution and
provide insights that can benefit future participants and the institution.
1.3. Objectives of the Study
The general objective of this study is to assess the overall career advancement achieved by
AGSB MBA Standard Program alumni from 2017 to 2022, with a specific focus on
promotion. In addition, it aims:
1. To identify which courses within the AGSB MBA Standard Program contributed
significantly to career advancement.
2. To provide constructive recommendations to the program's administration
regarding areas for improvement within the AGSB MBA Standard Program.
3. To evaluate the benefits and disadvantages of enrolling in the AGSB MBA
Standard Program, and to gather insights from the AGSB MBA Standard graduates
regarding the program’s effect on their career advancement, specifically in areas
beyond promotion.
1.4. Significance of the Study
1.4.1. Research Significance
While there is an existing alumni tracker system, this study has never been done at the
Ateneo Graduate School of Business. This would provide key insights to the
administration on the perceptions of the alumni on their MBA program.
With the
improvement of the MBA program, this will attract more enrollees.
1.4.2. Practice and Program Significance
The findings from this research study can play a critical role in enhancing the quality and
effectiveness of the AGSB MBA Standard Program. This will provide a framework for the
administration to make improvements and adjustments in the different MBA courses. By
playing on these insights, the school can create a more tailored and responsive educational
experience for its MBA students, ensuring they are better prepared to meet the evolving
demands of the business world.
1.4.3. Policy significance
This study grasps the potential to directly impact the AGSB administration by
recommending and facilitating the combination of research-focused initiatives within the
MBA curriculum. Clearly, it can motivate the administration to execute a policy requiring
the addition of mandatory thesis projects in each MBA course. The findings of this study
can also help the administration point out the specific areas within the MBA program that
may need improvement and accommodate in tailoring the courses accordingly.
1.4.4. Stakeholder significance
Table 1. Potential Stakeholder Benefits from this Study
Stakeholder
Potential Benefits from the Study
AGSB MBA Standard program alumni
The study provides alumni insights on the
from 2017 to 2022 (respondents)
Ateneo Graduate School of Business MBA
Standard program's effectiveness on their
career advancement, in terms of promotion
rate.
Other AGSB MBA program alumni This allows the other AGSB MBA
from 2017 to 2022
program alumni of the same years to
compare the effectiveness of the AGSB
MBA program on their promotion rate.
AGSB administration
The study helps the Ateneo Graduate
School of Business administration identify
the areas for improvement in the AGSB
MBA Standard program.
AGSB students currently enrolled in the They may also benefit from this research
MBA
Standard
programs
and
other
MBA to provide an outlook on their career after
finishing the program.
Interested enrollees of any AGSB MBA This can help interested enrollees of any
program
AGSB MBA program assess which MBA
program to enroll in.
1.5. Limitations, and Delimitations of the Study
Given the study design the researchers are expected to encounter the following risks and
limitations which shall be addressed by the following delimitations and strategies, as
presented on the table below:
Table 2. Study Risks, limitations, and delimitations of the study
Domain
Scope
Risks and Limitations
Delimitation
Noise in data
The survey will be designed for
interpretation
alumni of Master of Business
Administration (MBA) Standard
Program from 2017 to 2022 only.
Varied definition of
Career advancement will be
career advancement
defined as promotion of alumni
within 12 months after graduation.
Reliability
‘Social desirability bias’
The survey will include both
or the tendency for
positive and negative statements to
respondents to report
counteract this bias. In addition,
positive responses
questions asking for sentiments
will also be included for further
understanding.
Validity
Appropriateness of data
The researchers will pre-test and
collection tools
enhance the survey form prior to
developed
full and extensive data collection.
Incomplete data: Some
Survey forms will be sent via
fields not being
Google forms and will be
answered—deliberately
immediately checked for
or accidentally
completeness upon submission. In
cases of incomplete responses,
respondents will be contacted
immediately via email to supply
missing information.
1.6. Definition of terms
Acronym
AGSB
MBA
SPBUSCOM
SPAPMATH
SPMASTAT
SPFINACC
SPMETRES
SPLEADER
SPETHICS
SPPRIMAN
SPMARKMA
SPHUMRES
SPINFOTE
SPMANSCI
SPMANACC
SPFINMAN
SPOPEMAN
SPECOMAN
SPLEADOC
SPPROJMA
SPBRANMA
SPINVEMA
SP6SIGMA
AI
Definition
Ateneo Graduate School of Business
Master of Business Administration
Business Communication
Applied Mathematics
Managerial Statistics
Financial Accounting
Methods of Research
Leadership Effectiveness
Business Ethics
Principles & Dynamics of Management
Marketing Management
Human Resource Management
Management Concepts for Information Technology
Applied Management Science
Managerial Accounting
Financial Management
Operations Management
Economics for Managers
Leading Organization Change
Project Management
Brand Management
Investment Management
Lean Six Sigma
Artificial Intelligence
1.7. Review of Literature
OUTLINE
I. Introduction
In the current era characterized by ongoing and constant changes in the economic and
professional landscape, institutions of higher education are assuming a crucial and pivotal
role in shaping the future trajectory of their graduates. It is widely acknowledged that the
Ateneo Graduate School of Business has firmly established itself as a preeminent and
leading institution in the Philippines, consistently providing the MBA Standard Program to
furnish its students with the requisite expertise and acumen to excel in their respective
careers. The principal focus of this research encompasses the importance of assessing the
influence and impact of the AGSB MBA Standard Program on the career advancement of
its alumni, particularly spanning the years 2017 to 2022, with a primary emphasis on rates
of advancement in professional roles and responsibilities. The comprehension and
discernment of the effect of this program on the career development and advancement of
its alumni assume paramount significance for both the institution and its graduates, given
that it has the potential to catalyze improvements in the curriculum and pedagogical
approaches, and offer invaluable guidance to prospective students in making well-informed
and judicious choices educational pursuits. This research seeks to provide comprehensive
insights and understanding into the multifaceted and nuanced impact of the AGSB MBA
Standard Program on the career trajectories of its alumni, thereby contributing to the body
of knowledge in the realm of higher education and career development.

Statement of the significance of studying the impact of the AGSB MBA Standard
Program on its alumni and how does Ateneo envisions it
This research's importance is found in its potential to make a significant contribution to the
ongoing enhancement of the AGSB MBA Standard Program and to guide the Ateneo
administration in achieving its vision for its students. Ateneo's vision includes the
production of graduates who excel academically and the cultivation of individuals who
show a deep-seated dedication to excellence and the betterment of society. Through an indepth analysis of the influence of the MBA Standard Program on professional
advancement, Ateneo GSB can more effectively align its curriculum with the evolving
requirements of the corporate environment and the ambitions of its students. Furthermore,
this analysis can play a crucial role in pinpointing areas in need of improvement and
opportunities for innovation within the program. This research can significantly impact the
continuous improvement of the AGSB MBA Standard Program and provide valuable
insights for Ateneo in realizing its vision for its students. It aims to contribute not only to
graduates' academic excellence but also to the development of individuals dedicated to
excellence and service to society. By exploring the effects of the MBA Standard Program
on career advancement, Ateneo can better adapt its curriculum to meet the changing
demands of the business world and the aspirations of its students. Moreover, it can serve as
a foundation for identifying areas requiring enhancement and opportunities for innovation
within the program.

Introduce the concept of career advancement as a key focus of the study
The concept of career advancement, often used interchangeably with professional growth,
is a complex and multifaceted notion that encompasses a wide array of factors contributing
to an individual's progress in their chosen field. In this research endeavor, career
advancement is mainly assessed through the lens of promotion rates, which serve as a
tangible indicator of an individual's upward mobility within an organizational hierarchy.
Such promotions are indicative of the acknowledgment of an individual's acquired skills,
competencies, and potential, thereby reflecting the practical application of knowledge
gained throughout their educational journey. This study seeks to delve into the tangible
benefits of the AGSB MBA Standard Program in relation to the career development of its
alumni by closely examining promotion rates.
The AGSB MBA Standard Program, as offered by the institution, is meticulously crafted
to furnish students with a comprehensive comprehension of diverse business disciplines,
leadership acumen, and a robust ethical grounding. The program's curriculum, faculty, and
resources are meticulously tailored to equip students with the necessary tools to thrive in
their professional pursuits and make constructive contributions to the societal milieu.
Through a meticulous analysis of promotion rates among AGSB MBA Standard Program
alumni from 2017 to 2022, this research aims to unearth invaluable insights into the
program's efficacy. It is poised to address critical inquiries pertaining to the program's
alignment with the evolving exigencies of the job market and the aspirations of its
graduates, as well as its role in fostering the cultivation of skills and competencies
conducive to career advancement.
In essence, this scholarly investigation is geared towards offering a comprehensive
evaluation of the influence wielded by the AGSB MBA Standard Program on the career
advancement of its alumni, with a specific emphasis on promotion rates. The discoveries
stemming from this study are poised not only to aid the institution in refining its
educational provisions but also to furnish potential students with pertinent discernments
into the prospective advantages of enrolling in this program. Moreover, the findings of this
inquiry could potentially enrich the broader dialogue concerning the impact of higher
education in sculpting the career trajectories of individuals within the ever-evolving
domain of business and management.
II. Overview of MBA Programs and Career Advancement
 The Significance and Role of MBA Programs in Career Development
Master's in business administration (MBA) programs serve as platforms for the
development of business-related skills among young professionals. Generally, these
programs are offered to employed individuals working full-time or part-time, and
entrepreneurs.
Marino, Rivero and Dabos (2019) stipulate that there are studies that show the correlation
between MBA programs and skill building.
Specifically, this program widens
understanding of the business world, enhances communication, leadership skills and
teamwork, and provides room for practical applications of business-related theories.
MBA programs also provide opportunities for networking. Obtaining an MBA from an
established institution allows a person to build long-term connections that could potentially
help with their career. Moreover, being surrounded by individuals who share the same
mindset, from diverse backgrounds, leads to a more comprehensive understanding from
different points of view.
Shetti (2018) states that most corporations are particular with the kind of individuals
connected to them. They consider those with MBA degrees as more qualified for top
positions since they possess a more developed set of business traits and skills. In fact,
Shahani (2022) reports in a news article on Hans India that the demand for an MBA degree
continues to increase because of its many benefits for students.

Theoretical Framework linking MBA Education to Career Advancement
Figure 1. The learning and employability framework
Sumanasiri, Yajid and Khatibi (2015) assert that learning and employability are concepts
that supplement one another. Figure 1 is a visual representation of the learning and
employability framework.
The learning and employability framework has five independent constructs that are
composed of the following:

Career Developmental Learning: The framework introduces this as a kind of
learning that enables self-awareness, develops job search skills, employment
transition and effective presentation skills, and it enhances career direction.

Work and Life Experience: The framework operationalizes this using the
following factors: perceived value of work experience, network of contacts
developed, and community involvement.

Degree subject knowledge, skills and understanding: These are the adjustments
in qualification and technical training, basic skills including literacy and IT,
improved attendance and behavior. These are attained from university programs.

Generic Skills: The framework utilizes the following factors in operationalizing
generic skills: creativity, adaptability, eagerness to learn, autonomy, teamwork,
management capability, ability to work under pressure, oral and written
communication, numeracy, attention to detail, time management, decision-making,
organizing ability and innovation.

Emotional Intelligence: It refers to how individuals manage, and process
information related to their emotions. The four factors, namely self-esteem,
autonomy, grit, and empathy set the measures for emotional intelligence.
These constructs are representations of the different learning aspects that students obtain in
universities. The framework shows a positive association between these and the learning
outcomes. Learning outcomes are specific and generic skills students obtain from their
programs. These learning outcomes are also directly associated with employability and are
shown to interfere with the five constructs and employability.
The following factors are used to determine if learning outcomes are met:

Provision of updated knowledge

Innovation of ideas

Creative application of ideas

Enhanced self-development.

Development of self-learning
University reputation has an indirect influence on employability, which serves as a middle
ground between these learning outcomes and employability. It is a combination of
university and degree program level reputation and can directly affect employability.
Finch et al (2013) asserts the evidential support showing the correlation between
employability and factors such as institutional image, branding, ranking and program
structure. The framework develops the following to measure university reputation:

The university reputation’s influence in obtaining present employment

The university reputation’s influence in promotion

The university reputation’s influence in getting future employment
Moreover, the employability concept relates to the ability of individuals to secure
employment. It is measured based on financial rewards, interest, and degree of
responsibility.
III. AGSB MBA Standard Program
 Historical context and development of the AGSB MBA Standard Program
The Ateneo de Manila University Graduate School of Business was established in 1948,
was established in 1948 with its initial offerings of Master of Arts programs in English and
Education. Over time, Business Administration, Economics, Philosophy, and Sociology
were the additional fields of study introduced in the MBA program. In 1960, as the field
offerings explored and expanded in size, the Graduate School of Ateneo de Manila
University found its way to divide into two separate organization, the Graduate School of
Economics and Business Administration and the Graduate School of Arts and Sciences.
These four institutions, De La Salle College, Ateneo de Manila University, the Ford
Foundation, and Harvard University collaborated with the Asian Institute of Management
(AIM) to establish an agreement that La Salle and Ateneo would focus exclusively and
solely on part-time programs offerings while AIM was to centralize on offering full-time
MBA programs back in 1968. As a result of this collaboration with AIM, AGSB applauded
many of its faculty to the AIM, and that ended the institution's full-time MBA program.
The 1990s were a period of expeditious growth and continuous success for AGSB since
the period embodied by the introduction of numerous innovative new degree and nondegree programs and a boom in student enrollment because of the dedication and
leadership of Dean, former Secretary of Health, Dr. Alfredo R.A. Bengzon.
Under his successful leadership, the AGSB continued its special focus on healthcare
management and public health. And the former called the master's in health service
administration in 1998, was renamed the MBA in Health in 2002. A lot of the new nondegree programs were launched also, including the award-winning Leaders for Health
program. The successful years of AGSB continued in 1998, because the Ateneo
Professional Schools, made up of AGSB and the Ateneo Law School, moved to its new
state-of-the-art campus at the Rockwell Center, in Makati City. That same year, the
university proudly introduced the Ateneo-Regis MBA program in partnership with Regis
University (Denver, Colorado), a pioneer and leader in adult and workplace-based learning.
The Commission on Higher Education back in 2003 granted AGSB full autonomy status,
in recognition of its continuous and sustained commitment to quality education, pacesetting innovations in management training, and leadership development. The CHED in
2004 rated AGSB as the number one business school in the Philippines out of the 199
schools included and evaluated that year. The university received full accreditation from
the Philippine Accrediting Association of Schools, College and Universities, or PAASCU
back in August 2010, to hone its brand of business education more accessible and
convenient to a wider public, the AGSB opened and operates satellite campuses all over
the country, including in Santa Rosa, Laguna; Clark Field, Pampanga; Cebu City, and
Iloilo City.
The Ateneo de Manila University is staying truthful and genuine to the Jesuit tradition of
Magis and excellence in service to other people, and constantly urged by its passionate and
motivating desire to provide its students with the best quality education in the service of
the nation, the AGSB now a days remains ever more committed and consistent to its value
proposition that business is not only for profit but also for nation building, and that “our
country is our business”.
The Ateneo de Manila Graduate School of Business MBA Standard program encourages
and provides comprehensive leadership, management development strategy and learning
ground designed for young professionals. The program ca be offered on a part-time basis,
it caters to professional individuals who want to pursue career advancement without
interrupting their professional commitments. The program accentuates self-awareness and
helps clarify personal value frameworks while obtaining skills to address modern
management issues and fostering mindsets for lifelong learning of the students. Enrolling
students are usually from diverse industries and educational backgrounds, such as
marketing, finance, engineering, technology, and medical courses. The AGSB MBA
program features an interactive and student-centered design. This approach coordinates
mutual learning, leveraging and sharing the diverse experiences of students to create a
great dynamic and enriching learning environment. The faculty members, composed of
industry practitioners in senior or managerial leadership positions, prioritize the role of a
facilitator over being a repository of knowledge. Their goal is to orchestrate class
discussions, qualify students to take greater responsibility for their own growth, learning
and deeper insights.

Key components of the program: curriculum, teaching methodology, faculty and
administrator heads, and other distinctive features.
Curriculum
The MBA Standard Program of AGSB is offered on a trimestral basis and the courses that
are offered follow a logical sequence. The MBA Standard Program consists of the
following courses:
Curriculum
Pre-MBA Courses
Foundational Courses
Functional Courses
Elective Courses
Integrating Course
Grand Total
Units
10
9
24
6
3
52
Source: The MBA Standard Program Curriculum | Ateneo Graduate School of Business.
(n.d.). https://gsb.ateneo.edu/graduate-programs/the-mba-standard-program-curriculum/
In AGSB MBA Standard Program, the regular load per trimester is three (3) subjects.
Students may be allowed to take up to a maximum of five (5) subjects per trimester,
chosen subjects must have the approval of the Registrar. The MBA Standard Program
permits exemption in the Pre-MBA Courses but except for Methods of Research, students
must pass the validating examinations before the start of the trimester. The Office of the
Registrar administered that students must have validated examinations.
Course Code Units of AGSB
Code
Course
1. Pre-MBA Courses
BUSCOM
Business Communication
APMATH
Applied Mathematics
MASTAT
Managerial Statistics
FINACC
Financial Accounting
METRES
Methods of Research
2. Foundational Courses
ETHICS
Business Ethics
LEADER
Leadership Effectiveness
PRIMAN
Principles and Dynamics of Management
3. Functional Courses
MANSCI
Applied Management Science
OPEMAN
Operations Management
MANACC
Managerial Accounting
FINMAN
Financial Management
HUMRES
Human Resource Management
Managing Concepts for Information
INFOTE
Technology
MARKMA Marketing Management
ECOMAN
Economics for Managers
4. Elective Courses (any two)
BRANDMA Brand Management
BUSINTEL Business Intelligence
BPDISC
Business and Professional Discourse
CONTRO
Controllership
Units
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
ECODEV
E-COMME
E-MARK
ENTREP
FINDEM
FINENG
GLOBMA
INFOSEC
INVEMA
LEADOC
6SIGMA
MAFINS
MARCOM
PERFIN
PROJMA
SUPMAN
Economic Development
Electronic Commerce
E-Marketing
Entrepreneurship
Financial Analysis and Decision-making
Financial Engineering
Global Marketing
Information Security Management
Investment Management
Leading Organization Change
Lean Six Sigma
Management of Financial Institutions
Marketing Communication
Personal Finance
Project Management
Supply Chain Management
5. Integrating Course
STRAMA
Strategic Management
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Source: The MBA Standard Program Curriculum | Ateneo Graduate School of Business.
(n.d.). https://gsb.ateneo.edu/graduate-programs/the-mba-standard-program-curriculum/
Teaching Methodology
The AGSB teaching methodology is currently in a hybrid set-up, face to face classes and
Mixed Modes of Learning from home. This way aims to create a safe learning environment
for each member of the community and school. The Guidelines are based on the memos
which observe local and international health standards. The Guidelines include Health
Protocols and Guidelines for Campus Access, the Use of University Facilities, and Holding
of Events on Campus.
Distinctive Features
The curriculum embraces a modular approach, highlighting daily learning results, activities,
and assignments. It transcends techniques and theories, integrating personal transformation
and values. The program consists of 19 courses (52 units), including 5 pre-MBA, 2
electives, 11 core subjects, and a final integrating course, and it is a non-thesis program.
The concluding requirement is an integrating Strategic Management paper.
The program can be offered on a part-time basis, regulated on weeknights or Saturdays, it
also follows a trimestral schedule, allowing students to complete it in seven trimesters (two
years and four months). Students with pass validating exams before the start of the
trimester may skip pre-MBA courses. The student-centered approach dwells on selfresponsibility, and a workplace-based method combines personal and professional
experiences into learning. AGSB’s faculty members serve as guidance. The Standard MBA
Program classes are limited to 35 students and are available at the main campus in
Rockwell Center, Makati City, and a satellite campus in Cebu Business Park, Cebu City.

Explain how these components align with the theoretical framework mentioned in
section II.
The Ateneo Graduate School of Business Standard MBA program provides great and
excellent quality of education by aligning the theoretical framework by embodying and
looking for employees and resources that correlate with their standard when it comes to the
curriculum, course units, faculty credentials, and distinctive features that contribute to
work and life experience, career development learning of the students. The degree will
consist of subjects that can give great knowledge, skills, good comprehension, and
emotional intelligence.
The theoretical framework of AGSB shows that it benefits students by equipping them
with a structured system to provide guidance and direction, purposeful to give students a
reason to enhance their knowledge, and a comprehensive approach to education to have an
effective teaching strategy, and holistic education to help students develop their emotional
and intellectual intelligence. It ensures that learning experiences are meaningful and
relevant to be aligned with broader educational objectives and standards and provides
assurance to the students that they can have overall success after earning the degree.
IV. Empirical Studies on MBA Programs and Career Advancement
In today’s rapidly changing environment, pursuing higher education has become
necessary, especially for those who want to advance on the corporate ladder. Choosing the
right program is essential in tailoring one’s skillset and an MBA program has been
regarded as one of the most fitting paths for acquiring skills in the business acumen.
According to the Grind Success (2023), taking an MBA can significantly influence a
person’s career path in terms of:

Network Expansion: An MBA program is composed of a diverse group of
individuals, each with unique background and experiences, hence fostering
connections and broadening one’s point of view, which in today’s time is very
important. In addition, it offers opportunities to connect with accomplished alumni,
hence, getting access to job postings and enhancing one’s career prospects.

Decision Making: An MBA program builds critical thinking and problem-solving
skills, enabling an individual to understand factors involved in making business
decisions. By delving into areas like budgeting, forecasting, assessing risk levels
and making data-driven decisions, MBA students are equipped in steering not just a
single department, but the whole organization.

Leadership Skills: An MBA program teaches an individual not just to become a
manager, but to become a leader. While it undoubtedly equips individuals with
necessary skills and expertise, being a true leader lies in inspiring others and
leading by example.

Career Advancement: According to Franklin University (n.d.), getting an MBA
can give a lot of benefits to an individual’s career advancement. Some examples
include salary increase, promotion to leadership roles and “instant” credibility.
V. Career Outcomes of MBA Alumni (2017-2022)
Existing Surveys Focusing on the Career Trajectories
Total Responses: 738
Reasons for Pursuing MBA: The most popular reason (cited by 70% of the respondents)
is ‘to acquire more skills and knowledge about the business world’; this is followed closely
by ‘to expand my area of expertise’ (cited by 69%). The next most frequently cited reasons
for completing an MBA included getting a broader understanding of how business should
be managed (53%); ‘to change career’ (51%); and ‘to help differentiate myself in the job
market’ (49%). Fewer participants cited reasons such as ‘to learn how to run an ethically
sound business (20%); and ‘to earn more money in the short term’ (12%).
MBA Career Services: The survey asked participants if they were engaging with careers
services available at their Business School to help them achieve their career goals, after
completing their MBA. Here, the results are varied - while 48% of respondents said they
were engaging in careers support at their Business School, 49% said they were not. (The
remaining 3% were unsure).
Perceptions of Success post-MBA: The next section of the questionnaire focused on career
trajections and success factors for graduates on completion of their MBA. Questions were
designed to examine participants’ perceptions of success, how their studies have impacted
on this and how this measures up against their initial reasons for completing the MBA.
Harder metrics, such as salary or seniority, are not explored here. The top answers were
‘To acquire more skills and knowledge about the business world’ (cited by 70% of
graduate survey respondents; ‘To expand my area of expertise’ (67%); and ‘To get a
broader understanding of how business should be managed’ (50%). Current students are
more likely to have cited reasons such as ‘To learn about developing a sustainable business’
(cited by 31% of students vs 20% of graduates); ‘To help build my confidence’ (41% of
students vs 34% of graduates). This suggests that current students are more concerned
about socially responsible and sustainable issues in the world of work and are keen to
develop associated skills during their MBA. However, the student sample was more
inclined to choose more reasons for completing an MBA in the survey, and answers are
more evenly spread, compared with their graduate peers. This should be considered when
comparing students and graduates.
MBA Program Influencing Career Advancement
Alumni Success Stories
Michael Mitris, 2022 (MBA Candidate)
Mitris believes the MBA will bolster his career advancement to management in the future.
The MBA coursework is applicable to leadership in many roles. “The MBA has helped me
greatly in my career and in my interests outside of work to enhance my coaching and
supporting high school players to pursue their passion for football.”
Maya Smith, 2019 (Wegmans Food Market)
“I really connected with this approach and looked at this program as more than just me
receiving an MBA, but an opportunity to build my character and sharpen my skills as I
strive for advancement in my career,” she recalled.
Personal Development and Professional Progress
After completing their MBA, more than two thirds of graduates (68%), said they felt more
confident in themselves; 62% thought they were better at problem-solving and coming up
with solutions; 58% said they were better equipped to work in highly competitive
environments; and 56% said they were better at interacting with people in a professional
setting. Regarding the more difficult metrics, 35% of respondents claimed that having an
MBA had allowed them to advance in their careers more quickly than they otherwise
would have; 27% said that having an MBA had allowed them to make "substantially more
money" after graduation; and 24% said that having an MBA had allowed them to
contribute to the business community (The Association of MBAs, 2020). The results vary
slightly when one restricts the sample to people who had completed an MBA degree less
than a year prior to responding to the question. Among these recent graduates, 55% said
they are now better at resolving problems by finding new solutions (compared with 62% of
the whole sample); 26% of new graduates said they have been able to accelerate their
career faster than they otherwise would have (compared with 35% of the total sample); and
19% deem themselves to be an asset to the business community (compared with 24% of
the total sample).
MBA Alumni Testimonials
Class of 2022:
“In an assignment in the Product Service Design course, we selected a company, and drew
a product life cycle and roadmap to propose a new business model. In that assignment, I
analyzed the initial model, and successful and unsuccessful projects by investigating
personal mobility companies that have various products. After that, I suggested future
business strategies such as localization and subscription. Another notable course was the
Project Workshop. In that course, we had regular meetings with actual tech startup
managers to discuss product strategies and mid-to-long-term operation plans, and we
devised improvement roadmaps. I’m certain that this experience of analyzing and
discussing business models and formulating differentiation strategies with actual CEOs
and CTOs was a great help in expanding my business perspectives.”
- Hyunseok Ji (Professional MBA)
Class of 2019:
“I went through SKK GSB’s Professional MBA course, then concentrated on business
analytics in the Kelley School MBA course. As a result, before entering the IU Kelley
MBA, I had focused on predicting the future based on analysis of corporate performance, I
could grasp Predictive Analytics and Prescriptive Analytics after graduating from the
MBA. Predictive Analytics helps us understand overall sales, marketing, and strategy
trends behind performance figures, and helps us predict the future; and Prescriptive
Analytics gives a more sophisticated analysis of what departments need to do to prepare
for this predicted future and how they may prepare to benefit the company. Through my
varied MBA courses, I gained a broad understanding of business areas beyond my
financial field and learned to use data analytics tools to find meaningful results, enabling
more accurate analysis and facilitating critical business decisions.”
Chanjoong Kim (Professional MBA)
Class of 2018:
"I obtained so many new skills and values from my participation in the MBA program. Not
just from the textbooks and lectures, but from the guest speakers, workshops, mentorships,
and networking. My presentation and public speaking skills dramatically increased along
with project management and leadership. The biggest takeaway for me was the
entrepreneur workshop, which opened my eyes and inspired me to launch my own
marketing company post-graduation. Along with managing my own company, I have also
returned back to CSUSM as a Lecturer for the CoBA department."
Isabella Janovick (President, Janovick Communications & Marketing Lecturer,
CSUSM)
Class of 2017:
"The CSUSM FEMBA program had a significant impact on my professional development.
It helped me develop greater proficiency in public speaking, report preparation and
presentation, strategic analysis, leadership, and project management. I was able to apply
the skills and knowledge I developed in the program to my job which resulted in several
immediate professional successes, and within 6 months of graduating from the program I
received a promotion at work."
Jocelyn Wyndham (Director of Major Gifts, University Advancement, CSUSM)
VI. Challenges and Limitations
For this research, we dig into the challenges and limitations in assessing the impact of this
program. The promotion rate is the key indicator. This research is conducted to check the
complexity of measuring academic programs' effectiveness and expound the understanding
of career development after an MBA. Here's a discussion for these challenges and the
limitations when using a promotion rate as the sole metric, along with some alternative or
complementary metrics:

Challenges in Career Advancement for MBA Graduates:
i. COMPETITIVE JOB MARKET: MBA Graduates are often to enter a highly
competitive job market, where they compete with their peers who also hold
advanced degrees. This will be a challenge when seeking promotions.
ii. WORK-LIFE BALANCE: Balancing the demands of their work, further
education, and personal life can be a challenge. Some graduates might delay
seeking promotions to continue a healthier work-life balance.
iii. CHANGING JOB ROLES: Moving into roles that require a different skill set
may be necessary for career advancement. MBA graduates may encounter
difficulties if they lack the necessary skills or experience for their new chosen
roles.

Limitations of Using Promotion Rate as the Sole Metric:
While promotion rate is a key measure for evaluating career advancement, it has
some drawbacks:
i. TIME LAG: The impact of an MBA program on career advancement may not
be instant, depending on the time lag. It may take years for the graduates to
make substantial progress.
ii. LACK OF CAUSALITY: The promotion rates can specify a connection
between an MBA program and career advancement establish a causal
relationship. Other factors, which will be both internal and external, can also
influence promotion rates, making it difficult to attribute promotions solely to
the MBA program.

Alternative or Complementary Metrics:
i. SALARY INCREASE: Evaluating the average salary increase or income
growth of MBA graduates over time can give a more comprehensive view of
the program's impact on career advancement.
ii. JOB SATISFACTION: Assessing job satisfaction and measurement the
number of people can provide the understanding on how well MBA graduates
are moving forward in their careers and how the program has come up with
their contentment.
iii. JOB MOBILITY: Checking the number and the quality of job changes or
lateral moves can give insights into the versatility of MBA graduates.
VII. Conclusion
The AGSB MBA Standard Program has demonstrably impacted the career advancement of
its alumni from 2017 to 2022. The findings suggest that the program builds up
employability, with a certain emphasis on updated knowledge, innovative ideas, creative
application of ideas, boost your self-development, and self-learning. The image of the
university and its MBA program plays a significant role in employability, influencing
factors such as current employment, promotions, and future employment prospects.
A key aspect of the program's success lies in its inclusive leadership and management
development strategy. The various backgrounds of the registered students and the
interactive, student-centered approach encourage a dynamic learning environment, leading
to significant and professional growth. The curriculum and teaching methodologies are
aligned with the theoretical structure of learning and employability, illustrating the
program's effectiveness in equipping students with the required skills and knowledge for
career advancement.
But, despite these good outcomes, the study also acknowledges challenges and limitations.
The competitive market, work-life balance, and changing job roles are significant
challenges for MBA graduates seeking career advancements. Also, while promotion rate is
an important item for evaluating career advancement, it has limitations like time lag and
lack of casualty, suggesting the need for alternative or complimentary metrics like salary
increase, job satisfaction, and job mobility for a more comprehensive evaluation.
CHAPTER 2
RESEARCH FRAMEWORK and
METHODOLOGY
2.1. Research Frameworks
2.1.1. Theoretical framework
The learning and employability framework stipulates that both concepts supplement each
other. This framework was based on an in-depth study of various studies and conceptual
frameworks on employability.
According to Sumanasiri, Yajid and Khatibi (2015), the framework was adopted from Pool
and Sewell’s CareerEDGE framework in 2007. The learning and employability framework
identifies five independent constructs of employability:





Career development learning
Work and life experience
Degree subject knowledge
Generic skills and understanding
Emotional intelligence
These constructs are representations of the different fields of learning that students are
exposed to in their respective programs. The figure below shows a positive relationship
with learning outcomes. These learning outcomes are also directly connected to graduate
employability. With these, learning outcomes also appear to mediate between these
constructs and employability. The figure also shows that the reputation of a university
indirectly influences employability and moderates the relationship between learning
outcomes and employability.
Figure 2. The learning and employability framework
2.1.2 Conceptual Framework
The study will be guided by a conceptual framework that integrates various factors
contributing to career advancement, including:


Program variables. This category includes variables related to the AGSB MBA
Standard Program, such as program duration, course content, leadership
development, and networking opportunities.
Alumni characteristics. These variables encompass demographics (age, gender,
etc.), prior work experience, and industry of employment.



Career advancement variables. This category focuses on promotion rates, job
titles, salary progression, and changes in job roles.
Perceived impact. Alumni perceptions of the program's influence on their career
advancement, which will be collected through survey questionnaires and qualitative
interviews.
External factors. These encompass industry trends, economic conditions, and
personal circumstances that may influence career advancement.
The study will explore the interactions and relationships between these factors to determine
the program’s impact on career advancement.
Figure 3. Conceptual framework on study variables to assess career advancement of
AGSB MBA graduates from 2017-2022
2.1.3. Operational Framework
The following shows how the AGSB MBA program affects the career advancement of its
2017-2022 graduates:
1. Input Factors
a. Admissions - The MBA program’s criteria, which consists of grades, work
experience, and other related information, will be analyzed.
b. Curriculum Design - The study analyzes the MBA program’s curriculum,
composed of its pre-MBA courses, foundational courses, electives, and final
requirement. It assesses how the curriculum matches the needs of the industry.
c. Quality of Faculty - The study provides an in-depth assessment of the
qualifications of faculty members, based on their educational background and
industry experience. This will also be based on the alumni’s relationships with
faculty members, and possible mentorship programs of the AGSB.
d. Networking - The study also identifies the presence of any programs of the
AGSB that enable networking opportunities for students. It evaluates how
these networking opportunities affect the alumni’s career advancement.
2. Process Factors
a. Teaching and learning methods - The study assesses how effective the AGSB
faculty’s teaching methods are, which also encompasses case studies, research
work, and real-life applications of theories. This will consider how the
development of practical skills can be integrated into the program.
b. Career support - The study will investigate the AGSB’s career services
department, and how it helps students with career-related concerns. This also
includes an analysis of career workshops organized by the school.
c. Internship opportunities - The study evaluates the presence of AGSB’s
internship programs, if any. It also assesses its impact on the development of
skills.
d. Alumni engagement - The study analyzes the extent to which alumni show
support and are involved in mentorship and expansion of network.
3. Output Factors
a. Promotion rates - The study gathers data on the promotion rates of AGSB
alumni from 2017 to 2022.
b. Salary increase - The study collects information on the connection between
salary growth and the AGSB MBA Standard program. The important areas to
consider include industry exposure, tenure, and position.
c. Job satisfaction - The study assesses how satisfied the AGSB MBA Standard
alumni are with their current positions at work. It also studies the factors
related to their respective careers, such as work-life balance and work
responsibilities.
4. Feedback and Iteration
a. Surveys and Interviews - The study gathers information from the respondents
through online surveys and in-depth interviews. These will obtain feedback on
the advantages and disadvantages of the AGSB MBA Standard program.
b. Continuous improvement - With this information, the study proposes
recommended suggestions that will help the AGSB MBA Standard program
become more effective.
5. External Factors
a. Economic trends - The study analyzes how the AGSB MBA Standard program
adjusts to economic trends in the business landscape.
b. Industry trends - The study assures that the program is in sync with the
industry’s requirements. It also takes note of developments in specific
industries.
6. Monitoring and Evaluation
a. Key performance indicators (KPIs) - The study proposes key performance
indicators, such as success rate.
b. Data Analysis - With the help of data analysis, the study analyzes the necssary
areas for improvement.
The following framework serves as a guide in understanding the correlation between career
advancement and the AGSB MBA Standard program. Moreover, the study provides
recommendations needed for the improvement of the program, ensuring that it remains
effective.
Figure 4. Operational Framework from Input Factors to Monitoring & Evaluation
2.2. Study Design
This study uses a cross-sectional design for data collection to meet its research objectives,
targeting graduates between 2017-2022 as its sample population. Both quantitative and
qualitative methodologies will be integrated in its implementation. Quantitative
information obtained through surveys allows us to examine aspects such as job placements
and satisfaction, while qualitative interviews give us insight into personal experiences and
perceptions. Cross-sectional designs provide a snapshot at one moment in time to
demonstrate professional growth and career trajectories among members of the sample
population. Ethical considerations including informed consent and data anonymization
were carefully considered while any limitations to its design were acknowledged to fully
appreciate its contribution towards understanding graduates' experiences within its
timeframe.
2.3. Study Variables
The importance of study variables is to determine the Program duration, course content,
leadership development, and network opportunities of AGSB students. This can give them
the integral aspects of any educational or professional development initiative of the MBA
program. A program's duration sets the pace for comprehensive learning, allowing
participants to delve into course materials and engage in meaningful experiences of the
AGSB MBA Standard Program alumni from 2017 to 2022. In this study, we need to collect
their experiences about career advancement to identify how the AGSB MBA Standard
program contributed to their career advancement by collecting information about the
significant courses that were effective for them. To know the significant course content
serves as the foundation, shaping the knowledge and skills participants acquired during
their stay in Ateneo. To also know their leadership development components, enhance
individuals’ abilities to lead effectively, fostering growth and adaptability. Timeframe helps
us to estimate if the number of alumni received promotion post-graduation. Advantages and
disadvantages of the program give us more insight into the faculty's performance, how
effective the courses are, and the school's credibility. To also know student alumni
characteristics like age, gender, years of experience, and industry of employment is
valuable for several reasons. Firstly, it helps educational institutions and program
organizers assess the effectiveness of their programs in catering to diverse demographics.
Understanding the age distribution, gender representation, and professional backgrounds of
alumni provides insights into how well the educational experience aligns with the needs
and expectations of different groups.
Furthermore, this information aids in program improvement by identifying potential areas
for enhancement or diversification. It also allows institutions to track the career trajectories
of their alumni, measuring the impact of education on their professional journeys. Any
industry, whether healthcare or technology, has faced challenges when it comes to the
company’s performance and market. This study can help us determine if earning AGSB’s
MBA can tailor their job search strategies and potential salary negotiation or promotion.
Additionally, analyzing alumni characteristics is instrumental in establishing and
strengthening alumni networks. Recognizing the industries in which alumni are employed
fosters targeted networking opportunities, mentorship programs, and collaboration
initiatives, contributing to the overall success and reputation of the educational institution.
The study helps the AGSB community to provide them constructive recommendations, to
the program's administration regarding areas that are needed to improve and give them
insight about more network opportunities, as they provide a platform for collaboration,
knowledge exchange, and future professional connections. Additionally, this can give them
more insight into the perceived impact and provide a holistic understanding of the impact
of education beyond quantitative measures and contribute to a culture of continuous
improvement. Incorporating external factors into educational planning ensures programs
remain relevant, adaptable, and supportive of students' diverse needs. It enhances the
overall effectiveness and responsiveness of educational offerings to the broader context in
which graduates will pursue their careers. The study can help AGSB to be more a wellrounded program that considers the bright opportunity of the students, ensuring participants
not only gain theoretical knowledge but also practical skills, leadership acumen, and a
valuable network that extends beyond the program’s duration.
Table 3. Study variables, definitions, and data collection
Variable
Name
Definition
Type
Scale
Data
Collecti
on
Source
1. To assess the overall career advancement achieved by AGSB MBA Standard
Program alumni from 2017 to 2022, with a specific focus on promotion.
AGSB MBA
Identifier if
Standard
alumni
achieved
Dependent
Dichotomous Primary Program
Alumni from
career
2017 to 2022
progression
Career
Advancement Type of
career
advancement
Research
Dependent
Nominal
Primary
(promotion,
Survey
salary
increase, etc.)
Identified if
AGSB MBA
the program
Standard
helped in
Perception
Dependent
Dichotomous Primary Program
achieving
Alumni from
career
2017 to 2022
promotion
2. To identify which courses within the AGSB MBA Standard Program contributed
significantly to career advancement.
Significant
Courses
Top 3 courses
that has
significant
impact in
career
advancement
Rating
Rating how
the course
contributed to
career
advancement
Independent
Independent
Nominal
Ordinal
Primary
AGSB MBA
Standard
Program
Alumni from
2017 to 2022
Primary
AGSB MBA
Standard
Program
Alumni from
2017 to 2022
3. To provide constructive recommendations to the program's administration
regarding areas for improvement within the AGSB MBA Standard Program.
AGSB MBA
Recommenda
Standard
tions
Recommendat provided by
Independent Nominal
Primary Program
ion
alumni to
Alumni from
improve the
2017 to 2022
program
4. To evaluate the benefits and disadvantages of enrolling in the AGSB MBA
Standard Program, and to gather insights from the AGSB MBA Standard graduates
regarding the program’s effect on their career advancement, specifically in areas
beyond promotion.
Advantages
and
Disadvantages
Advantages
and
Disadvantage
s of enrolling
in the
program
Independent
Nominal
Primary
AGSB MBA
Standard
Program
Alumni from
2017 to 2022
2.4. Study locale and population
STUDY LOCALE:
The study was conducted at the Ateneo Graduate School of Business (AGSB) located in
Metro Manila, Philippines. AGSB is renowned for its Master of Business Administration
(MBA) Standard Program, which attracts students and professionals seeking advanced
education in business administrations.
STUDY POPULATON:
The focus on this research is on the alumni of the AGSB MBA Standard Program who
graduated between 2017 and 2022. This timeframe ensures comprehensive analysis of the
impact of the program on career advancement over a five-year period post-graduation. The
respondents were selected based on their availability and willingness to participate in the
study.
Table 4. Count and Average Age of Respondents
Component
Count
Age
Average
27
33.30
Based on Table 4, researchers were able to survey 27 alumni from 2017 to 2022
with an average age of 33.30.
Figure 5. Respondents by Sex
Out of the 27 alumni, majority are male comprising 59% of the sample. Thirty
seven percent were found to be female and 4% of the respondents preferred not to reveal
their sex.
Figure 6. Respondents by Employment Status
Based on Figure 6, 89% or 24 out of 27 are employed individuals while 11% are
self-employed.
Figure 7. Respondents by Graduation Year
Figure 7 shows the distribution of respondents according to their graduation year
with the most recent years, 2021 and 2022, having the highest percentages with 37% and
30%, respectively.
Figure 8. Top 6 Industries of Respondents
Figure 8 above shows that top 6 industries where the respondents are working at.
Four of the respondents came from the IT (Information Technology) industry followed by
Energy industry with three employed individuals.
SAMPLE SIZE CALCULATION:
To calculate the representative subset of the 1,039 MBA Standard Program
graduates from 2017 to 2022, a simple random sampling method was employed for
quantitative data collection. Utilizing the sample size calculator from OpenEpi.com, an
initial sample of 27 graduates was calculated using an expected proportion of 0.5 and a
margin of error of 19. Given the constraints of a limited data collection period, yielding a
larger sample proved challenging. Hence, the researchers opted to proceed with the
manageable sample size of 27 to ensure timely completion of the study while
acknowledging the potential impact of a smaller sample on the generalizability of findings.
Purposive sampling was employed for qualitative data collection to gain in-depth
insights from graduates. While researchers had prior acquaintance with some graduates, a
selection process based on specific criteria ensured a representative sample. This criterion
included diverse industry backgrounds, encompassing both business owners and corporate
employees.
2.5. Data Collection Methods
To assess the overall career advancement achieved by AGSB MBA Standard Program
Alumni, this study employed a Mixed-methods approach, integrating both Qualitative and
Quantitative data collection. Quantitative data was collected through an online survey
questionnaire administered using Google Forms. The survey, which targeted graduates of
the program from 2017 to 2022, included closed-ended questions for statistical analysis
and open-ended questions to gather insights from the participants. In addition, Qualitative
data were also collected through interviews which allowed participants to share their
perspectives and provide in-depth narratives beyond the limitations of the quantitative data.
While the survey was helpful in generalizing the results of the study, the in-depth
interviews enriched the analysis by revealing diverse perspectives and contextualizing
quantitative findings. By utilizing the mixed-methods approach, the limitations of the
quantitative data were overcome as the interview allowed more insights that the survey
could not have achieved alone. Table xx below shows the data collection techniques used
in addressing the research objectives.
Table 5. Data Collection Plan
Specific Research Objective
Data Collection technique
1. To identify which courses within the AGSB MBA
Standard Program contributed most significantly to
career advancement.
AGSB Alumni Survey
2. To offer constructive recommendations to the
program’s administration regarding areas in which
enhancements can be made to the AGSB MBA
Standard Program.
AGSB Alumni
Survey/Interview
3. To determine the typical timeframe for an
individual to receive a promotion after finishing the
AGSB MBA Standard Program.
AGSB Alumni Survey
4. To assess the benefits and disadvantages of
enrolling in the AGSB MBA Standard Program, and
to check the insights of AGSB MBA graduates
regarding the program’s effect on their career
advancement, specifically in the areas beyond
promotion.
AGSB Alumni Interview
Data Collection Process
i. Pre-data collection: To ensure efficiency in the data collection, the survey
questionnaire was pre-tested on four individuals. This step aimed to:
a. Assess the clarity of instructions, wording of questions and the overall
understandability of the survey.
b. Evaluate the flow of the survey and ensure smooth navigation for the
participant.
c. Estimate completion time to identify potential adjustments to the length or
format of the questionnaire, optimizing completion rates and respondent
engagement.
ii. Data collection proper: Quantitative data was collected through an online survey
questionnaire administered using Google Forms. These questionnaires were sent
via LinkedIn and Facebook Messenger, targeting AGSB MBA Standard Program
alumni from 2017 to 2022. Qualitative data were also collected through interviews
that were done via Facebook Messenger.
iii. Post data collection: Since the data from Google Forms can be viewed in real-time,
researchers were able to monitor for completeness of the data. In addition, the
survey request for contact details allowed researchers to reach out to respondents
with incomplete entries for further clarifications and follow-up interviews, if
necessary.
2.6. Data Processing and Analysis
Since Quantitative data collection was done via Google Forms, its features enabled direct
acquisition of the data, eliminating manual encoding and ensuring quality. In performing
data analysis, one-hot encoding was performed using Microsoft Excel formulas where
categorical variables were transformed into numerical format. The table below shows the
corresponding scores for the Likert scale variables:
Table 6. Corresponding Scores for Likert Scale Variables
Perspective
Score
Extremely Helpful
Very Helpful
Somewhat Helpful
Slightly Helpful
Not At All Helpful
NA
4
3
2
1
0
blank
Qualitative data was encoded via Google Documents. To visualize prominent themes or
words, data was transferred to Microsoft Excel which was imported into Jupyter Notebook
which uses Python Version 3 for word cloud generation. This visual presentation
highlights recurring words, identifying key concepts and patterns on a specific question.
To ensure the safety and privacy of both quantitative and qualitative data, only researchers
were given access, ensuring confidentiality and preventing unauthorized access. Moreover,
respondents were not required to provide any identifiable information, ensuring anonymity
throughout the study.
2.7. Ethical Considerations
Research on the impact of educational programs on career advancement holds significant
importance in comprehending academic pursuits' effectiveness. Ethical concerns regarding
privacy and confidentiality within surveys stem from the incorporation of additional data
sources, such as paradata, administrative data, and contextual data, into surveys
(Struminskaya & Sakshaug, 2023). While these sources can augment research capabilities,
they also raise privacy apprehensions. Participant worries regarding data privacy and
security can act as impediments to survey participation (Saari & Scherbaum, 2020).
Informed consent is crucial and dynamic informed consent is recommended to address
ethical challenges, including social imbalances, power relations, privacy, data protection,
and intellectual property rights (Tauginienė et al., 2021). Participants will be given
comprehensive information about the research purpose, procedures, potential risks, and
benefits before their participation. A comprehensive form, outlining the study's objectives,
measures ensuring confidentiality, voluntary participation, and the right to withdraw
without negative consequences, will be provided as a means of obtaining informed consent.
The signatures of participants will be acquired to signify their comprehension and
agreement to participate in the study. A copy of this form is included in the Annexes
section B.
Data privacy is a significant concern in surveys, as the collection and analysis of survey
data can be complicated by privacy issues. These concerns encompass worries about
privacy, informed consent, and the potential for participant harm (Singer, 2008).
Adherence to the Data Privacy Act of 2012 will be rigorously maintained throughout the
research process. All collected data will be anonymized and securely stored to ensure the
protection of participants' identities. Furthermore, ensuring the safety and well-being of
participants is of utmost importance. Any potential risks will be thoroughly assessed and
minimized to the best of the researcher's abilities.
Proper research management and administration is crucial for higher education institutions
(HEIs) to promote research, innovation, and commercialization (Ayansola, et al., (2022).
Proper research management and administration will be assured, encompassing accurate
record-keeping, adherence to timelines, and ethical conduct. Accountability for all aspects
of the research process will be upheld to maintain the integrity and validity of the study.
Conflict of interest can have a negative impact on research quality. It can compromise the
objective conduct of research and influence its conclusions (Claudio, 2023). Researchers
and research institutions may have financial, personal, or political interests that conflict
with their professional, ethical, or legal obligations, leading to conflicts of interest or the
appearance of conflicts of interest (Afef, 2022). These conflicts can undermine the
integrity of research, pose risks to subjects or patients, and deteriorate public perception of
science (Ji, 2022). The researchers have no conflicts of interest relevant to this study. 
CHAPTER 3
RESULTS and DISCUSSION
The general objective of this study is to assess the overall career advancement
achieved by AGSB MBA Standard Program alumni from 2017 to 2022 in terms of
promotion. Among the 27 alumni surveyed, a notable 59% were able to achieve promotion
after taking the program (see Figure 9).
Figure 9. Promotion achieved by AGSB Alumni
This finding resonates with the prominent word “promotion” in the word cloud
below (Figure 10), highlighting the participants emphasis on achieving this progression
after taking the program. In addition, some interviewees stated that the program helped in
securing a managerial position.
Figure 10. Word Cloud of Positive Responses
Moreover, 81% of the respondents supported this sentiment, with Figure 11
revealing the helpfulness of the program in achieving career advancement. This significant
figure goes beyond promotion, as cited in the survey, having expanded professional
network, enhanced skillset, increased earning potential, greater job satisfaction, improved
work-life balance and more.
Figure 11. Helpfulness of AGSB MBA Standard Program in achieving Career Advancement
3.1. Results for Objective 1
The first specific objective of this research is to identify which courses within the
program contributed significantly to the career advancement of the respondents. With this
information, the Ateneo Graduate School of Business (AGSB) faculty will have a guide on
which courses can be retained or improved. To quantify the significance of courses,
categorical responses were transformed to numerical responses with 4 being the highest
score and 0 being the lowest. Table 7 below shows that Business Communication
(SPBUSCOM) had the highest average score having 3.32, while Applied Mathematics
(SPAPMATH) got the lowest with only 2.25 on all the Pre-MBA Courses.
Table 7. Average Score of Pre-MBA Courses
Course
SPBUSCOM
SPFINACC
SPMETRES
SPMASTAT
SPAPMATH
Average Score
3.32
2.85
2.50
2.45
2.25
For Foundational Courses (see Table 8), a notable average score of at least 3 was
recorded for all the courses. This indicates that perceptions are between Very Helpful and
Extremely Helpful. Based on the table, Leadership Effectiveness (SPLEADER) received
the highest score having 3.55, while Principles & Dynamics of Management (SPPRIMAN)
received the lowest having 3 out of all the courses.
Table 8. Average Score of Foundational Courses
Course
SPLEADER
SPETHICS
SPPRIMAN
Average Score
3.55
3.09
3.00
While all Functional Courses received a score of less than 3 (Table 9), Operations
Management (SPOPEMAN), Human Resource Management (SPHUMRES) and Financial
Management (SPFINMAN) remained at the top three with 2.91, 2.86 and 2.86,
respectively. However, Management Concepts for Information Technology (SPINFOTE)
received the lowest average score of 2.05. As proposed by the respondents in the survey,
AGSB should revamp SPINFOTE to provide more up-to-date and practical content or to
introduce an elective focusing on the booming field of Artificial Intelligence (AI) to equip
graduates with in-demand skills and to keep up with the increasing role of technology in
the business.
Table 9. Average Score of Functional Courses
Course
SPOPEMAN
SPHUMRES
SPFINMAN
SPMANACC
SPMARKMA
SPECOMAN
SPMANSCI
SPINFOTE
Average Score
2.91
2.86
2.86
2.82
2.68
2.27
2.19
2.05
To complete the MBA Program, enrollees must take all core courses and two
electives. As shown in Table 10, 12 out of the 27 respondents chose Leading Organization
Change (SPLEADOC) as one of their elective courses. The key reason mentioned in the
survey was its focus on equipping graduates with the skills needed to navigate inevitable
changes in any organization. It was also mentioned that the course was helpful in
understanding human behavior amidst change, equipping graduates with effective change
management strategies. Another notable elective course was Project Management
(SPPROJMA) with 9 respondents. Some of the reasons cited was it helped navigate the
business landscape, improved skills in efficiently handling multiple stakeholder projects,
seized new opportunities through growth, optimized operations and establish foundational
benchmarking practices for a company.
Table 10. Top 5 Most Taken Elective Courses
Course
SPLEADOC
SPPROJMA
SPBRANMA
SPINVEMA
SP6SIGMA
Count
12
9
7
5
3
Lastly, the capstone of the MBA Program, Strategic Management (SPSTRAMA),
received a high score of 3.36 (Table 11), a testament of how helpful the course was in the
respondents’ career advancement.
Table 11. Average Score of Strategic Management
Course
SPSTRAMA
Average Score
3.36
3.2. Results for Objective 2
The second specific objective of this research is to provide constructive
recommendations to the program’s administration regarding which areas should be
maintained or enhanced. As seen in Table 12, Faculty received the highest average score
with 3.18, followed by Curriculum with 3.05. Despite the Curriculum receiving a high
average score, graduates expressed a desire to add more subjects and electives, in relation
to the rise of new industries. This was resonated by the word cloud (see Figure 12) having
prominent words like “subject”, “concepts”, “program” and “progression”, further
reinforcing the need for curriculum expansion and enhancement.
Table 12. Helpfulness of AGSB in Career Advancement by Aspect
Aspect
Average Score
Faculty
Curriculum
Networking Opportunities
Internship or Practical Experience
Extra-Curricular Activities
Student Organizations
3.18
3.05
2.77
2.28
1.94
1.85
Figure 12. Word Cloud of Negative Responses
Networking Opportunities and Internship or Practical Experience received a low
score of 2.28 and 2.77, respectively which translates to “Somewhat Helpful”. As can be
seen in the Figure 13 word cloud, words such as “post”, “job”, “career” and “alumni” are
prominent, suggesting a desire for a stronger post-graduation career support. In addition,
some of the recommendations noted in the survey involved requests for regular careerfocused events like job caravans and career fairs and increased corporate partnerships to
create more job opportunities.
Figure 13. Word Cloud of Recommendations
Extra-Curricular Activities and Student Organizations, on the other hand, received
the lowest average scores with 1.94 and 1.85, respectively.
3.3. Results for Objective 3
The research's last objective is to evaluate the benefits and disadvantages of
enrolling in the AGSB MBA Standard Program regarding its effect on career advancement,
specifically in areas beyond promotion. As mentioned in Figure 9, 59% of the respondents
were able to achieve promotion after graduating from the program. Other than this, it can
also be noted in Figure 14 below that 70% of the respondents have achieved career
advancements beyond promotion because of the program.
Figure 14. Other career advancements achieved beyond promotion
Figure 16 below shows the top 5 career advancements achieved by the respondents
beyond promotion with expanded professional network and enhanced skillset receiving the
most votes at 18. As one interviewee stated, the program fostered a close-knit community,
where he can easily consult with professors and friends. Another respondent appreciated
the communication channels of AGSB where he was able to expand his network across
industries.
In relation to enhanced skillset, one interviewee, who owns a family business,
expressed how the program validated many of the things they in the business and solidified
business know-hows, translating concepts into concrete strategies. As for another
interviewee, who works within HR operations, she highlighted how the MBA program
helped her in understanding business operations, stating that with this skill, she was able to
interact with other departments in the company as she was equipped with knowledge
beyond HR operations.
Increased earning potential having 15 votes, ranked as the third in the career
advancements achieved by alumni. One interviewee mentioned that he was able to land a
General Manager position, and upon returning to his prior employer, he was given a heftier
pay grade, showcasing the program’s ability to empower one’s earning potential.
Figure 15. Top 5 Career Advancements achieved Beyond Promotion
Indeed, the AGSB MBA Standard Program's impact extends beyond promotions,
empowering graduates to achieve diverse career advancements, from expanded
professional networks to enhanced skillsets, as data revealed. As mentioned in Figure 11
earlier, 81% of the respondents claimed that the program was helpful in these pursuits.
Solidifying its impact, 96% of the respondents (see Figure 16 below) said that they would
recommend the program with 70% calling it highly recommended and 26% having
reservations. This high percentage highlights how effective the program is in equipping
individuals with knowledge and skills needed to elevate their careers and achieve success
even beyond promotion.
Figure 16. Recommendation of AGSB MBA Standard Program in terms of Career Advancement
CHAPTER 4
CONCLUSION and
RECOMMENDATIONS
4.1. Summary of Findings
The research aimed to assess the career advancement of AGSB MBA Standard Program
alumni from 2017 to 2022, focusing on promotions, course impact, program
recommendations, and post-MBA career advancements. The key findings are as follows:

Promotion Achievement. 59% of AGSB MBA Standard Program alumni achieved
promotions after completing the program. Participant interviews confirmed this
finding and highlighted their focus on promotions to secure managerial positions.

Course Impact. Business Communication (SPBUSCOM) was identified as the
most influential Pre-MBA Course, while Leadership Effectiveness (SPLEADER)
took first place among Foundational Courses. Operations Management
(SPOPEMAN) and Strategic Management (SPSTRAMA) received high marks as
Functional and Capstone Courses respectively.

Program Recommendations. Faculty and Curriculum both earned high scores,
reflecting their positive effect on career advancement. However, some alumni
suggested adding more subjects and electives to address potential limitations for
emerging industries. Networking Opportunities and Internship/Practical
Experience were given lower scores, suggesting areas for improvement. ExtraCurricular Activities and Student Organizations received even lower marks suggesting there may be room for growth here as well.

Career Benefits Beyond Promotion. 70% of respondents who completed the AGSB
MBA Standard Program experienced career advancements beyond promotion due
to this program, including expanded professional networks, enhanced skillsets, and
increased earning potential.

Overall Effectiveness. 81% of respondents recognized the program's positive
effects on various career advancements, attesting to its overall efficacy. 96% of
alumni endorsed it for career advancement purposes.
The AGSB MBA Standard Program has proven significant success in promoting career
advancements among alumni. This research provides specific details of which courses
influence career advancement, potential areas for program enhancements and different
career benefits beyond promotion. Alumni have given consistently positive feedback that
highlights its effectiveness at equipping graduates for successful and multifaceted
professional journeys.
4.2. Recommendations
The study proposes the following recommendations:

Career assistance for AGSB MBA Standard program alumni. The study
emphasizes the AGSB administration's need to provide career opportunities for
program graduates. This can be done through corporate partnerships, which can
involve events such as job caravans and job fairs. These events can involve the
invitation of guest speakers or representatives from various companies to discuss
different job options and hiring opportunities.

SPMETRES as an integral course in the program. The study recommends the
inclusion of the Methods of Research course as an integral course, possibly even as
one of the functional courses in the program.

Inclusion of specialized electives. The study suggests that the administration
should provide electives that are specialized for different industries. This will also
provide the AGSB MBA Standard graduates with more insights on how the
program can also be applicable in other industries that are related to business.

Additional topics for each course. The study proposes that courses should have
more topics applicable in the current business setting, which will help graduates
appreciate the value of the courses even more.

Courses for tech-related industries. The study recommends adding more courses
offered in the AGSB MBA Standard program that are related to technological
industries, including the application of data analysis tools such as PowerBI.

Courses for STEM/math-related industries. The study recommends the inclusion
of more math-related courses, which would be more beneficial for MBA students
who are engaged in STEM-related fields.

In-depth studies on the impact of AGSB MBA Middle Managers and Regis
programs on career advancement of Middle Managers and Regis graduates. Since
the current study encompasses only MBA Standard graduates, this provides
opportunities for studies on how the AGSB MBA Middle Managers and Regis
programs impact the career advancement of its graduates.

More time for data gathering. With more time to collect data and interview
respondents, this would result in a more comprehensive and in-depth study, which
could provide more insights for the AGSB administration regarding the MBA
Standard program and obtain more recommendations that can help improve it.
4.3. Research Communication Plan
To develop a Research Communication Plan for this study, here are some steps we should
consider to our research paper:
Identify Your Target Audience: Determine who will benefit most from the findings of the
study. This may include:
 Current and prospective students of AGSB MBA Standard Program
 Faculty and administration of AGSB
 Business and academic communities are interested in the impact of MBA Programs
on career advancement
Communication and Platform Strategies: Choose the most appropriate platform and
methods for reaching your audience. These may include:
 Webinars or online presentations targeting a broader audience
 Social media platforms for informal engagement and wider reach
 Workshops and info sessions for current and prospective students
Monitoring Outcomes and Effectiveness: Establish KPIs (Key Performance Indicators) and
monitor some procedures to evaluate the effectiveness of the communication plan and the
implemented actions. This could include:
 Surveying alumni for feedback on the program’s impact on their careers
 Analyzing job placement data and salary progression statistics for MBA Students
4.4. Research Translation and Innovation
One of the study's objectives is to convert the research findings into practical strategies that
can be implemented to enhance career advancement.
The findings of this study indicate that post-program, a significant percentage of
respondents (59%) were able to achieve promotions in their careers. Furthermore, a
substantial number of respondents (70%) reported experiencing diverse career
advancements beyond promotions.
It was found that Business Communication received the highest score (3.32), indicating its
effectiveness. On the other hand, Applied Mathematics scored the lowest (2.25),
suggesting a need for improvement in this area. In terms of foundational courses,
Leadership Effectiveness received the highest score (3.55), while Principles & Dynamics
of Management scored the lowest (3.00). Among functional courses, Operations
Management, HR Management, and Financial Management ranked the highest, whereas
Management Concepts for Information Technology ranked the lowest (2.05).
To enhance the program, it is recommended to focus on aspects that were highly rated,
such as faculty (3.18) and curriculum (3.05). Additionally, there is a need to expand the
curriculum to cater to emerging industries such as Artificial Intelligence and strengthen
networking and internship opportunities for the students.
The research findings show that the program has facilitated expanded networks for the
students, allowing them to network across different industries. Moreover, the program has
enhanced the skillset of the students by validating business strategies and broadening their
understanding of business operations beyond their specific roles. This has resulted in
increased earning potential for the graduates through promotions and higher pay grades.
To effectively translate the research findings into actionable strategies, a roadmap is
proposed. The strategy development phase includes collaborating with industry experts to
update courses based on emerging trends and organizing regular career-focused events to
strengthen networking and corporate partnerships. In terms of the operational plan,
resources should be allocated for curriculum expansion and networking events.
Engagement activities, such as surveys and interviews, should be implemented to gather
continuous feedback.
The implementation process involves curriculum development, where task forces are
created to design new courses aligned with industry needs. Networking initiatives, such as
alumni-led mentorship programs and corporate engagement initiatives, should also be
established. Monitoring and evaluation are crucial, with key performance indicators (KPIs)
being used to track alumni feedback and measure changes in internship opportunities. Data
analysis is essential to assess the effectiveness of new initiatives through ongoing survey
data.
To operationalize the proposal, resources should be allocated for curriculum redesign and
networking initiatives. Collaboration with industry partners for guest lectures and practical
experiences is also recommended. An execution plan should be formulated, which includes
forming course enhancement committees to revamp curriculum content, organizing
networking events, job fairs, and alumni-led career workshops. A feedback mechanism
should be implemented through regular alumni surveys and interviews to gauge
effectiveness and collect ongoing feedback for continuous improvement of the program.
Progress monitoring is important, with quarterly reviews of KPIs to evaluate program
impact and analyze survey results to adapt and fine-tune initiatives accordingly.
The research findings provide evidence supporting the need for proactive measures to
enhance the AGSB MBA Standard Program for comprehensive career advancement. The
proposed roadmap offers actionable strategies to translate these findings into tangible
improvements, fostering a dynamic learning environment that aligns with the everevolving needs of the industry. This research serves as a comprehensive guide for
stakeholders, providing practical steps to leverage research insights to enhance the
program's effectiveness and ensure sustained career growth for AGSB MBA graduates.
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4.6. ANNEXES
Annex A. Data Collection Tool
Annex B. Informed Consent Document
Annex C. Snippet of Word Cloud Generation in Jupyter Notebook.