ABSTRACT
The study evaluated the outcomes of the Bachelor of Science in Business Administration (BSBA) program at Agusan del Sur College. It assessed the extent to which graduates applied skills aligned with the Commission on Higher Education (CHED) Memorandum Order No. 17, Series of 2017. Employing a mixed-methods approach with a convergent parallel design, the research utilized a descriptive evaluative framework. Data were gathered from 162 BSBA graduates (2022–2024) using a modified CHED Graduate Tracer Survey (GTS), combining quantitative survey results with qualitative insights from open-ended responses.
The study found that more graduates were female than male, with most being single, typical of early-career professionals. Operations Management was the most common specialization, followed by Marketing and Financial Management, reflecting responsiveness to local labor market needs. While most graduates are employed, many hold entry-level or clerical positions with income below the average wage threshold. The finance sector emerged as the top employer, with a significant number of graduates working within Bayugan City. Although nearly half of employed graduates hold regular positions, others remain in non-permanent roles or are unemployed due to various personal and situational reasons. Graduates reported frequently applying management, decision-making, communication, business operations, customer service, and ethical practices in their jobs. However, ICT competencies, stakeholder engagement, and familiarity with business tools were noted as underdeveloped areas.
Based on the findings presented above, the BSBA program has supported graduate employability, especially in entry-level positions within the financial sector. Nevertheless, challenges remain in terms of job security and income levels. The high degree of skill application reflects alignment with CHED-defined learning outcomes. To further enhance employability and address evolving workforce demands, the study recommends implementing a targeted intervention program that focuses on ICT skills, industry exposure, and curriculum integration with labor market trends. Strengthening industry partnerships, embracing regular feedback and monitoring mechanisms, and integrating technology into instruction are crucial for continuous curriculum improvement and graduate success.
Keywords: BSBA; employability; CHED CMO 17; curriculum alignment; ICT skills; stakeholder engagement; Agusan del Sur College
INTRODUCTION
Evaluating program outcomes is essential to ensure quality and relevance in outcomes-based higher education (CHED, 2017). Agusan del Sur College (ADSCO) situates its Bachelor of Science in Business Administration (BSBA) to meet regional needs while aligning with nationally mandated graduate competencies (CHED, 2017). The BSBA curriculum follows Commission on Higher Education Memorandum Order No. 17, Series of 2017, which specifies outcomes common to all programs, discipline-specific outcomes for business and management, and outcomes unique to business administration (CHED, 2017). These outcomes emphasize communication, teamwork, ethics, Filipino cultural appreciation, managerial functions, application of core business concepts, evidence-informed decision-making, ICT proficiency, strategic and operational analysis, innovation, strategic business unit management, and research competence (CHED, 2017).
Regional colleges require localized evidence that intended outcomes translate into demonstrated workplace capabilities among graduates (Catacutan & Tuliao, 2020). Business education is consistently linked to employability and career development, underscoring the value of systematic program-level outcome evaluation (Mainga, 2022). The accelerating digitalization of work heightens the need to assess graduates’ readiness for technology-rich roles and data-driven decision-making (Nikou, De Reuver, & Mahboob Kanafi, 2022). Critical digital-literacy frameworks in education provide a complementary lens for preparing graduates for datafied, platform-based contexts (Villar-Onrubia, Morini, Marín, & Nascimbeni, 2022). Curriculum–industry alignment and authentic learning experiences are pivotal for developing job-ready capabilities (Farashahi & Tajeddin, 2018). Local Philippine evidence highlights graduate employability patterns that can guide targeted curricular enhancements in regional institutions (Ajoc, 2020). Experiential partnerships between academe and industry strengthen the translation of classroom learning to workplace practice through immersion and co-designed activities (De Guzman, 2020).
Guided by these considerations, this study evaluates ADSCO’s BSBA program by examining the extent to which graduates apply CHED-mandated competencies in their current roles and by identifying strengths and priority gaps to inform curriculum, assessment, and industry engagement.
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