gap analysis of economic students' competences - presentation of dr. nayve during the business...

8/9/2019 Gap Analysis of Economic Students' Competences - Presentation of Dr. Nayve During the Business Economics Parallel Session

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Gap Analysis of Economics Students

Competencies as Viewed by the

Schools and Industries

Joyce Ann Sumile (I-BEAD student)& Ruben M. Nayve Jr.,PhD (adviser)


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Introduction

The employability of Economics graduates depends on

the training they received in their respective academe. The

partnership between academe and industries were lately

been put on the back seat (Zara, 2001). As a result,

academe are being unable to produce graduates with the

required competencies thus creates gap


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Gap Analysis is a study that identifies the differencesbetween the perception and importance of Economicsstudents general and professional skills by the industry

partners. The differences will be used in order to identifythe existing gap.

The study determines the perception onEconomics students competencies by the schools

and industry partners.

It includes the gap analysis of Economicsstudents competencies based on the industries

perception and importance of skills.


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Methodology

Survey questionnaires

Likert scale

Weighted mean

Analysis of Variance (ANOVA)

Gap analysis


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Schools San Beda College (Bachelor of Science majorin Economics and Public Policy)

St. Scholasticas College (Bachelor of Science

in Commerce major in International BusinessEconomics and Diplomacy )

University of Santo Tomas (Bachelor of Artsmajor in Economics)


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San Beda College St. Scholasticas

College

University of

Santo Tomas

Asian Institute of

Management

Asian Institute of

Management

Asian Institute of

Management

Board of Investments Philippine Exporters

Confederation

Standard Chartered

Bank

Philippine Airlines Bureau of

International Trade

Relations

National Economic

and Development

Authority

Industry Partners


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Statement of the Problem:

1. What are the level of competencies of Economicsstudents as perceived by the selected schooladministrators and industries in terms of the followingskills:

1.1 Communication;

1.2 Interpersonal;1.3 Problem solving;1.4 Technology;1.5 Planning and organizing; and1.6 Professional skills?


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Statement of the Problem:

1. What are the level of competencies of Economicsstudents as perceived by the selected schooladministrators and industries in terms of the followingskills:

1.1 Communication;

1.2 Interpersonal;1.3 Problem solving;1.4 Technology;1.5 Planning and organizing; and1.6 Professional skills?


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Technology skills- the ability of a graduate to be familiarwith the use of computer software like Microsoftoffice, important software and other technology usedin office setting.

Planning and organizing skills- the ability of a graduateto plan and organize ones own work activities,

including making good use of time and resources,sorting out priorities and monitoring

Professional skills- the skills of an Economics graduatethat are needed for the job based on what he or shehad learned from professional subjects.


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2. Are there significant differences on the perception onthe level of competencies of Economics students whengrouped according to schools administrators andindustry partners?

3. Are there gaps between the acquired competenciesof Economics students and the set standards of

industry partners?


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1. What are the level of competencies of Economicsstudents as perceived by the selected schooladministrators and industries in terms of thefollowing skills:

1.1 Communication;1.2 Interpersonal;1.3 Problem solving;1.4 Technology;1.5 Planning and organizing; and

1.6 Professional skills?

Schools perceived highest on the ability to followwritten instructions correctly and demonstrate

listening skills by restating what was heard toconfirm others understanding of need or

requirements

Industries have the same highest perception on theability to follow written instructions correctly


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The schools have the highest perception on theability of the Economics students to establish rapport topeople of different ages, abilities, genders, cultures,and behavior styles

The industries perceived that the Economics studentsshow positive disposition when dealing with others atall times


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The schools have the highest perception on theability of the Economics students to establish rapport topeople of different ages, abilities, genders, cultures,and behavior styles

The industries perceived that the Economics studentsshow positive disposition when dealing with others at

all times


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The industries have highest perception on theproblem solving skills of Economics students comparedto the schools

Economics students are good in problem solving in

terms of finding solution to the problem even in criticalsituations both perceived by the schools and industries.

Problem solving perceived the lowest among the skillsby the industries.


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The schools have the highest perception among the

indicators of technology skills on knowledgeable of theproper procedures for setting up computer and othertechnology used in the office such as fax, printer,projector and etc.

Industries perceived the Economics students verygood in the use of Microsoft office (e.g. Word, Excel,PowerPoint and Access)


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indicators of Planning and organizing skills both onreporting on time in his/her work assignment anddevelop plans to deal with unexpected events

Industries perceived the Economics students very

good in reporting on time in his/her work assignment


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indicators of Planning and organizing skills both onreporting on time in his/her work assignment anddevelop plans to deal with unexpected events

Industries perceived the Economics students very

good in reporting on time in his/her work assignment


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2. Are there significant differences on the perception onthe level of competencies of Economics students whengrouped according to schools administrators andindustry partners?


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Base on the ANOVA results the schools and industrieshave significant differences on the perception of thecompetencies of Economics student.

Likewise, the result means that the Economics

department heads and the industry partners have differentperceptions on the skills of the Economics students

This implies that the null hypothesis will be rejected.Therefore, there is a significant difference between therespondents.


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3. Are there gaps between the acquired competenciesof Economics students and the set standards ofindustry partners?


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Technology skills have a positive gap mean of 0.02 and thehighest among the gap mean of other competencies. It means

that the Economics students had met the industriesstandards during their practicum performance. On the otherhand, Communication, Interpersonal, Problem Solving,Planning and Organizing and Professional Skills havenegative gap mean thus, it implies that there is a need todevelop the required skills by industries.

There is an existing gap between the perception andimportance of Economics students competencies by the

industries on the above mentioned skills except for theTechnology skills that met the industry standards.


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Recommendations

1. The Schools should provide additional English programs inEconomics department aside from English subjectduring the 1st year of students. An English programthat will enable the students to enhance theirexpression and communication in English.

2. The Schools should re-enhance the Economics studentsinterpersonal relation most especially to lessen theintroversion type of students this can be throughextra-curricular activities that will enhance personalitydevelopment.

3. The Schools should improve training the students onproblem solving by providing extra activities permeeting.


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Recommendations

4. The Schools should improve training the students in on howto plan and organize their tasks that was given tothem through giving class activities per meeting andteach them especially on how to develop plans inunexpected events.

Extra-curricular activities like joining organization wouldalso help enhance students planning and

organizing skills.

5. The Schools should improve training the students in

demonstrating the basic knowledge in quantitativeand qualitative analysis through giving researchproject per major subjects in order to develop theiranalytical skills.


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Recommendations

6. The industries should communicate with the school (vice

versa) on what other skills that an Economicsstudents should need further enhancement.

Schools and industries should establish linkages, apartnership that will improve the competency ofthe Economics students by updating on what ispresently being required on its graduate and to beable to know present and future job opportunities.

A review of feed back system mechanism betweenthe school and industry partners with regards to themonitoring of competencies gap.


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