Undergraduate Thesis Proposal for the degree of Bachelor of Science in Business MaJor in Human RESOURCE MANAGEMENT OF Cavite State University

 There were 2.93 million unemployed Filipinos in January 2022, which was 6.4 percent unemployment. The age group 15 to 24 years constituted 31.9 percent of those employed, while the 25 to 34 year group accounted for 37 percent. 1 percent. College graduates accounted for 20,4 percent of the unemployed, while college undergraduates accounted for 13,2 percent (PSA, 2022b).     

EMPLOYABILITY OF BACHELOR OF SCIENCE IN BUSINESS MANAGEMENT
MAJOR IN HUMAN RESOURCE MANAGEMENT OF CAVITE STATE
UNIVERSITY FROM 2016-2020
Undergraduate Thesis Proposal
Submitted to the Faculty of the
College of Economics, Management, and Development Studies
Cavite State University
Indang, Cavite
In partial fulfillment
of the requirements for the degree of
Bachelor of Science in Business Management
EMA ROSE S. SANTANDER
JOANNA MARIE C. VELASQUEZ
KEIKO ANGELI HUALDE
LADINE H. GRUESO
SHANIA PEARL C. QUILLAO
2022

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EMPLOYABILITY OF BACHELOR OF SCIENCE IN BUSINESS MANAGEMENT
MAJOR IN HUMAN RESOURCE MANAGEMENT OF CAVITE STATE
UNIVERSITY FROM 2016-2020
Ema Rose S. Santander
Joanna Marie C. Velasquez
Keiko Angeli Hualde
Ladine H. Grueso
Shania Pearl P. Quillao
An undergraduate thesis proposal submitted to the faculty of the Department of
Management, College of Economics, Management, and Development Studies, Cavite
State University, Indang, Cavite in partial fulfillment of the requirements for the degree of
Bachelor of Science in Business Management Major in Human Resource Development
Management with Contribution No. __________________. Prepared under the
supervision of Ms. Janice E. Paiton.
INTRODUCTION
In today's competitive environment, graduate employability has become a critical
concern. In fact, in a recent survey conducted by the Philippine Statistics Authority (PSA,
2022a), the unemployment rate in the Philippines was estimated at 6.4 percent,
equivalent to 2.93 million unemployed Filipinos, in January 2022. Of the total employed,
age 15 to 24 years comprised 31.9 percent, while the age group 25 to 34, 37. 1 percent.
By educational level, 20.4 percent of the college graduates were unemployed, and 13.2
percent were college undergraduates (PSA, 2022b).
Competition for students, both local and international, has increased, and the
employment climate continues to be highly challenging for all professionals (Commission
for Higher Education [CHED], 2017). By definition, employability refers to a graduate's
capacity, which includes knowledge, attitudes, and other skills to acquire and maintain a

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job that serves as their initial step into the labor field (Mansour & Dean, 2016).
Credentials, knowledge, abilities, personal characteristics, and various extrinsic and
intrinsic factors significantly impact a graduate's employability; These characteristics are
crucial in promoting economic growth, inclusive societies, and job opportunities
(International Labor Organization [ILO], 2012). Parents, in particular, place a high value
on their children's future employment opportunities when deciding which universities and
colleges to send their children to earn a degree. For this same reason, Albina &
Sumagaysay (2020) assert that educational institutions should prioritize employability
when drafting curriculums and guidelines for their students' recruitment, admission, and
retention.
As a result of the increasing competition for available positions in the labor
market, Higher Education Institutions (HEIs) around the world are struggling to ensure
that their graduates are employable (Bennet, 2018). Employers now look for more than
good grades from applicants to demonstrate their educational credentials. Employment
readiness capabilities, high self-esteem, and career flexibility are among the essential
skills in developing proactive, knowledgeable, and employable young adults and
maintaining a competitive business advantage in today's competitive environment
(Coetzee, as cited in Ismail, 2017). More specifically, Hogan (as cited in Small et al.,
2018) indicates that employability capacities, which include individual characteristics,
knowledge, and practices, should be demonstrated and constructively applied during a
graduate's work experience following completion of a bachelor's degree. As a result,
when evaluating a learning institution's performance, one of the factors that must be
considered is the employability of its students. Terano (2019) stressed that graduates'
employment prospects could be affected by how well they meet their educational goals.
The quality of graduates would be determined in large part by the level of education and
facilities provided by HEIs because these will aid in ensuring that they are well-equipped

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with the knowledge, skills, and values essential for success in their chosen careers
(Terano, 2019).
Moreover, Abas & Imam (2016) assert that education and employment
opportunities are the two sectors of the country's economy that have been adversely
affected by the current age's opportunities, challenges, and complexity. As Lasan (as
cited in Abas & Imam, 2016) pointed out, both have a great deal to gain from developing
human resources to compete successfully in the global market. Lasan further explained
that a significant portion of the human resource pool should be composed of graduates
from HEIs whose education must be aligned with current and future labor markets,
emphasizing the importance of interaction and collaboration between these two sectors.
In a study conducted by Narciso (2020) at UM Tagum College, 74.1 percent of Human
Resource Management graduates are currently employed and working full-time or part-
time, 9.9 percent are business owners, 8.6 percent are freelancers, and only 7.4 percent
are underemployed. Furthermore, the study also showed that 70 percent of the
employed alumni are already regular employees, 16.7 percent are contractual
employees, and 13.3 percent are probationary employees. The study results
demonstrated that UMTC Human Resources Management graduates are highly
competitive in the industry, as more than half of the graduates are employed on a
regular basis.
Employers frequently utilize employability as a measurement tool to determine
graduates' suitability for employment. The Graduate Tracer Study (GTC) conducted by
the CHED (2017) on HEIs, found that communication skills, interpersonal skills,
leadership skills, problem-solving skills, and technical skills are among the employability
skills graduates value as they progress through their jobs. CHED concludes that the
phenomena of employment and unemployment should be both taken into consideration
in determining the employability of graduates of HEIs. They further emphasized that it

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should be placed on the aspect that will help bridge the gap between the pursuit of
higher education and the employment opportunities it can provide and the mismatch
between the degree earned and the prestige of the institution and the job requirements.
There have been various shifts in the labor market recently, and these shifts
affect the level of specialization that an individual acquires. Because of this, it is
essential to investigate other aspects that may affect the employability of recent human
resource graduates (Florese & Gan, 2020). In addition, the value of graduates'
employability skills in the context of professional environments has been recognized by
the vast majority of the previous studies (Omar et al., 2012; Osmani et al., 2019; Rowe &
Zegwaard, 2017; Suleman, 2018). However, there are limited available studies regarding
the relevance of the skills and competencies acquired by Human Resource graduates
from HEIs to their chosen fields of occupations. Therefore, the researchers intend to
focus on Human Resource Graduates who studied at Cavite State University, one of the
HEIs in the province of Cavite. This study will attempt to determine the graduates'
current employment status, the challenges they faced in making the transition to their
first employment, and the reasons they chose to pursue their undergraduate degrees
and advance further their education. Furthermore, this research also aims to determine
the relevance of the Human Resource Management program to the current job of
graduates. And the role it plays in the development of communication, human relations,
leadership, problem-solving, and technical skills among Human Resource Management
graduates at Cavite State University.

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Statement of the Problem
This study sought to determine the employability of the Bachelor of Science in
Business Management major in Human Resource Management graduates from 2016-
2022.
Specifically, the study seeks to answers the following questions:
1. What are the socio-demographic characteristics of the Human Resource
Management graduates in Cavite State University from 2016-2022 in terms of?
a. age;
b. sex;
c. civil status;
d. degree program; and
e. year of graduation;
2. What are the characteristics of graduates' employment in terms of?
a. transition to employment; and
b. present employment status;
3. What is the intent of graduates on pursuing their undergraduate degree and/or
pursuing graduate studies?
4. Are the courses and subjects offered in the Human Resource Management
program of CVSU relevant to the chosen occupation of graduates?
5. What is the extent of the curricular program's contribution in the development of
the graduates in terms of?
a. communication skills;
b. human relations skills;
c. leadership skills;
d. problem solving skills; and
e. technical and computer skills.

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Objectives of the Study
The main objective of the study is to determine the employability of the Human
Resource Management graduates at Cavite State University from academic year 2016-
2022.
Specifically, the study aims to:
1. describe the socio-demographic characteristics of the Human Resource
Management graduates in Cavite State University from 2016-2022 in terms of:
a. age;
b. sex;
c. civil status;
d. degree program; and
e. year of graduation;
2. describe the characteristics of graduates' employment in terms of:
a. transition to employment; and
b. present employment status;
3. determine the intent of graduates on pursuing their undergraduate degree and/or
pursuing graduate studies;
4. assess whether the courses and subjects offered in the Human Resource
Management program of CVSU are relevant to the chosen occupation of
graduates;
5. determine the extent of the curricular program's contribution in the development
of the graduates in terms of:
a. communication skills;
b. human relations skills;
c. leadership skills;

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d. problem solving skills;
e. technical and computer Skills.
Significance of the Study
The study will aim to provide important information and insights regarding the
employability of Cavite State University Bachelor of Science in Business Management
graduates who majored in Human Resource Development Management. The study's
significance will be determined by the results' potential impact on human resource
students, faculty, university administrators and future researchers.
This research backs up the popular belief that graduates from Cavite State
University, in particular, are on par with those from private institutions and universities.
The investigation's findings will serve as a wake-up call to human resource students,
encouraging them to double down on their efforts in order to be certified to perform their
profession in the future.
Furthermore, the research followed the job pathways of Cavite State University
alumni. The data will prove what kind of education they received and what they are
obtaining now or have accomplished in their lives since leaving their alma mater. The
study's findings will help teachers plan activities, stay current, and build on their
weaknesses in order to meet the demands of the field and, as a result, contribute to their
long-term sustainability.
Moreover, the results of this tracer study will serve as a basis to school
administrators to improve the Human Resource Development Management program in
producing quality graduates to be more responsive in the labor market and to meet
global competitiveness.
In addition this study will be of help to future researchers undergoing tracer
study. They may be guided on what other variables to consider examining the changes

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in the career pattern of the graduates in order to provide a basis of evaluation of the
current program.
Time and Place of the Study
The study will begin in April 2022 and will presumably be completed until all data
has been collected in December 2022. The study focuses on the employability of
Bachelor of Science in Business Management Major in Human Resource Management
of Cavite State University from 2016-2022. Due to health and safety concerns, the
survey questionnaires will be delivered through multiple online channels for wider
dissemination and collection of data.
Scope and Limitation of the Study
The study will focus on the employability of university graduates in Business
Management with a major in Human Resource Management at Cavite State University
from 2016 to 2022. Data from the participants of the study is gathered only from CVSU -
Main Campus, which is located in Indang, Cavite. This study will employ a survey
questionnaire as the research instrument, which will be adapted from the tracer study of
the CHED, with some items modified on the aforementioned sources of data. In this
study, the following randomly selected participants that are only available and willing to
partake during the time of the conduct of the online survey questionnaire will be asked to
participate. The sample size of the study will be 184 out of 351 population size based on
the raosoft online sample calculator.
Other courses, places and year of graduates not mentioned are not included in
the study. Furthermore, due to the uncontrolled variables in the study, there may be
some inaccuracy in the result because of the participants’ lack of honesty, limited
resources, and insufficient time to gather all the necessary data. This limits the study to

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produce and reflect the perspective of all the members of the selected population in the
study.
Definition of Terms
The following terms are used in this study and are classified and defined
according to their use in the study such as:
Communication skills. The ability to communicate effectively. It is what allows
the employees to communicate with others and comprehend what is communicated to
them.
Employability. The capacity of the graduates to gain initial employment,
maintain employment and obtain new employment.
Employment. It refers to the status attained by the graduates who succeed in
getting a job.
Employment rate. Defined as a measure of the use of available labor resources
(people available to work).
Employment status. It refers to the graduate’s employment data such as job
employment classification, job level position on their first and current job, gross monthly
earning.
Graduates. Refers to the individuals that completed the four-year program of
Human Resource Management at Cavite State University.
Higher Education Institutions. A level of education provided by universities,
vocational universities, community colleges, liberal arts colleges, institutes of technology,
and other collegiate level institutions.
Human relations skills. An interpersonal skill that is necessary to utilize to
create a professional relationship among colleagues.

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Human resource management. Refers to the practice of recruiting, hiring,
deploying, and managing personnel in a business. HRM is frequently abbreviated as
"human resources" (HR). Cavite State University offers it as one of its curricula.
Leadership skills. One's qualities and abilities that allow them manage
procedures, direct projects, and steer their workforce toward goal attainment.
Present Employment. Refers to the time period beginning with the employee's
most recent admission into the workplace industry.
Problem solving skills. A skill that will assess the employee’s capacity in
developing solutions to organizational problems.
Socio-demographic Characteristics. The age, sex, civil status, degree
program and year of graduation of the participants.
Technical and computer Skills. Skills that involve knowledge in computers and
analyzing problems in a specific thing.
Transition to Employment. It is defined as the transition of the graduates from
college into their chosen occupation.
Theoretical Framework
The study will be anchored on Human Capital Theory as pointed out by the
economists, Gary Becker and Theodore Schultz. They claimed that increased
knowledge and skill training can help humans increase their productive capacity (Ross,
2021). In a changing environment where the changes rapidly happen, education and
skills development would become an increasingly important component of the workforce.
Several studies have used the human capital theory to explain the association between
student employment and later labor market performance (Baert et al., 2016; Hotz et al.,
2002; Ruhm, 1997, as cited in Van Belle, 2020).
In addition, the study will be based on the study of Son's (as cited in Calma,

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2018) labor market theory, which he investigated in his work "The Role of Labor Market
in Explaining Growth and Inequality: The Philippine Case." Son claimed that higher
education is an essential determinant of employment in the Philippines labor market. In
terms of job chances, those with schooling crowded out those without. His research
based this conclusion on two theories: the first is that those with secondary or tertiary
education are in higher demand in the Philippines labor market. The other is that lower-
wage positions are taken over by a more educated workforce. This data backs up his
previous hypothesis that a large increase in the supply of qualified workers has driven
down the cost of skilled labor over time. According to him, the problem is a mismatch
between the labor market and schooling. In other words, the current educational system
does not provide the skills that the labor market requires.
Graduate employability has been a focus of higher education, with the curriculum
being adjusted to meet the needs of an ever-changing employer market. Thus, theories
outlined the current study's goal and objective, which is to evaluate graduates'
employability and employment status through the skills and competencies they have
gained during their schooling.
Conceptual Framework
This study revealed a variety of concepts and assumptions regarding the
employability of Bachelor of Science in Business Management major in Human
Resource Development Management graduates. The conceptual framework that will be
used in the study provides the general structure and guidance for the direction of the
study.
Professional success of graduates began to be used as a crucial indicator to
assess the quality of education in general and higher education in particular, universities
and students. In relation, businesses can be the best partner in judging if HEIs are

12
successful in instilling and developing the necessary knowledge, attitudes, skills, habits,
and values in graduates once they enter the workforce. Gonzales (2019) found that
employers are quite satisfied with the graduates' appropriate eligibility and described
their task and leadership skills as very satisfactory. In determining the employability of
the graduates of HEIs, the Input Process Output (IPO) Model will be utilized in this study.
The first frame of the model presents the input of the study, which includes the
demographic profile of the graduates, the characteristics of the graduates' employment,
the graduates' intent to pursue an undergraduate degree, the relevance of the human
resource management program to the graduates' employment, and its contribution to
their development. Furthermore, the process of the study is presented in the second
frame. The process involves distributing a survey questionnaire to obtain relevant data
regarding the graduates' employment and then will be analyzed using statistical
methods, in which the conclusion will be drawn. Finally, the assessed employability of
Cavite State University Human Resource Management graduates from 2016 to 2022 will
be the study's final output.
Focusing on scenarios that may have an impact on graduates' employability will
assist the institution in adapting to changing employment needs, which will benefit
students immensely. As a result, the framework wants to cover all possible bases that
could affect the employability of Human Resource Management at Cavite State
University.

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Figure 1. Conceptual paradigm of the study.
INPUT OUTPUTPROCES
Assessment of
EMPLOYABILITY
OF BACHELOR OF
SCIENCE IN
BUSINESS
MANAGEMENT
MAJOR IN HUMAN
RESOURCE
MANAGEMENT OF
CAVITE STATE
UNIVERSITY FROM
2016-2022
Through:
 Collection of
data by adapting
graduate tracer
survey
questionnaire of
the Commission
on Higher
Education
(CHED)
 Statistical
analysis and
interpretation of
data gathered
 Presentation of
findings and
results
Assessed
employability of
BSBM Major in
Human Resource
Management
Graduates
I. Demographic Profile
 Age
 Sex
 Degree of Program
 Year of Graduation
II. Characteristic of
Graduate’s:
 Transition of
employment
 Present
employment status
III. Intent of Graduates
in pursuing their
undergraduate/graduat
e degree
IV. Relevance of
Human Resource
Management program
of CvSU to the chosen
occupation of the
graduates
V. Curricular Programs
distribution in the
development of
graduates:
 Communication
Skills
 Human Relation
Skills
 Leadership Skills
 Problem-solving
skills
 Technical and
Computer skills.

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REVIEW OF RELATED LITERATURE
This chapter presents the relevant literature and studies following a thorough and in-
depth search done by the researchers.
Higher Education Institutions
According to Sin and Neave (2016), HEIs play a critical role in preparing students
for today's labor market by building "ready-for-work" abilities. The value of employability
for graduates of HEIs has been emphasized in a variety of contexts, including
educational, political, and business (Monteiro, Almeida, & Garca-Aracil, 2020; Peeters et
al. 2019). Despite the growing demand for competent higher education graduates in the
labor market, employers appear to be having difficulty filling their numerous open
positions, owing to claims that the majority of higher education graduates in the
developing world are unemployed or lack major skills required by employers (Bandele &
Faremi, 2012; Okolie & Asfa, 2017). Many industries and businesses have openly
expressed their dissatisfaction with the fact that the majority of higher education
graduates are unemployed (Hansen and Haaland, 2015; Hiim, 2015; Umar et al., 2009).
Some HEI programs, according to Herberta et al. (2020), lack current relevance because
they do not appear to address employers' expectations of required skills and individual
propensities of graduates.
According to the Malaysian Graduates Tracer Study (Ministry of Education -
Higher Education, 2017), 53,373 graduates from various HEIs were unemployed when
they graduated, accounting for about 3.5 percent of the country's unemployment rate. In
research from Austero et al. (2012), a proportion of graduates were either unemployed

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or working in jobs that were unrelated to their college degree.
Relevance of Curricula in Education
Jacobsen's study (as cited in Eguia, 2022) highlights the global trend of
upgrading programs and student experiences in higher education by reviewing
curriculum and designing out degree programs. The curriculum serves as a common
guide for all educators in terms of what is required for effective teaching and learning so
that all students have access to challenging academic experiences. A curriculum's
structure, organization, and concerns are designed to improve student learning and
facilitate instruction. To effectively support instruction and learning, the HEIs should
support graduates' careers through continuous strategic development and to bridge the
gap between higher education and the labor market. (Pavlin and Svetlick, 2014, as cited
in Bueno, 2017)
The curriculum comprises both planned and unplanned activities including
student engagement, as well as topic selection and application of particular approaches.
Targeted goals can be reached (Olamo, et al., 2019) and a contribution to the
development of society can be made with a planned, tried, and amended curriculum that
ensures the interaction of students and teachers in an educational environment, with
physical facilities and resources of the school (Badugela, 2012). The curriculum is a
model and a document in its whole, encompassing the organization of the educational
environment, teacher decisions on the learning process, and societal, family, and
external authority perspectives (McLachlan, et al., 2018).
Employability
Employability is a set of conditions necessary but not sufficient for acquiring first
employment, according to Yorke (as cited in Abelha, et al., 2020), whereas employability

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is a set of skills required but not sufficient for gaining employment. To increase their
prospects of employment, graduates should be both employable and work-ready,
regardless of the term used (Sachs, Rowe, & Wilson, 2017). Employability has moved in
recent years from an emphasis on largely technical abilities and traits assumed to be
required of graduates in order for them to be regarded work-ready to a broader term
embracing non-technical areas like networking (Bridgstock, 2017). Recent calls for more
critical perspectives on employability (Burke et al., 2016), as well as broader definitions
of the term (Clarke, 2017; Holmes, 2017), have shifted perspectives away from a skills-
based approach toward a broader conceptualization that better captures "the complexity
of graduate work-readiness" (Jackson, 2015, p. 925). Some argue that the phrase
"profession-ready" represents the current larger understanding better and redirects the
emphasis away from "work" and toward "profession" (Zegwaard & McCurdy, 2014).
Work and employment not only define and add to our identities, but they also
provide meaning and purpose to our daily lives (Pratt et al. 2014). "We are what we do to
a considerable extent," according to Bruyere, Barrington, and Albrecht (2012). Work and
employment are both reflections of our talents, skills, abilities, and interests (Pratt et al.
2014) and are useful not just for monetary and personal fulfillment, but also for
maintaining health and even happiness (Bruyere, Barrington, & Albrecht 2012). To meet
the changing demands of the 21st-century labor market, new opportunities and
employment categories are created and redefined (Evans-Greenwood et al., 2015).
According to the ILO, there were 197.1 million unemployed individuals globally in 2015,
increasing one million from the previous year (3.4 million) at the end of 2017.
According to the PSA (2019), the employment rate in the year 2018 was the
same as the employment rate in July 2019, accounting for 94.6 percent and 5.4 percent,
respectively. In a study conducted by Florese and Gan (2019), it was found that 64.9%

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of HR professionals had guaranteed employment for a period ranging from 1 to 3 years.
These are typically recent graduates, as they have a strong foundation in business and
have continuously improved their experiences and acquired training within their
respective organizations. Next is seniority, who have the most experienced employability
skills. Ranging ten years above are the heads and/or managers in the field of human
resources with 20 percent, followed by 4 to 6 years at 12 percent. Finally, 7 to 9 years
with the least tenured HR employees at 3.1 percent. (Florese & Gan, 2019)
Transition to Employment of Graduates. The transition from college into a
career is a difficult time for most young adults. The move from college to working life is a
significant one and the shift to the new environment will undoubtedly provide new
obstacles and can be difficult for fresh graduates to adjust to seamlessly. Some research
discovers that some of the concerns students have about the employment market may
not be justified (Christie, 2016). Despite the constant rise in higher education enrollment,
global estimates of the average private rate of return to schooling have remained
relatively unchanged since the 1960s (Psacharopoulos & Patrinos 2018). This shows
that the response of every HEIs is necessary to produce graduates equipped for their
future. Though it is not the direct responsibility of higher education to find jobs for
graduates, institutions can take initiatives to increase the possibility that their graduates
will find suitable employment (Holmes, 2013).
A study revealed that 65 percent of the graduates in the country are unqualified
for the jobs they are seeking due to a lack of the necessary skills and training (Campos,
2017). These limited opportunities create a job mismatch among the graduates that
sometimes generates underemployment or unemployment. Other graduates accept
some job offers even if it is not the program they enrolled in and does not fit into their
career plan as long as they could earn, broaden their experience, and support their
mental health and well-being. A survey administered in Cengage showed that half of the

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graduates said they didn't apply for entry-level jobs because they didn't think they were
qualified (Anderson, 2021). On the other hand, some college students are unprepared
for their first employment, having difficulty obtaining work because they lack practical
and professional abilities. Graduates find it difficult to obtain work due to a lack of skills,
as firms no longer provide training as they formerly did (Kasriel, 2018).
The median time it takes to find a job after graduation for graduates of courses
without a professional license is five months, whereas it takes at least 11 months for
those who studied courses that require a license (Tutor, et al., 2021). The preparedness
of the graduates to face the real world is through the curriculum the institution provides.
Moreover, motivators for searching for employment can be both intrinsic and extrinsic.
Wherein extrinsic goals summarize as reaching a personal status goal, and intrinsic
goals, such as acquiring wealth (van Emmirik & Hetty., 2012). Individual views play a
significant part in graduates' ability to find work after graduation, which may be
influenced by relationships with mentors or instructors, familial influences, and the
economy and labor market.
Employment status. The unemployment rate among graduates was recorded at
29.7 percent in May 2021 to 23.8 percent in June 2021 (Cruz, 2021). The state of the
economy during the pandemic may have a significant impact on this outcome. It is hard
to assess how well graduates feel equipped for work. HEIs bear a greater duty for
producing quality and socially sensitive graduates in terms of employment status. A
study conducted by Isaal (2021) at Tagum College, revealed that the vast majority of
human resource management graduates are currently employed. Regular employees
were an average of 37 percent, a contractual of 41 percent, 8 percent of probationary, 3
percent temporary and 11 percent casual employees (Isaal, 2021). Various approaches
have been created and executed to determine the traits that affect graduates who are
employed, continuing study, upgrading skills, waiting for work placement, or unemployed

19
in order to meet the needs of industry and the aims of higher education (Rahman, et al.,
2015).
In the tracer study conducted by Narciso (2021) at Tagum College, the data
showed that most of the fresh graduates occupy staff-level positions. It supported that
organizations hire managerial personnel internally since internally employed employees
will not face culture shock and will spend less time adjusting to the organization system
(Jacob & Mohammad, 2012). In this sense, fresh graduates are placed on the start-up
level to prepare them for the next level of the hierarchy in the organization. The tracer
study also revealed that graduates from human resource management programs are
highly employable in contractual status and employed in corporations locally (Isaal,
2021). However, a large percentage of the graduates of human resource management
surveyed are working as full-time employees with eighty-three percent and only two
percent working as part-timers and the remaining 15 percent are unemployed
(Cervantes, 2019). This result demonstrates that, despite changing culture due to
technological improvements, fresh graduates are able to work in a wider range of
settings because higher education has adequately prepared them.
Human Resource Management as a career
Choosing a path to take in one's professional life is certainly the most important
choice that any individual can make in any part of the world (Sharif, 2019). Moreover, it
is a significant decision that significantly impacts an individual's future, particularly for
graduate students seeking their first job (Kaneez & Medha, 2018). A career in Human
Resource Management entails providing assistance to an organization through the
formulation and execution of human resource (HR) strategies and guaranteeing that the
organization employs individuals who are both talented and engaged in their work
(Armstrong & Taylor, 2020, p.7). Professionals in this career undertake a wide variety of

20
responsibilities, depending on the scope of the job they are currently performing.
Usually, the Assistant HR Manager, HR Generalist, General HR Manager, HR Branch
Manager, HR Director, and Chief Human Resources Officer (CHRO) are on the top
level. Professionals in these roles typically report to the organization's Chairman, Board
of Directors, or Chief of Executives (Weerasinghe et al., 2021). On the other hand, the
middle-level position typically consists of HR Specialists, HR Administrators, HR
Executives, Junior HR Executives, and Senior HR Executives. HRM professionals at
these positions are accountable for performing specific HRM responsibilities within a
specific HRM domain or function according to Weerasinghe, Liyanage & Lakmali (2021).
According to Korotkova (2017), Human Resource Management can be one of the
most lucrative careers for graduates due to the projected growth in roles in the human
resources industry coupled with the expectation that HR salaries will rise higher than the
average salary in the nation. In the Philippines, there is significant demand for
competent human resource teams; companies are struggling to find qualified HR talent,
despite the country's growing population and thousands of new workers entering the
labor force each year (Profile Asia Pacific [PAP], 2020). In a study conducted by Florese
& Gan (2020), human resources as a profession can be attained if you have solid
business experiences and interpersonal skills. Due to the ever-growing function of
human resources, which is becoming increasingly competitive and specialized, suggest
that graduates should gain insights into what specific skills and qualifications employers
seek. Moreover, it is also vital to consider the ideal blend between academic pursuits
that lead to scholarly accomplishments and professional interests to increase their
career opportunities. (Florese & Gan, 2020)
Industry Requirements
Industry requirements are generally accepted standards that all entrants in an

21
industry must adhere to (Jowah & Beretu, 2019). These are the set of abilities and
knowledge necessary for a specific role/job within the industry and ought to be
developed right from the beginning of the learning institution to the beginning of the
working environment (Patacsil & Tablatin, 2016). According to Etzkowitz, Ranga &
Dzisah (2012), specific industries distribute educational modules that would introduce
undergraduate students to specific skills and competencies required in the industry. The
goal of doing so is to help increase the students' employability in emerging interface
professions that lie at the intersection of academia, industry, and government. Because,
significantly, there should also be a congruence between what the industry needs and
what the learning institutions can provide so that education can be relevant to learners
and industry (Jowah & Beretu, 2019). HR graduates must acquire the requirements and
standards established by the industry to be hired for a specific job within the industry
(Selase, 2018). For example, an HR administrative job in the industry demands students
with at least two years of experience working in the same setting; however, graduates
who have just completed their studies have no experience and lack the necessary skills.
This leads to a gap between what industries demand and what institutions provide to
graduates, resulting in a steady increase in the number of graduates who are unable to
find work if the problem is not addressed (Sinha & Thaly, 2013).
HRM Program's Effectiveness and Relevance
to the Post-Graduate Employment
The 'World Economic Forum' (2016) stated that work skill needs were evolving,
"shortening the shelf-life of employees' existing skill-sets," and that 'technical capabilities
must be reinforced by strong social and cooperative skills." Getting or keeping a job has
been difficult for many people in the second decade of the twenty-first century. Torres
(2012) proposed a global job shortage of 50 million, stating that, "Work has become

22
more unstable or precarious. In industrialized economies, involuntary part-time and
temporary employment have increased in two-thirds and more than half of them,
respectively”. As a result, the motivation for continued interest in employability is evident,
but there are also signs of structural concerns and extremely troubling international
issues.
Dobbs et al. (2012) mentioned the beverage firm Diageo, which established a UK
charity to assist long-term unemployed people in finding jobs, education, or training. An
overall assessment of a complex picture relating to employability within HRM that merits
more investigation. While graduates may demand advancement in their 'first destination'
positions, companies may be hesitant to deliver unless some sort of trade-off can be
arranged, such as training (essentially lock-in) agreements. As an alternative, the WEF
(2016) recommended that companies' expectations of being "consumers of ready-made
human capital were unreasonable, and that businesses should place talent development
"front and center to their success”. Higher education is a significant aspect in developing
human resources and effectively managing prudential goals for students (Dlaci'c et al.,
2014).
Curricular’s Contribution in the Development
of the Graduates
Communication skills. According to Robles (2012), communication skills are
among the top ten soft skills deemed most important by business executives in the
United States. However, the high percentage of graduate unemployment is frequently
attributed to a lack of English competence and communication skills. Good
communication skills in the workplace refer to the capacity to communicate and receive
information clearly, as well as the ability to read the audience in order to avoid and
resolve problems (Kermode, 2017 as cited in Ting, et al., 2017). Communication skill has

23
gotten increased attention in the context of employability among soft skills. Employers in
the Gulf States define core communication skills as "making presentations, participating
in technical discourse, confidently explaining and justifying actions, processes, and
decisions to coworkers and line managers, and communicating effectively across a
multi-cultural/multi-national workforce" (Thomas, Piquette, & McMaster, 2016).
Human relation skills. Human relations skills, also known as interpersonal
relation skills, are necessary for a secretary to communicate effectively with other
members of staff or groups of people. These abilities are commonly referred to as "soft
skills," because they enable people to work willingly in groups (Hagie & Dickson cited in
David, 2015; Chukwuedo, 2021). Human relation skills are also vital in dealing with
individuals in communities in order to gain the interest of extension beneficiaries. This is
consistent with Manullang's (2017) results, which state that attribution of a leader's
performance in managing an organization is dependent on a healthy human relations
atmosphere. According to Business Dictionary (2012), most Human Resource
Management courses concentrate on the management of hiring skilled employees to fill
open roles. Advertising and posting, recruiting, staffing, interviewing, hiring, terminations,
layoffs, career training, and performance reviews of firm employees are all part of the
department's responsibilities. Since there are so many things to cover in one course,
there isn't much time to devote to human relation skills.
Leadership skills. Working in a corporate world is challenging yet exciting,
because it will teach employees how to deal with different kinds of people. According to
the Indeed editorial team (2021), Leadership abilities may aid employees or job seekers
in many parts of their profession, from job applications to career growth. Leadership is
one of many soft talents that employers admire, and it frequently involves multiple other
personality qualities and communication abilities that anybody can develop and practice
over time. It is very important for the employees to have the personality of a true leader,

24
especially when they are in the Human Resource department. Human Resource
practitioners are the one who supervised a company's or organization's employment
process, which includes seeking, interviewing, and employing new employees. They
play an important role in an organization. That's why HR managers need to have good
leadership skills. A conventional, hierarchical, and command-and-control leadership
style is related with higher leadership skill gaps, whereas a more dynamic, all-inclusive,
and collaborative leadership style is associated with lower leadership skill gaps. Specific
business trends and leadership practices help to understand the link between
organizational leadership style and leadership shortages. These variables can help
human resource professionals develop objectives and plans for creating dynamic
leadership in their firms (Tucker, E., & Lam, S. 2014).
Problem solving skills. Problem-solving is a mental process that includes
identifying, evaluating, and resolving issues. The ultimate objective of problem solving is
to overcome barriers and discover the best solution to the problem (Cherry, 2022).
Having a job in the corporate world will make you realize that there are a lot of problems
in every organization. These are problems that need to be solved before they cause
damage to the company and its employees. Problem-solving skills assist you in
determining why an issue occurs and how to overcome it. It is one of the most important
abilities that businesses look for in job candidates. Identifying the issue, developing
solutions, executing those solutions, and assessing their efficacy are the first steps in
problem resolution (Doyle 2020). An employee or applicant with this kind of skill can be a
valuable and trusted asset for the company or any team. Graduates should have this
kind of skill to be able to get a better job, especially those who are seeking jobs in the
corporate world. Over the past two decades, the perception of employability has shifted.
Youth have evolved considerably in terms of establishing needed characteristics and
skills, both in quantifying them and incorporating them into the higher education

25
curriculum (Bhagra, A., and Sharma, K., 2018). According to Wenz, problem solving
skills are an example of soft skills. People employ soft skills to communicate, solve
issues, lead, empathize, and think creatively (as cited in Arat. M 2014).
Technical and computer skills. In a modern world where almost everything is
controlled by technology, people in the business world have advantages in performing
their jobs. Technical and computer skills are essential, especially when people are
working in a corporate world. According to Gerencer (2022), computer skills are the
knowledge and skills that allow people to utilize computers and related technologies. It
will let the employee browse the Internet, utilize word processing applications, manage
data, and make presentations. Employees would be able to access databases, utilize
spreadsheets, and even code if they had advanced computer abilities. Being
knowledgeable about computers and their software will help the employee do their job
more efficiently and effectively. Seventy-three human resources thought leaders from
around the world agreed to add their knowledge to this collection of HR wisdom.
Together, their contributions provide a thorough look at the crucial challenges changing
human resources—one of the workplace's fastest-growing professions that is driven by a
variety of reasons, including technology advancements and globalization (Ulrich, D.,
Schiemann, W. G. A., & Sartain, S. L. ,2015). That is why they need to be computer
literate. Technical skills are sets of skills or knowledge that are utilized to complete
practical tasks in science, the arts, technology, engineering, and mathematics. Technical
abilities often necessitate the use of certain equipment as well as the technology
necessary to operate such tools (Chen, 2022). The study by Salleh & Sulaiman (2015)
proposed that it is more relevant to market demands that technical and vocational
education go hand in hand. Industries require human resources and individuals that
have not only technical and vocational abilities, but also quality and excellent job
performance. As a result, industries nowadays require competence evaluation for human

26
resources and personnel in order for them to be more competitive and competent in the
duties assigned to them.

27
METHODOLOGY
This chapter covers the study's methodology, including the research design to
analyze and interpret the data collected. It also contains further information regarding the
study's participants, techniques, statistical treatment, and data collection procedures.
Research design
This study employs the descriptive research approach, which is a sort of non-
experimental research. Descriptive research design is a type of non-experimental
research in which the researcher used to describe a certain condition or phenomenon
through a survey method.
Descriptive research design will be employed to evaluate the employability of
Human Resource Management graduates from Cavite State University's Main Campus.
It will be utilized to determine the graduates' employment rate and status, as well as to
determine how the human resource management curriculum contributes to employability
and to investigate the program's effectiveness and relevance to the graduates' post-
graduate employment.
Sources of Data
The researchers will be using both primary and secondary data to gather
information. The primary data will be collected by a survey questionnaire that contains a
demographic profile of the graduates, employment data, and education and pre-service
skills profiling. The distribution of the survey questionnaire is online as an amendment in
the ongoing protocols amid this pandemic. The questionnaire contains relevant
questions that need the right answers to have an accurate result. Moreover, secondary

28
data such as journals, articles, and other related documents that show the employability
of the graduates of human resource management will be collected on the internet.
Participants of the study
The participants of the study will be the graduates of Bachelor of Science in
Business Management Major in Human Resource Management in Cavite State
University from 2016-2022. The researchers will take a sample of the graduating
population from 2016 to 2022.
An informed agreement will be highlighted in data gathering, ensuring that
participants’ identification, privacy, and confidentiality are rigorously adhered to. It will
also emphasize the voluntary involvement of the participants in the study.
Sampling Technique
The probability sampling technique will be used in this study, which means that
all members of a population will have an equal chance of participation. Specifically,
simple random sampling will be employed in this study since it is a sort of random or
prospect sampling (Husain and Rao, 2014) that permits participants to be chosen as
subjects.
The sample size for the study was computed using the Raosoft online sample
calculator using a 95 percent confidence level, a 5 percent margin of error, a 95 percent
confidence level, and a 50 percent response distribution probability. The Raosoft sample
calculator, according to Project Topics (2018), is operational software that determines or
calculates the sample size of a research study.

29
Table 1. Distribution of participants based on academic year at Cavite State University.
ACADEMIC YEAR POPULATION
2016-2017 86
2017-2018 98
2018-2019 128
2019-2020 36
2020-2021 3
TOTAL 351
Source: CVSU – Office of the University Registrar (summary of BSBM-HRMD
Graduates)
Through using the Raosoft online sample size calculator, the study's sample size
is 184 out of 351 total population. A number of 184 randomly selected graduates will be
selected to be the participants in the study for the academic year 2016 to 2021, which
are the graduates of Human Resource Management at Cavite State University-Main
Campus.
Data to be Gathered
The researcher will obtain a list of student graduates from the Human Resource
Management Program from 2016 to 2022 from the university registrar's office as part of
the research. The Quantitative data collection for this study will be made through a
survey. Due to CoVid 19, the data collection will be done online, as required in the
protocol of the national government. The researcher will design an online survey
questionnaire using Google Forms so that graduates may access it at any time and from
anywhere, and a wide range of data can be collected. In order to conduct this study,
participants will have to voluntarily consent to the collection of their personal information
and other data; this is done to avoid ethical issues, specifically with informed consent

30
from participants regarding the purpose of the study. Their identity and their other
personal information will be strictly confidential.
Upon the gathering of the data, the participants are required to answer a set of
questions that will be stated in English language. The questionnaire is divided into three
sections: general information, employment data, and education profiling, all of which
participants must complete entirely. These questionnaires will be disseminated to
randomly selected graduates from 2016-2022.
Finally, the completed survey questionnaires will be gathered, reviewed, and
counted to summarize and generalize.
Research Instrument
The research instrument that will be used in this study is according to the design
of the survey questionnaire by the CHED. Some items of the questionnaire are modified
by the researchers, and additional questions from other studies are inserted to suit the
present study being undertaken. It will be divided into three (3) parts: general
information, employment data, education profiling.
General Information. The demographic profile of the participants including their
age, sex, and educational background. The participants would answer these through
checking the list.
Employment Data. The participants will mark the choices that best describe
their present employment status, employment classification, and transition to
employment based on the set of options.
Education Profiling. This part will be divided into two sections. The first section
explores the reasons why the Human Resource graduates pursue their bachelor's
degree and/or enroll in postgraduate programs. The participants will mark the factors
that played an integral part in their decision to enroll in either their undergraduate or

31
graduate programs. Moreover, the second part will examine the relevance of the Human
Resource undergraduate program at Cavite State University to tasks performed by
graduates during their current employment and the level of adequacy of the curriculum
contribution to their advancement. In this section, the researchers will evaluate the
descriptive statements using a five-point Likert scale to determine how relevant the
Human Resource program is to graduates and how adequate it is to the development of
their skills.
Table 2. Five-likert scale for relevance of CVSU Human Resource Management program
to Graduates’ Employment and the extent of its contribution in the development of the
graduates’ skills.
Scale Range Verbal Interpretation
1 Strongly Disagree
2 Disagree
3 Neither Agree/Disagree
4 Agree
5 Strongly Agree
Table 2. Parameters to measure the relevance of CVSU Human Resource Management
program to Graduates’ Employment
SCORE VERBAL INTERPRETATION ADJECTIVAL DESCRIPTION
1.00 – 1.50 Not Relevant
1.51 – 2.50 Somewhat Relevant
2.51 – 3.50 Relevant
3.51 – 4.50 Very Relevant
4.51 – 5.00 Extremely Relevant
Table 2. Parameters to measure the extent of the CVSU Human Resource Management
program contribution in the development of the graduates’ skills.
SCORE VERBAL INTERPRETATION ADJECTIVAL DESCRIPTION
1.00 – 1.50 Not Adequate

32
1.51 – 2.50 Somewhat Adequate
2.51 – 3.50 Adequate
3.51 – 4.50 Very Adequate
4.51 – 5.00 Extremely Adequate
Statistical Treatment of Data
The data gathered from the test will be thoroughly tabulated, analyzed, and
interpreted accordingly based on the results of statistical treatment.
In this study, the statistical tools that will be used are frequency count,
percentage, rank, and weighted mean to analyze the result. The researchers will utilize
Microsoft Excel spreadsheet for the data tabulation and use frequency and percentage
to interpret the data gathered.
The frequency count and percentage will be used to analyze the profile of the
participants with respect to the selected variables such as the socio-demographic profile
and employment status of the participants. The rank will be utilized for identifying the
importance of the items or factors. On the other hand, the weighted mean will be used to
identify the employability of the Human Resource Management graduates.
The following variables influencing the employability of the graduates of Human
Resource Management at Cavite State University from 2016 to 2022 will be assessed
through a Likert scale:

33
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Republic of the Philippines
CAVITE STATE UNIVERSITY
Don Severino De Las Alas Campus
Indang, Cavite
[phone] / [phone]
Email: [e-mail]
DEAR PARTICIPANTS:
We are EMA ROSE S. SANTANDER, KEIKO ANGELI HUALDE, JOANNA
MARIE P. VELASQUEZ, LADINE H. GRUESO, and SHANIA PEARL C. QUILLAO,
BS Business Management, Major in Human Resource Development Management
students at Cavite State University, Indang, Cavite, conducting and study entitled:
“EMPLOYABILITY OF BUSINESS MANAGEMENT MAJOR IN HUMAN
RESOURCE MANAGEMENT GRADUATES FROM 2016-2022.”
The information that will be gathered will be treated confidentially. Your
cooperation and honest response will be of great help. Thank you and have a nice
day!
A. GENERAL INFORMATION. Kindly write N/A if the information is not applicable or not
yet available.
Name (optional): _____________________________ Age: _______________
Sex: □ Female □ Male
College degree and Specialization: _____________________________________
Year Graduated: □ 2017 □ 2018 □ 2019 □ 2020
□ 2021
B. EMPLOYMENT DATA
1. Are you currently employed?
□ Yes □ No □ Never Employed
If No, or Never employed, proceed to Question 3.
If Yes, proceed to Question 4 & 5.
3. Please state reason/s why you are not yet employed. You may (✓) check more
than 1 answer.

43
□ Advance or Further Studies
□ Family concerns and decided not to
find a job
□ No job opportunity
□ Did not look for a job
□ Health related reasons
□ Lack of work experience
□ Other reason(s), please
specify ________________
4. Present employment status.
□ Regular / Permanent
□ Part time
□ Self-employed
□ Casual
□ Contractual
5. Present occupation (Ex. HR Associate, Self-employed)
_______________________________________________________________
6. Is this your first job after college?
□ Yes □ No
If Yes, proceed to Question 7 & 8.
If No, proceed to Question 9 & 10.
7. What is your reason(s) for staying on the job? You may (✓) check more than 1
answer.
□ Salaries and benefits
□ Career challenge
□ Related to special skills
□ Proximity to residence
□ Peer influence
□ Family influence
□ Other reason(s), please
specify_________________
Please proceed to Question
no. 8.
8. Is your first job related to the course you took up in college?
□ Yes □ No
If Yes, proceed to Question 9.
If No, skip Question 9 and proceed to Question 10.
9. What were your reason(s) for accepting the job? You may (✓) check more than 1

44
answer.
□ Salaries and benefits
□ Career challenge
□ Related to special skills
□ Proximity to residence
□ Other reason(s), please
specify ________________
10. What were your reason(s) for changing your job? You may (✓) check more than 1
answer.
□ Salaries and benefits
□ Career challenge
□ Related to special skills
□ Proximity to residence
□ Other reason(s), please
specify ________________
11. How long did you stay in your first job?
□ Less than a month
□ 1 to 6 months
□ 7 to 11 months
□ 1 year to less than 2 years
□ 2 years less than 3 years
□ 3 years to less than 4 years
□ Others, please specify
______________________
12. How did you find your first job?
□ Response to an advertisement
□ As walk-in applicant
□ Recommendation
□ Information from friends
□ Job Fair or Public Employment
Service Office (PESO)
□ Family business
□ Others, please specify
_____________________
13. How long did it take to land your first job?
□ Less than a month
□ 1 to 6 months
□ 7 to 11 months
□ 2 years less than 3 years
□ 3 years to less than 4 years
□ Others, please specify
_____________________

45
□ 1 year to less than 2 years
14. What is your job level position ? Select only one of each category.
14.1 First job 14.2 Current or present job
□ Rank or clerical
□ Professional, Technical or Supervisory
□ Managerial or Executive
□ Self-employed
□ Rank or clerical
□ Professional, Technical or
Supervisory
□ Managerial or Executive
□ Self-employed
15. What is your initial gross monthly earning in your first job after college?
□ Below P 5,000
□ P 5,000 to less than P10,000
□ P10,000 to less than P15,000
□ P15,000 to less than P20,000
□ P20,000 to less than P25,000
□ P25,000 and above
16. Difficulties encountered in looking for a job. You may (✓) check more than 1
answer.
□ Few jobs vacancies / lack of position
or item
□ Inadequate experience
□ Mismatch of educational qualifications
□ Personality factors
□ Passing the pre-employment interview
□ Lack of political patronage
□ Passing the pre-employment
exam
□ Not meeting paper
requirement/s
□ Inadequate knowledge or
skills
□ Others, please specify
_____________________
17. Factors that affect your initial employment. You may (✓) check more than 1
answer.
□ Area of specialization
□ Reputation of College/University
□ Personal factors
□ Scholastic standing
□ Others, please specify
_____________________

46
C. EDUCATION PROFILING
C.1 Reasons for pursuing a degree in undergraduate and graduate levels.
18. What are your reason (s) for taking the courses/pursuing the degrees in the
undergraduate and graduate levels? You may (✓) check more than 1 answer.
Reasons
Undergraduate
Degree (AB/BS)
Graduate Degree
(MS/MA/Ph.D)
a. High grades in the course or subject areas
related to the course.
b. Good grades in highschool
c. Influence of parents or relatives
d. Peer influence
e. Inspired by a role model
f. Strong passion for the profession
g. Immediate employment
h. Status or prestige of the profession
i. Availability of the course offering in school
j. Prospect of career advancement
k. Affordability
l. Attractive compensation
m. Opportunity for employment abroad
n. No particular choice or no option
o. Others, please specify:
C.2 CVSU College of Business Management major in Human Resource
Management in Retrospect
1 2 3 4 5
19. Was your school-acquired knowledge or
competencies and skills relevant in your
chosen occupation? Rate it on the scale of 1
to 5 (1 being not relevant and 5 being
extremely relevant).
20. Rate the adequacy of the CVSU Human Resource Management Program on
the scale of 1 to 5 (1 being not adequate and 5 being extremely adequate) in
terms of the following criteria:
1 2 3 4 5

47
Communication Skills
Expressing of ideas in a clear and logical
manner
Using various forms and styles of written
communication
Use of correct grammar
Listening skills
Vocabulary
Human Relation Skills
Effective social behavior (e.g., respect for
colleagues, work environment etc.)
Applying conflict resolution skills
Respond to the needs to colleagues
Fostering professional relationship with
people in the workplace
Exhibit cooperative and supportive
relations with colleagues
Maintain self-control in the midst of
stressful encounters with colleagues
Leadership Skills
Able to stimulate collaborative efforts with
colleagues in the workplace
Motivate, Mobilize and Inspire People to
achieve institutional goals
Organize and coordinate people and tasks
for efficiency
Take responsibility and risk in making
decisions
Problem Solving Skills
Able to identify underlying issues in a
problem
Making an informed decision on solving
the identified problem
Developing plans and strategies on
solving the problem
Evaluate actions taken for making future
decision