Important Announcement
PubHTML5 Scheduled Server Maintenance on (GMT) Sunday, June 26th, 2:00 am - 8:00 am.
PubHTML5 site will be inoperative during the times indicated!

Home Explore CRIETION 1: BSBA NARRATIVE

CRIETION 1: BSBA NARRATIVE

Published by JOE SANCHEZ, 2022-11-12 06:43:43

Description: CRITERION I-BSBA Narrative-combined

Search

Read the Text Version

NARRATIVE REPORT CRITERION I BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION LEVEL IV ACCREDITATION 1|Page BUSINESS ADMINISTRATION / COMPUTER SCIENCE / INFORMATION TECHNOLOGY


CONTENTS 1 Excellent Teaching and Learning Outcomes of the Program I. Statement of the Purpose II. Program III. Evaluation and Assessment IV. Continuous Improvement V. Outcomes 2|Page


Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) AREA/CRITERION AVERAGE WEIGHT WEIGHTED SCORE SCORE I. Statement of Purpose 5 10 50 5 10 50 II. Program 5 10 50 III. Evaluation and 5 10 50 Assessment 55 25 IV. Continuous 50 225 Improvement V. Outcomes Total Weight Value Final Rating 5 3|Page


Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) ACCREDITATION TEAM REPORT Narrative Report for Level IV Institution Systems Plus College Foundation Address Sta Isabel Building, Balibago, Angeles City Program Surveyed Bachelor of Science in Business Administration Date of Visit November 16-17, 2022 Area Criterion I. Excellent and Learning Outcomes of the Program Accreditor Assigned Rating: Comments/Observations 1. Statement of the Purpose 1.1. Describe how the institutional philosophy is reflected in the program objectives which, in turn, are filtered down to the course level is observable and measurable outcomes. There is considerable evidence of institutional commitment to the established criterion. The graduate qualities complement the institution's new vision and mission which are reflected and communicated in its core values namely Service - We serve the Filipino people by delivering equitable access to academic services and social volunteerism. Professionalism - We uphold professionalism through integrity and ethical responsibility. Competence - We personify service excellence with holistic growth and learning. Fellowship - We enliven the spirit of camaraderie and solidarity. The institutional mission statements emphasized alignment with the role and functions of the higher educational institution providing holistic development of all stakeholders through excellence in instruction, research, and extension service. The institutional core values were developed and reflect the institutional acronym SPCF –Service, Professionalism, Competence, Fellowship which embodies the philosophy of the founders which served as the inspiration to produce globally competitive professionals with proactive values and attitudes and is highlighted in the SPCF’s Vision: An institution delivering world-class education.


The Mission, Vision, and Core Values are embedded in all the courses taught so that they will be imbibed by the students. They are described, observed, and measured through the following Institutional Goals (IG) which include 1. Demonstrate excellence in the practice of one’s profession. 2. Communicate innovativeness with precision and cohesion expressing an awareness of global educational trends and reforms. 3. Think critically to evaluate disciplinary ideas and to develop practical solutions that arise in the institution and the community it serves. 4. Internalize and exhibit socio-ethical values that address respect for diversity. 5. Use lifelong learning competencies including, but not limited to information and media literacy, communication, and career skills to become globally competitive professionals. The Institutional Goals is in conjunction with the 21st Century skills in the context of the Fourth Industrial Revolution (Industry 4.0 Skillsets) all aimed at ensuring the career readiness of students towards the need of society. The institutional philosophy, Vision, Mission, and Core values are articulated in the learning outcomes expressed in behavioral terms in all the course syllabi that are distributed in soft copy to students at the beginning of each semester in their respective classes. This philosophy of the SPCF is initially discussed during freshmen orientation and cascaded down the classroom level during the teaching-learning process and to the SPCF community and its stakeholders that are pronouncedly clear in the syllabi, manuals, catalog/bulletin of information, and in various technology platforms such as the google classroom, website, and social media. The institution highlights the program’s educational objectives (PEOs) by aligning and mapping with the vision, and mission of the school, i.e., focusing on the professional skills needed by the industry and lifelong learning skills which are communicated down to the students in the classroom. The COB made a systematic method, such as activating the Student Council and creating various work groups and committees, which ensures that the correct strategy, deployment, review process, and continuous improvement are all followed. The institution involved stakeholders to guarantee effective planning for the design and integration of creative trends and ideas that emphasize an exceptional learning experience (both internal and external stakeholders primarily the industry, alumni, government representative, and community representative). The institution had developed a platform thaechoesho the sentiments and testimonies of alumni, students, parents, employers, and key stakeholders (Industry Forum, Community Engagement, Student Activity Integration, and Student Consultation). The College of Business had boost the dissemination or awareness campaign using digital media, social media, and website to promote the institutional philosophy and create a positive branding of the institution and its program; a validation of graduate attributes, program objectives, program outcomes, student learning outcomes (competency), i.e., showcasing the skill and achievement of students, renowned alumni, and reputable stakeholders. 1.2. Describe how involved the faculty members are in assuring that the planned activities in each subject will result in the achievement of the target learning outcomes of the program. Various Strategic Objectives were identified with the corresponding Key Performance Indicators (KPIs) as articulated in the Action Plan to ensure the attainment of the vision-mission of the


institution. The KPIs were regularly monitored through the conduct of meetings, submission of reports by all colleges and departments, and evaluated during the mid-year and annual management reviews. The faculty members engaged in the crafting of the specific course outcomes and ensure their alignment with the Program Outcomes mapped against the Institutional Goals. The course syllabi were updated and showed the breadth, depth, and alignment of topics, activities, and assessments that validated the attainment of course outcomes. Learners' competencies and their level of capabilities were enhanced through the responsive, innovative instructional strategies and approaches used by the faculty. Part of the requirements that the faculty were required to submit was the teaching-learning activities consistent with the intended learning outcomes measured through the assessments to ensure attainment of the learning outcomes and specific competencies. Technologies were integrated into the instructional processes through collaboration with the MIS (Management Information System) and CCIS (College of Computing and Information Systems). The faculty utilized the learning management system such as Google Meet and Zoom platform. The system allowed the convenient creation and management of learning activities, assessments, collaboration, and tracking of students' achievement. The faculty members in the BS Business Administration program have industry, managerial, and leadership experience. They exemplified the desired competencies, capabilities, and credibility as subject experts, as evidenced by the excellent evaluation of faculty performance by the students. The faculty members were adaptive to the use of technology and various online platforms such as Google Classroom LMS, and other applications to facilitate synchronous and asynchronous learning under the flexible modality. Faculty members exhibited leadership and active involvement as officers in professional organizations they were affiliated with. Faculty members were actively involved in extension activities by sharing their expertise with professional organizations, non-government and government agencies, and other educational institutions through speakership and other volunteer activities of value. Faculty members were pursuing a continuing professional development activity or endeavor to further enhance professional growth, expand the professional network and gain new knowledge and specialized skills. The learning plan shows the Teaching Learning Activities and assessment task that reflects a comprehensive and diverse activity and measurement of the effectiveness of teaching and learning. There are meetings intended for the sharing of teaching methods, instructional materials, and assessment procedures that support the criterion. It further showed that the tools that measure the attainment of outcomes are visible. The COB had a review process that involve internal and external stakeholders. The review process meeting entails sharing on student-centered learning, current, and new trends of pedagogical approaches in business education, assessment methods including rubrics development, and adoption of Bloom's Taxonomy (higher-order learning and critical thinking. The COB had established efforts towards networking with industry on areas of the effectiveness of assessment, materials, and attainment of expected graduate attributes as perceived by the industry, labor market, community, and society. The involvement of students in community engagement had also strengthened through providing or sharing knowledge with the identified beneficiary. The participation of students in the international event provided experience and knowledge on leadership and entrepreneurial activity.


1.3 Describe how informed the students are of the target learning outcomes and how involved they are in the planning and carrying out the activities to achieve these outcomes in the program. Various stakeholders, representing management and administrators, faculty, students, industry representatives, and alumni participated in the review and revision of the Vision, Mission, and Core Values. The students participated in the implementation of the college community extension plan. They initiated activities that promoted social awareness and commitment to community upliftment and social change. The learning outcomes were discussed by the faculty with their students from the institutional level down to the program and course levels on the first day of classes, every semester. The learning outcomes were reflected in all the outcomes-based course syllabi of the specific programs. Students have furnished a copy of the course syllabi via the learning management system The students were involved in the planning and carrying out of the activities aligned with their program learning outcomes through their respective student organizations. They prepare their semestral program of activities in consultation with their advisers and submit it to the Dean for approval. To ensure alignment with the outcomes, proper execution, and monitoring of the student’s activities, the proponents submit the accomplished project management framework for approval. Implementation of the students' activities is under the supervision of the adviser in charge. Participation of all the students in approved activities is highly encouraged, with emphasis on its relevance and an avenue to demonstrate the acquired or enhanced specific institutional core values and desired competencies. Submission of the post-activity report with the post-activity evaluation to the COB Dean’s Office is a requirement. There is the systematic dissemination of information to students to ensure the achievement of learning. The faculty demonstrates expertise in the utilization of the principles and methods of teaching to achieve the desired learning outcomes among the students of the program. Orientation is conducted but the institution may initiate a regular meeting to generate feedback on the status of teaching and learning or pedagogical issues. The students were involved in the program review and evaluation, program objectives and graduate attributes attainment, and monitoring of implementation through meetings, surveys, and consultation. Evidence that substantiates the achievement of the criterion includes the development/review of business cases, live cases, industry immersion/internship, seminars, workshops, community engagement programs, and assessment methods and schemes. The planning and implementation of activities were reviewed periodically to determine their relevance and impact on stakeholders primarily the industry. 2. Program 2.1. Describe how the teachers determine the best teaching methods and devices that will result in the attainment of the desired learning outcome of the program. There is a continuous effort to update and train faculty members on the various teaching pedagogy to determine and align teaching methods best fit to attain specific learning outcomes.


The Human Resources Office in coordination with the COB Dean’s office conducts the training needs assessment to identify the needs of the faculty in terms of teaching pedagogy and establish the relevant discipline-based training requirements of the faculty members. The training needs analysis together with the individual performance evaluation results served as the basis for crafting the faculty development program. Faculty members were required to attend in-service training, out-of-campus seminar-workshops on teaching methods, techniques, approaches, and relevant discipline-based training to re-skill upskill to keep them updated on the new trends in education, particularly on the new instructional and learning technology, applications, processes, and techniques. Regular faculty meetings were conducted where faculty shared their teaching-learning practices which they deemed as the best and most effective. The program and subject validation is conducted at the end of each semester to evaluate the responsiveness and effectiveness of the teaching-learning process, faculty, attainment of the learning outcomes, and the relevance of the program and courses. The results of the program and course review served as inputs for improvement. The course syllabi were updated and showed the breadth, depth, and alignment of topics, activities, and assessments that validated the attainment of course outcomes. Learners' competencies and their level of capabilities were enhanced through the responsive innovative instructional strategies and approaches utilized by the faculty. Technologies were integrated into the instructional processes through collaboration with the MIS and CCIS. The faculty utilized a learning management platform. The system allowed the convenient creation and management of learning activities, assessments, collaboration, and tracking of students’ achievements. The co-curricular activities were integrated into the learning engagement process to facilitate the student's acquisition of the required competencies and be ready for the 4.0 Industrial Revolution. The faculty members had established a method to achieve the desired learning outcomes. The assessment results that include adoptive, formative, and summative assessments are implemented and well-defined. The institution has a clear direction or guidelines that create a nexus of the academic performance of students, assessment, teaching-learning activity, program learning outcome, student learning outcome, expected performance indicator, and competency of learners. 2.2 Describe how the teachers acquired the needed skills in educational research, test construction, analysis, and interpretation to ensure the attainment of the desired competencies among the students of the program. The in-service and off-campus training of our faculty as articulated in the faculty development program provided the avenue for faculty to gain and improve skills in educational research, test construction, analysis, and interpretation demonstrating an efficient and effective teaching- learning process and ensuring the attainment of the desired competencies of students in the program. The implementation, monitoring, and evaluation of the faculty development program are regularly documented as a basis for improvement. The comprehensive system of evaluation of teaching and learning in the program that is consistently implemented and regularly reviewed shows a link in achieving desired competencies of students; hence its shows the preparation, and training participated in or conducted by faculty members are reflected. The faculty development program and student development program


include seminars, training, and workshop on areas of research, and skills building in the context of the 21st-century skills all geared toward attaining the expected graduate attributes. The faculty members actively participated in professional organizations in both national and international contexts. The institution had emphasized and encouraged research activity as a core component of the program to enhance critical and analytical skills thereby acquiring competency in scholarly works, research endeavors, professional competence, and entrepreneurial skills. The college had encouraged faculty members to engage actively in conducting relevant scholarly works that advance teaching-learning excellence. The college support and promote intensified drive towards research endeavors among faculty and students that are relevant to society and contribute to the body of knowledge on the discipline. There are substantial platforms such as seminar, workshop, and training that was conducted to provide mastery and avenue for research undertaking; which may include, research writing, data gathering, data analysis, paper presentation, conference attendance, and publication in the refereed journal. To further encourage the acquisition of knowledge in areas of research, and assessment, the College of Business considers it in the performance appraisal of faculty members in the above areas. The result of performance evaluation are reflected in the faculty development program of the department. 3. Evaluation and Assessment 3.1. Describe how the students’ entry behaviors in the domains of Knowledge, Skills, and Attitudes (KSA) are diagnosed at the start of each academic year for the program. The Office of the (ACAP) Assessment Counselling and Placement Center ensured that the behaviors in the domains of knowledge, skills, and attitude (KSA) were diagnosed at the start of each academic year for incoming freshmen and transferees. The OSA administers the entrance examinations and analyzes the results. The results of the diagnostic test were provided and discussed with the Dean and program coordinator of the college for the crafting of an intervention program if deemed necessary. The Program Chairperson/coordinator and the Office of the Dean of the College of Business also conduct mechanisms to determine the behavior of the students based on grade report cards interviews, and recommendation letters. The diagnostic tests and measures of academic performance were sufficient. The institution validates the effectiveness of the result through the validity and reliability test of the assessment item. 3.2 Describe how the results of the entry behaviors diagnoses are utilized in the formation of the students towards the desired year-end competencies in the program. The results of the students’ entry behaviors diagnoses helped facilitate the giving of proper advice to the students as regards the appropriate academic program to enroll in. The guidance advocates worked for hand in hand with the College in crafting and implementing programs that would help the students develop their study habits, leadership, social and communication skills as a prelude for the students to advance in the chosen program and achieve the stated learning outcomes. The results of diagnostic tests or entrance exams were utilized to develop measures, deploy the right resources, and review, revise and improve the strategies or mechanisms to enhance the


learning capabilities and competencies of the students. The COB is considering creating or developing a progression plan for each student related to academic achievement. The results are the basis for remedial enhancement programs and program learning objectives. 3.3 Describe how valid and reliable are the summative techniques used (like examinations, research assignments, project presentation, skills demonstration, etc.,) in measuring the degree of attainment of the desired learning outcomes of the program. There is an established system in the construction, administration, and evaluation of a course assessment that is consistent in scope, relevant, and aligned with the competency standards of the course. The faculty prepare a table of specifications and rubrics to ensure that an assessment measures the content and thinking skills that the test intends to measure. Assessments are aligned with the competency requirements covered in the course as demonstrated through mapping. The faculty submits the assessment questions to the program coordinator/dean for validation and quality reviews to ensure the appropriateness of item distribution across domains and instructions are given. The institution may establish a process and guidelines in the program reviewed for accreditation to align the Expected graduate attributes/competency, PLO, CLO, SLO, indicators of performance, and assessment methods to measure the performance and skill of students from entry into the program up to graduation. The COB through faculty members and the program chairperson are planning to develop a progression and tracking form or mechanism to show not only grade performance but qualitative aspects or report on competency level in all areas of discipline or courses in the program. Academic consultation and feedback mechanisms were conducted to generate data and information. The documentation report served as a basis for the continuous improvement of the students towards attaining the desired learning outcomes of the program. The COB had created a unit or committee to plan, implement, monitor, review, revise and formulate new strategies and mechanisms to determine the effectiveness of the summative techniques adopted in the program. The committee or the advisory board included both internal and external stakeholders in the program review. The portfolios, reflection essays, discussion, and recognition of students had been analyzed to determine the effectiveness of the measures of performance. The validity and reliability of the assessment scheme had been evaluated to generate data or information for the enhancement and attainment of desired learning outcomes of the program. 4. Continuous improvement 4.1. Describe how students’ academic records in the program are monitored from admission to graduation. The COB and the Registrar’s Office kept records of every officially enrolled student. The faculty, program coordinator, and the dean monitor the student’s academic performance through the grade report and evaluation of teachers and the program coordinator. The COB Dean’s Office gathers data and conducts meetings with the Program Chairperson and Faculty Members in assessing the


management of all classroom activities, creating classes, assessing students’ performance, facilitating collaboration, and tracking student achievement. Through the google classroom dashboard and faculty feedback, important information about a class, and relevant statistics on grades, are monitored. The academic consultation and feedback system track the student's progress. It facilitates identifying who among the students would require academic advising or mentoring. The COB faculty members and student organizations provide vital information on student performance both academic and non-academic performance or activity. The student records are made available for both student and faculty members to determine the gap, and areas of improvement and mutually designed a plan of action. 4.2. Describe what innovations have been adopted and evaluated to improve teaching and learning in the program. The COB keeps the teaching and learning in the college at pace with the changes brought about by the 4.0 Industrial Revolution. Its goal is to continuously improve education. The institution offers innovative features such as automation, adaptive learning, and personalized competency- based learning. The platform allows the faculty to select the type of class that best suits his/her teaching style, whether it's instructor-led, blended, self-paced, or microlearning. Another innovation was the involvement of students in international research conferences, international student meet, research colloquiums, virtual social activity, and wellness programs. The general purpose of these activities is to engage and involve in a holistic learning approach and improve the student learning experience. The active engagement of the student organization/council aimed to engage diverse groups of students with a common interest, providing a platform for creating value while working toward shared goals. It also facilitates and supports the COB to define, share, improve and create practices and cultures that successfully embed partnerships between students and their colleagues that will enhance the quality of the learning experience. Moreover, it involves students in decision-making about their program, teaching and learning, and all aspects of the student experience. The COB continuously finds ways to develop and improve teaching and learning strategies in the program. Innovative and creative pedagogical approaches were enhanced by collaborating with various stakeholders in the country and with international institutions. The COB had actively involved in the International Faculty Exchange Meet 2022 Oman with over 500 participants from 47 countries, 85 resource persons, and panelists, as one of the 11 institutional partners. The event was a platform for sharing the best practices of participants in areas of Faculty, Curriculum, Instruction, Laboratory, Research, Student Services, Alumni, Community Engagement, and Linkages. It was a benchmarking activity and the COB had sought collaboration with HEI in the country, region, and international arena towards the adoption and implementation of best practices that support the teaching and learning activity.


4.3. Describe the system of ensuring students’ progress in their academic pursuit including the interventions implemented when necessary. A mechanism to ensure the relevance of the curriculum through the regular conduct of program and curriculum review is notable through Industry Forum and review process with key stakeholders. An advisory board was created to and had provided inputs to ensure academic preparation is aligned with the requirements of the industry; thus academic interventions are pursued and implemented. The students, the program coordinator, and the dean evaluate the performance of the faculty every semester. The industry-academe advisory council convenes at least once every semester to review the curriculum and give relevant inputs/updates. All the feedback gathered from these activities was used as inputs to improve the curriculum, course syllabi, and instruction delivery. The faculty members attended a discipline-based seminar for professional development. The faculty members also serve as academic advisers with monitoring the student’s progress in their academic pursuits. A hierarchy of academic year-level general exit competencies arranged in complexity from the first academic year level to the last academic year level is very well documented in the program. The institution focus on student progress and interventions like consultation, remedial enhancement program, co-curricular activities, and enrolment advising. The tracking and progression of academic performance are monitored and problem areas or red-flagged situations are immediately attended to or facilitated. A mentoring program and remedial enhancement program had been developed where both students and faculty members provide time and effort. The e-resources, MOOC (massive open line courses), and open educational resources are available and disseminated to students during college and class orientation. The COB encouraged the faculty members to provide supplementary teaching and learning activity that improve academic performance and attainment of the program objective. In the learning plan, the teaching-learning activities are highlighted. A COB reviews the interventions conducted to determine their impact on the academic performance of students. 5. Outcomes 5.1. Describe how involved were the professional/industry representatives, the college alumni, and the faculty in organizing the hierarchy of learning competencies for the program. The hierarchy of learning competencies for the program was determined through formal and informal consultations with industry partners, students, faculty members, educators, and alumni who were practitioners in the field of business administration in the discipline of marketing management, entrepreneurship, human resources, financial management, operations management, and leadership. The industry-academe council of the college played a vital role in mapping year- level exit competencies. There is a functional industry-academe advisory council that regularly convened and actively took part in the review, validation, and revision of the curriculum and through the industry forum. Their contributions to adding value to the program were observed. Topics included in the course syllabi were also identified to focus on the development of the desired competencies to bridge the gaps brought by the growing requirements for job knowledge and technical skills. The program


outcomes were aligned to the vision-mission of the institution, mapped to the institutional learning outcomes and Philippine qualification framework level 6 descriptors. The College of Business had established a strong relationship with the industry partners, as evidenced by the Memorandum of Agreements, Letter of Agreement, Institutional partnership, and Memorandum of Cooperation with industries from educational institutions, services, merchandising, LGU, government entities, and manufacturing organizations where students may be sent for their on-the-job training and scholarship. The feedback of OJT Supervisor and the active participation of faculty members in crafting the syllabus, review of curriculum, and mapping of curriculum concerning the program aim and learning outcomes were clear. The conduct of critical consultative meetings with key stakeholders to help improve outcomes are done regularly. The institution established an advisory board with a multidisciplinary background to generate feedback and information to improve outcomes in line with the requirement of society. The industrial cooperation is evaluated to see if the objectives set in the MOA and MOU have been met. A review process includes the perspectives of stakeholders; as a result, a roundtable discussion forum had been facilitated to review and measure the effectiveness of the review process, particularly in terms of curriculum review, program outcomes, assessment, and expected graduate attribute considering the fast-changing business environment's requirements. The major emphasis of the practicum or industrial internship is to apply the theory taught, and are examined to determine its efficacy. Tracer studies and correlation studies conducted evaluated the tools used to measure the practicum program's outcome. Benchmarking initiatives and actions that develop best practices within the country, region, and globally had been initiated. 5.2. Describe how the hierarchy of competencies of the program was validated vis-à-vis national and international requirements. (4) Committed to the ideals of providing equal opportunities to education, Systems Plus College Foundation had continuously reviewed its Mission and Vision which focused on a holistic and global presence hence internationalization is a focus of the COB as reflected in various activities and programs. The competency structure for the program defined the knowledge, skills, and behavior using Bloom's Taxonomy. Assessments were designed to validate the extent to which the students demonstrate the level of competencies as outlined in the course syllabi. The faculty, coordinators, and the dean kept themselves abreast of the competencies and the level of competencies required of a certain job related to discipline through the conduct of studies to benchmark and validate the requirements of the national and international work environment. The regular conduct of tracer studies, correlation studies, students' on-the-job training, consultation with the industry-academe council, and attendance to fora were some of the measures The evidence presented showing entrepreneurial competency, industry exposure, and professional competence was not sufficient. The documentation of academic performance is substantial as shown through its adherence to CHED and PACUCOA standards, as evidenced by awards and recognition, and research activities and engagement of the COB. The measures of the effectiveness of the orientation and seminars and the feedback system need were validated or evaluated and backed by activity reports showing the attainment of learning


outcomes presented in each activity proposal. Benchmarking activities are carried out by participating on international activities, inviting international speakers, international speaking engagement of faculty members, and active engagement with PACUCOA where the COB Dean is an active Accreditor; hence, acquiring knowledge of international standards and practices. A benchmarking exercise had been realized with local and international institutions. Collaboration with both domestic and international had been pursued in research endeavors. A network or linkage with the industry had improved entrepreneurial competencies, professional competence, achievement of performance indicators, enhancement of graduate attributes, and development of innovative pedagogical approaches. A periodic and continuous comparative study on the competencies of graduates had been initiated involving stakeholders that reflect the dynamic and fast-changing business environment. 5.3. Describe how the competencies of the learners relate to the requirements and expectations of practicum/internship/field practice. A six (6) units Practicum is a requirement across all programs of the College of Business. The students were prepared through the conduct of OJT/practicum orientation to ensure the readiness of students to join the actual workplace. The practicum manual laid down the requirements for the students to satisfy before they can be deployed to partner industries for on-the-job training. A practicum manual is provided by the college to ensure that the practicum program will provide an avenue for the students to apply or show discipline-based competencies. The students were evaluated on their performance which served as input to improve the program. The practicum program is integrated into the curricular offerings to facilitate the student's acquisition of the required competencies. A review process included the perspectives of stakeholders; as a result, a roundtable discussion forum had been facilitated to review and measure the effectiveness of the review process, particularly in terms of curriculum review, program outcomes, assessment, and expected graduate attributes in light of the fast-changing business environment's requirements. The major emphasis of the practicum or industrial internship is to apply the theory taught, and it may need to be examined to determine its efficacy. Tracer studies and correlation studies evaluated the tools used to measure the practicum program's outcome. Benchmarking initiatives and actions that develop best practices within the country, region, and globally were initiated. The feedback of supervisors, OJT summative report, and reflection essays on the internship programs provide or describe the competencies of learners. The result had been validated through an industry forum or roundtable discussion with stakeholders that determined the effectiveness of the internship program. The COB had established an advisory board intended to generate suggestions that determined the areas for improvement in the internship program ensuring the attainment of program objectives.


Like this book? You can publish your book online for free in a few minutes!
Create your own flipbook