Selected Agribusiness Employers' Expectations and Students' Perceptions on Employability Skills of UPLB BS ABME Students

Date

5-2024

Degree

Bachelor of Science in Agribusiness Management

College

College of Economics and Management (CEM)

Adviser/Committee Chair

Gemma U. Reyes

Committee Member

Melodee Marciana E. De Castro, Dia Noelle F. Velasco

Abstract

Agribusiness education is essential for preparing students for careers in the agricultural sector, yet a gap often exists between the skills graduates have and those employers need. This study aimed to assess the alignment between the self-perceived employability skills of BS Agribusiness Management and Entrepreneurship (BS ABME) students and the expectations of agribusiness employers.

Using a descriptive cross-sectional design, the research involved 89 junior and senior BS ABME students and 52 employers from agribusiness firms. Data was collected via surveys distributed through email, personal messages, and on-site delivery, and analyzed using descriptive statistics and the Wilcoxon rank-sum test to identify gaps between employers' expectations and students' self-perceived skills.

The study found both alignments and differences in employability skill perceptions. Students prioritized communication, problem-solving, and learning, while employers valued learning, positive attitudes and behavior, and communication. Notable gaps were observed in perceptions of learning, positive attitudes, personal development, and pre-graduation work experience. Skills were categorized into academic, personal management, and teamwork skills. Both students and employers rated IT literacy the lowest among academic skills. Significant differences were found in critical thinking, logical evaluation, problem-solving in math, IT literacy, and business language proficiency. In personal management skills, differences were noted in self-confidence, conscientiousness, responsibility, positive attitude, creativity, innovative thinking, and personal ethics. No significant differences were found regarding teamwork skills.

Effective methods for enhancing employability skills identified by students included lectures, internships, industry job placements, and group case studies for academic skills. Personal management skills were best developed through internships, industry job placements, group case studies, and assignments. Teamwork skills were enhanced through group case studies, assignments/projects, and team presentations. Both students and employers emphasized the importance of joining organizations, curriculum modifications, longer internships, extra-curricular activities, certifications, and hands-on experiences.

Employers ranked pre-graduation work experience the lowest among employability skills but highlighted the importance of internships in hiring. Despite rating IT literacy low, employers acknowledged its importance as an additional skill for agribusiness students. Employers valued positive attitudes and behavior, emphasizing attributes like proactiveness, flexibility, grit, resilience, and professionalism as crucial for workplace success. There was strong alignment between students and employers on teamwork skills.

To bridge the gap between employer expectations and students’ self-perceived skills, several recommendations were made. For BS ABME students, it is highly recommended to have an active engagement in case studies, and extracurricular activities to cultivate ethical behavior and professionalism and other essential skills. Improving IT literacy by enrolling in relevant courses and utilizing online resources is also highly encouraged. For the Department of Agribusiness Management and Entrepreneurship (DAME), integrating more courses that cultivate soft and hard skills are essential skills such as incorporating specialized courses on agribusiness operations, marketing, and finance is highly suggested. Also, further strengthen industry partnerships to provide meaningful internships and practical experiences. Lastly, continuously evaluate the curriculum based on feedback from industry stakeholders and students.

For employers, collaboration with educational institutions is suggested to align academic learning with industry needs. This can be done by offering internships, hands-on experience, career fairs, mentorship and career advancement programs.

Lastly, it is suggested for further studies to increase the diversity of respondents and categorize agribusinesses by specific sectors. Also, expand the assessment of employability skills to include a broader range of competencies. Investigating the impact of the COVID-19 pandemic on employability skills from both students and employers are also suggested.

Language

English

LC Subject

Agricultural industries, Employees

Location

UPLB College of Economics and Management (CEM)

Call Number

LG 993 2024 M17 M37

Notes

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Document Type

Thesis

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