A Tracer Study of MSEUF Bachelor of Science in

Accountancy Graduates S.Y. 2010-2014

Noreen M. Albrando, Kim Zairelle P. Bibal, Kristelle Joy A. De la Cruz and

Mark Rollen D. Remolona

Abstract

This tracer study assessed the Bachelor of Science in Accountancy graduates of Manuel
S. Enverga University Foundation Lucena employment inside and outside the country
regarding their training, employability and accomplishments. It also determined the
demographic and educational profile of the respondents, the employment situation of their
first and current job, the motivational factors that influences the employment situations of
the respondents and generated the suggestions and recommendations given by the
respondents to further improve the program. To obtain the needed information, the
researchers prepared a research instrument that was used in a similar study undertaken by the
CHED with some slight amendments to make it simpler.
The study shows that there were 33 percent of the respondents graduated with honors or
scholastic awards. Majority took different professional examination and mostly CPA Board
Examinations. Only small percentages of the respondents have attended trainings and pursue
advance studies and graduate programs greatly for professional and personal development
purposes.
Critical thinking and communication skills developed by MSEUF were the most
important skills used by the respondents in their first job. Most of the respondents are
working in the private sector or commerce and industry, which are inside our country and are
generally permanent or regular.
Furthermore, the data also revealed that career challenge was their very reason for
staying, changing and accepting the job. The respondents strongly suggested that the
graduating students must have vigorous training for undergraduate review for it will help the
students in their preparation for the CPA Board Examination.

Keywords: Graduates Tracer Study, Employment Status, Employable Accountancy

Graduates

Introduction skills of the graduates and having the

right skills for the job and additional
Being able to graduate on a education, lot of opportunities will come
chosen course is said to be an into ones way.
enhancement of the student Maybe the most important
employability. Higher Education objective of college education is
enhances the priorities, challenges and employment. Most parents send their
children to college with the hope that
after graduation their children will be
able to find a decent and stable job. This
holds true especially among Filipino
parents who look at the significance of
college education as the most important
legacy they can give to their children
and as the most effective means of
getting a job that would help build the
future of their children. Yet, with the
present quality of education and the
pressing demand of the workforce
industry, many parents and graduates get
disappointed due to the inability of the
graduates to get employ. This is partly
because these graduates lack the
necessary skills and qualifications
required by the industry.
The objective of the Accountancy
program of the College of Business and
Accountancy of MSEUF is to produce
highly qualified and competent
graduates that are highly employable
after graduation. The accountancy
profession is deemed to be a 360 degrees
profession as it is distinguished by
certain characteristics, including mastery
of particular intellectual skill, acquired
by training and education, adherence of
its members into a common code of
values and conduct established by its
administrating body, including
maintaining an outlook which is
essentially objective. The performance
of the graduates in the workplace after
graduation serves as measure to the
effectiveness of the program in
providing the quality instruction.
There is therefore a need to make
a follow-up study of the accountancy
graduates not just only to locate them
but more importantly to find out how
adequate is the training provided by
MSEUF in the overall performance of
their career life, the extent by which the
teaching and competency skills were
developed, the employment status of the
BSA graduates as well as their
achievements in the field.
This study entitled A Tracer
Study of MSEUF Bachelor of Science in
Accountancy Graduates S.Y. 2010-
2014 is conducted to give significant
responses from the respondents about
their demographic profile as well as their
employment profile in the field. The
researchers as Accountancy students
believe that this will be a useful guide in
assessing the relevance of the Bachelor
of Science in Accountancy, knowledge
and skills acquired by the graduates for
their employment and the school-related
factors associated with their
employment. This will be useful not just
to the graduates themselves but even to
those enrolled and to those who are
planning to enroll in the accountancy
program.
The study intends to assess the
BS Accountancy graduates S.Y. 2010-
2014 of MSEUF Lucena employed
inside and outside the country regarding
their training, employability and
accomplishments.
More specifically, the study seeks
to:
1. To determine the demographic
profile of the respondents in terms
of the following:
1.1 Gender
1.2 Civil Status
1.3 Present Location
 2. To determine the educational 5. To determine the motivational
profile of the respondents in terms factors that influenced the
of the following: employment situations of the
2.1 Educational Attainment respondents:
2.2 Scholastic Honors Received 5.1 Reason/s for accepting,
2.3 Reason/s for taking changing and staying on the
Bachelors Degree job
2.4 Professional Examinations 6. To generate suggestions and
Taken recommendations from the
2.5 Post Graduate Studies respondents to further improve the
Attended after College program.
2.6 Trainings Attended after
College Conceptual Framework
3. To know the employment situation
of respondents in terms of the The framework is organized in a
following: way that reflects how the study
3.1 Employed conducted and research objectives were
3.1.1 Current attained. Respondents came from the
Employment Status graduates of BS Accountancy from
3.1.2 Present batch 2010 to 2014. From the
Occupation respondents, data were gathered. These
3.1.3 Name of the data includes the demographic profile of
Company the respondents, the educational profile
3.1.4 Place/Area of and employment profile as well as the
work situational and motivational factors
3.1.5 Nature of Industry influencing the educational and
3.2 Unemployed employment status of the graduates.
3.2.1 Reason/s for not Also the respondents are opted to make
yet or never been suggestions on how to improve the
employed course program they have graduated.
4. To determine the first job of the From these data, the information about
respondents in terms of the the employment factors of the graduates
following: such as the type of employment, current
4.1 First job after college employment situation, employment
4.2 First job relation in their course status, occupation, company or
4.3 Tools in finding the first job organization, place of work, job search
4.4 The interval of time landing in their first time, job level position, initial gross
job after college monthly earnings and reasons for
4.5 The time span stayed in this job accepting and staying on the job were
determined.
The conceptual framework is generally diagrammed as follows:
 BS Accountancy Graduates
Personal information
Demographic
of the respondents
Profile
Educational background
Educational
of the Profile
respondents.
Situational
Reasons
factors
forthat
taking
influenced
and pursuing
the qualification
trainings andof the
advanced
respondents
studies
Employment situation
Employment
of the respondents.
Profile
EVALUATE
Motivational
Reasons forfactors
accepting,
influenced
changingtheand
employment
staying onsituations
the job
Recommendations
Suggestions
to further
fromimprove
respondents
the program

ASSESS

PROFILE

INTERPRET

Figure 1. Conceptual Framework of Accountancy Graduates Tracer Study

METHODS

The researchers used the University Foundation for S.Y. 2010-

descriptive research design in describing
the collected data into much deeper
depth. The respondents of the study are
the Bachelor of Science in Accountancy
graduates of Manuel S. Enverga
2014 with a total population of 144.
The researchers used a survey
questionnaire based on a similar study
undertaken by the CHED. The type of
questionnaire that is used is both an
open-ended and closed-ended Results and Discussion
questionnaire.
Part I. Demographic Profile of the
The researchers sent Respondents
questionnaires to all the BSA graduates
of S.Y. 2010-2014. At the completion
Table 1.1 Demographic Profiles of the
date, the final number of returned
Respondents
questionnaires amounted to 12 while 52
were received through e-mail Demographic Freque Percent
questionnaires, giving 64 responses in Profile ncy age
all or a retrieval rate of 44.44%. Gender
Primary information of the Female 37 58%
respondents was gathered first, which Male 27 42%
are their names, addresses, and contact Civil Status:
numbers that were indicated in their Single 62 97%
yearbook available at the University Married 1 2%
Library. Widow/Widow 0 0%
A copy of questionnaire was sent er
to the respondents through Facebook Single Parent 1 2%
messaging and personal interview. The Age
researchers also conducted an E-mail 20-21 7 11%
questionnaire and Facebook messaging 22-23 28 44%
for those respondents that are not readily 24-25 23 36%
available. 26-27 5 8%
The data gathered from the 28-29 1 2%
questionnaires are statistically treated Location of
and analyzed using formulae and some Current
mathematical tools such as fundamental Residence:
operations and percentages to determine City 53 83%
the percentage of frequency of Municipality 11 17%
occurrence of the different categories
selected in the questionnaire.
A demographic profile of BSA
The researchers got the
graduates who acted as respondents in
percentage of each response then ranked
the study shows a majority of them to be
it according to what is highest to lowest.
female (58%); single (97%); 22-23
After the percentage on each response
(44%) and residing in the city (83%).
has been determined, tables and graphs
were presented to further analyze the
responses of the respondents.
Part II. Educational Background of
the Respondents Reason/s for taking Bachelor's Degree
Others 0%

5%
Government priority courses

No particular choice or no better idea8%

Opportunity for employment abroad 23%

Prospect of attractive compensaton 31%

11%
Affordable for the family

Prospect for career advancement 42%

Prospect for immediate employment 50%

Strong passion for the profession22%

14%
Availability of program offering in chosen institution

S tatus or prestige of the profession 59%

peer Influence19%

Influence of parents or relatives 56%

11%
S cholarship Offer

Inspired by a role model 25%

Good grades in high school subjects related to the program 25%

0% 50% 100%

Year Graduated

2010 2011 2012 2013

17% 9%

25%
30%
2014 19%

Fi
gure 2.1 shows that most of the
respondents graduated from the year
2013 or 30% of the population and the
least number of respondents came from
the year 2010 with a percentage of 9%. In
Figure 2.2, it shows that out of 64
respondents, 33% had graduated with
honors of which 10% are Summa cum
Laude; Magna Cum Laude (14%); Cum
Laude and other awards (38%).
Examination with 97% responses. The
remaining percentages are the examinations
took by the respondents for additional
certifications.
Skil s and Competencies Learned in College that was useful in the Respondents First Job and Current Job
Entrepreneurial Skil14%
s

Figure 2.1 Year Graduated

Problem-S olving Skil s 86%

Figure 2.2 Honors or Awards Received.

Critical Thinking Skil s 93%

Honors Or Awards Received

Summa Cum Laude
Information Technology Skil s 77%

Human Relation Skil s 75%

Magna Cum
10%Laude Communic ation Skil s 93%
38% 14%

Cum Laude Figure 2.4 Professional Examinations

38% Taken
Other Awards
Figure 2.5 Skills and Competencies
Learned in College that was Useful in
the Respondents First Job
Figure 2.3 (on the right side)
shows that majority of the respondents
agreed that the status or prestige of the Professional/Licensure Exam
profession (59%) is the main reason why
2%
Midwifery Board Examination
they took Bachelor of Science in
2%
Chartered Tax Adviser
Accountancy, followed by the influence
2%
SAP FI Associate
of their parents or relatives (56%) and
prospect for immediate development, 6%
NCIII Bookkeeping Exam

(50%). 10%
Certifi ed Bookkeeper Exam (CAT Level 1)

2%
Sub-professional Civil Service
Figure 2.3 Reason/s for taking
14%
Professional Civil Service
Bachelors Degree
CPA Board Exam 97%
Figure 2.4 (on the next page) shows 0% 100% 200%
the different professional exams that were
taken by 98% of the respondents. Most of Figure 2.5 shows that communication
the respondents have taken the CPA Board and critical thinking skills are the most
useful skills possessed by the
respondents in relation to their first job
showing a percentage of both 93%. This
was different from the findings of the
previous study of Mendoza and Tuble
(n.d), which stated that research and
technology skills were the looked-for
skills, which needed by the Accountancy
students to be further developed.
Problem-solving skills with 86%
followed as shown in the figure, coming
closely is information technology skills
(77%) and human relations skills (75%).
What appeared to be the skill that was
least useful to the graduates in their first
job were the entrepreneurial skills as this
were identified by only 14% of the
respondents.
Training or Advance Study
trainings pertain to the trainings
participated by them after college. It
shows that most of the respondents did
not take any training or advance studies
after college (78%) and only 22% of
them took and pursue for advance
studies.The data on Figure 3.2 below
shows 22% of the respondents pursue
advanced studies and attend trainings
for the reason of having professional
development (87%), however only 13%
of them answered because of personal
development. The results are congruent
with the study of Del Mundo (2010).
Figure 3.2 Reasons for Pursuing
Advanced Studies
Part IV. Employment Situation of the
Respondents

Took Training or Advance Study

22%

78%
Didn't took Training or Advance Study

Part III. Situational Factors that

Influenced the Qualifications of
Respondents

Figure 3.1 Trainings and Advanced

Studies after College

This advanced studies relate to

masters degrees took by the
respondents while the work related
 application (38%), while the other with
Reasons for Pursuing Advanced Studies13% each of the responses were
Promotion Household, Family duties, and decided
not to find a job, Waiting for rehire/Job
13% Development
Professional
recall and Health-related reasons as
presented in Figure 4.2 below. The
respondents also cited other reasons why
Personal Development they are not or never been employed
87% such as managing family business and
because they find something better
Others
(25%). This is far different from the
result of the study conducted by Arcelo
(1999) which identified that the top 3
reasons of unemployment included lack
of interest in getting job; applicants
expectation of a high salary; and lack of
Employment Situations prestige of the applicants school.

Figure 4.1 Current Employment

Situation of the Respondents
6% 2%

Yes No Never Employed

92%

This part of the study relates to the

employment standing of the
respondents. Figure 4.1 presents that
majority of the respondents are currently
employed with 92% while 6% are
unemployed and only 2% are never been
employed. Among the respondents who
are not employed and never been
employed, most of their reason is that
they are awaiting results of previous job
 The next three graphs focus on
the current employment status and
occupation of the respondents and
Data reveal that majority of the
BSA graduates presently employed are
permanent or regular (71%), while 15%
are employed as contractual and 7% are
temporary and casual employees. On the
other hand, no one of the respondents is
self-employed or prefers to open a
business owned by them.

With regard to the classification

likewise, their designation and the
classification of the sector in which their
company is involved.
Figure 4.2 Reasons Why Not/ Never
Been Employed
of sector in which their organization is
engaged in, Figure 4.4 reveals that most
of the respondents work in the private
sector or the commerce and industry
(48%), public practice sector (25%),
government agencies (22%) and
Academe (5%). The classification of
scope of practice of accountancy
graduates was based on Section 4 of
Republic Act No. 9298 or the Philippine
Accountancy Act of 2004.
Classification of the Organization the Company is Engaged In

Current Employment Status

Permanent or Regular Contractual
5%
25%
22%
7%
7% Academe Government Private Public
15%
Temporary Casual

71% 47%

Self-employed

Figure 4.4 Classification of the

Figure 4.3 Current Employment Status
Organization the Company is Engaged
of the Respondent
In
 The subsequent parts of the study
discuss the job itself. It shows the data First Job Relation to Course
on whether the current job of the
respondents is their first job or not and
the span of time in which the
3%
respondents find their first job.
Yes No
Figure 4.5 Place of Work of the
Respondents
97%

First Job After College

Yes 42%
No
Figure 4.6 First Job after College
58%
Figure 4.6 shows that 42% have
answered that their current job is their
first job after they have graduated while
58% have said that their current job is
not their first job after college.

Figure 4.7 reveals the relation of the first

job of the respondents to their course.
Most of the respondents have answered
yes composing of 97% that their first job
is related to their course they took in
college while 3% of the respondents
have answered no.
 Figure 4.8 Tools in Finding the First Job
Time Span to Land in their Job
Less than a month Based on actual responses, it was
found out that most of the respondents
1 to 6 months have approached the employer directly
having a 39% out of 57 respondents
7% followed by approaching the relatives or
11 months 22%
7 to14%
friend and placed or answered
advertisement taking 21% responses.
115%
year to less than 2 years
Figure 4.9Time Span to Land in their
42% First Job
3 years to less than 4 years
Figure 4.9 depicts the waiting
time of the respondents before they got
Other Reason(s)
their first job. Majority of them have
waited for 1 to 6 months before they got
their first job, which have a 42%
Figure 4.7 First job relations to course response, followed by less than a month
of waiting (22%); 7 to 11 months (15%),
1 year to less than 2 years (14%) while
7% said that they wait only within a
week and after 3 months after passing
the board examination.
 Table 1.2 (below) reveals that
53% were hired as a rank-and-file
employee during their first job while
only 34% hold a rank-and-file or clerical
position in their current job. With regard
to the respondents who held a
professional, technical or supervisory on
their first job, only 46% held this
position on their first job and 63% on
their current job. Only 2% were hired on
there is one respondent who has been
promoted to be an executive or a
manager. It also shows that none of the
respondents was self-employed or chose
to deal with a business of their own for
both first and current job. This only
shows that all of the graduates decided
to be employed on other companies and
practice their profession rather running
their own businesses.

Job Level First Job Current

Position Job
Fre Perc Fre Per
que enta que cent
ncy ge ncy age
Rank-and- 31 53 20 34
file or % %
Clerical
Profession 27 46 37 63
al, % %
Technical
or
Supervisor
y
Manageria 1 2% 2 3%
l or
Executive
Self- 0 0% 0 0%
Employed
a managerial or executive position on
their first job while 3% on the current
job. The table and the graph below
clearly shows that some of the
respondents were promoted from being a
rank and file employee up to a
professional, technical or supervisor
position. In addition, the one percent
increases in the percentage of the
respondents who are now hold a
managerial position clearly presents that
 Job Level Position

53% 63%
34% 46% 0% 0%
2% 3%

First Job Current Job

Table 1.2 Job Level Position of the Respondent

Figure 4.10 Job Level Position of the Respondent

Initial Gross Monthly Earnings on the FIRST JOB

Php 5, 000 - 9, 999 Php 10, 000 - 14, 999 Php 15, 000 - 19, 999

2% 19%
2%
10%
10%
Php 20, 000 - 24, 999 Php 25, 000 - 29, 999 Php 40, 000 - 44, 999
17%

41%
Php 50, 000 and above

Figure 4.11 Initial Gross Monthly Earnings on the First Job

According to the graph above,
most of the respondents earn P 15,000 to
P 19,999 a month in their first job. The
second among the ranking is the initial
gross earnings of P 5,000 to P 9,999
(19%); followed by 17% of P 10,000 to
 also due to the salaries they received
Factors Affecting the Decision of the Respondents for Staying on Their First Job and considered that good relationships
with their officemates were also the
Other Reasons12%
other motivation. The other factors that
affect their decisions are scholarship
contract, lower cost of living, and work
Stressed out 0% experience (12%).

Figure 5.1 Reasons for Staying on the

Proximity to residence 40%
Job

Related to Special Skil s 44%

Factors Affecting the Decision of the Respondents for not Staying on Their Previous Job and Switching to Their Current Job

Other Reasons 12%

Career Challenge 64%

Stressed out 6%
Salaries and Benefits 44%
Proximity to residence3%

Related to Special Skil s3%

P14, 999; followed by P 20,000 to P24,
999 and P25, 000 to P 29,999 of which
Career Challenge 41%
shares are 10% of the graph; and lastly,
only 2% of the respondents earn P40, Salaries and Benefits 35%
000 to P 44,999 and P 50,000 above.

Part V. Motivational Factors that Figure 5.2 Reasons for Changing Job
Influenced the Employment Situation
of the Respondents
Factors that Affects the Decision of the Respondent for Accepting the Job not Related to T
Figure 5.1 shows the
Stressed out 0%
motivational factors affecting the
respondents decision for staying on
Proximity to residence 0%
their first job. It shows that most of the
respondents stayed on their first job due
Related to Special Skills 50%
to career challenge, which shows a
percentage of 64%. The next factors
Career Challenge 100%
that motivate them are the salaries and
benefits and related to special skills
Salaries and Benefits 0%
with the same percentage of 44%. This
can be associated by the previous study
of Macaraub (2012) which stated the Figure 5.2 shows the motivational
respondents were motivated to work factors that affect the respondents
decision on leaving their previous job.
Most of the respondents leave their
previous job for the salaries and benefits
with 35% then followed by stressed out
(6%) The least factors affecting their
decision are related to special skills and
proximity to residence with the same
percentage of 3%. The other reasons
affecting their decisions are review for
board exam, career plans, career shift to
Information Technology, and Conflict to
schedule between work and Saturday
MBA Classes.
There were only two respondents
who accept the job that is not related to
course they completed in college as
presented in Figure 5.3. It shows that
these respondents found career challenge
as the most affecting factors for
accepting the job with the percentage of
100% and next is the related to special
skills with the percentage of 50%.
Figure 5.3 Reasons for Accepting the
Job that is Not Related to Course
Completed in College
To summarize, the researchers
can now say that career challenge is the
new motivating factor, as compared to
previous tracer study by Del Mundo, etc.
(2010) conducted, that the respondents
considered in staying on the job;
changing job; and accepting the job that
is not related to course completed in
college.

Part VI. Generated suggestions from the respondents for further improvement of
the program

Table 1.3 Summary of the suggestions of the respondents

Suggestions to further improve the program Percentage
Implementation of undergraduate review 23%
Exposure to real and current business in order to gain understanding 20%
and a hard core of the course by reinforcing teaching methods to
further improve curriculum.
Development of skills (human relations, computer, technical, etc.) 14%
Improvement of the OJT program 6%
Other Suggestions: 8%
The course curriculum is good enough for employment's
preparation. It is in the hands of the student to become
successful in their chosen field.
Learn new things, don't stop researching, read more books,
focus on your weaknesses but never neglect your strengths
be it in your skills or in your major subjects.
I wish professors teach students with passion and not just
mere reporting.
 I think course curriculum is much better if students will learn
more in management services/accounting, as it is very
important nowadays. Focus also on research.
Confidence-building activities
From the submitted suggestions
of the respondents on Table 1.3, majority
of them mentioned the idea of vigorous
training for undergraduate review for the
graduating students. They said that it
would be a great effort and a must to
better prepare the students for licensure
examinations. In addition, this will help
the students to become more ready for
their review on different review schools
and will enhance their confidence to take
the CPA Licensure Examination. By
these, the respondents knew that the
graduating students could best monitor
their performance by strictly
implementing this undergrad review-
training program.
Second from the majority, the
BSA graduates also advised to further
improve the foundation of learning of
the students because they believed that
in the professional world, what matters
is the foundation of learning the
concepts through application and critical
thinking. They also emphasized that the
exposure to real, actual and practical
situation such as workshops and
conferences should have given
importance to better prepare the
graduates for future employment. The
respondents also mention reinforcing
teaching methods to develop a hard-core
foundation for the students.
Moreover, several of them also
suggested improving the on-the-job
training program because it is indeed a
great source for employment
preparation. Few of them cited the
importance of several accounting
systems and the use of technology and
computer system in the business world.
They held it significant because they
supposed that this could be a competent
skill in the real working environment.
Some also mentioned the extensive
implementation of developing and
improving the human relation,
communication and critical thinking
skills of the BSA students and lastly,
they suggested that the graduating
students focus on their weaknesses but
never neglect their strengths be it in their
skills or in their major subjects.
Conclusions and Recommendations
Based on the findings mentioned
above, the conclusions derived by the
researchers are the following:
1. Most of the BSA graduates who
respond in this study are female,
presently single, and currently
residing in cities in Metro Manila.
Moreover, the average age of the
respondents is 22.
2. A small percentage of the respondents
graduated with honors or received
scholastic awards when they
graduated in college. Majority of
them already took the CPA Licensure
 Examinations. It only shows that
CBA particularly the Department of
Accountancy provides quality
education to their students. Moreover,
communication and critical thinking
skills were the most useful skills in
the respondents first and current job.
3. Only few of the graduates pursue
advanced studies for professional
development.
4. Most of the BSA graduates are
currently employed in different field
of the scope of accountancy practice.
Most are regular or permanent
employees and presently working at
the private or commerce and
industry sector. Currently, most of
the respondents job level position is
professional, technical or
supervisory position. However, most
of the respondents are earning P
15,000 P 19,999 a month.
5. As the data revealed, the very reason
of the respondents for staying,
changing and accepting the job is
career challenge. Relatedness of the
job to special skills and salaries and
benefits were also cited.
6. From the experiences of the
respondents from the business world,
it is best to be ready and equip ones
self for the preparation for the
Licensure Examinations. An
undergraduate review for the
graduating students will be a great
help for the students to better
prepare them for the board
examinations that they will be
taking. It is to not only be preparing
for the board examinations but also
somehow be prepared for the
practice of employment in the real
business world. Moreover, it is also
important to develop the foundation
of learning of the BSA students by
giving comprehensive examinations
to students to assess whether on what
particular topic they perform well or
not. In addition to that, students shall
developed critical thinking, human
relation, computer, and
communication skills. By doing
such, developing the foundation of
learning can be a source of the
competency in the real working
environment. A properly developed
student can be the best and the most
competent employee in the
workplace.
The following are the
recommendations suggested by the
researchers and respondents of this
study:
1. Require the BSA students to take an
undergraduate review and monitor
their performance in the review to
better prepare them for board
examinations.
2. Reinforce teaching methods and
activities that would further improve
the skills of students and promote
their critical thinking, the way they
analyze and see situation like giving
comprehensive examinations to
determine and assess on what
 particular topic they perform well or
not.
3. Expose the graduates to real, actual
and practical situations such as
seminars, workshops and
conferences because these are the
strategies that may better prepare
them for future employment.
4. Promote and suggest that
accountancy graduates should take
unit in a masters degree to strive for
the higher position or a regular
position for a higher salary.
5. Pursue higher education that will
give graduates more opportunity
when it comes to employment.
6. Provide and offer more jobs relating
to the accounting profession and the
like to the newly graduates to
enforce increasing rate of
employment.
7. To future researchers, continuously
update and improve this tracer study.
References:
Arcelo, P. (1999). Top Reasons of
Unemployment. Retrieved from
http://top3325reasons-
unemployment.pdf
Cabrera, E.B (2014). Public
Accountancy Profession, 2019
C.M. Recto Avenue, Manila,
Philipines
Del Mundo, J., Delen, I., & Raca, C.
(2013).A Tracer Study of MSEUF
Bachelor of Science in
Accountancy Graduates S.Y.
2006-2010, Lucena City.
Macaraub, R. (2012). Employment
Motivation of Selected Media
Practitioners in Legazpi City, BU
Legazpi City.
Mendoza, J. &Tuble, R. (n.d).A Tracer
Study on BS Accountancy
Graduates of CHMSC FT
Retrieved from
https://www.academia.edu/76130
04/A_Tracer_Study_on_BS_Acco
untancy_Gr
aduates_of_CHMSC_FT_1_
Mercado, F. (2010). A Tracer Study of
MSEUF Graduates, Lucena City.