1

CHAPTER I

INTRODUCTION

Globalized scenario of product design, production and manufacturing opened

huge employment opportunities in all the industrial sectors like automotive,

aerospace, energy, infrastructure, medical and others, more particularly to

engineering professionals graduating out from the Institution.

Under the scenario of large business and employment opportunities,

industries also face the challenges like globally competing market, usage of

technologies into the products, getting the products early to market. Hence, the

expectations from the industries are that, the fresh engineering graduates delivered by

the Institutions to be employable, should be able to work on actual assignments with

least trainings or handholding’s on-the job. Employer’s expectations of fresh hires

available as job-ready, throws a lot of challenge on the educational system, more

particularly to the institutions and their existence. This results in significant

percentage of graduates left-out as unemployable, a concern for the society and even

to the country.

Employment of engineering graduates is a global issue of varying

percentage and a concern for both developing and developed nations. Various nations

across the globe are making progress in addressing this issue have joined together in

developing standards for accreditation and facilitate reforms in engineering

educational institutions by sharing the best practices amongst them. This enhances the

quality of engineering education and profession as a whole (Lakshminarayanan,

2016).
 2

BACKGROUND OF THE STUDY

We all know that mechanical engineering is one of the in-demand courses

nowadays. It is a diverse course that needs to analyze and derives its breadth from the

need to design and manufactured everything from small individual parts and devices

to a large system. One of the biggest roles of studying mechanical engineering is to

strive more and accept all the challenges in order to acquire particular skills and

knowledge. Mechanical engineering is the broadest and most diverse of all the

engineering disciplines.

Employment of graduate students in mechanical engineering in Greece,

especially during the current crisis period is a main issue. According to employers in

the construction industry, employability is associated with three requirements: a good

degree, various technological and manufacturing skills and a set of personal

attributes. However, there is a concern that traditional education does not provide

graduates with the standard employability skills required by the industry. The gap

between the education in Greek technological institutes and industrial activity is

expected to be bridged via a practical exercise during the last semester of the graduate

programme. However, the effectiveness of practical exercise has not been wide

investigated yet. The purpose of this article is to provide empirical evidence on the

benefits and barriers of practical exercise from student’s perspective.

Additionally, the present study aims to explore how the practical exercises in

local industry, which are combined on occasion with thesis research, may contribute

in increasing the skills and employability of the mechanical engineering students. The

case study under investigation involves students of the mechanical engineering

department of the technological educational institute of western Greece.

 3

The study is based on the feedback from the years 2010-2014. During this

period, students have been exhorted by teachers to be exposed to heavy industrial

environments during their practice exercise. The process of skills, development and

progress has been investigated and recorded by supervisors after frequent industrial

visits and interviews.

The mechanism behind each student’s personal improvement has been found

to be associated with the gain of skills and knowledge on production processes as

well as actions planning and problem-solving during manufacturing in real time.

Through the analysis to learn more, to apply theoretical and practical knowledge to

solve real engineering problems to develop effective interpersonal skills and to

manage personal commitments. The increase of student’s employment after working

in production-oriented companies is demonstrated by providing statistical data related

to post graduate unemployment periods.

 4

SIGNIFICANCE OF THE STUDY

It has been hoped that the information and knowledge being generated by this

study will be used by the following:

To Eastern Visayas State University

The improvement of the employment is also the improvement of its

institution. In the sense that it would help the University in assessing the status of

employment of their produced graduates in the year 2012-2015. Knowledge being

gathered will provide an institutional enhancement as well.

To the Students

It has been hoped that the information and knowledge being generated by this

study will be used by the students and next researchers and guide them especially

those students with related field of studies.

To the Local Government Unit (LGU)

The data gathered will be unusually good for improving employment around

the globe simply by means of analyzing the information that is being gathered. This

study will not only improve employment but also the improvement of lives of many,

opportunity comes with great ideals and attributes in the domain of industries.
 5

HYPOTHESIS

 Mechanical Engineering graduates of year 2012-2015 are all now of stable

status.

 Graduates who are licensed have a stable job and are well-paid as compared to

unlicensed graduates.

 The application of theory and practice directly affects the employment of

Mechanical Engineering graduates.

STATE OF THE PROBLEM

This study aims to determine the status of the mechanical engineering graduates

in EVSU-OCC, to provide the adequate benefits for being a job ready employee and

has the following objectives;

 To determine whether the application knowledge of theory into practice is a

factor in employment of mechanical engineering graduates.

 To determine whether being licensed or unlicensed varies in having a high

salary job.

SCOPE AND LIMITATION OF THE STUDY

This study focused on the Mechanical Engineering graduates of Eastern

Visayas State University- Ormoc City Campus from S.Y. 2012 to 2015. This study

was conducted in Eastern Visayas State University- Ormoc City Campus (Luna

Campus).
 6

DEFINITION OF TERMS

Employability – fresh graduates having the capability of being employed

Institution- an established organization. A custom, practice or law that is accepted

and used by many people.

Theory to Practice – the graduate’s application of gained knowledge to practice.

Factors – the graduate’s consideration or including in making a judgments or

calculations.

Data - facts or information used usually to calculate, analyze or plan something.

Complex Issue - is an issue that is connected in complicated ways.

Globalized Scenario - an event or a description of what could possibly happen

throughout affecting the globe.

Job Ready - fully equipped graduates with adequate knowledge for application.

Implementation - to make a plan or rule active or effective.

 7

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

A significant impact, either by adopting it as a metric in controlling variation

or as a methodology in improving the process or product quality or as a management

system to implement initiatives like change management. Thomas McCarty et.al

(2010), have explained in detail the above three forms of Six Sigma. Ramanan et.al

(2014) explained the need for using Six Sigma as a quality metric in measuring

educational quality of higher education. This work attempts to bring out a broad

frame work and model of Six Sigma Methodology to impact the quality of

engineering graduates and hence their employability, by leveraging the expertise of

the author in successful implementation six sigma methods to process and products.

Scope of the work also includes surveying the literatures towards this objective,

critically reviewing their contributions and making value additions on the learned

work published already Employability and Engineering Graduates Employability of

Engineering Graduates is low and is reported to be around 25% in Indiaby

Andreas(2011), Padmini (2012), Divya (2012)and Chitra (2013). The issue of either

employability or quality in higher education observed to be not specific to India

alone, as has been found from the literatures (Azami et. al 2010) and (Imam et. al

2009). There are many initiatives by government, private enterprises interested on

this topic and also suggested methods approaches to address this important issue of

complex nature. Though the frame work proposed through six sigma for this issue,

but can be adopted for similar engineering and higher educational Institutions with

appropriate research on their respective stake holders, customers, process of

educational systems and also for addressing similar quality improvement initiatives

either at the Institutional levels or at the department levels. (Saeiki, 2011)

 8

Priority of every graduate after having completed a college degree is to look

for possible employment. This is their next ultimate goal in life to sustain a living or

support the needs of the family as part of Filipino culture. Engineering is one of the

most in demand profession due to limited number of students who are taking this as a

degree program in college. Science, technology, engineering, agriculture and

mathematics (STEAM) are fields of studies where the government encourages the

students to pursue in college. High School students tend to enroll in non-steam

programs particularly in business related programs. Engineering graduates are

expected to possess student outcomes which are necessary to handle responsibilities

in manufacturing industries, engineering and construction firms and other related

companies. Several employability studies noted that The knowledge, skills and

attitude acquired during college years would serve as strong weapon for their job

placement. Engineers could be able to manage projects with good communication and

presentation skills, problem solving skills with technical knowledge in the discipline

and high level of IT ability particularly in computer-aided design. (Chavez,Camello,

Dotong and Pamplona,2002)

Engineering is an activity that is essential to meeting the needs of people,

economic development and the provision of services to society. Engineering involves

the purposeful application of mathematical and natural sciences and a body of

engineering knowledge, technology and techniques. Engineering seeks to produce

solutions whose effects are predicted to the greatest degree possible in often uncertain

contexts. While bringing benefits, engineering activity has potential adverse

consequences. Engineering therefore must be carried out responsibly and ethically,

use available resources efficiently, be economic, safeguard health and safety, be

 9

environmentally sound and sustainable and generally manage risks throughout the

entire lifecycle of a system.

Today’s highly technical and sophisticated jobs demand a highly professional

candidate who can increase productivity and thereby increase the value of an

organization (Busse, 1992). Shift from production-oriented engineering jobs to

service-oriented engineering jobs demands professionals with both sound technical

and behavioural skills to attain and retain the job (Hillage J, 1999). Organizations are

using different modes of recruitment to attract quality talent to their work force.

Recruiting students directly from engineering colleges is one of the most popular

methods (Harvey, 2000). The perceived notion is that the graduates passing out from

the engineering colleges will have good subject knowledge (Knight, 2002). An

engineering graduate with sound technical knowledge, pleasing personality and good

communication skills was the best choice for the organization (Forbes, 2004). In

1980s in UK, in 1990s in Europe and in 2000 in Australia various models of

employability skills models were developed by various scholars. These models give

due importance to both technical as well as personal attributes. “Employability”

doesn’t merely talk about attaining jobs (Atkins, 1999). It focuses on sustainability

where the engineering professional can provide technical solutions to the society

through innovation and best practices (Employability skills for Australian industry.

Literature review and framework development, 2001). The ultimate aim of the

engineering curricula is to produce engineering professionals who can provide

technical solutions to the societal needs (Hassan B, 2007). The employability skills

focus on those attributes that assist an engineering graduate to achieve this goal.

(Chithra R., 2013)

 10

Times are rapidly changing in the midst of the digital age, with the

introduction of brand-new jobs that were never available a decade ago. App

Developers, Web Developers, Social Media Executives, and the list goes on and on.

With the evolution of technology, students are re-evaluating their career choices in

fear that their dream jobs may no longer be in demand by the time they graduate. But

recent reports have shown that if your interest lies in engineering, you’ve genuinely

got nothing to worry about. Engineering may be one of the oldest jobs in the labour

market but that hasn’t stopped its qualified graduates from being some of the most

sought after; in fact, according to Forbes, the demand for engineers continues to

increase – fantastic news for prospective students and fresh graduates around the

world. While a new report by the Engineers Australia has mentioned that out of all

STEM (Science, Technology, Engineering and Maths) subjects taken, engineering

graduates tend to fare the best, with almost 70 percent finding a full-time job within

four months of completing their degree. (Forbes, 2016)

Employment of graduate students in mechanical engineering in Greece,

especially, during the current crisis period, is a main issue. According to employers in

the construction industry, employability is associated with three requirements: a good

degree, various technological and manufacturing skills and a set of personal

attributes. However, there is a concern that traditional education does not provide

graduates with the standard employability skills required by the industry. The gap

between the education in Greek technological institutes and industrial activity is

expected to be bridged via a practical exercise during the last semester of the graduate

programme. However, the effectiveness of practical exercise has not been widely

investigated yet. (Kabouridis, Giannopoulos and Tsirkas, 2014)

 11

A common theme among the fresh Engineers that we place is the majority of

them have gained experience in their field outside of a university setting prior to

graduation. Employers want concrete proof that you’re able to apply the skills you

learn in practice and securing a work placement that matches your chosen career path

is integral to this. Our clients will often ask to see candidates who have completed an

industrial placement and you’ll find structured work experience will be welcomed

universally by prospective employers. Keep in close contact with your careers and

employability team and utilise this facility as much as possible as they have extensive

experience of helping students find suitable work experience, whether it’s a

placement year or vacation work. Don’t be afraid to think outside the box in your

approach too. In our experience the feedback we receive from students tells us it’s

harder to secure a placement at high profile engineering organisations due to the sheer

amount of enquiries they tend to receive. Of course, it’s well worth pursuing work

experience opportunities at larger companies but be careful not to neglect

organisations who perhaps have smaller marketing budgets and aren’t as well known.

(Giles, 2018)

Encouraging skills development is a key part of the UK Government’s

strategy. This emphasis on skills has led to changes in Higher Education, where there

is an increasing recognition of the need to enhance students’ employability. This

paper reviews the data on the type of employer skill needs available in the existing

literature with a particular emphasis on those skills required by engineering and

manufacturing employers. Statistical data related to skill gaps in engineering and

manufacturing in the UK and London/Thames Gateway are presented with the

intention to determine whether and how these relate to the employability skills and

competences listed by various organisations. The paper arrives at a number of

 12

conclusions. In summary, for the ‘engineering and manufacturing workforce skills

development’ ethos to become widespread in London (and the UK in general), a lot

more needs to be done to understand the needs of industry to be able to develop

provision that supports Londoners (and the UK citizens in general) in gaining

appropriate skills in engineering. This can only be achieved through cooperative,

inclusive, transparent and centrally coordinated approaches to skills assessment,

monitoring and development. (Markes, 2011)

Globalized scenario of product design, production and manufacturing opened

huge employment opportunities in all the industrial sectors like automotive,

aerospace, energy, infrastructure, medical and others, more particularly to

engineering professionals graduating out from the Institution. Under the scenario of

large business and employment opportunities, industries also face the challenges like

globally competing market, usage of technologies into the products, getting the

products early to market. Hence, the expectations from the industries are that, the

fresh engineering graduates delivered by the Institutions to be employable, should be

able to work on actual assignments with least trainings or handholding’s on-the job.

Employer’s expectations of fresh hires available as job-ready, throws a lot of

challenge on the educational system, more particularly to the institutions and their

existence. This results in significant percentage of graduates left-out as

unemployable, a concern for the society and even to the country. (Lakshminarayanan,

2016)

Engineers work with a team of professionals and demonstrate their abilities

not only in design, testing, and assembly of product prototypes, but also by

effectively explaining project proposals, assembly, and operating procedures to

 13

professionals and clients. They must exhibit superior mechanical and engineering

leadership, interaction, and communication skills. Employers will also require their

engineers to be fluent in Computer Aided Design systems (CAD).

Industrial Revolution 4.0 is an age of digitalization in the production process

using digital system. The figure of an ideal mechanical engineering of the industry

4.0 should be able to response all the changing needs of the employability skills

according to the market power of the manufacturing industry. Employability skills

could be identified as a necessity of graduates in order to compete of competition in

the era of the industrial revolution 4.0. The purpose of this study is exploring

employability skills from an industry that is considered as the most appropriate for

graduates of engineering. Every graduate should have the feasibility of work to

identify the concept of theoretical and feasibility models of work, minimizing the

skills gap by academics. The literature review found out that the manufacturing

industry requires employability skills that suitable for mechanical engineering

graduates, including technical skills and generic skills. Technical skills included:

mechanical engineering drawing, conventional machining, computer numerical

controlled, metal fabrication and welding. Generic skills are: social skills, teamwork,

communication, critical thinking, ICT skills, and self-management. The implications

of this study helps mechanical engineering graduates for standardizing and improving

their skills by industry and academics. (Nugraha, 2019)

Mechanical engineers design, build, and test mechanical devices such as tools,

engines, and machines. Considered the broadest engineering discipline, mechanical

engineers work in engineering services, research facilities, manufacturing industries,

and the federal government. A mechanical engineer should have particular hard skills,
 14

including a strong understanding of industry standards and excellent computer skills,

because much time is spent designing, simulating, and testing. In addition,

mechanical engineers should have soft skills, such as strong analytical thinking and

communication capabilities. (Doyle, 2019)

 15

CHAPTER III

METHODOLOGY

The exploratory research of this study was conducted in multi-stages, for

identifying important factor that affect the employment of mechanical engineering

graduates. Respondents are the employers’ representatives, involved in hiring process

of fresh engineering graduates and are experts in mechanical engineering domain and

its needs in employment.

A. Research Design:

This employment study used the descriptive research design wherein

according to shuttle worth; it is a scientific method which involves observing and

describing the behavior of a subject without influencing it in any way. The subject is

being observed in a completely natural and unchanged natural environment.

Descriptive research is often used as a pre-cursor to quantitative research designs, the

general overview giving some valuable pointers as to what variables are worth testing

quantitatively. Quantitative experiments are often expensive and time consuming so it

is often good sense to get an idea of what hypothesis are worth testing.

B. Research Instrument and Locale:

The research was done by the group at home, each having their own selected

chapters with the aid of a laptop, desk, dictionary and an internet connection. Most of

the data and information gathered from the internet at the internet cafe most likely of

the review related literatures and study and background of the study. Data from

various sources in the internet are also being utilized for the output of this project.
 16

C. Data Gathering Procedures:

The researchers gathered data from the mechanical engineering graduates of

year 2007 to 2016. All the chapters are being shared to each members of the group

each have their own portion. Each member performs independently for their own

portion that allows us to come up with a good data and output. The gathered data

where consummated by the group for its final documentation and fabrication.
 17

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents and interprets the data gathered out of the instruments

used by the researchers in this study presented according to the specific problems.

Graduates for the School Year 2012-2013 Performance

40 RESPONDENTS

30%

70%

BOARD PASSERS NOT A BOARD PASSER

Figure 4.1 Percentages of Board Passers and Non Board Passers from a 40 Respondents

Figure 4.1 shows the percentage of Board Passers and Non Board passers

from forty (40) respondents for the graduates of school year 2012- 2013. Result

shows that 70% of the 40 takers or a total of 28 Mechanical Engineering graduates

passed the examination during the 2013ME board examination.

 18

Graduates for the School Year 2012-2013 Performance

AVERAGE TIME IN MONTHS

1.2

0.8

0.6 AVERAGE TIME IN

MONTHS
0.4

0.2

0
BOARD PASSERS NON BOARD PASSERS

Figure 4.2 Average Time of Employment between Board Passers and Non Board Passers

Figure 4.2 shows the average time of employment between Board Passers and
Non Board Passers. The result shows that Board Passers has a less period of time of
employment than those Non Board Passers. Board Passers has an average time of
employment of 0-0.5 month while Non Board Passers has an average time of 0-1
month.

Graduates for the School Year 2012-2013 Performance

MONTHLY SALARY IN PESOS

30000

20000
MONTHLY SALARY IN
PESOS
10000

0
BOARD PASSERS NON BOARD PASSERS

Figure 4.3 Average Monthly Salaries between Board Passers and Non Board Passers

The figure above shows the average monthly salaries between Board Passers

and Non Board Passers. The result shows that Board Passers has a higher monthly

salary than those Non Board Passers. The above results shows that Board Passers has
 19

an average monthly salary of P25,000.00 above higher than Non Board Passers which

having only an average monthly salary range of P20,000.00.

Graduates for the School Year 2013-2014 Performance

28 RESPONDENTS

43%

57%

BOARD PASSER NOT A BOARD PASSER

Figure 4.4 Percentage of Board Passers and Non- Board Passers from a 28 Respondents

Figure 4.4 shows the percentage of Board Passers and Non Board Passers

from a twenty eight (28) respondents for the graduates of school year 2013- 2014.

Results show that 43% of the 28 respondents are Non Board Passers while 57% of the

28 respondents are Board Passers. From the figure above, in the year 2014-2015,

Board Passers has the highest passing percentage among the other two school years.
 20

Graduates for the School Year 2013-2014 Performance

AVERAGE TIME IN MONTHS

2
AVERAGE TIME IN
MONTHS
1

0
BOARD PASSERS NON BOARD PASSERS

Figure 4.5 Average Time of Employment between Board Passers and Non Board Passers

Figure 4.5 this figure shows the average time of employment between Board

Passers and Non Board Passers. Result shows that Board Passers has a less period of

time of employment than Non Board Passers having an average time of employment

of 0-0.4 months compared to Non Board Passers having an average time of

employment of 0-2.2 months.

Graduates for the School Year 2013-2014 Performance

MONTHLY SALARY IN PESOS

30000
25000
20000
15000
SALARY IN PESOS
10000
5000
0
BOARD PASSERS NON BOARD PASSERS

Figure 4.6 Average Monthly Salaries between Board Passers and Non Board Passers

Figure 4.6 shows the average monthly salaries between Board Passers and

Non Board Passers. Result shows that Board Passers has a higher monthly salary than

Non Board Passers. The above results shows that Board Passers has an average
 21

monthly salary of P25,000.00 above higher than Non Board Passers which having

only an average monthly salary range of P18,000.00.

Graduates for the School Year 2014-2015 Performance

44 RESPONDENTS

25%

75%

BOARD PASSER NOT A BOARD PASSER

Figure 4.7 Percentage of Board Passer and Non- Board Passer from 44 Respondents

Figure 4.7 shows the percentage of Board Passers and Non Board Passers

from forty (40) respondents for the graduates of school year 2014- 2015. Results

show that 25% of the 44 takers passed the examination during the 2015 ME board

examination.

Graduates for the School Year 2014-2015 Performance

AVERAGE TIME IN MONTHS

0.5 AVERAGE TIME IN

MONTHS

0
BOARD PASSERS NON BOARD PASSERS

Figure 4.8 Average Time of Employment between Board Passers and Non Board Passers
 22

Figure 4.8 shows the average time of employment between Board Passers and

Non Board Passers. Result shows that Board Passers has a less period of time of

employment compared to Non Board Passers. The result shows that Board Passers

has an average time of employment of 0.0.6 months and Non Board Passers has an

average time of employment of 0-0.9 month.

Graduates for the School Year 2014-2015 Performance

MONTHLY SALARY IN PESOS

26000
24000
22000 MONTHLY SALARY
20000 IN PESOS
18000
BOARD PASSERS NON BOARD
PASSERS

Figure 4.9 Average Monthly Salaries between Board Passers and Non Board Passers

The figure above shows the average monthly salaries between Board Passers

and Non Board Passers. The result shows that Board Passers has a higher monthly

salary than Non Board Passers. The above results shows that Board Passers has an

average monthly salary of P25,000.00 above higher than Non Board Passers which

having only an average monthly salary of P21,000.00.

 23

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

Engineering graduates are gainfully employed locally and enjoying the

benefits of regular status and handling professional, technical or supervisory positions

where they find their present jobs within an average time of employment of 0 to 3

months. Relevance of the engineering program to graduates’ present work assignment

is one of the common reasons in accepting and staying on the job followed by career

challenge and related to special skill.

Communication skill is the most common useful ability of the engineering

graduates in their job placement followed by critical thinking skill and problem-

solving skill while leadership, hard work and professional integrity are the work-

related values identified with very much contribution in meeting the demands of the

present employment of the mechanical engineering graduates.

CONCLUSION

We concluded that being licensed or not does not affects the employment of a

graduates it only affects in terms of their salaries because based on the result licensed

are having high salaries compared to unlicensed. On our survey, all have their jobs

although not all got their license, this gives a fact that being licensed doesn’t gives a

very big impact on employment each one can attain their future jobs and become

successful. We also concluded that in order that the employment rate will increase,

students should be willing to study and strive for success. Everyone can attain

something high by a long and steady process. Application knowledge of theory into
 24

practice is a factor in employment of a Mechanical Engineering graduates. The

important things on being an employable graduate are quality knowledge, application

tools and factors significant to them towards practical application, analytical and

problem-solving skills and the factors influencing them. Gap in theory into practice

will be carried forward to the profession but only at the initial stage.

RECOMMENDATIONS

It is recommended that that the mechanical engineering students may be given

curricular activities focusing on the enhancement of their academic skills and

working with multidisciplinary teams. The university may strengthen their linkages

with engineering and manufacturing firms that will serve as the training ground of

students for their internship and as potential future work environment. Ensure that the

graduates possessed the student outcomes of the engineering program through

appropriate assessment tools in the specific period as deemed necessary. Seminars

may be conducted by the college of engineering focusing on the total quality

management or any quality assurance mechanism as common area of concern for all

institutions and industries. Conducting research collaboration with the industries

through engineering graduates or alumni to strengthen partnership with the

employers.
 25

BIBLIOGRAPHY

A. Internet Sources

https://mafiadoc.com/ieee-paper-template-in-a4v1_599e87041723dd0a40e061f3.html

http://www.apjmr.com/wp-content/uploads/2017/03/APJMR-2017.5.1.2.16.pdf

https://www.ieagreements.org/assets/Uploads/Documents/Policy/Graduate-

Attributes-and-Professional-Competencies.pdf

https://www.ripublication.com/gjmbs_spl/gjmbsv3n5_11.pdf

https://www.studyinternational.com/news/how-to-become-an-employable-

engineering-graduate/

http://www.archimedes.teiwest.gr/stuff/ypoergo_11/5._Improving_the_skills_and_em

ployability-Kampouridis_Giannopoulos_Tsirkas-WIETE.pdf

https://www.stemgraduates.co.uk/blog/2018/04/engineering-graduate-employability

https://www.tandfonline.com/doi/abs/10.1080/03043790600911704

https://study.com/articles/Mechanical_Engineers_Employment_Info_for_Students_C

onsidering_a_Mechanical_Engineering_Career.html

B. Reference Works

Joan Lambert, Curtis frye. 2015. Microsoft office by Step. s.I.: Microsoft Press, 2015.

Marmel, Elaine. 2015. Teach Yourself VISUALLY Word 2016. s.I.: Visual, 2015.

Wempen, Faithe. 2015. Word 2016 in Depths. s.I :Que Publishing, 2015.
 26

APPENDICES

LETTER TO RESPONDENTS

Republic of the Philippines

Eastern Visayas State University – Ormoc City Campus
Ormoc City
Mechanical Engineering Department

Dear Respondent,

We, the researchers from Mechanical Engineering are gathering data from the
graduates from Eastern Visayas State University- Ormoc City Campus, about the
employability of Eastern Visayas State University- Ormoc City Campus graduates of
Mechanical Engineering S.Y. 2012 to 2015.

Your answers to this questionnaire will be kept strictly confidential and will be used
only for the purposes of this study.

Your cooperation in completing and returning this questionnaire promptly will ensure
the success of this study.

Thank you.

Truly yours,

The Researchers
 27

QUESTIONNAIRE

Republic of the Philippines

Office of the President
COMMISSION ON HIGHER EDUCATION

Institution Code: EVSU-OCC Control Code:_______

Dear Respondent,

Good Day! Please complete the GTS questionnaire as accurately and rankly as
possible by checking (/) the box corresponding to your response. Your answer will be
used for research purpose in order to assess graduate employability and eventually,
improve course offering to your alma mater and other universities/colleges in the
Philippines.

GRADUATE TRACER SURVEY (GTS)

A. GENERAL INFORMATION

1. Name:
2. Permanent Address:
3. E-mail Address:
4. Telephone/contact #:
5. Mobile #:
6. Civil Status:
( ) single ( ) separated/divorced ( ) single parent burn a child but not
married
( ) married ( ) married but not living with spouse ( ) widow/widower
7. Sex: ( ) male ( ) female
8. Birthday:
9. Region of Origin:
Region 1 ( ) Region 2 ( ) Region 3 ( ) Region 4 ( )
Region 5 ( ) Region 6 ( ) Region 7 ( ) Region 8 ( )
Region 9 ( ) Region 10 ( ) Region 11 ( ) Region 12 ( )
NCR ( ) CAR ( ) ARMM ( )
10. Province:
11. Location Residence:
( ) city ( ) municipality
 28

B. EDUCATIONAL BACKGROUND
12. Educational Attainment ( Baccalaureate Degree Only)

Degree/s or specialization College/University Year Graduated Honor(s)

award(s)

 Degree means Program of Study or Program of Discipline, example BS in

Teacher Education.
 Specialization means major or field of study, example MATHEMATICS.
 Honors or Awards means academic awards received in college or while
earning the degree.

13. Professional examination (s) passed

Name of Examination Date Taken Rating

14. Reason (s) for taking the course or pursuing the degree. You may check ( )
more than 1 answer.

Undergraduate/AB/BS
GRADUATE/MS/MA/Ph.D

High grades in the course or

subject area related to the course ( ) ( )

Good grades in high school ( ) ( )

Influence by parents/ relatives ( ) ( )

Peer influence ( ) ( )

Inspired by role model ( ) ( )

Strong passion for profession ( ) ( )

prospect for immediate employment ( ) ( )

status or prestige of profession ( ) ( )

Availability of course offering in

Choosing institution ( ) ( )
 29

Prospect of career advancement ( ) ( )

Affordability of family ( ) ( )

Prospect of attractive compensation ( ) ( )

Opportunity for employment in abroad ( ) ( )

No particular choice or idea ( ) ( )

Other please specify

_________________________________________________________.

C. TRAINING ADVENCE STUDIES ATTENDED AFTER COLLEGE.

15. A. please list down all professional or work-related training program including
advance studies you have attended after college. You may use extra sheet if needed.

Title of Training or Advance Study Duration Name of Training

Institution & Credits Earned

*
15.B. what made you pursue to advance studies?
( ) for more promotion
( ) for more professional development
( ) others, please specify,
___________________________________________________.

D. EMPLOYMENT DATA
( Employment here means any type of work performed or services rendered in
exchange of compensation under a contract of hire which create the employment
relations).

16. Are you presently employed?

( ) yes ( ) no ( ) never employed
if No or Never been employed just proceed to 17. If yes please proceed to 18-22.

17. Please state reason(s) why you are not yet employed. You may check more than 1
answer.

( ) advance or further study

( ) family concerned and decided not to find job
( ) health-related reason
( ) lack of work experience
( ) no job opportunity
( ) did not look for a job
( ) other reason, please specify.

____________________________________________________________________.
 30

18. Present employment status.

( ) regular or permanent ( ) contractual

( ) temporary ( ) self-employed

( ) other community, social and personal service activities

19. Present Occupation_____________________________________________

(use the following Phil. Standards Occupational Classification (PSOC)

( ) Professional

( ) technical and associate professional

( ) trades and related workers

( ) Private household with Employed Person

20.a. Names of Company or Organizational including Address

20.b. Major line of business of the company you are presently employed in.

( ) manufacturing

( ) electricity, gas and water supply

( ) hotels and restaurants

( ) Public administration and defense

( ) Extra Territorial Organization and Bodies

21.Place of work

( ) local ( ) abroad

22. Is this your first job after college?

( ) yes ( ) no
if No please proceed to 26-27.

23. What are the reasons for staying on the job? You may check more than one
answer.

( ) salaries and benefits

 31

( ) career challenge

( ) related to special skills

( ) related to course or program of study

( ) proximity of residence

( ) peer influence

( ) family influence

Other reasons please

specify______________________________________________.

Please proceed to question 24.

24. Is your first job related to the course you take up in college?

( ) yes ( ) no

If No please proceed to 26.

25. What are your reasons for accepting the job? You may check more than one
answer.

( ) salaries and benefits

( ) career challenge

( ) related to special skills

( ) proximity of residence

Other reasons please

specify___________________________________________________.

26. What are your reasons for changing your job? You may check more than one
answer.
( ) salaries and benefits

( ) career challenge

( ) related to special skills

( ) related to course or program of study

 32

( ) proximity of residence

( ) peer influence

( ) family influence

Other reasons please

specify______________________________________________.

27. How long did you stay in your first job?

( ) less than a month ( ) 1 year to less than 2 years

( ) 1 to 6 months ( ) 2 years to less than 3 years

( ) 7 to 11 months ( ) 3 years to less than 4 years

28. How did you find your first job?

( ) response to advertisement ( ) information from friends

( ) as walk-in applicant ( ) arrange by school job placement

( ) recommended by someone

( ) family business

( ) job fair or public employment service office (PESO)

( ) others, please specify, ______________________________________.

29. How long did you take to land your first job?

( ) less than a month ( ) 1 year to less than 2 years

( )1 to 6 months ( ) 2 years less than 3 years

( ) 7 to 11 months ( ) 3 years less than 4 years

30. Job Level Position

Job Level 30.1 first job 30.2 current or

present job

rank or clerical ( ) ( )

professional, technical
 33

or supervisor ( ) ( )

managerial/executive ( ) ( )

self-employed ( ) ( )

31. What is your initial gross monthly earning in your first job after college?

( ) below to 5,000 ( ) 15,000 to less than 20,000

( ) 5,000 to less than 10,000 ( ) 20,000 to less than 25,000

( ) 10,000 to less than 15,000 ( ) 25,000 above

32. Was the curriculum you had in college relevant to your first job?

( ) yes ( ) no

33. If Yes, what competencies learned in college did you find very useful in your
first job? You may check more than one answer.

( ) communication skills
( ) human relation skills
( )entrepreneurial skills
( ) problem solving skills
( ) critical thinking skills

other skills please

specify,________________________________________________.

34. List down more suggestion for further improvement of the course curriculum.

LET THE STUDENT APPLY THE THEORIES THEY HAVE LEARNED IN

SCHOOL TO THEIR ACTUAL FIELD OF WORK.
_____________________________________________________________________
______

THANK YOU FOR THE EFFORT AND TIME TO FILL OUT THIS
QUESTIONAIRE
 34

LETTER TO THE HEAD OF REGISTRAR

Republic of the Philippines

Eastern Visayas State University – Ormoc City Campus
Ormoc City
Mechanical Engineering Department

Dr. Genelyn M. Calzada

Head, Registrar Office
Eastern Visayas State University- Ormoc City Campus

Ma’am:

Good day!

We, the researchers of Eastern Visayas State University- Ormoc City Campus from
the Mechanical Engineering Department. Our research is about the Tracers Survey for
the Mechanical Engineering Graduates from S.Y. 2012 to 2015 of Eastern Visayas
State University- Ormoc City Campus. We would like to gather data from your office
so that this research will be successful.

Hoping for your consideration.

Thank you and God bless!

The researchers,

WILLIAM DAVE H. DOMASIN

MARCK JUNNELLE P. MAHUSAY
JAYVE W. PACABIS
 35

LETTER TO THE CAMPUS DIRECTOR

Republic of the Philippines

Eastern Visayas State University – Ormoc City Campus
Ormoc City
Mechanical Engineering Department

DR. ROLANDO V. MUSCA

Campus Director
Eastern Visayas State University- Ormoc City Campus

Sir:
Good day! The undersigned calls the permission for the approval of our Research
which is “Tracers Survey for the Mechanical Engineering Graduates from S.Y. 2012
to 2015 of Eastern Visayas State University- Ormoc City Campus” under Engr.
Robert G. Navarro as adviser at Eastern Visayas State University- Ormoc City
Campus.
Thank you for your support and God bless!

The Researchers,

WILLIAM DAVE H. DOMASIN

MARCK JUNNELLE P. MAHUSAY
JAYVE W. PACABIS

Recommending Approval:

ENGR. RUDERICO M. ENDRIANO, JR.

Engineering Department Head

Approved:

DR. ROLANDO V. MUSCA

Campus Director
Eastern Visayas State University- Ormoc City Campus
 36

CURRICULUM VITAE

Name: WILLIAM DAVE H. DOMASIN

Address: Brgy. Montebello, Kananga Leyte

Email: domasinwilliamdave@yahoo.com

PERSONAL INFORMATION:

Date of Birth: November 27, 1998

Age: 20
Sex: Male
Civil Status: Single
Nationality: Filipino
Father: Mr. Rogelio O. Domasin
Mother: Mrs. Juvy H. Domasin

EDUCATIONAL BACKGROUND:

Tertiary Level

Name of School: Eastern Visayas State University – OCC

Degree: Bachelor of Science in Mechanical Engineering
School Year: 2014 – Present
Secondary Level

Name of School: Kananga National High School

School Year: 2010 – 2014

Primary Level

Name of School: Montebello Elementary School

School Year: 2004-2010

 37

Name: MARCK JUNELLE P. MAHUSAY

Address: Brgy. Tugbong, Kananga Leyte
Email: mahusaymarck4@gmail.com

PERSONAL INFORMATION:

Date of Birth: September 6, 1997

Age: 21
Sex: Male
Civil Status: Single
Nationality: Filipino
Father: Mr. Nelson P. Mahusay
Mother: Mrs. Melba Mahusay

EDUCATIONAL BACKGROUND:

Tertiary Level

Name of School: Eastern Visayas State University – OCC

Degree: Bachelor of Science in Mechanical Engineering
School Year: 2014 – Present
Secondary Level

Name of School: Kananga National High School

School Year: 2010 – 2014

Primary Level

Name of School: Tugbong Central School

School Year: 2004-2010

 38

Name: JAYVE W. PACABIS

Address: Brgy. Libertad, Isabel, Leyte
Email: jayvepacabis84@gmail.com

PERSONAL INFORMATION:

Date of Birth: August 4, 1997

Age: 21
Sex: Male
Civil Status: Single
Nationality: Filipino
Father: Mr. Nelson Pacabis
Mother: Mrs. Nilda Pacabis

EDUCATIONAL BACKGROUND:

Tertiary Level

Name of School: Eastern Visayas State University – OCC

Degree: Bachelor of Science in Mechanical Engineering
School Year: 2014 – Present
Secondary Level

Name of School: Libertad National High School

School Year: 2010 – 2014

Primary Level

Name of School: Libertad Elementary School

School Year: 2004-2010