1

CHAPTER I

THE PROBLEM

Introduction

Everybody knows that food is one of the basic needs to survive, people have to

eat every day and make sure their diets are healthy and safe, which means better and

healthier products will always be necessary. Thus, food manufacturing business is one of

the largest industries in today’s global economy. It is expected that with increase in food

production, there will be a remarkable demand for more food technologists who are one

of the major movers of the food industry. A food technologist, according to the Institute

of Food Technologists, is an individual educated or experienced at least to the equivalent

of a Bachelor’s degree in sciences applicable to food and who demonstrates skills in the

application of this knowledge in the chain of producing wholesome food. The challenge

for food technology educators is to equip their graduates the employable skills and

attitude required for their employment.

Dramatic demand for food technologists worldwide is expected since hunger has

become a threat in unstoppable population growth. Employment of these food

technologists is sometimes a challenge just like in any other field. There has been a major

concern raised by the employers that they are not able to find graduates with the required

skills (Hesketh, 2000). Some employers struggled to fill graduate vacancies because of a
 2

shortage of applicants with the right skills. Nevertheless, it is the role of the higher

education institutions to provide the quality education and relevant training that will help

their graduates to face the real world challenges of being employed.

The food industry in the Asia Pacific region is gigantic in size. It is clear that

given the expansion of populations and incomes in the region, the market will expand

rapidly over the next few years. Much of this growth in food purchases will be supplied

from local sources. There will also be a substantial growth in the food trade. These

developments will put increasing pressures on quality standards at all levels, with a

growing emphasis on food safety, integrity, quality, and nutritional and health impacts

(McKay, 2007). This is where the role of food technologists comes in making them

employable in the food industry. However, the employment in Asia is greatly affected by

the skills acquired by the employees through education and training. The largest

continent in the world is not exempted in suffering job market problems like skill

shortages. Another problem is the lack of investments that would be needed to upgrade

facilities/equipment and design curricula and materials for training needs of the informal

sector in Asia particularly the southern part. Also, skills shortages in many East Asian

countries are also becoming a binding constraint on development. Such shortages occur

when education systems and the existing labor force adjusts slowly to the economy's fast-

evolving demand.

In the Philippines, both Department of Agriculture and Department of Science

and Technology have been working with CHED to match the need for labor force that
 3

would feed 100 million Filipinos (Soliven, 2014). Urgently needed are the qualified food

technologists. There are some universities and colleges all over the country that offer the

food technology program. Their aim is to develop competent, productive and world class

food technologists whose standard of practice and service shall be excellent and globally

competitive. It is important to recognize the value of food technologists in nation-

building that is why the professionalism of food technology discipline in the country is

being pushed by the law-making bodies. Therefore, some employers will be more

thorough in hiring graduates and will soon require licensed food technologists to practice

the works needed in the food industry.

Employers are considered one of the important customers of the Higher

Education Institutions as they provide employment to the graduates. Honing and

equipping the students with necessary knowledge, skills and competencies required by

the industries are the primary goal of all academic activities of the institution. Employers’

feedback has become a vital aspect of job satisfaction for employees, particularly recent

graduates who are more determined than ever to progress with their careers. The value

and importance of feedback to direct and motivate behavior is well known. Giving

feedback is unquestionably one of the most challenging tasks for any leader, as it can be

painful for both the giver and receiver. Meaningful feedback can be used to guide,

motivate and reinforce effective behaviors and put a halt to ineffective behaviors.

Batangas State University ARASOF-Nasugbu offers Bachelor of Science in Food

Technology. It has been supporting the graduates for job placement. Establishing and
 4

expanding linkages to local firms for possible job placement and assistance is another

major responsibility of the University. Undergraduate programs play a big role in

providing the ground work upon which a food technologist can build his practice.

Bachelor of Science in Food Technology (BSFT) is a four year degree program

which deals with the application of science and related field of study in post-harvest

handling preparation, processing, packaging, storage and distribution of food to ensure

food security and the well-being of individuals, families and communities.

Food Technology graduates will find themselves important from the stage of food

handling, to packaging, distribution, processing, quality control, research and

development and other related activities. Wherever they are, they can be a potential

leader, a potential contributor to a better fed population and ultimately towards a better

life for all.

Due to the growing demands in hiring of employees, many laws have been

established to protect the rights of the employees and the employers as well. A part of the

Civil Rights Act of 1964 which is a federal statute prohibits employment discrimination

based on a person’s race, color, religion, sex, or national origin. This means that these

aspects cannot legally be considered when hiring, firing, promoting, compensating, or in

any other aspect of employment.

The Philippine government has enacted several laws in protecting labor and

promoting employment in the country. Anti-Ethnic or Racial Profiling and

 5

Discrimination Act of 2011 is an act prohibiting profiling as well as discrimination

against persons on account of ethnic or racial origin and/or religious affiliation or belief.

The motivation for this study is the desire of the College of Industrial Technology

to improve the Bachelor of Science in Food Technology’s curricular offerings, instruction

and other college activities that will guarantee the quality of food technology education.

Since employment is one of the major objectives of finishing a college education,

employers’ feedback on the graduates forms an important part of the quality signals. This

study is a way which can present valuable information for evaluating the results of

instruction and training of an institution and thereby serve as a basis for future activities.

The issue of satisfaction as a form of employer’s feedbacks of graduates is very

important for the college. It can be used as a measure of how well a Bachelor of Science

in Food Technology’s education institution prepared their graduates and can also indicate

the quality and relevance of the curriculum. Moreover, the level of satisfaction as a form

of employer’s feedback can also provide information on the relevance and responsiveness

of the preparation of the graduates in the university. When viewed in this manner,

employer’s satisfaction will serve as point of reference for enhancing the program’s

curricular content and providing relevant activities. Through an assessment of employers’

feedback, the university, in general, will be given baseline information about the quality

of its graduates and the requirements of employers, which may prove indispensable in

enhancing the curriculum of different programs.

 6

Background of the Study

The reason of conducting this study entitled “Employers’ Feedback on the

BatStateU ARASOF-Nasugbu Bachelor of Science in Food Technology Graduates from

year 2010 to 2016” is to help the CIT Food Technology Department determine graduates'

strengths and weaknesses through employers’ feedback and to determine indicators on

employers’ level of satisfaction of employed Bachelor of Science in Food Technology

graduates. The result of this study will help improve the employability rating of the BS

Food Technology graduates.

Setting of the Study

The study was conducted at BatStateU ARASOF-Nasugbu which is located at R.

Martinez St. Barangay Bucana, Nasugbu, Batangas where the researchers are currently

studying. The University is offering Bachelor of Science in Food Technology and is

focusing on increasing the enrollees for the said program. Through this institution, the

researchers were easily equipped with new knowledge that contributed in the completion

of the study. The survey and interview were conducted in the establishments where the

alumni of BS Food Technology are currently employed.

The researchers collected all the necessary information, research materials and

references needed to conduct this study at the BatStateU ARASOF-Nasugbu Library,

through the internet and related articles from various website.

 7

Objectives of the Study

This study aimed to determine the employers’ feedback on the BatStateU

ARASOF-Nasugbu Bachelor of Science in Food Technology graduates from year 2010

to 2016.

Specifically, this study attempted to answer the following questions:

1. What is the profile of the employer/establishment where the Bachelor of Science in

Food Technology graduates of BatStateU ARASOF-Nasugbu Batches 2010 to 2016

were employed in terms of:

1.1. nature of business/establishment; and

1.2. number of employees?

2. What is the profile of the employed Bachelor of Science in Food Technology

graduates of BatStateU ARASOF-Nasugbu Batches 2010 to 2016 in terms of:

2.1. position; and

2.2. department assigned?

3. What is the degree of importance of the basic requirements of the employers for the

Bachelor of Science in Food Technology graduates?

4. What is the degree of satisfaction of the employers on the performance of the hired

Bachelor of Science in Food Technology graduates in terms of:

4.1. theoretical and practical knowledge;

4.2. trainability on the skills needed for the job; and

4.3. work attitude and human relations?

 8

Significance of the Study

It is expected that the results of this study would be beneficial to the following:

To the University. This may help the university in assessing the academic

program and their instructional staff in designing a curriculum that appropriately meets

the demands and needs of the graduates.

To the College of Industrial Technology (CIT). The result may give the college

more information on the performance of Bachelor of Science in Food Technology

graduates in improving their skills and competencies.

To the CIT Faculty. This study may benefit the faculty members in adjusting their

teaching methods and approaches in teaching the skills necessary in the industry.

Bachelor of Science in Food Technology Alumni. This may benefit them by

increasing their awareness of their own strengths and weaknesses and learning the

evaluation of the employers, in general, so they can improve their skills and

competencies.

To the Students. Students of Bachelor of Science in Food Technology may be

benefited by the result of this study in terms of developing and enhancing their skills and

knowledge in preparation for their future careers.

To the Researchers. This may help the researchers in learning the application of

the acquired knowledge in making or preparing research papers with regard to proper

formats as well as giving importance on the data that have been gathered.
 9

To the Future Researchers. This may benefit other researchers who wish to have

similar studies as they can get background information from the result of this study which

will serve as template to modify their research.

Scope and Limitation of the Study

This study is limited to the graduates who enrolled and finished their Bachelor of

Science in Food Technology course from AY 2010 to 2016 at the BatStateU ARASOF-

Nasugbu and their employers. The study will be limited to the response of the employers

of the graduates who accommodated the researchers and provided pertinent information

regarding the study matter.

 10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the summary of literature and studies reviewed by the

researchers which proved useful in the objects being undertaken.

Conceptual Literature

The review of conceptual literature yields four types of constructs, which are used

in the analysis and interpretation of the data in the study. These constructs include

employers’ feedback, BatStateU ARASOF-Nasugbu, Bachelor of Science in Food

Technology, and Graduates of the BSFT Program.

Employers’ Feedback

Giving feedback is unquestionably one of the most challenging tasks for any

leader, as it can be painful for both the giver and receiver. It is nonetheless

invaluable. Research has shown that employees recognize the importance of feedback —

positive or negative — to their career development. Many even welcome it, provided it is

given well. One study of nearly a thousand employees both in the United States and

abroad found that 92 percent found negative feedback effective at improving

performance “if delivered appropriately” (Zenger et al., 2014).

 11

The value and importance of feedback to direct and motivate behavior is well

known. Meaningful feedback can be used to guide, motivate and reinforce effective

behaviors and put a halt to ineffective behaviors. Negative feedback, indicating one’s job

performance is not meeting expectations, is clearly of developmental value to an

individual and of strategic value to organizations. Negative feedback is assumed to create

awareness and motivate individuals to change behaviours (Steelman et al., 2003).

Feedback has become a vital aspect of job satisfaction for employees, particularly

recent graduates who are more determined than ever to progress with their careers. As a

result, it is up to organisations to open up the line of communication between them and

their workforce.  Line managers will be able to inform the employee of any changes that

are taking place and also find out whether there are any improvements that can be made

to enhance performance. Employees will be in a much better position to perform well if

they understand fully what exactly is expected of them (El-Husseini, 2017).

Employers are looking for more than just a degree. The skills the students develop

and the experience they gain while at university count too. A report from the Graduate

Outlook Survey 2013 of University of South Australia involving 460 graduate employers

indicated that the top 10 qualities employers look for include interpersonal and

communication skills (written and oral), passion/knowledge of

industry/drive/commitment/attitude, critical reasoning and analytical skills/problem

solving/lateral thinking/technical skills, calibre of academic results, work experience,

cultural alignment /values fit, emotional intelligence (incl. self-awareness, strength of

 12

character, confidence, motivation), teamwork skills, activities (incl. intra and extra-

curricular),and leadership skills. Interpersonal and communication skills’ was ranked by

majority of employers as the most important criterion and they have done so for the past

four years. Since 2009, the top four key selection criteria have remained unchanged

(www.graduatecareers.com.au).

The sections in the curriculum vitae that employers look at are employment

history, academic results, academic qualifications, statement detailing career

goals/objectives, details of voluntary employment & student placement, summary of key

skills & attributes, professional development activities, notable achievements,

hobbies/interests, and relevant associations/professional membership

(www.graduatecareers.com.au).

BatStateU ARASOF-Nasugbu

The Batangas State University ARASOF-Nasugbu is located at Barangay Bucana,

Nasugbu Batangas. It started as a branch of the Philippine Institute of Fisheries

Technology in Nasugbu, Batangas. On May 1952, by virtue of Republic Act No. 685,

passed by congress through the efforts of the late congressman Apolinario R. Apacible

and former director of fisheries, Dr. Deogracias Villadolid, a 4.3 hectare tract of land was

donated by Don Antonio Roxas y Cia. By the year 1957, the institute was transferred to

the department of education. It started offering secondary fishery curriculum and the

name was changed to Batangas School of Fisheries. In 1972, the school became an
 13

independent fishery school and in 1975, it started offering the Fishery Technical

Curriculum, leading to the degree of Bachelor of Science in Fisheries (BSF) together with

the school’s transferee to the Ministry of Education, Culture and Sports (MECS), Region

IV. On August 20, 1975 by virtue of Presidential Decree 787 the name of the institution

was changed to Apolinario R. Apacible School of Fisheries. In 1981, the school

integrated a Fishery Elementary Unit. Then in 1994 – 1995 it offered Bachelor of Science

in Fishery Education (BSFED). On 1996, the school started to offer Bachelor of Science

in Hotel and Restaurant Management (BSHRM) and the Bachelor of Science in Food

Technology (BSFT) through the CHED Order No. 42. Then on 1997, it started to offer

the Bachelor of Secondary Education and Bachelor of Elementary Education major in

English, Math and General Science. The following year, Bachelor of Science in

Information Management was offered. On February 25, 2000, the official integration of

ARASOF was passed by the Board of Trustees of Pablo Borbon Memorial Institute of

Technology. And on March 24, 2000, the Board of Trustees of PBMIT approved the

official name and address of this institution as: Pablo Borbon Memorial Institute of

Technology Apolinario R. Apacible School of Fisheries. On March 22, 2001 by virtue of

Republic Act 9045, the Batangas State University was created by integrating the Pablo

Borbon Memorial Institute of Technology with all its branches, Jose P. Laurel

Polytechnic College in Malvar and Polytechnic University of the Philippines in Sto.

Tomas (http://batstate-u.edu.ph/nasugbu/).
 14

Bachelor of Science in Food Technology

According to IFT.org, food technology is the application of food science to the

selection, preservation, processing, packaging, distribution, and use of safe food. Related

fields include analytical chemistry, biotechnology, engineering, nutrition, quality control,

and food safety management. Food processing, under food science and technology, is the

treatment of food substances by changing their properties to preserve it, improve its

quality or make it functionally more useful. The Institute of Food Technologists (IFT)

explains that all of these fields are ultimately linked by a common goal. Workers are part

of a larger, international community of researchers, constantly engaging in a scholarly

dialogue on how to best ensure people everywhere are receiving nutritious and sufficient

food sources. 

Food technology, as defined by Gatchalian and De Leon (2011), is a field which

deals with the application of modern science and engineering to the preparation,

processing, and distribution of foods.

According to CHED Memorandum Order (CMO) No. 45 series of 2006 that

prescribes the policies and standards for BS Food Technology program, food technology

was defined as the application of science and related field of study in post-harvest

handling preparation, processing, packaging, storage and distribution of food to ensure

food security and the well-being of individuals, families and communities. It includes the

social, cultural, economic, managerial and environmental aspects of the food system.
 15

Food technology came to the Philippines many years after its advent in the United

States. The University of the Philippines took the lead in developing the food technology

curriculum. It was in 1956 when the first Food Technology curriculum was offered in the

Department of Home Economics at the UP College of Education (Guzman, 1983).

Bachelor of Science in Food Technology (BSFT) is a four year degree program

which deals with the scientific preparation, processing and distribution of foods. It is also

concerned with the improvement of food products’ flavour, appearance, storage qualities

as well as in the control of quality changes during processing, marketing and

distribution.  The BSFT program is designed to provide students with knowledge in the

foundations of food technology associated with raw food materials and production

management as well as food science. Students are also taught on how to create food

products, ingredients and processing equipment. Although students of the BSFT program

are taught basic cooking and food preparation skills, it is not a culinary course. The BSFT

program is taught to students through classroom lectures, laboratory exercises and hands

on practicum. Students are also required to complete an On the Job Training (OJT) and

an undergraduate thesis related to food and food production

(http://www.finduniversity.ph/majors/bs-in-food-technology-philippines/). 

Graduates of BSFT Program

Food has a long route from the farm to the consumer and the food technologist

plays a special part in this “chain” of food quality maintenance. The food technologist
 16

can help develop methods to provide assurance that farm products reach the consumer in

the freshest state possible. He can even apply his knowledge of various processing

methods to improve shelf-life, change product state or enhance flavour, colour and other

desirable product qualities. He may also provide means to help control product changes

during marketing and distribution. Food technology is a part of the food chain and its

absence could spell the difference between maximum utilization of farm produce and

food wastage through spoilage and misuse. This can result to inadequacy of food supply

to a hungry population. Thus, food technology will find itself to be important from the

stage of food handling, to packaging, distribution, processing, quality control, research

and development and other related activities. A food technologist can extend his

influence either through his work at home, in his community, in his office or in the

factory itself. Wherever he is, he can be a potential leader, a potential contributor to a

better fed population and ultimately towards a better life for all. A great deal depends on

his initiative and his willingness to exercise his leadership. Because he deals with food

which is the bread of life, there are great expectations of success in his work. A food

technologist, therefore, can play a major role in society. He may do so through his

personal contributions to his family and his environment. He may also exercise this

responsibility through active participation in civic and professional organizations.

Whichever approach he chooses, the fact remains that a food technologist has the

potential for considerable influence in his society. Food after all, if handled properly, can
 17

be a most potent instrument for progress of the human society (Gatchalian and de Leon,

1992).

Food technologists create innovative new food and drink products, and develop

more efficient ways to manufacture them. They may also design or improve packaging

and processing systems, or specialise in quality control or research & development

(http://www.futureintech.org.nz/).

Food Technology is a profession. Their responsibilities include selecting raw

materials and other ingredients from suppliers, evaluating and inspecting suppliers,

controlling production hygiene and quality control standards, identifying and choosing

products from suppliers, ensuring that stringent food safety standards are met testing and

examining samples, monitoring the use of additives, coordinating launches of new

products or running trials alongside/together with product development, generating new

food products ideas, and preparing product costing based on raw materials and

manufacturing costs to ensure profitable products (finduniversity.ph).

Research Literature

The following studies were reviewed because they contain findings that are

relevant to the present study:

The study of Teh and Pendergast (2009) entitled “Graduate and employer

perspectives on course efficacy – A study of VET in a developing economy” aimed to

 18

investigate, from the perspectives of graduates and employers, the efficacy of selected

courses in relation to their effectiveness in preparing graduates for employment and/or

further education as well as the acquisition of generic skills. Comparisons between the

two stakeholders’ perspectives were also conducted. This was achieved by an evaluative

case study of the efficacy of two courses conducted by a polytechnic in Malaysia. A

mixed method research design was employed. A survey was conducted of 789 students

who had graduated between 6 months to 3 years earlier. Employer participants were also

surveyed. Both graduates and employers have ranked the courses positively with regards

to their efficacy in preparing graduates for employment, further education and the

acquisition of generic skills.

A study was also conducted by Bohlscheid and Clark (2012) where fifty-eight

recent graduates (1998–2008) from the joint Washington State University (WSU) and

University of Idaho (UI) BiState School of Food Science program and 27 of their

employers participated in a survey assessing learning outcomes based on the 2001

Institute of Food Technologists (IFT) core competencies for undergraduate food science

programs. Parallel web-based survey instruments for the graduates and employers using

the WSU Skylight Matrix Survey System were employed to assess the attitudes of the

respondents to the frequency of usage of IFT defined skills and the adequacy of the

graduates’ preparation from the program. Graduates responded that they were generally

satisfied with their education; however, they reported lower rates of adequate or better

preparation in Success Skill involving group dynamics, processing and engineering skills,
 19

and government regulations. Most of these skills were also the least frequently used by

graduates in their careers. Success Skills were the most frequently performed

competencies, while food microbiology and safety, and some engineering and processing

skills were used less frequently by graduates of the Food Science program. Greater than

80% of the employers reported that the graduates’ performance was adequate or better in

all skill areas. The assessment suggested program improvement since a similar survey in

2004, but also illuminated areas for improvement in teaching and learning, particularly in

light of the revised IFT 2011 Guidelines. Specifically, graduates and employers

emphasized the need for more course work that weaves critical thinking skills, group

dynamics, and government regulations into the classroom. Graduates also highlighted the

importance of internships and extracurricular activities for career preparation.

The study of Robinson et. al., (2007) entitled An Assessment of the Employability

Skills Needed by Graduates in the College of Agriculture, Food and Natural Resources at

the University of Missouri determined the employability skills most important to the

graduates’ careers and the perception with which they were able to perform those skills.

The design of this study was survey research where 290 randomly selected graduates

were contacted to solicit the name and contact information of their immediate supervisor.

Upon contacting the graduates, seventy-five willingly provided the information needed to

serve as the frame for the supervisors, which comprised the population for this study (N =

75). The findings revealed that solving problems, working independently, and

functioning well in stressful situations were perceived by graduates as being most

 20

important to their job, and identifying political implications of the decisions to be made

was the least important.

A research paper by Ng et. al. (2009) describes a study of employers’ feedback on

Curtin Sarawak business graduates. It was conducted using mail questionnaire, with a

17% response rate (N=42). Based on the nine Curtin Graduate Attributes: Applying

discipline knowledge, Thinking skills, Information skills, Communication skills,

Technology skills, Learning how to learn, International perspective, Cultural

understanding and Professional skills, this study found that Curtin Sarawak business

graduates have demonstrated these attributes in the workforce (mean above 3.5).

Attributes that highly satisfied is technology skills while the least satisfied is international

perspectives from the graduates. Business graduates are considered to be team players as

well as good communicators. However, skills like critical skills, problem solving skills,

and ability to apply discipline knowledge and concepts in the workplace are seen as the

critical area that needs attention. The findings are useful as reflective tools on curriculum

design and delivery for the first Australian offshore campus in Malaysia.

Meanwhile, the study of Sannadan et al. (2016), on Feedback of Employers on the

Performance of BA History Graduates of KASC which was a descriptive study surveyed

the feedback of employers on the performance AB History graduates using a self-

administered questionnaire to gather data needed. The data collected were carefully

tabulated, organized, analyzed and interpreted using frequency and percentages. Weighted

Mean was used to describe the levels of performance of the AB History graduates. The
 21

study determined that the performance of the AB History graduates as assessed by the

employers ‘Sometimes exceeds the employers’ required standard’. The employers also

rated the attributes as much important. The research findings showed that the employers

involved in this survey are very much satisfied of the AB History graduates attached to

their organizations. The findings are useful as reflective tools on curriculum design.

An Employer Satisfaction Survey (ESS) in 2011 conducted by TESDA served as

one of the monitoring and feedback mechanisms to generate inputs and comments from

the industry. The study is aimed at determining the satisfaction level of the employers on

the competencies and performance of employed TVET graduates in the workplace. The

2011 ESS covered establishments, both public and private employing TVET graduates

for the last three (3) years: 2009; 2010 and 2011 with a total of 5,451 establishments

nationwide. A stratified simple random sampling was adopted in the selection of 535

sample establishments covered by the survey with the industry as the strata. The study

revealed encouraging results in relation to the satisfaction on work performance of TVET

graduates. A big majority of the establishments (86.1%) indicated that they are either

“very satisfied” (43.3%) or “somewhat satisfied“(42.8%) with the work and performance

of the TVET graduates.

In the same thought of identifying the employers’ feedback on graduates, the

study of Felicen and Ricafort (2016) aimed to determine the feedback of the employers

where the Tourism graduates’ employers will be the participants. It presented the profile

of the establishment; identify the basic requirements for employment; assess the
 22

competencies of the employee, determine the feedback of the employers on the

performance of LPU Tourism graduates. This study used descriptive design. Based from

the result, the very important job requirements for hiring employees is the skills related to

tourism industry. Employers find tourism graduates possessing very strong competency

in the skills required for the job and the employers are highly satisfied with graduates of

Tourism from LPU Batangas especially in their ability to learn new skills and knowledge

on the job.

The study of Encio, et. al. (2016) established the feedback of the immediate

superiors or employers of the Master in Business Administration (MBA) graduates in

terms of their competence when considered the curriculum and student outcomes of the

MBA program as measuring tool. Descriptive type of research was utilized in the study.

Findings revealed that research skill is one of the competencies which obtained the least

score on the job performance of the graduates. Employers observed that the MBA

graduates utilized appropriate application of technologies in bringing outputs to the

customers and other stakeholders as course application of the current trends in

Information technology. The graduates were also rated very good in promoting notable

behavior in managing the people towards the attainment of vision and mission of the

organization with international perspective as application of Human Resource

Management and International Business Management.

Similarly, the study of Aquino et. al. (2015) concluded the performance of

Batangas State University ARASOF College of Teacher Education graduates through the
 23

feedbacks given by their employers as employers’ feedback of teachers, which can

generate evidence on the quality of graduates, their capabilities and performance in the

school, and, as a consequence, the quality of education provided by a teacher education

institution. Descriptive in nature, it utilized a survey questionnaire to collect assessment

of principal and school heads of 18 schools about the level of satisfaction on graduates’

application of teacher proficiencies in the areas of foundations, research, subject matter,

learning and development, reflective skills, technologies, pedagogical and professional

skills, assessment, dispositions, diversity, collaboration and initiative. The findings

showed that employers are satisfied with teachers prepared at BatStateU ARASOF.

Employers find the proficiencies explored in the study as very useful for an entry level

teacher.

Moreover, another study conducted by Kim Verroya, et al (2013), aimed to

determine the employers’ feedback on the graduates of BSHRM of BatStateU-ARASOF

Nasugbu batches 2002 and 2003. The study used descriptive method of research. The

respondents were the employers of the said graduates. The researchers found out that

most of graduates were employed in jobs related to their field of specialization. From the

gathered data and interviews conducted, all of the twenty employers who participated in

the study stated that the employed BSHRM graduates regularly work with high quality

standards, have good working attitude, have ample knowledge on the job, are able to

perform the job well and can always complete the task ahead of schedule.
 24

Synthesis

The review of conceptual literature has provided the present study with some

constructs that helped build up the conceptual framework of the study. These constructs

were drawn from the theories, concepts, and ideas of researchers, scholars and critics.

From these insights, the researchers drew out four general four general concepts which,

in themselves, were constructs such as Employers’ Feedback, BatStateU ARASOF-

Nasugbu, Bachelor of Science in Food Technology, and Graduates of BSFT Program.

With reference to the first construct, the insights of Zenger, Steelman, El

Husseini, and from graduatecarreers.com.au website provide the necessary content on

the value and importance of employers’ feedback, and the necessary skills required by the

employers.

Relative to the second construct, which is centered on BatStateU ARASOF-

Nasugbu, concepts cited from batstate-u.edu.ph website gave the researchers the

necessary data to show the description and history of BatStateU ARASOF-Nasugbu.

The third construct made use of Institute of Food Technologists, CHED,

Gatchalian and de Leon, and from finduniversity.ph website insights on the Bachelor of

Science in Food Technology as a program in the Philippines, with significant discussions

on its definition and application and its development in the country.

Finally, with regard to the fourth and final construct, Gatchalian and de Leon's

ideas on the graduates of BSFT program were in congruence with finuniversity.ph

website’s insightful outline in understanding the roles of the graduates of BSFT program.
 25

Likewise, futureintech.org website’s insights on the same thought provided additional

concepts in this discussion.

Teh, et al.’s study bears similarity with the present study in the sense that both

dealt with the employers of their graduates as their respondents in evaluating the efficacy

of the graduates for employment. However, they differ because the previous study

focused also on the perspectives of graduates while the present study focused only on the

employers.

The study of Bohlscheid, et al.’s also bears semblance with the present study in

the sense that both dealt with the employers’ evaluation on the graduates. However, they

differ because the previous study highlighted both participation of the graduates and

employers in a survey assessing learning outcomes based on the 2001 Institute of Food

Technologists (IFT) core competencies for undergraduate food science programs.

Similarly, Robinson, et al.’s study has similarity with the present study in the

sense that both dealt with the employers’ feedback. However, they differ because the

previous study centered on determining the employability skills most important to the

graduates’ careers and the perception with which they were able to perform those skills.

Yen Ng, et al.’s study is similar to the present study in the sense that both dealt

with the study on employers’ feedback. . However, they differ because the previous study

focused on Business graduates and the nine Curtin Graduate Attributes.

Meanwhile, Sannadan, et al.’s study showed resemblance with the present study

in the sense that they both used descriptive study to survey the feedback of employers on
 26

the performance graduates using a self-administered questionnaire to gather data needed.

However, they differ because the previous study centered on the AB History graduates.

Felicen, et al.’s study also showed similarity with the present study in the sense

that they both focused on the degree of importance of the employers’ requirements in

hiring employees and the degree of satisfaction of the employers on their graduates.

However, they differ because the previous study focused on the Tourism competency

skills.

Encio, et al.’s in their study was similarto the present study in the sense that they

both centered on the feedback of the immediate employers. However, they differ because

the previous study focused on curriculum and student outcomes of the MBA program as

measuring tool.

Aquino, et al.’s (2015) study bears similarity with the present study in the sense

that they both investigate the job performance of BatStateU-ARASOF Nasugbu

graduates. However, they differ because the previous study focused on College of

Teacher Education graduates.

Furthermore, Verroya, et al.’s study bears similarity with the present study in the

sense that they both aimed to determine the feedback of the employers of the graduates of

BatStateU ARASOF-Nasugbu. However, they differ because the previous study focused

on BSHRM graduates of year 2002 and 2003.

 27

Conceptual Framework

Below is the paradigm of the conceptual framework on the study entitled

“Employers’ Feedback on the BatStateU ARASOF-Nasugbu Bachelor of Science in Food

Technology Graduates from year 2010 to 2016”.

INPUT PROCESS OUTPUT

 Preparation of
 Profile of the Questionnaires
respondents and
establishments
where BS Food  Distribution of
Technology Questionnaires
graduates of  Employers’
BatStateU- Feedback on the
ARASOF batches  Retrieval of BatStateU-
2010 to 2016 were Questionnaires ARASOF Nasugbu
employed. Bachelor of Science
 Tallying of data in Food Technology
Graduates from year
 Employers' 2010 to 2016
evaluation on the Statistical
performance of BS Treatment of data
Food Technology
graduates.
 Analysis and
Interpretation

Figure 2.1. Research Paradigm of the Study

Frame one reflects the inputs of the study. These are the profile of the respondents

and establishments where BS Food Technology graduates of BatStateU ARASOF-

 28

Nasugbu Batches 2010 to 2016 were employed and the employers' evaluation on the

performance of these BS Food Technology graduates.

Frame two reflects the processes used for the completion of the study. These

include preparation of questionnaire, distribution of questionnaires, and collection of

questionnaires, tallying of data, statistical treatment of data and analysis and

interpretation.

Frame three shows the result of the study entitled “Employers’ Feedback on the

BatStateU ARASOF-Nasugbu Bachelor of Science in Food Technology Graduates from

year 2010 to 2016”.

Hypothesis

It is hypothesized that most graduates of Bachelor of Science in Food Technology

from year 2010 to 2016 were employed in the food manufacturing companies. It is also

hypothesized that the graduates possessed the important requirements of employment and

most employers were satisfied with the performance of these graduates.

Definition of Terms

The following terms are defined conceptually and operationally for the better

understanding of this study.

 29

Competency. This term refers to the combination of observable and measurable

knowledge, skills, abilities and personal attributes that contribute to enhanced employee

performance and ultimately result in organizational success. (hr.unl.edu Website, 2016).

Operationally, the term is defined as the quality of being adequately or well qualified

physically and intellectually.

Employee. This term refers to qualified people who will carry out the job

required by the business (Celis, et al., 2013). As used in the context of the study, the term

is used to refer to the graduates of BS Food Technology from BatStateU ARASOF-

Nasugbu Batches 2010 to 2016.

Employer. This term refers to the provider of employment to the graduates

(Encio, et al., 2016). As used in the study, it pertains to the owner, manager, supervisor or

immediate superior in the establishments where the graduates of BatStateU ARASOF-

Nasugbu are currently employed.

Establishment. This term refers to business, firm or corporation where graduates

are employed (Felicen, et al., 2016). Operationally, it refers to the company where the

graduates of BS Food Technology BatStateU ARASOF-Nasugbu are currently employed.

Evaluation. This term refers to the act of rating or scoring and analysis of

employees’ data needed to present full understanding of the subject (Verroya, et al.,

2013). As used in the context of the study, it is defined as the making of a judgment or

assessment by the employers to their employees’ performance.

 30

Feedbacks. This term refers to the result of the employee's job performance

reviews in order to give opportunity to re-enforce positive performance and re-energize

the performer (MacArthur, n.d). Operationally, it is defined as the comments, advise,

remarks, or observations of the employer to its workers.

Food Technologist. This term refers to the person who creates innovative new

food and drinks products, and develops more efficient ways to manufacture them.

(futureintech.org.nz Website, n.d). In this study, it is defined as a person who specializes

on the application of scientific knowledge for the preparation and/or improvement of

product as well as in the control of quality changes.

Food Technology. This term refers to the application of food science to the

selection, preservation, processing, packaging, distribution, and use of safe food. (Ift.org

Website, n.d). As used within the context of the study, it refers to a field which deals with

the application of modern science and engineering for the preparation, processing and

distribution of foods.

Industry. This term refers to large scale business where the graduates practice

their skills and knowledge (Verroya, et al., 2013). In the study, the term is defined as the

food industry where the graduates practiced their acquired skills and abilities.

Respondents. This term refers to employers who asses the performance of the

graduates based on their perspectives (Aquino, et al., 2015). As used in the study, it refers

to the employers who were given survey sheets in this study.

 31

Skills. This term refers to work-related abilities that the graduates have developed

in the university (Celis, 2013). Operationally, it refers to the BS Food Technology

graduates’ capability and ability obtained through advanced learning and sustained effort.

Trainability. This term refers to the ability of a person to gain something from

training and to attain proficiency within a specific skill set (Tesda.gov.ph Website, 2012).

As used in the context of this study, it is defined as the adaptation and responsiveness of

the graduates during employment.

Work attitude. This term refers to the employees’ work behavior and manners.

(Verroya, et al., 2013). Operationally, it refers to the behavior of the employees at work

that may affect their working environment.

 32

CHAPTER III

METHODOLOGY

This chapter includes discussion on research methods used and subject of the

study. It also describes the materials and testing instruments used as well as the

mechanics of data gathering and the statistical treatment to make a valid and reliable

interpretation of data.

Research Design

This study used the descriptive design to assess the feedback of employers on job

performance of the Bachelor of Science in Food Technology graduates of BatStateU

ARASOF-Nasugbu. Descriptive research is conclusive in nature, as opposed to

exploratory. This means that descriptive research gathers quantifiable information that

can be used for statistical inference on a target audience through data analysis

(Penwarden, 2014).

Participants of the Study

This study focused on the 47 individual employers of BSFT graduates from 2010

to 2016. Total population of the employers served as the actual respondents. Out of 47

total populations only 40 or 85.11 percent of them responded to the questionnaire through
 33

the assistance of the graduates. Five foreign employers were unable to participate and two

local employers did not respond.

The names and email addresses of the employers were also obtained from the

graduates. The respondents were informed regarding the purpose of the study. The data

gathered were treated with strict confidentiality and solely used for the purpose of this

study

Data Gathering Instrument

The study used questionnaire as the main data gathering instrument in order to

obtain the necessary information that pertains to the feedback of the employers on the

BatStateU ARASOF-Nasugbu Bachelor of Science in Food Technology graduates.

The questionnaire consisted of two parts. The first part asked for the profile of the

establishment and their employed BS Food Technology graduate while the second part

included the requirements and employers’ evaluation on the said graduates. The

questionnaire was constructed in such a way that respondents will find it easy to answer.

Data Gathering Procedure

After the approval of the proposed topic, the researchers administered the

questionnaires to different establishments where the BS Food Technology graduates were

employed. The researchers also used electronic mail or e-mail and social media in

sending the questionnaires. It was the most convenient and fastest way of sending notes,
 34

letters and messages. Most of the establishments use computers in their offices or

companies and with internet connection which meant that it was easier to communicate

with them to solicit their participation in the study. Phone calls to the respondents were

also done to follow up the unanswered questionnaires.

Statistical Method

Descriptive statistics is used in this study. Its concern is to develop, test and

evaluate research instruments and methods. Common data gathering methods used are

questionnaire and interview. It is concerned with the collection, classification, and

presentation of data and the description of some features to yield meaningful information

without attempting to draw any inferences from them.

The following statistical tools were utilized:

a) Frequency distribution (F). To describe the distribution of samples

among the concepts that is under investigation.

b) Percentage (P). To compare two magnitudes to determine their

relationship using the formula

N
P= × 100
S

Where:

N = number of responses following under a particular

item/category
 35

S = the total number of subject respondents

% = the percentage

100 = constant factor

c) Weighted Mean (M). This was used to determine the typicality of

responses from the 4 – scale options wherein 4 as the highest and 1

as the lowest. Equivalent verbal descriptions on importance and

satisfaction of employers’ evaluation – related factors were utilized

to give interpretation and meaning to the numerical data gathered.

Range of
Options Verbal Interpretation
Weighted Mean

Very Important/Highly
4 3.50 – 4
Satisfied

3 2.50 – 3.49 Important/Satisfied

Less Important/Moderately
2 1.50 – 2.49
Satisfied

1 1.00 – 1.49 Not Important/Not Satisfied

The researchers processed the data through the questionnaire forms. The

researchers tallied all the responses of the respondents, analyzed and interpreted.

Frequency distribution and percentage was used to present the profile of the

establishment. On the other hand, weighted mean was used to determine the basic
 36

requirements for employment and employers’ evaluation on the performance of Bachelor

of Science in Food Technology graduates. Tabular method and ranking were used to

show the result of the data collected.

 37

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of data

substantial in determining the employers’ feedback on the BatStateU ARASOF-Nasugbu

Bachelor of Science in Food Technology Graduates from year 2010 to 2016.

1. Employers’ Profile. Table 4.1 presents the distribution of respondents in terms of

nature of establishment and their number of employees where the Bachelor of

Science in Food Technology graduates of BatStateU ARASOF-Nasugbu are

currently employed.

Table 4.1

Percentage Distribution of the Employers’ Profile

Profile Variables Frequency Percentage (%) Rank

Nature of Establishment
Food Manufacturing Company 17 42.5% 1
Restaurant and Food Services 8 20% 2
Beverage Company 7 17.5% 3
Government Agency 2 5% 5
Food Store/Shop - - -
Academe - - -
Others 6 15% 4
TOTAL 40 100%
 38

Continued Table
Number of Employees
More than 200 16 40% 1
101-200 10 25% 2
51-100 8 20% 3
1-50 6 15% 4
TOTAL 40 100%

Table 4.1 shows that 17 or 42.5 percent of the Bachelor of Science in Food

Technology graduates of BatStateU ARASOF-Nasugbu were employed in the food

manufacturing companies , followed by restaurants and food services with 8 or 20

percent, and beverage companies with 7 or 17.5 percent. Other business areas and

government agencies which are not related to the course employed 6 graduates or 15

percent and 2 or 5 percent, respectively. The result implied that many of the said

graduates were employed in the food industry. This means that the university has enabled

the graduates to be employable in their own field by providing them the skills, attitudes

and competencies needed and must continue in doing it through improving the

instructions and trainings valuable to the students.

In terms of the number of employees, 40 percent of the graduates were employed

in companies with more than 200 employees. Ten graduates or 25 percent were in

companies with number of employees ranging from 101 to 200, eight or 20 percent were

from companies that employ 51 to 100 employees, and there were six or 15 percent

graduates employed in small companies with only 1 to 50 employees. This revealed that
 39

the majority of the graduates were employed in well-established companies that can

employ large number of employees. Graduates were competitive enough to join large

companies where employees came from different universities nationwide.

2. Graduates’ Profile. Table 4.2 shows the profile of the employed BSFT graduates

in terms of their position and department assigned.

Table 4.2

Percentage Distribution of the Graduates’ Profile

Profile Variables Frequency Percentage (%) Rank

Position
Quality Assurance Analyst/Inspector 9 22.5% 1
Quality Control Analyst/Inspector 7 17.5% 3
Waiter/Dining Server 4 10% 4
Laboratory Analyst 3 7.5% 5
Production Manager/Supervisor 2 5% 7
Food Safety Officer 2 5% 7
Assistant Restaurant Manager 2 5% 7
Research And Development Specialist 1 2.5% 10
Production Aide 1 2.5% 10
Assistant Chef 1 2.5% 10
Others 8 20% 2
TOTAL 40 100%
Department Assigned
QA/QC department 16 40% 1
Kitchen and Dining 5 12.5% 3
Testing and Laboratory 3 7.5% 4.5
Production 3 7.5% 4.5
 40

Continued Table
Inspection 2 5% 6.5
Service 2 5% 6.5
Research & Development 1 2.5% 8
Others 8 20% 2
TOTAL 40 100%

Table 4.2 shows that out of 40 employed graduates, 22.5 percent work as Quality

Assurance Analysts and Inspectors, followed by Quality Control Analysts and Inspectors

with 17.5 percent, followed by restaurant dining servers with 10 percent, 7.5 percent

work as Laboratory Analysts, 5 percent or 2 graduates each work as Production

Manager/Supervisor, Assistant Restaurant Manager and Food Safety Officer, and 1

percent each as R&D Specialist, Production Aide and Assistant Chef. The other 20

percent were hired in other field of works. This reveals that most of the graduates were

employed in jobs related to food which is their field of specialization, this means that

they were able to practice the knowledge and skills that they have acquired in the

university they graduated. There were also a distinct number of graduates whose works

were not really related to their course, this proved that the graduates are multitasked or

adaptable and can be employed in related or not related line of works.

The table also presented the departments where the graduates were assigned.

Forty percent were in the QA/QC Department, 12.5 percent at the kitchen and dining of

restaurants, equal percentage of 7.5 at Testing and Laboratory department, and

production department, another equal percentage of 5 at Service department and

 41

Inspection department and lastly, 2.5 percent at Research and Development department.

The 20 percent left belonged to the departments not related to food industry. This implies

that graduates possess multiple skills and abilities that they were able to work in any

department of different establishments either related or not to their field of specialization.

The university can cater the need of the graduates by making them competitive

and aggressive in facing real jobs that could make them grow as individuals. Employers,

as one of the stakeholders, were involved in so many ways to enhance the curriculum and

instructions of the university through their feedbacks on the graduates. University could

help them by providing them employees that were qualified for their need.

3. Basic Requirements of Employers. Table 4.3 shows the degree of importance of

the basic requirements of the employers for the BSFT graduates.

Table 4.3

Requirements for Employment

Verbal
Requirements Weighted Mean Rank
Interpretation
1. Age 2.48 Less Important 9
2. Marital Status 1.98 Less Important 14
3. Gender 2.23 Less Important 12.5
4. Place of Residence 2.38 Less Important 10.5
5. Ethnic/Region/Origin 1.48 Not Important 16
6. School Graduated from 2.38 Less Important 10.5
7. Educational Attainment 3.58 Very Important 4
 42

Continued Table
8. Religion 1.75 Less Important 15
9. Professional Membership 2.23 Less Important 12.5
10. Personality Type 2.88 Important 6
11. Personal Appearance 2.73 Important 7
12. Skills 3.88 Very Important 1
13. Mental Ability Test Result 3.60 Very Important 3
14. Recommendation from Previous
2.60 Important 8
Employer
15. Interview 3.83 Very Important 2
16. Seminars and Trainings Attended 3.35 Important 5

COMPOSITE MEAN 2.71 Important

Legend: 3.50-4.00 = Very Important; 2.50-3.49 = Important; 1.50-2.49 = Less Important; 1.00-
1.49 = Not Important

The result on Table 4.3 shows that requirements for employment are important to

the different food business industries and other establishments as indicated by the

composite mean 2.71. Skills ranked first which was rated as very important to the

company with the weighted mean 3.88. Other very important requirements were

interview (3.83), mental ability test result (3.60), and educational attainment (3.59). The

next rank which was rated important by the employers were seminars and trainings

attended (3.35), personality type (2.88), personal appearance (2.73), and recommendation

from previous employers (2.60). Age (2.48), place of residence (2.38), school graduated

from (2.38), gender (2.23), professional membership (2.23), marital status (1.98) and

religion (1.75) were the less important requirements. Ethnic/Region/Origin was a not an

important requirement by the employers with the weighted mean 1.48.

 43

The result is a strong manifestation that employers are interested in the personal

skills, knowledge and degree of the applicants. The industry is also recruiting potential

employees who have trainings and experiences relevant to their needs. However,

ethnic/region/origin and religion were the last two in the ranking. It shows that their

adherence to Anti-Ethnic or Racial Profiling and Discrimination Act of 2011 is

preventing job discrimination based on ethnic or racial origin and/or religious affiliation

or belief.

4. Performance Evaluation. Table 4.4 reveals the degree of satisfaction of the

employers on the performance of BSFT graduates.

Table 4.4

Employers’ Evaluation

Weighted Verbal
Characteristics Rank
Mean Interpretation
Theoretical and Practical Knowledge
1. Possess technical Skills and
3.55 Highly Satisfied
knowledge needed for the job.
2. Understands and speaks the
language in which business is 3.50 Highly Satisfied
conducted.
3. Capable of communicating in speech
3.53 Highly Satisfied
and writing.
4. Observes protocols in reporting
3.28 Satisfied
using standard operating procedures.
 44

Continued Table
5. Ability to solve work related
3.20 Satisfied
problems.
COMPOSITE MEAN 3.41 Satisfied 1
Trainability on the Skills Needed for the Job
6. Listens attentively to instructions
3.40 Satisfied
and follows order as instructed.
7. The Ability to learn new skills and
3.58 Highly Satisfied
knowledge on the job.
8. Obtain and convey workplace
3.23 Satisfied
information.
9. Adapts to the existing technology
3.30 Satisfied
relevant to the enterprise.
10. Enthusiastic in learning skills the
3.15 Satisfied
latest advancement related to the job.
COMPOSITE MEAN 3.33 Satisfied 2
Work Attitude and Human Relations
11. Works well in a group to achieve a
3.33 Satisfied
goal.
12. Produces outputs on time while
3.05 Satisfied
working with little supervision.
13. Easily adopts to work environment. 3.08 Satisfied
14. Ability to handle stress and pressure
2.93 Satisfied
on the job.
15. Accepts other jobs other than
3.13 Satisfied
specified on the job description.
COMPOSITE MEAN 3.10 Satisfied 3
Legend: 3.50-4.00 = Highly Satisfied; 2.50-3.49 = Satisfied; 1.50-2.49 = Moderately Satisfied;
1.00-1.49 = Not Satisfied

As shown in Table 4.4, questions on the degree of satisfaction on hired graduates

were categorized into three and these were the following with their corresponding

composite mean and arranged according to rank: First is the theoretical and practical
 45

knowledge (3.41); second, trainability on the skills needed for the job (3.33); and lastly,

work attitudes and human relations (3.10). It shows that the employers are satisfied with

the job performance of BS Food Technology graduates as indicated by the composite

means. Rated as highly satisfied were the following characteristics: graduates’ ability to

learn new skills and knowledge on the job (3.58), technical skills and knowledge they

possess (3.55), capable of communicating in speech and writing (3.53), and understand

and speak the language in which business is conducted (3.50). All other characteristics

were rated by the employers as satisfied and they are as follows: the graduates listen

attentively to instructions and follow order as instructed (3.40), work well in a group to

achieve a goal (3.33), adapt to the existing technology relevant to the enterprise (3.30),

observe protocols in reporting using standard operating procedures (3.28), obtain and

convey workplace information (3.23), their ability to solve work related problems (3.20),

enthusiastic in learning skills the latest advancement related to the job (3.15), accepts

other jobs other than specified on the job description (3.13), easily adopts to work

environment (3.08), produces outputs on time while working with little supervision

(3.05), and the ability to handle stress and pressure on the job (2.93). Given the results, it

can be surmised that the graduates employed possessed the theoretical and practical

knowledge in performing the tasks and responsibilities, and were highly trainable for the

skills needed for the job and has positive work attitudes and worked harmoniously with

their co-employees towards the achievement of their organization’s goals.

 46

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter includes the summary of findings, the conclusions and the

recommendations of the study.

This study aimed to determine the employers’ feedback on the BatStateU

ARASOF-Nasugbu Bachelor of Science in Food Technology graduates from year 2010

to 2016. It was hypothesized that most employers were satisfied with the performance of

these graduates. This study used descriptive design. The respondents were the forty

employers of currently employed BSFT graduates. The study used questionnaire as the

main data gathering instrument in order to obtain the necessary information. The

researchers administered the questionnaires to different establishments where the

graduates were employed. The researchers also used electronic mail or e-mail in sending

the questionnaires. Descriptive statistics was used in this study. Frequency distribution

and percentage was used to present the profile of the establishment and the graduates. On

the other hand, weighted mean was used to determine the basic requirements for

employment and employers’ evaluation on the performance of Bachelor of Science in

Food Technology graduates.

 47

Summary of Findings

This study yielded the following findings:

1. The researchers obtained the profile of the employers or the establishments where

the graduates of Bachelor of Science in Food Technology were currently

employed. There were more graduates working in food manufacturing companies

with 42.5% followed by restaurants and food services with 20% and beverage

companies with 17.5%. Only 15% were working in other industries. There were

more companies that employ more than 200 employees.

2. The researchers were also able to gather the profile of the said graduates in terms

of their position in the company and the department they were assigned. There

were more graduates who work as QA Analysts/Inspectors with 22.5% and QC

Analysts/Inspectors with 17.5%. Other 20% of graduates work in different field of

specialization. The department where most graduates were assigned was QA/QC

department.

3. According to the result, the requirements for employment are important to the

different food business industries and other establishments and the very important

job requirement was the skills related to food industry.

4. The employers of the BSFT graduates were satisfied with their job performances

particularly in their ability to learn new skills and knowledge on the job.
 48

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Thus, majority of the graduates were working in food industries that can employ

large numbers of employees.

2. Thus, majority of the graduates’ jobs were related to food which is their field of

specialization and were able to work in any department of different

establishments related or not to their field.

3. Thus, majority of the employers considered the requirements for employment

important in hiring employees and that employers are interested in the personal

skills, knowledge and degree of the applicants.

4. Thus, the employers are satisfied with graduates of Bachelor of Science in Food

Technology from BatStateU ARASOF-Nasugbu. The graduates employed

possessed the theoretical and practical knowledge, and were highly trainable for

the skills needed for the job and has positive work attitudes.

Recommendations

As can be constructed evident from the results of this study, the following

recommendations are given:

1. That the employers must always give their feedbacks on their employees to help

them improve and be motivated at work.

 49

2. That the graduates should practice their profession since there are more food

companies that employs according to their field of specialization.

3. That the college administration and its faculty members should consider the

findings of the study to enhance and strengthen their service and focus on quality

instruction that would help the students to develop the skills and knowledge

required in their employment after graduating.

4. That the employers should hire more BSFT graduates from BatStateU ARASOF-

Nasugbu since they are satisfied with their job performance.

5. Further research may be conducted regarding the same topic with different

variables not covered by this study.