ASSESSING THE CONTEMPORARY EMPLOYMENT

PROSPECTS OF DEBESMSCAT GRADUATE

PROGRAMS: A COMPREHENSIVE
TRACER STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 294-309
Document ID: 2023PEMJ1365
DOI: 10.5281/zenodo.10211794
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15(4): 294-309, Document ID:2023 PEMJ1365, doi:10.5281/zenodo.10211794, ISSN 2822-4353
Research Article

Assessing the Contemporary Employment Prospects of DEBESMSCAT

Graduate Programs: A Comprehensive Tracer Study
Ulysis L. Ferreras*
For affiliations and correspondence, see the last page.
Abstract
The purpose of this study was to track the status of DEBESMSCAT Graduate School graduates in three
curricular areas from 2017-2021, as well as their personal profiles, professional careers, and perceptions of
graduate programs. A descriptive survey method was used. Data were collected using a survey questionnaire
created using Google Forms. The study participants were 133 graduates who graduated between 2017 and
2021. The frequency distribution, percentage, and weighted average of the data were calculated. Most of the
graduates were single, female, and aged 25-29. The main reason for completing a postgraduate course was the
prospect of career advancement and a strong passion for the profession. Graduates were in regular/permanent
employment and were promoted within 3 years of graduation. Most of the graduate respondents had a monthly
income of P25,000-29,000.00 and a very high level of job satisfaction. The degree they completed was very
relevant to their current work. The content of the curriculum was very useful, and the study conditions and
postgraduate study conditions were very good in terms of the quality of the faculty's teaching and the
academic counseling offered. Competences and skills acquired through the graduate program have a high
contribution to the personal and professional development of graduates. Strengths of the graduate program are
research competence, quality of teaching, study program and profile of the faculty, application of graduates,
and institutional services, on the other hand, weaknesses are equipment, extension, continuity, and
institutional services according to the perception of the respondents. It may consider improvements to the
curriculum to address its weaknesses and accept suggestions for improvement posted by students.

Keywords: graduate tracer study (GTS), employment, competencies, curriculum, graduates

Introduction Study tracking, identified by Mathed (2008) and

Employers and governments around the world are
increasingly recognizing the benefits of a university
degree, with opportunities in the knowledge economy
expanding, particularly for executives (Top
Universities, 2013). Individuals pursue master's and
doctoral degrees for various reasons such as self-
development, career advancement, job change, and
external factors (Teowkul et al., 2009). Research such
as "Motivational Factors of Graduate Thai Students
Pursuing Master's and Doctoral Degrees in Business"
reveals that master's students expect better earnings,
greater job mobility, and easier entry into new
professions (Teowkul et al., 2009).
Graduate Tracer Studies play a vital role in gathering
data on graduate employability and assessing the
relevance of the program to current employment
requirements. This research approach fosters strong
links between educational institutions and their
graduates, facilitating improvements in curriculum,
teaching methods, research capacity, consultancy
services, and links with industry. It also helps in
evaluating the impact of education on professional and
academic growth among graduates such as graduates
of Dr. Emilio B. Espinosa, Sr. Memorial State College
of Agriculture and Technology (DEBESMSCAT).
supported by Balingbing (2014), helps maintain
curriculum relevance and increases the marketability
of graduates by understanding their professional
outcomes. Findings from these studies can inform
policies that address societal issues such as
unemployment and guide educational institutions to
meet industry expectations (Pia et al., 2014; Guzman
et al., 2008).
Given the ever-changing societal environment,
institutions must remain attuned to current trends and
community needs to ensure the continued relevance of
their educational offerings. This is key to creating
graduates capable of thriving in a dynamic work
environment.
The significance of this study is multifaceted: it
provides valuable insights for graduate school deans,
guides curriculum decisions, and program
improvement; plays a key role in assisting education
planners by providing essential data to assess graduate
quality and ensure curriculum relevance; informs
strategic decisions and from curriculum development
to staffing and evaluates the effectiveness and
responsiveness of graduate programs; research reveals
data on graduate employability, academic skills,
workplace skills and the need for broader policy
improvements, including a potential Commission on
Higher Education (CHED) study tracking mandate;

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Research Article
ultimately, this research is critical to evaluating
organizational performance and managing institutional
progress.
This study focuses on the evaluation of graduates of
the Doctor of Education in Educational Leadership,
Master of Arts in Education, and Master of Science in
Agriculture programs at the DEBESMSCAT Graduate
School. The respondents are graduates of these
programs between 2017 and 2021.
Offering a range of graduate degrees including
Doctorates in Education, Master of Arts in Education,
and Master of Science in Agriculture, DEBESMSCAT
Graduate School recognizes the importance of tracking
the employment status of graduates and the impact of
its curriculum initiatives on their personal and
professional lives. Therefore, this study entitled "
Assessing the Contemporary Employment Prospects of
DEBESMSCAT Graduate Programs: A
Comprehensive Tracer Study" is of significant value.
Research Questions
In this paper, the professional backgrounds of
graduates of the Doctor of Education in Educational
Leadership, the Master of Arts in Education, and the
Master of Science in Agriculture were examined in
terms of their profile, their professional career, and
their perception of the relevance of their chosen degree
curriculum and skills they learned at work during their
studies. In particular, the study answers the following
research questions
1. What is the profile of the graduates in terms of:
1.1 Personal characteristics;
1.2 Degree Program graduated; and
1.3 Reason for pursuing graduate studies?
2. What is the status of the professional career of
graduates in terms of:
2.1 Employment;
2.2 Income; and
2.3 Job satisfaction?
3. What are the perceptions of the graduates towards
the graduate programs in terms of:
3.1 Relevance of the program to the present job of
graduates;
3.2 Usefulness of curriculum for professional work;
3.3 Study provisions and conditions;
3.4 Contribution of competencies/skills learned in
graduate program to graduates professional
development;
3.5 Strengths and weaknesses of the graduate
program; and
3.6 Suggestions to improve the graduate program?
Ulysis L. Ferreras
Literature Review
Graduate Education and Career Outcomes
The landscape of graduate education has long been
recognized as a pivotal platform for shaping
individuals' career paths and their contributions to
national development. This literature review presents a
comprehensive analysis of diverse studies that delve
into the intersection of graduate education and
subsequent career outcomes across various
professional domains and geographic locations.
The studies included in this review cover a spectrum
of themes, from the relevance of U.S. graduate
education in agricultural development for East African
agriculturalists (Acker, 1988), to the influence of
university prestige on early career prospects in South
Korea (Jung & Lee, 2016). Additionally, the
employability and productivity of graduates from
private higher education institutions (Bueno, 2017)
and the appropriateness of graduate education courses
for work competencies (Guiamalon, 2021) are
discussed.
Exploring the competencies and skills required for
professional foresters in European graduate education
(Arevalo, Pitkänen, Gritten, & Tahvanainen, n.d.) is
also a focus, along with the profiles, employment
status, and skills of Master of Arts in Education
graduates from various Philippine institutions
(Buenvinida & Yazon, 2017; Matos & Billones, n.d.;
Cruz, 2022).
The synthesis of these studies intends to offer a
comprehensive understanding of the relationship
between graduate education and subsequent career
achievements, highlighting strengths, areas for
improvement, and potential pathways for developing
more impactful and relevant programs for future
students.
Acker's study (1988) investigated the perception of
U.S. graduate education's relevance to the careers of
Tanzanian agriculturalists. The findings revealed a
moderately perceived relevance of U.S. education to
careers and national agricultural development
objectives. Specific areas, such as research training,
were seen as more relevant than social science and
knowledge transfer. While demographic factors
correlated with career relevance, they did not
necessarily align with relevance to national objectives.
Recommendations included incorporating international
content and practical skills training to enhance
relevance.
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Jung & Lee (2016) explored whether university
prestige impacts graduates' early career outcomes in
South Korea. Results indicated that graduates from
prestigious universities earned higher initial salaries.
However, university prestige had no significant impact
on job satisfaction. Notably, male graduates were more
influenced by the university's reputation, while female
graduates were more influenced by personal factors
such as internship experience.
Bueno (2017) focused on graduates' employability and
productivity from various programs at private
institutions. The majority of graduates secured
supervisory and managerial roles, expressing
satisfaction with their salaries. Recommendations
included the enhancement of curricula through more
practical training and closer collaborations with
industries to develop workplace skills.
Guiamalon (2021) emphasized the appropriateness of
graduate courses and their impact on graduates' work
competencies. Graduates rated the courses as highly
appropriate, demonstrating a significant relationship
between courses and their work competencies.
Recommendations suggested further enhancement of
research and practical skills, as well as strengthening
linkages with organizations to support faculty and
students.
Arevalo, Pitkänen, Gritten, & Tahvanainen (n.d.)
discussed the competencies and skills required for
professional foresters, comparing the perceptions of
universities and employers. Both groups agreed on the
importance of various competencies, but employers
identified larger gaps in certain areas. The study
emphasized the need for stronger partnerships between
universities and employers, potentially through
internships, to address these competency gaps and
strengthen students' generic skills.
Buenvinida & Yazon (2017) traced graduates of an
education program, emphasizing reasons for
enrollment, employment status, and skills learned. The
findings suggested that human relations skills were
predominantly used, while the study highlighted the
need to motivate graduates for further studies and
sustain adequate facilities to support learning.
Macalalad, Buenviaje, Regalario, & Laguador (2016)
focused on MBA graduates and their employability
and job performance. The study showed that the MBA
program positively impacted graduates' job
performance in terms of competence, commitment,
and credibility. Recommendations included
collaborative research projects to apply MBA
knowledge and utilize information technology more
Ulysis L. Ferreras
effectively in the workplace.
Matos & Billones (n.d.) analyzed graduates' profiles,
skill development, and benefits earned. Although
graduates saw skill development, most did not obtain
administrative or supervisory positions. The
recommendation highlighted enhancing the curriculum
and providing support to encourage graduates to
pursue higher degrees.
Cruz (2022) provided insight into graduates' profiles,
em p loy m en t statu s, acq u ired sk ills, and
recommendations. Most graduates were employed in
the education sector, reporting high relevance of
learn ed sk ills to their jobs. The prim ary
recommendations were focused on offering doctoral
programs and improving infrastructure.
The comprehensive analysis of various studies
encompassing graduate education and subsequent
career outcomes presented in this literature review
offers invaluable insights into the multifaceted
dynamics influencing job employment, satisfaction,
and the applicability of acquired skills within the
professional landscape. Drawing from studies that
scrutinize the relevance of U.S. graduate education to
agricultural development, the impact of university
prestige on early career prospects, and the
employability and productivity of graduates from
diverse programs, this synthesis contributes a holistic
perspective on the intersection between graduate
education and the workplace. These findings provide a
foundation for understanding the complexities
surrounding graduate school programs and their
influence on career success, offering valuable
guidance for evaluating the alignment of education
with employment requirements and skill utilization in
the contemporary professional environment.
Methodology
The research design used in this study is a descriptive
survey method, chosen for its effectiveness in
providing a comprehensive understanding of the
personal and professional profiles of graduates and
their evaluation of their educational experiences during
their academic journey.
Respondents
From 2017 to 2021, DEBESMSCAT produced 235
graduates. The number of respondents to the study was
chosen using purposive sampling. 133 graduates out of
235 responded to the questionnaire. Table 1 shows the
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distribution of respondents by program and graduation
year.
Table 1. Distribution of Respondents by Program
Instruments of the Study
In terms of data collection, the research uses a
descriptive questionnaire inspired by the Higher
Education Commission's Tracer study questionnaire.
This questionnaire is thoughtfully tailored to meet the
specific objectives of the study. Expert input from
graduate school faculty members was sought to ensure
content validity. Their expertise helped assess whether
the questions accurately captured the intended
constructs, leading to necessary revisions.
Furthermore, the questionnaire underwent pilot testing
with a sample similar to the target population,
resulting in its division into seven parts. Part A
collected general information about the respondents,
Part B focused on their profiles, Part C explored the
motivations that led them to study the graduate
program, while Parts D and E delved into employment
and income data. Section F contained statements
regarding job satisfaction, and Section G assessed the
relevance of the program to respondents' current
employment. The survey was administered digitally,
primarily through Facebook and Messenger accounts,
using Google Forms. The collected data were then
subjected to quantitative analysis using statistical
methods such as frequency distributions and weighted
mean calculations.
Procedure
The data analysis process involved careful
organization, systematic counting, and appropriate
coding to obtain meaningful insights and draw
valuable conclusions. Several statistical methods were
used to ensure a thorough analysis of the data,
including frequency percentages, rank orders, and
weighted means.
The target population of the study consisted of
DEBESMSCAT graduates between 2017 and 2021, a
total of 235 individuals. The selection of respondents
was guided by a purposive sampling approach, 133
Ulysis L. Ferreras
graduates actively participated in the survey.
Rooted in human capital theory, particularly the works
of Schultz (1961) and Becker (1964), this study
examines the relationship between graduates'
education and their role in the labor market. According
to this theory, education equips individuals with the
marketable skills and expertise necessary to increase
their productivity. He emphasizes that the higher the
level of education, the more job opportunities and
better wages can be expected in the labor market.
Human capital theory views skills as valuable assets
and underlines the idea that individuals can invest in
their education to increase their marketability. As
technological advances continue to shape the
workforce, the job market increasingly values these
skills. Becker (1964) emphasizes that knowledge and
skills acquired through education significantly
influence worker productivity.
The central objective of this study is to assess the
employability characteristics of graduates and the
extent to which the skills, training, and values acquired
at the institution contribute to their competence,
relevance, and usefulness in professional life. The
objectives of the study are closely aligned with human
capital theory as they focus on assessing the
competencies and skills graduates have developed
during their tenure at the institution and how these
skills translate into their professional experiences.
The study includes a comprehensive examination of
the distribution of graduates based on various profile
variables. This includes evaluating graduates'
perceptions of the relevance and usefulness of the
program's curriculum, as well as the skills and values
they have acquired during their employment. The
study also investigates the work characteristics of
graduates in terms of their starting positions as well as
their current employment. The study uses descriptive
statistical measurements to achieve its objectives.
Finally, this research is based on the evaluation theory
and teaching effectiveness model as stated by Fetalver
et al. (2012). According to this perspective, the value
of a program is judged based on its intended goals, and
those goals are measured by the results they produce.
This approach establishes criteria for making informed
judgments. As Gronlund (1981) further supports, the
primary purpose of assessment is to determine the
extent to which students are meeting learning
objectives.
Ethical Considerations
Participants in the tracer study were fully informed
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about the purpose, procedures, and potential risks and
benefits of the study. They voluntarily agreed to
participate without any coercion. Consent forms were
provided, and the study's objectives and potential
outcomes were clearly explained. Protecting the
identity and privacy of the participants was crucial.
Measures were taken to ensure that personal
information was kept confidential and that data was
anonymized before analysis, removing any identifiable
details that could link responses back to an individual.
The study ensured that collected data was stored
securely to prevent unauthorized access or breaches.
Data collected was used only for the purposes outlined
in the study and was not shared for any other purpose
without explicit consent from the participants.
Participants were not compelled to take part in the
study and had the right to withdraw at any stage
without any consequences. The study respected the
diversity of the participants, their beliefs, and their
values. Sensitivity to cultural differences and
individual circumstances was maintained throughout
the research. The researcher was transparent about
their methods, data collection techniques, and how the
data would be used. Openness about the study's
processes enhanced trust and credibility.
the respondents, suggesting that many embarked on
their graduate studies shortly after completing their
undergraduate degrees. The 50-54 age group
represents a smaller fraction, accounting for only 2%
of respondents. The alumni body is predominantly
female, with women making up 69% of all
respondents, while men constitute 31% of the surveyed
population. This demographic profile provides
valuable insights into the diversity and composition of
DEBESMSCAT Graduate School alumni during the
specified period. These findings indicate that the
DEBESMSCAT Graduate School has attracted a
diverse group of students in terms of marital status,
with an emphasis on younger individuals who pursue
graduate studies soon after their undergraduate
education, and a notable gender disparity among its
alumni. These implications could serve as a basis for
further research and program development to cater to
the specific needs and preferences of the alumni
population.
Table 2. Demographic Profile of the Graduates

These ethical considerations guided the design,

implementation, and analysis of the tracer study for
graduate students, ensuring that the research was
conducted with the highest ethical standards and
respect for the participants involved.

Results and Discussion

This section encompasses the culmination of careful

data collection, analysis, and interpretation, shedding
light on the courses, outcomes, and implications for
graduate students' academic journeys and subsequent
professional paths. It stands as a comprehensive
presentation and contemplation of the acquired data,
revealing patterns, and insights into the graduates'
employment, skills application, and overall career
The data in Table 3 reveals the distribution of
progressions.
graduates across three distinct graduate programs:
Graduates’ Profile in Terms of Personal
Table 3. Distribution of Graduates per Year
C h a r a c t e r i s t i c s and Deg ree P r o g ra m
Graduated

Table 2 shows the demographic profile of

DEBESMSCAT Graduate School alumni from 2017 to
2021. Approximately 54% of the graduates are single,
while 46% are married, reflecting a diverse range of
marital statuses among alumni. The majority of alumni
fall within the 25-29 age group, constituting 49% of

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It can be gleaned from the table that the MAED
program consistently had the highest total of graduates
in five years. This means that students are always
interested. Notably, enrollment has changed. The
program reached a record high of 64 graduates in
2019, a five-year high.
Unlike the MAED program, overall enrollment in the
MSA program was low. The numbers were stable but
lower compared to MAED, which had the highest
graduates in 2018 with 5 graduates. The EdDEL
program has maintained relatively stable graduates
throughout the five years, with a slight increase in
2021.
Considering the aggregate total graduates across all
three programs, it is clear that the MAED program
contributed significantly to the overall graduation rate.
These findings provide insight into the trends in
popularity and enrollment in graduate programs over a
five-year period. Program chairpersons and
educational institutions can use this information to
better understand student preferences and trends,
enabling them to make informed decisions about
program development, marketing strategies, and
modifications to meet student demands and handle
them properly. The data highlight the importance of
monitoring enrollment to ensure that graduate
programs are consistently aligned with student
aspirations and institutional goals.
Table 4. Reasons for Pursuing Graduate Degrees
In Table 4, the predominant reason reported by
respondents for pursuing advanced degrees was the
"prospect for career advancement." This finding
underscores the critical role that advanced education
plays in enhancing career opportunities. In alignment
with Menez's (2014) research, the graduates indicated
that their pursuit of advanced studies was primarily
Ulysis L. Ferreras
driven by a desire for professional growth rather than
solely for career advancement. They regarded attaining
a Master's degree as a significant personal
achievement.
Graduates appear to recognize the value of advanced
studies as a means to bolster their professional paths,
seeking to attain higher positions and qualifications in
their respective fields. Following closely behind,
"strong passion for the profession" emerged as the
second most prominent motivator. This finding
highlights the intrinsic motivation among respondents,
indicating a deep-seated commitment to their chosen
fields of study. The pursuit of graduate education as a
means to cultivate expertise and excel in their
respective professions underscores the dedication of
these individuals to their craft.
In third place, "inspired by a role model" serves as an
intriguing motivator. This suggests that influential
figures in their fields have ignited the desire for further
academic exploration among respondents. Role models
may have played a pivotal role in shaping the career
aspirations and educational pursuits of these
individuals. Equally, "no particular choice or no better
idea" emerged as the least cited reason for pursuing
higher education among respondents. While this may
indicate a smaller cohort of individuals who embarked
on their graduate journey without a specific driving
force, it is essential to acknowledge that diverse
motivations exist among graduate students, with many
driven by more purposeful objectives such as career
advancement and passion for their profession.
These diverse motivations for pursuing graduate
degrees among respondents reveal reasons that drive
individuals to invest in higher education for the sake of
their academic and professional growth. The findings
provide valuable insights into the multifaceted nature
of motivation, which encompasses career aspirations,
personal passions, and external inspirations, ultimately
shaping the diverse paths of individuals seeking to
further their education and professional development.
Status of Professional Career of Graduates in
Terms of Employment, Income, and Job
Satisfaction
Table 5 accentuates the exceptional employability of
DEBESMSCAT Graduate School alumni, with an
overwhelming number securing regular or permanent
employment positions. This robust employment
landscape underscores the value of advanced education
in promoting career stability and progression. While
contractual appointments constitute a small fraction,
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they serve as a point of contrast, highlighting the
prevalence of permanent employment and the enduring
benefits of graduate education for respondents. As an
extension of Menez's (2014) research, it can be
observed that the graduates in the present study also
displayed consistent employment status, signifying a
notable degree of job stability. These findings
underscore the enduring benefits of advanced
education in ensuring the career stability and
progression of DEBESMSCAT Graduate School
alumni. The tough employment landscape not only
reflects the remarkable employability of the graduates
but also highlights the long-term advantages of higher
education in providing job security and opportunities
for professional growth. This information can serve as
a testament to the value of advanced education and can
guide educational institutions in further enhancing
their programs to continue nurturing highly
employable graduates.
Table 5. Position of Graduate in their Employment,
Type of Employer, and Place of Work
The data in Table 5 highlights a prominent trend: the
overwhelming majority of respondents, almost all of
them, are employed by public sector employers within
the local area. This finding not only signifies a strong
presence of public employment opportunities but also
suggests a significant alignment between the
graduates' educational backgrounds and the job
market's demand. Cagasan et al. (2017) discovered a
strong connection between the degrees obtained from
VSU and the graduates' current employment,
indicating that these graduate programs significantly
enhanced their skills and job prospects. This supports
the current tracer study's findings.
The implications of these findings underline the
effectiveness of the educational programs in preparing
graduates for careers in the public sector within the
local area. It showcases the direct link between
Ulysis L. Ferreras
educational investment and employment outcomes,
emphasizing the role of these programs in fostering a
skilled and highly employable workforce that meets
the needs of the local job market. These insights can
be valuable for educational institutions seeking to
tailor their offerings to the demands of the job market
and enhance the employability of their graduates.
Table 6 provides a comprehensive view of the current
occupations held by the respondents at the time of the
survey, shedding light on the alignment between their
graduate degrees and their professional roles.
Table 6. Position of Graduate in their Employment
One striking observation from Table 6 is the clear
alignment between the respondents' graduate degrees
and their current positions. The positions listed in the
table encompass a wide range of roles, from educators
to administrators, supervisors, and other specialized
positions. This alignment suggests that the graduates'
academic pursuits and specialized knowledge acquired
during their graduate programs have directly translated
into their professional roles. It underscores the
relevance and applicability of their advanced education
in their respective fields.
To put it differently, the vertical articulation of
positions or designations within the table highlights
the upward trajectory of many respondents' careers. A
significant proportion of them are progressing towards
administrative and supervisory roles, reflecting a
positive career trajectory that is often associated with
the acquisition of advanced degrees. This progression
is indicative of their commitment to professional
growth and their ability to assume leadership and
decision-making responsibilities within their
organizations. Menez's (2014) research revealed that
the majority of MBA graduates were employed in
local positions, with many occupying roles in the
professional and managerial domains.
While a substantial portion of respondents is on a
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trajectory towards administrative and supervisory
roles, it's worth noting that 92 percent of them
currently belong to the rank-and-file category. This
statistic reflects the diverse spectrum of roles within
the surveyed group, with the majority actively
contributing to various facets of their organizations.
The presence of these rank-and-file positions is a
testament to the diverse array of career opportunities
that DEBESMSCAT Graduate School alumni have
successfully navigated. This disclosure underscores the
enduring value of advanced education in shaping and
enhancing the careers of these individuals, providing
valuable guidance for both graduates and institutions
seeking to foster career advancement and professional
development.
Table 7 offers insights into the length of time it took
respondents to achieve promotions following the
completion of their graduate programs, shedding light
on the dynamics of career progression within the
surveyed cohort.
Table 7. Number of Years Before the Graduates Get
Promoted After Completed the Graduate Degree
Program
The data demonstrates that a substantial portion of
respondents, comprising 39 percent of the total,
experienced promotions to higher positions within a
remarkably brief timeframe of three years or less after
completing their graduate studies. This swift career
advancement underscores the immediate impact of
advanced education on their professional trajectories
and affirms that progression opportunities are
accessible to those who invest in graduate degree
programs.
Significantly, a notable proportion, accounting for 32
percent of the respondents, has not yet undergone
promotions at the time of the survey. This observation
underscores that while opportunities for advancement
are abundant, promotions within educational
institutions may be contingent on factors such as
institutional needs and the availability of positions
commensurate with the qualifications of existing staff
members. This insight emphasizes the multifaceted
Ulysis L. Ferreras
nature of career progression in educational settings.
Conversely, respondents who experienced promotions
six years or more after graduation represent the
smallest proportion within the data set. This finding
suggests that, for some, achieving higher positions
may involve a longer-term trajectory, potentially
influenced by factors such as institutional seniority or
the complexity of the roles they aspire to.
The data provides valuable insights into the dynamics
of career progression following graduate programs,
emphasizing the multifaceted nature of advancement
and the various factors at play. These implications can
inform decisions and strategies related to education,
career planning, and institutional policies.
The findings presented in Table 8 shed light on the
distribution of respondents' monthly gross family
incomes, offering insights into the economic profiles
of the surveyed cohort.
Table 8. Monthly Gross Family Income
The data reveals a pronounced pattern in respondents'
family income distribution, with the majority,
accounting for 35 percent, falling within the monthly
gross family income bracket of P25,000 to P29,000.
This income range emerges as the most prevalent
among the surveyed group, signifying that a significant
proportion of respondents have family incomes within
this particular band. This observation suggests a
degree of economic stability and comfort among these
individuals and their families.
A smaller fraction of respondents, representing 6
percent of the total, reported monthly gross family
incomes of less than P20,000. This income category
represents a minority within the dataset, indicating that
a relatively small portion of respondents may be
navigating financial constraints or are in lower-income
households.
On the other end of the spectrum, a noteworthy 7
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percent of respondents reported monthly gross family
incomes of P50,000.00 and above. This upper echelon
of income earners highlights the presence of
individuals within the surveyed cohort who enjoy
higher levels of financial prosperity, potentially
reflecting the cumulative benefits of their graduate
education and career advancements.
The income distribution data reveals economic
disparities and varying levels of financial well-being
within the surveyed cohort. These findings can guide
efforts to support individuals with different economic
backgrounds and aspirations, and they underscore the
potential economic benefits of graduate education and
career advancement.
Figure 1, which illustrates the levels of work
satisfaction among respondents, provides a visual
representation of their overall contentment with their
current employment situations. This analysis delves
deeper into the significance of these satisfaction levels.
Figure 1. Graduates’ Satisfaction with their Current
Job
The graph demonstrates that a substantial majority of
respondents, accounting for 97 percent, reported high
levels of work satisfaction. Specifically, 62 percent of
respondents expressed being "much" satisfied with
their current work situations, while an additional 35
percent stated they were "very much" satisfied. These
findings collectively underscore an overwhelmingly
positive sentiment among the surveyed individuals
regarding their work.
On the contrary, a small minority, constituting 3
percent of respondents, indicated a lower level of
satisfaction, describing their work satisfaction as
"little." While this group represents a minor fraction of
the surveyed cohort, their responses suggest that there
may be some individuals who have reservations or
concerns about certain aspects of their current
employment.
The prevalence of "much" and "very much" satisfied
Ulysis L. Ferreras
responses signify a general sense of contentment and
fulfillment among the majority of respondents in their
professional roles. This high level of work satisfaction
can be attributed to a variety of factors, including the
alignment of their careers with their educational
backgrounds, opportunities for career advancement,
job security, and a sense of purpose within their
respective roles.
High levels of work satisfaction are associated with
several positive outcomes, including increased
productivity, better mental and physical health, and
higher levels of engagement and commitment to one's
job. In the context of educational institutions, satisfied
employees are more likely to contribute positively to
the learning environment and the overall mission of
the organization.
The findings underscore an overwhelmingly positive
sentiment among the surveyed individuals regarding
their work in educational institutions, with 97 percent
expressing high levels of satisfaction. This high work
satisfaction is likely a result of factors such as career
alignment with educational backgrounds, opportunities
for career advancement, job security, and a sense of
purpose within their roles. This positive sentiment is
associated with various benefits, including increased
productivity, improved well-being, and stronger
commitment to their jobs. However, the small minority
(3 percent) reporting lower satisfaction levels suggests
the presence of individuals with reservations or
concerns about certain aspects of their employment.
Addressing the concerns of this minority is crucial to
maintaining and enhancing overall workplace
satisfaction in educational settings, ensuring that the
majority continues to positively contribute to the
institution's mission and learning environment.
Table 9 presents a comprehensive overview of the
extent to which DEBESMSCAT graduates are
satisfied with various aspects of their professional
situations. The findings provide valuable insights into
their perceptions and experiences in their respective
careers.
The data indicates that, on average, respondents
expressed a high level of satisfaction with the
characteristics of their professional situations. The
overall impression of the respondents, with an average
rating of 3.34, leans strongly toward "very great
extent." This collective sentiment underscores a
prevailing sense of contentment and fulfillment among
the surveyed graduates in their professional roles.
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Table 9. Extent of Satisfaction on the Characteristics
of Professional Situation as Perceived by the
Graduates
Among the attributes evaluated, job security emerges
as the most highly rated characteristic, with a weighted
average of 3.65. This finding suggests that graduates
feel a high level of confidence in the stability and
security of their employment. Job security is a crucial
factor in promoting overall well-being and peace of
mind among employees, and the data indicates that
respondents in this study perceive it as a substantial
strength in their professional situations.
The second-highest rated characteristic is the
knowledge and skills acquired, with a weighted
average of 3.54 falls within the "Very Great Extent"
category on the satisfaction scale, which indicates that
the graduates have expressed a high level of
satisfaction in this specific aspect of their professional
situations. This suggests that the graduates highly
value the knowledge and skills they have gained or
developed in their educational and professional
journey, and they perceive this as a significant and
positive feature of their professional lives. It highlights
their recognition of the importance of continuous
learning and personal and career growth through the
acquisition of knowledge and skills. This suggests that
respondents value the ability to enhance their
knowledge and skills through ongoing education and
professional development. The satisfaction with
continuous learning opportunities underscores a
commitment to personal and career growth among the
surveyed individuals.
While respondents expressed satisfaction with their
income levels, with a rating of "great extent," the
weighted average for income was the lowest at 3.05
among the evaluated characteristics.
This finding implies that while respondents may
appreciate their salaries, there is a perception that their
incomes may not fully meet their financial demands.
Ulysis L. Ferreras
This observation highlights the potential financial
challenges that some graduates may be facing and the
need for continued efforts to enhance compensation
and financial well-being. the high levels of satisfaction
among graduates regarding job security, knowledge
and skills acquired, and overall professional
contentment reflect well on the educational
institution's ability to prepare graduates for successful
careers. However, the recognition of potential financial
challenges implies the need for ongoing support and
efforts to enhance graduates' financial well-being.
These findings can guide the institution in tailoring its
programs and support services to continue meeting the
evolving needs and expectations of its graduates.
Perceptions of the Graduates Towards the
Graduate Programs in terms of Relevance of
Degree to the Present Job
Table 10 provides valuable insights into how
DEBESMSCAT graduates perceive the relevance of
their degrees to their current employment, shedding
light on the alignment between their educational
backgrounds and their professional roles. The data
illustrates a remarkable consensus among respondents
regarding the relevance of their degrees to their current
employment. A substantial majority, specifically 68
percent of respondents, expressed that their degrees are
"very relevant" to their current jobs. This resounding
endorsement of the pertinence of their educational
qualifications underscores a strong connection
between their academic pursuits and their professional
roles.
Table 10. Relevance of Degree to the Present Job
Conversely, a mere 3 percent of respondents indicated
that their degrees have "little relevance" to their
employment. This small minority, while representing a
minor fraction of the surveyed group, suggests that
there are individuals who perceive a disconnect
between their educational backgrounds and their
current job responsibilities. This observation may be
due to factors such as evolving career paths or
unforeseen shifts in professional focus.
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The overwhelmingly high proportion of
respondents perceiving their degrees as "very
relevant" to their current work carries significant
implications. It indicates that the educational
programs offered by DEBESMSCAT Graduate
School are effectively equipping graduates with
the knowledge and skills needed to excel in their
chosen careers. This alignment between education
and employment enhances graduates' abilities to
contribute meaningfully to their respective fields and
organizations. The data further breaks down the assessment into core
When degrees are perceived as highly relevant to
employment, several positive outcomes may follow.
These include increased job satisfaction, enhanced
performance, career advancement opportunities, and a
higher likelihood of making valuable contributions to
their organizations. Graduates who see their education
as directly applicable to their work are often more
motivated and engaged professionals.
The findings imply that DEBESMSCAT Graduate
School's educational programs are successful in
preparing graduates for their professional endeavors,
resulting in a workforce that is not only well-equipped
but also highly motivated and aligned with their
chosen career paths. This alignment benefits both the
graduates and the organizations they work for, The consistently high ratings across all curriculum
fostering a more productive and satisfied workforce. components suggest that the educational programs
The Usefulness of the Curriculum for Professional
Work as Perceived by the Graduates
Table 11 provides a comprehensive view of how
DEBESMSCAT graduates perceive the applicability
of the curriculum to their professional practice. The
findings offer valuable insights into the effectiveness
of educational programs in preparing graduates for
their careers.
The data reveals a consistent and positive trend in
respondents' assessments of the curriculum's
applicability to professional practice. The overall
assessment, with an average weighted mean of 2.80,
leans strongly towards "very useful." This collective
sentiment indicates that graduates view their
educational experiences as highly relevant and
practical in the context of their professional roles.
Ulysis L. Ferreras
Table 11. The Usefulness of the Curriculum for
Professional Work
and concentration courses, with weighted means of
2.89 and 2.86, respectively. Both categories receive
favorable ratings in the "very useful" range. This
suggests that graduates perceive both core and
concentration courses as instrumental in equipping
them with the knowledge and skills necessary to excel
in their chosen fields. These courses are seen as
valuable building blocks that facilitate their
professional practice.
While electives have a slightly lower weighted mean
compared to core and concentration courses, it's
crucial to note that the descriptive interpretations for
electives are still categorized as "very useful." This
indicates that even though the electives may have
received a marginally lower quantitative rating, they
are still regarded as highly valuable and applicable
components of the curriculum.
offered by DEBESMSCAT Graduate School
effectively prepare graduates for their professional
practice. When graduates perceive the curriculum as
highly applicable, it signifies that they have acquired
the necessary competencies and knowledge to thrive in
their careers.
A curriculum that is perceived as highly applicable can
result in several advantages for graduates, including
increased confidence in their professional capabilities,
enhanced job performance, and the ability to adapt to
evolving industry demands. Graduates who feel well-
prepared are more likely to make valuable
contributions to their organizations and drive positive
changes within their fields.
The implication of this finding is profound. A
curriculum that is perceived as highly applicable offers
numerous advantages for graduates. It leads to
increased confidence in their professional capabilities,
enhances job performance, and equips them to adapt to
evolving industry demands. Graduates who feel well-
prepared are more likely to make valuable
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contributions to their organizations and drive positive
changes within their fields. The high level of
confidence in their education's practicality not only
benefits the graduates but also strengthens the
reputation and impact of DEBESMSCAT Graduate
School in producing professionals who are well-
equipped and highly capable in their respective fields.
Table 12 offers valuable insights into DEBESMSCAT
Graduate School's study provisions and conditions,
providing an overview of how graduates perceive
various aspects of their academic environment.
Table 12. Study Provisions and Conditions of the
Graduate Programs as Perceived by the Respondents
The data reveals an overwhelmingly positive
assessment of the graduate school's study provisions
and conditions. The average weighted mean for
respondents' overall perceptions is an impressive 4.57,
which translates descriptively as "very good." This
collective sentiment reflects a high level of satisfaction
and contentment among graduates regarding the
academic environment and support systems provided
by the institution.
One standout aspect highlighted in the chart is "faculty
teaching quality," which received the highest weighted
mean of 4.80. The descriptive interpretation of "very
good" underscores the exceptional quality of teaching
provided by the faculty at the graduate school. This
high rating suggests that graduates have a strong
appreciation for the expertise, dedication, and
effectiveness of their instructors. It is indeed
reasonable to assume that the faculty meets the
students' expectations and contributes significantly to
their educational experiences.
While "equipment and library stocking" and the
"availability of laboratory facilities" received slightly
lower weighted means at 4.37 and 4.32, respectively,
it's important to note that both ratings still fall
comfortably within the "very good" category. This
indicates that graduates perceive the availability of
resources, equipment, and facilities as satisfactory,
Ulysis L. Ferreras
even though they may not have received the highest
rating. These aspects are considered important
components of the academic environment, contributing
to a well-rounded educational experience. In Dela
Cruz's (2022) research, it was observed that graduates
highly regarded the program's alignment with
professional demands and the professors' expertise in
core subjects. On the contrary, they assigned lower
ratings to laboratory and library resources, suggesting
that graduates may not have fully utilized these
facilities during their academic journey.
The overwhelmingly positive perceptions of study
provisions and conditions have several implications.
Graduates who view their academic environment
favorably are likely to be more engaged, motivated,
and satisfied with their educational experiences.
Additionally, high-quality teaching, as indicated by the
exceptional rating for "faculty teaching quality,"
enhances the learning outcomes and overall academic
excellence of graduates.
While the ratings are highly positive, there may still be
opportunities for continuous improvement in areas
where ratings are slightly lower. Graduates' feedback
on equipment, library stocking, and laboratory
facilities can inform strategic decisions to enhance
these resources further and ensure that they continue to
meet the evolving needs of students. In Dela Cruz's
(2022) study, it was revealed that graduates
emphasized the need for expanding program offerings,
with a particular emphasis on the desire for additional
doctoral programs as their primary request.
Furthermore, they advocated for enhancements in
infrastructure, including improvements in building
facilities, ICT resources, and laboratory facilities.
Additionally, they recommended the introduction of
distance learning options, the establishment of an e-
library and enhanced learning resources, and the
exploration of partnerships with private institutions.
This aligns with the current study's findings as both
sets of recommendations underscore the importance of
program expansion, infrastructure improvement, and
the incorporation of technology-enhanced learning
resources. It suggests a shared concern among
graduates for the continual enhancement of
educational offerings and resources to better meet the
evolving needs of learners.
Table 13 provides valuable insights into how
DEBESMSCAT graduates perceive the contribution of
competencies and skills acquired during their graduate
programs. The data reveals a highly positive
assessment of the skills and knowledge gained, with
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some competencies standing out for their exceptional
ratings.
Table 13. Contribution of competencies/skills learned
in the graduate programs to graduates’ personal
development
The data shows that graduates hold an overwhelmingly
positive perception of the contribution of competencies
and skills learned in their graduate programs, with an
average weighted mean of 4.62, categorized as "very
high." This collective sentiment reflects a strong belief
among respondents that their graduate education has
significantly enriched their skill set and competencies,
enhancing their overall preparedness for their careers.
Among the competencies and skills evaluated, "ability
to work independently" received the highest weighted
mean of 4.73, categorized as "extremely high." This
exceptional rating indicates that graduates attribute a
substantial part of their capacity to work autonomously
and self-reliantly to their graduate education. The
ability to work independently is a crucial skill in
professional settings, and this high rating suggests that
the graduate programs have effectively cultivated this
competency among graduates.
Following closely, both "human relations skills" and
"intellectual knowledge" received commendable
ratings, with weighted means reflecting their strong
contributions to graduates' skill sets. These
competencies are highly regarded by respondents,
indicating their importance in fostering effective
communication, teamwork, and problem-solving
abilities, as well as a deep understanding of their
respective fields.
While the ratings for all competencies are notably
positive, it's worth noting that "writing skills" and
Ulysis L. Ferreras
"risk-taking" received slightly lower weighted means
at 4.55 and 4.54, respectively. These competencies,
while still categorized as "very high," suggest that
there may be opportunities for further development in
these areas. Graduates may benefit from additional
support or resources to enhance their writing skills and
willingness to take calculated risks in their
professional endeavors.
The exceptionally positive perceptions of
competencies and skills acquired during graduate
programs have significant implications for graduates'
career prospects and capabilities. Graduates who
possess a wide range of skills and competencies are
better equipped to navigate complex and dynamic
professional landscapes, making them valuable assets
to their organizations and industries. Cagasan et al.
(2017) discovered that the degrees obtained from VSU
were closely aligned with the graduates' current
employment, indicating a strong relevance between
education and professional roles. This finding
establishes a connection with the current study's
results, where graduates overwhelmingly perceive that
the competencies and skills acquired through their
graduate programs have had a highly positive impact
on their personal and professional development. It
implies that the education received in these graduate
programs has equipped them with valuable skills that
directly benefit their current job roles, mirroring the
alignment observed in Cagasan et al.'s research.
The slightly lower ratings for writing skills and risk-
taking highlight areas where graduates may continue
to refine and develop their abilities. Recognizing these
opportunities for growth can motivate graduates to
seek out additional training or experiences to further
enhance these competencies.
The positive perception of competencies and skills
acquired during graduate programs implies that
graduates are well-prepared for their careers and have
a competitive edge in the job market. These
competencies not only benefit graduates but also
contribute to the institution's reputation for producing
highly skilled professionals. Recognizing areas for
improvement, such as writing skills and risk-taking,
can guide graduates in their ongoing professional
development and support their continued growth in
these important areas.
Table 14 provides valuable insights into the strengths
and weaknesses of DEBESMSCAT's graduate
program, as perceived by graduates.
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Table 14. Strengths and Weaknesses of Graduate
Programs as Perceived by the Respondents
The data highlights key areas where the program
excels and identifies potential areas for improvement.
The strengths of the graduate program are as follows:
(1) Research capability. Graduates' recognition of
research capability as the top strength suggests that the
graduate program effectively equips them with
research skills and the ability to conduct meaningful
research. This is a crucial asset in academia and
various professional fields. (2) Teaching quality. The
high ranking of teaching quality indicates that
graduates value the excellence of instruction they
receive. High-quality teaching enhances learning
outcomes and contributes to the overall educational
experience. (3) Program of studies. The strong
program of studies indicates that the curriculum and
course offerings are well-designed and aligned with
the educational objectives of the graduate program.
This alignment is vital for preparing graduates for their
careers. (4) Faculty profile. The faculty profile's high
ranking signifies that graduates appreciate the
qualifications, expertise, and professionalism of the
faculty members. A skilled and dedicated faculty is
instrumental in delivering quality education. (5)
Employment of graduates. The recognition of the
employment of graduates as a strength suggests that
the graduate program effectively prepares graduates
for successful entry into the job market. Graduates'
employability reflects positively on the program's
relevance.
fostering connections and collaborations with other
institutions, organizations, or industries. Stronger
linkages can enhance opportunities for research,
internships, and networking. The cost's lower ranking
implies that graduates may perceive the program as
relatively expensive. Addressing cost concerns can
make education more accessible and attractive to a
broader range of students. The ranking of institutional
services as a weakness indicates that there may be
opportunities to enhance support services provided to
students, such as advising, counseling, and career
services. These services play a critical role in students'
academic success and well-being.
The identification of strengths and weaknesses
provides valuable feedback for program improvement.
Leveraging and further enhancing the program's
strengths can contribute to continued excellence.
Addressing weaknesses can lead to improvements that
benefit both current and future students.
The result implies that the identification of strengths
and weaknesses in the graduate program is a valuable
step in the process of program enhancement. By
building on its strengths and addressing its
weaknesses, the program can continue to provide high-
quality education, meet the needs of its students, and
contribute to the overall success of both graduates and
the institution.
Table 15 presents valuable suggestions from
respondents on how to enhance the course curriculum
of DEBESMSCAT's graduate school. These
suggestions reflect the perspectives and insights of
graduates and can inform strategic decisions to
improve educational offerings.
Table 15. Suggestions to further improve your course
curriculum

On the other hand, the identified weaknesses of the

graduate program are facilities, extension, linkages,
cost, and institutional services. The identification of
facilities as a weakness suggests that there may be
room for improvement in the physical infrastructure
available to students. Enhancing facilities can
contribute to a more conducive learning environment.
A lower ranking for extension indicates that there may
be opportunities to expand outreach activities and
engagement with the community and external
Cagasan et al. (2017) identified areas for enhancement
stakeholders. Stronger community ties can benefit both
that encompassed strengthening research capabilities,
students and the institution. Weaknesses in linkages
suggest that there may be room for improvement in
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enhancing skills in scientific article writing, expanding
doctoral and distance education offerings, improving
internet accessibility and learning resources, increasing
housing facilities, and acknowledging outstanding
extramural students during honors and awards
ceremonies. These findings parallel the current set of
recommendations and suggestions being considered in
the present study.
Conclusion
Based on the findings of the study, the following
conclusions were formulated: (1) Graduates are
motivated by a combination of career aspirations,
personal desires, and extrinsic motivations. These
multiple incentives provide valuable insights into the
factors that lead individuals to invest in higher
education for academic and career advancement. It
also highlights areas where organizations can tailor
programs and support to the different needs and
aspirations of their graduates. (2) The results
emphasize the significant professional and
professional competencies of DEBESMSCAT
graduates, who mainly obtain permanent professional
positions. Their advanced degree is well suited to their
professional roles, demonstrating the practicality and
relevance of their education. Many graduates progress
to management positions, indicating good career
outcomes. The data also reveal financial difficulties,
with some struggling financially while others have
higher incomes, highlighting the potential economic
benefits of a graduate education. Furthermore,
respondents in most cases express high satisfaction
with work and think favorably about their
compatibility with work, opportunities and job
security. is a shared emphasis on the lasting
employment benefits of higher education with an
emphasis on intrinsic success and fostering personal
growth, providing valuable leadership to institutions in
supporting graduates, and maintaining a positive
contribution to staff and the institution's mission. (3)
DEBESMSCAT Graduate School excels in equipping
graduates with highly qualified degrees and valuable
skills. Matching education and employment combined
with a highly perceived useful curriculum contributes
to a motivated and skilled workforce. Identification of
strengths and weaknesses provides a roadmap for
program improvement, while suggestions from alumni
emphasize their active participation in shaping the
future of education. Together, these resources
contribute to the institution's commitment to providing
high-quality, practical, and relevant graduate programs
that empower students and meet the demands of an
evolving workforce environment.
Ulysis L. Ferreras
Based on the findings and conclusions of the study, the
researcher arrived at the following recommendations:
(1) Individual Program Support. Institutions that have
different motivations for individuals to pursue higher
education should consider providing more
individualized policy support. It can be a flexible
curriculum that allows students to tailor their
education to their specific career aspirations and
personal passions. Providing one-on-one guidance and
mentoring can also help students get the most out of
their educational experience. (2) Department of
Continuous Business Development. Given graduates'
high employability and stability, organizations should
invest in and expand their career development
services. These services may include in-service
support, continuing professional development
opportunities, and financial counseling to help those
experiencing financial difficulties. In addition,
institutions must maintain outreach mechanisms and
address minority issues to ensure that all graduates
benefit from an education. (3) Curriculum
development and infrastructure investment. To
maintain the quality of graduate programs, institutions
must measure academic performance in line with the
evolving labor market and industry requirements. In
addition, weaknesses in facilities, expansion activities,
stakeholders, costs, and institutional infrastructure
need to be addressed. Investments in physical
facilities, advanced technology, and infrastructure are
necessary to ensure a conducive learning environment.
This gives students the resources and support they
need to su cceed . By im p le m en t in g these
recommendations, institutions can better support the
diverse needs and aspirations of their graduates,
enhance career development services, and ensure that
their graduate programs remain highly relevant and
effective in preparing students for their professional
endeavors.
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Affiliations and Corresponding Information
Dr. Ulysis L. Ferreras
Dr. Emilio B. Espinosa, Sr. Memorial State
College of Agriculture and Technology - Philippines
309/309