From Campus to Career: A Study of Business Graduate Employment

From Campus to Career: A Study of Business Graduate Employment

Dr. Jessica S. Guevarra¹, Marichu B. Vicente, MBA², Dr. Alfie Maria R. Custodio³

^1,2Associate Professor Notre Dame of Dadiangas University, Philippines

³College Dean, Notre Dame of Dadiangas University, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0008

Received: 17 December 2024; Revised: 28 December 2024; Accepted: 30 December 2024; Published: 30 January 2025

ABSTRACT

This study investigates the employment status, work performance, and skill development of BSBA graduates from a catholic university in the Philippines. A descriptive research design was employed, utilizing a survey questionnaire and interviews with 227 graduates. The findings revealed that a significant portion of graduates are employed in marketing, sales, and logistics roles. The majority are satisfied with their jobs, citing factors like pay and benefits and the relevance of their coursework. The study further identifies the contributions of the university’s curriculum and core values to graduates’ work performance, including problem-solving skills, quality of work, emotional intelligence, ethical behavior, and integrity.

Keywords: Profile of Graduates, Employment Status, Professional Development, Curriculum Contribution, Core Values Contribution

INTRODUCTION

A business degree remains a proven road to success in many economic areas. According to Arbuckle (2021) in his article titled 5 Reasons Why Business Administration is Highly Sought-After Degree, a bachelor’s degree in business administration (BSBA) was the fourth most in-demand degree, surpassing engineering and information sciences. He also mentioned that according to the U.S. Bureau of Labor Statistics employment in business and financial occupations is projected to grow by 5% from 2019 to 2029.  This outlook predicts creating approximately 476,000 new jobs. As the world becomes increasingly involved in global commerce, more complicated compliance regulations must be followed. As a result, the need for business professionals with the necessary education and abilities who also possess essential skills such as computer competency, data management and statistics, project management, financial management, and general skills such as leadership, problem-solving, presentation, and communication is rising (Bouchrika, June 17, 2021).

In today’s ever-changing economic conditions and highly competitive job market, the Philippines’ schools are challenged to generate appropriately educated college graduates required to ensure the country’s growth continuity (Alvares, 2020). With this, Abbas, Muzaffar, Shoaib, and Mahmood (2014) evaluated if the schools fulfill industry requirements considering the industrial performance of business graduates and they found most of the graduates do not meet these requirements proving a significant gap between desired and actual performance of business graduates.  Their findings provide a sufficiently strong baseline for business school management to review their existing working style and improve by implementing high-quality education measures to ensure that the business institutions provide highly skilled and intellectual professionals to the industry. This challenges Higher Education Institutions (HEIs) to assess their curriculum and processes to guarantee that their graduates are industry-ready. If industries are satisfied with the workforce that academic institutions provide, it is proof that HEIs were able to generate excellent graduates.

Notre Dame of Dadiangas University is one of the Higher Educational Institutions in General Santos City that offers BSBA as one of its pioneering programs with the aspiration to provide quality graduates who respond to the needs of the industry. To confirm this aspiration, the institution should have data on its graduates and determine their employability.  One way of getting information about the graduates is to conduct a tracer study. According to Cuadra, Aure, Ma, and Gonzaga, (2019), a tracer study is a strong instrument that can provide useful information in analyzing graduates’ locations and performance on the job.  A tracer study is a common method used by schools to assess the relevance of higher education and gather other useful data from the institution’s alumni (Namgay & Singh, 2020).

Higher Educational Institutions (HEIs) continuously quest for quality education and produce graduates who are globally competent and industry-ready. With this, aside from the requirement of the Commission on Higher Education (CHED) to conduct tracer studies, the academic institution also undergoes accreditation to ensure that its curriculum and processes pass the standards of accrediting bodies such as PAASCU and ISO.  These certifications ensure that the institution offers quality services to its clients.

Statement of the Problem

1. What is the profile of graduates?
2. What professional development have the graduates pursued after graduation? What is the employment status of the graduates?
3. What is the perceived work performance level of Graduates?
4. How does the BSBA curriculum contribute to the work performance of Graduates?
5. How do NDDU core values contribute to the work performance of graduates?

LITERATURE REVIEW

The quality of higher education is evaluated by its ability to open doors for graduates seeking future jobs and establishing a sustainable professional path. A college student’s experience in a higher education institution not only hones and develops his or her abilities, but also prepares him or her to be a productive citizen and respectable member of society (Rojas & Rojas, 2016). Graduates’ experiences and training at the university will also determine their employability after graduation.

A study on graduate employability of business students conducted by Mainga, Murphy-Braynen, Moxey, and Quddus (2022) reveals that the four most important employability skills for recruitment to entry-level positions are communication, learning, positive attitudes and behaviors, and problem-solving skills. Among those skills ‘learning skills’ were ranked the second most important employability skills. They said that in today’s fast-paced, rapidly changing work environments characterized by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. This is why higher educational institutions put extra effort into designing a curriculum that could mold their graduates into better professionals who possess skills necessary for long-term employability. It is in this context that a tracer study is being done to assess the success of these efforts.  A tracer study will also help the higher education institution determine the employability of their graduates by knowing the skills needed by the industry and the skills possessed by the graduates.

A study by Tanius (2018) revealed that the perception of employers and new graduates on the main employability skills urgently required by the industry is different.  The finding also showed that there is a slight gap in the score mean concerning the urgency of employability skills that are required by industry.  The study recommended that stakeholders in this area, higher learning institutions, employers, and the government need to collaborate to make sure employability skills that are supplied by higher learning institutions through their graduates match with industry needs and job requirements. The competitive performance of graduates in their respective workplaces is the determining factor of the curriculum’s success through the skills they possess and demonstrate in the workplace.

In addition, Romadlon and Arifin (2021) stated that a tracer study was done to offer information to be utilized as material for improvement and quality assurance of higher education institutions to evaluate higher education outcomes. Higher education institutions can get significant information about the relationship between higher education programs and the world of professional jobs. It can analyze the relevance of higher education, information for stakeholders, and the fulfillment of higher education accreditation standards.  Further, CHED mandates all HEIs to complete a tracer study, which is required by higher education accreditation bodies (De Guzman, Abalos, Cabaluna, & Ventayen, 2020).

METHODOLOGY

This study employed a descriptive research design to investigate the employment outcomes and skill development of BSBA graduates from Notre Dame of Dadiangas University (NDDU). This approach aimed to describe the characteristics of the graduates (Calderón, 2018).

In deciding the sample size of this study, the researcher used Cochran’s sample size formula.  The Cochran formula helps the researchers provide the required degree of accuracy, desired confidence level, and the approximate proportion of the attribute present in the population to determine an optional sample size for this analysis (Cochran, 1977). In experiments of large populations, the literature says that Cochran’s formula is considered particularly suitable. More information about a smaller population than a bigger population is generated by a survey of any given size. In this study, the population is 1,017 graduates from SY 2014-15 to 2019-2020.

The researchers set p at 0.05 for this analysis and needed 95% confidence and at least 5% accuracy, plus or minus. A 95% confidence rating gives 1.96 values for the researchers Z. The researchers then obtained ((1.96)2 (0.5) (0.5)) / (0.5) 2 = 385. To give the researcher confidence levels, a random sample size of 385 respondents was enough. In addition, the researcher used proportionate stratification to get the sample size by school year. This random sampling approach guarantees that each school year’s graduate is sufficiently distributed within the study’s entire sample population. The proportionate stratified random sample was obtained using the formula: (sample size/population size) x stratum size or number of graduates per school year in this study.

Out of 385 samples, only 227 responses were gathered, a 59% response rate. According to the article “Average Survey Response Rate: What is a good survey response rate?” a typical survey response rate goes from 5% to 30%, and a response rate of 50% or higher is considered excellent (Surveyplanet, 2022). In addition, the research conducted by Wu, Zhao, and Aime, (2022) revealed that the average online survey response rate is 44.1%. The response rate in this study is 59% and is considered excellent.

A self-administered survey questionnaire was employed to collect data, with items adapted from validated studies by Calma and Clarin (2020) and Ali et al. (2020), utilizing a 5-point Likert scale. The questionnaire underwent a rigorous content validity assessment by a panel of experts in language, research, and industry. This review evaluated the instrument’s ability to provide accurate and relevant data on the topics and variables under study, ensuring the gathered information was appropriate, representative, and aligned with the research objectives.  The validation assessed whether the questionnaire adequately covered the intended topics, consistently represented the variables, and included a sufficient number of items per category to meet research requirements. The validation yielded a weighted mean score of 4.76, indicating excellent instrument quality.

To gain deeper insights into the curriculum’s and core values’ contributions to graduates’ work performance, semi-structured interviews were conducted with 10 participants.  Interviewees were selected based on purposive sampling taken from each school year and considering data saturation where no new themes emerged for thematic analysis. According to Creswell (2009) in phenomenological studies, a sample of 5 to 25 participants is often sufficient, as the aim is to gain an in-depth understanding of experiences. Interviews were conducted online using Google Meet for participant convenience.

Descriptive statistics, including frequency counts and percentages, were used to describe the respondents’ profiles, professional development, and employment status. The mean was employed to assess graduates’ work performance in communication, human relations, leadership, and problem-solving skills. Thematic analysis was applied to analyze interview data regarding the curriculum’s and core values’ contributions to work performance (Braun & Clarke, 2006).

RESULTS AND DISCUSSIONS

Profile of BSBA Graduates

Table 1 Age, Sex, and Civil Status

The majority of respondents were between 26 and 30 years old (52.65%), aligning with the graduation years of 2016-2017 and 2017-2018. A significant portion of the respondents were female (60.96%), consistent with findings from Tun (2020). Most respondents were single (73.13%), similar to the results of Ali and Ali (2020).

Table 2 Year Graduated and Area of Specialization

The most active participants were graduates from 2016-2017 and 2017-2018 (23.77%) and (26.46%) respectively, with a concentration in Financial Management (32.16%). This aligns with Calma and Clarin’s (2020) findings on the demand for Financial Management majors and the preference for employment in the financial sector. Additionally, Purdue University (2020) emphasizes the versatility of a business administration degree in offering various career paths and leadership opportunities.

Table 3 Reasons for Taking the Course, Continuing Professional Education (CPE), and Training/Seminars Attended

The primary reason for pursuing a business administration degree, as indicated by respondents, was the potential for a wide range of career paths and leadership skills (rank 1^st). This is supported by DePaul University (2021) and Walden University (2022), which highlight the practical nature of the degree and its ability to equip students with in-demand skills for the modern workforce.

Most graduates engage in Continuing Professional Education (CPE) activities, primarily through seminars, talks, and workshops (rank 1^st). These activities align with the Institute of Singapore Chartered Accountants’ (2022) definition of verifiable CPE and the broader goal of enhancing professional practice (Fox, 2022). Employee orientation (rank 1^st) is a common initial training, followed by various seminars and workshops to improve skills and knowledge. Such training is crucial for employee growth and organizational development (Indeed Editorial Team, 2022).

Professional Development of Graduates

Table 4 Formal Education/Learning and Non-formal Education/Learning

Many graduates pursue advanced degrees, particularly MBAs (rank 1^st). This trend is supported by research from Grand Canyon University (2022) highlighting the benefits of MBA programs in enhancing job security, increasing value to organizations, and preparing individuals for career advancement. Non-formal learning, such as experience in the workplace, guidance from the manager/supervisor, and coaching and mentoring, plays a significant role in the professional development of graduates. Pavlou (2021) emphasizes the importance of informal learning in fostering skill development, knowledge acquisition, and workplace relationships.

Employment Status of the Graduates

Table 5 Length of Time in Landing First Job and Employment Status

The findings indicate that NDDU BSBA graduates could secure employment promptly for 1-3 months (29.91%), suggesting strong employability. This aligns with Isaal’s (2021) research, which found that most graduates obtained jobs within a short period. A significant number of graduates hold permanent positions (68.28%), mirroring the findings of Calma and Clarin (2020). This suggests that NDDU graduates possess the necessary skills and work ethic to secure stable employment.

Table 6 Industry/Sector of Employment and Reasons for Staying in the Present Job

The majority of graduates are employed in marketing, sales, and logistics (rank 1^st), consistent with Calma and Clarin’s (2020) findings. This indicates that the program effectively prepares graduates for relevant industry roles. Given the high demand for BSBA graduates, most respondents chose to work locally. This is supported by Catacutan et al. (2020) and De Guzman et al. (2020), who also found that most graduates opt for local employment. The positions held by the graduates reflect their competence and competitiveness. The predominance of rank-and-file positions, coupled with a significant number of supervisory and managerial roles, suggests that NDDU graduates possess leadership potential.

The primary reasons for job satisfaction include competitive pay and benefits (rank 1^st), positive work relationships (rank 2^nd), and challenging work (rank 3^rd). These findings are consistent with Ali and Ali (2020) and Calma and Clarin (2020). The majority of graduates perceive a strong correlation between their coursework and current job responsibilities. This indicates that the NDDU BSBA curriculum effectively prepares graduates for industry demands, aligning with the findings of Malahay and Saing (2018), Cervantes et al. (2019), and Isaal (2021).

Work Performance Level of BSBA Graduates

Table 7 Communication Skills

The performance of the graduates considering their communication skills is very satisfactory.  It means they are doing well in terms of communicating in the workplace. This skill is very important to persuade clients and inspire fellow workers to work harder for the achievement of organizational goals. According to the graduate in the interview conducted, the Merkado program (Business Trade Fair in Product Development class) helped them develop their communication skills which become very useful as they perform their duty.

Sa course ko na Management Accounting yong Merkado big help sya to develop my skills such as communication skills, interpersonal, and teamwork. Kasi sa Merkado kailangan mong makisama sa mga groupmates mo. At ang leadership mo ma develop din pati ang patience especially sa mga members na wala talagang ma contribute kasi baka iba ang forte nya. (In my course as Management Accounting, the Merkado program is a big help in developing my skills such as communication, interpersonal, and teamwork.  In Merkado, you need to get along with your groupmates. With this, your leadership skills as well as your patience will be developed especially in dealing with those members who have nothing to contribute maybe because they have different expertise, (S1,L5-10).

BSBA curriculum helps me be equipped with the right skills. It helps me develop my communication skills, analytical thinking, leadership, and ethical awareness. The activities and strategies that help me develop my skills are active participation in class like reporting, doing projects, and assignments, reciting, and practical experiences like OJT and putting up a real business like Merkado, (S3,L43-47).

The statements of the students can justify their self-rating of very satisfactory because they are confident enough of the preparation and skills, they acquired during their college years. According to Plantilla (2017), the performance of graduates in the workplace revealed that employers were very much satisfied with the performance of graduates in terms of knowledge and understanding of the job, general skills, specialized skills, and personal qualities demonstrated in the workplace. Also, Tudy (2017) found in his study that the skills of the graduates such as specific job-related knowledge, specific skills, oral communication, written communications, comprehension, math skills, computer skills, critical thinking, problem-solving, research and analysis, teamwork, organization and planning, time management, quality of work, productivity, creative and innovative, adaptable, responsible and character were rated as highly satisfactory by their employers.

Table 9 Human Relations Skills

In terms of Human Relations Skills, graduates rated themselves as Very Satisfactory.  It means they were able to use this skill in dealing with their colleagues, conflict resolution, and their relationship with people in the workplace, expressing opinions, and collaborative efforts in the workplace.

According to the interview conducted among selected BSBA graduates, they revealed that they developed this skill during their formation in college as they took their courses.

BSBA curriculum has a big contribution to the development of my skills in Interpersonal, Problem Solving, Decision Making, Budgeting and Customer Relationship Management which were also the skills that I have developed undergoing the curriculum. I think the seminars provided for the students, the on- the- job training and the MERKADO were some of the strategies and activities that really helped me in developing those skills, S5,L52-57.

Table 10 Leadership Skills

In terms of Leadership Skills, graduate rated their performance as Very Satisfactory. This only shows that they use this skill effectively in the workplace. Their confidence in saying that they are very satisfied with their performance can be attributed to their training and preparation in college. This can be justified by their testimony during the interview conducted with the selected graduates.

BSBA curriculum contribute to my development of critical thinking skills and my leadership skills as I’m the main guy in my group who was always been selected as a leader. The activities help me develop the skills are the Sumbanan, Mercado and YEF because the preparations are hard and the event is a true to life experience, (S10, L82-85).

BSBA curriculum does not only help to become a better individual in psychological aspects but also in other three aspects- emotional, physical, and spiritual. I firmly believe that to be better at a certain task, one must be well-molded in these four aspects. I learn the art of managing or administering people at work, how to get their pulse and urge them to be dedicated at work. This skill I learn when I have undergone in the BSBA curriculum. In administering your coworkers, you also need to employ strategies, just like when you are teaching students inside the class, you need to utilize teaching strategies just to make them learn and captivate their attention. Treating your co-workers right and just, and being true and frank is one of the strategies in helping me develop my skills, (S7, L61-71).

Table 11 Problem-Solving Skills

Problem-solving skills are important, especially in dealing with our day-to-day activities in the workplace. It is necessary to assess every situation encountered and come up with fair judgment.  Graduates rated their performance in terms of this skill as Very Satisfactory which means they were able to satisfy their colleagues, unit head, and other individual they encountered in the workplace and were able to solve every situation satisfactorily. According to some of the interviewees, they were able to develop this skill in school which is why they become confident that they would be able to satisfy their employers in terms of performing this skill in the workplace.

BSBA curriculum has a big contribution to the development of my skills in Interpersonal, Problem Solving, Decision Making, Budgeting and Customer Relationship Management which were also the skills that I have developed undergoing the curriculum. I think the seminars provided for the students, the on the job trainings and the MERKADO were some of the strategies and activities that really helped me in developing those skills, S5, L52-56.

I’ve become outrageous about my decision while taking the curriculum. I participated in different school activities like business trade fair and young entrepreneurs fair that helps me to strengthen my knowledge and applied learnings being taught in school, (A8, L71-76).

Rubroder, et. al. (2018) found that the performance of Business Administration graduates was outstanding based on the assessment done by the employers. Most of the graduates were rated excellent concerning the application of their knowledge in crucial circumstances.

Curriculum Contribution to Work Performance of BSBA Graduates

The result shows that the contribution of the BSBA curriculum to graduates is having greater problem-solving abilities and superior quality of work. Herrity (2024) states that employers value problem-solving skills because it is useful in solving complex situations in the workplace, building relationships, and day-to-day decision-making. While, Abas and Ombra (2016) found that fundamental skills have a moderate relationship with employees’ contextual performance, however, being more competent in thinking and problem-solving skills provides employees with more benefits in performance contextual behavior. The significant statements that support this theme are presented below.

The curriculum has molded my problem-solving skills.  When problem arise in the business my learning from previous subjects help me solve simple problems involving accounting, marketing and even handling people in the organization (S7, L113-116).

The Merkado is a big help in developing my skills such as communication, interpersonal and teamwork. Yong internship namin malaking factor din sya kasi hindi sya the usual na OJT. Matuto kang makipag-usap and make plans with them.

Yong experience namin nakatulong syang maging independent ka sa work.

Yong experience namin with MSMEs talagang nag develop ng aming patience which is very useful din sa work ko ngayon (S1, L12-14, 88-90).

The things I did during the WILE and Merkado events were similar to the activities I do when working like managing, filing paperwork, data entry, and other similar administrative work (S3, L101-103

Superior quality of work is another theme that emerges as the contribution of the BSBA curriculum to graduates’ performance.  Quality of work means that an employee meets and exceeds client or company expectations.  It requires the use of skills to complete duties with the highest standard.  Employees who submit quality work are more likely to receive higher ratings on employee performance reviews (Indeed Editorial Team, 2024).

The significant statements that support this theme are the following:

….by giving me confidence and determination to face the real world.  The learnings and experiences I had during college under the BSBA curriculum are big factors in my best work performance (S6, L109-112).

The BSBA curriculum contributes to my work performance by providing me with teaching, exposure, and pieces of training that are realistic in life’s actualities. There are tasks assigned to me and graciously, I can do those tasks easily and perfectly as I am trained during my studentship (S10, L115-119)

The findings suggest that the BSBA program at NDDU adheres to CMO#17, series of 2017, by equipping graduates with strong communication, information technology, and problem-solving skills. This aligns with the findings of Ali and Ali (2020) and Cuadra, Aure, and Gonzaga (2019), who identified these skills as crucial for professional success.

Core Values Contribution to Work Performance of BSBA Graduates

The result shows that the contribution of core values to graduates’ work performance is having greater emotional intelligence ethical behavior and integrity.

Houston (2019) said the body of research supports that individuals with higher emotional intelligence are better equipped to work cohesively within teams, deal with change more effectively, and manage stress enabling them to efficiently pursue business objectives.  Emotional intelligence is necessary for personal and professional success.  It can support the advancement toward academic and professional success, improve relationships, and boost communication skills.

The significant statements that support these findings are presented below:

Ang core values na ito ang malaking bagay at mas madali para masatisfy ang clients – presence and participation align to openness to change na core values din namin sa organization and it makes my work easy kasi it is already inculcated in me (S1, L168-171).

The NDDU core values rather mold us into better person who is ready to face the battles in life. The God-centeredness (family spirit) makes me spiritually brave to face any challenges. The NDDU core values contribute to my work performance by making me a globally competitive citizen. These NDDU core values help me to become smart and intelligent not just psychologically but spiritually and emotionally (S2, L175-180).

As a Marista, NDDU’s core values help me to value the people in my marketplaces that at the end of the day it’s not just about paperwork and profits. It’s about how you add value to them (S3, L181-183).

The NDDU core values contribute to my work performance by molding me to be a good citizen, being ethical, and being humble in my workplace (S4, L184-185).

Another theme that emerges in the thematic analysis is ethical behavior and integrity.  According to Mahan (2021), ethics in the workplace refers to the moral code that guides the behavior of employees concerning what is right and wrong regarding conduct and decision-making.  This behavior can stimulate positive employee behaviors that lead to organizational growth. While Gardener (2024) states that integrity in the workplace matters.  It is often viewed as one of the most important and highly preferred characteristics of both employees and employers. In addition, Ahmad, et. al (2024) in their study found that ethical leadership, organizational culture, personal dispositions, education professionalism, and holistic approaches are vital to fostering ethics in public service, and comprehensive initiatives are needed to address systematic and individual barriers to ethical conduct and integrity. This reveals that one of the most important values in the workplace was possessed by the graduates and it is a very good indication that the NDDU core values influence their character.

The significant statements that support these findings are presented below:

These values remind me of what is right and wrong as well as to weigh things not only according to what I believe but also what the core values have taught me (S5, L186-188).

Yes it helped me in doing my job well in terms of handling pressure and in dealing with customers and the people that surround me every day in my workplace (S5, L223-224).

…. performance in a way that it serves as an everyday reminder for me especially in times of stressful situations particularly the Love of Work that keeps me inspired and motivated, and the Family spirit that helped me to be able to have a deep and harmonious relationship with my co- workers (S6, L189-192).

The core values learned from NDDU help me to be more sincere to myself and have a greater sense of purpose in facing everyday life’s upheavals and challenges. It makes me stronger and more understanding in dealing with other people with diverse attitudes and skills, especially in the workplace.

…it helps me made new friends and be motivated to work hard in reaching quota (S7, L231-234).

Those NDDU core values helped a lot too in my work performance. I was taught in Notre Dame to treat the same level of respect the janitor and the higher ups. I left no stone unturned due to presence and participation. My love of work manifested in the excellence of my duties (S9, L198-201).

Presence and participation have partially helped my inner core to deliver my 100% dedication and commitment in my chosen field. Meanwhile, the integrity of creation improved my creativity intuition in outsourcing services and training management (S10, L203-206).

NDDU core values play a significant role in the ethics and integrity of BSBA graduates which is manifested in how they perform and deal with other people in the workplace. It can be considered a core competence of the institution which is distinct from other institutions in the locality. These findings support the statement of NDDU posted on the NDDU Website (2020) that their graduate will imbibe within them the core values that the school believes will become useful to them in becoming competent and Christian professionals.

CONCLUSIONS

The BSBA curriculum is industry-ready since most of the graduates are doing a job following their training.  Graduates are equipped with the necessary skills to perform well in the workplace. The BSBA curriculum and the NDDU core values contribute to very satisfactory performance and make the graduates employable

RECOMMENDATIONS

To further enhance the BSBA program, the College should continue to prioritize subjects like Merkardo and Sumbanan (Business Trade Fairs) and OJT (On the Job Training) and actively participate in the Young Entrepreneurs Fair (YEF). These experiences provide valuable opportunities for students to develop practical skills. Additionally, incorporating hands-on activities like case studies, team projects, and industry assessments can further strengthen students’ communication, leadership, and problem-solving abilities. The integration of NDDU Core Values into the curriculum remains crucial for fostering ethical and responsible graduates.

To gain a more comprehensive understanding of graduate performance, a quantitative study assessing employer perceptions is recommended. This feedback can inform future curriculum improvements and ensure continued alignment with industry needs.

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