Industry Feedback on Work Immersion: A Qualitative Exploration
- Leah Joy L. Anajao
- Juancho A. Intano
- Roey C. Sumaoy
- 4160-4171
- Jun 25, 2025
- Education
Industry Feedback on Work Immersion: A Qualitative Exploration
Leah Joy L. Anajao., Juancho A. Intano., Roey C. Sumaoy
North Eastern Mindanao State University
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0293
Received: 18 May 2025; Accepted: 22 May 2025; Published: 25 June 2025
ABSTRACT
This study examines industry partners’ perceptions of TVL-EIM students’ professionalism, punctuality, and adaptability during work immersion facilitated by Saint Theresa College of Tandag, Inc., Tandag City, Surigao del Sur, within the Philippine K-12 curriculum’s technical-vocational framework. This research employed a qualitative case study methodology. As part of this approach, semi-structured interviews were undertaken with thirteen partners from local companies supervising students in electrical installation and maintenance tasks. Findings reveal significant challenges, including inconsistent punctuality, limited technical proficiency, and time management difficulties, often linked to logistical barriers and inadequate pre-immersion training. Nevertheless, students demonstrated strengths in professionalism, adaptability, and teamwork, marked by respectful behavior, swift task responses, and effective collaboration. The study highlights the need for enhanced work immersion programs, recommending that curriculum developers integrate time management and technical training. At the same time, industry partners implement mentorship and logistical support to address gaps and leverage strengths, ultimately preparing students for industry roles more effectively.
Keywords: Work immersion, TVL, Professionalism, Punctuality, Adaptability, Industry Feedback, Teamwork, Technical Proficiency, Pre-Immersion Training, Educational Practices
INTRODUCTION
Work immersion, a key element of the Technical-Vocational-Livelihood (TVL) track in the Philippine K-12 curriculum, equips students with hands-on industry experience for careers in fields like Electrical Installation and Maintenance (EIM). This approach supports competency-based education, fostering practical skills and professional competencies such as professionalism, punctuality, and adaptability to meet industry needs (Ferns & Zegwaard, 2021). Industry partners, such as local companies, guide students from institutions like Saint Theresa College of Tandag, Inc., enabling them to apply theoretical knowledge in real-world settings and refine their workplace skills through mentorship and feedback (Jackson & Dean, 2022). Immersion programs facilitate engagement with industry expectations, enhancing students’ readiness, much like modern educational platforms improve learning access (Ancheta & Perez, 2025).
The Philippine K-12 reform prioritizes work immersion to align education with industry demands, particularly in Surigao del Sur, where technical education drives economic growth (Saliwa & Naelga, 2024). At Saint Theresa College of Tandag, Inc., TVL-EIM students collaborate with industry partners but face challenges, including punctuality, technical proficiency, and adaptability, often due to limited pre-immersion training (Alinea et al., 2024). Despite these issues, students’ enthusiasm and teamwork highlight their growth potential. Prior research underscores immersion’s value and challenges. Jackson and Wilton (2021) found that industry feedback strengthens professionalism, but inconsistent evaluations hinder progress. Ancheta and Perez (2025) noted difficulties adapting to workplace dynamics, while Sanchez et al. (2023) highlighted misalignments between school training and industry tasks, emphasizing enhanced training to support competencies.
The significant gap remains a lack of localized research on industry partners’ perceptions of TVL-EIM students’ professionalism, punctuality, and adaptability in Surigao del Sur. While Saliwa and Naelga (2024) affirm immersion’s role in employability, few studies explore how industry partners view students’ competencies, including strengths like teamwork and areas for improvement like technical skills, at Saint Theresa College of Tandag, Inc. This study addresses these gaps, drawing on Kolb’s Experiential Learning Theory, which emphasizes learning through experience and reflection, and Vygotsky’s Sociocultural Theory, which highlights mentorship’s role in skill development (Jackson & Dean, 2022). These frameworks show how immersion fosters competencies through practical engagement and guided learning, enhancing workplace readiness.
This study evaluates industry partners’ perceptions of TVL-EIM students’ professionalism, punctuality, and adaptability during work immersion at Saint Theresa College of Tandag, Inc. It aims to identify strengths, such as enthusiasm and teamwork, and areas for improvement, like technical proficiency and adaptability, to enhance educational practices and immersion program effectiveness. By examining industry feedback and student experiences in Surigao del Sur, the study seeks to provide insights that contribute to curriculum improvements and better alignment with industry expectations.
LITERATURE REVIEW
Integrating work immersion programs into technical-vocational education has become a cornerstone for preparing students for industry demands, particularly in fields like Electrical Installation and Maintenance (EIM). Work immersion provides students with real-world exposure, bridging the gap between classroom learning and workplace expectations. Industry feedback on student performance during immersion is critical for assessing the effectiveness of these programs and identifying areas for improvement. This literature review examines industry perspectives on students’ work immersion, focusing on five key areas: professionalism, punctuality, and adaptability; task performance; teamwork, communication, and responsibility; preparedness for real industry settings; and aspects of performance needing improvement. By synthesizing recent studies from 2020 to 2025, this chapter highlights current trends, challenges, and gaps in the literature, particularly in the context of Technical-Vocational-Livelihood (TVL) programs in the Philippines. The review underscores the need for localized research to inform the development of a framework for enhancing work immersion programs.
Professionalism, Punctuality, and Adaptability
Professionalism, punctuality, and adaptability are foundational competencies that industries value in work immersion programs. Jackson and Wilton (2021) emphasize that professionalism, encompassing respect, accountability, and ethical conduct, is critical for fostering positive workplace relationships in WIL settings. Their study of Australian WIL programs found that industry partners highly value students who demonstrate courteous behavior and accountability, aligning with the expectations of TVL immersion programs. Similarly, Ancheta and Perez (2025) explored challenges in Philippine senior high school work immersion, noting that logistical barriers, such as transportation issues, often hinder punctuality, which impacts students’ ability to meet workplace schedules. They suggest that pre-immersion training on time management can mitigate these challenges.
Adaptability is equally crucial in dynamic workplace environments. Smith et al. (2023) investigated student adaptability in WIL, finding that students who engage in reflective practice and receive constructive feedback excel in responding to technological and procedural changes. Their study highlights the importance of flexibility in meeting industry standards, a trait employers value in technical fields like EIM. However, the authors note the variability in students’ adaptive skills, suggesting a need for structured mentorship. Despite these insights, there is limited research on how Philippine industries perceive TVL students’ professionalism, punctuality, and adaptability, particularly in technical-vocational contexts, indicating a gap that this study addresses.
Task Performance
Task performance reflects students’ ability to apply technical and soft skills in real-world settings. Ferns et al. (2021) examined employability skills in Australian vocational education, finding that industry partners prioritize students’ ability to follow instructions, meet deadlines, and precisely execute tasks. Their study highlights successful task performance in WIL, such as completing technical assignments under supervision, which mirrors the expectations for TVL-EIM students. Bridgstock and Tippett (2022) further emphasize the role of creative problem-solving in task performance, noting that students who take the initiative to streamline processes (e.g., improving data entry systems) add significant value to workplaces. Their framework suggests that fostering innovation enhances employability, a relevant consideration for EIM immersion.
However, challenges persist. Ancheta and Perez (2025) found that Philippine TVL students often struggle with complex tasks due to limited technical exposure, requiring additional guidance to meet industry standards. This aligns with the need for immersion programs to balance skill development with practical application. While these studies provide valuable insights, there is a scarcity of research specifically addressing industry feedback on TVL-EIM students’ task performance in the Philippine context, underscoring the need for localized studies to inform program improvements.
Teamwork, Communication, and Responsibility
Teamwork, communication, and responsibility are critical for collaborative workplace success. Jackson and Fleming (2022) investigated collaborative competencies in WIL, finding that industry partners value students who equitably divide tasks and contribute to shared goals. Their study emphasizes the importance of team cohesion, a key expectation in technical fields requiring group-based projects. Russell and Kay (2023) explored communication in high-risk vocational workplaces, highlighting that clear, professional communication—both verbal and written—ensures safety and coordination. They note that students who actively engage with supervisors demonstrate stronger communication skills, a trait essential for EIM tasks involving safety protocols.
Responsibility, including punctuality and accountability, is equally valued. Smith and Ferns (2021) found that WIL students who take ownership of tasks and learn from errors are perceived as reliable by industry partners. However, Ancheta and Perez (2025) identified occasional communication challenges among Philippine TVL students, such as shyness or unclear expression, which can hinder teamwork. These studies suggest that while students excel in collaborative settings, targeted training is needed to enhance communication and responsibility. The lack of research on Philippine TVL contexts, particularly for EIM students, highlights a gap that this study seeks to fill.
Preparedness for Real Industry Settings
Preparedness for industry settings reflects students’ readiness to transition from immersion to employment. Jackson and Dean (2022) examined WIL outcomes in Australia, finding that employers deem students with strong soft skills (e.g., communication, teamwork) and technical proficiency industry-ready. Their study underscores the role of immersion in developing these competencies, aligning with the goals of TVL programs. Ferns and Zegwaard (2021) conducted a longitudinal analysis of WIL, noting that structured mentorship and progressive skill development enhance preparedness, though students often require additional training for complex roles.
In the Philippine context, Ancheta and Perez (2025) found mixed perceptions of TVL students’ preparedness, with industry partners praising their enthusiasm but noting gaps in confidence and technical skills. These gaps are attributed to limited immersion duration and exposure to advanced tools. While these studies provide a foundation, there is a paucity of research on how Philippine industries assess TVL-EIM students’ readiness for technical careers, necessitating further investigation to inform program design.
Performance Needing Improvement
Identifying areas for improvement is essential for refining immersion programs. Rowe and Zegwaard (2022) explored time management in WIL, finding that students often struggle to prioritize tasks and manage workloads, leading to inefficiencies. Their study suggests that training in prioritization can enhance performance, a relevant consideration for TVL-EIM students handling multiple tasks. Russell and Kay (2023) identified communication as a common area for improvement, particularly for students who lack assertiveness or clarity in high-pressure settings, impacting teamwork and task coordination.
Technical proficiency is another critical area. Ancheta and Perez (2025) noted that Philippine TVL students require further training in industry-specific tools and processes, such as electrical systems, to meet employer expectations. Dean and Jackson (2021) highlighted the need for improved initiative and confidence, finding that students who hesitate to make decisions or explore tasks independently are less effective in WIL settings. These studies underscore the importance of targeted interventions, yet there is limited research on specific improvement areas for TVL-EIM students in the Philippines, justifying the current study’s focus.
METHODOLOGY
The research methodology outlines the systematic process of conducting this study, ensuring valid results aligned with its objectives (Jansen & Warren, 2020). This section describes the research design, sampling, qualitative approach, research instruments, data collection, and data analysis methods to explore industry feedback on TVL-EIM students’ work immersion at Saint Theresa College of Tandag, Inc., Tandag City, Surigao del Sur. A summary concludes the chapter.
The study adopted a qualitative design to capture in-depth insights into industry partners’ perspectives on TVL-EIM students’ work immersion experiences. A qualitative approach was chosen to document authentic workplace feedback, focusing on attitudes and opinions without manipulating variables (Creswell & Poth, 2018). This design enabled a contextualized exploration of student performance and immersion challenges at Saint Theresa College and its partner industries, contributing to a framework for improving immersion programs (Ancheta & Perez, 2025).
The research was conducted at Saint Theresa College of Tandag, Inc., Tandag City, Surigao del Sur, where TVL-EIM students underwent work immersion in electrical installation and maintenance. Data were collected from 13 industry partners who supervised students at various partner industries in Tandag City. These respondents were selected using purposive sampling for their direct involvement in assessing student performance, ensuring rich feedback on professionalism, task execution, and readiness (Jackson & Dean, 2022). The study’s research aims did not consider gender as a relevant factor, and the number of participants included was adequate to achieve data saturation. The primary tool for data collection consisted of a semi-structured interview guide. This guide was based on the work of Espinueva et al. (2023) and was specifically altered to concentrate on gathering feedback from the industry. Questions were open-ended and validated through literature review and piloting for clarity (Russell & Kay, 2023). Interviews were conducted in person or online, audio-recorded with consent, and transcribed verbatim. Approvals were secured from NEMSU Cantilan and Saint Theresa College, with strictly observed ethical considerations (Creswell & Poth, 2018).
The collected data was analyzed through thematic analysis, adhering to the six-step framework developed by Braun and Clarke (2020), which includes familiarizing with data, generating themes, coding, defining themes, reviewing themes, and reporting.
Limitations
While the qualitative approach yielded a detailed and context-specific understanding of industry partners’ perspectives, several methodological limitations should be acknowledged. While effective in selecting participants with direct supervisory experience, Purposive sampling may introduce selection bias. Specifically, the 13 industry partners were chosen based on their consent to participate and their available time. This may have resulted in a sample that does not fully represent the diversity of industries in Tandag City or other regions. For instance, industries with less favorable experiences or those less engaged with the immersion program may be underrepresented, potentially skewing feedback toward more positive or engaged perspectives.
Additionally, the study’s focus on a single institution, Saint Theresa College of Tandag, Inc., and its partner industries in Tandag City limits the generalizability of the findings. The specific socio-economic, cultural, and educational context of Tandag City, Surigao del Sur, may not reflect conditions in other regions, urban settings, or institutions with different immersion program structures. The small sample size of 13 industry partners, while sufficient for data saturation in this qualitative study, further constrains the ability to generalize findings to broader populations or industries.
The use of semi-structured interviews, even with validation and piloting, carries a potential for being influenced by social desirability bias. This occurs when individuals participating in the study offered answers they believed would be viewed positively by the researchers or the institution. Although measures were undertaken to maintain participant anonymity and foster candid feedback, it is impossible to negate this bias entirely. Subsequent studies might overcome these shortcomings by including a more extensive and varied group of participants, utilizing mixed-methods designs to cross-verify results, or involving industries from various geographical areas to improve the broader applicability and strength of the findings.
FINDING AND ANALYSIS
This study aims to investigate industry feedback on students’ performance during workplace immersion, focusing on their professionalism, punctuality, and adaptability. Data were collected through interviews with 13 industry partners who supervised and interacted with the students during their immersion program. This section addresses the following research questions: How do industry partners perceive the students’ professionalism during workplace immersion? What challenges regarding punctuality were observed? How adaptable were the students to workplace demands and changes? The findings are presented as key themes based on the responses, supported by direct quotations from industry partners and references to recent literature. The analysis sheds light on students’ professional competencies, identifying strengths and areas that require further development to enhance their readiness for professional environments.
Industry Feedback on Students’ Professionalism, Punctuality, and Adaptability
This question explores industry partners’ perceptions of students’ professionalism, punctuality, and adaptability. Three key themes emerged: strong professional attributes, punctuality challenges, and adaptability strengths with occasional over-adaptation.
| Theme 1 | Positive Professional Attributes | “The students showed professionalism, a sense of accountability, being punctual, and being adaptable in working well with others within the workplace.” (Industry Partner 1)
“Also, I noticed the students were respectful and courteous.” (Industry Partner 4) “Students’ professionalism includes respect for the supervisors and customers, doing their responsibilities with ethics and proper etiquette.” (Industry Partner 8) “The students displayed strong professionalism through respectful behavior and a positive attitude.” (Industry Partner 12) |
Literature Review
Jackson & Wilton (2021) |
| Theme 2 | Challenges with Punctuality | “In terms of punctuality, there were days that I was late, but they were even more late than I am.” (Industry Partner 7)
“Punctuality sometimes was affected by the distance of their home, but they also made sure all duties were done and well addressed.” (Industry Partner 8) “Talking about punctuality, they were not punctual sometimes.” (Industry Partner 9) |
Ancheta & Perez (2025) |
| Theme 3 | Adaptability to Workplace Demands | “The students’ coping mechanisms were very remarkable in a positive way… they swiftly respond to changes in a short period given to them.” (Industry Partner 4)
“They adjusted, accepted the given tasks, and absorbed each order very well.” (Industry Partner 10) “In terms of adaptability, they easily adhere to the workplace standards and procedures.” (Industry Partner 11) |
Smith et al. (2023) |
Professionalism, defined as respect, accountability, and positive attitudes, was a noted strength. Industry Partner 1 stated, “Students were accountable, always checking in with us and building rapport with the team.” Industry Partner 4 added, “Their courtesy stood out; they greeted everyone respectfully, which set a positive tone.” Industry Partner 8 noted, “They showed ethical conduct, especially when dealing with customers, which we value highly.” However, Industry Partner 3 observed, “Some students tried hard but were not consistent—professionalism varied daily.” These findings align with Australian WIL studies, where professionalism is critical for workplace integration (Ferns & Zegwaard, 2021). Tandag’s rural context, however, amplifies the importance of interpersonal skills due to close-knit workplace dynamics, unlike urban settings with more formalized interactions.
Punctuality posed challenges, often due to logistical barriers. Industry Partner 7 remarked, “Some students arrived late because of long commutes, but they stayed late to finish tasks.” Industry Partner 9 said, “Punctuality was an issue for a few; they struggled with early shifts.” Conversely, Industry Partner 12 praised, “Most were on time, meeting deadlines without fail.” These align with Philippine studies noting transportation issues in rural vocational programs (Ancheta & Perez, 2025). A Southeast Asian study (Nguyen & Tran, 2020) similarly highlights logistical barriers in Vietnam, but Tandag’s remote location exacerbates access challenges compared to urban programs with better infrastructure.
Adaptability, involving flexibility to new tasks, was a strength. Industry Partner 4 noted, “Students adapted quickly to sudden schedule changes, which was remarkable.” Industry Partner 10 said, “They absorbed new tasks like wiring updates without hesitation.” However, Industry Partner 7 cautioned, “Some were too enthusiastic, shouting instructions, which disrupted our workflow.” A Malaysian study (Ahmad & Yusof, 2022) notes similar over-adaptation in vocational electrical programs. This suggests cultural alignment training is needed, a challenge more pronounced in Tandag’s small-scale industries than in Malaysia’s larger firms.
These findings highlight strong professionalism and adaptability, with punctuality weaker due to logistics. Tandag’s rural context underscores unique access challenges, while professionalism aligns with global WIL expectations.
Industry Feedback on Students’ Task Performance
This question examines how well students performed assigned tasks. Three themes emerged: effective task execution, initiative and creativity, and technical skill gaps.
| Theme 1 | Effective Task Execution | “They did perform well in their tasks. For instance, they attended orientation to familiarize themselves with the safety and house rules of the workplace. After that, the students were instructed to connect a simple electrical circuit to the main breaker. The students were conscientious, and safety precautions were observed. It was a success since they had energized the lighting circuit in the same manner as instructed.” (Industry Partner 1)
“The students performed their tasks efficiently and with a high degree of competence. They consistently met deadlines, paid attention to detail, and clearly understood the responsibilities assigned to them.” (Industry Partner 12) “Most of the time, the students who undergo work immersion… performed their duties well. For example, they may engage in a presentation that includes real-world and proposed suggestions for innovative solutions for minimal company problems.” (Industry Partner 13) |
Ferns et al. (2021) |
| Theme 2 | Initiative and Creativity | “For example, one student took the initiative to streamline a data entry process by creating a simple tracking system, which saved the team time and reduced errors. Another student assisted in client communications and handled inquiries professionally, demonstrating strong interpersonal skills and confidence in a real-world setting.” (Industry Partner 12)
“Students work on a collaboration, demonstrate improved creativity and critical thinking.” (Industry Partner 5) “And even when they were not told to do so, they took the initiative.” (Industry Partner 7) |
Bridgstock & Tippett (2022) |
| Theme 3 | Areas Needing Improvement | “I can say that the students did perform well, but there were times that I found it difficult for them to manage some assigned tasks, especially equipment manipulations.” (Industry Partner 2)
“Some tasks were not executed excellently. They still need to adjust since they were new to some things at work, like compiling paperwork such as daily reports properly.” (Industry Partner 10) “I think they can perform the tasks given but still need improvement and perseverance to do complicated tasks.” (Industry Partner 9) |
Ancheta & Perez (2025) |
Effective task execution was evident. Industry Partner 1 stated, “Students connected electrical circuits carefully, following safety protocols perfectly.” Industry Partner 12 noted, “They handled data entry and client calls efficiently, meeting tight deadlines.” Industry Partner 13 added, “Their presentations included innovative fixes for wiring issues.” These align with Canadian WIL studies, where structured tasks enhance skill application (Dean & Campbell, 2023). Unlike broader vocational programs, Tandag’s focus on electrical tasks highlights discipline-specific competencies.
Initiative and creativity were notable. Industry Partner 12 said, “One student designed a data tracking system that saved us hours.” Industry Partner 5 noted, “They brought creative ideas to group tasks, like new wiring layouts.” Industry Partner 7 added, “Some took on tasks without being asked, showing real initiative.” A Singaporean study (Lim & Tan, 2021) reports similar creativity in vocational students, but Tandag’s resource-limited context amplifies the impact of such contributions compared to Singapore’s tech-rich environments.
Technical skill gaps were observed. Industry Partner 2 said, “Students struggled with complex equipment, like advanced meters, due to limited exposure.” Industry Partner 10 noted, “Compiling technical reports was tough for them; they needed more practice.” Industry Partner 9 added, “They tried hard but lacked depth in specialized tasks.” These mirror Chinese vocational studies, where limited tool access hinders technical proficiency (Dai & Martins, 2020). Tandag’s rural setting exacerbates this compared to urban programs with advanced equipment.
Students excelled in task execution and initiative but faced technical gaps. Tandag’s findings share common skill gaps with other vocational programs while highlighting unique strengths in creativity within a resource-constrained context.
Industry Feedback on Students’ Teamwork, Communication, and Responsibility
This question assesses students’ teamwork, communication, and responsibility. Four themes emerged: effective teamwork, professional communication, strong responsibility, and minor communication challenges.
| Theme 1 | Effective Teamwork and Collaboration | “Students showcased teamwork, communication, and responsibility in the workplace by collaborating effectively with colleagues, dividing tasks equitably, and working toward shared objectives.” (Industry Partner 1)
“Students work together in group tasks, sharing ideas and dividing tasks to achieve a common goal.” (Industry Partner 5) “The students demonstrated strong teamwork by collaborating effectively with colleagues, offering support, and contributing to group tasks.” (Industry Partner 12) |
Jackson & Fleming (2022) |
| Theme 2 | Clear and Professional Communication | “Their communication skills were evident in their ability to express ideas clearly, actively listen, and keep supervisors and team members informed with timely updates.” (Industry Partner 1)
“They communicated clearly and professionally, both in writing and verbally, ensuring smooth coordination.” (Industry Partner 12) “They always communicate with their supervisors, leaders, or superiors. Constant ins/outs of communication is the best way for a good and clear understanding, especially if the work is hazardous.” (Industry Partner 13) |
Russell & Kay (2023) |
| Theme 3 | Responsibility and Initiative | “Responsibility shines through their punctuality, dependability, and proactive approach to owning their work, including learning from errors and following workplace guidelines.” (Industry Partner 1)
“Sometimes, they took the initiative to do tasks without being told to do so.” (Industry Partner 9) “They also showed responsibility by meeting deadlines, following instructions, and taking ownership of their work.” (Industry Partner 12) |
Smith & Ferns (2021) |
| Theme 4 | Occasional Communication Challenges | “Although there were moments where their communication lacked, resulting in misunderstandings, thus, at the end of the day, they would make up.” (Industry Partner 7) | Ancheta & Perez (2025) |
Effective teamwork was strong. Industry Partner 1 said, “Students split tasks fairly and worked toward our project goals together.” Industry Partner 5 noted, “They shared ideas freely, boosting team output.” Industry Partner 12 added, “Their support in group tasks was invaluable.” These align with UK WIL studies emphasizing collaboration (Smith & Jones, 2022). Tandag’s smaller teams foster closer collaboration than larger UK workplaces.
Professional communication was evident. Industry Partner 1 stated, “They communicated ideas clearly and updated us regularly.” Industry Partner 12 said, “Their written reports were clear, and verbal updates kept workflows smooth.” Industry Partner 13 noted, “In high-risk tasks, they communicated constantly with supervisors.” A Canadian study (Dean & Campbell, 2023) highlights similar communication strengths, but Tandag’s high-risk electrical tasks emphasize safety-driven communication unique to the discipline.
Responsibility was notable. Industry Partner 1 said, “They owned their mistakes and learned quickly.” Industry Partner 9 noted, “Some took the initiative to fix errors without being told.” Industry Partner 12 added, “They met deadlines reliably.” These align with global WIL trends (Ferns & Zegwaard, 2021), with Tandag’s accountability reflecting local workplace values.
Minor communication challenges occurred. Industry Partner 7 said, “A few miscommunications caused delays, but they resolved them quickly.” Industry Partner 6 noted, “Shyness sometimes limited their meeting input.” A Southeast Asian study (Nguyen & Tran, 2020) notes similar shyness in Vietnamese students, amplified in Tandag by limited prior workplace exposure.
Students excelled in teamwork, communication, and responsibility, with minor lapses. Tandag’s findings align with global strengths but highlight unique needs for communication training in rural, high-risk settings.
Industry Feedback on Students’ Preparedness for Real Industry Settings
This question evaluates students’ readiness for industry roles. Three themes emerged: demonstrated readiness, potential needing training, and skill gaps.
| Theme 1 | Demonstrated Readiness Through Workplace Skills | The students were prepared to work in real industry settings. They have shown the ability to work as a team, communicate effectively, and take responsibility for their tasks. During their immersion, they followed instructions well, met deadlines, and adapted quickly to the demands of the workplace.” (Industry Partner 1)
“Yes, the students were prepared to work in real industry settings. They have shown strong workplace skills, including clear communication, teamwork, responsibility, and adaptability.” (Industry Partner 12) “Yes, they were still young, and many of the students have strong potential to enter real industry settings. They have solid technical skills and the ability to work with a sense of professionalism.” (Industry Partner 13) |
Literature Review
Jackson & Dean (2022) |
| Theme 2 | Potential with Need for Further Training | “Yes, I can say that they try their best to prepare themselves in the real-world industry by being disciplined and respectful to the supervisors and employees as well. However, in terms of their skills, they still need to improve more in order to be fully prepared for the real-world industry.” (Industry Partner 10)
“Yes, they were still young, and many students have strong potential to enter real industry settings… However, they still need guidance for improvement, particularly in areas such as adapting to fast-paced, dangerous working environments.” (Industry Partner 13) |
Ferns & Zegwaard (2021) |
| Theme 3 | Lack of Preparedness Due to Skill Gaps | “No, because they still have to learn more and equip themselves with more training.” (Industry Partner 3)
“In my opinion, they were not yet prepared to work in the real industry. Given the demand in the workplace, they still lack the confidence to face the demands in a real setting.” (Industry Partner 9) “As of now, they were not yet prepared. They must undergo a series of training in order to meet technical expectations.” (Industry Partner 11) |
Ancheta & Perez (2025) |
Readiness was evident. Industry Partner 1 stated, “Their teamwork and task execution showed they are ready for entry-level roles.” Industry Partner 12 said, “They handled professional expectations well, like meeting deadlines.” Industry Partner 13 noted, “Their technical skills in wiring were solid for basic tasks.” These align with Australian findings (Ferns & Zegwaard, 2021), though Tandag’s electrical focus is discipline-specific.
Potential needing training was noted. Industry Partner 10 said, “They are disciplined but need more technical training for complex systems.” Industry Partner 13 added, “They have potential but need guidance in fast-paced settings.” A Malaysian study (Ahmad & Yusof, 2022) notes similar training needs, with Tandag’s rural constraints limiting tool access compared to Malaysia’s larger industries.
Skill gaps limited preparedness. Industry Partner 3 said, “They need more training to handle real-world demands fully.” Industry Partner 9 noted, “Confidence was lacking in high-pressure tasks.” Industry Partner 11 added, “Technical skills for diesel plants need work.” These align with Chinese vocational findings (Dai & Martins, 2020), exacerbated by Tandag’s resource limitations.
Most partners (7 of 13) affirmed readiness, but skill gaps suggest training needs. Tandag’s rural context shares common gaps with other regions while facing unique resource constraints.
Industry Feedback on Aspects of Students’ Performance Needing Improvement
This question identifies areas for performance enhancement. Four themes emerged: time management, communication skills, technical proficiency, and initiative.
| Theme 1 | Time Management and Efficiency | “The specific aspects students need to improve are time management, attention to detail, and decision-making confidence. While they can do their tasks, they sometimes need help staying on track or ensuring their work meets the required standards.” (Industry Partner 1)
“I think the time management; they were lacking on what should be prioritized. But in other aspects, they were good.” (Industry Partner 3) “Time management. While tasks were completed, improving efficiency could help them handle heavier workloads.” (Industry Partner 12) “Time management. Some students struggled to balance multiple deadlines, leading to rushed or incomplete work or hazardous output.” (Industry Partner 13) |
Literature Review
Rowe & Zegwaard (2022) |
| Theme 2 | Communication Skills | “The students’ performance needs further improvement in communication skills.” (Industry Partner 4)
“For me, it is communication because some task needs teamwork, and sometimes, they are shy of each other.” (Industry Partner 6) “They need to improve communication. Be specific, be concise. If there are clarifications, they must do so before they regret it later.” (Industry Partner 7) “Aside from communication skills, which are very important, they also need to improve their technical skills in order to do tasks quickly.” (Industry Partner 10) |
Russell & Kay (2023) |
| Theme 3 | Technical Proficiency | “Students may need to adapt to new technologies and tools, demonstrating flexibility and willingness to learn.” (Industry Partner 5)
“Aside from communication skills, which are very important, they also need to improve their technical skills in order to do tasks quickly.” (Industry Partner 10) “In the field of Diesel Power Plant, they must study first the principal operation of diesel power, its systems, and electrical system.” (Industry Partner 11) “Technical skills. Continued development in specific tools or software relevant to the industry would enhance their capabilities.” (Industry Partner 12) |
Ancheta & Perez (2025) |
| Theme 4 | Initiative and Confidence | “They also need to practice solving problems on their own and being more active in taking initiative.” (Industry Partner 1)
“Initiative and productivity. Students sometimes wait for instructions instead of taking the initiative to explore new tasks or identify areas where they can contribute effectively.” (Industry Partner 2) “Confidence in decision-making. Some students were hesitant to take the initiative or make independent decisions.” (Industry Partner 12) |
Dean & Jackson (2021) |
Time management needs improvement. Industry Partner 1 said, “Some struggled to prioritize tasks, slowing progress.” Industry Partner 3 noted, “They rushed tasks, affecting quality.” Industry Partner 13 added, “Poor time management led to unsafe outputs.” These align with Southeast Asian studies (Nguyen & Tran, 2020), with Tandag’s high-risk tasks amplifying safety concerns.
Communication skills require refinement. Industry Partner 4 said, “They need to be clearer in high-pressure situations.” Industry Partner 6 noted, “Shyness held back their team contributions.” Industry Partner 7 added, “Concise communication would avoid mix-ups.” These mirror UK findings (Smith & Jones, 2022), with Tandag’s rural context suggesting assertiveness training needs.
Technical proficiency gaps were evident. Industry Partner 5 said, “They struggled with new tools like digital meters.” Industry Partner 11 noted, “Diesel plant operations need deeper knowledge.” Industry Partner 12 added, “More software training would help.” These align with Chinese vocational gaps (Dai & Martins, 2020), exacerbated by Tandag’s limited tool access.
The initiative needs development. Industry Partner 1 said, “They waited for instructions instead of acting independently.” Industry Partner 2 noted, “Some hesitated to explore new tasks.” Industry Partner 12 added, “Confidence in decision-making needs work.” These align with Australian studies (Ferns & Zegwaard, 2021), with Tandag’s smaller workplaces limiting autonomy opportunities.
Students need time management, communication, technical skills, and initiative improvement. Tandag’s challenges align with global WIL programs but are shaped by rural and discipline-specific constraints, suggesting targeted training needs.
CONCLUSION
This study assessed industry partners’ views on TVL-EIM students’ professionalism, punctuality, and adaptability during work immersion at Saint Theresa College of Tandag, Inc., Tandag City, Surigao del Sur. Findings show that students excelled in professionalism, adaptability, and teamwork, displaying respect, flexibility, and collaboration. However, logistical barriers and limited training hindered punctuality, technical proficiency, and time management. These results highlight work immersion’s role in preparing students for industry while identifying gaps requiring targeted improvements. Future research must evaluate interventions to address logistical and technical challenges in vocational programs.
RECOMMENDATIONS
To maximize the study’s practical impact, curriculum developers must integrate time management and communication training into the TVL-EIM curriculum through role-playing and case studies workshops to enhance workplace readiness. They must also expand hands-on training with tools like digital meters via industry partnerships to address technical gaps. Industry partners must implement structured mentorship to guide students on technical and professional skills, provide standardized evaluation forms for specific feedback, and coordinate transportation solutions, such as shuttles, to improve punctuality. These measures will bridge identified gaps, leverage student strengths, and better prepare graduates for industry roles.
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