Workplace Competencies and Faculty Industry Exposure in Selected Higher Education Institutions (HEIs) In Pasay City: Basis for Institutional Sustainability Program

Higher Education Institutions (HEIs) play a vital role in preparing graduates who possess the competencies required by today's dynamic and technology-driven workforce. Faculty members contribute significantly to this mission by integrating current industry practices into instruction through meaningful industry engagement. This study examined the relationship between workplace competencies and faculty industry exposure among selected HEIs in Pasay City and developed an Institutional Sustainability Program based on the findings. A quantitative descriptive-correlational research design was employed using purposive sampling involving 56 respondents, consisting of academic heads, program chairs, faculty members, and industry partners. Data were collected through a validated researcher-developed questionnaire and analyzed using frequency and percentage distribution, weighted mean, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation Coefficient. The findings revealed that workplace competencies (WM = 4.39) and faculty industry exposure (WM = 4.31) were both assessed as Highly Evident. Problem-solving and decision-making showed a significant difference among respondent groups (p = 0.017), while several dimensions of faculty industry exposure demonstrated significant positive relationships with workplace competencies, suggesting that sustained industry engagement enhances faculty capability and instructional relevance. Respondents also identified concerns related to workload, budget allocation, monitoring and evaluation, and institutional support. In response, an Institutional Sustainability Program was developed, focusing on faculty development, industry immersion, professional training, strengthened industry-academe partnerships, and continuous monitoring and evaluation. The program was rated Highly Acceptable (WM = 4.39). The study concludes that sustained faculty industry exposure strengthens workplace competencies, improves instructional effectiveness, and supports curriculum responsiveness, highlighting the need for continuous institutional support to foster long-term industry-academe collaboration.

Workplace competencies, faculty industry exposure, higher education institutions, industry-academe collaboration

1. Akour, M., Alenezi, M., Alsghaier, H., & Aldiabat, B. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784. https://doi.org/10.3390/educsci12110784 [Google Scholar] [Crossref]

2. Bilbao, P. P., Corpuz, B. B., Llagas, A. T., & Salandanan, G. G. (2018). The teaching profession (4th ed.). Lorimar Publishing, Inc. [Google Scholar] [Crossref]

3. Cseh, M., Crocco, O. S., Engel, L., & Follman, J. (2025). Preparing a globally competent workforce: A mixed methods study of an innovative co-curricular university program. Advances in Developing Human Resources, 27(1), 5–26. https://doi.org/10.1177/15234223241296186 [Google Scholar] [Crossref]

4. De Guzman, M. F., & Choi, K. (2023). Industry-academe collaboration and graduate employability in Philippine higher education institutions. Philippine Social Science Journal, 6(2), 45–58. [Google Scholar] [Crossref]

5. Dewantara, M. H. (2025). Unlocking industry insights: Enhancing education through incorporating industry interviews in assessments. Journal of Hospitality and Tourism Education. Advance online publication. https://doi.org/10.1080/15313220.2025.2529270 [Google Scholar] [Crossref]

6. Future Skills Organisation. (2023). Building a skilled workforce: Initial workforce plan. https://www.futureskillsorganisation.com.au/workforce-plans/initial-workforce-plan/ [Google Scholar] [Crossref]

7. Insorio, A. O. (2024). Teachers’ research characteristics, competencies, motivation, and challenges: Basis for research manual. International Journal of Research in Education and Science, 10(4), 799–825. https://doi.org/10.46328/ijres.3529 [Google Scholar] [Crossref]

8. Jekabsone, I., & Anohina-Naumeca, A. (2024). The role of universities in enabling open innovation through the development of digital competence of faculty. Journal of Open Innovation: Technology, Market, and Complexity, 10(3), 100409. https://doi.org/10.1016/j.joitmc.2024.100409 [Google Scholar] [Crossref]

9. Khasawneh, S. A. (2011). Human capital planning in higher education institutions: A strategic human resource development initiative in Jordan. International Journal of Educational Management, 25(6), 534–544. [Google Scholar] [Crossref]

10. Lopez-Fabellar, M. (2023). SUCs-industry partnership and Bachelor of Industrial Technology (BIT) graduates’ competencies: Basis for curriculum enhancement. Psychology and Education: A Multidisciplinary Journal, 14(6), 736–741. [Google Scholar] [Crossref]

11. Miranda, P. A. (2023). Aligning the K to 12 curriculum with industry expectations in relation to factors affecting senior high school strand choice. Policy Brief Series, 7(5), 1–5. Philippine Normal University Educational Policy Research and Development Center. https://www.pnuresearchportal.org/wp-content/uploads/2023/11/Policy-Brief-Volume-7-Issue-5-2023.pdf [Google Scholar] [Crossref]

12. Muscanell, N. (2024). The teaching and learning workforce in higher education, 2024. EDUCAUSE. https://library.educause.edu/resources/2024/2/the- teaching-and-learning-workforce-in-higher-education-2024 [Google Scholar] [Crossref]

13. Oracion, E. G., Naidu, N. V. R., & Ng, J. F. J. (2023). Industry immersion and teaching effectiveness among higher education faculty members in the Philippines. Philippine Social Science Journal, 6(3), 52–64. [Google Scholar] [Crossref]

14. Organisation for Economic Co-operation and Development. (2025). Aligning higher education to labour market needs: Towards an improved skills forecasting system. https://www.oecd.org/en/about/programmes/sg-reform/fostering-a-higher-education-better-adapted-to-the-labour-market-towards-an-improved-skills-forecasting-system.html [Google Scholar] [Crossref]

15. Prudente, M. S., Garcia, J. A. S., Mistades, V. M., Roleda, L.S., & Talaue, F. T. (2024). Systematic review of professional development programs for teachers in the Philippines. Second Congressional Commission on Education (EDCOM II) and De La Salle University. [Google Scholar] [Crossref]

16. Roble, D. M. L. (2021). Competency level, employers’ expectations and work immersion performance of senior high school technical-vocational and livelihood (TVL) students. Asian Journal on Perspectives in Education, 2(1), 43–63. https://doi.org/10.63529/ajpe.v2i1.7657 [Google Scholar] [Crossref]

17. Sincharoenkul, K., & Witthayasirikul, C. (2022). Can online learners obtain sufficient competencies in the hospitality and tourism industries? Frontiers in Education, 7, 996377. https://doi.org/10.3389/feduc.2022.996377 [Google Scholar] [Crossref]

18. Technical Education and Skills Development Authority. (2023). Industry partnerships and workforce development initiatives. https://www.tesda.gov.ph [Google Scholar] [Crossref]

19. United Nations Educational, Scientific and Cultural Organization. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707 [Google Scholar] [Crossref]

20. World Economic Forum. (2023). The future of jobs report 2023. https://www.weforum.org/reports/the-future-of-jobs-report-2023/ [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study