Assessing Employment Outcomes and Curriculum Relevance of BSIT Graduates Batch 2021: A Graduate Tracer Study at Nueva Ecija University of Science & Technology

Assessing Employment Outcomes and Curriculum Relevance of BSIT Graduates Batch 2021: A Graduate Tracer Study at Nueva Ecija University of Science & Technology

Leonylyn P. Bensi *, Michael E. Bensi, Gloria M. Alcantara, Racquel L. Pula

College of Information and Communication Technology, Nueva Ecija University of Science and Technology, Cabanatuan City Nueva Ecija Philippines

DOI: https://doi.org/10.51244/IJRSI.2024.1111002

Received: 21 October 2024; Accepted: 24 October 2024; Published: 25 November 2024

ABSTRACT

This research investigates the employment outcomes and curriculum relevance for graduates of the Bachelor of Science in Information Technology (BSIT) program under the College of Information and Communications Technology of Nueva Ecija University of Science and Technology (NEUST). The researchers employed a cross-sectional survey method. One hundred five out of 134 (or 78.36%) graduates from batch 2021 participated in the study. The Graduate Tracer Study (GTS) survey instrument developed by the Commission on Higher Education explored various dimensions, including demographic profiles, current employment status, relevance of the curriculum to their first job, and competencies that were found helpful in their careers. The findings indicate that most graduates are employed, with 94.29% (or 99 out of 105) secure employment and 44.44% (or 44 out of 99) in regular or permanent positions. 61% (44 out of 72) perceive that the respondent’s first job is related to the program they graduated from. The 38.89% (28 out of 72) graduates took one to six months to land their first job. The BSIT curriculum is generally perceived as relevant, with 66.67% of the respondents declaring it relevant to their first job. Communication skills (91.67%) and problem-solving skills (93.06%) were the top competencies learned in college that the respondents found helpful in their first job. However, the study identifies areas for improvement, particularly in periodic curriculum reviews, to meet evolving industry demands. These insights are crucial for informing curriculum development and providing targeted support to future BSIT graduates, ultimately enhancing their employability and career success.

INTRODUCTION

The transition from academic life to the professional world marks a critical juncture for graduates, shaping their career trajectories, professional growth, and satisfaction with their chosen fields of study. For graduates of the Bachelor of Science in Information Technology (BSIT) program, this shift is particularly impactful due to the ever-evolving nature of the IT industry. The alignment between academic training and real-world employment outcomes is a crucial indicator of a program’s success and its graduates’ readiness for the workforce.

This study will trace the employment outcomes of NEUST’s BSIT graduates from the 2021 cohort. Understanding how graduates from this specific group fare in the job market is crucial for assessing the program’s effectiveness. The IT field is characterized by rapid technological advancements and changing industry demands, necessitating continuous evaluation and adaptation of curricula to ensure graduates possess the skills required for success. One of the most reliable methods of validating the program’s effectiveness is tracing employment outcomes and career progress, particularly during challenging periods such as post-pandemic recovery.

Recent studies underscore the significance of curriculum relevance in enhancing graduate employability. For instance, Suarta et al. (2019) demonstrated that aligning educational curricula with industry needs significantly improves job readiness among graduates. Similarly, Jackson and Tomlinson (2020) emphasized the role of employability skills—such as communication, teamwork, and problem-solving—in fostering career success across fields, including IT. Furthermore, Nwosu et al. (2021) found that periodic curriculum updates informed by industry feedback directly enhance graduates’ competencies and employability in IT roles. These insights reinforce the importance of evaluating educational programs to ensure they remain responsive to evolving professional requirements.

The primary objective of this study is to assess the employment outcomes of Bachelor of Science in Information Technology (BSIT) graduates from the 2021 cohort at Nueva Ecija University of Science and Technology (NEUST). Specifically, the study aims to determine their current employment status, job positions, and the industry sectors in which they are employed. Another key objective is to evaluate the alignment between the BSIT curriculum and the requirements of the IT job market, examining how well the knowledge and skills acquired during their academic training have prepared graduates for their professional roles.

Furthermore, the study will examine the challenges and obstacles that graduates faced when securing employment, including any gaps between their academic training and job market demands. Based on the findings, the study will provide recommendations for curriculum enhancements to ensure that the BSIT program remains relevant to evolving industry needs and continues improving future graduates’ employability.

Research Questions

This study aimed to determine the employability outcomes and curriculum relevance for graduates of the Bachelor of Science in Information Technology (BSIT) program at the College of Information and Communications Technology, Nueva Ecija University of Science and Technology (NEUST) for the batch of 2021. Specifically, this study sought to address the following questions:

1. What is the respondents’ profile in terms of:
   • Sex,
   • civil status,
   • reason for taking the BSIT program or pursuing the degree.
2. What is the graduate’s status of employability in terms of:
   • whether or not they are currently employed,
   • the relevance of the graduates’ first job to their BSIT program,
   • reasons why some respondents are not yet employed,
   • the nature of their employment (e.g., permanent, contractual, part-time),
   • present occupation,
   • place of work,
   • the length of time it took the respondents to land their first job,
   • gross monthly earnings in respondents’ first job,
   • the relevance of the college curriculum to their first job,
   • the competencies learned in college that respondents find useful in their job?
3. What recommendations can be made to improve the BSIT curriculum based on the feedback from graduates regarding its relevance to their employment?

RESEARCH METHODS

Design

A cross-sectional survey assessed employability outcomes and curriculum relevance among NEUST BSIT graduates. Cross-sectional designs are commonly used in graduate tracer studies because they capture specific snapshots of employment status and curriculum effectiveness soon after program completion (Jackson, 2021; Tran, 2020). This approach allows for a focused evaluation of variables like employment metrics, skill relevance, and job alignment, providing actionable data to refine academic programs (Lowden et al., 2020; Thomas & Lowden, 2021).

Setting and Participants

The participants of this study consisted of all BSIT graduates from the 2021 batch at NEUST’s College of Information and Communications Technology (CICT). The BSIT program prepares students with skills in areas such as Database Application Programming (DAP), Web Application Programming, and Network Analysis and Design. From this population, 134 graduates were invited to participate in the study.

As shown in Table 1, the sample consisted of 105 respondents (78.36% participation rate), with 31 (73.81%) respondents from DAP, 35 (79.55%) from Web Application Programming, and 39 (81.25%) from Network Analysis and Design. The purposive sampling technique was used, targeting specific graduates from the 2021 batch to gather insights about employment outcomes and curriculum relevance. This sample size is considered appropriate for obtaining representative data while allowing for meaningful statistical analysis.

Table 1 Number of Graduates and Respondents in Bachelor of Science in Information Technology

Data Collection Instrument

The Graduate Tracer Study (GTS) survey, developed by the Commission on Higher Education (CHED), was used as the primary data collection tool. The GTS survey is designed to capture a wide range of data, including employment status, job relevance, and competency application, making it well-suited for assessing curriculum relevance in the context of modern labor market needs (Teijeiro et al., 2021; Wang et al., 2020). The instrument’s comprehensive nature aligns with studies highlighting the importance of tracking post-graduate outcomes to inform academic program enhancements (Yusof & Lai, 2020; Tran & Teh, 2021).

Validity and Reliability of the Study

The validity of this study is established through multiple facets. Content validity is ensured by utilizing the Graduate Tracer Study (GTS) survey, developed by the Commission on Higher Education (CHED), which was validated by experts in IT education (CHED, 2020). The survey comprehensively addresses all relevant aspects of graduate employability and curriculum relevance, aligning its questions closely with the study’s objectives. Construct validity is maintained by grounding the survey in established models of graduate employability and curriculum assessment (Jackson & Tomlinson, 2020), ensuring that the key constructs, such as employability and curriculum relevance, are accurately measured.

Procedure and Ethical Considerations

Ethical considerations such as voluntary participation, informed consent, and confidentiality were rigorously implemented to uphold research integrity. These practices align with recent educational research methodologies, which emphasize participant autonomy and confidentiality to improve data reliability and participant trust (Jackson & Wilton, 2021; Nwosu et al., 2021; Thomas & Lowden, 2021).

Population, Sample, and Sampling Technique

From a population of 134 BSIT graduates, a sample of 105 respondents (78.36%) was achieved through purposive sampling. This sampling approach ensures data relevancy, particularly in tracer studies aimed at individuals with recent, applicable experiences (Okolie et al., 2020; Pool & Sewell, 2021). Such targeted sampling aligns with employability research standards, ensuring data reflect current labor market conditions (Crane et al., 2020; Teijeiro et al., 2021).

Data Analysis

Descriptive statistics were used to analyze the data, summarizing employment status, curriculum relevance, and competencies applied in graduates’ jobs. These methods, widely used in employability assessments, highlight trends and relationships within the data, providing insights into the alignment of curriculum and industry demands (Tran, 2020; Lowden et al., 2020). Cross-tabulation, a commonly used method in these studies, offered valuable insights into how job relevance correlates with curriculum alignment, a connection often explored in employability studies (Crane et al., 2020; Jackson, 2021). The analysis aimed to identify critical trends and insights that could inform curriculum development at NEUST.

RESULTS AND DISCUSSIONS

This section presents the findings on various aspects of the graduates’ profiles and employment outcomes. It includes an analysis of respondents’ personal characteristics (sex and civil status), their current employment status, the relevance of their first job to their BSIT program, reasons for unemployment among some respondents, the nature of their employment, their current occupations, places of work, the length of time it took them to secure their first job, their gross monthly earnings in their first job, the relevance of the college curriculum to their first job, and the competencies they found useful in their careers.

Respondents’ Profile

Sex

Among the 105 respondents, 67 (63.81%) were male, and 38 (36.19%) were female. This indicates a higher male representation among BSIT graduates, aligning with expected trends in technology fields.

Civil Status

Most respondents were single, accounting for 101 (96.19%), while 4 (3.18%) were married. This reflects that most graduates are at the beginning of their professional careers, with fewer familial obligations. Table 2 below shows the distribution of the sex and civil status of the three specializations under the BSIT Program.

Table 2 Number of Graduates and Respondents in Bachelor of Science in Information Technology

Reason for Taking the BSIT Program

Graduates cited several reasons for pursuing a BSIT degree: Opportunity for employment abroad (24.76%) ranked first, followed by Strong passion for the profession (23.81%) and Prospect of attractive compensation (19.05%) at 3^rd rank. Table 3 shows the respondents’ reasons for taking the BSIT course or pursuing the degree. These reasons highlight the appeal of the IT sector and underscore the attractiveness of pursuing a degree in information technology due to the potential for overseas employment, personal passion for the field, and the prospect of high compensation.

Table 3 Respondent’s Reason (s) for taking the BSIT program or pursuing a degree

Rank	Reason	f	%
1	Opportunity for employment abroad	26	24.76
2	Strong passion for the profession	25	23.81
3	Prospect of attractive compensation	20	19.05
4	Affordable for the family	19	18.10
5	Availability of course offering in chosen institution	18	17.14
6	Prospect of career advancement	16	15.24
7	Peer Influence	16	15.24
8	Influence of parents or relatives	9	8.57
9	Prospect for immediate employment	9	8.57
10	High Grades in the course or subject area (s) related to the course	8	7.62
11	Inspired by a role model	7	6.67
12	Status or prestige of the profession	5	4.76
13	Good grades in high school	4	3.81

Graduates’ Status of Employability

Current Employment Status

An employment rate of 94.29% suggests that NEUST’s BSIT curriculum effectively prepares students for the workforce. This high employability aligns with literature that links curriculum relevance with job readiness (Tran, 2020; Jackson, 2021). Similar employment outcomes were observed in technical fields, where skill-aligned curricula were critical for preparing students for industry requirements (Okolie et al., 2020; Pool & Sewell, 2021).

Relevance of First Job to BSIT Program

Of those employed, 61.11% indicated that their first job was directly related to their BSIT program. This finding aligns with studies suggesting that curricula designed with industry feedback improve job relevance and satisfaction (Teijeiro et al., 2021; Yusof & Lai, 2020). Studies emphasize that regular curriculum reviews help maintain alignment with industry skills, an approach recommended by Nwosu et al. (2021). Table 4 shows the present employment status of the respondents and the relationship between the respondents’ first job and the college program they graduated from.

Table 4 The present employment status of the respondents. Relationship between the respondents’ first job and the college program they enrolled

Employability Status	DAP	WAP	NAD
	f	%	f
Employed	29	93.55%	33
Not Employed	2	6.45%	2
Related	12	57.14%	16
Not Related	9	42.86%	9

Reasons for Unemployment

In Table 5, the six respondents (5.71%) who were not employed cited the following reasons: Did not look for a job (66.67%), lack of work experience (16.67%), Family concern, and decided not to find a job (16.67%). These factors highlight the impact of personal decisions, lack of experience, and family responsibilities on job search outcomes.

Table 5. Respondent’s Reason Why They are not yet Employed

Rank	Reason	Count	%
1	Did not look for a job	4	66.67
2	Lack of work experience	1	16.67
3	Family concerned and decided not to find a job	1	16.67

Nature of Employment

As shown in Table 6, among the employed graduates, the distribution of employment types were as follows: Permanent positions: 44 respondents (44.44%), Contractual positions: 26 respondents (26.26%), Temporary: 19 respondents (19.19%), Casual: 6 respondents (6.06%) and Self-Employed: 4 (4.04%). These findings illustrate that while many graduates have secured stable, permanent positions, many are working in less secure, contractual, or temporary roles. This distribution underscores the need for continuous career support and the importance of curriculum relevance to ensure graduates are well-prepared for the diverse job market they encounter.

Table 6 Employment Status Distribution

Employment Status	f	%
Regular or permanent	44	44.44
Contractual	26	26.26
Temporary	19	19.19
Casual	6	6.06
Self-Employed	4	4.04

Present Occupation

The occupations pursued by the BSIT graduates varied across different sectors and job roles as shown in Table 7 . The occupations of Technicians and Associate Professionals ranked first with 23 respondents (23.23%), followed by Special Occupations with 16 respondents (16.16%) and Service Workers and Shop and Market Sales Workers with 15 respondents (15.15%), respectively. Graduates held diverse technical positions, including Technician and Associate Professional roles. This trend mirrors findings from Crane and Kinash (2020), who observed that IT graduates often pursue technical roles due to the high demand for specialized skills. The adaptability of BSIT graduates across roles underlines the importance of an industry-aligned curriculum (Okolie et al., 2020; Pool & Sewell, 2021).

Table 7 Distribution of respondent’s present occupation

Rank	Present Occupation	f	%
1	Technicians and Associate Professionals	23	23.23
2	Special Occupation	16	16.16
3	Service workers and Shop and Market Sales Workers	15	15.15
4	Clerks	13	13.13
5	Professionals	12	12.12
6	Officials of Government and Special-Interest Organizations, Corporate Executives, Managers, Managing Proprietors and Supervisors	10	10.10
7	Plant and machine Operators and Fishermen	4	4.04
8	Trades and Related Workers	3	3.03
9	Customer Service Representative	1	1.01
10	IT Support/Tech	1	1.01
11	Virtual Administrator	1	1.01

Place of Work

The BSIT graduates are employed in various locations, indicating local and international employment opportunities. Figure 1 illustrates the distribution of respondents’ places of work.

Figure 1 Distribution of Respondent’s Place of Work

These findings suggest that while many BSIT graduates find employment locally, there are opportunities for international placements, particularly in specialized fields such as Network Analysis and Design. This distribution highlights the global relevance and demand for IT skills, offering graduates diverse career prospects at home and abroad.

The Length of Time to Land the First Job

Figure 2 shows the time BSIT graduates take to secure their first job. Across all specializations, a significant proportion of graduates landed their first job within the first six months (38.89%). Database Applications Programming (DAP) and Web Applications Programming (WAP) had higher percentages of graduates securing employment within this timeframe, indicating strong demand and readiness in these fields. Meanwhile, Network Analysis and Design (NAD) graduates, while showing a good proportion within 1 to 6 months, had a slightly more spread-out distribution with notable percentages securing jobs beyond six months. This may reflect the specialized nature of roles in NAD requiring deeper skill sets or specific job market conditions. This finding is in line with studies demonstrating that curricula with practical skill components can expedite graduates’ transition to employment (Yusof & Lai, 2020; Wang et al., 2020).

Figure 2 Distribution of how long the respondents are to land their first job.

Gross Monthly Earnings

The gross monthly earnings of BSIT graduates in their first job varied significantly, as shown in Figure 3. The diversity of job roles and industries within the IT sector reflects the distribution of respondents’ gross monthly earnings.

Most BSIT graduates earned between P 10,000.00 and less than P 15,000.00 in their first job, with nearly half of the respondents falling into this income bracket. This suggests that these graduates’ entry-level salaries in the IT industry are generally within this range, reflecting standard market rates for beginner roles. None of the respondents in the lower income brackets earned below P 5,000.00, and a notable percentage (19.44%) earned between P 5,000.00 to less than P 10,000.00. This indicates that some graduates may start in junior positions or roles with lower compensation levels, possibly influenced by job market conditions or specific roles within the IT sector. In higher income brackets, a smaller percentage of graduates earned higher salaries, with 4.17% each earning between P 20,000.00 to less than P 25,000.00 and P 25,000.00 and above. These higher income levels likely correspond to specialized roles, additional skills or certifications, or opportunities in sectors offering higher pay scales.

Figure 3 Distribution of gross monthly earnings in graduates’ first job

Relevance of the College Curriculum to Their First Job

Figure 4 below shows the relevance of the BSIT college curriculum to graduates’ first job roles, indicating the alignment of educational preparation with industry demands. The distribution of respondents’ perceptions regarding the relevance of the college curriculum is as follows: Relevant: 48 respondents (66.67%), Not relevant: 24 respondents (33.33%).

Curriculum Alignment: Most respondents (66.67%) found the BSIT curriculum relevant to their job, highlighting NEUST’s effectiveness in aligning educational content with industry needs. Similar results are seen in studies by Crane et al. (2020) and Jackson (2021), which stress that curriculum relevance directly impacts job satisfaction and career growth. The data confirm that industry-focused programs can enhance the job readiness of graduates (Teijeiro et al., 2021; Jackson & Wilton, 2021).

Room for Improvement: Despite the majority finding the curriculum relevant, a notable percentage (33.33%) considered it irrelevant to their first job. This feedback highlights potential areas where the curriculum could be enhanced or updated to better meet current industry needs, technologies, or emerging trends in the IT sector.

Figure 4 Distribution of perceived relevance of the curriculum to respondent’s first job.

Understanding the perceived relevance of the college curriculum provides valuable feedback for curriculum developers, educators, and administrators to improve educational programs continuously, ensure they remain responsive to industry requirements, and optimize graduates’ employability and career success in the competitive IT field.

Competencies Learned in College that Respondents Find Useful in Their Job

BSIT graduates identified various competencies learned during their college education that they found beneficial and applicable in their job roles. This is shown in Figure 5 below.

Most respondents (91.67%) acknowledged the importance of communication skills acquired during their college education. These skills enable effective interaction with colleagues, clients, and stakeholders, facilitating clear articulation of ideas and solutions. Nearly 86.11% of graduates highlighted the value of human relations skills, emphasizing the ability to build and maintain relationships in professional settings. These skills contribute to creating positive work environments and fostering collaboration. Similarly, 86.11% of respondents recognized entrepreneurial skills acquired during their education. These skills include initiative, creativity, and business acumen, which are beneficial for innovation and identifying opportunities within the IT sector. Most (93.06%) identified problem-solving skills as critical competencies learned in college. These skills are essential for analyzing complex issues, devising practical solutions, and troubleshooting technical challenges in IT roles. Approximately 83.33% of graduates emphasized the importance of critical thinking skills. These skills involve logical reasoning, evaluating information, and making informed decisions, which are essential for addressing dynamic IT issues and adapting to evolving technologies.

Figure 5 Distribution of competency learned in college found useful in the respondent’s first job

These findings underscore the comprehensive skill set developed through the BSIT curriculum, integrating technical expertise with essential soft skills. They highlight the role of education in equipping graduates with versatile competencies essential for success in diverse IT environments, fostering innovation, and driving organizational growth.

Respondent’s Recommendations for Curriculum Improvement

Based on graduates’ feedback regarding the relevance of the BSIT curriculum to their employment, the following recommendations are made:

1. Strengthen Industry Partnerships: Enhance collaborations with IT companies to align the curriculum with industry needs and technological advancements.
2. Enhance Career Support Services: Provide comprehensive career guidance and job placement services to support graduates transitioning to the workforce.
3. Regular Curriculum Review: Conduct periodic reviews and updates of the curriculum based on alumni feedback and industry trends.
4. Integrate Emerging Technologies: Include courses on emerging technologies like AI, blockchain, and cybersecurity to prepare students for future industry demands.
5. Focus on Soft Skills Training: Enhance training in essential soft skills such as communication, teamwork, and problem-solving.

CONCLUSIONS

The transition from academic to professional life is a critical phase for graduates, significantly impacting their career trajectories and satisfaction with their chosen fields of study. This study explored the employment outcomes and curriculum relevance for graduates of the Bachelor of Science in Information Technology (BSIT) program at the College of Information and Communication Technology, Nueva Ecija University of Science and Technology (NEUST). The findings provide valuable insights into the effectiveness of the BSIT program in preparing graduates for the job market and highlight areas for curriculum enhancement.

The following are the key findings of this study:

1. Graduate Profiles: Among the 105 respondents, a majority were male (63.81%) and single (96.19%). Their primary reasons for pursuing a BSIT degree included opportunities for employment abroad, a strong passion for the profession, and prospects of attractive compensation.
2. Employability: The employment rate among graduates was notably high, with 94.29% of respondents currently employed. Of those employed, 61.11% reported that their first job was related to their BSIT program, indicating a solid alignment between the curriculum and job market needs.
3. Employment Nature and Occupation: The distribution of employment types showed a significant portion in permanent positions (44.44%), with others in contractual, temporary, casual, and self-employed roles. Graduates pursued diverse occupations, with the highest percentage working as Technicians and Associate Professionals.
4. Job Search Duration and Earnings: A considerable proportion of graduates (38.89%) secured their first job within six months. Entry-level salaries varied, with the majority earning between P10,000 to less than P15,000 monthly. A small percentage earned higher wages, reflecting specialized roles and additional qualifications.
5. Curriculum Relevance: A significant majority (66.67%) of graduates found the college curriculum relevant to their first job, while 33.33% did not, indicating areas for improvement. Graduates highlighted the importance of competencies such as communication, human relations, entrepreneurial skills, problem-solving, and critical thinking, which were highly applicable in their professional roles.

IMPLICATIONS AND RECOMMENDATIONS

The findings underscore the need for continuous curriculum assessment and enhancement to align educational programs with evolving industry requirements. The following recommendations aim to improve the BSIT curriculum and better prepare graduates for the competitive IT job market:

1. Develop and enhance collaborations with IT companies to ensure the curriculum aligns with current industry needs and technological advancements.
2. Offer comprehensive career guidance and job placement services to assist graduates in smoothly transitioning from academia to the workforce.
3. Implement periodic reviews and curriculum updates, incorporating alumni feedback and monitoring industry trends to keep the program relevant.
4. Add courses on emerging technologies such as artificial intelligence, blockchain, and cybersecurity to prepare students for future industry demands.
5. Increase emphasis on training in essential soft skills, including communication, teamwork, and problem-solving, to better equip graduates for professional success.

REFERENCES

1. (2020). Graduate Tracer Study (GTS) survey. Commission on Higher Education.
2. Crane, L., & Kinash, S. (2020). Technical graduates and the job market: An employability assessment. Journal of Higher Education Research, 45(1), 10-22.
3. Jackson, D. (2021). Graduate employability and career readiness: Evaluating outcomes in technical fields. Journal of Vocational Education, 60(3), 185-198.
4. Jackson, D., & Tomlinson, M. (2020). Employability skills for success: Communication, teamwork, and problem-solving in IT careers. Journal of Career Development, 47(2), 179-190.
5. Jackson, D., & Wilton, N. (2021). Ethical considerations in educational research: Autonomy and confidentiality in tracer studies. Research Ethics in Higher Education, 32(2), 96-106.
6. Lowden, K., Hall, S., Elliot, D., & Lewin, J. (2020). Curriculum alignment and employment metrics in educational programs. Journal of Education and Work, 33(1), 71-87.
7. Nwosu, K., Okeke, J., & Chukwu, E. (2021). Industry feedback in curriculum updates: Enhancing competencies for employability in IT. Journal of Educational Technology and Society, 24(2), 12-23.
8. Okolie, U., Igwe, P., & Elom, M. (2020). Tracer study on employability and job readiness of graduates. Journal of Vocational and Technical Education, 34(4), 245-263.
9. Pool, L. D., & Sewell, P. (2021). Graduate employment outcomes and skills relevance in technical fields. Journal of Education and Training, 41(2), 193-208.
10. Suarta, I. M., Suwintana, I. K., & Indrajaya, M. (2019). Curriculum relevance and graduate employability. International Journal of Education and Development, 28(3), 89-102.
11. Teijeiro, M., Ramos, M., & Paramo, M. (2021). Graduate tracer studies: Evaluating curriculum relevance and employment alignment. Higher Education Research and Development, 39(5), 729-742.
12. Thomas, A., & Lowden, K. (2021). Assessing curriculum alignment and employability in higher education. Journal of Educational Research, 43(2), 203-218.
13. Tran, L. (2020). Cross-sectional survey designs in employability research. Journal of Educational Measurement, 12(4), 281-299.
14. Wang, Q., & Kinash, S. (2020). The role of tracer studies in curriculum evaluation: Connecting education and industry demands. Asia-Pacific Journal of Cooperative Education, 21(1), 56-67.
15. Yusof, R., & Lai, F. (2020). Post-graduate outcomes in the IT field. Journal of Employment and Career Development, 48(1), 1-15.