Joan D. Arlanza’s scientific contributions

The effectiveness and relevance of a Program can be measured from its graduates. The study was designed to trace the employability of the Business Administration (BA) graduates of the Columban College from 2015-2018. However, its major limitation was the absence of empirical data on the teaching-learning outcome. Observations and interviews resulted from the graduates were employed. The reliability of the data and analyses were based on the data obtained from the GTS survey form accomplished personally by the graduates. It was based on the concept that it provides valuable information or facts for the development of the college, it evaluates the relevance of the programs being offered, and it can contribute to the accreditation process where the college is presently facing, and finally, it informs the students, parents, lecturers, and administrators the current status of the graduates. This study utilized the descriptive method of research. Descriptive research as a design aims to describe the nature of a situation, as it exists at the time of the study and to explore the cause of particular phenomena. . From this actual number of graduates, the researchers were able to trace a total of 97 or 78.96% of the total number of graduates from AY 2013 to 2016. Thus, convenient sampling was employed in the study. The majority of the Business Administration graduates were currently employed in related jobs, very few were unemployed. Thus, there was a high employability rate among graduates. They have varied ways of finding a job. They took advantage of any connections they have called “Cold calling” or “Words of Mouth”. Likewise, as “walk-in applicant” is also effective. School’s job placement office played a vital role in the employment of his graduates more so with the effort of the PESO are also needs to be established. The BA graduates were qualified enough to be absorbed immediately by the private industries/ government agencies nationwide. They were earning higher than the minimum wage. They were aware of the relevance of the curricula to the needs of the industries nationwide. The curriculum nurtured the skills needed by the students and provided them the necessary skills, values, and competencies as required by the industry. Communication skills, human relations skills, information technology skills, critical thinking skills, and problem-solving skills were found very useful to the BA graduates in their first job. The suggestions to further improve the curriculum given by the graduates were concentrated mainly on career guidance services, classroom standards, teaching methods, and facilities and equipment.

This is a survey of the employability of Hotel and Restaurant Management graduates of the academic year 2014 – 2017. The findings may be used to enhance the curriculum. The descriptive-survey type of research was utilized with two hundred thirty-four (234) or 73.58% graduates of BS-HRM Program Data were primarily gathered using the said survey-questionnaire which administered personally (face-to-face) or sent via e-mail and chat; triangulated with informal interview, observation and document analysis. Data were analyzed using the Percentage, Mean, and Weighted Mean. Equal opportunity among students enrolling in the HRM program was enjoyed by the graduates regardless of civil status, gender, a region of origin, and location of residence. The majority of the HRM graduates were currently employed HRM related jobs, very few were underemployed and unemployed. Thus, there was a high employability rate among HRM graduates. The HRM program products of Columban College can compete globally with the demands of foreign business organizations abroad.

The study attempted to assess the factors mostly considered by the senior HRM students of Columban College in choosing companies for their internship and the factors that were possessed by these institutions they had undergone their training. On the Job Training preferences are free opportunity to select the desired institution on where to undergone training. It is also decision-making in a confusing situation that he cannot make his own decision, on where to undergone training that fit his skills and capabilities in the field of business. The most effective method to develop the competence and skills of students is through hands-on training on-the-job training. This process exposes the students to different fields and learned. Moreover, it allows the students to become familiar and made known with the actual operation of the business and the state-of-the-art of facilities, equipment, and technology used. Many opportunities for development can be found on-the-job. Trainees are able to learn as they contribute to the goals of the firm. Morale, productivity, and professionalism will normally be high in those individuals that employ a sound OJT program. Perhaps this would be a stepping stone for the interns to develop themselves to become professionals in their own field of specialization and acquire new learning through gained experiences during training. It is a very essential component of the learning process, geared towards preparing students for future careers. However, interns along the way encountered uncertainties and problems that would one way or another will affect their on-the-job performances. Some would feel disappointed and dissatisfied with the on-the-job training they receive. Many factors are to be considered that the on-the-job training was properly managed.

This study aimed to determine the motivational factors in choosing tourism management as their program among 1st year and 2nd-year management students of Columban College. This study was conducted at the Columban Main Campus. From 50 students of 1st year and 50 students of 2nd year in tourism management, distributed a questionnaire to be answered. The researchers had 100 students who answered a question. All of them represented the tourism management students from which data has been solicited. The statement of the specific problems are: What is the demographic data of first and second year of management students of Columban College with regards to gender, family monthly income, parents’ educational attainment, and parents occupation?; How may the different factors motivate the first and second-year management students of Columban College in choosing tourism management as their career in peer influence, parents influence, personal influence, media influence, and relative influence?; Is there a difference in perceived Motivational Factors among 1st year and 2nd-year tourism management students of Columban College in choosing management as their program study?; What is the implication of the study in designing a career-orientation program for tourism management students? Respondents’ profiles consist of age, gender, parent’s educational attainment, parent’s occupation, and estimated combined family monthly income per month. Motivational factors among 1st year and 2nd-year management student in choosing tourism management as their program study. Based on the data gathered that has been tallied, recorded, and analyzed with the aid of statistical calculation like percentage, weighted mean, and t-test. The researchers had come up with corresponding results from all motivational factors of 1st year and 2nd year tourism management student in Columban College which described the 2nd year students has the high motivational on parent’s influence than 1st year students in choosing management as their career. Based on the findings and conclusion of the study, the following are recommended by the researchers for the upcoming tourism management students who want to take management as their career in life has an insight about the different factors why they like to take a tourism management course in college. It will provide awareness for the student, the institution, and the upcoming tourism management student that they could use this as reference material in factors in choosing management as their career by means of emphasizing the professional role of managers by guiding their sons and daughters. Gender can be seen as a demographic factor that influences the choice of a tourism management program. The income of the parents is not of influence on the career choice of the tourism management student; even though the income of the parents is too low, the students still choose a tourism management career. Parent’s educational attainment implicates that the educational level of the parents is of influence on the career choice of the management students because this study also leads to a college degree. The occupation of the parents is not of influence on the career choice of both the 1st and 2nd-year tourism students. Personal interest as a factor of influence is seen as the strongest factor of influence on the career choice of tourism management students. Regardless of what factors of influence, the students have the final decision on what career to take. Designing a career-orientation program for BSTM students will provide the knowledge and understanding of the basic functional areas of business management. The program also emphasizes human values and a sense of responsibility to employers, employees, consumers, and the community. Based on the conclusion of the study, the researchers favorably offer the following recommendations: (1) The school must encourage more male students to enroll in a tourism management program for management is traditionally viewed as a male occupation and it is expected that the gross of the future managers will be male. (2) The parents must assure they have sufficient financial means to pay for the studies of the students; the current parents seem to have insufficient income. Therefore, it is important for parents to have additional income. (3) Parents’ educational attainment must be an example to the students whether they finish a college degree or not for it will be a motivation, inspiration or even a lesson to all students who are in college in pursuing a degree at any chosen courses. (4) Regarding how the parents of the tourism management students are able to pay for the studies, it could be studied which kind of additional financial means they have. Insight in this could be forwarded to prospective parents of tourism management students in order to give those ideas about how to find additional income. (5) The school must have programs or seminars regarding the personal interest of students that would be helpful in their chosen courses. The school should help the students to familiarize themselves in order to avoid mismatched jobs in the future. (6) The school should encourage the students to choose a course that will boost and enhance their talents and skills. It’s the student’s advantage if the course they choose already applies to them. (7) The school must provide students with a broad education that will allow them to understand and manage effectively and be well-positioned for a career or further graduate studies.

The study aims to identify whether the organizational culture of Perceived Columban College in Business Accountancy affects the performance of the students during Academic Year 2015-2016. Specifically, the study identified the organizational culture of the graduating students of gender, major, length of years in Columban College, religion, and financial income. Moreover, the organizational culture of the respondents in terms of commitment, quality, honesty integrity, and behavior studied. The data gathered were tabulated, analyze, and interpreted using appropriate statistical tools like frequency and percentage. The percentage and mean formula for relationship were likewise applied to compute the relationship between the respondent’s profiles, the level of the organizational culture of the graduating students. Based on the findings, the researcher concluded the following: The majority of the graduating students are over 18-20 years old, most of the students are from the management course and being dominated by numbers of the female. The majority of the graduating students obtained strongly agreed in all aspects all the level of performance in their organizational culture. Results showed that the level of professionalism affected the level of the job performance of graduating students. Based on the conclusions, the researcher hereby proposes the following recommendations: Most graduating students came from the management department and that student who is graduating are catholic because it is a catholic institution. The majority of the graduating students are over 18-20 years old, most of the students are from the management course and being dominated by numbers of the female. In general, most of the students that are graduating have stayed in Columban College for four years. The majority of the graduating students obtained strongly agreed in all aspects in all the assessment of the organizational culture. Results showed that the organizational culture affects their level of performance of the graduating students. Based on the conclusions, the researcher hereby proposed the following recommendations: This could improve the life span of the organization; The belief that schools and colleges are unique entities is gaining ground as people increasingly recognize the importance of the specific contexts, internal and external, which provide the frameworks within which graduating students must operate. The recognition that school and college development needs to be preceded by attitudinal change is also salutary and is consistent with the view that teachers must feel ‘ownership’ of change if it is to be implemented effectively. Externally imposed innovation often fails because it is out of tune with the values of the teachers who have to implement it. Common organizational culture problems can include ambiguity, poor communication, and inconsistency. These can contribute to the experience of a hostile and unpleasant school place. Institutions with concerns about their organization can use outside consultants to get a fresh look at their culture, and may also want to consider the use of student evaluations to get feedback from their personnel. These tools can help schools identify and address problems with organizational culture. Ambiguity is a common issue. Students may not understand what is expected of them or could feel as though stated policies are in conflict with actual practices. Inconsistency can be another contributor to organizational culture problems. Students may feel like policies are not applied evenly and fairly; professors may not be penalized for activities students would expect to see punished. Poor communication is another common problem with an organizational culture of all sizes. Students may not communicate well with each other and could feel uncomfortable about approaching professors with ideas, suggestions, and concerns. Poor leadership can be another issue. Students may have trouble following people they do not respect, or taking orders from leaders who do not appear to know what they are doing. If leadership is weak, inconsistent, or disreputable, it can contribute to organizational culture problems.

The function of the front office is to directly get in touch with customers and is usually the first place that customers get to when they arrive at the company. This study focused on the analysis of the training needs of front office personnel in selected hotels at Subic Bay Freeport Zone for the year 2015 in line with ASEAN Competency Standards Framework for Tourism Professionals and Training Regulation for Front Office set by the Technical Education and Skills Development Authority (TESDA). The descriptive-survey type of research was utilized in which 139 FO personnel from 14 selected hotels were considered as respondents. Data were gathered through survey-checklist, observation, and unstructured interview and were analyzed using the Percentage and Weighted Mean. The majority of the front office personnel in the selected hotels at SBFZ are in the young adult stage, female, single, finished College degree related to hospitality and new in their work as FO personnel. Very few earned National Certification in Front Office, with a limited number of training and seminars outside their workplace. The core competencies exhibited by the FO managers are considered very good, while their generic and functional competencies are described to be outstanding. Generally, the core and generic competencies of the FO staff can be described as very good while their functional competencies are described to be outstanding. The performance of FO managers can be described as outstanding in terms of work commitment, attitudes towards work, dealing with customers and guests, and in performance of duties and tasks, while the performance of FO staff generally can be described as very good in a work commitment, attitudes towards work and in performance of duties and tasks and outstanding in dealing with customers and guests. Training is important to enhance further the acquired skills and knowledge needed in the workplace among FO personnel.

The teachers being central to the achievement of instructional goals and objectives should see to it that instructional competence and effectiveness are assured and learning output is maximized. The success and failure of the school program through quality teaching rest entirely on their hands. This study assessed the instructional competence of college instructors handling professional business courses in the College of Business and Accountancy, Columban College, Inc. for the academic year 2016-2017 vis-à-vis the expectations of their students towards quality teaching. The descriptive-survey of research was utilized with the total population of 17 full-time and 12 part-time instructors teaching professional business courses and 140 randomly selected students enrolled in at least one professional business course. Data were gathered through survey-checklist, observation, performance evaluation results, and interviews. Percentage, Mean, Weighted Mean, and t-Test were used in the statistical analysis. The instructors rated their mastery of the subject matter, effectiveness in their teaching skills, classroom management, and assessment skills as evident while the students' expectations on teaching quality in terms of these variables were rated with a high level of expectations. Instructional competence in teaching professional business courses varied according to their position, highest educational attainment, number of years in teaching, and attendance to training and seminars.