Learning Outcomes To Industry Needs of BSBA Human Resource Management Program

1. Introduction

In today’s dynamic professional landscape, each industry requires specific skills and knowledge to enhance organizational performance and sustain competitiveness. Higher education institutions play a critical role in equipping students with these competencies, as most employment opportunities require a university degree. However, the extent to which current learning outcomes align with industry needs remains a significant concern. As industries continuously evolve—particularly with rapid technological advancements—it becomes necessary to evaluate whether students are adequately prepared for future workplace demands. This study aims to assess the effectiveness of the existing learning outcomes of the Bachelor of Science in Business Administration major in Human Resource Management (BSBA-HRM) program and to identify potential areas for innovation and improvement.

In the Philippines, curriculum standards and learning outcomes are guided by the Commission on Higher Education (CHED), which provides policies and memoranda outlining the competencies that students must acquire in their chosen fields. These frameworks have been implemented for several years and have generally been considered effective in shaping academic programs. Nevertheless, the rapid transformation of industries—driven by globalization and technological change—demands continuous curriculum review and enhancement. It is essential for higher education institutions to ensure that their programs remain relevant and responsive to current and emerging industry requirements.

The BSBA program encompasses various specializations, with Human Resource Management (HRM) playing a vital role in organizational success. HR professionals are responsible for recruitment, employee relations, and the promotion of fairness and equity in the workplace, making them integral to organizational stability and growth. Despite this, not all graduates possess the necessary competencies,

particularly in interpersonal and communication skills, which are critical in HR practice. This gap may lead to workplace conflicts and inefficiencies, indicating a possible misalignment between academic preparation and industry expectations. Thus, this study seeks to evaluate the alignment between the learning outcomes of selected HRM major subjects and current industry needs by gathering insights from students, alumni practitioners, and faculty members. The findings will serve as a basis for proposing enhancements to course content and learning outcomes to ensure that the curriculum produces competent and industry-ready HR professionals.

2. Materials and Methods

This study employed a descriptive research approach to examine the alignment between the learning outcomes of the Bachelor of Science in Business Administration major in Human Resource Management (BSBA-HRM) program and the current competency requirements of the human resource industry. A purposive sampling technique was utilized to ensure that respondents possessed relevant academic background or professional experience related to HR practice and curriculum implementation. The participants included fourth-year BSBA-HRM students, HRM alumni practitioners currently employed in HR-related roles, HRM faculty members handling major subjects, and selected industry partners. These respondents were strategically chosen based on their direct involvement in academic instruction, program completion, or professional HR functions.

Data were collected through a structured, researcher-made survey questionnaire designed to assess perceptions regarding the relevance and alignment of program learning outcomes with industry-required competencies. The instrument covered key HR functional areas, including recruitment and selection, training and development, performance management, compensation and benefits, and employee and labor relations. A five-point Likert scale was used to measure the degree of alignment and

respondents’ level of assessment. Prior to distribution, the questionnaire underwent content validation by the research adviser and selected panelists to ensure clarity, coherence, and appropriateness of the items.

Survey responses were gathered from a total of 88 respondents, representing the entire identified population through total enumeration sampling. The collected data were systematically organized, encoded, and analyzed using descriptive and inferential statistical tools, including percentage, weighted mean, ranking, One-Way Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation Coefficient. These statistical treatments were applied to determine the level of alignment between academic learning outcomes and industry competency requirements, as well as to identify significant differences and relationships among respondent groups.

3. Results and Discussion

Table 1 shows that respondent classification indicates that the majority of participants were 4th year BSBA Human Resource Management students (50 or 56.82%), followed by HR alumni (25 or 28.41%), industry partners (11 or 12.50%), and faculty members (2 or 2.27%), for a total of 88 respondents. This distribution reflects the study’s focus on individuals who were directly involved in or had

substantial exposure to the community extension program, ensuring that the data gathered were grounded in both current participation and post-program experiences.

These findings are consistent with UNESCO (2021), which emphasized that evaluating higher education and community engagement initiatives requires the perspectives of multiple stakeholders, including students, graduates, faculty, and external partners, to provide a comprehensive assessment of program effectiveness. Similarly, the Organisation for Economic Co-operation and Development (OECD, 2022) highlighted that stakeholder participation strengthens quality assurance processes by ensuring that academic programs remain responsive to societal and industry needs.

As shown in Table 2 , gender distribution of respondents shows that female participants comprised the majority with 53 respondents (60.23%), while male respondents accounted for 35 (39.77%), and none selected “prefer not to say,” for a total of 88 respondents. This distribution indicates a higher level of participation among females in the BSBA Human Resource Management–related community extension program, reflecting the current

gender composition commonly observed in HRM and allied social science programs.

This finding is consistent with the World Economic Forum (2023), which reported that women continue to represent a significant proportion of the workforce and student population in people-oriented professions, including human resource management, education, and other social sciences. Similarly, UNESCO (2021) emphasized that female participation remains strong in higher education programs focused on community engagement, social development, and service-oriented disciplines, highlighting women's active involvement in collaborative and extension initiatives.

This Table 3 shows The age distribution of respondents indicates that the largest group belonged to the 20–22 years old bracket with 43 respondents (48.86%), followed by those aged 23–25 years old with 22 respondents (25.00%).

Respondents aged 26–30 years old accounted for 13 (14.77%), while 7 respondents

(7.95%) were in the 31–35 years old group, and only 3 respondents (3.41%) were 36 years old and above, for a total of 88 respondents. This distribution shows that the

majority of participants were young adults, which is expected given that most respondents were current students and recent graduates involved in the community extension program.

This finding is consistent with UNESCO (2021), which reported that higher education populations are predominantly composed of young adults in the transition from education to employment, making this age group the primary participants in university-based academic and community extension initiatives.

Relevance And Adequacy Of The Bsba-Hrm Program Learning Outcomes

The assessment of Human Resource Planning and Recruitment resulted in an overall weighted mean of 3.80, interpreted as Adequate, indicating that respondents were generally capable of applying essential recruitment and workforce planning competencies. Higher ratings were observed in sourcing and recruitment strategies and the use of competency-based selection tools, while alignment of workforce planning with actual organizational staffing needs received the lowest mean, though it remained within the adequate level. Overall, the findings suggest that respondents possess functional knowledge and skills necessary for basic HR planning and recruitment tasks.

This finding is supported by Dessler (2024), who emphasized that effective human resource planning and recruitment require organizations to implement strategic workforce planning, competency-based selection methods, and systematic recruitment practices to ensure that the right people are placed in the right positions to meet organizational objectives.

Table 5 presents the assessment of Training and Development, which obtained an overall weighted mean of 4.14, interpreted as Adequate to Very Adequate. Among the indicators, application of adult learning principles in training delivery ranked first (WM = 4.23, Very Adequate), followed by evaluation of training effectiveness using measurable performance indicators (WM = 4.20, Very Adequate). The design of structured training programs aligned with organizational goals ranked third (WM = 4.15), while utilization of digital learning platforms and e-learning systems ranked fourth (WM = 4.13). The ability to conduct training needs analysis (TNA) ranked last (WM = 3.99), though it remained within the adequate level. Overall, the findings indicate that respondents demonstrate generally strong competencies in training design, delivery, and evaluation.

This finding is consistent with Noe (2023), who emphasized that effective training and development depend on the integration of adult learning principles, systematic training needs assessment, technology-enhanced learning, and evaluation methods to improve employee performance and achieve organizational goals.

The assessment of Compensation and Benefits Administration yielded an overall weighted mean of 4.10, interpreted as Adequate, indicating that respondents demonstrated sufficient competence in managing compensation-related functions. Among the indicators, ability to design competitive compensation packages ranked highest, followed by application of payroll systems and compensation analytics, while ensuring compliance with labor laws and government regulations ranked third. Knowledge of mandatory and statutory benefits administration and understanding of

salary structuring and job evaluation methods ranked lower but remained within the adequate level, suggesting generally balanced competencies across compensation and benefits functions.

This finding is consistent with Armstrong and Taylor (2023), who emphasized that effective compensation and benefits administration requires organizations to develop competitive reward systems, ensure legal compliance, utilize accurate payroll and compensation analytics, and establish equitable salary structures to attract, motivate, and retain employees.

Table 7 presents the respondents' assessment of employee and labor relations. The results indicate that the respondents rated the indicators positively, with weighted means ranging from 4.09 to 4.24, reflecting assessments of Agree (A) to Very Agree (VA). Among the indicators, promotion of positive employee engagement initiatives obtained the highest weighted mean (WM = 4.24, VA), followed by compliance with labor standards and workplace policies (WM = 4.22, VA). Knowledge of collective bargaining processes received a weighted mean of 4.13 (A), while understanding of grievance handling procedures scored 4.11 (A). The lowest-rated indicator was application of conflict resolution and mediation strategies with a weighted mean of 4.09 (A), although it still reflects a favorable assessment. Overall, the findings suggest that the respondents demonstrate a strong level of competence in employee and labor relations, particularly in fostering employee engagement and ensuring compliance with labor policies.

This finding is consistent with Briscoe, Schuler, and Claus (2021), who emphasized that effective employee and labor relations depend on promoting employee engagement, ensuring compliance with labor regulations, maintaining sound grievance-handling procedures, supporting collective bargaining where applicable, and applying conflict resolution strategies to foster productive workplace relationships.

Table 8 presents the respondents' assessment of the performance management systems. The findings reveal that all indicators received favorable ratings, with weighted means ranging from 4.09 to 4.23, corresponding to verbal interpretations of Agree (A) and Very Agree (VA). The highest-rated indicator was alignment of KPIs with organizational strategic objectives with a weighted mean of

4.23 (VA), indicating that respondents strongly recognize the importance of ensuring that employee performance goals support the organization's overall mission and objectives. This was followed by development of measurable performance appraisal tools (WM = 4.15, A) and use of performance data for decision-making and employee development (WM = 4.14, A). Meanwhile, integration of reward systems with performance outcomes obtained a weighted mean of 4.11 (A), while application of performance feedback and coaching techniques received the lowest weighted mean

of 4.09 (A), although it still reflects a positive assessment. Overall, the results suggest that the respondents perceive the organization's performance management system as effective in aligning employee performance with organizational goals while supporting employee development.

These findings are supported by Aguinis ( 2023 ) who explained that an effective performance management system is a continuous process that aligns individual performance with organizational objectives through measurable performance standards, regular feedback, coaching, and performance-based rewards. Aguinis emphasized that organizations that implement strategic performance management practices are more likely to enhance employee performance, support professional development, and achieve organizational success. The positive ratings in this study indicate that these essential elements of performance management are consistently practiced by the respondents.

Table 9 presents the respondents' assessment of organizational development and change management. The results indicate that all indicators were positively evaluated, with weighted means ranging from 4.02 to 4.18, reflecting verbal interpretations of Agree (A) and Very Agree (VA). The highest-rated indicator was evaluation of organizational development interventions with a weighted mean of 4.18 (A), suggesting that respondents recognize the importance of assessing the effectiveness of organizational development initiatives. This was followed by design of employee engagement and culture-building initiatives (WM = 4.09, A) and leadership support strategies during organizational transitions (WM = 4.08, A). Understanding of organizational diagnosis tools obtained a weighted mean of 4.05 (A), while application of change management frameworks received the lowest weighted mean of 4.02, indicating that although it remains positively rated, it

represents the area with the greatest opportunity for further development. Overall, the findings suggest that the respondents possess a favorable level of competence in organizational development and change management, particularly in evaluating interventions and promoting employee engagement during organizational change.

This finding is consistent with Cummings, Bridgman, and Brown (2022), who emphasized that successful organizational development and change management require the systematic evaluation of interventions, organizational diagnosis, employee engagement, leadership support, and the effective application of change management frameworks to achieve sustainable organizational improvement.

Expected Competencies Aligned With Industry Requirements

Table 10 displays The assessment of Technical HR Competencies shows an overall Adequate (A) level, with an average weighted mean of 3.99. Among the indicators, implementation of HR policies and procedures obtained the highest weighted mean (4.07), followed by integration of HR theories into practical business situations (4.03). Analytical skills in solving HR-related problems (3.98), application

of core HR functions in real-world scenarios (3.95), and preparation of HR documentation and reports (3.94) also received adequate ratings. These results indicate that respondents were generally capable of applying essential HR competencies in practical and organizational contexts.

This finding is supported by the Society for Human Resource Management (SHRM, 2022), which emphasizes that effective HR professionals must demonstrate technical competencies, including the implementation of HR policies, application of HR principles in workplace settings, analytical problem-solving, and accurate documentation to support organizational performance and strategic human resource management.

Table 11 presents the respondents' assessment of digital HR systems and analytics skills. The findings indicate that all indicators were positively rated, with weighted means ranging from 4.01 to 4.19, all interpreted as Agree (A). The highest-rated indicator was application of data analytics in HR decision-making with a weighted mean of 4.19, suggesting that respondents recognize the value of using workforce data to support informed human resource decisions. This was followed by awareness of data privacy and cybersecurity in HR systems (WM = 4.14, A), highlighting the importance of protecting employee information and ensuring secure HR operations. Utilization of digital recruitment and performance platforms received a weighted mean of 4.07 (A), while ability to interpret HR metrics and workforce data obtained 4.05 (A). The lowest-rated indicator was proficiency in Human Resource Information Systems (HRIS) with a weighted mean of 4.01 (A), although it still reflects

a positive level of competency. Overall, the results suggest that the respondents possess satisfactory digital HR capabilities, particularly in applying analytics to support strategic human resource management.

This finding is consistent with Marler and Boudreau (2023), who emphasized that digital HR competencies—including proficiency in HR information systems, workforce analytics, digital recruitment technologies, and data-driven decision-making—enable organizations to improve strategic HR practices and enhance organizational performance.

Table 12 presents the respondents' assessment of their knowledge of labor laws and regulatory compliance. The findings show that all indicators received positive ratings, with weighted means ranging from 4.11 to 4.32, indicating verbal interpretations of Agree (A) and Very Agree (VA). The highest-rated indicator was ethical handling of disciplinary and termination cases with a weighted mean of 4.32 (VA), suggesting that respondents highly value fairness, due process, and ethical decision-making in managing employee concerns. This was followed by knowledge of employee rights and employer obligations (WM = 4.25, VA), reflecting a strong understanding of the legal responsibilities that govern employer-employee relationships. Meanwhile, compliance with government-mandated benefits and reporting (WM = 4.15, A), application of workplace health and safety regulations (WM

= 4.14, A), and understanding of labor codes and employment standards (WM = 4.11, A) also received favorable ratings. Overall, the findings indicate that the respondents possess a high level of knowledge of labor laws and regulatory compliance, enabling them to carry out human resource functions in accordance with legal, ethical, and organizational standards.

This finding is supported by Mathis, Jackson, and Valentine (2023), who emphasized that HR professionals must possess comprehensive knowledge of labor laws, employee rights, workplace safety regulations, government compliance requirements, and ethical employment practices to ensure legal compliance, protect employee welfare, and promote sound organizational governance.

Table 13 presents the respondents' assessment of their strategic HR management capabilities. The findings indicate that all indicators received favorable ratings, with weighted means ranging from 4.05 to 4.24, corresponding to verbal interpretations of Agree (A) and Very Agree (VA). The highest-rated indicator was leadership in strategic HR decision-making discussions with a weighted mean of 4.24, followed closely by participation in strategic workforce planning initiatives with a weighted mean of 4.23 (VA). These results suggest that the respondents recognize the importance of actively contributing to organizational planning and strategic decision-making. Meanwhile, analytical evaluation of HR policies for sustainability obtained a weighted mean of 4.09 (A), while contribution to organizational competitiveness through HR programs and alignment of HR strategies with corporate goals received weighted means of 4.06 (A) and 4.05 (A), respectively. The overall weighted mean of 20.66 (VA) indicates that the respondents demonstrate a very high

level of strategic HR management capabilities, reflecting their ability to support organizational objectives through effective human resource planning, policy evaluation, and leadership.

This finding is consistent with Wright and Ulrich (2023), who emphasized that strategic human resource management requires HR professionals to participate in strategic decision-making, align HR strategies with organizational goals, engage in workforce planning, evaluate HR policies, and contribute to organizational competitiveness through evidence-based HR practices.

Table 14 presents the respondents' assessment of their adherence to ethical and professional standards in human resource management. The findings reveal that all indicators received favorable ratings, with weighted means ranging from 4.03 to 4.27, corresponding to verbal interpretations of Agree (A) and Very Agree (VA). The highest-rated indicator was accountability in HR decision-making with a weighted

mean of 4.27 (VA), indicating that respondents highly value responsibility and transparency when making human resource decisions. This was followed by commitment to continuous professional development (WM = 4.17, A), suggesting that respondents recognize the importance of continually enhancing their knowledge and competencies. Adherence to confidentiality and data protection policies obtained a weighted mean of 4.11 (A), while demonstration of integrity in HR practices received

4.08 (A). The lowest-rated indicator was professional conduct in workplace interactions with a weighted mean of 4.03 (A), although it still reflects a positive assessment. The overall weighted mean of 20.67 (VA) indicates that the respondents exhibit a very high level of commitment to ethical and professional standards, reflecting responsible, ethical, and competent human resource practices.

This finding is supported by the Chartered Institute of Personnel and Development (CIPD, 2023), which emphasizes that HR professionals are expected to uphold accountability, integrity, confidentiality, professionalism, and a commitment to continuous learning to maintain ethical standards and build trust within organizations.

Table 15 presents the respondents' assessment of their communication and interpersonal skills. The findings indicate that all indicators received favorable ratings, with weighted means ranging from 4.09 to 4.19, all interpreted as Agree

(A). The highest-rated indicators were effectiveness in oral and written communication and customer-service orientation in employee relations, both obtaining a weighted mean of 4.19 (A). These results suggest that respondents recognize the importance of communicating clearly and maintaining positive relationships with employees to support effective human resource management. This was followed by ability to conduct professional interviews and meetings (WM = 4.17, A) and conflict management and negotiation skills (WM = 4.14, A). The lowest-rated indicator was team collaboration and cross-functional coordination with a weighted mean of 4.09 (A), although it still reflects a positive level of competency. The overall weighted mean of 20.78 (A) indicates that the respondents possess

strong communication and interpersonal skills, enabling them to interact effectively with employees, managers, and other organizational stakeholders.

This finding is consistent with Robbins and Judge (2022), who emphasized that effective communication, interpersonal relationships, teamwork, negotiation, and conflict management are essential competencies that enable HR professionals to foster collaboration, build positive workplace relationships, and enhance organizational effectiveness.

Range Scale Verbal Interpretation Symbol

Table 16 presents the respondents' assessment of the alignment between industry expectations and the competencies demonstrated by Human Resource Management graduates. The results indicate generally favorable evaluations across all indicators, with weighted mean scores ranging from 3.94 to 4.24, suggesting that employers perceive graduates as adequately prepared for the demands of the workplace. The highest-rated indicator was graduates possess the soft skills (communication and ethics) expected by the industry (WM = 4.24), highlighting employers' strong recognition of graduates' interpersonal and professional competencies. This was followed by graduates can independently identify workplace issues and propose data-driven solutions (WM = 4.15) and the technical skills of graduates match the current requirements of the company (WM = 4.10), which tied with the HR program prepares students for the digital transformation of the industry (WM = 4.10). Other indicators, including readiness for organizational change, knowledge of labor regulations, and alignment of HR functions with business objectives, also received positive ratings. The lowest-rated indicator was graduates are ready to take on entry-level HR roles with minimal supervision (WM = 3.94), suggesting that although employers generally view graduates as competent, they still expect some level of guidance and workplace experience during the transition from school to employment. The overall weighted mean of 40.82 indicates a positive

overall assessment, suggesting that the competencies acquired by graduates are generally aligned with industry expectations while still presenting opportunities for strengthening workplace readiness.

This finding is consistent with Jackson (2021), who emphasized that employers increasingly value graduates who possess a balanced combination of technical competencies, digital capabilities, problem-solving skills, ethical behavior, and strong communication skills, while recognizing that new graduates typically require workplace mentoring and practical experience before achieving full professional independence.

4. Conclusion

1. The BSBA-HRM program demonstrates a high level of relevance and adequacy across all key functional areas, as reflected by the consistently high weighted mean scores. With an overall mean of 4.10, the results indicate that the program effectively meets industry expectations and supports the development of essential human resource competencies.

2. The results indicate that students demonstrate a high level of competency across all assessed areas, as shown by the consistently high weighted mean scores. With an overall mean of 4.12, the findings suggest that the program effectively equips students with the essential skills and knowledge required for professional success in human resource management.

3. The findings show a high level of alignment between industry expectations and student competencies, as reflected by the weighted mean of 4.09. This indicates that the program successfully prepares students with the skills and capabilities required by the industry.

5. Recommendations

1. The activity will be carried out by the respondents of the study, including faculty members, industry partners, and alumni. They are responsible for evaluating the program’s relevance and adequacy based on their knowledge, experience, and involvement in the field of human resource management.

2. The results indicate that students demonstrate a high level of competency across all assessed areas, as shown by the consistently high weighted mean scores. With an overall mean of 4.12, the findings suggest that the program effectively equips students with the essential skills and knowledge required for professional success in human resource management.

3. The program should continue strengthening its curriculum and training approaches to maintain the strong alignment between industry expectations and student competencies. It is also recommended to regularly collaborate with industry partners to ensure that students remain equipped with updated skills and capabilities relevant to current industry demands.