Gap Analysis of Economics Students’

Competencies as Viewed by the

Schools and Industries

Joyce Ann Sumile (I-BEAD student)

& Ruben M. Nayve Jr.,PhD (adviser)
 Introduction

 The employability of Economics graduates depends on

the training they received in their respective academe. The
partnership between academe and industries were lately
been put on the back seat (Zara, 2001). As a result,
academe are being unable to produce graduates with the
required competencies thus creates gap
 The study determines the perception on
Economics students competencies by the schools
and industry partners.

 It includes the gap analysis of Economics

students competencies based on the industries’
perception and importance of skills.

Gap Analysis is a study that identifies the differences

between the perception and importance of Economics
students’ general and professional skills by the industry
partners. The differences will be used in order to identify
the existing gap.
 Methodology
Survey questionnaires

Likert scale

Weighted mean

Analysis of Variance (ANOVA)

Gap analysis
 Schools

 San Beda College (Bachelor of Science major

in Economics and Public Policy)

 St. Scholastica’s College (Bachelor of Science

in Commerce major in International Business
Economics and Diplomacy )

 University of Santo Tomas (Bachelor of Arts

major in Economics)
 Industry Partners

San Beda College St. Scholastica’s University of

College Santo Tomas
Asian Institute of Asian Institute of Asian Institute of
Management Management Management

Board of Investments Philippine Exporters Standard Chartered

Confederation Bank
Philippine Airlines Bureau of National Economic
International Trade and Development
Relations Authority
Statement of the Problem:

1. What are the level of competencies of Economics

students as perceived by the selected school
administrators and industries in terms of the following
skills:

1.1 Communication;
1.2 Interpersonal;
1.3 Problem solving;
1.4 Technology;
1.5 Planning and organizing; and
1.6 Professional skills?
Statement of the Problem:

1. What are the level of competencies of Economics

students as perceived by the selected school
administrators and industries in terms of the following
skills:

1.1 Communication;
1.2 Interpersonal;
1.3 Problem solving;
1.4 Technology;
1.5 Planning and organizing; and
1.6 Professional skills?
Competencies- are a set of behaviors of an Economics
students that encompass general and professional
skills taken together in accord with the needs of the
industry partners.

Communication Skills - the ability of a graduate to

communicate effectively with others using the range
of spoken, written, graphic and other non-verbal
means of expression in job setting.

Interpersonal skills- the ability of a graduate to interact

effectively with other people and working effectively
as a member of a team to achieve a shared goal in
job setting.

Problem solving skills- the ability of a graduate to apply

problem-solving strategies in purposeful ways, both in
situations where the problem and the desired solution
are clearly evident and in situations requiring critical
thinking and a creative approach to achieve an
outcome.
Technology skills- the ability of a graduate to be familiar
with the use of computer software like Microsoft
office, important software and other technology used
in office setting.

Planning and organizing skills- the ability of a graduate

to plan and organize one’s own work activities,
including making good use of time and resources,
sorting out priorities and monitoring

Professional skills- the skills of an Economics graduate

that are needed for the job based on what he or she
had learned from professional subjects.
2. Are there significant differences on the perception on
the level of competencies of Economics students when
grouped according to schools administrators and
industry partners?

3. Are there gaps between the acquired competencies

of Economics students and the set standards of
industry partners?
Hypothesis:

There are no significant difference on the

perception on the level of competencies of
Economics students when grouped according to
schools administrators and industry partners.
1. What are the level of competencies of Economics
students as perceived by the selected school
administrators and industries in terms of the
following skills:

1.1 Communication;
1.2 Interpersonal;
1.3 Problem solving;
1.4 Technology;
1.5 Planning and organizing; and
1.6 Professional skills?

Schools perceived highest on “the ability to follow

written instructions correctly” and “demonstrate
listening skills by restating what was heard to
confirm others’ understanding of need or
requirements”

Industries have the same highest perception on the

“ability to follow written instructions correctly”
The schools have the highest perception on “the
ability of the Economics students to establish rapport to
people of different ages, abilities, genders, cultures,
and behavior styles”

The industries perceived that the Economics students

“show positive disposition when dealing with others at
all times”
The schools have the highest perception on “the
ability of the Economics students to establish rapport to
people of different ages, abilities, genders, cultures,
and behavior styles”

The industries perceived that the Economics students

“show positive disposition when dealing with others at
all times”
The industries have highest perception on the
problem solving skills of Economics students compared
to the schools

Economics students are good in problem solving in

terms of finding solution to the problem even in critical
situations both perceived by the schools and industries.

Problem solving perceived the lowest among the skills

by the industries.
The schools have the highest perception among the
indicators of technology skills on “knowledgeable of the
proper procedures for setting up computer and other
technology used in the office such as fax, printer,
projector and etc.”

Industries perceived the Economics students very

good in the “use of Microsoft office (e.g. Word, Excel,
PowerPoint and Access)”
The schools have the highest perception among the
indicators of Planning and organizing skills both on
“reporting on time in his/her work assignment “and
“develop plans to deal with unexpected events”

Industries perceived the Economics students very

good in “reporting on time in his/her work assignment”
The schools have the highest perception among the
indicators of Planning and organizing skills both on
“reporting on time in his/her work assignment “and
“develop plans to deal with unexpected events”

Industries perceived the Economics students very

good in “reporting on time in his/her work assignment”
The schools have highest perception on the
Economics students in terms of “the ability to do a
research independently” and “apply Economic
knowledge to real world situations”

Same perception with the industry on the “ability to do

a research independently” and have also highest
perception in “adopting and applies the use of
statistical software”
2. Are there significant differences on the perception on
the level of competencies of Economics students when
grouped according to schools administrators and
industry partners?
Base on the ANOVA results the schools and industries
have significant differences on the perception of the
competencies of Economics student.

Likewise, the result means that the Economics

department heads and the industry partners have different
perceptions on the skills of the Economics students

This implies that the null hypothesis will be rejected.

Therefore, there is a significant difference between the
respondents.
3. Are there gaps between the acquired competencies
of Economics students and the set standards of
industry partners?
Technology skills have a positive gap mean of 0.02 and the
highest among the gap mean of other competencies. It means
that the Economics students had met the industries
standards during their practicum performance. On the other
hand, Communication, Interpersonal, Problem Solving,
Planning and Organizing and Professional Skills have
negative gap mean thus, it implies that there is a need to
develop the required skills by industries.

There is an existing gap between the perception and

importance of Economics students’ competencies by the
industries on the above mentioned skills except for the
Technology skills that met the industry standards.
Recommendations

1. The Schools should provide additional English programs in

Economics department aside from English subject
during the 1st year of students. An English program
that will enable the students to enhance their
expression and communication in English.

2. The Schools should re-enhance the Economics students

interpersonal relation most especially to lessen the
introversion type of students this can be through
extra-curricular activities that will enhance personality
development.

3. The Schools should improve training the students on

problem solving by providing extra activities per
meeting.
Recommendations

4. The Schools should improve training the students in on how

to plan and organize their tasks that was given to
them through giving class activities per meeting and
teach them especially on how to develop plans in
unexpected events.

Extra-curricular activities like joining organization would

also help enhance student’s planning and
organizing skills.

5. The Schools should improve training the students in

demonstrating the basic knowledge in quantitative
and qualitative analysis through giving research
project per major subjects in order to develop their
analytical skills.
Recommendations

6. The industries should communicate with the school (vice

versa) on what other skills that an Economics
students should need further enhancement.

Schools and industries should establish linkages, a

partnership that will improve the competency of
the Economics students by updating on what is
presently being required on its graduate and to be
able to know present and future job opportunities.

A review of feed back system mechanism between

the school and industry partners with regards to the
monitoring of competencies gap.