Bridging the Gap: Employability Outcomes of State University Graduates in the Philippines

Social Science and Human Research Bulletin Vol. 02(11): 663-675, November 2025 Home Page: http://sshrbjournal.org/ ISSN(e): 3050-5542 ISSN(p): 3050-5534 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 663 Bridging the Gap: Employability Outcomes of State University Graduates in the Philippines Noel Marjon E. Yasi1, Pio S. Supat2, Ryan O. Tayco3, Sandra S. Balansag4 1,2,3,4Negros Oriental State University Article DOI: 10.55677/SSHRB/2025-3050-1105 DOI URL: https://doi.org/10.55677/SSHRB/2025-3050-1105 KEYWORDS: state university, graduate employability, mixed-methods research, mixed-methods design, Philippines Corresponding Author: Ryan O. Tayco Published: November 11, 2025 License: This is an open access article under the CC BY 4.0 license: https://creativecommons.org/licenses/by/4.0/ ABSTRACT: This study examined the employability outcomes of Negros Oriental State University (NORSU) graduates from 2021 to 2024, aiming to understand how curriculum competencies, institutional values, and employer expectations shape career trajectories. Using a mixed-methods design, the research combined a crosssectional survey with thematic analysis of employer feedback. Data were collected from 1,192 graduates and 74 employers through online and offline questionnaires. Quantitative analysis included frequency counts, weighted means, and Spearman’s Rho to explore relationships between curriculum relevance, VMGO alignment, and job performance. Qualitative insights were drawn from open-ended employer comments, analyzed using Braun and Clarke’s six-phase framework. Results showed a high employment rate and strong internalization of VMGO, with employers rating graduates positively in terms of values and general competencies. However, weak correlations between curriculum and job performance indicated gaps in digital literacy, entrepreneurial skills, and program-level alignment. Thematic analysis revealed employer appreciation for graduate attitudes, alongside calls for technical upskilling, broader alumni recognition, and improved feedback mechanisms. The study highlights NORSU’s strengths in producing values-driven graduates while identifying areas for strategic reform. Its findings can inform curriculum audits, alumni engagement strategies, and digital tracer improvements— contributing to more responsive, inclusive, and competitive higher education in regional Philippine contexts. INTRODUCTION This study investigates the employability outcomes of graduates from Negros Oriental State University (NORSU) between 2021 and 2024, focusing on employment status, job relevance, competencies, and alignment with institutional goals. Using a descriptive-correlational design, it explores how curriculum, skills, and values translate into real-world job performance as perceived by both graduates and employers. The research aims to provide evidence-based insights into how higher education institutions can better prepare students for the evolving demands of the labor market. Globally, employability has become a critical benchmark for higher education institutions. The 2025 Global Employability University Ranking and Survey (GEURS) highlights that employers now prioritize adaptability, digital fluency, and practical experience over academic credentials alone (timeshighereducation.com). Similarly, the 2025 Cengage Group Report reveals that only 30% of graduates secure jobs aligned with their field of study, with nearly half feeling unprepared for entry-level roles due to gaps in job-specific skills (cengagegroup.com). These findings highlight a growing disparity between academic training and labor market expectations, prompting calls for closer collaboration between industry and academia, as well as reform of the curriculum. Recent studies highlight a widening gap between higher education outputs and employer expectations, which is exacerbated by technological disruptions and the Fourth Industrial Revolution. A 2025 tracer study by Reyes et al. on Laguna University graduates found that while most graduates were employed, many held contractual or unrelated positions, reflecting underemployment and skill mismatches. Dela Cruz and Dela Cruz (2023) emphasized the importance of communication, problem-solving, and human relations skills in securing employment among graduate Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 664 school alumni in Northern Luzon. Meanwhile, the PATHWAY Project (2024) noted that Filipino employers increasingly value soft skills and practical competencies, yet many graduates lack sufficient exposure to real-world applications (pathway2employability). The study by Tayco, Supat, and Estrope (2022) provided foundational insights into the employability of NORSU graduates from 2016 to 2020, highlighting the role of curriculum and institutional values in shaping job readiness. However, updated data reflecting post-pandemic shifts, digital transitions, and employer expectations remain scarce. This study addresses that gap by analyzing a broader and more recent cohort (2021–2024), incorporating employer feedback and correlational analysis to assess the relevance of the curriculum and its impact on job performance. This research aims to assess the employability of NORSU graduates from 2021 to 2024 by examining employment status, job relevance, competencies acquired, and alignment with the university’s Vision, Mission, Goals, and Objectives (VMGOs). It also seeks to determine the relationship between curriculum design and job performance, as perceived by employers. Ultimately, the study aspires to inform institutional strategies, curriculum development, and policy reforms that enhance graduate readiness and workforce integration. METHODOLOGY This descriptive study employed a mixed-methods approach, combining quantitative and qualitative techniques to comprehensively assess the employability, employment outcomes, and personal profiles of Negros Oriental State University (NORSU) graduates from the 2021–2024 batch. A cross-sectional survey design was used to collect data from a census of graduates, aiming to minimize non-response bias. Data collection was conducted through both online (Google Forms) and offline (printed questionnaires delivered personally or via courier) methods to ensure accessibility and inclusivity across campuses and geographic locations. The study utilized two structured questionnaires—one for graduates and another for employers—adapted from the instrument developed by Tayco, Supat, and Estrope (2022), which focused on the employability of state university graduates in the Philippines. The quantitative component involved descriptive statistics such as frequency counts, percentages, and weighted means to summarize graduate profiles and employment outcomes. Correlation analysis was applied to examine the relationships between curriculum and competencies, the manifestation of NORSU’s Vision, Mission, Goals, and Objectives (VMGOs), and job performance as perceived by employers. To enrich the numerical findings, the study also incorporated a qualitative component through open-ended responses from employers. These comments were analyzed using Braun and Clarke's (2006) six-phase thematic analysis framework, which enabled the identification of recurring patterns and provided more profound insights into employer perceptions. This integration of quantitative and qualitative data provided a more holistic understanding of graduate employability, highlighting both measurable outcomes and contextual nuances that inform institutional improvements and policy recommendations. Background of the Respondents Table NORSU graduate demographics reveal strong female representation, youth mobility, and skill-based credentials that support employability; yet, rural disparities and gender gaps persist. Table 1. Background of the Respondents Variables N % Gender Male 451 37.84 Female 739 61.99 Others (Gay) 2 0.17 Marital Status Single 1120 93.96 Married 71 5.96 Others (Widowed) 1 0.08 Educational Attainment (Baccalaureate Degree) CAS 171 14.35 CAFF 93 7.80 CBA 270 22.65 CCJE 143 12.00 CEA 82 6.88 CIT 198 16.61 CNPAHS 42 3.52 CTE 193 16.19 Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 665 Year Graduated 2024 238 19.97 2023 416 34.90 2022 432 36.24 2021 106 8.89 Campus Main Campus 1 & 2 and Pamplona Campus 522 43.79 BSC 299 25.08 Siaton 70 5.87 Mabinay 121 10.15 Bais 70 5.87 Guihulngan 110 9.23 Honor(s) or Award Received Academic Honor 1 0.61 Special Academic Award 39 23.93 Leadership Award 8 4.91 Other Awards: Dean's List 41 25.15 Presidential Academic/Technology Award 67 41.10 Most Proficient 4 2.45 Service Award 3 1.84 Professional Examinations /National Certifications Passed: Licensure Exam - PRC 200 64.52 National Certificate – TESDA 50 16.13 Civil Service 60 19.35 N = 1,192 Table 1 presents a detailed demographic profile of 1,192 graduates from Negros Oriental State University (NORSU), covering cohorts from 2021 to 2024. These data offer valuable insights into how age, gender, academic background, and location influence employment outcomes in a regional Philippine setting. The gender distribution shows a clear female majority (61.99%), consistent with national trends in higher education, where women comprise over 60% of enrollees and graduates. While female graduates often outperform their male counterparts in academic completion, they still face challenges in entering male-dominated fields, such as engineering and management, where wage gaps and limited leadership roles persist (Perez et al., 2025). This imbalance affects employability, as women may rely more on local networks but face systemic barriers in specific industries. Most respondents are single (93.96%), aged 21–25, reflecting a young and mobile workforce. Being unmarried often allows graduates to pursue opportunities more freely, which can lead to quicker job placement and advancement. However, in economically constrained areas like Negros Oriental, this mobility may be limited by financial instability or lack of access to urban job markets (Gumba, 2022) Academic diversity is evident across colleges, with the College of Business and Accountancy (22.65%) and College of Industrial Technology (16.61%) leading. These programs align with the province's growing business and industrial sectors, which tend to absorb graduates more quickly than those in agriculture or humanities tracks (edcom2.gov.ph). Studies show that business and industrial graduates in the Philippines have higher employment rates within six months of graduation (www.pathway2employability.eu). Graduation year data highlights the impact of the pandemic, with the majority of graduates from 2022 and 2023. These cohorts faced delayed job entry and heightened competition, yet may have developed resilience and digital adaptability, traits increasingly valued by employers (Amahan et al. 2024).) Campus affiliation reveals urban-rural disparities. Graduates from Main Campus 1 & 2 (43.71%) benefit from better access to resources and job placement services, while those from satellite campuses often face limited local opportunities. This pattern reflects broader challenges in rural employability, where geographic isolation can hinder career growth. (www.pathway2employability.eu). Recognition and certifications boost employability. Among a subset of respondents, 41.1% received Presidential Academic/Technology Awards, and 64.52% passed the PRC licensure exam. These credentials are crucial for regulated professions and correlate with faster job placement and higher public sector employment (www.statista.com). According to CHED's 2022 tracer study, graduates with certifications are 25% more likely to secure stable jobs (www.pna.gov.ph). Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 666 Overall, NORSU graduates are predominantly young, female, and credentialed, traits that support employability. However, gender equity programs and rural outreach remain essential for addressing persistent gaps and ensuring inclusive career development. Employment Data Table NORSU graduates exhibit strong employment rates and rapid job acquisition, but face challenges in job relevance, stability, and underemployment—trends that mirror national and regional trends. Table 2. Employment Data Is this your first job after college Yes 584 55.04 No 477 44.96 Reasons for staying on the job? You may check (√) more than one answer. Salaries and benefits 408 27.96 Career challenge 314 21.52 Related to a special skill 219 15.01 Related to the course or program of study 262 17.96 Proximity to residence 128 8.77 Peer influence 40 2.74 Family influence 68 4.66 Other reason (s): Return of Service 11 0.75 No other choice 4 0.27 Working Environment 5 0.34 Presently Employed Yes 935 78.44 No 257 21.56 Type of Company/Organization Private 683 73.05 Government 238 25.45 NGO 14 1.50 Reason (s) why you are not yet employed. You may check (/) more than one answer. Advance or further study 49 18.63 The family was concerned and decided not to find a job 59 22.43 Health-related reason (s) 13 4.94 Lack of work experience 49 18.63 No job opportunity 53 20.15 Did not look for a job 32 12.17 Other reason (s): End of contract 3 1.14 Resigned / Quit Present Employment Status 5 1.90 Regular or Permanent 482 46.39 Contractual 270 25.99 Temporary 148 14.24 Self-employed 93 8.95 Casual 33 3.18 Other reason (s): Online / Freelance Place of Work: 13 1.25 Local 959 97.26 Abroad 27 2.74 Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 667 Is your first job related to the course you took up in college? Yes 544 50.42 No 527 48.84 Maybe/Partly 8 0.74 Your reasons for accepting the job? You may check (/) more than one answer. Salaries and benefits 576 32.11 Career challenge 428 23.86 Related to special skills 407 22.69 Proximity to residence 10 0.56 Other reason (s): No other choice 2 0.11 Related to the course or program of study 369 20.57 Breadwinner 2 0.11 Your reasons for changing jobs? You may check (/) more than one answer. Salaries and benefits 480 37.53 Career challenge 302 23.61 Related to special skills 196 15.32 Proximity to residence 113 8.84 Other reason (s): Business 5 0.39 Related to the course or program of study 156 12.20 End of contract 5 0.39 Irregular duties 1 0.08 Personal Reason 11 0.86 Experience 4 0.31 Health Reason 6 0.47 How long did you stay in your first job? Less than a month 52 5.28 1 year to less than 2 years 258 26.19 1 to 6 months 353 35.84 2 years to less than 3 years 137 13.91 7 to 11 months 125 12.69 3 years to less than 4 years 51 5.18 Others, please specify: 4 years and above How did you find your first job? 9 0.91 Response to an advertisement 160 12.68 As a walk-in applicant 358 28.37 Recommended by someone 438 34.71 Information from friends 202 16.01 Arranged by the school’s job placement officer 23 1.82 Family business 34 2.69 Job Fair or Public Employment Service Office (PESO) 31 2.46 Others, please specify: Absorbed from OJT 11 0.87 Elected How long did it take you to land your first job? 5 0.40 Less than a month 531 51.30 1 year to less than 2 years 79 7.63 1 to 6 months 337 32.56 2 years to less than 3 years 16 1.55 7 to 11 months 50 4.83 3 years to less than 4 years 12 1.16 Others, please specify: 1 week 10 0.97 Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 668 Job Level Position Rank or Clerical 175 17.31 Professional, Technical, or Supervisory 748 73.99 Managerial or Executive 13 1.29 Self-employed 75 7.42 The employment data of 1,192 NORSU graduates from 2021 to 2024 reveals a promising yet uneven transition into the workforce. A total of 78.44% are employed, exceeding the national average of 65–70% for recent college graduates in the Philippines (www.ceicdata.com). This reflects the university's emphasis on vocational and skill-based programs, which are increasingly aligned with labor market needs. Most employed graduates (73.05%) work in the private sector, followed by government (25.45%) and NGOs (1.5%). This pattern is consistent with global trends in developing countries, where private firms dominate youth hiring due to their flexibility and rapid growth. (www.ilo.org). However, government roles remain attractive for their stability, especially in rural economies like Negros Oriental. Unemployment reasons highlight structural barriers, including family decisions (22.43%), lack of opportunities (20.15%), gaps in further studies and experience (18.63% each), and health concerns (4.94%). These reflect broader issues of underemployment and job mismatch in the Philippines, where 38.2% of unemployed Filipinos are college graduates, often working in roles unrelated to their degrees (www.onenews.ph). Job stability varies widely; only 46.39% hold permanent positions, while the rest are in contractual (25.99%), temporary (14.24%), self-employed (8.95%), casual (3.18%), or freelance (1.25%) roles. This precarious landscape is typical in rural areas, where informal employment sustains over 60% of youth workers (cids.up.edu.ph). Most graduates (97.26%) work locally, with only 2.74% employed abroad. This suggests strong regional retention, likely due to family ties and limited migration resources. However, it also limits exposure to higher-paying international opportunities. Job relevance is split: 50.42% say their first job matched their college course, while 48.84% did not. This mismatch is a common issue in developing countries, where curriculum updates lag behind industry demands (www.statista.com). Despite this, job acquisition is rapid; 51.3% found work in less than a month, often through personal networks, such as referrals (34.7%) and walk-ins (28.3%), rather than formal school placements (1.8%) (everythingatwork.com). Retention is driven by salaries (27.96%) and career challenges (21.52%), while job changes are primarily due to better pay (37.53%). These motivations reflect a pragmatic approach to employment, where financial stability and growth opportunities take precedence over loyalty or alignment with academic training. Most graduates enter professional or technical roles (73.99%), indicating mid-level entry points into the workforce. While this demonstrates NORSU's success in preparing graduates for immediate employment, the data also highlights the need for more substantial curriculum alignment, digital upskilling, and career support to mitigate turnover and underemployment. Curriculum and Competencies Table NORSU's curriculum demonstrates strong job relevance and soft skill development; however, gaps in entrepreneurship and digital readiness suggest areas for improvement. Table 3. Curriculum and Competencies Variables N % Was the curriculum you had in college relevant to your job? Yes 795 74.30 No 270 25.23 Maybe Did the competencies learned in college prove instrumental in your job? check (/) more than one answer. Communication skills 5 You 760 0.47 may 26.40 Human Relations skills 563 19.56 Entrepreneurial skills 299 10.39 Problem-solving skills 613 21.29 Critical Thinking skills 633 21.99 Other skills, please specify: Technical Skills 7 0.24 Leadership Skills 4 0.14 N = 1,192 Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 669 Table 3 highlights how NORSU graduates perceive the usefulness of their college curriculum in preparing them for employment. A solid 74.3% of respondents say their curriculum was relevant to their job, while 25.23% found it unrelated and 0.47% were unsure. This result is notably higher than the national average, where only 40–60% of graduates believe their education aligns with job demands, often due to outdated course content and limited practical experience (Reyes et al., 2025). The data support NORSU's focus on applied learning, especially in technical programs, which helps graduates adapt quickly to workplace expectations. However, the real strength lies in developing soft skills. Among 2,879 responses on functional competencies, communication skills ranked highest (26.4%), followed by critical thinking (21.99%), problem-solving (21.29%), and human relations (19.56%). These skills are increasingly valued by employers, with studies showing that Filipino companies prioritize soft skills over technical expertise, particularly in roles that require teamwork, adaptability, and emotional intelligence (ph.jobstreet.com). Despite these strengths, entrepreneurial skills were cited by only 10.39% of respondents, revealing a gap in innovation readiness. This is concerning, given that small and medium-sized enterprises (SMEs) comprise 99.5% of businesses in the Philippines, and entrepreneurship is a key driver of local economic growth, as noted by Reyes et al. (2025). The low uptake suggests that NORSU’s curriculum could benefit from integrating more business incubation, startup exposure, or innovation modules. Philippine tracer studies also indicate that communication gaps contribute to up to 30% of hiring challenges; however, NORSU's emphasis on cognitive skills appears to mitigate this barrier, resulting in improved job retention by up to 20% (Dela Cruz & Dela Cruz, 2023). Still, the mismatch between theory and practice remains a concern. Experts recommend experiential learning strategies—such as internships, capstone projects, and industry immersion—to better align academic training with real-world expectations (Saquin, 2023). To remain relevant, NORSU must continue to engage stakeholders—employers, alumni, and curriculum experts—to integrate digital and green competencies into its programs. These emerging skill sets are essential for graduates to thrive in fastchanging industries and contribute meaningfully to sustainable development. Manifestation of Negros Oriental State University VMGOs Table NORSU graduates strongly affirm the university's values and mission goals, showing that institutional values are well-embedded— but aligning objectives with global standards could further enhance their impact. Table 4. Manifestation of Negros Oriental State University VMGO’s Variables WM Verbal Description Vision 4.60 Strongly Agree Mission 4.60 Strongly Agree Goals 4.60 Strongly Agree Corporate Values/Core Values/Graduate Attributes 4.60 Strongly Agree Course/Program Objectives 4.56 Strongly Agree Legend: 5 4.21 – 5.00 Strongly Agree 4 3.41 – 4.20 Agree 3 2.61 – 3.40 Neutral / Neither Agree nor Disagree 2 1.81 – 2.60 Disagree 1 1.00 – 1.80 Strongly Disagree Table 4 shows that NORSU graduates consistently rated their agreement with the university’s Vision, Mission, Goals, and Objectives (VMGOs) as “Strongly Agree”, with weighted means of 4.6 for Vision, Mission, Goals, and Core Values, and 4.56 for Course/Program Objectives. This suggests that institutional values are clearly communicated and internalized, contributing to graduates’ sense of purpose, ethical grounding, and professional identity. Such strong alignment is essential. Studies show that clear and well-disseminated VMGOs can improve student motivation, academic engagement, and institutional pride by 10–15% (Limama et al., 2025). In Philippine state universities, VMGO awareness has also been linked to 20% higher satisfaction and more substantial alignment between student goals and institutional services. NORSU's high scores likely reflect the effectiveness of strategies such as orientation programs, visible campus signage, and the integration of VMGOs into course syllabi and assessments. These practices help students connect their academic journey with broader institutional goals, fostering holistic development. However, the slightly lower score for program objectives (4.56) suggests room for improvement. This may indicate that while students understand the university’s broader mission, they may not fully see how their specific courses or programs contribute to those goals. Periodic curriculum reviews and stakeholder consultations, including input from alumni and employers, can help ensure that program objectives remain relevant and aligned with both institutional values and evolving industry needs (Sanchez, 2025) Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 670 To stay competitive, NORSU may also consider integrating global competencies—such as digital literacy, sustainability, and intercultural communication—into its VMGO framework. These additions would prepare graduates for dynamic labor markets and reinforce the university’s commitment to producing globally competent professionals. Employer’s Background Table Most employers of NORSU graduates are local, supporting community-based hiring, but limited global exposure may hinder skill growth and competitiveness. Tables 5. Employer’s Background Variables N % Place of Company Local 71 95.95 Abroad 3 4.05 N = 74 Table 5 shows that 95.95% of employers hiring NORSU graduates are based in the Philippines, while only 4.05% are international. This strong local orientation reflects the reality of rural regions like Negros Oriental, where proximity, cultural familiarity, and cost efficiency drive hiring decisions. Local employment helps graduates stay close to their families and contribute to community development. However, it also limits access to higher-paying jobs abroad, which can offer incomes two to three times higher than domestic roles (www.statista.com). This pattern is typical in provincial economies, where the business and industrial sectors are dominant, and local firms tend to prefer hiring graduates from nearby universities. While this supports regional retention and reduces migration, it may also lead to skill stagnation, especially if graduates lack exposure to global standards, technologies, or diverse work environments (www.pathway2employability.eu). To address this, experts recommend hybrid models that combine local employment with global engagement. For example, virtual internships, remote work opportunities, and international collaborations can help graduates build competitive skills without leaving their communities. These approaches are especially relevant in the post-pandemic era, where digital platforms have made cross-border work more accessible (impact.economist.com). For NORSU, this means strengthening partnerships with both local and international employers, integrating global competencies into the curriculum, and promoting programs that prepare students for remote or hybrid work. Doing so can help graduates remain locally rooted while becoming globally competitive. Job Performance of NORSU Graduates Employers rate NORSU graduates highly in terms of values, knowledge, and soft skills; however, digital and commercial competencies require strengthening to meet global standards. Table 6. Job Performance of NORSU Graduates Variables WM Verbal Description Attitude and Values Individual Values 4.46 Strongly Agree Professional Values 4.51 Strongly Agree Commercial Attitude and Understanding 4.32 Strongly Agree Self-Sufficiency and Self-Career Management 4.42 Strongly Agree Digital Literacies 4.35 Strongly Agree Skills and Competencies Transferable Skills 4.43 Strongly Agree Communication/Interpersonal Skills 4.35 Strongly Agree Tactile/Technical Skills 4.41 Strongly Agree General Skills 4.43 Strongly Agree Manual/Physical Skills 4.41 Strongly Agree Knowledge Understanding Skills 4.51 Strongly Agree Ryan O. Tayco (2025), Social Science and Human Research Bulletin 02(11):663-675 DOI: https://doi.org/10.55677/SSHRB/2025-3050-1105 pg. 671 Job Knowledge/Skills 4.34 Strongly Agree Critical Thinking Skills 4.38 Strongly Agree Initiative/Problem-solving Skills 4.46 Strongly Agree Work Habits 4.46 Strongly Agree Legend: 5 4.21 – 5.00 Strongly Agree 4 3.41 – 4.20 Agree 3 2.61 – 3.40 Neutral / Neither Agree nor Disagree 2 1.81 – 2.60 Disagree 1 1.00 – 1.80 Strongly Disagree Table 6 presents employer feedback on the job performance of NORSU graduates, with an average rating of 4.4 out of 5, indicating strong agreement with positive traits. Employers especially praised Understanding Skills (4.51) and Professional Values (4.51), followed by Initiative (4.46) and Transferable Skills (4.43). These scores reflect graduates' strengths in ethics, adaptability, and general workplace readiness. However, lower ratings in Commercial Attitude (4.32) and Digital Literacies (4.35) suggest areas for improvement. These competencies are increasingly important in today’s job market, where employers seek graduates who can navigate digital tools and understand business dynamics. A 2025 JobStreet Report found that 80% of Philippine employers prioritize soft skills, but also expect basic digital fluency and entrepreneurial thinking for long-term growth (ph.jobstreet.com). NORSU's strong performance in values and interpersonal skills aligns well with regional expectations, especially in community-based or service-oriented roles. However, compared to global benchmarks, the university may lag in preparing students for tech-driven industries and commercial environments. This gap can impact employability in sectors such as e-commerce, digital marketing, and remote work, where digital skills are now considered essential for success. To address this, NORSU could strengthen its curriculum through partnerships with industry, the development of digital training modules, and entrepreneurship programs. Studies show that competency-based reforms can increase graduate hiring rates by up to 25%, especially when aligned with employer needs and market trends. Embedding real-world business scenarios, startup simulations, and tech certifications into academic programs can help graduates become more versatile and competitive. Correlation Analysis on the Curriculum and Competencies to Manifestation of NORSU VMGOs, and Job Performance of NORSU Graduates Correlation analysis reveals weak links between the curriculum, VMGOs, and job performance, highlighting the need for better alignment and more comprehensive data tracking. Table 7. Correlation Analysis on the Curriculum and Competencies to Manifestation of NORSU VMGOs, and Job Performance of NORSU Graduates Relationship Spearman's Rho (ρ) pvalue Significance (α=0.05) Interpretation Curriculum & Competencies and Manifestation of NORSU VMGOs -0.35 0.56 No Weak inverse, nonmonotonic Curriculum & Competencies, and Job Performance of NORSU Graduates 0.46 0.43 No Modest positive, nonsignificant Note: 1. If p-value ≤ 0.05, Reject Ho. There is sufficient evidence to support the claim. 2. If p-value > 0.05, Fail to reject Ho. There is no sufficient evidence to support the claim. To explore the relationship between NORSU’s curriculum competencies, graduates’ understanding of the university’s Vision, Mission, Goals, and Objectives (VMGOs), and their job performance, the study applied Spearman’s Rho, which is commonly used in tracer studies, especially when data do not follow a normal distribution, making it ideal for analyzing graduate feedback. The analysis focused on five core competencies: communication, human relations, entrepreneurial, problem-solving, and critical thinking, and compared them with VMGO alignment scores and employer-rated job performance indicators.