This descriptive phenomenological paper reflects the students' lived experiences metaphorically likened to 'walking through a maze,' their struggles with online learning in the context of COVID-19 construed as obstacles. Such experiences play a role in their academic successes or failures, shaped by various factors like learning environment, peers, instructors, living situations, and curriculum. Given the COVID-19 pandemic and urgency for remote learning, it becomes imperative to understand the effects of this abrupt change. Thus, this paper seeks to narrate the lived experiences of accountancy students from a higher education institution (HEI) in Bacolod City. Four participants were selected for in-depth interviews through a gatekeeper who was the Accountancy program head. Through a thematic analysis, findings revealed the students' difficulties. These struggles, however, were integral to cultivating resilience and capacity for adaptation. While the concluding outlook is perceived as positive, the need to mitigate the effects of students' negative lived experiences remains crucial.
The success of any degree program being delivered by higher education institutions is measured using the employment performance of its graduates as they navigate the dynamic labor market after completion of their studies. The tool used to gauge this metric is known as a graduate tracer study. Thus, this explanatory sequential mixed methods study may provide the graduate school the baseline employment information, the extent of practice of program competencies and demonstration of graduate attributes of business management major graduates spanning the years 2017-2021 and their level of satisfaction with the graduate programs. The results revealed that outcomes were achieved by the graduates as the graduate degree contributes to their development of competencies and these graduates were extremely satisfied with the delivery and implementation of the programs. They also demonstrated the attributes in their workplace. The results of the study are consistent with the emerging framework of the quality delivery of business graduate programs. It upholds that the satisfaction of the graduates in the delivery, and instruction of the programs, will result in the development of competencies, unlocking of knowledge, skills, and abilities and improve the social and economic status of the graduates.
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