By the end of the program, graduates are expected to:

INDUSTRY RESPONSIVE:

1. Apply the basic concepts that underlie each of the functional areas of business and employ these concepts in various business situations.
2. Express oneself clearly and communicate effectively with stakeholders both in oral and written forms
3. Demonstrate corporate citizenship and social responsibility.
4. Exercise high personal, moral, social, and ethical standards.

STRATEGIC BUSINESS THINKER:

1. Demonstrate the ability to analyze the business environment for strategic direction.
2. Manage a strategic business unit for economic sustainability.
3. Capacity to plan and implement business related activities.

SYNERGISTIC COLLABORATORS:

1. Work effectively with stakeholders and manage conflict in the workplace.
2. Ability to lead, collaborate, and work as a team.

BUSINESS AND TECHNOLOGY APPLICATION EMPOWERED:

1. Select the proper decision tools to solve problems and drive results critically, analytically, and creatively.
2. Apply information and communication technology skills as required by the business environment.

ENTERPRISING INDIVIDUAL:

1. Demonstrate the ability to develop and explore business opportunity.
2. Prepare and develop business plan.

BSBA-FINANCIAL MANAGEMENT

The Bachelor of Science in Business Administration major in Financial Management (BSBA-FM) Program aims to produce graduates who are academically prepared, technically equipped, and research-oriented with FEUC core values who will become globally competent leaders, businessmen and professionals honed to become agents of our country’s development.

Skills Development:

1. Corporate Finance Investment and Portfolio Management
2. Financial Analysis and Reporting Monetary Policy and Central Banking
3. Insurance Financial Research
4. Capital Markets International Business & Trade
5. Credit and Collection Risk Management

Among the career positions of BSBA-MM graduates are:

• Financial Analyst
• Investment Researcher
• FOREX Specialist
• Fund Manager
• Trust/Treasury Assistant
• Equity Analyst/Bond Analyst
• Stocks/Bonds/Derivatives Trader or Broker
• Bank Management Trainee
• Financial Consultant
• Finance Supervisor
• Risk Management Associate

BSBA-MARKETING MANAGEMENT

The Bachelor of Science in Business Administration, major in Marketing Management program produces well-rounded, globally competitive graduates equipped with the knowledge to cover specific areas in marketing, such as marketing research, distribution management, product management, brand management, personal selling, pricing management, and Internet management to meet the needs of the changing environment in the business world.

Among the career positions of BSBA-MM graduates are:

• Management Trainee in Marketing
• Account Executive
• PR Advertising Assistant
• PR Advertising Assistant Ø Marketing Assistant / Coordinator
• Sales Associate
• Marketing Events Officer
• Marketing Analyst/Researcher
• Product/Brand Assistant
• Events Management Associate
• Marketing Manager
• Product/Brand Manager
• Media Planner
• Marketing Director
• Distributions Officer/Manager
• Social Media Specialist
• Marketing Consultant
• Public Relations Officer
• Social Media Manager

The first two years of all BSBA tracks contain the same courses that focus on theoretical and conceptual foundations of the major functional areas in business administration. The teaching and learning activities are composed of interactive discussions, individual and group case studies and presentations, lecture series by industry partners, and research on the latest developments in management theory and practice.

Each course is competently handled by professors with industry experience if not industry practitioners or entrepreneurs. In the third and fourth year of studies, student shall select a specialized track to undertake eight specialized professional courses and four elective courses in which student can freely select without limitations of their specialized track. The student will have greater flexibility to choose electives to match his or her professional interests and career plan, consistent with prevailing industry opportunities. There are fifty-eight electives available and will be handled by industry experts and practitioners.

These elective courses aim to increase engagement of students and increase opportunities to touch base with industry experts, mentors, and be industry certified through certifications, seminars, workshops, and training. These opportunities allow students to enhance their skills and competencies in their chosen field. BSBA improved alignment with the programs offered by partner universities abroad. The terminal semester will be devoted to 600 hours of internship with FEU’s prestigious industry partners, consisting of leading companies in the various industry sectors.

Beyond academics, students are also encouraged to develop self-care strategies and sense of social responsibility through the Wellness and Recreation Program (WRP) and the National Service Training Program (NSTP). NSTP courses expose learners to community and extension work while WRP provides various short courses designed to develop their physiological and psychosocial fitness and advocacy awareness.

Teaching-Learning Approaches

The BSBA program takes pride in its varied strategies in teaching and learning. We carefully assess the needs of our students and recognize industry needs in order to effectively design teaching and learning activities.

• Student-Centered Learning

Adhering to the University’s educational philosophy and learning paradigm, the BSBA program uses active and collaborative teaching-learning methods designed to empower students such as project-based activities, oral presentations, business simulation, and industry immersion activities.

Active learning best addresses issues deeply rooted in a passive learning environment, one of which is the lack of teacher-student interactions. Some pedagogies used include simulation exercises, role-playing, group exercises, use of video presentations, gamification, and relevant film viewing, critiquing, and discussions.

• Experiential Learning

The BSBA program provides unique learning activities for the students to acquire firsthand experiences in the field.

For instance, business students undergo course business planning, where they work in groups to conceptualize new products and start a business. The first part involves brainstorming and market research to create or innovate new products, while the second part involves developing the business plan to cover management, technical, marketing and financial aspects.

Internship is also part of experiential learning, wherein students complete 600 hours of training with their chosen organization or company.

Industry partners of the University also offer optional certification programs and other training opportunities to business students for minimal fees. Students who complete these programs and pass the corresponding assessments become eligible to become full-fledged members of industry organizations with the right to use post-nominal titles such as Associate Human Resource Professional (AHRP), Certified Marketing Professional (CMP), and Accredited Financial Analyst (AFA).

• Didactic Approach

Principles and concepts of business management and administration are discussed through intensive discussions, interactive lectures, case studies and researches. Lectures are the mode of delivery of choice under this approach.

• Interdisciplinary Approach

The BSBA program equips students with the ability to see the various aspects of business management and industry practices through different lenses and perspectives. One such strategy under this approach is team teaching or collaborative teaching conducted for the BA core courses, where teachers discuss how best to maximize course content, or alternately handle certain classes.

Interdisciplinary approach combines the varied expertise of our teachers while providing students the opportunity to learn about certain topics from different angles and perspectives.

• Blended Learning

BSBA integrates and utilizes various learning management systems (LMSs) for business simulation and other tasks. Given rapid changes in technology, the program has adapted to this environment and encourages ubiquitous learning through online resources, classrooms, and modules.

Through LMSs such as Canvas, Connect, MindTap, and MyLab, programmed instructions are easily implemented through modules with pre-requisite activities and assignments. These programmed instructions have built-in algorithmic functions to determine how much reading or study a student must undertake to correctly answer their assessments. For instance, when Connect Smartbook identifies incorrect answers in assessments, it also shows the student specific pages of text for review to answer it correctly.

The program also utilizes Canvas, the official LMS of the University and a globally recognized platform among leading educational institutions worldwide.

• Research-Based Approach

Students in the BSBA program are encouraged to conduct research works and feasibility studies. The program also maintains updated information and content to remain relevant and abreast with current industry practices through case studies and other researches involving management theory and practice.

Assessments

Throughout the program, students and teachers freely negotiate their assessments and assessment-related tasks for each course, especially in their GE courses. As most of the department are field practitioners and industry experts, teachers are encouraged to use their experience to develop relevant formative and capstone summative assessments. These assessments include:

• Diagnostics

Diagnostics allow teachers to determine the baseline of a student’s individual knowledge and skills prior to instruction proper. This helps verify how much students have learned in their core courses which are usually pre-requisites to professional courses. Commonly, diagnostic assessments are done through traditional pen-and-paper tests focusing on recall of terms, concepts, and theories in prior relevant courses.

• Formative assessments

Formative assessments allow teachers to identify learning gaps and possibly recalibrate the content and flow of instruction throughout the semester. In business education, formative assessments include small projects, business presentations, case study analysis, simulations, group activities, peer or self-assessments, online and in-class exercises, assignments, and ungraded quizzes.

Most importantly, formative assessments provide a feedback mechanism which allows teachers to reinforce student learning.

• Summative assessments and capstone project

Regular departmental examinations are commonly conducted during the midterm while comprehensive examinations are administered during the final period. In select BSBA core courses, students are also required to submit final outputs separately from their comprehensive examination. For instance, students in the human resource management track must submit a manpower plan while students enrolled in production and operations management must submit an improvement plan.

Additionally, BSBA students undertake business planning as part of their capstone assessment towards the end of the program. This includes a feasibility study where students start the ideation process through brainstorming, and market research, followed by the technical stage. In the second part, students must refine the previous feasibility study through gathering data and evidences that the business idea can be realized and can thrive in a competitive market.

The final requirements are the written business plan, presentation, and panel defense. This capstone project is a pre-requisite to internship program.

Internship

BSBA students are required to complete a 600-hour mandatory Internship in their final year of study. They are provided opportunities to embark on dynamic internships with various industry partners in the sectors of finance and banking, consulting, consumer goods, information, communications and technology, human capital management, logistics, manufacturing and supply chain, aviation, civic and public service, education, events and hospitality, healthcare and pharmaceuticals, insurance, and real estate.

FEU Cavite Team bags Second Place Award in the 2022 Search for Most Innovative Technology Ideas

In a testament to their innovation and creativity, a team of ten students from FEU Cavite, under the guidance of Dr. Meynard Jowell Bitas, clinched an impressive second place in the 2022 Search for the Most Innovative Technology Ideas. This local-regional competition, organized by the Provincial Cooperative, Livelihood, and Entrepreneurial Development Office (PCLEDO) was held on November 18, 2022, at Trece Capitol in Trece Martires, Cavite, brought together participants from ten college universities within the province. The FEU Cavite team wowed the audience with Project CATE v1.0 (Cooperatives’ Automated Tracking Entity), introducing a revolutionary workflow mobile navigation system with an AI-like interface marketed through QR codes. Their ingenuity was highlighted by the integration of a cost-effective mobile app programming language into the workflow, offering a solution that demanded minimal effort yet promised significant impact. Alongside their visionary concept, the team presented a functional prototype for enhanced visualization. This achievement underscored the creative prowess of the youth and solidified FEU Cavite’s commitment to pioneering innovative solutions that can reshape industries.

FEU Cavite BSBA Students Bring Glory to the South

FEU Cavite’s Business Administration students are on a winning streak, showcasing their excellence and dedication in various competitions. In the 22nd Inter-Collegiate Finance Competition organized by FINEX, amidst stiff competition from 53 universities, they emerged victorious, securing an impressive 30th place, highlighting their commitment to mastering financial intricacies. Their innovative spirit shone the brightest in the 2022 Search for the Most Innovative Technology Ideas, where they clinched second place with groundbreaking solutions. Furthermore, their leadership potential was recognized as one student was elected Auditor in the Cavite Youth Leaders for Entrepreneurship Organization (CYLE).

In the realm of business and agriculture, FEU Cavite students excelled in the Youth Leaders of Agribusiness Congress 2023, making it to the top 10, and secured coveted spots in the London Stock Exchange Scholarship (LSEG) program’s national selection, emphasizing their potential as future global professionals in financial markets and risk management. These accomplishments reflect FEU Cavite’s commitment to nurturing excellence, innovation, and leadership among its students, paving the way for a promising future for these aspiring professionals.

CYLE Elects FEU Cavite BSBA Student

Jurgen Daniel G. Nuñez, a second-year Finance student, stood as shining example of leadership during his participation in the Cavite Youth Leaders for Entrepreneurship Organization (CYLE). This regional event, organized by the Provincial Cooperative, Livelihood, and Entrepreneurial Development Office (PCLEDO), brought together twenty student representatives from various colleges and universities within Cavite on May 31, 2023, at the PCLEDO Office in Trece Martires. CYLE’s mission is to foster the entrepreneurial well-being of small-to-medium businesses in the region, and Jurgen’s active involvement resulted in his election as Auditor for the organization, a role he will hold from 2023 to 2025. His accomplishment not only serves as a testament to his dedication to entrepreneurship but also shines a spotlight on the potential of young leaders to drive economic growth and innovation in Cavite.