Discipline

Business administration

Abstract

Studies have shown that work immersion affects the academic performance of students, including factors such as attendance, assignments, and activities. It provides students with real-life experience that connects with their academic knowledge, playing a vital role in actual work employment. Under the Enhanced Senior High School Work Immersion Program, students are required to accomplish at least 320 hours of work immersion. This represents a significant increase in the allocated time for real-life, hands-on learning experiences. With the increase in hours, some schools have explored the possibility of in-school work immersion setups, such as an enterprise center, to accommodate the extended program. This study utilizes a mixed-method research design to assess the feasibility of implementing an In-School Enterprise Center for Work Immersion. The quantitative results revealed that the respondents generally had a positive perception of the proposed in-school enterprise center. Most survey questions obtained weighted mean scores ranging from 4.00 to 4.72, interpreted as Agree to Strongly Agree. The highest weighted mean indicated that students strongly believed the program could prepare them for future employment or entrepreneurship. Other findings showed agreement on the development of practical business skills, application of classroom concepts, adequate school resources, capability of facilitators, and overall feasibility and sustainability of the program. Although potential challenges were recognized, these did not outweigh the perceived benefits. The qualitative findings supported the quantitative data. The school administrator viewed the in-school enterprise center as feasible and effective when factors such as the nature of enterprise operations, logistical considerations, costs, and availability of facilities were carefully planned. The interview also highlighted that the program could enhance students' workplace readiness, business management skills, and preparation for higher education. However, student discipline, readiness, and commitment were identified as key challenges that could affect the success of the program. The findings suggested that the proposed implementation was feasible as long as the perceived challenges were addressed and thorough preparation was ensured. Ultimately, the in-school enterprise center had the potential to be a strategic initiative that could further enhance the workplace skills of senior high school students in preparation for higher education.

Keywords

work immersion, senior high school students, workplace readiness, in-school enterprise center, feasibility study, business and entrepreneurship