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All Journal People and Behavior Analysis (PBA) Education Policy and Development (EPD)
Daryl F. Quinco
De La Salle University
Education Social Sciences Other

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Assessing the Integration of UN Sustainable Development Goals in the Business Curricula in HEIs: English Daryl F. Quinco
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.4085

Abstract

The integration of sustainability into higher education is now a global priority, especially in business education. Future professionals are expected to balance economic performance with social responsibility and environmental stewardship. This study examined how sustainability is embedded in the business curriculum of selected higher education institutions in Misamis Occidental and Zamboanga del Norte, Philippines. It also assessed students’ familiarity with sustainability concepts and the United Nations Sustainable Development Goals (UN SDGs), as well as their perceived importance of sustainability integration. A quantitative descriptive design was used. Data were collected from 102 undergraduate business students through a structured questionnaire with Likert-scale items and selected open-ended questions. Results show moderate familiarity with the environmental, social, and economic dimensions of sustainability. The economic area scored lowest despite the business context. Familiarity with the UN SDGs was also limited (M = 2.63). Nearly half of the respondents reported no direct exposure to sustainability-related activities, indicating uneven curricular implementation. Despite these gaps, students strongly agreed that sustainability integration is important (M = 3.92). They associated it with ethical decision-making, critical thinking, professional readiness, and long-term impact. The findings suggest that sustainability is valued but not yet systematically institutionalized across the curriculum. This study contributes by showing that positive student attitudes do not automatically translate into coherent curricular integration. Stronger curriculum mapping, explicit alignment with the SDGs, and expanded experiential learning are needed to achieve comprehensive sustainability education in business programs.
Employee Satisfaction Across Organizational Dimensions: Evidence from a Private Higher Education Institution in Southern Philippines Daryl F. Quinco
People and Behavior Analysis Vol. 4 No. 2 (2026): September Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v4i2.4061

Abstract

This study examined employee satisfaction across six organizational dimensions—role recognition, work climate, compensation and benefits, work–life balance, managerial communication, and training adequacy—and their relationships with age and tenure among employees of a private higher education institution in the Southern Philippines. A quantitative descriptive-correlational design was employed. All 301 eligible employees were invited to participate; 130 responded, and 122 valid responses were analyzed. Descriptive statistics summarized employees' perceptions, while Pearson's product-moment correlation examined significant associations among the six dimensions and between these dimensions and age and tenure. Role recognition (M = 3.26) and work climate (M = 3.22) received the highest ratings, while training adequacy (M = 2.85), compensation and benefits (M = 2.89), and work–life balance (M = 2.93) received comparatively lower ratings. Several organizational dimensions showed significant positive associations, including role recognition and work climate; training adequacy and role recognition; training adequacy and managerial communication; and managerial communication and work climate. Age was significantly associated with role recognition, managerial communication, and training adequacy, whereas tenure was not significantly associated with any dimension. The findings indicate that employee satisfaction is multidimensional and that several organizational conditions are significantly interconnected. The study contributes institution-specific evidence from a private higher education institution in the Southern Philippines. It integrates the Job Demands–Resources model, Self-Determination Theory, and the micro–macro HRM perspective to interpret these associations. The findings are contextual and should not be generalized to all Philippine higher education institutions.
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