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Entrepreneurship student, Rissadel M. Mendoza, was one of the top 10 delegates in the recently concluded Smart Investment Summit 2016 entitled Funding the Future. The summit was hosted by the UP Investment Club and was held September 3, 2016 at NISMED Auditorium, UP Diliman, Q.C.
Other students who represented Miriam College from the Department of Entrepreneurship were Alanis Agustin, Clarissa Meneses, Theriz Ramirez, Andrea Santos and Francheska Ronquillo.
Funding the Future: A Symposium on Venture Capitalism is a gathering of over 250 college students from Metro Manila. Its primary objective is to introduce Startups and Venture Capitalism (VC) as key contributors to the steady expansion of the Philippine economy. The event featured a series of activities and informative talks on Startups and VCs that encourage students to create startups that are geared towards solving modern day problems.
Miriam College actively takes part in these kinds of summits to expose students to practical and unconventional investment opportunities and to the realities of business operations.
Sophomore Entrepreneurship students Rashelle Alyssa Uminga, Pamela Mae Magtalas, and Marielle Abbie Pesigan, made it to highly-competitive “2016 UK Active Citizen Leadership Training” organized by the British Council.
All three students are COMEX Awardees on Social Venture Start-ups for 2015-2016.
The training was held from July 12 to 15, 2016 at Forest Camp in Laguna.
The students presented their social enterprise plans and initial prototypes namely, Maden Treasures, Fruitee Bean and Indios Bravos, respectively.
Maden Treasures produces bracelets that are made up of recycled spokes from bicycle wheels; Indios Bravos features Noel Buensuceso’s National Geographic nature photographs which will be turned into digital printed lifestyle and souvenir products to promote love and care of nature, while the organic Fruitee Bean are blended beverages sourced from local farmers.
This four-day training provided them an opportunity to further develop their venture and turn their ideas into workable models for execution. The venture’s social impact on partner communities was part of this leadership and training’s outcome.
British Council, Philippines establishes connections internationally by creating programs, services, or products that would produce a big impact and build solutions to existing problems of the society, specifically, through its Active Citizen (AC) Program.
The AC international program is on its 2nd year. For 2016, it has trained development planners, local government units, social entrepreneurs, impact investors, and now the academic community from all over the Philippines. The Luzon Phase is actively participated in by 29 participants, of which the Entrepreneurship students are part.
The best venture project with the widest impact from every participating country will be chosen for the UK and Hong Kong Social Impact Training/Conference for further acceleration and mentoring.
Miriam College competes in and supports such activities with innovative platforms to develop young leaders who can transform society through entrepreneurship with social impact.
The Commission on Higher Education (CHED) recognized Miriam College’s granting of Autonomous Status (effective April 1, 2016 to May 31, 2019) and programs designated as Centers of Excellence and Center of Development during the awarding ceremony held on May 16 and 17, 2016 at the CHED Auditorium, HEDC Building, UP Diliman, Quezon City.
Miriam College has been designated as a Center of Excellence in Business Administration, Entrepreneurship, and Teacher Education, and as a Center of Development in Communication.
The awards were presented by former Miriam College President and CHED Chairperson Dr. Patricia B. Licuanan and were received by Miriam College President Dr. Rosario Lapus, together with the Vice President for Academic Affairs Dr. Glenda Fortez, and the College Deans Dr. Rosario Aligada, Dr. Antonio Lopez, and Dr. Rica Bolipata-Santos.
CHED’s recognition is a strong manifestation of the College’s commitment to program and institutional quality and excellence.
The Miriam College-League of Tourism Students in the Philippines (MC-LTSP) Chapter, together with the co-curricular organization of the Department of Leisure and Tourism Management, organized and sponsored the outreach program Binyagang Bayan.
The groups sponsored the baptism of 11 babies from Daang Tubo, a partner community of the school. The baptism was held at the Our Lady of Pentecost in Varsity Hills last February 25, 2016 and was presided by Rev. Fr. Ed Molina. A simple reception and presentation of gifts followed the ceremonies.
Dr. Ruby Alminar-Mutya, chairperson of Department of Leisure and Tourism Management; Allan Paul Tang, moderator of MC-LTSP; and Adie Isidro, HEU-CMO coordinator helped in the planning and implementation of the outreach.
The research group of 4th year LTM students Harvir Singh, Catherine Tablate, Deanne Tarrega and Alyzza Villar won First Place in the inaugural convention for tourism and hospitality researches at the 1st National Tourism and Hospitality Academic Research Convention held last February 22-24, 2016 at Selah Garden and Suites in Pasay City. The group presented their study “Understanding the Induction Experiences of Women as Leaders in the Tourism and Hospitality Industry: A Phenomenological Approach”. It was among 70 papers presented from different schools all over the country.”
Another group from Miriam College, composed of Christine Cariño, Kyra Generoso and Bea Reodica, also presented their study entitled: “Film Tourism: A New Domestic Tourism Product for the Philippines”.
The advisers of both teams were Allan Paul R. Tang and Jay Q. Arididion.
At the same event, Dr. Corazon Rodriguez presented her paper titled “Tourism and Meaningful Experience: Strengthening the Link between the Academe and Destinations.”
The convention was organized by the Society of Academic Researchers in Tourism and Hospitality – Philippines (SOAR-THP).
THE ACTIVITIES of the entrepreneur have come to be associated with national development goals.
In countries everywhere, entrepreneurs are prized for their potential to create jobs, generate income, and help wage war against poverty and attain inclusive growth.
During the 1960s, sociologists probed into the origins of the entrepreneurial personality. They found entrepreneurs were not always born or raised in a family setting but could also be developed in the classroom.
Philippine campuses began to throb with entrepreneurial energy by the 1970s. Business schools introduced entrepreneurship as a credit course or as field of specialization.
Young entrepreneur clubs proliferated. Students, individually or in groups, owned promising startups even before they graduated.
Since 2005, the Commission on Higher Education (CHED) has issued a series of policies and standards to guide universities and colleges in developing and running entrepreneurship courses. Implicitly, the guidelines sought to raise the quality of entrepreneurship education to maximize the potentials of graduates who will help the country attain self-reliance.
Among the most important determinants of quality education is the quality of the teaching manpower and teaching methods used.
Enterprising values, attitudes and skills are best taught by enterprising teachers using enterprising learning methods.
Teachers must be able to provide enterprising role models for students. According to Prof. Alan Gibb of Durham University Business School, students must appreciate they are learning from mentors “who know what they are talking about and who personify the entrepreneurship values they teach.”
Does this make the entrepreneur the best teacher of entrepreneurship?
Not necessarily, according to Miriam College Department of Entrepreneurship chair Maria Luisa B. Gatchalian, who explains entrepreneurs may not have the necessary skills and time for teaching. “It is possible for trainers and educators to teach entrepreneurship as long as they know how to teach a model that works.”
This assigns the teacher to multiple roles of mentoring, coaching, teaching and facilitating multiple disciplines that require various sets of teaching skills and attributes.
Entrepreneurship learning in formal education involves exercises in personal competency building, idea generation, opportunity identification, problem solving and decision-making skills, venture development, resource building, business planning, and business startup and operation.
Business idea generation, for one, takes much time to learn. So does business planning.
“They are part of a long and arduous journey that requires the commitment of both the student and the teacher to work together,” Gatchalian explains.
The process goes through incubation stage until the student entrepreneur reaches his or her goals. The entrepreneurship teacher, therefore, often has to be generous with time and may work with students way beyond classroom hours.
Dr. Paz H. Diaz, Small Enterprises Research and Development Foundation (Serdef) board secretary and who has been involved in entrepreneurship education for more than 30 years, says teachers and trainers must be enterprising in their use of teaching methods and resources. “Entrepreneurship faculty should be resourceful and go beyond a prescribed manual or textbook to get real-life examples of local startups that made good. Those that failed can also be sources of lessons in venturing in a project.”
The traditional learning mode is teacher-centered. Entrepreneurship education requires teachers to relinquish full control. Best results may be expected when students take responsibility for their learning.
This means, according to Gibb, that students take active part in setting goals, planning learning activities and engaging the teacher to facilitate learning. It also means students have a say in selecting projects, choosing when, where, and how to learn, reflecting on the learning process, and assessing learning outcomes.
The enterprising learning mode is designed to include elements of uncertainty, commitment, ownership, risk-taking, flexibility and other challenges associated with entrepreneurship.
A typical entrepreneurship classroom should be “noisy,” says Diaz. “Noisy in the sense of palpable involvement and excitement among students and faculty in simulating entrepreneurial life within the classroom. Later in life, these ’noises’ will be better remembered and the lessons learned from such activities will be indelible guides ingrained in students’ mind-set and values.”
Diaz adds these “21st century learning methods engage the whole personality of the student. The teacher, therefore, must be creative and enterprising in the selection of teaching methods in class.”
Diaz and Gatchalian lead Serdef’s faculty workshops and training of trainers programs in various schools and communities throughout the country.
Serdef cooperates with other institutions with similar goals to propagate entrepreneurship education nationwide.
The workshops aim to train teachers in enterprising methodologies and student-centered activities to stimulate interest and motivation for learners to become entrepreneurs.
(Those interested in attending or organizing Serdef faculty workshops may call 355-5348 or e-mail firstname.lastname@example.org)
SOURCE: Philippine Daily Inquirer > business.inquirer.net/206434/of-enterprising-learning-enterprising-teachers
The Department of Business Administration organized an Educational Tour in Singapore for 69 Business Administration junior and senior students last January 21-24, 2016.
During the four-day activity, students had an opportunity to visit Hewlett-Packard (HP) headquarters in Singapore and see for themselves the different commercial digital printers offered by company and how these products have improved the quality and affordability of packaging and printing today.
They also attended a seminar-workshop titled “Challenges of Multinational Operations in Asia” facilitated by Adrian Wong, director of BIPO Service, a business analytics company. The whole-day session carried topics that students could apply in their Human Resource Management, Business Policy, and Development of Enterprise subjects.
The educational tour was capped by a whole day of fun at the Universal Studios and a city tour. In between activities, the students explored the shopping areas of Vivo City, Bugis District, Shin Lim, and China Town.
Photo shows the participants flanked by Wong, Dr. Elaine Boquiren, Aida Duque, Elvie Santos and tour organizer Jean Pierre San Jose of Star One Travel and Tours agency. The agency is a partner of the MC Travel Bureau.
Three senior students taking Business Administration major in Financial and Investments Management made it to the national search for Top Ten Outstanding Finance Students in the Philippines for SY 2015-2016. Their ranking is as follows: Joyce Tena, rank 2; Zandrea Klaire Nievera, rank 3; and Arra Palma, rank 8.
A total of 120 nominees from schools nationwide joined the search. Initial screening was through an online exam that narrowed down the search to 15 semi-finalists. The final screening was done through panel interviews with the Financial Executives Institute of the Philippines (FINEX) and Junior Confederation of Finance Associations of the Philippines (JCFAP) officials and judges during the JCFAP Summit held last January 16, 2016 at the SMX-MOA in Pasay City.
Nievera, Tena, and Palma (top photo, from left) proudly show their medals during the JCFAP Summit.
The Commission on Higher Education (CHED) identified Miriam College’s Business Administration and Entrepreneurship Departments as Centers of Excellence (COE) through a CHED Memorandum Order No. 38 released in December 2015.
The same memorandum order also named the school’s Communication Department as a Center of Development (COD).
The Business Administration and Entrepreneurship Departments fall under school’s College of Business, Entrepreneurship and Accountancy (CBEA). Both departments pride itself in having simulation facilities and laboratories in place to ensure that the students are learning by actually doing business. To date students are involved in running the school’s Souvenir Shop, Café Entrep, Internet Research Center, and Bookstore. It also has a Finance Laboratory to access real time stock market data. The College also offers Leisure and Tourism Management, Accountancy, and Accounting Technology.
Communication, on the other hand, is one of the flagship courses of Miriam College and is under the College of Arts and Sciences. Apart from its highly qualified faculty, it has strong linkages with key local and international organizations. This is to ensure that its students are exposed to the developments and innovations in the communication field both here and abroad. The department is also proud of its researches and published articles both by students and faculty.
COEs are colleges/departments within Higher Educational Institutions, which continuously demonstrates excellent performance in the areas of instruction, research and publication, extension and linkages and institutional qualifications while CODs refers to a department within a higher education institution which demonstrates the potential to become a COE in the future.
The College of Business, Entrepreneurship, and Accountancy (CBEA) through the Department of Leisure and Tourism Management (LTM) brought onboard a total of 36 students composed of 3rd year and 4th year students to cruise Singapore-Thailand-Malaysia via M.V. Costa Victoria on December 15 to 19, 2015.
Together with the students were Dr. Ruby Alminar-Mutya, LTM Department chair,and faculty members Glenda R. Villanueva and May Jerelyn Mariano. The International Cruise Learning and Actualization Program was conducted in coordination with Costa Cruises and TravelPeople Ltd., Inc.
The program aims to introduce the students to international standards of leisure-tourism-hospitality management in cruise line travel and operation; gain confidence through an authentic experience from learning interaction across geographical-cultural contexts; and prepare the students to be at par with tourism industry’s demands and expectations on knowledge, skills, and values of future tourism practitioners.
The students attended and participated actively in a series of orientation and training sessions which include Introduction to cruising; interaction with the cruise officers and crew; tour of ship facilities; on-site demonstration of buffet/ala-carte preparation and service, bar operation, and housekeeping; and management of onboard and onshore activities.