Assessment of Technical Competencies and Professional Readiness among BIT-FT Student Interns for School Year 2025-2026: Bridging the Gap Between Academe and the Food Industry
Annie Capin
Received: 01 April 2026; Revised: 04 June 2026; Accepted: 06 June 2026; Published: 10 June 2026
DOI: https://doi.org/10.66074/Q4V8F1K6
Abstract
This study providess a comparative analysis of the technical and soft skills perceived by student interns and those observed by supervisors. The aim was to assess the synchronization of the Bachelor of Industrial Technology (BIT) curriculum with the operational requirements of the food manufacturing industry. Using a mixed-methods research approach, data were collected from graduating interns and their respective industry supervisors to identify potential competency gaps. For Technical Competencies—including Good Manufacturing Practices (GMP), HACCP, Sanitation and Safety, Industrial Skills, and Equipment Operation—mean differences ranged from +0.84 to +1.09 on a 5-point scale, all statistically significant (p<0.05p<0.05 to p<0.01p<0.01, Mann-Whitney U). Students rated themselves near ceiling (grand mean = 4.64 “strongly prepared), while supervisors assigned moderate scores (grand mean = 3.87- “prepared”). In contrast, Soft/Behavioral Competencies — Communication & Coordination, Adaptation & Problem Solving — showed smaller, non-significant gaps (p > 0.10), indicating closer rater alignment. Only Ethics & Industrial Professionalism yielded a significant but modest difference (+0.50 + 0.50, p = 0.04). The largest discrepancy occurred in Sanitation and Safety (+1.09 + 1.09, p = 0.002). Findings suggest a systematic overconfidence bias in technical self-perception, potentially reflecting a curriculum-practice gap where greater academic training emphasizes minimum knowledge over observed, real-world execution. Soft skills may be more accurately self-assessed due to direct, frequent feedback in workplace interactions. Practically, the disparity risks student interference and supervisor dissatisfaction regarding job readiness. To move students from “Prepared” to “Strongly Prepared” status, the study suggests a curriculum improvement strategy focusing on high-fidelity industrial simulations and the development of a proactive food safety culture to ensure full industry preparedness. Recommendations include replacing self-report technical assessments with blind, supervisor-led practical evaluations and using calibration exercises (e.g., sharing this data with trainees) to improve metacognitive accuracy. Addressing this gap is essential for aligning educational outcomes with industry expectations.
Keywords: curriculum alignment, workplace readiness, technical competencies, soft skills competence, internship
Author Information: Aurora State College of Technology, Philippines; anniecapin@ascot.edu.ph
Volume 2, Issue 2, June 2026