Graduate-Based Assessment of Liberal Arts Program Outcomes in a Private Higher Education Institution in CALABARZON, Philippines: Basis for a Continuous Quality Improvement Framework

The sustainability and societal relevance of liberal arts education are increasingly scrutinized within contemporary higher education quality assurance regimes. Positioned within the framework of outcomes-based education (OBE) and continuous quality improvement (CQI), this study examines graduate-perceived attainment of program outcomes across three Liberal Arts programs—Bachelor of Science in Psychology, Bachelor of Arts in Political Science, and Bachelor of Arts in Communication—offered at a private higher education institution in CALABARZON, Philippines. Using a descriptive evaluative design, the research investigates (a) the extent of program learning outcomes attainment, (b) curriculum relevance to graduates’ occupational roles, (c) responsiveness to industry expectations, and (d) institutional mission–vision alignment as operationalized through program implementation. Findings indicate generally moderate to high levels of perceived outcomes attainment, albeit with discipline-specific variations. Psychology graduates reported strong theoretical foundations but comparatively lower confidence in applied assessment competencies. Political Science graduates demonstrated strengths in analytical reasoning and communication, while identifying the need for deeper integration of ethical and civic praxis. Communication graduates exhibited consistently high attainment across digital, media, and development communication competencies, reflecting closer alignment with contemporary labor market demands. Across programs, curricula were perceived as relevant and responsive; however, systemic gaps were identified in practice-oriented learning, structured industry engagement, entrepreneurial preparation, and global competence integration. The study concludes that while Liberal Arts programs demonstrate substantial alignment with institutional objectives and professional expectations, targeted curricular recalibration is necessary to strengthen applied learning ecosystems, interdisciplinary responsiveness, and global–local coherence. By generating empirically grounded CQI inputs, the study contributes to the discourse on outcomes assessment in liberal arts education and advances a structured model for aligning academic programs with employability, institutional mission fulfillment, and sustainable development imperatives.