FEASIBILITY STUDY ON OFFERING ELECTRICAL ENGINEERING

Program Description

According to CMO-NO.09-series of 2008 Mechanical Engineering is a profession

that concerns itself with mechanical design with mechanical design, energy conversion

fuel and combustion technologies, heat transfer, materials, noise control and acoustics,

manufacturing processes, rail transportation, automatic control, product safety and

reliability, solar energy, and technological impacts to society. Mechanical engineers

study the behavior of materials when forces are applied to them, such as the motion of

solids, liquids, gases, and heating and cooling of object and machines. Using these

basic building blocks, engineers design space vehicles, computers, power plants,

intelligence machine and robots, automobiles, trains, airplanes, furnaces, and air

conditioners. Mechanical engineers work on jet engine design, submarines, hot air

balloons, textiles and other home appliances. Anything that is mechanical or must

interact with another machine or human being is within the broad scope of today’s and

tomorrow’s mechanical engineer.

As cited by CMO-NO.09-series of 2008 in ASME (American Society of

Mechanical Engineers), the definition of mechanical engineering is a comprehensive

one, only some of its element may be covered in the undergraduate. The task Force in

Mechanical Engineering therefore, designs a broad-based mechanical engineering

curriculum that emphasizes the fundamental knowledge and skills of mechanical

engineering and introduces new emerging ideas in the discipline. To meet this purpose,

the curricular requirements for elective courses are increased to twelve units. These

elective courses may be utilized to introduce new courses in mechanical engineering as

suggested by these curricular guidelines or to design a concentration or tracking in the

mechanical engineering program. The Task Force strongly suggests that in the selection

of new elective courses or in the design of a concentration or tracking, the school

considers the thrust of industrial development in their curriculum includes a senior

design or thesis project that addresses the specific needs of the communities where the

schools are located.

Rationale of the Study

According to Department of Labor and Employment (DOLE), Mechanical

Engineering is considered as one of the in-demand job in the Philippines. It is included

at DOLE’s list of 43 cross-cutting in-demand and hard-to-fill occupations. Also according

to Commission on Higher Education, Mechanical Engineering has a high number of

enrollees in the past five years. The number of enrollees in CALABARZON areas

ranges from 3,000 to 4,000, while the number of graduates as of 2009 to 2014 ranges

from 300-500 Mechanical Engineers.

The proponents would like to know if offering of Mechanical Engineering is

feasible and beneficial in LPU-Laguna.

Target Market

The target market of this feasibility study are the senior high school students who

are currently enrolled in academic track Science, Technology, Engineering and

Mathematics (STEM) and General Academic Strand (GAS) and interested to take

mechanical engineering course

 Table 1. Top 15 Feeder School of LPU-Laguna
Schools Enrollees of STEM Enrollees of GAS
St. John and Paul Colleges 50 13
LPU-L Senior High School 283 0
St. John School of Visual and Performinng Arts 9 0
Laguna College of Business and Arts 236 0
Canossa Academy 39 0
DMMCI 86 0
Marcelino Academy 101 0
San Pablo Colleges 234 47
STI Colleges 95 53
Adventist 25 0
St. Joseph Academy 13 11
Academia 6 8
New Sinai College 75 54
Liceo de san Pablo 61 108
Lily Rose Academy 18 0
TOTAL 1,332 294
(see appendix C2)

Career Path and Program Opportunities

Mechanical engineering deals with the design, development, installation,

operation and maintenance of anything that has moving parts. Because of this, you will

find relevant opportunities in a range of sectors, including: aerospace; automotive;

construction; energy; manufacturing; medicine; railway; sport; defence industry;

electronics industry; pharmaceuticals industry; materials and metals industry; and

utilities industry.

Historical Demand

Historical Demand shows the market history of Mechanical Engineering. In

getting the historical demand of Mechanical Engineering, the proponents get the

number of students enrolled in STEM and GAS academic track in Senior High School in

Batangas and Laguna area.

 Table 2. Historical Number of Enrollees in Senior High School taking up STEM and GAS in
Batangas and Laguna Area

Academic Year Enrollees

2015-2016 23,849
Source: Senior High School Region IV-A (Batangas and Laguna)

Table 2 shows the historical number of enrollees in Senior High School taking up

STEM and GAS in Batangas and Laguna Area .There is only one historical demand,

because K-12 program is just recently implemented in the Philippines. There are 17,999

students enrolled in STEM and 5,850 students enrolled in GAS, with a total of 23,849

students in all.

Projected Demand

The projected demand denotes the number of students who are willing to take up

Mechanical Engineering in the next ten years. Since statistical Straight Line is best to

use, it will result in less error in the projection.

Table 3. Projected Number of Students Willing to Enroll in BSME Program in LPU L

Number of Students
ACADEMIC Willing to Enroll in
YEAR BSME Program in LPU-L
2018-2019 4,174
2019-2020 4,174
2020-2021 4,174
2021-2022 4,174
2022-2023 4,174
2023-2024 4,174
2024-2025 4,174
2025-2026 4,174
2026-2027 4,174
2027-2028 4,174
(see appendix E3 for Computation) ***based on the 20% of surveyed students willing to enroll ME in LPU
 Table 3 shows the Projected Enrollees of Mechanical Engineering in LPU-L

based on Statistical Straight Line Method. The 4,174 students are the students from

senior high school taking up STEM and GAS academic tracks in Laguna and Batangas

areas who are willing to enroll in BSME program in LPU-Laguna.

There are the same numbers of projected enrollees in LPU-L in the next ten

years; because this is the first time that senior high school was offered.

Historical Supply

Table 4. Historical Students Enrolled in Mechanical Engineering

Academic % Growth
Enrolled Students in BSME Program
Year Rate
2010-2011 1,962 --
2011-2012 2,168 10.50%
2012-2013 2,660 22.69%
2013-2014 2,565 -3.57%
2014-2015 2,722 6.12%
(see appendix E1 for Computation) Source: CHED Region IV-A (Laguna and Batangas)

Table 4 shows the historical number of enrolled students in BSME program and

the growth rate. There are an increasing number of enrolled students in BSME program

in the academic year 2011-2012 with 10.50% growth rate and 22.69% in 2012-2013. In

2013-2014, there is a sudden decrease of students enrolled with only -3.57%, but in the

year 2014-2015, it increases again with 6.12% growth rate.

Summary of Supply Projection Method

Table 5. Standard Deviation Summary of Students Enrolled BSME Program

Method Standard Deviation
Arithmetic Straight Line (ASL) 120.99
Arithmetic Geometric Curve (AGC) 1,231.48
Statistical Straight Line (SSL) 553.30
Statistical Parabolic Curve (SPC) 1,150.87
(see appendix E for Computation)
 Table 5 shows the summary of computed standard deviation of enrolled students

in BSME Program using the four methods. Arithmetic Straight line has the lowest value

with120.99, which means that it is the best projection of students enrolled in BSME in

academic year 2018-2019 up to 2027-2028.

Projected Supply

Using the Arithmetic Straight Line Method, the supply in the next ten years is

projected.

Table 6. Projected Number of Students Enrolled in Mechanical Engineering

Enrolled Students
Academic Year % Growth Rate
in BSME Program
2018-2019 2912 --
2019-2020 3102 6.52%
2020-2021 3292 6.13%
2021-2022 3482 5.77%
2022-2023 3672 5.46%
2023-2024 3862 5.17%
2024-2025 4052 4.92%
2025-2026 4242 4.69%
2026-2027 4432 4.48%
2027-2028 4622 4.29%
(see appendix E1 for Computation)

Table 6 shows the projected number of students enrolled in Mechanical

Engineering. It shows that there is a decreasing growth rate of enrollees for BSME

program, but the numbers of enrolled students for the academic year 2018-2019 to

2027-2028 are increasing.

 Gap Analysis
Projected Gap

Projected Enrollees of BSME in LPU-L and Enrolled students in BSME program

Gap analysis identifies the possible target market in offering Mechanical Engineering

program. The results will determine the number of students that LPU-L can cater.

Table 7. Projected Gap Analysis

No. of Students Students

ACADEMIC Year Willing to Enroll Enrolled in Projected Gap
in LPU-Laguna BSME

2018-2019 4,174 2912 1,262

2019-2020 4,174 3102 1,072
2020-2021 4,174 3292 882
2021-2022 4,174 3482 692
2022-2023 4,174 3672 502
2023-2024 4,174 3862 312
2024-2025 4,174 4052 122
2025-2026 4,174 4242 -68
2026-2027 4,174 4432 -258
2027-2028 4,174 4622 -448

Table 7 shows the Projected Gap between students who are willing to enroll in

BSME in LPU-L and students who are enrolled in BSME. The projected gap has a

decreasing rate, because the number of students willing to enroll in LPU-Laguna has

the same number of enrollees for the next ten years since it is the first time that senior

high is being offered , while the enrolled students has an increasing number.
 Figure 1. Projected Gap Analysis

The figure shows the projected gap analysis between students who are willing to

enroll in BSME in LPU-L and students who are enrolled in BSME. It shows the

decreasing trend between the two, because there is only one historical data used to

project the students who are willing to enroll in BSME program, so the number of

students remains the same in the projected ten years.

Market Share

Market share is a tool to determine the percentage of share of the business to its

chosen market. It is use to make correct evaluation of the degree of competition within a

market and the presence of the market dominance and abuse.

 In the study, the proponents determine the market share of the offering of

Mechanical Engineering in Laguna and Batangas area.

Table 8. Students Enrolled in STEM and GAS And Students Enrolled in BSME
Academic Enrolled Students Enrolled Students in
Year in STEM and GAS BSME
2010-2011 23,849 1,962
2011-2012 -- 2,168
2012-2013 -- 2,660
2013-2014 -- 2,565
2014-2015 -- 2,722
Average 23,849 2,415

Through the average of historical enrollees in STEM and GAS and historical

enrolled students in BSME, it can determine the percentage of competitors:

Average Historical Supply

% Competitors = x 100
Average Historical Demand

2,415
= x 100
23,849
=10.13%

To determine the market share of LPU-Laguna, the proponents used the formula:

Capacity of the Program

% Market Share = x 100
Gap

70
= x100
1,262

= 5.55%
Projected Market Share
Table 9. Market Share
Academic Year Capacity Of LPU-L Projected Gap % Market Share
2018-2019 70 1,262 5.55%
2019-2020 133 1,072 12.41%
2020-2021 186 882 21.04%
2021-2022 228 692 32.95%
2022-2023 270 502 53.78%

The table shows the market share of offering BSME in LPU-Laguna. In academic

year 2018-2019 the market share is .5.55%. The market share is increasing with the

average of 12.06%.

The proponents also determined the unsatisfied enrollees of Mechanical

Engineering and they made the computations using the projected enrollees in the year

2018.

Formula:

Unsatisfied Demand (2018) = 100% - (Competitors % share + LPU-L % share)

= 100% - (10.13%% + 5.55%)

= 84.32%

Price Study

Price is the quantity of payment given to a certain service offered.

Table 10. Competitors Tuition Fee (State Universities)
Name Of Colleges/ University Tuition Fee Per Unit (₱) Miscellaneous Fee (₱)

Batangas State University (Malvar Campus) 200 5,531

Batangas State University (Alangilan
250 4,648
Campus)
Southern Luzon State University 250 1,280
 Table 11. Competitors Tuition Fee (Private)
Name Of Colleges/ University Tuition Fee Per Unit (₱) Miscellaneous Fee

Malayan Colleges Laguna 1,235 6,060

Manuel S. Enverga University Foundation 632 4,697

Colegio de San Juan de Letran Calamba 1071.32 11,556.83

University of Perpetual Help System DALTA
1,262.67 8,643
(Calamba)
University of Perpetual Help System JONELTA
1,258.32 9,465
(Binan)
Lyceum of the Philippines University-Batangas 984.62 11,000

Lyceum of the Philippines University-Cavite 1,095.46 13,000

University of Batangas 775.806 10,049

Westmead International School 250 7,560