Students perceive interpersonal skills gained during their ABM education as significantly impactful on their college performance. Participant 4 highlights how ABM education helps in building self-confidence and self-worth, which are vital for presenting ideas and interacting in group settings . Skills such as teamwork and communication, emphasized across the ABM curriculum, translate into better collaboration within college environments, as noted by Participant 6 . These skills not only assist in academic tasks involving group work but also in networking opportunities, which are crucial for career advancement. The embodiment of these skills from ABM education facilitates a smoother transition and better adaptation to college demands.

Participants identify several key focus areas for preparing ABM students for business-related college courses. A solid understanding of business management, economics, and finance, along with developing critical thinking and problem-solving abilities, are seen as crucial . Practical applications through projects, internships, and case studies help students gain insights and prepare for college challenges . Participant 6 suggests that a strong foundation in mathematics, economics, and communication skills should be emphasized, alongside providing real-world industry experience through internships . These focus areas are intended to give students the skills and experiences necessary for success in business-related fields.

Participants underscore the importance of critical thinking and problem-solving skills developed in ABM as essential for addressing real-world business challenges. These skills are perceived as foundational for innovation, adapting to fast-changing markets, and making data-driven decisions, which are crucial for effective business management . Participant 3 highlights that fostering these abilities enables students to tackle situational problems with improved logical reasoning . Moreover, these skills are vital for navigating complex business environments that require strategic planning and execution. Therefore, focusing on these cognitive skills within ABM prepares students for both academic demands and dynamic workplace scenarios, enabling them to contribute effectively in business contexts.

Transitioning from ABM to college poses several challenges, such as adapting to a new academic environment and handling increased workload and expectations . Participant 1 finds the new academic system challenging despite manageable academics due to prior experience . Time management difficulties in balancing coursework with practical learning, as mentioned by Participant 2, are common . Students overcome these challenges through various strategies: Participant 1 builds connections with peers, Participant 2 focuses on time management, while Participant 6 emphasizes the importance of seeking help and participating in relevant activities . These approaches highlight the critical role of personal adaptation strategies alongside academic skills in overcoming transition challenges.

The motivations for choosing a course among ABM students highlight a variety of interests. For example, some students are drawn to understanding business operations, as seen with Participant 1, who was interested in both internal and external business operations . Others, like Participant 2, are inspired by skill development in the hospitality industry, emphasizing teamwork and communication . Participant 3's motivation stems from the desire to own a business and understand market dynamics like monopolistic competition, which illustrates an entrepreneurial spirit . This variety in motivations underscores the ABM strand's capacity to cater to a wide range of career aspirations and personal goals, making it a versatile starting point for students with diverse interests in business-related fields.

Students draw from their ABM experience to suggest personal academic strategies crucial for succeeding in business-related college courses. Participant 1 advises focusing on giving personal best efforts and managing stress through taking necessary breaks to maintain performance . Developing time management skills is recurrently emphasized, as mentioned by Participant 2, to balance varying academic and practical commitments . Additionally, fostering skills in planning and budgeting, as suggested by Participant 3, and prioritizing the development of communication and presentation abilities are practical personal strategies that help students excel in business-related academic environments . These strategies underline the importance of self-regulation and skills application learned during ABM education.

Integrating industry trends and soft skills development into the ABM curriculum offers several benefits. Participant 6 notes that incorporating emerging topics like digital marketing and data analytics can enhance college and workforce readiness by aligning with current industry demands . Soft skills such as communication, teamwork, and problem-solving are crucial for success in both academic settings and professional environments. Including these elements in the ABM curriculum not only prepares students for specific career paths but also develops their adaptability and critical thinking abilities, thereby improving their overall competence in navigating the complexities of the modern business world.

Participants highlight that the ABM strand effectively prepared them for college by offering comprehensive training in business principles, which directly applies to their higher education courses. Participant 1 emphasizes how firsthand experience in various aspects of business operations provided a solid groundwork for understanding business management in college . Other participants note that skills in areas like marketing, accounting, and finance acquired in ABM are directly applicable to their chosen fields, such as Hospitality Management . Moreover, practical experiences like projects and real-world scenarios are seen as crucial in enhancing critical thinking and practical application skills necessary for college .

Participants suggest several enhancements to the ABM strand to better prepare students for college. For teachers, there is a need for ongoing professional development to enhance teaching effectiveness and subject expertise . For the curriculum, participants recommend integrating college-level content, more hands-on learning experiences, industry-relevant projects, and opportunities to develop soft skills like teamwork and communication. Participant 6 specifically suggests including emerging topics such as digital marketing and data analytics . These suggestions aim to align ABM education with real-world demands, thereby boosting students' preparedness for college and future careers.

Students perceive several differences in learning approaches between the ABM strand and college. In high school, the ABM strand often centers around structured academic environments with business simulations and case studies, focusing on foundational business principles and management . In contrast, the college experience involves a more hands-on approach, emphasizing independent research, practical application, and a broader curriculum . Student 6 notes this shift from structured settings to independent learning in college as significant . This transition reflects a movement from guided learning to fostering self-direction and critical thinking skills in higher education.