Home⇛ADMINISTRA Official Research Journal of the BSOA Program⇛vol. 1 no. 1 (2025)

Diploma Or Diskarte: Balancing Formal Education And Practical Experience In Business Growth

Mark John L. Gastala | Rei Allan Jay E. Guillermo | Diane Marie P. Manuel | Jerry B. Maneja | Lorelie B. Marquez

Discipline: business studies

 

Abstract:

This study examined the relationship between entrepreneurs’ formal education (“diploma”) and practical, street-smart skills (“diskarte”) and their business growth of Micro, Small, and Medium Enterprises (MSMEs) in the municipality of Diffun, Quirino, Philippines. In local contexts, diskarte represents adaptive problem-solving, resourcefulness, and resilience; these are qualities often viewed as distinct from the structured knowledge gained through formal education. To assess how these two forms of entrepreneurial capital contribute to business success, the study employed a descriptive -comparative research design involving 138 Micro, Small, and Medium Enterprise (MSME) owners selected through simple random sampling. Data were gathered using a structured survey measuring five dimensions of business growth: market, customer, product, operational, and organizational. Independent samples t-tests were conducted to compare outcomes between entrepreneurs whose primary learning modality was diploma (n = 49) and those who relied on diskarte (n = 89). Results showed that the diploma group reported significantly higher perceived growth in market, customer, product, and operational areas, particularly in expanding market reach, enhancing customer relations, improving product offerings, and adopting technology. However, no significant differences were found in organizational growth, which suggests that both diploma and diskarte offer comparable strengths in team management and internal coordination. The study concludes that diploma and diskarte are complementary drivers of entrepreneurial success, each contributing uniquely to sustainable business growth. Based on these findings, it is recommended that educational institutions integrate practical “diskarte” modules into business curricula, while local government units provide targeted digital and strategic training for experiential entrepreneurs. Ultimately, fostering a synergy between formal knowledge and adaptive resourcefulness is essential for optimizing rural economic development.



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