A CULTURE OF EXCELLENCE IN PHILIPPINE UNIVERSITIES: THE

UNIVERSITY OF BATANGAS’ EXPERIENCE

Catalino N. Mendoza

catfish3789@yahoo.com/catalino.mendoza@ub.edu.ph

(+63) 09985113789/09175400171

ABSTRACT

The culture of any organization can be considered as its personality, which consists of

the individual and collective assumptions, values, norms, and beliefs of its members. It is evidenced by how tasks are performed, how problems are solved, and how employees interact with one another and with others who are not members of the organization. This fact applies to all organizations including academic institutions. Therefore, it is necessary and appropriate to determine the IQ, EQ, and AQ of the faculty members because these factors lead to the creation or building of “the culture of excellence” in higher educational institutions.

This research explored the process of designing a culture of excellence in the University of Batangas through descriptive-correlational method. The study revealed that the Triangular Quotients (IQ, EQ, and AQ) positively affect the performance of the faculty members as regard to their work performance particularly in areas such as knowledge of the subject matter, effectiveness in communication, classroom management and organization, effectiveness in teaching, and interaction with the students. The research disclosed that the Triangular Quotients are interrelated because as the IQ increases its value, AQ and EQ also increase their values. This relationship means that the balanced Triangular Quotients can be used as one of the bases in the recruitment and hiring of faculty members.

Key Words: Culture of Excellence, ISO 9000:2008 Certified University, Triangular Quotients,

Philippine Educational System, CNM Model

INTRODUCTION

The success of any organization depends on the success of its members. A lot of factors are considered as parameters of success. Some say that it is the achievement or attainment of goals, objectives, or even targets. Some say that it is one’s satisfaction or contentment in life. However, these measures of success only bring to the fore the fact that people by nature do not have satisfaction and so they desire and want for more. When one has attained something, he may be very happy and consider himself successful for a moment; but after some time, that person’s tendency is to attain for higher levels of what he has reached or attained. According to Mendoza (2003) on his lecture in Personality Development and Power Within, the three determinants of success are Career, Wealth and Health. An article written by Castillo on May 5, 2007 (Philippine Daily Inquirer) affirmed that success is more than just one quotient and is more than dependent on one’s ability to create options and alternatives in life. Success then, depends on ”diskarte” or the skill needed to be able to play one’s cards no matter how bad the cards one has to deal with. He further explained that “success” can be measured by the sum of the Intelligence Quotient, Emotional Quotient and Adversity Quotient or by just equating the three different quotients; S = IQ + EQ + AQ

In an educational institution such as a university, success is defined by the extent of

excellence achieved in delivering quality education. Thus, it is of great importance for a university such as the University of Batangas to give prime importance to the identified measures of success through determining and analyzing the different levels of IQs, EQs and AQs of its faculty members in order to create a culture of success or the culture of excellence.

Today’s concern for competitiveness may be seen as a continuation or development of

the long-standing search for greater productivity through quality service which can be attributed to the culture of the organization established for so many years by the people it. Mendoza (2008) mentioned in his key speech in Graceland Academy in Molino, Cavite, that:

“a culture of excellence is not just a culture… it is the excellence of culture.”

It is undeniable that organizations exist because of people. People are the most important and essential factor for growth and progress of an organization. Through men, the seven “M’s” of a company such as manpower, money, materials, methods, markets, machines, and minutes are utilized.

People generally come to work to do their jobs well. Most people do not have in mind a

specific company where they want to work, but they definitely know the job post which they aim to hold. Also, they give high importance to recognition from the company of what its employees or members are able to contribute since such involvement serve as measure of a person’s worth in the company. Recognition of talents, skills and attitude results to workers or employees’ satisfaction which means that these people are made aware of their worth because of having done a significant role in the realization of the company’s vision, mission, and objectives as well as their own individual vision, mission, and goals in life. It also helps in adapting a culture of developing people into somebody in the profession or in the

organization. Furthermore, it manifests implementation of a “Corporate Culture.” Corporate Culture spells the difference between organizational success and failure. It

determines the extent of how employees are provided with path that may lead to higher performance and individual development. (IRI Consultants to Management, Inc.).

According to Want (2006), the term “corporate culture” can also be linked most often in

cases where the company has failed reasons of ethical wrongdoing, neglectful board oversight, or privileged and profligate senior management. Nevertheless, the impact of corporate culture transcends malfeasance on mahogany row. It contributes directly to a company’s ability – or inability- to effectively manage radically changing competitive business conditions. Properly nurtured corporate culture maybe considered the last and the only reliable resource for a company needing to deal with radical change.

Since corporate culture can have either a positive or negative effect, there is a dire

need for companies to have effective and efficient human resource management. Organization indeed needs to show great concern for its employees’ performance of their jobs. That is why organization implements the effective practice of managing human resource for employees to do well in their jobs.

Most people-related problem is often caused by the mistaken belief that people are

alike. Cascio (1995) emphasized that “no two people are exactly alike, and everyone differs physically and psychologically from everyone else. The point is that, these differences demand attention so that each person can maximize his/her potentials, so that organizations can maximize their effectiveness and that society as a whole can make the wisest use of its human resource.” Thus, organization adheres that each employee has a role to play in the management of the company.

The culture of any organization can be considered as its personality, which consists of the individual and collective assumptions, values, norms, and beliefs of its members. It is evidenced by how tasks are performed, how problems are solved, and how employees interact with one another and with others who are not members of the organization. This fact applies to all organizations including academic institutions. An educational institution such as a university is not exempt from having the need for effective Human Resource Management whose main function is to develop effective and efficient human resources in the organization to extract the best from these resources. Human Resource Management should then be focused on issues, problems, and principles involved in the management of people at work, giving the opportunities for the human resources to climb the ladder of success through effective and efficient implementation of career pathing or career development programs. (Mendoza, 2007)

Employees, or in the case of universities, faculty members can only be given the best opportunities that will require them their greatest potential if the company knows their capacities and abilities. Therefore, it is necessary and appropriate to determine the intelligent quotient, emotional quotient and adversity quotient of the faculty members because these factors lead to the creation or building of “the culture of excellence” in higher educational institutions. To be able to utilize the identification and analysis of employees’ IQ, EQ, and AQ for recruitment, hiring, promotion and recognition is the main concern of this study.

It is indeed very timely and appropriate to determine the IQ, EQ, and AQ of the employees since it may lead to the creation or building of “a culture of excellence” in the University of Batangas. The findings may be bases of creating career pathing and career development programs that will surely lead to the attainment of both individual and organizational goals. A company that develops employees to be exemplary creates an organization which is considered exemplary and which definitely manifests the “culture of excellence.”

Conceptual Framework

According to Mendoza (2007) in his lecture on Personality Development and Power Within, the three determinants that are used to describe a successful person are Career, Wealth and Health. He believed that without these three determinants one cannot be considered successful. In his view, there should be a perfect balance among the three in order to perfectly consider a person successful and for him to experience the highest level of Maslow’s Hierarchy of Needs, the self-actualization. Based on the article written by Castillo on May 5, 2007 (Philippine Daily Inquirer), success is more than just one quotient. For him, it is more than dependent on one’s ability to create options and alternatives in life. Some says that it depends on ”diskarte” (tactic or strategy) or the skill needed to be able to play ones cards no matter how bad the cards one has to deal with.

According to him “success” can be measured by the sum of the Intelligent Quotient, Emotional Quotient and Adversity Quotient or just equating the three different quotients to be able to consider a person successful.

S = IQ + EQ + AQ

Conceptual Paradigm of the Study

The diagram below shows and discusses the Intelligence Quotient (IQ), Emotional Quotient (EQ), and the Adversity Quotient (AQ) and how it affects Faculty Performance in the University of Batangas. It also shows how the three different concepts are related to each other in identifying the differences of the faculty members in the University of Batangas. The diagram discusses how each of the elements contributes to the success of the University of Batangas in establishing a Culture of Excellence.

Faculty

Performance

Figure 1 CNM Triangular Quotients Model

And Its Interrelationships with the Faculty Profile and Performance

The process in designing a Culture of Excellence in the University of Batangas begins from the three major components such as the faculty profile, faculty quotients and the faculty performance.

On the one hand, the elements of the faculty profile include the following: Age, Gender,

Civil Status, Academic Qualification, Faculty Rank, Faculty Status and Number of Years in the Service while the elements of the faculty quotients are the following: Emotional Quotient, Intelligent Quotient and the Adversity Quotient.

On the other hand, the elements of the faculty performance are the following:

Adversity Quotient

Intelligence

Quotient

Emotional Quotient

Faculty Profile

Faculty Profile

Faculty Profile

Knowledge of the Subject Matter, Effectiveness of Communication, Classroom Management and Organization, Effectiveness in Teaching and Interaction with the Students.

Paradigm of the Study

Figure 2

The Hypothesized Interrelationships of the Faculty Performance, Quotients and Profile in A Culture of Excellence

Statement of Objectives

The research study focused on coming up with a design of a culture of excelence in the Philippine Universities particularly in the University of Batangas. It intended to attain the following specific objectives: (1) determine the profile of the faculty in the University of Batangas in terms of: Age, Gender, Civil Status and Academic Qualification; (2) measure the Adversity Quotient, Emotional Quotient, and Intelligence Quotient of the faculty members; (3) determine the Level of Performance of the faculty members assessed by the students as

to: Knowledge of the Subject Matter, Effective in Communication, Classroom Management and Organization, Effectiveness in Teaching, and Interaction with the Students; (4) identify the predictors of the Faculty Performance influences by Adversity Quotient, Emotional Quotient and Intelligence Quotient, and (5) determine the significant relationships between Faculty Performance and the Triangular Quotients, and the level of significant relationships among the Triangular Quotients.

METHODOLOGY

Research Design

This research used a combination of descriptive and correlation researches.

Descriptive research is that which endeavors to describe systematically, factually, accurately, and objectively a situation, problem, or phenomenon. Specifically, the performance of the faculty members on the five different areas as well as the current levels of the faculty on the three different quotients (adversity, emotional and intelligence) is covered by the instrument used.

Correlation research tries to probe the significance of relationship between two or more factors or characteristics. The study identified the profile of the faculty members and their corresponding quotients namely; the adversity quotient, emotional quotient, and intelligence quotient.

After describing the profiles of the faculty and their quotients, correlation and regression analysis were used to test for influence, relationship and impact.

Research Locale

The University of Batangas is composed of the following Colleges: College of Allied and Medical Sciences, College of Arts and Sciences, College of Business and Accountancy, College of Education, College of Engineering, College of Nursing and Midwifery, College of Technical Education and College of Tourism and Hospitality Management. Population and Sampling Techniques

The research employed a stratified random sampling method to determine the sample size for the faculty of the participating Schools and Colleges of the University of Batangas that will be part of the survey as well as the number of students to evaluate the faculty performances.

Descriptions of the Respondents

The respondents of the study were the faculty and selected students of the University of Batangas. Faculty members should have taught for at least a year and the selected

students should have at least six months residency by the time the research was conducted. Faculty respondents are those assigned in different departments or colleges and are considered experts in their own fields. Research Instrument Used

Four (4) research instruments were used in this research. The first instrument was the Adversity Quotient test adopted from the work done by Paul Stoltz, (2001) to measure the science of human resilience. AQ is used to measure how stoic a person is. It also leverages on a person’s natural ability to learn and change. The second instrument was made by Emily Sterrett (2007) to measure the Emotional Quotient of the Faculty of the University of Batangas. EQ refers to the array of personal-management and social skills that allows one to succeed in the workplace and life in general. The last instrument was the Intelligent Quotient made by Alfred Munzert revised by Kim Munzert (2003).

The researcher-made questionnaire was used to evaluate the performances of the faculty of the University of Batangas in terms of the following areas: Knowledge of the Subject Matter, Effectiveness in Communication, Classroom Management and Organization, Effectiveness in Teaching and Interaction with the Students. The responses to each statement of the evaluation instrument were: 5 – always; 4 - most of the time; 3- sometimes; 2 – seldom; 1 – Never.

The numerical values assigned to responses of each item in each sub-test were added and means were derived. To get the sub-test mean, the number of items in the sub-tests was divided by the sum of the item means. The following norms were used in the interpretation of data:

4.20 to 5.00 - Outstanding 3.40 to 4.19 - Very Satisfactory

2.60 to 3.39 - Satisfactory 1.80 to 2.59 - Unsatisfactory 1.00 to 1.79 - Needs Improvement

Procedure in Gathering Data

The research instruments were distributed to the members of the University of Batangas in various ways such as, the personal approach and identifying the appropriate person who could help the researcher in the distribution and retrieval of the questionnaires.

The researcher also sought permission from the members of the University of Batangas to administer the questionnaire to the respondents. He also utilized unstructured questionnaire to determine the veracity of the information and responses to be given by the identified group of respondents.

Statistical Tools to Used

The statistical tools that was applied and used for the data collected from the study were the percentage, weighted mean, one-way ANOVA and the multiple dummy stepwise

regressions using backward elimination.

Percentage is the process of determining the position/share of each data in the entire presentation of the results, while the weighted mean is the process of determining the coverage of each data in the presentation against the total population.

Formula:

N

Xn

i

i 1

Where:

µ - population mean

∑X – sum of the population

N – population size

One-way ANOVA (analysis of variance) was used to determine if there are significant differences among the performances of the faculty of the members of the University of Batangas.

Formula:

Where:

f = Scheffes test

x1 = mean of group 1

x2 = mean of group 2

n1 = number of samples in group 1

n2 = number of samples in group 2

SW2 = within mean squares

21

21

2

2

21

nn

nnSW

xxf

Formula:

Where:

SSw = sum of squares within column

SSb = sum of squares between column

SSt = Total sums of squares

CF = Cumulative Frequency

K = number of groups

i = item number

n = number of samples

Fc = f-computed

MSSb = mean sum of squares between column

MSSw = mean sum of squares within column

dfb = degree of freedom between column

dfw = degree of freedom within column

dft = total degree of freedom

The stepwise regression measures the influence of one variable over the other. The basic procedures involved are identifying an initial model, iteratively “stepping,” that is, repeatedly altering the model at the previous step by adding or removing a predictor variable in accordance with the “stepping criteria,” and terminating the search when stepping is no longer possible given the stepping criteria, or when a specified maximum number of steps has been reached. Therefore, following the backward elimination process, only those variables that remain after all the “steps” were considered to be significant.

w

bc

MSS

MSSF

b

bb

df

SSMSS

w

ww

df

SSMSS

The stepwise regression used in this research also followed the multiple dummy systems as the numerous dependent variables used were all qualitative data. Formula:

Where:

Where:

y = the dependent variable to be predicted

X1, X2,… Xn = the known independent variables that may influence y

b1, b2,…bn, = the numerical constants which must be determined from observed data.

Multiple dummy stepwise regressions using backward elimination analysis was done through SpSS program. FINDINGS

Majority of the faculty members were between 25 – 34 years of age as manifested by the frequency of 52 or 52 percent followed by a frequency of 32 or 32 percent for those faculty who were below 25 years old. A frequency of 8 or 8 percent represented faculty whose were between 45 – 54 years old; followed by a frequency of 7 or 7 percent for those faculty who were 55 years old and above and 1 or 1 percent was between 34-45 years old. The result indicated that 52 or 52 percent of the respondents were male while the rest with 48 or 48 percent were female.

Majority of the faculty members were married having a frequency of 54 or 54 percent while a frequency of 46 or 46 percent was single. It can be gleaned from the table that majority of the faculty finished graduate programs as indicated by the frequency of 46 or 46 percent; a frequency of 37 or 37 percent finished bachelors’ programs and the least has a frequency of 17 or 17 percent for those who finished post graduate programs.

Majority of the faculty received salary between 30,000 – 39,999 as manifested by the frequency of 46 or 46 percent followed by the faculty who received salary between 20,000 – 29,999 as exhibited by the frequency of 44 or 44 percent. The last among the group of faculty were those who received a salary between 40,000 – 49,999 manifested by the frequency of 9

nnxbxbxbby ...22110

22110 bxbxnbx

2211

2

1011 bxxbxbxyx

2

2

2121022 bxbxxbxyx

or 9 percent while 1 or 1 percent among the faculty received salary ranging from 50,000 and above.

Fifty-one or 51 percent of the faculty members achieved the adversity quotient between the range of 93 – 145 level; followed by 26 or 26 percent who achieved a quotient between 93 – 145; then by 22 percent who got the lowest adversity quotient, between 40 -92.

There were 53 percent who achieved an emotional quotient between 70 – 109 with a verbal interpretation of high emotional quotient; followed by 25 or 25 percent who got an emotional quotient between 110 – 150 level; then by those 21 or 21 percent with an emotional quotient between 30 – 69 with a verbal interpretation of low emotional quotient.

Majority of the faculty achieved an intelligence quotient between 121 – 139 with a verbal interpretation of superior nearly gifted; followed by the second highest intelligence quotient with range of 90 – 110 and with a verbal interpretation of average; then by those who were considered as bright people with 17 or 17 percent of the respondents.

The element from the data, “relates the topic being discussed to concepts previously learned by students in the same course”, ranked number 1 with a mean value of 4.33; followed by “Relates the subject matters to other related topics” with a mean value of 4.22. A mean value of 4.08 that ranked number 3 was the item, “faculty is able to integrate topics discussed in the lesson” while a mean value of 4.06 was received by the item, “Relates the subject matter to other related topics.” Next in the order was the option, “Explains the subject matter without completely relying on the prescribed readings” with a mean value of 3.80 followed by “Explains the subject matters with depth” with a mean value of 3.69 and the last was the item, “Raises problems and issues relevant to topic(s) of discussion” with a mean value of 3.61.

The findings indicated that the item, “uses an appropriate language(s) in explaining the lesson” ranked number1 with a mean value of 4.26; followed by “uses appropriate words in explaining the subject matter” with a mean value of 4.11.

A mean value of 3.99 given to “articulate in the use of words in explaining the ideas of the subject matter” ranked number 3 followed by “defines technical words in a more acceptable manner or in a layman’s definition” with a mean of the means value of 3.95. The last among the components was “visual aids are being used as a medium and as alternative in explaining the subject matter” acquired a mean value of 3.76.

The data revealed that the item, “Commands respect from the students” ranked number 1 with a mean value of 4.56; followed by “disciplines the class when necessary” with a mean value of 4.53. The item, “Explains the syllabus at the beginning of the term/semester” got a mean of the means value of 4.36 and ranked number 3; followed by a mean value of 4.25 which was achieved by the item, “presents the lesson in an analytical manner”. A mean value of 4.18 for “Incorporates the content of the previous lessons with current discussions to ensure continuity” was in rank 5 and was then followed by “begins and ends the class promptly” with a mean value of 4.14.

According to the gathered data, the item, “accomplishes the objectives of the course through the lesson” ranked number 1 with a mean value of 4.73 while the items, “uses words which can be understood” tied with “Explains the lessons to the point” got a mean value of 4.58 individually. In rank number 3 with a mean value of 4.43 was the option, “supplement textbook materials with other references such as journals, researches, hand-outs, etc.”, while in rank 4 was the item, “Speaks in a clear and well-modulated voice” with a mean value of

4.31. The fifth and the sixth ranks with the mean values of 4.14 and 4.11 respectively were acquired by the items, “organizes resources and materials for effective instructions” and “uses various techniques to make the presentation of the lesson as interesting as possible.”

The element from the data, “shows respect for the students as persons” ranked number 1 with a mean value of 4.75 while the item, “Allows time for each student as persons”

got a mean value of 4.69. In rank number 3 was the item, “Shows that he/she is approachable” with a mean value of 4.59 while in rank 4 was “Allows time for each student to answer her/his question” with a mean value of 4.56. This was followed by “Challenges the students to do their best” with a mean value of 4.53 and by “Give feedback to the students” with a mean value of 4.39.

The t-computed values of 0.90, -1.47 and -0.36 compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting the performance of the faculty in effective communication as the focus.

The t-computed values of 0.94, -1.64 and -0.30 compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting the performance of the faculty.

The t-computed values of 0.63, -1.09 and -0.82 compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting the performance of the faculty.

The t-computed values of 0.75, -1.55 and -1.05 compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting the performance of the faculty.

The t-computed values of -0.31, -1.1.05 and -0.36 compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting the performance of the faculty.

The t-computed value of -1.37 in general (mean of the means value) compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting the performance of the faculty.

The t-computed value of -1.37 in general (mean of the means value) compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting the performance of the faculty.

The t-computed values of 0.34, 0.77 and 0.86 compared with the t-tabulated value of plus/minus 0.2542 means that all the quotients were effectively affecting one another.

CONCLUSIONS

Majority of the respondents belong to age bracket between 25 – 34 years of age as manifested by the frequency of 52 or 52 percent of the total respondents who were male, married and who finished graduate degrees with a salary bracket between 30000 to 39999 pesos.

The average faculty adversity quotient was 168.69 with higher adversity level while the averages of faculty emotional and intelligence quotients were 112.43 and 118.55 with high

and superior verbal interpretations respectively.

The level of performances of the faculty was very satisfactory in the first four (4) of the elements of the performance while the last was outstanding for the interaction with the student’s element.

All the Triangular Quotients were reflected as the predictors of the Faculty Performances.

There was a significant relationship between the Triangular Quotients and the faculty Performances.

There was significant relationship among the Triangular Quotients.

RECOMMENDATIONS Develop and disseminate available career opportunities in the university and align the needs and abilities of faculty with their career opportunities such as possible research opportunity and company immersion since most of the faculty are basically satisfied with the institutions as to salary and further encourage the faculty to continue their professional qualification academically. Job satisfaction surveys should be distributed to faculty in order to detect any dissatisfaction in them and at the same time to serve as foundation for corrective action to develop a more intensive retention policy especially to those who are qualified to a higher position given their qualifications as well as the performance of the students to enhance the culture of learning.

Intensify the triangular quotients examination among the members of the university thru periodic administration to monitor its development to a certain extent to develop a standardize qualifications needed by the university in selecting and hiring faculty members to eliminate the negative correlation at which the higher the degree of triangular quotients the lower the performance of the faculty.

The present study actually evaluated the faculty performance and their triangular quotients as elements of the culture of the university. It is therefore strongly recommend that a replication of the present research be conducted using other members of the university and period for a more reliable effects of the treatment used together with the other elements of the culture of the university in relation to the overall operations of the university from the top level management group down to the lowest level of the community which includes the other stakeholders such as students, parents, suppliers, linkages, community and industry partners.

The model proposed by the researcher as a tool in developing a culture of excellence must be strengthened to include other elements or areas of concern at which the university is involved such as the three major functions within the business operations: marketing, operations and finance.

Other researchers must also conduct researches in relation to the replication and innovation of the present research to enhance the reliability of the results of the study and to develop a more accurate culture of excellence model as posited by the researcher.

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