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Benefits and Challenges of University Autonomy:
The Centro Escolar University Experience
Maria Flordeliza L. Anastacio, Ph.D.Dean, School of Accountancy and Management
National President, Philippine Society for Educational Research and EvaluationImmediate Past President, Philippine Council of Deans and Educators in Business
Introduction
“The contemporary university, like the communities in which it is embedded, is in the midst of massive change. Such change is propelled forward by two central trends. These are the acceleration in the pace of change itself, and the globalization of the economy and of technology.”
-UNESCO World Conference 1998
The UNESCO conference emphasized that:
•Academic freedom and University Autonomy are not privileges
•University Autonomy and Academic Freedom are basic and inalienable conditions.
•Autonomy affirms the university as an institution of scholarship and learning
•Autonomy enables the university to freely assume and optimally fulfill its responsibilities to society.
How does one define Autonomy?
•Freedom and authority in academic matters.
• The right to decide what to teach, how to teach, and whom to teach.
•The privilege to enjoy framing its courses of studies, designing its assessment methods and its principles and policies of admission.
•A basic feature of higher education.
Response of HEIs in the Philippines
1. The Commission on Higher Education issued CHED Memorandum Order No. 32 in 2001 promulgating the guidelines to implement the grant of autonomy and deregulated status to selected private higher education institutions (PHEIs) in the Philippines.
2. CHED recognized the enormous contribution of PHEIs in the growth and prominence of tertiary education in the country and in the Asia-Pacific through the HEI’s commitment to promote quality education, research and extension work.
3. CHED issued the general criteria for selection and identification of PHEIs to be granted autonomy:
• Established as Centers of Excellence or Centers of Development.
• Level III Accreditation
• Outstanding overall performance of graduates in the licensure examination, and
• Long tradition of integrity and untarnished reputation.
Rationale of the Study
The Centro Escolar University is one of the first Universities in the Philippines to be included in the roster of Philippine Universities given Autonomous Status by the Commission in Higher Education in 2001.
After eight (8) years from the time the University Autonomous status was granted, the researcher deem it timely to assess how the members of the management council, faculty and staff perceive the changes made in the University.
Significance of the Study
1. Findings will be beneficial to management and the academic community to be able to:
• Review the extent of realization of benefits granted by the CHED,
• Maximize the benefits if these were not realized or implemented,
• Serve as an eye opener to those who are not keenly aware of the benefits of autonomous status,
• Serve as input for university planning and research.
2.The researcher-made instrument will serve as basis for the evaluation of the degree of realization of the benefits of autonomous status of other universities and colleges.
3.Promote the researcher’s professional growth as an educational leader in her University and in her leadership capacity as prime mover of quality education in several professional organizations like PSERE and PCDEB
Methods and Procedures
•The descriptive method was used. •A researcher-made questionnaire was the major data gathering instrument.
•Documentary analysis was used to synthesize and summarize the salient points.
•There were 100 questionnaires distributed, however, only 95 were retrieved.
•The respondents were composed of vice presidents, deans, assistant deans, department heads, program heads, division heads, assistants to the dean, faculty members, and non-teaching personnel of the University.
•The data gathered were statistically treated by the Evaluation and Data Processing Department of Centro Escolar University using the frequency, percentage, mean and standard deviation as primary statistical tools.
Findings, Conclusions
and Recommendations
Table 1
Profile of the Respondents as to Positions Held
Positions Held f %Assistant Vice President 3 3.2Dean 7 7.4Assistant Dean/Associate Dean 4 4.2Department Head 18 18.9Program Head 2 2.1Division Head 4 4.2Assistant to the Dean 4 4.2Faculty 24 25.3Non-teaching Staff 29 30.5Total 95 100
Table 2
Profile of the Respondents as to Years of Service to the University
Years of Service f %
10 years and below 8 8.4
11-15 years 24 25.3
16-20 years 29 30.5
21-25 years 9 9.5
26-30 years 8 8.4
31-35 years 12 12.6
36-40 years 4 4.2
41 years and above 1 1.1
Total 95 100
Table 3
Profile of the Respondents as to Highest Educational Attainment
Highest Educational Attainment f %
Doctoral Degree 34 35.79
Master’s Degree 38 40
Bachelor’s Degree 23 24.21
Total 95 100
Table 4
Profile of the Respondents as to Age
Age f %
30 years old and below 1 1.1
31-40 31 32.7
41-45 22 23.2
46-50 10 10.5
51-55 13 13.7
56-60 14 14.7
61 and above 4 4.2
Total 95 100
Table 5
Degree of Realization of Benefits Granted by CHED as Perceived by the Respondents
Benefits granted by CHED to University enjoying autonomous status X
sdVerbal
Interpretation
1. Exemption from the issuance of special order
2.82 .41 To a High Extent
2. Free from monitoring and evaluation activities of the CHED
2.65 .50 To a High Extent
3. Entitlement of grant of subsidies and other financial incentives/assistance from the CHED, whenever funds are available.
2.42 .65 Moderate Extent
4. Privilege to determine and prescribe curricular programs to achieve global competence.
2.83 .39 To a High Extent
5. Privilege to offer new courses/programs in the undergraduate/graduate level without securing permit/authority from the CHED
2.90 .29 To a High extent
6. Privilege to establish branch/es or satellite campuses without the prior approval of the CHED
2.82 .40 To a High Extent
7.Privilege to offer extension classes and distance education courses/programs to expand access to higher education and to establish affiliation with recognized foreign higher education institutions in pursuit of international standards of education.
2.72 .47 To a High Extent
8. Authority to grant honoris causa to deserving individuals
2.57 .62 To a High extent
Overall 2.72 .30 To a High Extent
Table 6 The degree of realization of other benefits of
university autonomy as to Philosophy and Objectives as perceived by the respondents
As to Philosophy and Objectives, University Autonomy:
sd
Verbal Interpretati
on
1. Resulted to clarity of vision of the University
2.89 .31 To a High Extent
2. Developed and sustained a long-term view on Social development and social responsibility
2.77 .44 To a High Extent
3. Helped in the realization of the objectives of the University and Schools/Colleges
2.91 .28 To a High Extent
4. Accelerated the pace of change in the University
2.78 .44 To a High Extent
5. Proved to be an education concept that brought about modernity and relevance without compromising values and traditions
2.77 .46 To a High Extent
6. Led the university to achieve a corporate image that is emulated by universities in the country
2.75 .45 To a High Extent
7. Advanced the quality of teaching and research in the university
2.72 .47 To a High extent
8. Autonomy placed a considerable emphasis on the role of the university to anticipate change
2.77 .46 To a High Extent
9. Autonomy has given greater academic freedom to the CEU community
2.81 .41 To a High Extent
10. Autonomy made the university spiritually strong enough to be a key agent of change in the Philippine educational system
2.77 .46 To a High Extent
Overall 2.80 .30 To a High Extent
Table 7Degree of Realization of Other Benefits of University Autonomy as to
Curriculum and Instruction as Perceived by the Respondents As to Curriculum and Instruction, University
Autonomy:
sd
Verbal Interpretation
1. Led CEU to the promotion and development of an intellectual climate conducive to the pursuit of excellence
2.82 .40 To a High Extent
2. Brought CEU to the forefront of its potential to experiment and introduce innovations in the educational system
2.72 .44 To a High Extent
3. Provided a conducive environment in promoting and nurturing academic growth
2.82 .40 To a High Extent
4. Enabled the administration to evolve student-oriented teaching methodologies and strategies vis-à-vis the requirements of the program/courses
2.78 .50 To a High Extent
5. Provided the motivation to the faculty to be more creative in curriculum and instructional design
2.67 .55 To a High Extent
6. Resulted to more professional courses being offered in the university, both on the undergraduate and graduate levels
2.74 .52 To a High Extent
7. Improved the performance of graduates in the licensure examinations
2.71 .50 To a High Extent
8. Increased the number of topnotchers and placers in the licensure examinations
2.71 .52 To a High Extent
9. Improved the academic performance of students
2.69 .57 To a High Extent
10. Increased the employability of graduates 2.66 .54 To a High Extent
11. Gave recognition to the teaching of ethics, corporate citizenship and social responsibility
2.66 .50 To a High Extent
12. Provided a wider scope to update the curriculum to be responsive to industry and societal needs
2.78 .46 To a High Extent
Overall 2.80 .30 To a High Extent
Table 8
Degree of Realization of Other Benefits of University Autonomy as to Faculty and Staff as Perceived by the
Respondents
As to Faculty and Staff, University Autonomy:
sd
Verbal Interpretation
1. Made and faculty and staff more responsive and committed to the needs of the School/College
2.69 .50 To a High Extent
2. Resulted to an increase participation of faculty/staff in seminars and workshops
2.70 .52 To a High Extent
3. Led to the improvement of faculty/staff qualification
2.82 .54 To a High Extent
4. Provided more opportunities for the faculty to interact with their counterparts abroad
2.42 .61 To a Moderate
Extent
5. Brought greater professional satisfaction among the faculty and staff
2.56 .56 To a High Extent
6. Improved the self-confidence of the faculty and staff
2.60 .53 To a High Extent
7. Created /Brought pride to the faculty and staff
2.72 .47 To a High Extent
8. Resulted to active participation in academic decision making
2.56 .48 To a High Extent
Overall 2.63 .40 To a High Extent
Table 9
Degree of Realization of Other Benefits of University Autonomy as to Research as
Perceived by the Respondents
As to Research, University Autonomy:
sd
Verbal Interpretation
1. Increased the number of faculty doing research 2.41 .59 To a Moderate
Extent2. Increased the research output of faculty 2.43 .60 To a
Moderate Extent
3. Improved the standard of research in the university
2.51 .58 To a High Extent
4. Resulted to more faculty research paper presentations on a national level
2.46 .62 To a Moderate
Extent
5. Resulted to more faculty research paper presentation on an international level
2.36 .64 To a Moderate
Extent
6. Increased the number of research grants 2.28 .58 To a Moderate
Extent
7. Resulted to higher research utilization in the university
2.33 .58 To a Moderate
Extent
8. Brought the university nearer to its vision to be a research university
2.44 .61 To a Moderate
Extent
Overall 2.40 .50 To a Moderate
Extent
Table 10
Degree of Realization of Other Benefits of University Autonomy as to Organization and
Administration as Perceived by the Respondents As to Organization and Administration, University
Autonomy:
sd
Verbal Interpretatio
n
1. Provided an environment for transformation of the administration
2.65 .52 To a High Extent
2. Made the top administrators more responsive and committed to the needs of the schools and colleges
2.64 .54 To a High Extent
3. Made the deans and department heads more responsive and committed to the needs of the Schools/Colleges
2.76 .49 To a High Extent
4. Resulted to the responsiveness of administrative structures to the views of the faculty, staff and deans
2.69 .54 To a High Extent
5. Created self confidence and pride among the administrators, deans and department heads
2.78 .48 To a High Extent
6. Resulted to increased student enrollment 2.14 .59 To a Moderate Extent
7. Autonomy brought greater academic and administrative responsibility
2.77 .47 To a High Extent
Overall 2.63 .42 To a High Extent
As to Student Services and Student Development, University Autonomy:
sdVerbal Interpretation
1. Enabled the University to promote more responsive service and more relevant and healthy co-curricular and extra- curricular activities in campus
2.67 .53 To a High Extent
2. Brought greater satisfaction to students in the scheduling of activities 2.41 .61 To a Moderate Extent
3. Created more student leaders who are responsive to academic, social and economic realities
2.56 .58 To a High Extent
4. Increased self-confidence of students 2.53 .58 To a High Extent
5. Increased loyalty and pride among the students 2.57 .56 To a High Extent
6. Increased in academic health and academic freedom 2.46 .63 To a Moderate Extent
7.Resulted to participation in academic related decision making processes/activities
2.50 .60 To a High Extent
8. Increased freedom of mobility for students 2.41 .63 To a Moderate Extent
Overall 2.51 .49 To a High Extent
Table 11
Degree of Realization of Other Benefits of University Autonomy as to Student Services and Student
Development as Perceived by the Respondents
Table 12Summary of Overall Ratings on the Benefits of University
Autonomy
sd
Verbal Interpretation
Degree of Realization of Benefits Granted by CHED
.30 To a High Extent
Degree of Realization of Other Benefits of University Autonomy as to Philosophy and Objectives
2.80 .30 To a High Extent
Degree of Realization of Other benefits of University Autonomy as to Curriculum and Instruction
2.80 .30 To a High Extent
2.72
Degree of Realization of Other Benefits of University Autonomy as to Faculty and Staff
2.63 .40 To a High Extent
Degree of Realization of Other Benefits of University Autonomy as to Research
2.40 .50 To a Moderate Extent
Degree of Realization of Other Benefits of University Autonomy as to Organization and Administration
2.63 .42 To a High Extent
Degree of Realization of Other Benefits of University Autonomy as to Student Services and Student Development
2.51 .49 To a High Extent
Overall 2.64 To a High Extent
Challenges/Difficulties of University Autonomy
sd
Verbal Interpretation
1. University officials are always tapped in national assemblies and activities which interfere with their duties and responsibilities in the universities
1.95 .62 Sometimes
2. Absence of administrative autonomy on the part of the School/College Dean 1.71 .56 Sometimes
3. Lack of coordination between the University and the School and College 1.48 .56 Never
4. Lack of coordination between Schools/Colleges and the Departments 1.57 .58 Sometimes
5. Several offices created abnormal delay in approval of requests 1.74 .50 Sometimes
6. Several offices create abnormal delay in release of budgets 1.81 .53 Sometimes
7.Mobility of students is hindered 1.64 .56 Sometimes
Table 13
Frequency of Occurrence of Challenges and Difficulties of University Autonomy
8. Mobility of faculty and staff is hindered 1.62 .55 Sometimes
9. Mobility of the department head/dean is hindered 1.60 .55 Sometimes
10. Lack of physical space to hold the numerous activities of the School/College 1.76 .56 Sometimes
11. Schools/Colleges are not permitted to hold activities on their convenient time. 1.80 .60 Sometimes
12. Academic activities are sacrificed for participation in sports and extra-curricular activities
1.74 .63 Sometimes
13. Lack of well-trained personnel to implement programs. 1.68 .57 Sometimes
14.Faculty-student ratio does not promote satisfactory interaction between faculty and students
1.82 .55 Sometimes
15. Great deal of clerical work for the deans and heads 2.01 .57 Sometimes
16. Too much work for top and middle administrators 2.02 .59 Sometimes
17. Too much expectations from the deans/department heads 2.11 .57 Sometimes
18. Too many schools benchmarking with the University result to fear of intellectual property being put at stake
1.97 .58 Sometimes
Overall 1.78 .38 Sometimes
Conclusions
Based on the findings, the following conclusions are drawn: 1. Benefits granted to autonomous universities by the Commission on Higher Education were enjoyed by Centro Escolar University “to a high extent” except for the entitlement of grant of subsidies and other financial incentives/assistance.
2. University autonomy helped in the realization of objectives, resulted to clarity of vision of the university and made the university spiritually strong enough to be an agent of change in the Philippine society.
3. Autonomous status served as an engine of Centro Escolar University toward academic excellence.
4. Autonomy created self-confidence and pride to all constituents of the university as well as greater academic and administrative responsibilities.
5. University autonomy did not result to increased student enrollment.
6. There is coordination between the university and colleges/schools.
RecommendationsThe following recommendations are hereby endorsed:
1. There is a need to review and intensify the internationalization thrust of the university to give opportunities to the faculty to interact with their counterpart abroad.
2. There is a need to motivate the academic community to engage in research and pursue its vision to be a research university.
3. That coordination with the Commission on Higher Education be further intensified for possible assistance in academic development in terms of grants and incentives.
4. That further studies be conducted in the future to assess the benefits and challenges of university autonomy.