Strategic Plan 2008 2016 PDF

THE
SILLIMAN
STRATEGIC PLAN
2008-
2008-2016
Speed is irrelevant if you’re going in the wrong direction.

MAHATMA GANDHI
SILLIMAN UNIVERSITY
DUMAGUETE CITY
PHILIPPINES
JUNE 2008
SILLIMAN UNIVERSITY
BOARD OF TRUSTEES
MEMBERS OF THE BOARD OF TRUSTEES

School Year 2008-2009
AMATONG, JUANITA D. SUFI

BALBIDO, RICARDO A., JR. SUFI
BRIONES, LEONOR M., UCCP
DELLOSO, ROSELYN G. SUFI
FUNDADOR, ROSITA V. ALUMNI
MARCO, DEBORAH T. UCCP
GONZALEZ, CANDELARIO V. ALUMNI
NOLIDO, REINALDO M. ALUMNI
SAYSON, FEMA CHRISTINA P. SUFI
SY, JULIO O. SR. SUFI
TORRES, REBECCA C. UCCP
VILLAMOR, ANTONIO P. ALUMNI
VILLAVITO, MADISON M. ALUMNI
OUTGOING
REMOLLO, FELIPE ANTONIO B. ALUMNI

TAN, NOEL R. UCCP
VILLALBA, NOEL C. UCCP
OFFICERS
LEONOR M. BRIONES Chair

JUANITA D. AMATONG Vice Chair
FEMA CHRISTINA P. SAYSON Secretary
SEE ANNEX IV ON PAGE 150 FOR BOT QUALIFICATIONS
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 2

LIST OF SU BOARD OF TRUSTEES COMMITTEES
Executive/Membership
CHAIR Leonor M. Briones, UCCP
VICE CHAIR Juanita D. Amatong, SUFI
SECRETARY Fema Christina P. Sayson, SUFI
MEMBERS Ricardo A. Balbido Jr., SUFI
Reinaldo M. Nolido, Alumni
Fiscal and Physical Properties

CHAIR Juanita D. Amatong
MEMBERS Ricardo A. Balbido Jr.
Fema Christina P. Sayson
Julio O. Sy Sr.
Madison M. Villavito
Scholarship
CHAIR Edna J. Orteza
MEMBERS Roselyn G. Delloso
Antonio P. Villamor
Human Resource/Organizational Development

CHAIR Rosita V. Fundador
MEMBERS Rebecca C. Torres
Candelario V. Gonzalez
Edna J. Orteza
Legal
CHAIR Candelario V. Gonzalez
MEMBERS Reinaldo M. Nolido
Fema Christina P. Sayson
Programs and Services

CHAIR Rebecca C. Torres
MEMBERS Rosita V. Fundador
Deborah T. Marco
Edna J. Orteza
Mrs. Roselyn G. Delloso
Investment
CHAIR Ricardo A. Balbido Jr.
MEMBERS Juanita D. Amatong
Julio O. Sy Sr.

Alumni Affairs
CHAIR Reinaldo M. Nolido
MEMBERS Roselyn G. Delloso
Antonio P. Villamor
Rosita V. Fundador
Audit
CHAIR Fema Christina P. Sayson
MEMBERS Ricardo A. Balbido Jr.
Juanita D. Amatong
Chairman Emeritus Roman T. Yap

Ex-officio Dr. Ben S. Malayang III, President
SUMCFI Representatives Juanita D. Amatong

Reinaldo M. Nolido

SILLIMAN UNIVERSITY
ADMINISTRATION
POSITION NAME TERM
President Dr. Ben S. Malayang III June 2006–May 2011

Vice President for Academic Affairs Dr. Betsy Joy B. Tan June 2008–May 2011
Vice President for Finance and Administration Prof. Cleonico Y. Fontelo June 2008–May 2011
Internal Auditor Mr. Jenny L. Chiu June 2008–May 2011
Officer In-Charge, Human Resource Development Office Atty. Fe Marie D. Tagle May 2008–May 2011
Registrar and Admissions Officer Ms. Annabelle E. Pa-a June 2007–May 2010
Treasurer Mrs. Norma D. Labrador June 2008–May 2011
DEANS AND DIRECTORS
Director for Instruction Dr. Earl Jude L. Cleope June 2008–May 2011
Director for Extension Dr. Nichol R. Elman June 2007–May 2010
Director for Research and Development Dr. Enrique G. Oracion June 2007–May 2010
Dean, College of Agriculture Prof. Santiago B. Utzurrum Jr. June 2007–May 2010
Dean, College of Arts and Sciences Prof. Carlos M. Magtolis Jr. June 2007–May 2010
Dean, College of Business Administration Atty. Tabitha E. Tinagan June 2007–May 2010
Dean, College of Mass Communication Dr. Rosario M. Baseleres June 2007–May 2010
Dean, Divinity School Dr. Muriel O. Montenegro June 2007–May 2010
Dean, College of Education Dr. Pablito A. dela Rama June 2007–May 2010
Dean, College of Engineering and Design Engr. Tessie A. Cabije June 2007–May 2010
Dean, College of Law Atty. Myles Nicholas G. Bejar June 2007–May 2010
Director, Medical School Dr. Jonathan C. Amante June 2007–May 2010
Dean, College of Nursing and Allied Health Sciences Dr. Ma. Teresita S. Sinda June 2007–May 2010
Dean, College of Performing Arts Prof. Joseph B. Basa June 2007–May 2010
Director, School of Basic Education Prof. Francisco E. Ablong Jr. June 2007–May 2010
Dean, College of Computer Studies Prof. Dave E. Marcial June 2007–May 2010
Dean, Student Affairs Dr. Edna Gladys T. Calingacion June 2007–May 2010
Director, School of Public Affairs and Governance Dr. Reynaldo Y. Rivera June 2007–May 2010
ASSOCIATE DEANS
College of Arts and Sciences Dr. Margaret Helen U. Alvarez June 2007–May 2010
College of Nursing and Allied Health Sciences Dr. Lynn L. Olegario June 2007–May 2010
DEPARTMENT CHAIRPERSONS
COLLEGE OF ARTS AND SCIENCES

Anthropology/Sociology Prof. Fred V. Cadeliña June 2007–May 2009
Biology Prof. Mirasol N. Magbanua June 2007–May 2009
Chemistry Prof. Flordeliza G. Sillero June 2008–May 2009
English and Literature Prof. Andrea G. Soluta June 2007–May 2009
Filipino and Foreign Languages Prof. Rosalia M. Lopez June 2008–May 2009
History and Political Science Prof. Rosalind B. Ablir June 2007–May 2009
Mathematics Prof. Alice A. Mamhot June 2007–May 2009
Physics Prof. John Carl P. Villanueva June 2007–May 2009
Psychology Prof. Rogen Ferdinand E. Alcantara June 2007–May 2009
Speech and Theatre Arts Prof. Nora R. Ravello June 2007–May 2009
Social Work Prof. Emervencia L. Ligutom June 2007–May 2009
COLLEGE OF BUSINESS ADMINISTRATION

Accountancy Ms. Loren Ann C. Lachica June 2007–May 2009
Entrepreneur/General Business Prof. Josefina S. Alcano June 2007–May 2009
Management Prof. Ryan C. Montenegro June 2007–May 2009
Economics Prof. Wilma M. Tejero June 2008–May 2009
COLLEGE OF EDUCATION
Home Economics/Nutrition and Dietetics Prof. Irma Mae V. Ridad June 2007–May 2009
Physical Education Prof. Darnalita S. Cordova June 2008–May 2009
Teacher Education Dr. Rudy B. Lopez June 2007–May 2009

COLLEGE OF ENGINEERING
Civil Engineering Engr. Connie F. Inquig June 2007–May 2009
Electrical & Computer Engineering Engr. Ma. Lorena L. Tuballa June 2007–May 2009
Foundation Engineering Engr. Ruilo O. Ignacio June 2007–May 2009
Mechanical Engineering Engr. Jaychris Georgette Y. Onia June 2007–May 2009
COLLEGE OF COMPUTER STUDIES

Information Technology Engr. Ed O. Omictin III June 2007–May 2009
Computer Science Engr. Chuchi S. Montenegro June 2007–May 2009
Information Systems Prof. Melody Angelique C. Rivera June 2007–May 2009
COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

Medical Technology Prof. Teodora A. Cubelo June 2007–May 2009
SCHOOL OF BASIC EDUCATION

Associate Director, Administration Prof. Thelma M. Apla-on June 2007–May 2009
Associate Director, Instruction-Research-Extension Prof. Luz R. Erum June 2007–May 2009
Chair, Early Childhood School Mrs. Rosevilla B. Larena June 2007–May 2009
COORDINATORS
COLLEGE OF ARTS AND SCIENCES

Center for Women's Studies Program Prof. Phoebe A. Tan June 2007–May 2009
Philosophy Program, OIC Dr. Reynaldo Y. Rivera June 2008–Oct 2008
Religious Studies Program Prof. Lemuel P. Montenegro June 2007–May 2009
Southeast Asian Studies Program Prof. Jesa S. Selibio June 2007–May 2009
Basic Language Program Dr. Evelyn F. Mascuñana June 2008–May 2009
Center for Tropical Conservation Studies Prof. Renee B. Paalan June 2007–May 2009
COLLEGE OF BUSINESS ADMINISTRATION

MBA Program Prof. Gloria G. Futalan June 2007–May 2009
ACS Mrs. Concesa B. Roleda June 2007–May 2009
Extension Dr. Mirabelle J. Engcoy June 2007–May 2009
COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

Level I Coordinator Prof. Evalyn E. Abalos June 2007–May 2009
Level II Coordinator Prof. Rowena M. Turtal June 2007–May 2009
Level III Coordinator Prof. Barbara Lyn A. Galvez June 2007–May 2009
Level IV Coordinator Prof. Theresa A. Guino-o June 2007–May 2009
UNIT HEADS
University Pastor and Chaplain Rev. Noel C. Villalba June 2007–May 2009
University Legal Counsel Atty. Jose Riodil D. Montebon June 2007–May 2009
Consultant, Manila Office Ms. Dolores B. Felicitas June 2007–May 2009
Director, External & Alumni Affairs Prof. Jocelyn S. dela Cruz June 2007–May 2009
University Librarian Mrs. Lorna T. Yso June 2007–May 2009
Director, Institute of Environmental and Marine Sciences Dr. Hilconida P. Calumpong June 2007–May 2009
Director, University Athletics Prof. Meriam M. Ramacho June 2007–May 2009
Superintendent, Buildings and Grounds Engr. Edgar S. Ygnalaga Jr. June 2007–May 2009
Director, Office of Information and Publications Mr. Mark Raygan E. Garcia June 2007–May 2009
Director, Dr. Jovito R. Salonga Center for Law and Development Atty. Mikhail Lee L. Maxino June 2007–
Director, Management Information Systems Engr. Albert Geroncio Y. Rivera June 2008–May 2010
Manager, Food Services Department Mrs. Jean G. Espino June 2007–May 2009
Manager, University Press Mr. Burtlan I. Partosa June 2007–May 2009
Manager, Bookstore/Central Supply & Procurement Office Mr. Frederick D. Lim June 2007–May 2009
Manager, Claire Isabel McGill Luce Auditorium Prof. Diomar C. Abrio June 2007–May 2009
Officer In-charge, Security Office Dr. Nichol R. Elman June 2007–May 2009
Coordinator, National Service Training Program Dr. Pablito A. dela Rama June 2007–May 2009
Director, Multimedia Center Dr. Ma. Cecilia M. Genove June 2007–May 2010
Coordinator, Corporate Planning Prof. Josefina Alcano
Cultural Affairs Officer Dr. Elizabeth Susan V. Suarez June 2007–May 2009
Career and Placement Officer Dr. Evangeline P. Aguilan June 2007–May 2008
Liaison Officer, United Board Dr. Christopher A. Ablan
SEE ANNEX I ON PAGE 136 FOR THE SU ORGANIZATIONAL CHART

TABLE OF CONTENTS
The Silliman University Board of Trustees ……. 2
The Silliman University Administration …………. 5
Message from BOT Chair

Leonor M. Briones …………….………….………….………….. 8
Message from BOT Vice Chair

Juanita D. Amatong ………….………….………….………….. 10
Message from Outgoing BOT Vice Chair

Noel R. Tan ………………...……….………….………….………….. 11
Overview ………….………….………….………….………….………. 12
CHAPTER 1 Framework of the Planning Exercise …………….. 25
CHAPTER 2 Inputs to the Planning Process ………………………… 30
CHAPTER 3 The Planning Process ………….………….………….………. 65
CHAPTER 4 The Plan [Output of the Planning Process] …… 72
CHAPTER 5 Desired Results and Outcomes ………….……………… 115
CHAPTER 6 Metrics ………….………….………….………….………….…………. 123
CHAPTER 7 Acknowledgments ………….………….………….………….….. 134
ANNEX I Organizational Chart of

Silliman University, 2008 ………….………….……………. 140
ANNEX II The SOUL Program ………….………….………….…………. 141
ANNEX III Schedule of Financial and Capital

Requirements by Action ………….………….………….…… 143
ANNEX IV BOT Qualifications ………….………….………….…………… 154

MESSAGE
T
he Board of Trustees of Silliman University is pleased to endorse the
Strategic Plan of the University for the period 2008-2016. The Plan is
the result of a two-year process which was participatory, inclusive,
open, and democratic It involved five exhaustive, and if I may say so,
exhausting but immensely rewarding, steps.
The first step was the formulation of the mission, vision, and the strategic
thrusts of the University. This was accomplished by the Board of Trustees
after much reflection, debate, and, yes, prayer.
The second step involved translation of the BOT’s strategic framework into
specific programs by the different units of the university. This time, the
lengthy process was shepherded by the University President. An important
feature was the consultation with the other stakeholders in the University.
The third step involved the presentation of these detailed programs to the
Board of Trustees during a workshop facilitated by external experts. The
Board gave comments and advice which were duly incorporated into the
plan.
The fourth important step was the integration of the different programs into a
comprehensive whole. This was accomplished by no less than the President
himself who wrote the final version of the plan.
The last and final step was the presentation of the completed document to the
Board of Trustees for its approval.
The entire process was daunting, to say the least. It was a challenging task to
balance the need for the University to respond to increased requirements of
the knowledge economy, with the duty to remain faithful to its original
mission. The University realizes the importance of maintaining its stature as
one of the leading institutions of learning in the country. Thus, it must be
relevant to increasing demands for the use of technology in transmitting
knowledge and skills.
However, even as it develops the “caterer’s approach“ in offering programs in

certain fields, it will not neglect on-campus, face-to-face programs, which

enhance and develop Christian values among our students. We will continue
to cherish and encourage interactions between and among faculty, students
and the university community in an atmosphere of academic freedom and
Christian fellowship in our campus.
The Board of Trustees thanks the Silliman University community—faculty,

administration, staff, and students—for the inputs they contributed to this
endeavor. This is our plan. Let us implement it together.
Leonor M. Briones
CHAIRPERSON
Silliman University Board of Trustees

MESSAGE
S
illiman University like any other organization is an institution imbued
with a mission. But, unlike other organizations, Silliman University is an
institution which is uniquely situated and mandated not only to provide
education and facilities, but has the mission to provide quality Christian
education with the end view of developing men and women in a holistic
manner. From this mission, Silliman University crafted its vision.
The operationalization of the Mission and Vision of Silliman University is

embodied in its Strategic Development Plan. The University has embarked an
eight-year strategic plan for the years 2008-2016 with the first 4 (four) years
(2008-2012) being presented as a first medium-term plan. The First Medium
Term Plan is the roadmap showing where, what, and how the University is
going to be steered in the next four years. The plan consolidates the projects
and activities of the different units in the University towards a synergistic,
coherent and financially viable program with specified timelines.
Silliman University’s Strategic Plan is expected to promote efficiency, allocate

resources effectively, enhance transparency, and identify accountabilities.
The Silliman University 2008-2012 Medium Term Plan, as in the entire 2008-
2016 Strategic Plan is a program developed and participated in by the faculty
and staff, the management team, and other stakeholders of the University and
with the final approval of the Board of Trustees.
Juanita D. Amatong
VICE CHAIRPERSON

MESSAGE
F
or the last several years as Vice Chairman of the Board of trustees, I
have seen the process of how this Strategic Plan had come about—from
the time of Dr. Agustin Pulido, to the present administration of Dr. Ben
Malayang III.
With the leadership of the Board of Trustees, the stewardship of time of Dr.
Ben Malayang III, and the contribution of content and participation by the
faculty, staff, and alumni, I am glad to see the final process of this plan getting
into place.
This is just the beginning of a very exciting journey for Silliman University.
Even as I end my term in the Board, I am confident that our beloved Alma
Mater continue on its march toward Quality Christian Education in living the
Via, Veritas, Vita.
Noel R. Tan
OUTGOING VICE CHAIRPERSON

OVERVIEW
This Plan (SSP 8-16) has two parts:
1. The Plan for the 1st Medium Term, 2008-2012 (MTP 8-12)
2. The Plan for the 2nd Medium Term, 2012-2016 (MTP 12-16)
This Plan and its parts are coordinated to set Silliman University’s progress in
the next eight (8) years. It aims to focus the development of the university
along a pathway that will lead eventually towards achieving its Vision,
Mission, and Goals (VMGs). These VMGs have earlier been reviewed and
reformulated by the Board of Trustees in June 2006 and adopted as
fundamental policies of the University.
Strategic Objectives of this Plan
“Strengthen and Spread Silliman’s Apostolate of Excellence”
This means two things:
1. Working on its existing strengths to be better on what it is—a campus

offering excellent programs, where students learn and acquire
competence, character, and faith;
2. Adding to its existing capabilities also the capacity to deliver and acquire
knowledge and knowledge products using modern instruction techniques, to be
able to reach out to knowledge users and consumers beyond its
classrooms.

General Objectives. The Plan aims to strengthen and spread Silliman’s
apostolate of excellence of its academic and institutional life in eight (8) years,
from 2008 to 2016. In doing so, it will make Silliman more able than now to (1)
be a leading institution of learning that can (2) bring about total human
development for the well-being of society and the environment (which are the core
propositions of its Vision).
General Strategy. The Plan seeks to achieve its objectives in two (2) ways:
1. By improving the quality of Silliman’s programs and offerings, its faculty

and staff, its assets and organization, and its degree of public value and
support; and
2. By adding to the university’s onsite systems of delivering and acquiring
learning and knowledge in new modalities of on-line techniques in
cyberspace.
Contents and Outline of the Plan
This Plan describes the strategic thrusts of the university across a long-term
period of eight (8) years (from 2008 to 2016). The thrusts focus on
strengthening Silliman’s academic and institutional capabilities. It describes
the strategic actions to be done in the same period to pursue the thrusts. The
actions focus on four (4) areas of Silliman operations that were earlier
identified in the course of the planning process to be central to the
university’s ability to achieve its Vision, Mission, and Goals:
1. Programs and Offerings

2. Faculty and Staff
3. Facilities and Organizational Support Systems
4. Public Support (including support from students, alumni, and friends).

MTP 8-12 describes the thrusts in the 1st 4-year Medium-Term from 2008-
2012, which relate to strategic thrusts. It enumerates the actions that are to be
done during this period to pursue the medium-term thrusts and carry out the
strategic actions. It shows an estimate of the financial and capital
requirements of the actions.
MTP 12-16 describes the thrusts, actions, and financial and capital
requirements in the 2nd 4-year Medium-Term from 2012-2016.

1. Framework
The planning exercise to produce this Plan was based on a model of

institutional strategic initiatives proposed by Michael E. Porter (1980). This is
discussed in Chapter One (“Framework of the Planning Exercise”). The
framework is applied to Silliman as (1) a multi-tiered organization (Figure 1),
which (2) produces a portfolio of mixed academic and non-academic
products:
• Degree and non-degree offerings

• Administrative and auxiliary programs and services
• Values and virtues (anchored on the evangelical traditions of Christianity).
BOARD OF TRUSTEES
Highest policy-making body representing three constituencies: United Church of Christ (UCCP), Silliman University
Foundation, Inc. (SUFI), and Silliman Alumni represented by the Silliman Alumni Association, Inc. (SAAI)
PRESIDENT
2 Divisions Finance & Administration Academic Affairs

(Vice President) (Vice President)
Many
Units Administrative & Auxiliary Colleges and Schools
(Directors/Unit Heads) (Deans/Directors)
Departments, Institutes,
and Centers
(Chairs/Directors)
FIGURE 1. Framework structure of Silliman University as an organization, 20081
1
See Annex I (“Organizational Chart of Silliman University, 2008”) for a fuller description of the Silliman
organization.

2. Inputs
This Plan is based on three (3) explicit considerations:
1. The Vision, Mission, and Goals (VMG) of Silliman as fundamental

policies of the university. These are derived from previous similar statements
found in the university’s SUMMA (“Silliman University Mobilizing for Mission
and Action,” which is Silliman’s vision of itself in the long-term), but which the
Board restated in June 2006 to provide a sharper focus of the university’s
commitments and directions in the next 2-3 decades.
2. The disciplinal, institutional, and environmental trends that the faculty

and staff had identified as being relevant to their existing and future
programs, offerings, and needs. These are considered by way of an
analysis of Silliman’s strengths, weaknesses, opportunities and threats
(SWOT), which were done in earlier unit- and divisional-level planning
preceding their consolidation into this Plan.
3. A series of reflections offered to the Board and to the different levels of

leadership in the university on certain fundamental issues relating to the
present milieu of Silliman’s programs, offerings, operations, and
institutional thrusts.
The three inputs are discussed in Chapter Two (“Inputs to the Planning
Process”).

3. Process
This Plan was produced following a two-year planning process that began in
June 2006. The process started and ended with the Board of Trustees. But it was
the university community that provided the “nuts and bolts” and the contents
of the Plan. It was a combination of both “top-down” and “bottom-up”
approaches to planning. The process both had multi-level and multi-sector
participation.
1. Multi-level. The process involved different tiers of the Silliman

organization:
1.1 Units (colleges, departments, institutes, centers, directorates, services;

auxiliary and administrative offices and services);
1.2 Divisions (mainly two, the Academic division and the Finance and
Administration division);
1.3 University (through the University Leadership Council and the
offices of the Vice President for Academic Affairs, Vice President for
Finance and Administration, University Chaplain, and President)
2. Multi-sector. It involved persons representing different Silliman

constituencies:
2.1 Academic
2.2 Administrative
2.3 Student Government
2.4 Faculty and Staff Associations
2.5 Selected representatives of the Alumni community and the General
Public

Figure 2 summarizes this 2-year process. It is discussed in more detail in
Chapter Three (“The 2-Year Planning Process”).
STARTS WITH THE BOARD Approved the Silliman 4-Point Strategic

Plan 2008-2016, disaggregated into
BOT restates the Vision, Mission, & SSP 8-16, MTP 8-12, and MTP 12-16
Goals (VMG) of Silliman to serve as
the basic policy prescriptions for the
long-term (10 years), within and
beyond the term of the new President
(June 2006)
ENDS WITH THE BOARD
BOT reviews the university’s Strategic

Proposal for consistency with its
Staff work to develop a planning prescribed VMG; prescribes
framework and process (July 2006 to refinements; decides to approve or
December 2007); BOT approves the defer action (April 19-20, 2008)
two on December 2007
Divisions and units develop their 4- The University Leadership Council

Point Strategic Proposals, based on consolidates division and unit
VMGs, disciplinal and social scans, proposals into a 4-Point Unified
and SWOT: University Strategic Proposal (April 16,
1. Offerings & Programs, 2006-2016 2008)
2. Investments on Faculty and Staff
Development
3. Investments on Facilities & Systems
4. Recruitment & Market Development
(January to Aprril 2008)
Public consultation on
Proposed Offerings
and Programs (April
15, 2008).
FIGURE 2. Silliman’s 2-year strategic planning process, 2006-2008

4. Outputs
This Plan is the principal output of the mentioned planning exercise. It is

presented in Chapter Four (“The Plan [Output of the Planning Process]”). Other
outputs include the materials of units and divisions that went into this Plan.
There is also a summary of the comments made by selected representatives of
the alumni and the general public (in Dumaguete City) on the programs and
offerings shown in this Plan. These other outputs have been consolidated in this
Plan.
5. Desired Results and Outcomes
Results are consequences of the actions under this Plan relating to changes in the
university’s operations. They are intended to achieve certain outcomes, which
are events that, together, will move the university farther forward in achieving its
Vision, Mission and Goals. These are shown and discussed in Chapter Five
(“Desired Results and Outcomes”).
6. Metrics
These refer to the set of measures that will be used in this Plan to monitor and
evaluate how the actions included in the Plan are achieving the desired results
and outcomes. These are shown and discussed in Chapter Six (“Metrics of
Performance”).

7. Logical Structure and Sequence of the Plan
In brief, the Silliman Strategic Plan presents:
1. The thrusts to be pursued in 2008-2016 to move the university toward

achieving its Vision, Mission and Goals, which embody the university’s
appreciation of
• its strengths, weaknesses, opportunities, and threats as an educational

institution operating within a larger social, historical, political, and
economic milieu; and
• its options as a Christian institution of learning;
2. The actions that the university will carry out in 2008-2016 (and in the two
medium-terms in 2008-2012 and in 2012-2016), to pursue the thrusts;
3. The desired results and outcomes following the execution of the actions;
and
4. The measures (metrics) to be used to monitor and assess the degree to

which the Plan is achieving the desired results and outcomes.
Figure 3 summarizes how these follow from each other.

ELEMENTS OF
CONTENTS
THE PLAN
Framework Michael Porter’s Competitive Strategy: Techniques for

Analyzing Industries and Competitors
Inputs • Silliman’s Board-approved Vision, Mission, and Goals

• Analyses of Silliman’s institutional Strengths,
Weaknesses, Opportunities and Threats
• Reflections on Silliman’s Strategic Options
Process • A 2-Year Planning Process

• Started with the Board specifying the university’s
Vision, Mission and Goals; directed that strategic
planning be conducted [June 2006]
• Staff work on framework identification and strategic
planning at the unit-level [July 2006-March 2008]
• Validation among a group of community
representatives, and within the university (through the
University Leadership Council) [April 15-17, 2008]
• Validation of unit plans with the Board [April 19-20,
2008]
• Consolidation [April 21-June 15, 2008]
• Final approval by the Board [July 2008]
Outputs • Silliman Strategic Plan 2008-2016

a. Strategic and Medium-Term Thrusts, 2008-2016
b. Strategic and Medium-Term Actions
c. Financial and Capital Requirements
• Other Outputs: Unit Plans (kept in units and
consolidated in the Silliman Strategic Plan)
Desired Results • On Silliman’s operations

and Outcomes • On Silliman’s Vision, Mission and Goals
Metrics • Measuring strategic progress in 2008-2012

• Measuring strategic progress in 2012-2016
• Measuring strategic progress from 2008-2016
FIGURE 3. Schematic structure of Silliman’s Strategic Plan, 2008-2016

Logical Sequence.
1. The logic of the Plan begins with the framework. It provides the conceptual
and empirical boundaries for looking at Silliman as an institution that
operates within a larger and wider context.
2. The inputs are the “givens” of the Plan. They are the set of policy and
analytic imperatives to be taken into account—using the framework—in
determining the general directions and contents of the Plan.
3. The process defines how the inputs are to be considered in order to

produce the contents of the Plan.
4. The outputs are the thrusts and actions to be pursued under the Plan. The
thrusts are based on the inputs. They are derived mainly from the policy
directives that are embodied in the university’s Vision, Mission and Goals.
The actions are likewise based on the inputs, but this time on how the
university’s perceived strengths and opportunities occasion its ability to
pursue its thrusts in the face of its weaknesses, threats and options.
5. The results are events that are desired to follow from the actions. They are
desired to occur in order for the actions to translate into outcomes, which
would be the extent that the thrusts are realized.
6. The realization of the thrusts is assumed to be tantamount to the university

moving toward achieving its Vision, Mission and Goals.
7. The metrics are the set of measures relevant to monitoring and evaluating
how much the actions are translating into desired results and outcomes.

8. Linkages and Continuity with Other Silliman Plans
This Plan represents yet another moment in a continuing effort in Silliman to

keep recharting its course as it sails through a wide ocean of changing
possibilities and opportunities. Once again, as it had done many times in its
107 years of existence, Silliman University takes stock and takes a fresh look
at its progress and directions.
This Plan follows from earlier versions of the SUMMA. In June 2006, when
the process to produce this Plan was begun, a new President had just been
installed. He had presented to the Board a 5-Year Plan of Action, 2006-2011
(5YP) that describes the thrusts and priorities of the university’s operations
under his term.
The Board approved the President’s plan, but then desired to adopt a longer-
term view of the university’s directions within and beyond the term of the new
President.
This view was to be based on a fresh restatement of the university’s Vision,

Mission and Goals, which serve as the Board’s fundamental policy
prescriptions for Silliman.
The 5YP continues to guide the present operations of the university.

However, upon its adoption, this Plan will prevail over the 5YP as the
primary basis for determining priority actions in the university, except where
the 5YP is found relevant to the execution of this Plan.

9. Acknowledgments
The Silliman University Board of Trustees initiated this Plan. Its guidance and
leadership in the planning process was most valuable in putting together the
essential elements of this Plan.
But the university community was also involved in producing the Plan. So
were many others among Silliman’s friends, public, and alumni.
Chapter Seven (“Acknowledgments”) lists the many persons and entities that
made this Plan possible.
Silliman University is most grateful.
BEN S. MALAYANG III

UNIVERSITY PRESIDENT
2008

CHAPTER ONE
Framework of the Planning Exercise
The planning exercise was based on a model of institutional strategic

initiatives proposed by Michael E. Porter (Competitive Strategy: Techniques for
Analyzing Industries and Competitors, New York: The Free Press, 1980).
The model assumes that
1. any organization is set against a large macro-environment composed of its

social, economic, technological, and political-legal milieus; the
organization is not always in a position to substantially direct events in
these milieus, but it needs to ensure that it is able to adapt to them in order
to best function and pursue its goals;
2. there are both external and internal environments for any institution; their
functional interplay determines the degree to which the organization is
able to best function within its large macro-environment;
3. there are five (5) general forces that shape the external (or “task”)
environment of an organization: customer (subscriber to the organization’s
products), competition (other producers of the organization’s products),
entrants (new producers of the same products of the organization),
substitutes (other products that the customer may procure instead of the
organization’s products, to equally satisfy his/her needs), and supplier (the
producers of products needed by the organization to produce its own
products); and
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 1 | PAGE 22

4. there are likewise five (5) general forces that shape the internal
environment of an organization: its policies, processes, financial management
system, organizational structure, and the organization’s culture.
The framework proposes that an organization’s strategic future is anchored

on its ability to offer a portfolio of products that, in light of its internal
environment, it can best produce (or would have the ability to invest on), and
in light of its external environment, can attract the most customers—both of
these within the long-term unfolding of its macro-environment.
It is thus critical—from the perspective of this framework—that the

organization’s portfolio of products is properly selected, mixed, delivered, and
supported, so that, as an institution, it is keenly attuned to a correct
anticipation of changes in its macro and external environments.
1. Macro-Environment
In the view of this framework, Silliman’s macro-environment includes the

array of social, economic, technological, and political-legal conditions that,
while hardly within the university’s ability to influence and control, have
tremendous influence and control of its operations.
The social conditions that bear significantly on the university include

demographics (population size, age structure, geographic distribution, religious
and ethnic mix, and consumption patterns), household and lifestyle patterns
(sizes and types of social groupings and households, occupations, educational
levels, leisure activities, income trends, fashions and fads), and values
(political, social attitudes and habits, and cultural traditions and biases). Most
particularly, the university (especially given the fact that it is a Christian
university) is anticipated to be most affected by changing patterns of

Philippine population growth in the medium- to long-term, religious and
ethnic mixing, occupational preferences across society, educational
aspirations of households, income trends, fashions and fads, political values,
social attitudes and habits, and cultural traditions and biases. These drive
demand for certain professional competencies.
Economic conditions include income levels and rates of savings and

investments among households and firms, which influence the proclivity and
capacity of households to acquiring formal education. Silliman would be
particularly sensitive to cyclical and structural changes of the Philippine
economy, including changes in interest rates, inflation or prices, GDP,
employment levels, food and energy availability and costs, foreign
investments, and balance of trade.
2. External Environment
The external environment refers to the body of institutions and entities whose
behavior, while responding to the same macro-environment they share with
the organization, would impinge on how the organization is able to function and
pursue its intentions. In the case of educational institutions like Silliman
University, these would include the entire population of consumers of
educational services; the students, communities, and households that are
likely to consider sending their children to Silliman; other institutions that
proffer educational services similar to those offered by Silliman, and which
students might consider to patronize instead of Silliman’s; other skill-forming
services that education-seekers might consider other than those offered by
universities like Silliman; and the institutions and entities that supply
Silliman’s needs to maintain its services and operations.

Their behavior could affect and influence Silliman’s operations. They could
either boost or erode the university’s ability to maintain its services.
3. Internal Environment
This refers to how an organization is geared to function. In the case of Silliman,

it encompasses its policies, processes, organizational set-up and culture as an
organization.
Policies are the universe of rules and regulations governing the behavior of all
persons in the university, including faculty, staff, students, and suppliers. It
also refers to the particular portfolio of programs and offerings that the university
has opted to maintain at any given time.
Processes include the systems and procedures for making things happen in the
university, in ways observant of and consistent with policies.
Organizational set-up refers to both the formal and informal arrangements in

the university on accountability relationships and on command-and-control
hierarchies, and to how individuals, entities, and offices normally relate to
each other to achieve the goals of the university.
Organizational culture embodies the accumulation of experiences and

traditions in Silliman that have been of value to its past and present
constituencies. This is recognized as bearing a strong influence on the options
that the university will likely prefer when acting on its challenges and
opportunities.

These internal features of the university are anticipated to determine the
limits and compass of Silliman’s ability to respond to changes in its macro-
environment and to the variable conditions of its external environment.
Mainly, these features determine the competitiveness of the university’s

programs and offerings across the changing landscapes of its macro and
external environments.
4. Implications to Silliman’s Strategic Options
The framework suggests that for Silliman University to advance its Vision,
Mission, and Goals as a Christian institution of learning, it shall need to have
an appropriate mix of certain features about its products, its capabilities to
deliver its products, and its support systems. It suggests that four (4) features
will be crucial:
• its mix of programs and offerings;

• its mix of faculty and staff;
• its mix of facilities and control systems; and
• its mix of support sources (such as from alumni, friends, and the general
public).
All four—says this framework—would be critical so that Silliman could

command patronage and achieve an attractive edge over other similar institutions
across its continuously unfolding—and changing—macro and external
environments. In short, says this framework, these shall need to be the focus of
Silliman’s Strategic Plan.

CHAPTER TWO
Inputs to the Planning Process
1.
The Vision, Mission, and Goals of Silliman University
Like all other modern institutions, Silliman University is guided by a set of

fundamental statements about itself. These are its Vision, Mission and Goals
(VMGs). They state how the university seeks to eventually be, as an agency in
society; what it aims to achieve, as an institution of learning; and how it seeks
to measure its success. These are the basic policy statements of the university,
in that (1) they define what the university intends to be, and (2) they state the
fundamental principles on which the University stands on and from which it
derives its raison d’etre and purpose. Thus, they are the “givens” insofar as how
Silliman shall seek to do things.
VISION
Silliman is a leading Christian educational institution committed to total human development for the
wellbeing of society and of the environment.
MISSION
Silliman shall…
infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ;
provide an environment where Christian fellowship and relationship can be nurtured and
promoted;
provide opportunities for growth and excellence in every dimension of University life in order to
strengthen competence, character and faith;
instill in all members of the University community an enlightened social consciousness and a
deep sense of justice and compassion; and
promote unity among peoples and contribute to national development.
GOALS
Silliman aims to have…
a quality and diverse body of students;
a holistic and responsive educational program with a Christian orientation;
a quality faculty comparable to Asian standards;
a quality support staff;
adequate facilities and administrative systems;
a supportive and involved alumni; and
a long-term financial viability.

Silliman’s VMGs describe an institution that, in order to be what it intends to be,
shall need to be:
1. Christian in its faith foundation;

2. excellent in the quality of its learning services; and
3. fully committed to improving human conditions and the quality of society
and the environment.
Silliman’s VMGs describe an institution that is committed to a learning

ministry (to an academic and scholarly apostolate), with a determined purpose to
changing humanity, society, and the created world—for the better.
Silliman is to be a learning facility and a community of humane and caring

scholars, who are driven by the Gospel of Christ to empower persons and
communities so that they may better articulate and pursue their aspirations, in
a world of environmental justice and integrity. It is to be among the best
learning institutions in the country and in Asia; is Christian in faith claims and
yet hospitable to all pursuers of learning from different faiths; and finally, is
uncompromising in academic dignity and secular scholarly pursuits and yet able to
readily recognize the reality and supremacy of the Divine.
Silliman shall aim to become all these as it moves toward its immediate
future, from 2008 to 2016.

2.
A Consideration of Silliman University’s Strengths, Weaknesses,
Opportunities, and Threats
The university community considered perceptions of Silliman’s strengths,

weaknesses, opportunities and threats (SWOT) within its existing and unfolding
macro, external, and internal environments. These are seen as pertinent to its
Vision, Mission, and Goals. Each operating college, school, and unit
undertook the exercise. Below is a consolidation of what were identified at
these operating levels, and summarized for the whole university as an
institution.
2.1 Perceived STRENGTHS
These are the patterns and trends in Silliman’s external and internal environments
that, in the view of the university community, could boost the university’s ability to
operate and achieve its Vision, Mission, and Goals.
2.1.1 There is a continuing high value being placed by most Filipino

households on education. Education is still generally deemed as an
important element of prestige and social performance among most
Filipino households. This could translate to a continuing demand for
quality education such as what is purveyed in Silliman.
2.1.2 Silliman has had a long history and institutional presence in the
Philippines. It has prestige and identity in the country. This translates
to a higher ability to weather stresses and crises (including wars and
Martial Law), and keep its operations going.

2.1.3 It has an active (and working) Board of Trustees. Silliman has a Board
that is made up entirely of alumni. While they represent different
constituencies, they share a common tendency: a deep commitment to
what Silliman stands for and to the traditions of the university. The
Board is made up of a good mix of esteemed professionals in
education, fiscal policy and finance, business and investments, legal,
evangelical ministry, and environment.
2.1.4 It has a large portfolio of degree and non-degree programs and

offerings:
• thirty-one (31) Undergraduate degrees

• twenty-three (23) Graduate degrees
• various diploma and certificate programs in basic and tertiary
education
• various short-term training and summer institutes
• athletics and Sports
• cultural
• research
• extension
• co-curricular programs to affirm the virtues of persons and
Creation
• co-curricular programs to promote the value of life and fellowship
with all persons and created beings

2.1.5 It has a wide range of supportive constituencies and linkages within
and outside the country (Figure 2.1).
FIGURE 2.1. Endowment funds in Silliman, SY 2001-2002 to SY 2006-2007
2.1.6 It has a recently rising enrolment indicating increasing public

confidence on—and access to—its programs and offerings (Figure
2.2)
8,000
7,800
7,600
7,400
7,200 7,871
7,000 7,522
6,800 7,379
6,600
6,400 7,005
6,200 6,613
6,000
5,800
SY 03-04 SY 04-05 SY 05-06 SY 06-07 SY 07-08
FIGURE 2.2. Comparative enrolment in Silliman, SY 2003-2004 to SY 2007-2008

2.1.7 Its academic programs and offerings have high levels of recognition
and wide reputations of excellence (Table 2.1). It has among the most
number of Level III (highest) accredited programs among private
schools in the country.
TABLE 2.1. Distinctions of Silliman University, 2008
DESIGNATED BY CHED AS Center of Training Institute for Department

of Education Certificate and In-Service
Center of Excellence in Training Programs
• Education
• Nursing Recognized as the institution with the most-
number of Level III accredited graduate
Center of Development in programs
• Biology
• Business Management Education USAID Center of Excellence in Coastal
• IT Education Resource Management
• Marine Sciences
• Mechanical Engineering Haribon Foundation Academic Center of
Excellence in Biodiversity Preservation
• Physics
2.1.8 It has wide latitudes and spaces for integrating faith appreciation in
all its programs and offerings. Faith appreciation is a ubiquitous
element in the university’s curricular and extra-curricular programs.
Worship is a regular activity across the university. This infuses
spiritual strength that attracts students and supporters to Silliman.

2.1.9 It has a good complement of committed faculty and staff (Table 2.2).
TABLE 2.2. Faculty and staff profile of Silliman University, SY2007-2008
PRESENT PERSONNEL COMPLEMENT PROJECT PERSONNEL

Faculty Career and Placement Office 1
Regular 333 OIP 1
Probationary 154 EDP 1
IEMS 5
Staff Extension Program 9
Regular 286 Justice and Peace Center 6
Probationary 6 BBC (Svc Contractor) 205
Total 779 Century security service 67
Relievers 10
Part time Faculty 49 Total 305
Adjunct Faculty 28
Visiting Prof./lectures 5
Total 82
2.1.10 It has a good academic leadership. Many of Silliman’s academic

deans, directors, and department chairs have been long associated
with Silliman and are among the leaders in their disciplines and are
widely recognized inside and outside of Silliman.
2.1.11 It has a spacious residential campus with good complements and

variety of multi-functional facilities. It has facilities for instruction,
research, and extension; for worship; for sports and athletics; for
cultural programs; for student and staff housing; for health and other
community services; and for general administration. The Silliman
University Library is among the largest outside of Metro Manila. Its
Luce Auditorium is the best theater in the country outside of Manila.
Its allied institution, the Silliman University Medical Center
Foundation, Inc., is among the best hospitals in the Central Visayas. It
has a functioning educational farm and an internationally recognized
marine and coastal research facility.

2.1.12 Its financial state is improving. Operating revenues are beginning to
exceed expenses (Figure 2.3); its accumulated deficit is declining
(Figure 2.4).
450,000,000.00
400,000,000.00
350,000,000.00
300,000,000.00
250,000,000.00
200,000,000.00
150,000,000.00
100,000,000.00
50,000,000.00
-
SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07
TOTAL REVENUES AND DONATIONS TOTAL EXPENSES
FIGURE 2.3. Silliman’s revenues and expenses, 2001-2007
Excess (Deficiency) of Revenues over Expenses after Tax
20,000,000
10,000,000
0
SY 2000-01 SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07
(10,000,000)
(20,000,000)
(30,000,000)
(40,000,000)
FIGURE 2.4. Silliman’s declining accumulated operational deficits, 2000-2007

2.2 Perceived WEAKNESSES
that, in the view of the university community, are diminishing the university’s
ability to operate and achieve its Vision, Mission and Goals.
2.2.1 Silliman’s programs and offerings may be too wide and varied. This
translates to a weakness in the face of the trend where students and
households are focusing their demand for higher education on only a
few courses. These are courses that command immediate employment
and high incomes abroad like nursing, engineering and information
technology. Silliman’s traditional strength in general and liberal
education is being challenged and constrained by the shrinking of
students’ preferences and options of courses.
2.2.2 The Board of Trustees is comprised entirely of alumni of the

university. While earlier identified as a strength, this is also perceived
as a weakness in that being all alumni, the Board has no “third eye”
from an “unconnected” viewer of the university’s operations and
progress, who may give it alternative views on the university’s policy
requirements, options, and directions.
2.2.3 Most support for the university is driven by donors’ perceptions and
preferences on how to help Silliman, not always by what Silliman
may more urgently need. This is true except in three cases when
donors allow the university to prioritize the use of their gifts:
• The annual donation of the Silliman University Foundation, Inc.

(SUFI), which goes toward supporting general scholarships and
faculty and staff development;

• The donations of the Silliman University Alumni Council of North
America (SUACONA) for the Portal West commercial building,
which is intended to generate incomes to support the operations of
the university;
• The direct institutional grants by the United Board for Christian

Higher Education in Asia (UBCHEA), which goes toward
supporting the institutional development of the university.
In most other cases, the donors specify how their gifts are to be used.
2.2.4 Its offerings are very unevenly subscribed (Figure 2.5). This makes
investments on programs and offerings more difficult; those with
lower subscriptions are less able to mobilize resources for their
development, which could otherwise subsequently improve their
attractiveness to students.
FIGURE 2.5. Comparative enrolment in Silliman, SYs 2006-2007 (dark) & 2007-2008 (light)

2.2.5 Silliman’s tuition is higher than those in many nearby schools.
Tuition-wise, Silliman is more expensive than many nearby schools.
These include schools that are often deemed as alternatives to Silliman
(Table 2.3). Ceteres paribus, comparative expensiveness weakens
Silliman’s competitiveness.
TABLE 2.3. Comparative tuition fees, 2005-2006 (differences in %)
COURSES LEVEL SU USC diff USJR diff HNU diff CIT diff
General
Education, I 708.75 472 50 441 61 374.85 89 342.23 107
Agriculture
Arts and
Sciences, II 647.85 459 41 441 47 340.77 90 342.23 89
Music
Business III 618.45 459 35 441 40 322.52 92 332.41 85
Mass
Communica IV 570.15 459 24 434.8 31 304.93 87 332.41 72
tion
SOURCE: J.L. Chiu. Marketing Silliman University, 2006
2.2.6 Silliman has less course offerings than other schools (Table 2.4_).
Students have limited options on alternative courses to take in Silliman
as compared to many other schools elsewhere.
TABLE 2.4. Number of competitor courses not offered by Silliman
SCHOOLS BACHELORS MASTERS DOCTORATE

Ateneo de Davao 15 18 4
Central Philippine University 26 7 3
Holy Name University 18 2 1
Notre Dame of Marbel University 36 5 1
University of St. La Salle 9 7 1
University of San Carlos 24 15 3
USJR 20 8 4
Xavier University 20 10 2
SOURCE: J. L. Chiu, 2006

2.2.7 Silliman’s current share of students from nearby areas is small (Table
2.5). Its ability to get its own students to recruit other students is
limited.
TABLE 2.5. Projected share of students in all levels (Elementary to College) by Region, as %
of national population: 85,261,000 (2005)
REGION % OF BASIC ED SHARE COLLEGE S.U. ACTUAL

NAT’L ELEM. H.S. SHARE ENROLMENT SU
POP’N 12.67% 11.70% 10.47% BY SHARE
(2000) REGIONAL (%)
SOURCE
W Visayas 8.12 877,169 810,014 724,858 68 .0093
C Visayas 7.46 805,872 744,175 665,941 1,200 .1801
E Visayas 4.72 509,881 470,845 421,346 33 .008
W Mindanao 4.04 436,424 403,012 360,644 154 .0427
N Mindanao 3.59 387,812 358,122 320,473 170 .0530
S Mindanao 6.78 732,414 676,341 605,239 23 .0038
C Mindanao 3.39 366,207 338,171 302,619 25 .0083
Calculated from the NSO Data set of 2005 Census
2.2.8 Its student population is overwhelmingly local. Most Silliman

students come from nearby cities, towns, and provinces, and from
immediate regions in the Visayas and Mindanao (Table 2.6).
TABLE 2.6. Top 5 regions of origin of students in Silliman (excluding foreign), SY 2007-2008
REGIONAL ORIGINS N
Region 7 (Central Visayas) 559
Region 6 (Western Visayas) 159
Region 9 (Western Mindanao) 439
Region 10 (Northern Mindanao) 199
Region 12 & ARMM (Central Mindanao) 136
2.2.9 Faith integration, which is to be among the hallmarks of Silliman

education, can be expensive. The integration of faith appreciation and
faith strengthening in the university’s mainstream programs in
instruction, research, and instruction (which are integral to the
university’s Vision, Mission and Goals) requires high investments of
time, of developing appropriate methods, and training. Yet, these are
necessary in order for the university to achieve faculty re-tooling and
pedagogical readjustments. The university’s present capabilities to

undertake these investments are limited mainly because of tight
budget constraints (please refer to Figure 2.3).
2.2.10 The ability of the university to meet the current demand for student
support and scholarships is substantial, but not up to par with the
extent of the need. Silliman’s scholarship portfolio is substantial
(about 10% of annual operating budget), but most grants are partial
(Table 2.7). This weakens the university’s student-drawing power.
TABLE 2.7. Student scholarships and aids
SY SY SY SY SY
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
(NUMBER OF RECIPIENTS)
Full School Fees Scholarship
A. Corporate
18 20 26 26 21
scholarship
B. UBCHEA and
Other Substantial 37 28 17 24 38
Scholarship
TOTAL 55 48 43 50 59
Partial Scholarship and Aid
A. University
170 176 183 181 157
Scholarship
B. Endowment and
267 176 149 119 38
Aid
Total 437 352 332 300 195
GRAND TOTAL 492 400 375 350 254
2.2.11 Faculty and staff development in Silliman is modest. Only a few (less
than 30%) of the faculty and staff are enjoying grants for professional
development (Table 2.8). Among those who do, most are partial. The
resources for faculty and staff development in the university are
limited and almost all sourced from designated gifts and donations
(please refer to Figure 2.1). This limits the ability of the university to
drive its own faculty and staff development program toward priorities
consistent with its institutional goals.

TABLE 2.8. Number of faculty and staff enjoying grants for professional growth
PERSONNEL
SY 2005-2006 SY 2006-2007 SY 2007-2008
CATEGORY
Faculty 135 91 93
Staff 11 5 3
2.2.12 Silliman’s bench of potential successor academic leaders is shallow.

The bulk of the faculty is in the lower academic ranks (Table 2.9). This
weakens the university’s ability to sustain higher leadership rotations
in its academic units. Regular rotations could be crucial to ensuring a
continuing recharge of scholastic and intellectual energy in the units.
Table 2.9. Summary of faculty by degrees and ranks
FACULTY PROFILE SUMMARY
TEACHING
DEGREE RANK STATUS

SCHOOL TOTAL
Baccalaureate
Masters
DoctoraL
Instructor
Professor
Assistant
Professor
Associate
Professor
Regular
Temporary
YEAR
2003-2004 383 224 136 23 228 122 24 9 316 67

2004-2005 394 239 135 20 244 122 19 9 302 92
2005-2006 394 228 140 26 252 118 16 8 293 101
2006-2007 405 233 144 28 258 125 12 10 301 104
2007-2008 394 223 150 21 236 133 15 10 289 105
NON-TEACHING (LIBRARIANS AND GUIDANCE COUNSELORS)
DEGREE RANK STATUS

SCHOOL TOTAL
Baccalaureate
Masters
DoctoraL
Instructor
Professor
Assistant
Professor
Associate
Professor
Regular
Temporary
YEAR
2003-2004 26 21 5 0 21 5 0 0 24 2
2004-2005 27 21 5 1 21 5 0 0 24 3
2005-2006 33 24 8 1 24 9 0 0 29 4
2006-2007 33 20 10 3 21 7 5 0 28 5
2007-2008 31 18 10 3 18 8 5 0 29 2

2.2.13 The productivity levels of different academic units are highly
uneven. The ratios of total expenses (to serve their offerings) against
total revenues (less faculty and staff entitlements) are mostly negative,
with only a few units compensating for these (Figure 2.6). Uneven
revenue burdens may take a heavy institutional toll on the
compensating units, which could weaken them.
FIGURE 2.6. Silliman’s tuition and fee revenues against total expenses by units, 2007-2008
2.2.14 There is very low involvement of the faculty and staff in research
and extension. This could weaken the university’s ability to offer
tested and new knowledge, which could translate to eroding its
reputation and the quality of its programs and offerings.
2.2.15 Many of the university’s physical facilities and assets are old and are
highly depreciated (Table 2.10). This takes a substantial bite from the
university’s maintenance and overhead budgets, which could
otherwise be directed toward supporting the delivery of academic
programs and offerings.

TABLE 2.10. Number of buildings and their ages
AGE OF BUILDING NUMBER OF BUILDINGS

Less than one-year 5
1-5 years 7
6-10 years 5
11-20 years 5
21-40 years 47
41-60 years 48
61-80 years 13
81-100 years 7
Over 100 years 2
NOTE: There are 31 buildings without record on file as to the year being built.
2.2.16 Silliman’s operating financial base is still weak. This is true in the
sense that its recurring net personnel costs (excluding project staff) are
still higher than net tuition revenues (total tuition revenues less
entitlements to dependents; see Figure 2.7). Although improving, this
is a weakness because tuition is the university’s principal source for
salaries and benefits.
FIGURE 2.7. Silliman’s net tuition fees and net salaries and benefits, in pesos, 2000-2007

2.3 Perceived OPPORTUNITIES
that, in the view of the university community, have created distinctive windows for
the university to expand and improve its operations and achieve its Vision, Mission,
and Goals.
2.3.1 There is a continuing rise in the country’s population, which could

translate to a continuing demand for education (Table 2.11). This
offers an opportunity for Silliman to continue investing on the quality
of its programs and offerings. This will allow it to capture an even larger
part of an anticipated rising number of students in the country.
TABLE 2.11. Population of the Philippines by sex by 5-year intervals, 2000-2040
YEAR BOTH SEXES MALE % OF TOTAL FEMALE % OF TOTAL

2000 76,946,500 38,748,500 50.35 38,198,000 49.65
2005 85,261,000 42,887,300 50.30 42,373,700 49.70
2010 94,013,200 47,263,600 50.27 46,749,600 49.73
2015 102,965,300 51,733,400 50.24 51,231,900 49.76
2020 111,784,600 56,123,600 50.21 55,661,000 49.79
2025 120,224,500 60,311,700 50.16 59,912,800 49.84
2030 128,110,000 64,203,600 50.12 63,906,400 49.88
2035 135,301,100 67,741,300 50.06 67,559,800 49.94
2040 141,669,900 70,871,100 50.02 70,798,800 49.98
SOURCE: NSO, with percent computed by the SU Researcher
2.3.2 The percentage share of total population in the country of the

regions that comprise Silliman’s frequent sources of students has
been high (Table 2.12). If it remains so, the demand for education in
these regions will continue to be high. This offers Silliman an
opportunity to sustain its student population and subscription rates.

Table 2.12. Percent share of national population, by regions, 2000
% OF TOTAL
2000 1995 1990
AREA POPULATION,
(MAY 1) (SEPT.1) (MAY 1)
2000
Philippines 100 76,504,077 68,616,536 60,703,206
NCR 12.98 9,932,560 9,454,040 7,948,392
Cordillera Administrative
1.78 1,365,412 1,254,838 1,146,191
Region
Ilocos Region 5.49 4,200,478 3,803,890 3,550,642
Cagayan Valley 3.68 2,813,159 2,536,035 2,340,545
Central Luzon 10.49 8,030,945 6,932,570 6,199,017
Southern Tagalog 15.42 11,793,655 9,943,096 8,263,099
Bicol Region 6.13 4,686,669 4,325,307 3,910,001
Western Visayas 8.12 6,211,038 5,776,938 5,393,333
Central Visayas 7.46 5,706,953 5,014,588 4,594,124
Eastern Visayas 4.72 3,610,355 3,366,917 3,054,490
Western Mindanao 4.04 3,091,208 2,794,659 2,459,690
Northern Mindanao 3.59 2,747,585 2,483,272 2,197,554
Southern Mindanao 6.78 5,189,335 4,604,158 4,006,731
Central Mindanao 3.39 2,598,210 2,359,808 2,032,958
ARMM 3.15 2,412,159 2,020,903 1,836,930
1
Caraga 2.74 2,095,367 1,942,687 1,764,297
1
Created into a region under R.A. No. 7901 dated 23 February 1995, taken from Region 10
and Region 11 / SOURCE: National Statistics Office
2.3.3 The Board of Trustees is committed to moving the university

forward in terms of relevance to national development. This is
evident in its restatement of the university’s Vision, Mission, and
Goals. It is also evident in its insistence that the university continues to
re-examine its strategic plans, to better respond to changing conditions
and priorities of the Filipino people. This offers a unique opportunity
for the university to sharpen its relevance and reach in Philippine society.
2.3.4 Alumni and public support for Silliman is continuing and remains
robust (please refer to Figure 2.1); and there remain deep
commitments for Silliman by many individuals and friends of the
university. These include national businesses and agencies and
international institutions. Among those that have been recently active
in their support for new scholarships and academic programs and
facilities in the university include:

• AgriNurture, Inc. (ANI)
• USAID-EcoGov II
• World Bank
• The Uytengsu Foundation, Inc.
• The Philippine Council for Agriculture, Forestry and Natural
Resources Research (PCARRD)
• The Silliman Alumni Association, Inc.
• The Silliman University Alumni Council of North America
2.3.5 Recent national attention on food security and on the quality of

public administration in the Philippines has translated into renewed
interests on agriculture and on promoting—earlier on at the
baccalaureate level—the culture of good governance. This has led to
opening new opportunities for Silliman’s agriculture and environment
programs and for its public administration and related offerings.
Student subscriptions to these programs are likely to go up, and public and
donors’ support for them could increase.
2.3.6 Silliman is well placed in the Visayan archipelago to lead in

innovations and R&D on small-island production and governance.
The Visayas comprises the largest collection of small islands in the
country. Silliman, being in Central Visayas, is proximate to areas
offering diverse conditions of small islands. These offer opportunities
for Silliman, which has programs and offerings in agriculture,
agribusiness, economics, entrepreneurship, coastal and marine
sciences, and public administration, to explore how the productivity and
governance of these highly environmentally-constrained and unique
ecosystems may be best improved and sustained.
2.3.7 The leadership community in the university is working together.

Deans, directors, and chairs of different units, and the leadership of the

faculty and staff associations and the student government are
committed to pushing the university’s relevance and reach to its internal
and external publics, and also in integrating faith formation in the
university’s instruction, research, and extension programs. This opens
an opportunity for undertaking collective innovations in the
university.
2.3.8 There is a general willingness in the university to try out new things.
There are, among the faculty and staff, good academic and program
innovators who are able to think through the university’s options on
both learning contents and delivery methods. Service learning is a
distinct innovation in Silliman being recognized in academic circles in
the Asian region. Certificate courses are being designed and offered to
complement and add related competencies to mainstream courses.
Experiential learning in agriculture is giving it a distinctive
pedagogical line. Innovations offer opportunities for sustaining Silliman’s
leading edge over other schools.
2.3.9 There is interest by multilateral funding agencies to support the

development of innovations in learning content and delivery in
Silliman. The World Bank has indicated interest to support Silliman to
become a “knowledge process outsourcing” institution for local
governments, small and medium enterprises, and other learners who
are otherwise unable to come to the university. This involves
introducing new methods and technologies to do on-line catering of
knowledge. The USAID EcoGov II has also indicated interest to support
Silliman become an off-site technical support provider for coastal
communities and local governments.

2.3.10 Previous investments on facilities for many of the university’s
programs and offerings have been high. These are now paying back
by way of allowing the university to more readily absorb expansions
and higher enrolments in its less-subscribed programs and offerings.
One instance is Agriculture, and previous investments on an operating
farm. Another is on Information Technology and on IT infrastructure
in the university currently worth over 50M pesos. Other instances
include previous investments on science education, laboratories, the
library, the Luce Auditorium, the Medical Center, and on dormitories.
2.3.11 There has been a declining trend on the extent and intensity of legal
and political challenges to Silliman’s holdings. Except for two brief
instances (which lasted from one to two weeks) when attempts were
made to fence off contested areas by claimants, no new related legal
actions have been actually filed against the university in the past two years.
This offers an opportunity for Silliman to focus on developing its
holdings, and to improve their ability to support community and
academic life in the university.
2.4 Perceived THREATS
that, in the view of the university community, could pose risks to the university’s
operations and endanger its ability to achieve its Vision, Mission, and Goals.
2.4.1 Almost 2/3 of the present members of the Board of Trustees are
ending their terms within the next 3-4 years. This could prove to be a
case of too many, too fast (Table 2.13). It could pose the possibility of
many new members holding different strategic views of the university

that, while such infusion of new views has value, could disrupt the
continuity of this Plan.
TABLE 2.13. Members of the Silliman Board and their terms, 2008
TRUSTEES TERM ENDS CONTINUITY

Amatong, Juanita D. May 31, 2011 Maybe immediately extended for
another term
Balbido, Ricardo, Jr. A. May 31, 2009 Reelectable after at least a 1-year
interregnum
Briones, Leonor M. May 31, 2009 Reelectable after at least a 1-year
interregnum
Delloso, Roselyn G. May 31, 2008 Maybe immediately extended for
another term
Fundador, Rosita V. May 31, 2012 Maybe immediately extended for
another term
Nolido, Reinaldo M. May 31, 2009 Reelectable after at least a 1-year
interregnum
Orteza, Edna J. May 31, 2010 Maybe immediately extended for
another term
Remollo, Felipe Antonio B. May 31, 2008 Reelectable after at least a 1-year
interregnum
Sayson, Fema Christina P. May 31, 2012 Maybe immediately extended for
another term
Sy, Julio, Sr. O. May 31, 2010 Reelectable after at least a 1-year
interregnum
Tan, Noel R. May 31, 2008 Reelectable after at least a 1-year
interregnum
Torres, Rebecca C. May 31, 2011 Maybe immediately extended for
another term
Villalba, Noel C. May 31, 2007 Already replaced by Dr. Deborrah
Marco
Villamor, Antonio P. May 31, 2011 Reelectable after at least a 1-year
interregnum
Villavito, Madison M. May 31, 2010 Reelectable after at least a 1-year
interregnum
Yap, Roman T. Emeritus Lifetime honorific
2.4.2 Donors lose interest on Silliman. The university is too highly

dependent on gifts and donations (and on donors’ goodwill, see
Figures 2.1 and 2.3) to be able to execute its programs. This sense of
goodwill can be withdrawn at any time for a number of reasons, from
economic to political, with the university hardly able to do anything
about it.
2.4.3 Public confidence on Silliman’s programs and offerings suddenly

drops. For example, if the initial board performance of Silliman’s new
Medical School is dismal; or if the board passing rates in traditionally

strong and productive programs like nursing, education, and
accountancy decline; or if the university’s General Education
curriculum (mostly offered by the College of Arts and Sciences, and
which has the highest productivity level in the university; see Figure
2.6) gets perceived to offer no clear advantage to graduates; or if
Silliman’s programs and offerings are perceived to be irrelevant and
disjointed against emerging social and cultural trends and preferences
in the country. Any of these could upset public confidence on Silliman
as an educational institution and could translate to precipitous drops
in enrolment.
2.4.4 The faculty and staff are unable to respond to rising levels of
knowledge integration being demanded in the world of work. This is
a situation in which, organizationally, the university is unable to raise
the level of disciplinal collaboration across its programs and offerings.
It could lose relevance and competitiveness among students seeking to
better fit with the new workplaces and entrepreneurial opportunities
that demand high levels of disciplinal integration (e.g., managing
enterprises in highly technologically globalized environments; bio-
engineering; ecology and environmental management and policy;
package engineering and design; theology and the comparative study
of modern politico-religious movements).
2.4.5 New regulations may require new facilities and teaching standards
(like faculty-student ratios), which the university would be unable to
afford. This could plunge Silliman’s academic competitiveness and
erode its reputation for academic excellence.
2.4.6 Recession and general economic downturns (including soaring

inflation) could affect students’ ability to come to Silliman.

The Philippine economy continues to be plagued by low
performances in production and trade (Table 2.14).
The areas from where most Silliman students come from are facing
difficult economic circumstances (Table 2.15).
These could affect students’ ability to afford coming to Silliman.

Enrolment could drop, and because salaries and benefits in the
university are mainly supported from tuition, this could affect the
university’s ability to sustain its corps of faculty and staff and the
quality of its services.
TABLE 2.14 Philippine Economic Performance Indicators, (2004-2007)
YEAR
ECONOMIC
INDICATORS 2007 Forecast
2004 2005 2006 Gov’t MBC
Forecast Forecast
GNP Growth Rate (%) 6.7 5.6 6.2 6.2-7.1
GDP Growth Rate (%) 6.2 5.0 5.4 6.1-6.7 5.3-5.4
Services Growth Rate
7.6 6.4 6.3 6.6 6.4
(%)
Industry Growth Rate 4.7 4.9 4.8 5-8 4-9
Unemployment Rate
11.8 11.3 11.0 11.1 10.7
(Phil. Def)
Export (US $) 39.7 41.3 47 51.8 52
Growth Rate (%) 9.5 4.0 14 11 9.5
Imports (US$) 44 47.4 47.4 60.3 55.3
Growth Rate (%) 8.8 7.7 9.6 12 7.1
BOT (US$)
-4.3 -6.2 (4.1) -8.5 -3.3
(+/-)
SOURCE: Philippine Business Magazine, vol 3, Nov. 10, 2006; Forecast consolidated from
NSCB-NSO, NEDA and MBC

TABLE 2.15. Consumer Price Index (CPI), Inflation Rate (IR) and Purchasing Power of the
Peso (PPP)1 (1994=100)
1994 INFLATION
CPI PPP
AREA BASE RATE
3
2006 2005 YEAR 20063 2005 20063 2005 1994
Philippines2 130.7 129.8 100 9.5 7.6 0.76 0.77 100
Region VII 140.7 134.6 100 6.9 6.5 0.71 0.74 100
Bohol 145.4 136.3 100 11.3 9.0 0.69 0.73 100
Cebu 139.9 134.6 100 6.0 6.3 0.71 0.74 100
Negros Oriental 142.7 133.9 100 9.8 7.1 0.70 0.75 100
Siquijor 140.2 131.0 100 9.7 7.6 0.71 0.76 100
Cebu City 138.0 134.1 100 3.7 4.7 0.72 0.75 100
Average 373.0 373.4 100 257.9 256.7 287.2 287.1 336.8
SOURCE: Susan V. Suarez, Unpublished Doctoral Dissertation (2007)

1
Consolidation by this researcher using the NSO data for Region VII date revised April 24,
2006
2
NSCB RD10, NSO, revised April 1, 2006
3
Computed by the researcher using NSO Monthly Fact Sheet for RDVII dated April 24, 2006.
This is computed from the first four months of the year.
2.4.7 Serious social and political breakdowns occur in the country.

Situations like in 1972 (when Martial Law was declared) could recur
and university operations are disrupted or halted for a time. When this
happens, at this time when the university’s surplus accumulations are
still low, Silliman would be unable to weather through the period of
crisis.
2.5 Analysis of Silliman’s SWOT
Table 2.16 below summarizes the consolidated (university-level) strengths,

weaknesses, opportunities, and threats in Silliman, which, together (as
viewed by the general university community) comprise the set of major
constraints on Silliman’s ability to operate and pursue its Vision, Mission,
and Goals. To reiterate, these are the conditions in the current and foreseeable
futures of the university’s macro, external, and internal environments that
would either promote or inhibit Silliman’s development.

Table 2.16. Summary of Silliman’s strengths, weaknesses, opportunities and threats, as viewed by the
university’s constituency in 2008
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

• High social value of • Offerings may be • Continuing rise in • The rapid rate of Board
education too wide and varied population succession in the next
• Long presence in the • Board is entirely • Demand for 3-5 years could disrupt
Philippines alumni education in strategic continuity
• Active and working • Donors’ support catchments is high • Donors lose interests
Board driven by donors’ • Board committed to on Silliman
• Large portfolio of view of needs moving Silliman’s • Public confidence on
programs/offerings • Uneven subscription relevance Silliman’s programs
• Wide alumni and to offerings • Alumni and public and offerings drop
public support • Has higher tuition support is continuing • The faculty and staff is
• Rising enrolment than many nearby and remains robust unable to undertake
• Wide recognition schools • Recent public disciplinal integration
and good reputation • Has limited array of concerns on food & as rapidly as might be
• Wide space for alternative courses governance is demanded by students
integrating faith in • Small share of drawing public and the new and
the curriculum students from interests on emerging workplaces
• Good complement of nearby areas Silliman’s agriculture • New regulations &
faculty and staff • Students are mostly and public ad standards are
• Good academic local programs imposed, which
leadership • Integration of faith • Well-placed to lead Silliman is unable to
• Spacious campus; can be operationally in Small Island R&D afford
many facilities expensive • Leadership is • Recession and general
• Improving financial • Scholarships still low working together economic downturns
state than demand • General willingness could affect enrolment
• Faculty and staff to innovate • Serious social and
development is low • Recent interests by political breakdowns
• Academic multilateral agencies occur and affect the
leadership on Silliman’s continuity of Silliman’s
successor bench is alternative learning operations
shallow content and delivery
• Uneven productivity • Previous
of units investments in
• Low faculty and staff facilities and
involvement in programs are better
research and positioning the
extension university for new
• Most facilities are thrusts
old • Declining challenges
• Financial base is still to the university’s
weak and limited land claims and
holdings
The SWOT indications suggest that:
1. Silliman’s strengths are mainly on—
• the quality and diversity of its academic programs and offerings;

• the stability and robustness of its systems, procedures and governance;
and
• the level of support it is enjoying from its public.

The conscious and prominent stress on faith strengthening and evangelical faith
formation as component goals of Silliman’s academic life are especially unique
features of the university’s programs and offerings. Having an active and
working Board, good academic leadership, and a decent financial state, stand out as
among the strengths of its systems, procedures and governance. The
increasing level of its alumni support, support from friends, and its public
prominence in the Philippines, give it unique strengths in terms of public
support.
2. Silliman’s weaknesses are mainly in the same areas of its strength,

depending on how certain conditions of its macro, external, and internal
environments develop. These conditions include:
• how students’ course preferences will tend to either narrow toward

only certain degrees and courses, or widen toward the courses offered
in Silliman;
• the degree to which disciplinal integration dominates the requirements
of emerging new enterprises and employment opportunities;
• how the trustees and donors appreciate the university’s needs,
priorities, and opportunities;
• how the university is able to sustain its faculty and staff development
and the development of its facilities, to meet new regulatory demands;
and
• how the economy performs and affects (a) students’ ability to come to
Silliman, and (b) Silliman’s ability to sustain its financial base.
Students’ course preferences will affect the degree to which Silliman’s

offerings may prove to be too wide and varied (or restricted) and the extent to
which subscriptions to them turn out to be more properly distributed. It will also
subsequently affect the comparative productivity of colleges and units.

Successes and failures on disciplinal integration would likely affect public
interests on the university’s portfolio of courses and offerings.
Trustees’ and donors’ appreciation of the university’s needs and priorities

would influence how Silliman’s competitiveness will compare against those of
other nearby schools. It will affect the degree to which the university is able to
address its aging physical plant and facilities.
The university’s ability to sustain its faculty and staff development and the
development of its facilities in the face of new and emerging regulations and
standards, could translate to either weakening or boosting its competitiveness and
its edge over other schools.
The performance of the economy will determine the extent that Silliman’s
tuition structure will remain competitive, and the extent that potential students
can afford to come to Silliman.
3. Silliman’s opportunities may be particularly wide in the areas of

agriculture, education, public administration, business and accountancy,
medicine, nursing and allied health sciences, information technology, and
in general education. These seem so in light of the emerging crisis on food
security and on governance, and the rising public interest on health professions
and on integrated learning and new methods of learning delivery. It remains
robust in engineering, social sciences, humanities and the arts,
communication, basic education, and in science and mathematics, as
indicated by the continuing high demand for education nationwide (and more
particularly in the regions being served by Silliman); the Board’s
commitment to advancing Silliman’s holistic liberal education; and continuing
alumni and public support for Silliman and its programs.

4. The threats to Silliman cluster around mostly external conditions that could
affect students’ preferences and ability to come to the university. These
could include donors’ interests on Silliman and on its students and how
economic, social and political perturbations (to the extent that they occur)
could upset Silliman’s ability to respond to new regulations and
investment requirements, and even to sustain its operations. Some threats
from Silliman’s internal systems remain centered around its ability to keep
its present directions and the ability of the faculty and staff to hone
offerings against current demands for integration and innovations in
industry and society.
The SWOT suggests that, over-all, Silliman’s key areas of strategic actions—
or the aspects of its operations that could be refined in the long-term in order
for it to better achieve its Vision, Mission, and Goals under emerging
conditions in its macro, external and internal environments—would be its
• Programs and Offerings (and how its portfolio of these could command
public value);
• Faculty and Staff (and how they are able to adapt to new and emerging
trends on disciplinal configurations of competencies in the workplace, in
industry and in society);
• Facilities and Support Systems (and how these sharpen the university’s
ability to be effective and efficient in its delivery of learning and
competencies); and
• Supportive Publics (particularly in how it is able to draw students, obtain
funding and other support from alumni and friends, and command value
as a learning institution in Philippine society).

3.
Reflections on Silliman’s Strategic Options
A number of issues confront Silliman on how it might position itself as an

educational institution.
First, it is recognized that given its many programs and offerings, Silliman is a
“multi-product enterprise.” It offers its “customers” (its students) a number of
“products” to choose from.
Second, it is recognized that Silliman’s “customers” are not always the same
as its “clientele.” Its students (and their parents and sending entities) are its
customers. But its public may encompass its wide community of alumni,
friends, the communities it serves in its extension and research programs, and
the agencies and institutions with which it maintains linkages. Its range of
customers is almost all local, but its range of clients is global.
Third, it is appreciated that, over-all, Silliman is blessed with a robust

institutional health. This is in terms of the strength of its faculty and staff and
of its reputation, recognition, affiliations, and alumni and public support.
But Silliman’s resources and funding base is still heavily constrained. It has
yet to build up a sufficient level of endowments and trusts to allow it wider
and deeper financial anchors in the event of medium- to long-term economic,
social and political disruptions that could affect its operations. Its ability to
maintain salaries and wages and make these respond to ever-changing
economic and social conditions is mainly based on its tuition revenues, which
is a tightly government-regulated component of its operations.

Given these, Silliman need to confront at least four (4) issues that—given
unfolding conditions in the Philippines and in the world—it shall need to face
eventually, and to reflect on now:
1. The sufficiency of its portfolio of programs and offerings. Tertiary

education in the Philippines is mandated by law to produce three types of
human resources for national development: (a) skilled industrial service
providers (e.g., machinists and technicians), (b) skilled professional service
providers (e.g., practicing nurses, lawyers, doctors, engineers, managers,
accountants), and (c) leaders of professions, of academic and scholarly pursuits,
of communities, and of society
Points for Reflection
Silliman has basically positioned itself to focus on (b) and (c). A key effort
to this end has been to maintain a strong basic and general education
curriculum designed to make its graduates turn out to be leaders. It had
evolved a portfolio of offerings that leave the development of skilled
industrial workers to vocational schools—as is indeed contemplated by
law in which such training is placed under the aegis of the Technical Skills
Development Authority (TESDA), and universities and colleges which are
under the ambit of the Commission on Higher Education (CHED) being
tasked to produce professionals and academic degree holders. Presently,
Silliman has no degree or certificate offerings on producing machinists,
refrigeration technicians, and other skilled industrial workers. But the
option to offer them remains open as it could always establish facilities to be
regulated by TESDA. It has always the choice to encompass these types of
formal training in its portfolio of offerings. But must it? Or, should it
rather not continue keeping its focus on current offerings on (b) and (c) and
strengthening its ability to produce leaders with competence, character and
faith.

What might Silliman do?
2. The soundness and relevance of its educational principles. As a private

Christian learning institution, Silliman must clearly articulate how it sees
itself as an education enterprise.
Points for Reflection
• Is Silliman education a business (on education) or a ministry (in

education)? If it is to be more of one or the other, how shall it ensure
the integrity of its complex intentions (in which the pursuit of one
properly gives space for the other)? If it is to be both, how might it
strike and demonstrate a balance of the two designs?
• As one propounding excellent scholarship on one hand and

Christianity-inspired education on the other, to what extent might it
anchor its learning contents on secular truth claims, as against Biblical
principles and doctrines?
• As one propounding excellent learning, what must be its principal

metric of learning: the ability to answer questions, or to shape and ask
questions?
• If it is to aim to build competence, character and faith, on which must it

focus its efforts: the person or society? What is the object of its learning
delivery: individuals or communities?
How much of which ones should it seek to have or to do?

3. The appropriateness and effectiveness of its learning delivery methods. As
an institution of higher learning, Silliman is customarily expected to do
three basic functions: instruction (to convey knowledge), research (to
create knowledge), and extension (to calibrate knowledge by actual
application).
It is to package relevant learning contents (from its functions of research

and extension), and then deliver these to students (through its function of
instruction).
But as do most other higher education institutions (HEIs), Silliman

traditionally deliver learning contents in its own place and time. It is akin
to a cafeteria located in a place and opening its doors at some specific
times. Customers come to where it is, at the times it had chosen to be
open, and pick out preferred foods from its specific array of offerings.
Points of Reflection
• To what extent might Silliman add to its function—and eventually

become—a caterer of knowledge, in which it is able to proffer knowledge
(and competencies) to learners in different places where the they are, at
their own time they are prepared to learn?
• Is cyber-learning a good and viable possibility for Silliman so that it can

transition itself from being a “campus by the sea” to being a virtual
“campus across the seas”?
How much of which one can Silliman become?

4. The persona and personality that the world can expect of its graduates.
The Silliman diploma is the university’s public attestation of the persona
and personality of its graduates. It is a public statement of what the
graduate is as a person of learning, and what society can expect of
him/her as one who possess a Silliman education.
Points of Reflection
What does Silliman intend to say in its diploma?
• Is it simply that the one who has it had completed a degree course in
Silliman, and that henceforth, he/she is qualified to practice a
particular profession?
• Or that it says that the one having it is a person with proven

commitment to competence and will continue striving to have it; has
character, knows the value of it, and will keep striving to always have
it; and has faith, knows the value of keeping it, and will always strive
to strengthen it?
What might society eventually expect of persons possessing a Silliman diploma?
It is suspected—and here it is assumed—that different persons and

personalities in different stations in Silliman, with different persuasions and
experiences in the university, would have different views and positions on these
points of reflection.
So be it. That is expected of any university worth its claim of being a

workshop of ideas and an arena of creative conflicts among ideas.

But the university community must struggle to articulate its many views in
order for it to forge a common position on them (albeit only for now). This
would be necessary—and crucial—so that it might shape a collective sense of
purpose and move the university forward toward its Vision, Mission, and
Goals.

CHAPTER THREE
The Planning Process
The process refers to how (a) the Vision, Mission, and Goals, (b) the analyses
of strengths, weaknesses, opportunities, and threats and (c) the reflections on
Silliman’s strategic options (as described in Chapter Two) were put together
for the purpose of generating this Plan. It encompasses the whole range of
Board and university activities to generate this Plan.
The process started and ended with the Board of Trustees. It combines both “top-
down” and “bottom-up” approaches to planning. It features both multi-level
and multi-sector participation.
• “Top-Down” Process. The Board directed it. It set the guidelines and
parameters of the process. It holds and reserves the final authority to
review, finalize, and adopt the Plan.
• “Bottom-up” Process. The university community undertook the process. It

produced the contents of the Plan, which the Board can consider.
• Multi-level Process. Different tiers of the Silliman leadership and

organization were involved in the process. They included:
1. The Board of Trustees as the highest policy making body in the

university;
2. The Office of the President;
3. The two divisions of Academic Affairs and of Finance and Administration,
headed by their respective Vice Presidents;

4. Colleges, Schools and Auxiliary Units and Services headed by their
respective Deans, Directors and Unit Heads; and
5. Departments, Institutes, Centers and Programs headed by their respective
Chairs and Institute or Center Directors.
• Multi-sector Participation. Different entities in the Silliman community

were involved in the process. They included:
1. The Board of Trustees;

2. The President;
3. The two Vice Presidents (for Academic Affairs and for Finance and
Administration);
4. The Deans, Directors and Unit Heads;
5. Department Chairs and Institute and Center Directors;
6. Other officers of the University (Admission & Registrar, Legal, Alumni
& External Affairs, Internal Audit, Treasurer, Chief Accountant,
Buildings & Grounds Superintendent, Information & Publications,
Central Supply, Press);
7. Representatives of the Silliman University Faculty Association;
8. Representatives of the Silliman University Staff Association;
9. Representatives of the Student Government;
10. Representatives of the Silliman Alumni community; and
11. Representatives of the General Public.
The process began in June 2006. This was when the Board of Trustees decided
to revisit the university’s Vision, Mission, and Goals. A new President had
just been installed and had presented the Board with a 5-Year Plan of Action
that describes the thrusts and priorities of the university’s operations under
his term.

The Board approved the President’s plan but desired to adopt a longer-term
view of the university’s directions within and beyond the term of the present
President.
This view was to be anchored on a fresh restatement of the university’s

Vision, Mission, and Goals, which is to serve as the Board’s fundamental
policy prescriptions for Silliman.
The Board adopted the Vision, Mission, and Goals shown in Chapter Two.
Subsequently, the process shifted to the university. A high-level technical staff

was organized under the Office of the Vice President for Academic Affairs,
composed of both academic and non-academic heads of office, which
developed a framework to be used to guide and set the parameters of the
planning process. It adopted Porter’s framework for analyzing firms and their
competitors within a set of macro, external, and internal environments. After
presentation of the framework to the Board and its approval of the same (later
in 2006), the university undertook a review of its current offerings and
operations at division and unit levels, with the objective of identifying what
shall be their priority thrusts and portfolio of offerings and investments in the
next eight (8) years from 2008 (presently) to 2016.
Thus, while still executing its approved operational 5-Year Plan for 2006-2011,
the university has been also putting together a longer-term (8-year) plan to
pursue the new Vision, Mission and Goals set by the Board, beyond the term
of the present President.
A Two-Year Process
The formulation of the framework and planning process was done

immediately after the Board’s adoption of the new Vision, Mission, and Goals

in June 2006. An initial review of the university’s macro, external, and internal
environments was also done to test the validity of the Porter framework and
to benchmark the anticipated analyses of Silliman’s strengths, weaknesses,
opportunities, and threats to be eventually done at unit, division, and
university levels. This process took the remainder of 2006.
Following the Board’s concurrence with the university’s proposed planning

framework and process, the divisions of Academic Affairs and of Finance and
Administration initiated division- and unit-level exercises to
1. analyze their macro, external, and internal environments for what would
be their strengths, weaknesses, opportunities and threats;
2. inventory what—in light of their perceived strengths, weaknesses,

opportunities, and threats—should be their best options with regard to
course offerings, faculty and staff development, investments on facilities,
development of organizational systems and procedures, and to how to
reach out to appropriate constituencies (to recruit students and generate
alumni and public support); and
3. prioritize their options on offerings, investments, and development for the

periods 2008-2012 and 2012-2016.
These were done for the most part of 2007. They culminated in December
2007 when the Board was briefed of their progress, commented on the
outputs at that time, and scheduled a Board planning process on April 2008.
Again by divisions and units, the university undertook further refinements of

the outputs as were shown to the Board in December 2007. This time, the
process focused on identifying strategic thrusts, programs, and offerings,

investments on faculty and staff development and facilities, and recruitment
strategies.
The refined division and unit plans included
1. inventories of proposed course offerings and operational programs (which ones

to keep, which ones to modify, which ones to do away with, which new
ones to institute). These included for both academic units and auxiliary
service units;
2. listings of investment priorities to develop the faculty and staff (to achieve a
better fit with the proposed new lineup of offerings and programs);
3. listings of investment priorities to develop physical facilities and operational

systems (to improve their ability to support the proposed new lineup of
offerings and programs); and
4. a description of what will be done to improve recruitment (to keep and

develop traditional and new markets and public support for the university’s
offerings and programs).
These were done from January to mid-April 2008.
The division thrusts and unit plans were presented for comments and review
to a group of alumni and friends (in Dumaguete City) in 15 April 2008. The
group looked at the relevance and appropriateness of the proposed offerings
of the academic units for 2008-2016. The process was repeated on 17 April
2008, this time by the University Leadership Council, with two invited non-
Silliman academic colleagues who facilitated the review.

After further refinements, the division thrusts and unit plans were again
presented to the Board en banc on 19 April 2008. This time, the Board focused
its discussions on the academic components of the unit plans and reviewed
only the divisional thrusts of the division of finance and administration.
After stressing the need to link the academic thrusts and plans to the financial
and investment requirements to execute them, the Board directed the Office
of the President to consolidate all division and unit thrusts and plans into a
single and integrated Silliman Strategic Plan 2008-2016.
The Plan—as instructed by the Board—was to include
1. an inventory of Programs and Offerings for two medium terms (2008-2012

and 2012-2016);
2. a Financial and Investment Plan for each period;
3. an inventory of desired Outcomes and Results; and
4. the metrics to monitor and evaluate the progress of the Plan’s execution.
The first draft of the Plan was subsequently scheduled for presentation to the
Board on mid-June 2008, in time for the start of the ensuing school year (SY
2008-2009), which is the first school year covered by the Plan.
Figure 3.1 summarizes the process to produce this Plan.

STARTS WITH THE BOARD Approved the Silliman 4-Point Strategic
Plan 2008-2016, disaggregated into
BOT restates the Vision, Mission, & SSP 8-16, MTP 8-12, and MTP 12-16
Goals (VMG) of Silliman to serve as
the basic policy prescriptions for the
long-term (10 years), within and
beyond the term of the new President
(June 2006)
ENDS WITH THE BOARD
BOT reviews the university’s Strategic

Proposal for consistency with its
Staff work to develop a planning prescribed VMG; prescribes
framework and process (July 2006 to refinements; decides to approve or
December 2007); BOT approves the defer action (April 19-20, 2008)
two on December 2007
Divisions and units develop their 4- The University Leadership Council

Point Strategic Proposals, based on consolidates division and unit
VMGs, disciplinal and social scans, proposals into a 4-Point Unified
and SWOT: University Strategic Proposal (April 16,
1. Offerings & Programs, 2006-2016 2008)
2. Investments on Faculty and Staff
Development
3. Investments on Facilities & Systems
4. Recruitment & Market Development
(January to Aprril 2008)
Public consultation on
Proposed Offerings
and Programs (April
15, 2008).
FIGURE 3.1. Silliman’s 2-year strategic planning process, 2006-2008

CHAPTER FOUR
The Plan [Output of the Planning Process]
This Plan (SSP 8-16) has two parts: (1) the Plan in the 1st Medium-Term 2008-
2012 (MTP 8-12), and (2) the Plan in the 2nd Medium-Term 2012-2016 (MTP
12-16).
Each medium-term plan has also two parts: (1) the thrusts for the term (which
are the conditions that Silliman seeks to bring about in this period), and (2)
the actions within the term (which are what the university intends to do in
this period to substantiate and achieve its thrusts).
The thrusts for each medium-term follow from two (2) strategic thrusts
(which are the thrusts to be pursued from 2008 to 2016). The actions for each
medium-term follow from two (2) strategic actions corresponding the two
strategic thrusts.
Chapter Outline
Section A presents the strategic thrusts in the long-term (2008-2016). Section

A.1 lists the thrusts in the 1st Medium-Term and Section A.2 in the 2nd
Medium-Term.
Section B describes the strategic actions in the long-term (2008-2016). These are
to be carried out by way of actions in the two medium-terms. Section B.1
enumerates the actions in the 1st Medium-Term and Section B.2 in the 2nd
Medium-Term. The actions focus on four (4) areas of Silliman’s operations:

1. Programs and Offerings
2. Faculty and Staff
3. Facilities and Organizational Support Systems
4. Public Support (including student patronage and support from alumni
and friends).
Section C shows the estimated financial and capital requirements to

undertake the actions in each of the two medium-terms: Section C.1 in the 1st
Medium-Term, and Section C.2 in the 2nd Medium-Term. Possible funding
sources are also identified.
A.
Strategic Thrusts in the Long-Term, 2008-2016
This Plan has two strategic thrusts in the long term (from 2008 to 2016):
1. To mobilize the university’s traditional and emerging strengths (such as in

liberal education, basic education, sciences, health services, information
technology, and active Christian community life) and opportunities (such
as being a center of excellence in a number of fields), to expand its
institutional capacities and value in building persons of competence,
character and faith.
2. To add to the university’s capabilities of being an institution of learning

in a place and time, the capacity to cater quality learning across places and times.
These thrusts will be pursued by way of the four (4) key dimensions of
Silliman’s life: Christian witness, academic excellence, quality of governance, and

its relevance and reach in contemporary society. These are hallmarks of its identity
and traditions.
Christian witness is a core element of Silliman’s vision. The university is to be

a Christian institution that is committed to an active purpose (or witness): to
promote “total human development for the wellbeing of society and the
environment.” Its first Mission statement—to “infuse into the academic learning
the Christian faith anchored on the gospel of Jesus Christ;” [and] “provide an
environment where Christian fellowship and relationships can be nurtured and
promoted”—proclaims Christian witness as among the core dimensions of its
being.
Academic excellence is a defining feature of Silliman. Its vision includes its

being a “leading educational institution.” Its second Mission statement imposes
on it the purpose of providing “opportunities for growth and excellence in every
dimension of University life in order to strengthen competence, character and faith.”
It has imposed on itself as having a leading edge on its contents and delivery
of knowledge.
Quality of governance is embedded in Silliman’s view of how it is to be

perceived as a “leading educational institution.” It is to be an institution that
does things right, and does the right things. It conducts its business and tasks
in a manner that is dignified, just, responsible, and exemplary in integrity. Its
third Mission statement suggests as much—to “instill in all members of the
University community an enlightened social consciousness and a deep sense of justice
and compassion.”
Relevance and reach are necessary impositions on the Silliman life. Its vision
includes being committed to “the wellbeing of society and the environment.” It is
to reach out beyond its campus by the sea. Its fourth Mission statement,

which is to “promote unity among peoples and contribute to national development,”
requires that it gain value as an institution to others beyond itself.
A.1
Thrusts in the 1st Medium-Term, 2008-2012
The Plan has 16 thrusts in the 1st Medium-Term. These are grouped
according to the four (4) dimensions of Silliman’s life that circumscribe its two
strategic thrusts:
1. 1st Medium-Term Thrusts on Christian Witness
1.1 Heighten the involvement of academic units in campus activities that

celebrate the Christian faith and traditions of Silliman, or which
promote understanding and fellowship among its students, faculty,
and staff who are adhering to different faiths;
1.2 Create and expand the opportunities for worship in auxiliary and
support units of the university;
1.3 Widen collaborations with the local United Church of Christ in the
Philippines (UCCP) and other churches.
2. 1st Medium-Term Thrusts on Academic Excellence
2.1 Integrate faith strengthening in the instruction, research, and

extension functions of the university (“Silliman on FIRE!”) and make
this a distinctive mark of Silliman education and scholarship;

2.2 Integrate volunteerism in related and service learning and promote
entrepreneurship among students;
2.3 Intensify learning integration across General Education courses; and

improve content quality, especially to be included in the School of
Basic Education (SBE);
2.4 Expand capabilities for on-line delivery and acquisition of learning

and for exchanging knowledge products; and widen the scope of
faculty and staff development to encompass competence in on-line
learning deliveries and acquisition, and on knowledge outsourcing
services.
3. 1st Medium-Term Thrusts on Governance
3.1 Widen the collective leadership circles in all levels of organization

and promote accountability taking among all constituencies;
3.2 Adopt more responsive and relevant rules, procedures, and incentive
systems;
3.3 Improve asset and risk management systems and procedures;
3.4 Widen the use of modern information technology to improve the

accuracy, timeliness, and effectiveness of decision-making.
4. 1st Medium-Term Thrusts on Relevance and Reach
1.1 Widen the university’s academic and scholarly linkages;
1.2 Widen the circle of active communications with alumni and friends;

1.3 Improve gifts management and response systems;
1.4 Strengthen local church relations (to the UCCP and other churches);
and
1.5 Expand collaborative undertakings with externally funded entities.
A.2
Thrusts in the 2nd Medium-Term, 2012-2016
The Plan has 16 thrusts in the 2nd Medium-Term.
1. 2nd Medium-Term Thrusts on Christian Witness
1.1 Get more academic and auxiliary units involved in off-campus

community activities that celebrate the evangelical Christian faith,
and to promote better understanding among people of different
faiths;
1.2 Widen the space for spiritual growth in the university; and
1.3 Widen involvements with national UCCP and other churches.
2. 2nd Medium-Term Thrusts on Academic Excellence
2.1 Intensify the integration of volunteerism with related and service

learning, and the promotion of entrepreneurship among students;
2.2 Widen the role of General Education in degree programs, including

in the SBE;

2.3 Expand on-line academic services and e-Learning programs; and
2.4 Expand the number of faculty and staff who are able to design and
deliver eLearning and knowledge outsourcing services.
3. 2nd Medium-Term Thrusts on Governance
3.1 Devolve more accountability to lower units of organization;
3.2 Update rules, procedures, and incentive systems relevant to

delivering eLearning and knowledge outsourcing services;
3.3 Institutionalize asset and risk management systems and procedures;

and
3.4 Expand information technology support for operations.
4. 2nd Medium-Term Thrusts on Relevance and Reach
4.1 Expand the on-campus presence of nationally- and internationally-

recognized scholarly organizations;
4.2 Collaborate with alumni entities, and organize and reactivate more
alumni chapters within and outside the Philippines;
4.3 Institutionalize standard procedures on gifts management and

responses;
4.4 Strengthen wider church relations (both national and international);

and

4.5 Intensify collaborative undertakings with externally funded entities.
Table 4.1 summarizes the thrusts by periods.
TABLE 4.1 Summary of Silliman’s strategic thrusts (2008-2016), by medium-term periods
STRATEGIC THRUSTS 2008-2016

1. Mobilize Silliman’s strengths and opportunities to further advance its institutional capacities & value
in building persons of competence, character and faith.
2. Transition Silliman from a school in a place and time, to being a caterer of learning across places
and times.
AREAS OF THRUSTS IN THE THRUSTS IN THE
FOCUS 1st MEDIUM-TERM 2008-2012 2nd MEDIUM-TERM 2012-2016
Promoting and Get academic units involved in campus Raise involvement in community faith
institutionalizing ministries life
Christian Ensure space for worship in auxiliary and Strengthen spiritual life; expand space
Witness support units for spiritual growth
Widen collaborations with local UCCP, Widen collaborations with national
others UCCP, others
Raising Integrate faith, instruction, research and Widen integration of volunteerism,
Academic extension (FIRE) related and service learning, and
Excellence entrepreneurship
Integrate volunteerism with related and Widen GE role in programs and in SBE
service learning; promote
entrepreneurship
Widen integration GE (including in the Expand on-line academic services and
SBE) eLearning programs;
Expand on-line delivery and acquisition Increase the number of faculty/staff
of learning, and knowledge exchange; doing eLearning and related services
widen scope of faculty/staff development
to include on-line learning & knowledge
trade
Raising the Widen leadership; promote accountability Devolve accountability
quality of Adopt responsive, relevant rules, Update rules, procedures and incentive
Governance procedures and incentives systems for relevance to eLearning
and related services
Improve asset and risk mgmt systems Institutionalize asset and risk
management systems
Widen the use of information technology Expand IT support systems
Expanding Widen academic and scholarly linkages Expand on-campus presence of
Relevance & scholarly organizations
Reach Widen communications with alumni and Organize and reactivate more alumni
friends chapters
Improve gift management and response Institutionalize gifts management and
response
Strengthen local church relations Strengthen wider church relations
Expand collaborations with government Intensify collaborations with
and non-government organizations government and non-government
organizations

B.
Strategic Actions in the Long-Term, 2008-2016
Silliman’s strengths and opportunities identified in Chapter Two offer

doorways for strategic action that can push and substantiate the university’s
thrusts. They occasion the measures that the university may take in order for it
to move toward achieving its Vision, Mission, and Goals.
There are four (4) aspects of Silliman’s operations that form the core of its
strengths and opportunities. They present areas for focusing actions on in order
to best attain the university’s thrusts. They are its:
• Programs and offerings (what the university has as its principal products)
• Faculty and staff (and their quality and sufficiency)
• Facilities and organizational support systems (how it supports its programs)
• Public support (how much its programs enjoy students’ patronage, support
from alumni and friends, and are of value to the general public).
Programs and offerings are Silliman’s basic purpose for being. And so, they
are the principal channels through which the university may pursue its
thrusts. Their quality implicates substance (and witness) to a commitment to
academic excellence, as a ministry. They create the space for innovations in
learning methods and delivery, and provide the direction of faculty and staff
development. Their ability to convey good learning puts value to students’
costs and so demonstrates quality of governance in the university. Their value
to others determines Silliman’s relevance to the nation.
Faculty and Staff are the defining resource of the university. They make or
unmake Silliman as a learning institution. Their ability to adapt to changing
trends in their disciplines and competencies determines how Silliman is able

to prepare its students for the changing world of work and enterprise, and for
leadership in society. They constitute the principal personalities who decide
on how to pursue the university’s thrusts. They determine how faith is
demonstrated in scholarship. Their creativity substantiates excellence. Their
professionalism influences how students achieve their learning goals and
objectives, in the most humane and affirming way. Their academic reputation
determines Silliman’s value to a wider public.
Facilities and Organizational Systems provide the physical and institutional

settings for learning. They are the principal mechanisms with which the
university is able to properly put together its human, physical and financial
resources, to deliver its programs and offerings. They provide the appropriate
settings for faith activities to occur alongside good scholarship. They set the
basis for collective and participatory decision-making and the timely
responses to issues. Good facilities and systems help achieve a reputation for
institutional excellence, which could translate to a wider reach and relevance
of the university.
Public Support is crucial to Silliman, and to any institution of learning. Its

ability to draw students and to command public value determines the
robustness of its resource base with which to pursue its thrusts. This is
particularly crucial to a non-profit and not-for-profit institution like Silliman
whose revenue base is mainly tuition. Tuition is tightly regulated and is
highly swayed by political considerations in government. Silliman will need
to rely heavily on student patronage, on gifts and donations, and on its reputation
(to draw external funds), for it to be able to pursue its purposes.
Actions in the above four (4) areas are expected to deliver crosscutting results
and outcomes that are anticipated to enhance Silliman’s ability to achieve its
thrusts. Two strategic actions (to be pursued in the long-term, from 2008-2016)
would be crucial:

Strategic Action 1: Elevate the level of integration of Silliman’s academic and
institutional capacities on its core commitments: Christian witness, academic
excellence, excellence in governance, and widening its relevance and reach.
Strategic Action 2: Strengthen Silliman’s programs and offerings and add to its
capabilities the ability to deliver them and other knowledge products to more students
and knowledge users in more places within and outside its campus.
B.1
Actions in the 1st Medium-Term, 2008-2012
The actions in the 1st Medium-Term encompass measures designed to
• strengthen and diversify Programs and Offerings and make them more
relevant to contemporary academic and career objectives of Filipinos;
• enhance the capabilities of the Faculty and Staff to innovate, create, and
integrate new modalities of delivering programs and offerings, and on
making these reflective of the university’s values and goals;
• refine and hone Facilities and Support Systems to better stimulate faculty
and staff creativity and quality in the delivery and integration of programs
and offerings; and
• widen Students’, Alumni, Church, and Public Support for the programs and
offerings.
The actions focus on (1) elevating the quality and level of integration of
Silliman’s academic and institutional programs; and (2) starting new
capabilities to deliver and acquire learning and trade knowledge products on-
line.

B.1.1 Actions on Programs and Offerings
These cover actions on four (4) areas of programs and offerings:
1. Degree courses
2. General Education
3. Basic Education
4. eLearning.
Actions on Degree Courses
Silliman will keep most of its present portfolio of degree programs and
offerings for three reasons: (1) they are still relevant to current goals of most
students; (2) they are within the competency of the university to offer; and (3)
its mix is presently among the strongest features of Silliman.
However, following the thrusts in this Medium-Term, some courses will be

revised, some are added to existing programs, new offerings are added to
existing ones, and some offerings are replaced.
Table 4.2 lists the actions on programs and offerings in the 1st Medium-Term.

TABLE 4.2. Actions on degree programs and offerings, 1st Medium-Term 2008-2012
ACTIONS IN THE 1st MEDIUM-TERM (MTP 8-12)

EXISTING FOR
REVISION? FOR ADDITION
(YES/NO)
COLLEGE OF AGRICULTURE (CA)
• BS in Agricultural Business • BS in Agricultural Entrepreneurship
• BS in Agriculture (majors in Agronomy • MS in Sustainable Agriculture
and Animal Science) • Certificate in Sustainable Agriculture
• Master of Applied Science in • Certificate in Agricultural
Agricultural Systems Entrepreneurship
COLLEGE OF ARTS & SCIENCES (CAS)
• BA majors in Anthropology, Creative • BS Pre-Med
Writing, English, Languages, Filipino, • Master in Physics [thesis]
Literature, History, Philosophy, Political • MAST Physics
Science, Sociology, Speech & Theater • MS Physics
• BS in Biology • MAT Chemistry
• BS in Chemistry • MS Chemistry
• BS in Mathematics • MA Philosophy
• BS in Physics [Computer Applications] • Master of Bioethics
• BS in Psychology • MA in Political Science
• BS in Social Work • Doctor in Psychology
• BS in Public Administration (with SPAG
and CBA)
• MA majors in Asian Literature, Creative
Writing, English and American
Literature, Teaching English as a
Second Language, Anthropology,
History, Sociology, Extension
Administration, Filipino and English
Language
• MA in Anthropology [non-thesis]
• MA in English majors in English
Language Studies, Literary Studies,
Creative Writing, Teaching English to
Speakers of Other Language
• MA in English [non-thesis]
• MA in History [non-thesis]
• Master of Public Health
• MA Psychology majors in Social and
Community Psychology, Counseling
Psychology, and
Industrial/Organizational Psychology
• MA in Psychology [non-thesis]
• MA in Science Teaching Physics
• MA in Sociology [non-thesis]
• MA in Teaching majors in Chemistry,
General Science and Mathematics
[College, High School, Elementary]
• Master in Biology [non-thesis]
• Master of Science in Biology, Marine
Biology, Coastal Resource
Management, Environmental Science,
Environmental Policy, Social Work,
Mathematics, and Physics
• Master in Physics [non-thesis]
• Ph.D. in English and Literature
• Ph.D. in Marine Biology
• Ph.D. in Social Science (with SPAG and
CBA)
CONTINUED…

COLLEGE OF BUSINESS ADMINISTRATION (CBA)
• BBA Majors in General Business, • BS Economics
Management and in Economics • BS in Office Administration
• BS in Accountancy (ladderized)
• BS in Entrepreneurship • BS Tourism major in Hotel and
• BS in Public Administration (with SPAG Restaurant Management
and CAS) • Master in Business Administration
• BS in Business Computer Applications Major in Microfinance and
• Associate in Commercial Science Entrepreneurship
• Master in Business Administration
(MBA)
CAS)
COLLEGE OF EDUCATION (COE)
• BSED major in Technology and • Master of Education major in Special
Livelihood Education Education, Teaching English in
• Bachelor of Information and Library Elementary and High School,
Science Teaching Math in Elementary and
• Bachelor of Elementary Education High School, Teaching Science in
Majors in General Education, Special Elementary and High School
Education, and Pre-School Education • MA Education major in Library and
• Bachelor of Secondary Education Information Science
Majors in Chemistry, English, Filipino,
Library Science, Biological Science,
Mathematics, Physical Science, Music,
Arts, Physical Education & Health
[MAPEH], Social Studies, and TLE
• BS in Nutrition and Dietetics
• MA Education majors in Education
Management, English Teaching in
Elementary and High School, Guidance
and Counseling
• Doctor of Education
• Ph.D. in Education
COLLEGE OF COMPUTER STUDIES (CCS)
• BS in Information Technology • Master in Information System
• BS in Computer Science
• BS in Information Systems
COLLEGE OF ENGINEERING & DESIGN (CED)
• BS in Civil Engineering • BS Architecture
• BS in Computer Engineering • BS Geodetic Engineering
• BS in Electrical Engineering • BS Electronics and Communications
• BS in Mechanical Engineering Engineering
COLLEGE OF LAW (COL)
• Bachelor of Law (with specializations in [Y] • Course on Law, Science and
Cyber Law or in Legal Argumentation Change to JD Technology
and Debate) • Forensics Law
CONTINUED…

COLLEGE OF NURSING & ALLIED HEALTH SCIENCES (CNAHS)
• BS in Medical Technology (BSMT) [Y] Medical Technology
• BS in Nursing (BSN) BSMT to BS in • BS in Clinical Laboratory Services
• BS in Physical Therapy (BSPT) Clinical Lab (BSCLS) in lieu of BSMT; BSMT is
• Master in Nursing [non-thesis] majors in Services dissolved)
Family Nursing Practice, Administration, • MS in Microbiology
Public Health Nursing, Adult Health and • MS in Parasitology
Psychiatric-Mental Health Nursing Nursing
• Master of Science in Nursing Majors in • Certificate in Advanced Nursing
Parent-Child Nursing, Nursing School Practitioner
Administration, Nursing Service • MS courses in Advanced Nursing
Administration, Public Health Nursing, Practitioner Program and in Nursing
Medical Surgical Nursing, Psychiatric- Informatics
Mental Health Nursing, Family Nursing Physical Therapy
Practice, Community Health Nursing, • BS Occupational Therapy
Adult Health Nursing • BS Speech Therapy
• Ph.D. in Nursing • BS Speech Language Pathology
• BS Respiratory Therapy
COLLEGE OF PERFORMING ARTS (COPA)
• Bachelor of Music (BM) with majors in [Y] • Bachelor of Performing Arts (BPA) (in
Choral Conducting, Composition, Music BM to BPA lieu of BM; same majors as BM; BM is
Education, Piano and Other dissolved)
Instruments, and Voice • BPA in Speech & Theater
• Master of Music (MM) with Majors in • BPA major in Dance
Choral Conducting, Composition, Music • Bachelor of Fine Arts
Ed, Instrument Conducting, Voice, and
Ethnomusicology
DIVINITY SCHOOL (DS)
• Bachelor of Theology (B.Th.) with • Certificate programs for major areas
majors in Pastoral Ministry and in covered in the proposed Master in
Liturgy and Music) Divinity
• Bachelor of Ministry [Off-campus] • Master in Mission Studies (with the
• Master of Divinity United Evangelical Mission in
• Master of Ministry [Off-campus] Germany and the UCCP)
• Master of Theology
• Doctor of Theology (D.Th.), (with
SEAGST)
COLLEGE OF MASS COMMUNICATION (CMC)
• Bachelor of Mass Communication [Y] • Reactivate religious journalism,
• Certificate in Environmental Journalism Expand majors religious broadcasting, church-public
(ladderized) in journalism, relations – leading to a Certificate in
public Christian Communication
relations, • Certificate in Journalism
broadcasting, • Certificate in Broadcasting
advertising,
film production
SCHOOL OF PUBLIC AFFAIRS & GOVERNANCE (SPAG)
• BS Public Administration (with CAS and • Master in Environmental Governance
CBA) (with CAS, CA, College of Law, CBA,
• Master in Public Administration (MPA) and CMC)
with specialization in Fiscal
Administration
• MPA specializing in Local Governance
• Ph.D. in Social Science (with CAS and
CBA)
SCHOOL OF BASIC EDUCATION (SBE)
• Certificate in Secondary (High School) [Y] • Certificate in Summer Enrichment
Education Some courses Program for Elementary
• Certificate in Elementary Education to be • Certificate in Summer Enrichment
• Certificate in Early Childhood redesigned Program for High School
CONTINUED…

COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME)
Medical School Institute of Clinical Laboratory
• BS Preparatory Medicine (2 years Services
effective 2008-2009) • MS Clinical Laboratory Science
• MD-MPH (Doctor of Medicine – Master • MS Public Health (with CAS)
in Public Health)
• Doctor of Medicine Institute of Rehabilitative Therapies
Institute of Clinical Laboratory Services • Masters in Physical Therapy
• BS in Clinical Laboratory Services • Doctor in Physical Therapy
(BSCLS)
• MS in Microbiology
• MS in Parasitology
Institute of Rehabilitative Therapies
• BS in Physical Therapy (BSPT)
• BS Occupational Therapy
Actions on the General Education Curriculum
General Education will be beefed up. (General Education refers to the mix of
basic competency courses offered mainly by the College of Arts and Sciences
[and some by other colleges], which all college students are required to take.
They are intended to ensure that students acquire a sufficient breadth of
liberal education while pursuing specialized degree courses.) Three (3) actions
will be done:
1. Institutionalize the integration of curricular materials and learning

activities across related courses (e.g., natural sciences, social sciences, arts &
humanities).
Common topics cutting across the disciplinal contents of the courses will
be introduced in each course (e.g., through common workshops and readings
and other collaborative learning activities, or through integrative lectures to be
presented to classes with shared issues [like globalization as a topic for an
integrative lecture for classes in History, Political Science, Religion,
Economics, Sociology and Public Administration]). (This requires more
extensive faculty collaboration across disciplines so that actions on faculty
and staff in this term shall also address this; [see Actions on Faculty and
Staff below].)

2. Require more extensive readings in each General Education course. The
readings shall be selected to expose students to the “classics” in the field
(the basic and contemporary writings that most influenced the contents of
the discipline);1
3. Add to the number of academic units offering General Education courses.

This is to get their respective faculty to “get back to the basics” and get
exposed to the challenges of teaching younger learners.
For consideration:
• Move the Religion Program to Divinity School

• Assign CBA’s IT familiarity courses to the College of Computer Studies
• Move Speech and Theater to COPA
Actions on the Curriculum of the School of Basic Education
SBE is a large “feeder” school for college courses in Silliman. Accordingly, its
graduates play a key role in being a “critical core” of learners steeped with
Silliman’s traditions of academic excellence. They could model for and inspire
other students who did not graduate from Silliman’s SBE. The actions below
are intended to better prepare them for this role.
1. Add curricular materials, readings, and self-learning activities

mathematics and science courses in all levels and departments. In the case
of High School, this is to raise the competency levels of its graduates to
those equivalent to at least 2nd level college students in the university.
1
For example, Smith, Marx, Mill, and Keynes in economics; Plato, Aristotle, Descartes, Locke, and
Russell in Philosophy; Shakespeare, Keats, Joaquin, and the Tiempos in Literature; and Malthus,
Linneaus, Darwin, and Alcala in Biology)

2. Engage the college faculty to collaborate with the SBE faculty in designing
and conducting courses in mathematics and the sciences. This is to ensure
a higher interface between SBE and college courses, so that SBE graduates need
not take 1st and 2nd level General Education mathematics and science
course when they enter college in Silliman. (They could instead do higher
courses in these.)
3. Institute and adopt curricular and co-curricular incentives for self-learning

and group-learning initiatives in arts and the humanities (music, literature).
Choral and other music groups shall be organized, and also groups on
poetry and creative writing, on oratory and debate, and on speech and
theater.
4. A policy of “no child left behind” shall be instituted in all departments

(Early Childhood, Elementary, and High School). Enrichment and assisted
learning programs shall be set up. (See Actions on SBE’s Programs and
Offerings in Table 4.2).
Actions on eLearning
The concept of eLearning refers to the use of modern information technology

to acquire and deliver learning and trade knowledge products remotely,
mainly through cyberspace. Many teaching institutions now use eLearning as
a way of expanding educational reach and clientele.
Silliman has the capability to embark on it as a major stride toward becoming

a leading edge academic institution. In fact, it has to do it. Otherwise, it
becomes obsolete.
Two (2) actions are intended to build up eLearning and associated capabilities
in Silliman:

1. Set up SOUL (or a Silliman Open University Learning) Program. It will be
designed to serve as umbrella program to eLearning and other related on-
line services in the university)2. This involves undertaking a series of
measures in three (3) phases:
Phase 1: Design and develop new on-line systems for delivering some
courses and for acquiring remote teaching resources (e.g.,
through on-line lectures and on-line library access); and
improve the systems.
Phase II: Deliver selected offerings in eLearning mode and format initially
for on-campus students, and then later to off-campus learners;
develop the application of the same eLearning systems for on-
line trade of knowledge products (e.g., technical advice for
incubating businesses, research outsourcing, training, tutorial
services); and expand campus facilities for on-line acquisition
of learning resources (lectures, library materials).
Phase III: Expand users and subscribers, and also the number faculty
and staff who can deliver eLearning and knowledge product
outsourcing (KPO) services (on-line consultancy); and use
SOUL to stimulate business incubation and students’ interests
on entrepreneurship.
2. Undertake market studies to identify Silliman’s local and international

niche in eLearning, KPO services, and business incubation. Develop the
strategies and program packages to acquire a sustainable and long-term
market for SOUL.
2
See Annex II (“The SOUL Program”) for a fuller description of this program and its components.

B.1.2 Actions on Faculty and Staff
1. Arrange and conduct wider faculty and staff collaborations. All faculty
and staff will be encouraged to recognize their common institutional
status—as faculty and staff of Silliman University. Measures will be
undertaken to promote the idea that their unit affiliations are to be
deemed only “employment stations,” but their engagements (depending
on their credentials and academic preparations) may range to outside their
units. This is to give the faculty and staff a wider option on engagements
while, in turn, giving the university a wider space for a more efficient
deployment of its faculty and staff.3 This arrangement will be done to
facilitate inter-faculty collaboration on faith strengthening, instruction,
research and extension (FIRE), and to promote inter-disciplinary teaching
of General Education courses. Five (5) specific actions will be done:
1.1 College and SBE faculty in chemistry, biology, physics and math will
jointly design the SBE’s science and mathematics subjects in all levels;
and the college faculty will be assisting and providing support to the
SBE faculty.
1.2 The faculty of the School of Medicine, CNAHS, College of Education,

College of Agriculture, College of Law, CBA, CAS, and Divinity
School, will conduct collaborative teaching, research and community
service activities in the Marina Clinic. They will do comprehensive
healing programs in medical care, livelihood enterprises, hospice care,
and care for persons in transition.
3
A mathematics faculty in the College of Arts and Sciences, for instance, if properly credentialed and
able, may also teach higher Engineering Science mathematics in the College of Engineering and
Design. Or a botany researcher in the Department of Biology may also work with a crop researcher
in the College of Agriculture.

1.3 The faculty of the College of Agriculture, Institute of Environmental
and Marine Sciences, CAS, CBA, Divinity School, CNAHS, College of
Education, and the College of Engineering and Design will be doing
collaborative field learning activities in Ticao.
1.4 Faculty members of at least two schools or colleges will jointly conduct
at least one cultural or art activity every semester.
1.5 The faculty of the Divinity School will assist the faculty of other
schools and colleges in designing and conducting at least one faith
strengthening activity in the campus and surrounding communities
every year.
2. Widen the disciplinal specializations and competencies of the faculty and

staff. Faculty and staff development will be extended to include higher
training and additional competencies in both their core and related
disciplines. A priority this Medium-Term (because they relate directly to
the curricular development plans of the schools and colleges shown in
Table 4.2) will be:
2.1 Faculty members in the College of Agriculture to acquire higher

academic credentials and training in agronomy, animal science,
agribusiness, sustainable agriculture, agricultural entrepreneurship,
natural resource management, rural development management, and
on the ecology, primary productivity and agricultural systems of small
islands.
2.2 At least five (5) faculty members in the Colleges of Arts and Sciences,
Business Administration, and those affiliated with the School of Public
Affairs and Governance, to acquire Ph.D.s in any social science

discipline (to ensure ample faculty support for the PhD in Social
Science).
2.3 Faculty members of Medical Technology and Physical Therapy to

acquire more technical exposures and training on the latest techniques
in their fields.
2.4 At least 20 visiting scholars have been invited to the campus to

develop academic and scholarly collaborations with Silliman faculty,
staff, and students.
3. Expand the competencies of the faculty and staff in on-line education and
eLearning technologies. All faculty and staff will be given in-house
training on eLearning technologies, including preparing learning
materials for cyber-delivery.
B.1.3 Actions on Facilities and Organizational Systems
These focus on: facilities and grounds; organizational development; and systems
and procedures.
1. Facilities and Grounds. (See Table 4.3)
2. Organizational Development.
2.1 Expand the academic scope of the College of Agriculture. Consider it

for renaming (e.g., College of Agricultural Resource Systems or College of
Sustainable Agriculture and Resource Systems) to reflect its intended
expansions into sustainable agriculture and natural resource systems.

2.2 Consolidate the management and operations of properties outside
Dumaguete (in Ticao, Pamplona, Siaton, Bayawan, and Mabinay). Two
options will be considered: (1) a subsidiary corporation to run them as
agro-industrial enterprises, but dedicated to host and support
academic and community services, or (2) set up A Field Learning and
Service Office under the VPAA with authority to engage investors on
making the properties productive and a mandate to support academic
and community services in the sites.
2.3 Restore the College of Nursing and Allied Health Sciences (CNAHS) to
its original focus on nursing education (SUCN). It is, by far, already a
large college (and anticipated to be so in the next 5-10 years) with its
multiple nursing education programs (BSN to PhD). It presently
services two other units (Medical Technology and Physical Therapy)
which may be joined with the School of Medicine, which they already
share a common building with. CNAHS will be restored to its original
identity, College of Nursing, and the three—School of Medicine, Medical
Technology (to be elevated into an Institute of Clinical Laboratory
Services), and Physical Therapy (to be elevated into an Institute of
Rehabilitative Therapies)—will be placed under one umbrella, a
College of Medical Sciences (or, alternatively, a Program on Medical
Education).

TABLE 4.3. Physical development actions, 1st Medium-Term 2008-2012
YEAR ENTITY ACTIONS

2008-2009 Greenhouse and other Build one P2-P4 facility for research on sustainable
Agricultural building and agriculture and cropping approaches for small islands
Farm Structures, CA
Nursing Education Erect 2nd and 3rd buildings; the third will house the
buildings William Barry Thomson Learning Resource Center; install
robotic and informatics lab; their design will ensure that
they are useful to Silliman’s other medical and health
programs as well
Gymnasium Rehabilitate; improve ventilation and seating; expand
inside space by scaling down the stage; improve its ability
to host athletic and large community gatherings; flooring
Alaska and MONAPIL Roofing; rehabilitation
Courts
Grandstand and Ball Field Rehabilitate to more presentable and safer state; create
spaces for ROTC and Athletics Offices, and classrooms;
make the ball field meet standards; improve Archery
Range and facilities
Marina Clinic Rehabilitate and equip to become a secondary health and
medical service and learning facility
SU Church Repair roof; improve ventilation, sound & lighting systems;
repaint inside; extend side paneling
Roads and Drainage Repaving and rehabilitation; pave road to Kalauman then
out Hibbard
Luce Auditorium Rehabilitate roof and rooms; improve seating and inside
conditions including access for the differently-abled;
improve stage, lighting, and sound systems
Uytengsu Engineering Hall Rehabilitation; improvement of rooms and fixtures
Campus Landscape Put more greenery; develop parking areas; install more
outdoor study areas; add more color; redesign fences
Dorms and Silliman Hall Install sprinkler systems
Divinity School Repair and rehabilitate McKinley, Rodriguez Halls; Chapel
of Evangel
Oriental Hall Rehabilitate to become a Student Center, and to also
house the Central Supply and Souvenir Shop
Hibbard Hall Rehabilitate and design the 2nd Floor into a Gallery of
Gratitude and function rooms
Abbey Jacobs Rehabilitate to create studio units for single faculty and
staff
Heritage Builders’ Wall Start first panel, in fence near Silliman Hall
Salonga Center Build building as adjunct to Villareal Hall
Creative Writing Center Build complex in the Sibulan property
Kaadlawon Center Build first structure on the site; resolve right-of-way
Faculty/Staff Housing Repair and repaint campus units, including End House
Information Technology Densify towards department and office levels; widen WI-FI
Facilities coverage; expand and improve intranet system for
handling sensitive information: grades, accounts; install
“Knowledge Product Outsourcing” capabilities; develop
cyber-based lecture and eLearning systems at the AVT
2009-2010 Staff and Student Housing Rehabilitate existing buildings, chapel; add rooms for
in Ticao student dorms
Dorms and Silliman Hall Repair and repaint
SU Church Add more public toilet facilities; repaint outside
OSA Move to Oriental Hall
Registrar’s Office Move to 1st Floor Hibbard, after small renovations
COPA Move to two cottages near Luce after renovations
Cooperative Store Dismantle and rebuild inside the campus
Portal East Build
Buildings and Grounds Rehabilitate to make it less fire-prone; more sanitary
Building
CONTINUED…

SBE Build amphitheater cum auditorium; repair the old Home
Economics building and make it into a Faculty/Staff
lounge, offices, and Cafeteria for High School and
Elementary; repair and repaint Worcester Hall
Marina Mission Hospital Build 10-bed Hospice Care Center
SU Medical School Additional four (4) 50-student classrooms to accommodate
the BS Preparatory Medicine program each with LCD
Projectors; additional two (2) laboratory to service the BS
Premed as well as expanding enrollees in medical
education; availability of ten (10) modules as the venue of
the more focused discussions; auditorium with the
capacity of approximately 200 students to serve both the
MD and BS Premed students
Guy Hall Rehabilitate 3rd Floor into transients’ accommodations
Cafeteria Rehabilitate; air-condition
College of Mass Occupy the whole first two floors of Guy Hall, except the
Communication Printing Press area and the office of the Internal Audit
Silliman Hall Strengthen; refurbish to become entirely a museum
complex; Assembly Hall to be limited to small functions
Landscape Expand greenery; add color to structures
Landfill Build own landfill
Water Supply Improve and rehabilitate; improve security against
contamination
High School Swamp Area Improve drainage; build walkways and study stations
Faculty/Staff Housing Build 20 studio units in the area east of the New Men’s
Dorm; repair and repaint Divinity faculty housing units
2010-2011 Campus Sanitation Build new 3-chamber septic tanks to serve as common
septic tanks for several buildings
SU Church Landscape the outside grounds; repaint CE bldg
Faculty/Staff Housing Repair and repaint Silliman Village units
Dormitories General cleaning and repairs, including bathrooms and
electrical fixtures
Medical School Expand building
SBE Build mini-gym in old Kindergarten area
Power Plant Repair and upgrade; upgrade transmission lines
Divinity Compound Repair students’ housing unit
Roads and drainage Repave all roads; clear all drainage
IT Systems Improve and strengthen capacities for remote services
(i.e., to support more extensive eLearning services
2011-2012 Buildings Repair and repaint
Landscape Expand greenery; further add color to structures
Uytengsu Computer Center Expand; build annex facility in the north dorm area
New Women’s Dorm Rehabilitate and enlarge Dahlia Cottage
2.4 Elevate the status and scope of the Marina Clinic into a Secondary
Health Care teaching and educational facility. Its facilities and services
will be expanded and improved. It may be renamed as The Silliman
University Marina Mission Hospital, but will be managed mainly as
an academic institution. Its activities will model the integration of
FIRE: faith strengthening, instruction, research, and extension. It will
cater exclusively to indigent patients, and to the related and service
learning needs of relevant Silliman students. It will be a complex for

outpatient care, hospital care, hospice care, spiritual care, and a care for
patients’ livelihood needs. It shall involve families in the care of
patients, local governments to support patients’ needs, and community
groups to mobilize local social capital to support and sustain the
facility.
2.5 Create an Institute of Economic Research and Development. This will

be in the College of Business Administration. It will upgrade the strength
and the academic and research coverage of the College.
2.6 Strengthen collective bodies to widen participatory and collective

decision making in the university. The three University Councils will
be given clearer scopes of jurisdiction over overlapping university
concerns: the University Religious Life Council (over the university’s
faith life and activities); the University Legal Council (over legal matters
attended to by the university); and the University Leadership Council
(over general issues on the university’s life and vetting decision
making among units and offices).
2.7 Strengthen Institutes, Centers, and Programs. These are specialized

units of the university intended to host varying intensities and
expanses of disciplinal and cross-disciplinal undertakings. Institutes are
usually expected to engage in intensive and highly discipline-focused
research in about the same proportion as its engagements in
instruction. Centers are usually expected to gather together different
disciplinal expertise across the university, to engage in
interdisciplinary research and extension. They are usually not expected
to offer courses. Programs are specialized undertakings around highly
related disciplines to pursue a particular mix of instruction, research
and extension. The university will do three (3) actions on these:

1. Increase the annual budgets of existing ones by at least 100% of
present;
2. Increase their external funding by at least 300% of present;
3. Establish new ones linked to the actions on programs and offerings
(Sec. B.1.1); and others related to Silliman’s strengths & opportunities:
3.1 Institute of Clinical Laboratory Services

3.2 Institute of Rehabilitative Therapies
3.3 Institute of Mission Studies
3.4 Research Center on Small Island Systems
3.5 Center on Archipelagic Oceanography
3.6 Creative Writing Center
3.7 Center for the Promotion of Filipino Arts and Cultures
3. Development of Systems and Procedures. (See Table 4.4)
B.1.4 Actions on Public Support
1. Widen the network of regular contacts and communications with alumni

and friends. Five (5) specific actions will be done:
1.1 Set up an Alumni, Church, and Friends Link, which would be a web-
based interactive communication and information system between the
university and its individual alumni, alumni groups, UCCP churches, and
donors. The system will include a Data Base on alumni, churches and
donors. It will deliver news update from the university to them.

TABLE 4.4. Actions on systems and procedures, 1st Medium-Term 2008-2012
YEAR ITEM ACTIONS

2008-2009 University Manual Revise and consolidate existing manuals, rules and
regulations, new jurisprudence, and Board actions into a
single draft University Manual. It is to be based on the first
principles on collegiality enunciated and stated in the
Code of Christian Collegiality recently approved by the
Board
Code of Christian Introduce to and discuss with as many of Silliman’s
Collegiality constituencies to increase their familiarity with it: faculty,
staff, students, alumni; adopt measures to embed the
Code in all campus functions & activities
Financial and Accounting Generate alternative formats according to how accounting
Reporting System reports are to be used: for full accounting and audit as per
law, for Board presentations, for university committees’
work, for SEC, for annual reports, for other transparency
activities; incorporate in the draft University Manual
Budgeting Do zero-based system; obtain Board approval; put in draft
University Manual
Community Chest Dedicate a Board-determined percentage of dividend
earnings for a community chest fund
Risk Management Begin compiling a Manual for Risk Management and
Crises Response
FSAS Review; update intra-rank mobility criteria; improve system
integrity
Retirement Fund Open options to Faculty/Staff to voluntarily add to their
Retirement Fund account
Medical and Health Shift to HMO subject to: coverage includes existing;
Benefits coverage includes other hospitals in city and elsewhere;
within current costs of Silliman
Retirees Add medical and health support for retirees
Faculty/Staff Housing Standardize criteria; prioritize single (status) personnel
Privileges
Dormitory Management Strengthen; institute additional policies and measures to
enhance dormitory services for students
Student Activities Consolidate in the University Manual the rules and
regulations governing students in the university; include
consistent policies and procedures for sustaining discipline
Procedures for Receiving • Reports on Receipts shall be widely distributed:
and Acknowledging Gifts Information and Publications, Alumni Office, Weekly
from alumni and friends Sillimanian, SAAI, Continuing Fellowship Committee;
SUACONA
• Letter acknowledgements by the President within one
(1) week of receipt
• Confer Order of Horace B Silliman to more donors of
gifts over 1M pesos value
• Other donors to be listed in Gallery of Gratitude
• Regularize annual entries to Heritage Builders’ Wall (SU
Faculty/Staff who have served Silliman for at least 20
years)
• Name more buildings, rooms, facilities and places in
honor of outstanding institutional builders in Silliman
• Name university-funded scholarships and fellowships in
honor of persons and families who helped build up
Silliman as a campus
CONTINUED…

Financial and Asset • Produce complete inventory of real assets
Management • At least 50% additional titling of land assets
• Draft guidelines for joint ventures over assets; get Board
approval
• Design/develop revenue-generating “Knowledge
Product Outsourcing Services” for LGU, SME, and off-
campus ESL and tutorial students
• Consolidate all monies and accounts held by units into
the university’s community of accounts
• Adopt measures to improve liquidity position
MIS • Simplify report formats on enrolments, faculty loads,
contracts, faculty and staff salaries and benefits; student
profiles
• Design and start the development of an Alumni and
Friends Data Base
• Develop “Knowledge Product Outsourcing” and
eLearning systems
2009-2010 University Manual Submit for Board approval; reproduce for all Faculty/Staff
Risk Management Complete the Manual for Risk Management and Crises
Response
Financial and Accounting Refine further, if needed
Reporting System
Budgeting Review the procedures for the purpose of ironing out kinks
Medical & Health Benefits Review actual first year costs to Silliman; compare with
previous
Retirees Develop updated directory
Alumni and Friends Prepare, submit to them a report on the use and
beneficiaries of their gifts
Financial and Asset • At least 50% more titling of land assets
Management • Begin at least one joint venture on a piece of Silliman’s
land
• Start operating revenue-generating “Knowledge Product
Outsourcing” Services for LGU, SME, and off-campus
ESL and tutorial students
• Convert a proportion of foreign exchange into ROP
bonds
MIS • Fully automate enrolment, faculty loading, room
utilization and assignments, grading, and student
records
• Operationalize Alumni and Friends Data Base
• Design, install eLearning and Knowledge Product
Outsourcing systems
2010-2011 Investments Review; adopt an updated strategy
Actuarial Review and conduct a new survey and valuation; focus on
depreciations and risks to properties
Risk Management Adopt reward systems and incentives for Faculty/Staff
involved in risk identification and crises response
Inventory Conduct comprehensive review and upgrading of lists of
assets; do valuation of existing assets
Student Activities Adopt rewards and incentives for peer-learning and peer-
teaching initiatives
Faculty and Staff Adopt rewards and incentives for high recognition among
peers
2011-2012 Budgeting Review and upgrade procedures; reflect upgrades in
University Manual
Investments Diversify the investment of foreign exchange holdings
Inventory Condemn and de-list unserviceable and unusable assets;
clean up the inventory of all assets; submit to Board for
confirmation
MIS Expand the systems and facilities for “Knowledge Product
Outsourcing” and eLearning; upgrade all systems; review
and evaluate the relevance & appropriateness of existing
IT facilities and systems in the university

1.2 Organize (or reactivate) at least 5 new alumni chapters each year for the
next four years. (This will be done together with the Silliman Alumni
Association, Inc. and the Silliman University Alumni Council of North
America.)
1.3 Develop and execute arrangements with willing alumni, alumni

chapters and local UCCP churches (including pastors and church
workers in Negros) with getting them actively involved in the
university’s student recruitment activities, especially for honor students.
1.4 Institute a regular Alumni Continuing Education program every

Founders Day. (Starting this year, the university will hold an Annual
Founders Day Eminent Persons Lecture Series for alumni and friends.)
1.5 Organize Boards of Visitors among alumni and friends who visit the
campus each Founders Day. These shall function as formal but ad hoc
panels to receive a briefing from the university, ask questions,
comment on issues, and discuss the university’s state and conditions. It
may recommend measures, for formal transmittal to the Board of
Trustees, on improving Silliman, and make it a continuously relevant
institution of learning in present-day society.
1.6 Design and promote packaged alumni and local church tours and
visits to the campus, with guests being given a chance to experience
Silliman life, or (in the case of alumni) to redo some of their old
campus experiences (like staying in dorms, attending concerts and
dances, and going to the Silliman Church).
1.7 Expand alumni support for dormitory programs; and solicit alumni
interest to sponsor the upkeep and maintenance of co-curricular and
faith strengthening programs of specific dormitories.

1.8 Expand the scope of the university’s cultural affairs program by (a)
involving more friends and members of the Dumaguete and Negros
Oriental community in its circle of participants and supporters, and (b)
doing regular culture and arts extension activities by faculty, staff, and
students.
1.9 Expand the scope of the university’s sports and athletics programs by
(a) involving more friends and members of the Dumaguete and Negros
Oriental community in its circles of participants and supporters, and
(b) doing regular sports and athletics activities in communities outside
the campus.
2. Expand consortium arrangements with local schools, when appropriate. The

following will be considered:
2.1 Faculty and staff sharing and exchange among selected programs (e.g.,
law, education, sciences, languages, guidance and counseling, faith
strengthening, sports and athletics, cultural programs);
2.2 Library extension services;
2.3 Sharing of field and laboratory facilities.
3. Expand the university’s linkages with funding agencies and explore new
sources of external funding. Four (4) actions will be done:
3.1 A multi-sector working group will be organized into a Resource

Development Program Task Force under the Office of the President. It
will be tasked to develop strategies and to recommend measures for
the university to avail of more external funding from donors, to

encourage more alumni giving, and to develop incentives for other
ways of soliciting donors’ interests on the university (e.g., incentives
for estate bequests to Silliman).
3.2 Set up and operate under the SOUL Program a revenue-generating

Knowledge Product Outsourcing Service and associated facilities;
develop on-line consultancy markets of local governments (LGU) and
small-medium enterprises (SME).
3.3 Set up under the SOUL Program systems and facilities for eLearning
for off-campus English as a Second Language (ESL) students and
children of off-campus alumni seeking tutorial assistance.
3.4 Set up and organize under the SOUL Program a Business Incubation
Initiative to host new entrepreneurial endeavors and provide them
with on-line or on-site technical assistance and complementation by
Silliman’s faculty and staff.
4. Organize student recruitment teams and deploy them to different sites in

nearby regions, and to some others which do not traditionally send
students to Silliman. These would be 2-3 person teams of faculty, staff, and
students, and Silliman will send at least 10 teams per year.

B.2
Actions in the 2nd Medium-Term, 2012-2016
The actions in the 2nd Medium-Term encompass measures that are intended to
• follow through and consolidate the academic and institutional gains made
in the 1st Medium-Term; and
• expand to full-scale level Silliman’s capability to do on-line and off-site
delivery and acquisition of learning, and to trade knowledge products.4
B.2.1 Actions on Programs and Offerings
Actions on Degree Courses
Silliman will become a significant caterer of knowledge. It will expand its

eLearning capabilities so that, more than now (when it is essentially a learning
facility in a place and time, and students come to it on its own schedule), it
will begin delivering learning and knowledge to where students are, in
packages they can handle, and in real time that they need it.
Silliman will continue to keep most of its present programs and offerings
because they are anticipated to remain relevant to most Filipinos. But more
of them will be delivered on-line for students both inside and outside the
campus.
In brief, Silliman will begin re-conceiving itself from being a “campus beside the
sea” to a “campus beyond the sea”—a virtual Silliman (vSilliman).
4
Owing to their comparable remoteness in time and to a reasonable assumption that the university
may seek to review them by then, the actions listed below are not as detailed as those listed earlier
for the 1st Medium-Term.)

Table 4.5 lists the actions on programs and offerings in the 2nd Medium-Term.
New ones will continue to be considered at this time.
Actions on the General Education Curriculum
1. Widen the number of general education courses to be set for inter-

disciplinary offerings and delivery. Related courses (e.g., natural sciences,
social sciences, humanities, arts, communication, and languages) may be
redesigned and, while maintaining their disciplinal contents, re-packaged
into a higher unity of topics (e.g., chemistry and biology into ecology).
Some courses may be collaboratively delivered by teaching teams coming
from different disciplines.
2. Develop an alternative Honors’ Program for students preferring to do

individual work (an open option for all students). Prescribe supervised
schedules of topics for the student’s research, covering the disciplinal
contents of more than one course.

TABLE 4.5. Silliman’s portfolio of degree programs and offerings, 2nd Medium-Term 2012-2016
EXISTING ACTIONS IN THE 2nd MEDIUM-TERM (MTP 12-16)

NB: Entries in italics were additions in
MTP 8-12; are assumed to have been FOR
successfully instituted at that time & so REVISION? FOR ADDITION
now included as existing offerings. (YES/NO)
COLLEGE OF AGRICULTURE (CA)
• Certificate in Sustainable Agriculture • BS in Agriculture and Natural
• Certificate in Agricultural Resource Management
Entrepreneurship • MS in Natural Resource Management
• BS in Agricultural Business • Master in Rural Development
• BS in Agriculture (majors in Agronomy Management (eLearning version)
and Animal Science) • Certificate in Sustainable Agriculture
• BS in Agricultural Entrepreneurship (eLearning version)
• Master of Applied Science in • Certificate in Agricultural
Agricultural Systems Entrepreneurship (eLearning version)
• MS in Sustainable Agriculture
• Master Environmental Governance (with
SPAG, CAS, COL, CBA, and CMC)
COLLEGE OF ARTS & SCIENCES (CAS)
• BA with majors in Anthropology, • Master in Social Work (eLearning
Creative Writing, English, Languages, version)
Filipino, Literature, History, Philosophy, • Master in Social Science (eLearning
Political Science, and Sociology version)
• BS Preparatory-Medicine • Ph.D. in Biology
• BS in Biology • Ph.D. in Mathematics
• BS in Chemistry • Ph.D. in Sociology and Anthropology
• BS in Mathematics • Ph.D. in History
• BS in Physics [Computer Applications] • Ph.D. in Clinical Psychology
• BS in Psychology • Ph.D. in Psychology
• BS in Social Work
• BS in Public Administration (with SPAG
and CBA)
• MA majors in Asian Literature, Creative
Writing, English and American
Literature, TESL, Anthropology, History,
Sociology, Extension Administration,
Filipino and English Language
• MA in Anthropology [non-thesis]
• MA in English majors in English
Language Studies, Literary Studies,
Creative Writing, Teaching English to
Speakers of Other Language
• MA in English [non-thesis]
• MA in History [non-thesis]
• Master of Public Health
• MA in Psychology Majors in
Industrial/Organizational Psychology,
Social and Community Psychology, and
Counseling Psychology
• MA in Psychology [non-thesis]
• MA in Science Teaching Physics
• MA in Sociology [non-thesis]
• MA in Teaching Majors in Chemistry,
General Science and Mathematics
[College, High School, Elementary]
• Master in Biology [non-thesis]
• Master of Science in Biology, Marine
Biology, Coastal Resource
Management, Environmental Science,
Environmental Policy, Social Work,
Mathematics and Physics
SPAG, CA, COL, CBA, and CMC)

• Master in Physics [non-thesis]
• Master in Physics [thesis]
• MAST Physics
• MS Physics
• MAT Chemistry
• MS Chemistry
• MA Philosophy
• Master of Bioethics
• MA in Political Science
• Ph.D. in English and Literature
• Ph.D. in Marine Biology
CBA)
COLLEGE OF BUSINESS ADMINISTRATION (CBA)
• BBA Majors in General Business, • BS Entrepreneurship (eLearning
Management and in Economics version)
• BS in Accountancy • BS in Office Administration (eLearning
• BS in Entrepreneurship version)
• BS in Public Administration (with SPAG • Master in Business Administration
and CAS) (eLearning version)
• BS Economics • Master in Microfinance and
• BS in Business Computer Applications Entrepreneurship (eLearning version)
• BS in Office Administration (ladderized)
• BS Tourism major in Hotel and
Restaurant Management
• Associate in Commercial Science
• Master in Business Administration
(MBA)
• Master in Business Administration Major
in Microfinance and Entrepreneurship
SPAG, CAS, COL, CA, and CMC)
CAS)
COLLEGE OF EDUCATION (COE)
• BSED major in TLE [Y] • Master in Technology and Livelihood
• Bachelor of Information and Library (Add Courses) Education (eLearning version)
Science • Master in Nutrition and Dietetics
• Bachelor of Elementary Education (eLearning version)
majors in General Education, Special • Courses on Research and Evaluation,
Education, and Pre-School Education and on Curriculum and Instruction, to
• Bachelor of Secondary Education be added to the Ph.D. in Education
majors in Chemistry, English, Filipino, Program
Library Science, Biological Science,
Mathematics, Physical Science, Music,
Arts, PE & Health, Social Studies and
TLE
• BS in Nutrition and Dietetics
• MA in Education majors in Education
Management, English Teaching in
Elementary and High School, Guidance
& Counseling
• Master of Education majors in Special
Education, Teaching English in the
Elementary and High School, Teaching
Mathematics in the Elementary and
High School, Teaching Science in
Elementary and High School
• MA Education major in Library and
Information Science
• Ph.D. in Education
• Doctor of Education
CONTINUED…

COLLEGE OF COMPUTER STUDIES (CCS)
• BS in Information Technology • MS in Computer Science
• BS in Computer Science • Master in Information System
• BS in Information Systems (eLearning version)
• Master in Information System
COLLEGE OF ENGINEERING & DESIGN (CED)
• BS in Civil Engineering • BS Material Engineering
• BS in Computer Engineering • BS Mechatronics
• BS in Electrical Engineering • BS Industrial Engineering
• BS in Mechanical Engineering • Master in Engineering (in CE, EE, and
• BS Architecture ME)
• BS Geodetic Engineering
• BS Electronics and Communications
Engineering
COLLEGE OF LAW (COL)
• Doctor of Jurisprudence (specializations • Certificate Courses in Law, Science
in Cyber Law or Legal Argumentation and Technology; Cyber Law; and Law
and Debate) and Development (in eLearning
• Course on Law, Science and version)
Technology
• Forensics Law
SPAG, CAS, CA, CMC, and CBA)
COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME)
Medical School Institute of Clinical Laboratory
• BS Preparatory Medicine Services
• MD-MPH (Doctor of Medicine – Master • MS Clinical Laboratory Science
in Public Health) • MS Public Health (with CAS)
• Doctor of Medicine Institute of Rehabilitative Therapies
Institute of Clinical Laboratory Services • Masters in Physical Therapy
• BS in Clinical Laboratory Services • Doctor in Physical Therapy
(BSCLS)
• MS in Microbiology
• MS in Parasitology
Institute of Rehabilitative Therapies
• BS in Physical Therapy (BSPT)
• BS Occupational Therapy
• BS Speech Therapy
• BS Speech Language Pathology
• BS Respiratory Therapy
COLLEGE OF NURSING (CN)
• BS in Nursing (BSN) • Seminar courses in eLearning Mode
• Certificate in Advanced Nursing
Practitioner
• MS courses in Advanced Nursing
Practitioner Program; Nursing
Informatics
• Master in Nursing [non-thesis] Majors in
Family Nursing Practice, Administration,
Public Health Nursing, Adult Health and
Psychiatric-Mental Health Nursing
• Master of Science in Nursing majors in
Parent-Child Nursing, Nursing School
Administration, Nursing Service
Administration, Public Health Nursing,
Medical-Surgical Nursing, Psychiatric-
Mental Health Nursing, Family Nursing
Practice, Community Health Nursing,
and Adult Health Nursing
• Ph.D. in Nursing
CONTINUED…

COLLEE OF PERFORMING ARTS (COPA)
• Bachelor of Performing Arts (BPA) (with [Y] • Major in Music Technology in the BPA
same majors as previous BM) Add a Major curriculum
• BPA in Speech & Theater • Ladderized certificate programs for all
• BPA major in Dance BPA courses (to lead to a BPA
• Bachelor of Fine Arts degree)
• Master of Music (MM) with majors in [Y] • Master of Performing Arts (MOPA) (in
Choral Conducting, Composition, Music MM to MOPA lieu of MM; same majors as MM; MM
Education, Instrument Conducting, is dissolved)
Voice, and Ethnomusicology
DIVINITY SCHOOL (DS)
• Certificate programs for major areas • Master of Divinity (Thesis; majors in
covered in the Master in Divinity biblical studies, pastoral ministry,
• Bachelor of Theology (B.Th.) with spiritual care/clinical pastoral
majors in Pastoral Ministry and in education, theology, or Christian
Liturgy and Music) education)
• Bachelor of Ministry [Off-campus]
• Master of Divinity
• Master of Ministry [Off-campus]
• Master of Theology
• Master in Mission Studies
• Doctor of Theology (D.Th.), (with the
SEAGST)
COLLEGE OF MASS COMMUNICATION (CMC
• Bachelor of Mass Communication • Master in Environmental Journalism /
• Certificate in Christian Communication Environmental Communication
• Certificate in Journalism
• Cert in Environmental Journalism
(ladderized)
SPAG, CA, CAS, COL, and CBA)
• SCHOOL OF PUBLIC AFFAIRS & GOVERNANCE (SPAG)
• BS Public Administration (with CAS and • Ph.D. in Public Administration
CBA)
• Master in Public Administration (MPA)
with specialization in Fiscal
Administration
• MPA specializing in Local Governance
CA, CAS, COL, CMC, and CBA)
• Ph.D. in Social Science (with CAS and
CBA)
• SCHOOL OF BASIC EDUCATION (SBE)
• Diploma in Secondary Education [Y]
• Diploma in Elementary Education Some courses
• Certificate in Early Childhood to be
• Certificate in Summer Enrichment for redesigned
Elementary
• Certificate in Summer Enrichment for
High School
3. Add reading options to existing General Education courses. Open

discussions of seminal works by students may be made an option for
examinations.

4. Review the General Education program (College and SBE) to consider
measures for its possible upgrading, re-mixing, or honing of pedagogy.
Actions on the SBE Curriculum
1. Review and take measures to improve the mix and relevance of the
curricular materials, readings and self-learning activities of SBE classes in
all levels and departments. This shall aim to upgrade and improve the
value of Silliman’s basic education curriculum by this time.
2. Add higher competency materials and learning activities in mathematics

and science courses in all levels and departments.
3. Institute learning competitions (e.g., quizzes and bees) and incentives

(e.g., learning visits to other places or institutions) in all levels and
departments. These will cover mathematics, sciences, arts, and the
humanities.
Actions on eLearning
1. Expand the curricular and program coverage of the SOUL Program and
the university’s eLearning systems and facilities.
2. Design more courses for delivery on-line.
3. Institute robust monitoring, evaluation and excellence standards on

eLearning.

B.2.2 Actions on Faculty and Staff
1. Introduce new incentives for faculty collaborations in faith strengthening,

instruction, research, and instruction (FIRE), and promote the higher
integration and syntheses of disciplinal offerings into contemporary
interdisciplinary topics like poverty and governance; cultural articulation
and conflicts; political geography; small island agriculture and social
systems; and climate change and global systems change.
2. Send out at least ten (10) faculty and staff for advanced training in on-line
learning systems and pedagogy.
The faculty will focus on acquiring higher academic credentials in cyber-

based curricular design and delivery.
The staff will focus on developing eLearning systems and facilities. They
will constitute the core pool of faculty and staff for widening Silliman’s
SOUL program capabilities.
3. Review the state of the university’s pool of faculty and staff. Identify
future needs and competency requirements. Identify successor generation
of leaders.
B.2.3 Actions on Facilities and Organizational Systems
1. Undertake a comprehensive review of the state and capabilities of existing

facilities, in relation to a perspective of future needs that might come about
by this time. Develop a schedule of upgrading facilities, and constructing
new ones.

2. Review existing administrative and support systems and procedures.
Identify development needs in relation to a view of future developments of
the university.
3. Establish a Center for Environmental Journalism and Media Studies in the

College of Mass Communication.
B.2.4 Actions on Public Support
1. Collaborate with alumni, churches and friends to extend student

recruitment activities to Luzon and the Autonomous Region in Muslim
Mindanao; also to nearby Asian countries with low numbers of higher
education institutions, e.g., Timor Leste, Myanmar, Tibet, Bhutan, Nepal,
Bangladesh, Cambodia, or Laos.
2. Further expand the community reach of the university’s cultural and

sports and athletics programs, its consortium arrangements with other
schools (expanding this to schools outside Dumaguete), and alumni
sponsorship of dormitories.
3. Elevate the Resource Development Task Force into a Resource Development

Office to professionally engage alumni and friends to develop fund
sources.
4. Expand SOUL and its program components: eLearning; knowledge product

outsourcing; on-line training and tutorials; and business incubation. Deploy
SOUL to assist UCCP churches nationwide.

C.
Financial and Capital Requirements, 2008-2016
This Plan is estimated to require PHP 240 million (in present prices) spread
across the first four of eight (8) years, from 2008-2012. (The full figure, to
account for 2008-2016, has yet to be determined.) 5
Below are estimates by areas of action (programs and offerings, faculty and
staff, facilities and organizational systems, and public support). These are
based on current prices and estimates made by the Office of the Vice
President for Finance and Administration.
C.1
Financial and Capital Requirements in the 1st Medium-Term, 2008-2012
Table 4.6 shows the estimates in the 1st Medium-Term, by areas of action. The
costs are assigned into four (4) possible sources of funding:
• Annual Operating Budget

• Academic Development Fund (ADF)
• Depreciation Sinking Fund (DSF)
• Gifts and Donations
ADF and DSF are sources for fund sources for capital expenditures (CAPEX).
5
The estimates have not gone through detailed analyses at per item level, as would be done when the
actions are finally to be executed. They are rough figures meant to be only indicative.

TABLE 4.6. Financial and capital requirements in the 1st medium-term, 2008-2012
ESTIMATED POSSIBLE SOURCES OF FUNDING

ACTIONS COST ANNUAL GIFTS AND
(PESOS) ADF DSF
BUDGET DONATIONS
Programs and Offerings 10.00 6.00 2.00 2.00
Faculty and Staff Development 20.00 2.00 18.00
Facilities and Organizational Support 202.00 2.00 80.00 80.00 40.00
Systems
Public Support 8.00 4.00 4.00
TOTAL 240.00 14.00 82.00 80.00 64.00
C.2
Financial and Capital Requirements in the 2nd Medium-Term, 2012-2016
(MTP 8-12)
Table 4.7 shows the estimates in the 2nd Medium-Term, by areas of action.
The costs are likewise assigned into four (4) possible sources of funding:
annual budget, ADF, DSF, and gifts and donations.
TABLE 4.7. Financial and capital requirements in the 2nd medium-term, 2012-2016*
ESTIMATED POSSIBLE SOURCES OF FUNDING

ACTIONS COST ANNUAL GIFTS AND
(PESOS) ADF DSF
BUDGET DONATIONS
* TO BE PREPARED LATER

CHAPTER FIVE
Desired Results and Outcomes
The execution of the thrusts and actions described in Chapter Four is desired
to bring about certain results relating to the university’s operations. These are
the changes that the university seeks to happen on what it is doing now (and
on how it is doing them), following the actions. The results are desired to bring
about certain outcomes. These would be on how the university moves closer
toward achieving its Vision, Mission, and Goals, by way of gains made on its
thrusts.
A.
Desired Strategic Results, 2008-2016
Two (2) long-term results are desired in this Plan:
1. Silliman’s academic programs and offerings, its corps of faculty and staff, its
facilities and administrative support systems, and its level of public support,
allow it (more than now) to achieve a higher level of integration of its academic
and institutional capabilities for Christian witness, academic excellence, excellent
governance, and on widening its relevance and reach. (This is anticipated to
follow from the successful execution of the first strategic action in this
Plan.)
2. Silliman is more able (than now) to offer learning programs and knowledge
services in virtual (or on-line) format, and remotely across places inside and
outside its campus, in real and scheduled time. It has expanded its capabilities to
deliver learning and knowledge products to a wider community of learners and

knowledge users within and beyond its campus. (This is anticipated to occur
following the successful execution of the second strategic action in this
Plan.)
The two strategic results are consolidations of the desired results of medium-
term actions in 2008-2012 and in 2012-2016. Their successful generation
determines the degree to which the two strategic results can be obtained. They
need to occur so that the two strategic results could occur.
A.1 Desired Results of 1st Medium-Term Actions
Table 5.1 lists the desired results of 1st Medium-Term actions, by areas of
action.

TABLE 5.1 Desired results of 1st medium-term actions, 2008-2012
AREAS OF ACTION DESIRED RESULTS

Programs and • New offerings have been added; some modified; Silliman’s portfolio of
Offerings programs and offerings has expanded to now include new disciplinal areas
and levels of competency.
• The General Education curriculum is stronger in that it covers topics and
materials cutting across disciplines; faculty teams propounding diverse
views and coming from different disciplines are teaming up across courses;
students are reading more seminal literature and are imbibing a wider array
of basic competencies that could strengthen the foundations of their
specializations.
• The SBE curriculum has been enriched with higher-level materials and
active inputs from college faculty colleagues.
• SOUL is operational: a number of courses are conducted on-line, for on-
campus students; some are being offered on-line to off-campus students;
new program opportunities on knowledge outsourcing, business incubation
and entrepreneurship by faculty, staff and students are opening up under
the SOUL program.
Faculty and Staff • More of the faculty and staff are collaborating with each other within and
across their disciplines and areas of specialization; the faculty on teaching,
the staff on delivering support services; both on promoting faith & doing
research and extension.
• More of the faculty and staff have widened their areas of competencies;
specializations are complemented by competencies in nearly related fields.
• More of the faculty and staff are using the latest information technologies to
enhance their teaching, research & extension functions; some are able to
offer eLearning and KPO services under SOUL.
Facilities and • A University Manual has been adopted
Administrative • Facilities and other capital assets are more efficiently used for faith
Support Systems strengthening, teaching, research, and extension; more than now, they
have more users, more often.
• Existing conditions of facilities combined with new rules, regulations and
rewards, are inciting wider creativity and scholarly involvements of the
faculty, staff and students; they are encouraging more faculty and staff to
do activities that combine faith, instruction, research and extension (FIRE)
functions of the university.
• Investments on medical education are more consolidated than now;
financings for additional facilities & other capital expenditures are benefiting
many more students, units and disciplines
• The circles of leadership have widened (than now) and have gone deeper
to lower levels of organization; the leadership bench is deeper (than now);
successor generations of leaders are more readily available (than now);
more of the younger faculty and staff are ready to take on leadership
functions in all levels of operations.
Public Support • The university is involved in community cultural, sports, and other affairs,
and in educational consortia
• Enrolment is stable at higher yearly levels than now.
• More alumni, donors & affiliated churches and institutions (than now) are in
ready communication access by the university; they are in a database that
has their correct contact data (directly or through chapters).
• More alumni, chapters are giving financial assistance to dormitories
• More alumni, chapters and churches are recruiting quality students.
• More alumni, donors and church and agency guests are visiting the
campus.
• A Board of Visitors is regularly organized for alumni every Founders Day;
• Silliman support for local UCCP churches is institutionalized.
• More units and personnel (than now) are engaged in externally funded
research, extension or development projects; concomitant to this, the
university is receiving and managing more funds from externally funded
undertakings of faculty and staff.
• The university is getting revenues from the SOUL program; it is gaining
incomes from eLearning (courses, ESL, tutorials), knowledge product
outsourcing, and business incubation.
• More student recruitment teams (than now) are deployed each year.

A.2 Desired Results of 2nd Medium-Term Actions
Table 5.2 lists the desired results of 2nd Medium-Term actions, by areas of
action.
Table 5.2 Desired results of 2nd medium-term actions, 2012-2016
AREAS OF ACTION DESIRED RESULTS

Programs and • More degree programs and offerings are being added, modified or
Offerings otherwise redesigned for on-line delivery; more are being delivered on-line
under SOUL;
• More higher degree programs are being offered;
• General education is integrated into higher levels of content consolidation;
they are delivered interdisciplinarily by collaborating faculty teams; new
strategies have been identified, after its review;
• The basic education curriculum is upgraded into higher competencies.
• SOUL is expanded and is promoting new learning activities on-line & off-
campus; opportunities for on-line on-campus knowledge entrepreneurship
among faculty, staff and students are expanded
Faculty and Staff • More faculty and staff have higher degrees
• More faculty and staff are collaborating on FIRE-integrated activities;
• More faculty and staff are collaborating to do SOUL-related activities;
• A pool of “successor generations” of faculty and staff leaders is identified.
Facilities and • The university has a schedule of developing new facilities;
Administrative • The university has a list of new administrative systems to be developed;
Support Systems • A Center for Environmental Journalism and Media Studies has been set
up.
Public Support • Alumni entities are involved in student recruitment; student recruitment has
expanded into farther areas from Dumaguete;
• Silliman is an active participant of national UCCP affairs
• Silliman is widely involved in local community activities and affairs
• A Resource Development Office is functional.
It is anticipated that these results embody, among others, clear progress on

the seven (7) goals of Silliman, i.e., that they involve, as among their
manifestations, the following conditions occurring in the university:
1. a higher quality and diversity of students;

2. a more holistic and more responsive and relevant educational program
with clearer Christian orientation;
3. a faculty comparable to many in the country and in Asia;
4. a support staff whose competence and reliability are among the best in the
nation;

5. facilities and administrative systems and procedures that are more
adequate and responsive than now;
6. a more supportive and involved community of alumni, churches and
friends; and
7. a highly robust and adequate financial base and public support system.
These provide the bedrock for sustaining the outcomes desired in this Plan.
B.
Desired Strategic Outcomes, 2008-2016
It is desired in this Plan that the two strategic results will bring about two (2)
corresponding strategic outcomes:
1. Silliman has effectively fused its Christian witness, academic excellence,

excellence in governance, and its relevance and reach, into its programs and
institutional life; and it is more able than ever to freely affirm and proclaim its
faith traditions while also pushing for and practicing the highest standards of
academic work and scholarship. Being so, it has expanded its capacity and value
as an educational institution that instills and installs among its students and
constituencies the organic unity of competence, character and faith.
2. Silliman has added to its institutional capabilities and stature of its being an
exemplary caterer of excellent learning and knowledge within and beyond its
campus. It has gained the added distinction of being a learning institution that
has leading edge programs on on-site and off-site delivery of quality knowledge
and scholarship.
The two strategic outcomes are concomitant long-term buildups of medium-

term outcomes in 2008-2012 and 2012-2016. Achieving the two strategic

outcomes is largely linked to the successful realization of the desired outcomes in
the two medium-terms, which are as follows:
B.1 Desired Outcomes in the 1st Medium-Term, 2008-2016
1. Silliman has made some gains in integrating its commitment on faith

strengthening in its traditional tri-functions of instruction, research and
instruction; and it has some human resources and pertinent institutional
infrastructure to promote Christian witness alongside its push for higher
levels of academic excellence, excellent governance, and wider public support
for its undertakings.
2. Silliman has programs and offerings that are more diverse than now, and
which have higher quality and relevance; and it has achieved some
integration of their contents and delivery; and
3. Silliman has limited capabilities for on-line delivery and acquisition of

learning, and for trading knowledge products on-line to users and
communities within and outside its campus;
B.2 Desired Outcomes in the 2nd Medium-Term, 2012-2016
1. Silliman has made extensive gains in integrating its commitment on faith

strengthening in its traditional tri-functions of instruction, research and
instruction; it has extensive human resources and pertinent institutional
infrastructure to promote Christian witness alongside its continuing push
for higher levels of academic excellence, excellent governance, and wider public
support for its undertakings.

2. Silliman has expanded the breadth and diversity of its programs and
offerings toward higher levels of competency, has improved their quality
and relevance, and has achieved wider and deeper integration of their
contents and delivery;
3. Silliman has extensive capabilities (comparable to many other top

universities in the Philippines) for on-line delivery and acquisition of
learning, and for trading knowledge products on-line to users and
communities within and outside its campus;
The six (6) medium-term outcomes progress toward creating the two strategic
outcomes. When realized, the strategic outcomes correspondingly translate to
making Silliman a leading Christian institution of learning, in three (3) ways that
are related to the university’s Mission:
1. It is able more than now to “infuse into the academic learning the Christian
faith anchored on the gospel of Jesus Christ;” [and] “provide an environment
where Christian fellowship and relationships can be nurtured and promoted.” As
such, it models the integral unity of faith and excellent scholarship; it
acquires higher capacities to build among its students and constituencies
an organic integration of professional and entrepreneurial competence, an
appreciation and striving for character, and a deeper living of faith.
2. It has a leading edge in both the breadth and relevance of its academic
programs and offerings and on its ability to proffer knowledge and
learning to more people in wider communities within and outside its
campus; consequently, it has widened its ability to offer “opportunities for
growth and excellence in every dimension of [its] life in order to strengthen
competence, character and faith of persons and communities beyond its
confines.

3. Wider integration and collaboration across disciplines and among its
faculty and staff has elevated the level of academic, social, political and
related discourse in the university. More than now, it is able to “instill in
all members of the University community an enlightened social consciousness and
a deep sense of justice and compassion.”
When realized, the strategic outcomes further translate to Silliman being more
able than now to widely mobilize its academic and institutional capabilities
toward helping achieve “total human development for the wellbeing of society and
the environment.”
Consequently—in brief—achieving the six medium-term outcomes and the two

strategic outcomes is tantamount to Silliman moving farther forward toward
realizing its Vision, Mission, and Goals.

CHAPTER SIX
Metrics
These refer to the set of indicator measures to be used to monitor and

evaluate Silliman’s progress under this Plan. It looks at the degree to which
the desired results and outcomes under this Plan have been achieved.
The indicators are grouped into Key Result Areas (KRA). Each KRA
corresponds to one of the four (4) main focus of this Plan:
1. Programs and offerings

2. Financial investments on faculty and staff development and on facilities
3. Administrative systems and procedures
4. Student recruitment and alumni and public support
Four (4) core questions are to be addressed in monitoring and evaluating

Silliman’s progress under this Plan:
Core Questions for Monitoring and Evaluating the Plan
1. How much of the results were satisfactorily gained following the

execution of the actions included in this Plan?
2. How much of the outcomes were satisfactorily realized from the
results?
3. To what extent did the outcomes translate to achieving the
university’s Vision, Mission, and Goals?
4. At what gains and costs to Silliman was this Plan successfully
carried out?

The four (4) questions will be addressed using monitoring and evaluation
(M&E) findings on each core question, in the long-term (2008-2016). Table 6.1
lists the metrics for findings, by core question.
TABLE 6.1 Metrics for M&E findings in the long-term, by core question
FINDINGS, BY CORE
METRICS
QUESTION (CQ)
Findings on CQ1 Results satisfactorily gained following the actions.
Findings on CQ2 Outcomes satisfactorily gained following the results.
Findings on CQ3 Outcomes translating into achieving Silliman’s Vision, Mission & Goals.
Findings on CQ4 Gains and costs to Silliman following the satisfactory execution of the Plan.
Each metric is the statistical mean of medium-term findings. (Table 6.2)
TABLE 6.2 Mean of medium-term M&E findings, by core question
1st MEDIUM- 2nd MEDIUM-

CORE MEAN
METRICS TERM TERM
QUESTIONS OF
[2] FINDINGS FINDINGS
[1] [3] & [4]
[3] [4]
Results satisfactorily gained following
CQ1
the actions.
Outcomes satisfactorily gained
CQ2
following the results.
Outcomes translating into achieving
CQ3
Silliman’s Vision, Mission & Goals.
Gains and costs to Silliman following
CQ4
the satisfactory execution of the Plan.
Medium-term findings are obtained using indicator measures by KRA. (Table

6.3)

TABLE 6.3 Metrics of Plan performance in the 1st & 2nd medium-terms, by KRA
METRICS, BY CORE QUESTIONS

KRA
CQ1 CQ2 CQ3 CQ4
Results of actions
Actions on PO PO outcomes with
on PO with • Increase in total
with statistically statistically
statistically enrolment [7]
significant results significant VMG
significant
[1] achievements [5] • PO w more
Programs and outcomes [3]
students [8]
Offerings [PO] Results of actions
Actions on PO PO outcomes with • PO w less
on PO with
with perceived perceived students [19]
perceived
acceptable results acceptable VMG • Financial [10]
acceptable
[2] achievements [6]
outcomes [4]
Results of actions
Actions on FS FS outcomes with
on FS with • FS with higher
with statistically statistically
statistically
significant results significant VMG competencies [11]
significant
[1] achievements [5] • FS with wider
Faculty and outcomes [3]
competencies [12]
Staff [FS] Results of actions
Actions on FS • FS w no change in
on FS with FS outcomes with
with perceived competencies [13]
perceived perceived VMG
acceptable results • Financial [10]
acceptable achievements [6]
[2]
outcomes [4]
Results of actions
Actions on FOSS FOSS outcomes
on FOSS with
with statistically with statistically
statistically
significant results significant VMG • Depreciation value
Facilities and significant
[1] achievements [5] of buildings [14]
Organizational outcomes [3]
• Adverse findings
Systems Results of actions
Actions on FOSS FOSS outcomes of audits [15]
[FOSS] on FOSS with
with perceived with perceived • Financial [10]
perceived
acceptable results VMG
acceptable
outcomes [4]
Results of actions
Actions on PS PS outcomes with • Student origins
on PS with
with statistically statistically [16]
statistically
significant results significant VMG
significant • Gifts [17]
Public outcomes [3] • Gift giving [18]
Support [PS] Results of actions • Activities w
Actions on PS
on PS with PS outcomes with external entities
with perceived
perceived perceived VMG [19]
acceptable results
acceptable achievements [6] • Financial [10]
[2]
outcomes [4]
Medium-Term Mean of means Mean of means Mean of means Ratio of Gain vs.
Findings / CQ [20] [20] [20] Cost, by KRA [21]
[1] Set the 2008 quantitative baseline of each action, by KRA; quantitatively
compare after each year, for yearly monitoring; compare against baseline
after the end of the medium-term; compute for statistical significance
from baseline; take the ratio of the actions with statistically significant
changes from baseline, against those that do not have, by KRA; enter the
ratio as the indicated findings for that KRA in the medium-term.

[2] Delphi review of the actions; form a panel; get the panel to agree on a
baseline (2008) measure of the events of interest of each action, by KRA;
do so against a 5-level Likert scale; repeat the procedure every year for
monitoring changes; do the same after end of the medium-term and
compare against baseline; panel to agree if the medium-term change is
considerably significant; take the ratio of the actions with perceived changes
from baseline deemed significant by the panel, against those that do not have,
by KRA; enter the ratio as the indicated findings for that KRA in the
medium-term.
[3] Set the 2008 quantitative baseline of each desired medium-term result
(using the Metrics of Results [Table 6.5] for each appropriate medium-term),
by related KRA; quantitatively compare after each year, for yearly
monitoring; compare against baseline after the end of the medium-term;
compute for statistical significance from baseline; take the ratio of the
results with statistically significant changes from baseline, against those that
do not have, by KRA; enter the ratio as the indicated findings for that
KRA in the medium-term.
[4] Delphi review of each desired medium-term result; form a panel; get the
panel to agree on a baseline (2008) measure of the events of interest of
each result (using the Metrics of Results [Table 6.4] for each appropriate
medium-term), by related KRA; do so against a 5-level Likert scale; repeat
the procedure every year for monitoring changes; do the same after end
of the medium-term and compare against baseline; panel to agree if the
medium-term change is considerably significant; take the ratio of the
results with perceived changes from baseline deemed significant by the panel,
against those that do not have, by KRA; enter the ratio as the indicated
findings for that KRA in the medium-term.

[5] Set the 2008 quantitative baseline of each desired medium-term outcome
(using the Metrics of Outcomes [Table 6.5] for each appropriate medium-
term), by related KRA; quantitatively compare after each year, for yearly
monitoring; compare against baseline after the end of the medium-term;
compute for statistical significance from baseline; take the ratio of the
outcomes with statistically significant changes from baseline, against those that
do not have, by related KRA; enter the ratio as the indicated findings for
that KRA in the medium-term.
[6] Delphi review of each desired medium-term outcome; form a panel; get
the panel to agree on a baseline (2008) measure of the events of interest of
each outcome (using the Metrics of Outcomes [Table 6.5] for each
appropriate medium-term), by related KRA; do so against a 5-level Likert
scale; repeat the procedure every year for monitoring changes; do the
same after end of the medium-term and compare against baseline; panel
to agree if the medium-term change is considerably significant; take the
ratio of the results with perceived changes from baseline deemed significant by
the panel, against those that do not have, by KRA; enter the ratio as the
indicated findings for that KRA in the medium-term.
[7] Compare total enrolment each year beginning year 2 of the medium-term
against the total enrolment in year 1 for yearly monitoring; compute for
statistical significance the difference of the total enrolment in the last year
of the medium-term against the enrolment in the first year of the same
medium-term; consider as gain if end year enrolment is significantly
higher than in the initial year; consider as cost if otherwise.
[8] Same as procedure [7], but do by degree offering; consider as gain if the
number of offerings with significantly higher total enrolment by end of
the medium-term is more than those without significant enrolment
change; as cost if otherwise.

[9] Same as procedure [8], but consider as gain if the number of offerings
with significantly lower total enrolment by end of the medium-term is less
than those without significant enrolment change; as cost if otherwise.
[10] Compare the total peso cost of the actions summed by KRA, against the
indicated budget in this Plan; consider as gain if equal or less than
planned; as cost if more than planned.
[11] Compare the number of faculty and staff who had earned higher degrees
by the end of each year for monitoring against total at the beginning of
the medium-term; compare the total at the end of the medium-term
against the total at the beginning of the term; consider as gain if total is
higher; cost if not.
[12] Compare the number of faculty and staff who had earned higher degrees
by the end of each year for monitoring against total at the beginning of
the medium-term; compare the total at the end of the medium-term
against the total at the beginning of the term; consider as gain if total is
higher; cost if not.
[13] Compare the number of faculty and staff who had earned additional
similar degrees as presently held by the person (e.g., persons with MA
earning another MA or MS in a related field) by the end of each year for
monitoring against the total at the beginning of the medium-term;
compare the total at the end of the medium-term against the total at the
beginning of the term; consider as gain if total is higher; cost if not.
[14] Determine how total depreciation of buildings and other physical assets
compare each year against the beginning of the medium-term for yearly
monitoring; compare the total at the end of the medium-term against the

total at the beginning; consider as gain if the amount is not significantly
higher (or even lower) at the end of the medium-term; cost if otherwise.
[15] Compare the number of adverse external audit findings each year against
the end of the first year of the medium-term for yearly monitoring against
the number at the start of the medium-term; compare the percentage rise
of the number of adverse findings by the end of the medium-term;
consider as gain if the percentage rise is statistically negligible or if
reduced; cost if otherwise.
[16] Take the ratio of students coming from places outside Dumaguete against
students coming from Dumaguete; compare changes each year for
monitoring against the ratio at the beginning of the medium-term;
consider as gain if the ratio had increased at the end of the term against at
the beginning; cost if otherwise.
[17] Compare the total peso value of gifts and donations to the university
each year for monitoring against the total at the beginning of the
medium-term; compare the total at the end of the medium-term against
at the beginning; consider as gain if significantly higher; cost if not.
[18] Compare the number of donors donations to the university each year for
monitoring against the total at the beginning of the medium-term;
compare the total at the end of the medium-term against at the beginning;
consider as gain if significantly higher; cost if not.
[19] Compare the number of government, non-government, church or funding

agencies having externally-funded project with entities in the university,
each year for monitoring against the total at the beginning of the
medium-term; compare the total at the end of the medium-term against
at the beginning; consider as gain if significantly higher; cost if not.

[20] Take the mean of the two ratios for each KRA in the column; enter the
mean ratio of the four (4) KRA ratios, by column.
[21] Take the ratio of the total number of indicated gains against the total
indicated costs for each KRA in the column; enter the mean ratio the four
(4) KRA ratios in the column.

TABLE 6.4. Metrics of Results
DESIRED RESULTS
Strategic
• Higher integration of academic METRICS, BY KRA
& institutional capabilities (Based on the List of Desired Results in Table 5.4)
• More capabilities for on-line
learning
Programs • Number of new degree offerings
and • Number of offerings modified
Offerings • Number of required readings in GE courses
• Number of GE course taught interdisciplinarily
• 1st-2nd level college materials in SBE course
• Number of courses offered on-line
Faculty • Number of F/S collaborating to do their functions
and Staff • Number of F/S with additional competencies
• Number of F/S using latest IT on their work
(including offering eLearning)
Facilities • Adoption of a University Manual
1st Medium-Term and • Buildings used for multiple functions and groups
Systems • Number of scholarly and creative products from SU
• Sharing of facilities and equipment by medical
science-related degree programs
• Leadership positions assigned to younger personnel
Public • Enrolment at all levels
Support • Size of data base on alumni, donors, and affiliated
churches and other institutions
• Number of alumni and churches recruiting students
• Number of group visitors in campus by affiliation
• Activities with local UCCP and other churches
• Number and diversity of cultural, sports and
consortia activities with local and nearby
communities
• Number of externally funded projects
• Income from SOUL-related activities
• F/S and students involved in student recruitment
Programs • Number of new degree offerings
and • Number of offerings modified
Offerings • Number of higher degree programs
• Integration of GE courses
• Level of upgrade of SBE curriculum, all levels
• Breadth of the SOUL program
Faculty • Number of F/S with higher degrees
and Staff • Number of F/S collaborating on FIRE-integration
2nd Medium-Term
Number of F/S collaborating on SOUL-related
programs and activities
• Number of younger F/S holding heading offices
Facilities • Schedule of constructing new facilities
and • Schedule of developing/upgrading organizational
Systems systems
• Operational level of a Center for Environmental
Journalism & Media Studies in CMC
Public • Areas covered by student recruitment
Support • Silliman involvement in national UCCP affairs
• Operational level of Resource Development Office
• Extent of alumni, donors’, churches’ & students’
support for SU
• Degree of expansion of SOUL

TABLE 6.5. Metrics of Outcomes
DESIRED OUTCOMES
Strategic
• Fused Christian witness,
academic excellence, METRICS, BY KRA
excellece in governance, & (Based on the List of Desired Outcomes in Sections B.1 & B.2 in
relevance & reach Chapter Fve)
• Added stature of caterer of
excellent learning & knowledge
Programs • Gains in integrating faith in instruction, research and
and extension
Offerings • Diversity of offerings
• Relevance of offerings
• Integration of contents
• Integration of delivery
• Number of offerings delivered on-line
Faculty • Number of F/S collaborating on FIRE-based
and Staff functions
• Number of F/S doing on-line delivery of learning and
knowledge products under the SOUL program
Facilities • Supportiveness of facilities for integrating and
1st Medium-Term
and diversifying academic programs and functions, &
Systems their delivery
• Supportiveness of organizational systems and
procedures for integrating and diversifying academic
programs and functions, and their delivery
• Supportiveness of organizational structures for
integrating and diversifying academic programs and
functions, and their delivery
Public • Enrolment at all levels
Support • Extent and intensity of collaboration with alumni and
friends, local churches, and nearby communities
• Extent and intensity of support from alumni and
friends, local churches, and nearby communities
• Revenues from SOUL-related activities
Programs • Extent of mainstreaming of FIRE in curricula
and • Diversity of offerings
Offerings • Relevance of offerings
• Integration of the contents and delivery of offerings
• Diversity of learning delivery systems
Faculty • Number of F/S collaborating on FIRE-integration
and Staff • Number of F/S integrating Christian witness and
SU’s academic excellence, excellence in
2nd Medium-Term
governance, and relevance and reach
• Number of F/S designing and doing SOUL-related
activities
• Number of F/S collaborating on SOUL-related
activities
Facilities • Institutional support for the integration of FIRE
and • Sufficiency of facilities and organizational systems
Systems supporting FIRE and SOUL
Public • Enrolment levels across offerings
Support • Quality of students
• Diversity of student origins
• Intensity and breadth of relations with alumni and
friends, churches, government and non-government
entities, other academic entities
• Silliman involvement in local and national affairs
• Level of gift-giving to Silliman
• Incomes from SOUL-related activities

M&E Procedures
1. Track the annual progress in the metrics, using Table 6.3.

2. Determine medium-term findings using the operational procedures described
in Table 6.3 and the metrics listed in Tables 6.4 and 6.5.
3. Accomplish Table 6.2 and apply a 5-level Likert scale of performance.
4. Determine long-term findings, by core question, using acceptable
performance.

CHAPTER SEVEN
Acknowledgments
This Strategic Plan is a collective product of many:
1. The Silliman Board of Trustees for its inspiration, leadership and

directions:
• Prof. Leonor M.Briones, Chair (who provided the over-all leadership

in the Board as it set the directions of the planning process);
• Atty. Noel R. Tan, Vice Chair;
• Atty. Fema Christina P. Sayson; Board Secretary and Committee
Chair, Audit Committee;
• Hon. Juanita D. Amatong, Committee Chair, Fiscal and Property
Committee, who provided technical directions on the planning
process;
• Mr. Ricardo A. Balbido, Jr., Committee Chair, Investment
Committee;
• Dr. Rosita V. Fundador; Committee Chair, Committee on
Scholarships;
• Atty. Reinaldo M. Nolido; Committee Chair, Alumni Affairs
Committee;
• Atty. Felipe Antonio B. Remollo; Committee Chair, Legal
Committee;
• Dr. Rebecca C. Torres, Committee Chair, Programs Committee;
• Ms. Roselyn G. Delloso;
• Ms. Edna J. Orteza;
• Mr. Julio O. Sy, Sr;
• Rev. Noel C. Villalba, whose term ended on May 31, 2007 while the
planning process was going on;
• Ambassador Antonio P. Villamor;
• Mr. Madison M. Villavito;
• Mr. Roman T. Yap, Chair Emeritus;
• Judge Candelario V. Gonzales, an incoming Trustee (vice Atty.

Remollo), also joined the Board as guest in the more recent stages of
the planning process before he assumed his seat on 1 June 2008; he
joined the Board in approving the Plan on 5 July 2008.

• Dr. Deborah T. Marco, a new Trustee beginning 1 June 2008, who
joined the Board in approving this Plan on 5 July 2008.
2. The members of the University Leadership Council representing the

community of leaders in the Silliman campus, who mobilized and mustered
the internal resources, talents and commitments of the faculty and staff in
their different spheres of responsibility, who worked on producing the
contents of the Plan:
• Dr. Betsy Joy B. Tan, Vice President for Academic Affairs;

• Prof. Cleonico Y. Fontelo, Vice President for Finance and
Administration;
• Rev. Noel C. Villalba, Silliman University Church Pastor and
University Chaplain;
• Atty. Jose Riodil D. Montebon, University Legal Counsel;
• Atty. Fe Marie D. Tagle, Human Resource Development Officer-in-
Charge;
• Ms. Annabel E. Paa, University Registrar and Admissions Officer;
• Ms. Norma D. Labrador, University Treasurer;
• Dr. Earl Jude L. Cleope, Director of Instruction;
• Dr. Nichol R. Elman, Director of Extension;
• Dr. Enrique G. Oracion, Director of Research and Development;
• Prof. Santiago B. Utzurrum, Jr., Dean, College of Agriculture;
• Prof. Carlos M. Magtolis, Jr., Dean, College of Arts and Sciences;
• Atty. Tabitha E. Tinagan, Dean, College of Business Administration;
• Prof. Dave E. Marcial, Dean, College of Computer Studies;
• Dr. Maria Teresita S. Sinda, Dean, College of Nursing and Allied
Health Sciences
• Dr. Rosario M. Baseleres, Dean, College of Mass Communications;
• Dr. Muriel O. Montenegro, Dean, Divinity School;
• Dr. Pablito A. de la Rama, Dean, College of Education;
• Engr. Teresita A. Cabije, Dean, College of Engineering and Design;
• Atty. Myles Nicholas G. Bejar, Dean, College of Law;
• Dr. Reynaldo Y. Rivera, Director, School of Public Affairs and
Governance;
• Prof. Joseph B. Basa, Dean, College of Performing Arts;
• Dr. Jonathan C. Amante, Director, School of Medicine;
• Prof. Francisco E. Ablong, Jr., Director, School of Basic Education;
• Dr. Edna Gladys T. Calingacion, Dean, Student Affairs;
• Atty. Mikhail Lee M. Maxino, Director, Dr. Jovito R. Salonga Center
for Law and Development;

• Dr. Hilconida P. Calumpong, Director, Institute of Environmental
and Marine Sciences;
• Prof. Phoebe A. Tan, Director, Gender Studies Center;
• Dr. Lynn L. Olegario, Associate Dean, College of Nursing and Allied
Health Sciences;
• Dr. Margaret Helen U. Alvarez, Associate Dean, College of Arts and
Sciences;
• Prof. Jocelyn S. de la Cruz, Director, Alumni and External Affairs;
• Engr. Edgar S. Ygnalaga, Jr., Superintendent, Buildings and
Grounds;
• Mrs. Jean G. Espino, Manager, University Food Services;
• Mr. Fred D. Lim, Manager, Central Supply Services;
• Mr. Burtlan I. Partosa, Manager, Printing Press
• Prof. Diomar C. Abrio, Manager, Claire Isabel Luce Auditorium;
• Dr. Elizabeth Susan V. Suarez, Cultural Affairs Officer;
• Mr. Albert Geroncio Y. Rivera, Head, Management Information
System
• Dr. Evangeline P. Aguilan, Head, Career and Placement Services;
• Dr. Christopher A. Ablan, Consultant on United Board Matters;
• Dr. Ma. Cecilia M. Genove, Director, Multimedia Center;
• Prof. Lorna T. Yso, University Librarian;
• Ms. Araceli C. Tan, President, Silliman University Staff Association;
• Prof. Victor R. Aguilan, President, Silliman University Faculty
Association (presently on voluntary break from membership in the
Council);
• Ms. Stacy Danika S. Alcantara, President, Student Government;
• Mr. Mark Raygan E. Garcia, Director, Office of Information and
Publications;
• Prof. Meriam M. Ramacho, Director, University Athletics Program;
• Ms. Dolores B. Felicitas, Consultant, Manila Office;
• Ms. Carol R. Bartolata, University Accountant;
• Mr. Jenny L. Chiu, Internal Auditor.
3. The Chairs of academic departments and of other offices of the university:
• Prof. Fred V. Cadeliña, Anthropology and Sociology;

• Prof. Mirasol N. Magbanua, Biology;
• Prof. Jean Theresa O. Go, Chemistry;
• Prof. Andrea G. Soluta, English and Literature;
• Prof. Danilo R. Mira, Filipino and Foreign Languages;
• Prof. Rosalind B. Ablir, Histroy and Political Science;
• Prof. Alice A. Mamhot, Mathematics;
• Prof. John Carl P. Villanueva, Physics;
• Prof. Rogen Ferdinand E. Alcantara, Psychology;

• Prof. Nora R. Ravello, Speech and Theater Arts;
• Prof. Emervencia L. Ligutom, Social Work;
• Prof. Jeffry V. Ocay, Philosophy Program;
• Prof. Lemuel P. Montenegro, Religious Studies Program;
• Prof. Jesa S. Selibio, Southeast Asian Studies Program;
• Prof. Juliet V. Padernal, Basic Language Program;
• Prof. Renee B. Paalan, Center for Tropical Conservation Studies;
• Prof. Lorna Ann C. Lachica, Accountancy;
• Prof. Josefina S. Alcano, Entrepreneurship and General Business;
• Prof. Ryan C. Montenegro, Management;
• Prof. Gloria G. Futalan, MBA Program;
• Mrs. Concesa B. Roleda, ACS;
• Dr. Mirabelle J. Engcoy, CBA Extension Program;
• Dr. Wilma M. Tejero, Economics;
• Prof. Irma Mae V. Ridad, Nutrition and Dietetics;
• Prof. Audrey Claire C. Tuballa, Physical Education;
• Dr. Rudy B. Lopez, Teacher Education;
• Engr. Connie F. Inquig, Civil Engineering;
• Engr. Ma. Lorena L. Tuballa, Electrical and Computer Engineering;
• Engr. Ruilo O. Ignacio, Foundation Engineering;
• Engr. Jaychris Georgette Y. Onia, Mechanical Engineering;
• Engr. Ed O. Omictin III, Information Technology;
• Prof. Melody Angelique C. Rivera, Computer Science;
• Engr. Albert Geroncio Y. Rivera, Information Management;
• Prof. Luz R. Erum, High School;
• Prof. Thelma M. Aplaon, Elementary School;
• Prof. Rosevilla B. Larena, Early Childhood School;
• Prof. Teodora Cubelo, Medical Technology;
• Dr. Lynn L. Olegario, Physical Therapy;
• Prof. Evalyn E. Abalos, Level I Coordinator, CNAHS;
• Prof. Rowena M. Turtal, Level II Coordinator, CNAHS;
• Prof. Barbara Lyn A. Galvez, Level III Coordinator, CNAHS;
• Prof. Theresa A. Guino-o, Level IV Coordinator, CNAHS;
• Maj. Cresencio C. Tan (Res), Assistant Commandant, ROTC-NSTP;
• Col. Andres O. Legaspi, (Ret), Senior Tactical Officer, ROTC-NSTP
4. The alumni and members of the Dumaguete community, who kindly

reviewed and remarked on Silliman’s academic programs and offerings:
• Ms. Lorna Peña Reyes-Makil

• Ms. Myrna Peña Reyes-Sweet
• Dr. Juanito C. Magbanua
• Atty. Gilbert Arbon

• Mr. Don R. Uypitching
• Dr. Everett L. Mendoza
• Mr. Jack Washington
• Mr. Madison M. Villavito
• Bishop Erme Camba
• Judge Candelario V. Gonzales
• Mr. Dindo Generoso
• Mr. Florante Vicuña
• Engr. Dominador Dumalag, Jr.
• Mr. Ben Bokingo
• Mr. Ruben Bokingo
5. The staff of the Offices of the President, Vice President for Academic
Affairs, and Vice President for Finance and Administration, who provided
the key support services in this planning exercise:
• Prof. Josefina S. Alcano, Planning Assistant to the Office of the

President, who ensured that the processes were well done;
• Prof. Gloria P. Basa, Assistant to the President;
• Ms. Jocelyn V. Salatandre, Secretary, Office of the President;
• Ms. Semper Lumine E. Gaturian, Assistant to the Vice President for
Academic Affairs;
• Ms. Lorna T. Denoy, Secretary, Office of the Vice President for
Academic Affairs;
• Teresa I. Barnig, Secretary, Office of the Vice President for Finance
and Administration;
• Mr. Ian Rosales Casocot, Faculty, Department of English and
Literature;
• Mr. Rigel C. Suarez, Technical Staff, Office of Information and
Publications;
• Mr. Arsenio F. Inoferio, Staff Driver;
• Mr. Pablo B. Condicion, Staff Driver;
• Mr. Wilfredo T. Amor, Staff Driver;
• Mr. Alfredo N. Abesa, Staff Driver;
• Mr. Roland L. Dicen, Student Assistant;
• Ms. Jane A. Manaquil, Student Assistant;
• Ms. Chunche G. Tan, Student Assistant;
• Ms. Richie G. Vallespin, Student Assistant;

6. Two colleagues from the University of the Philippines, who kindly
extended to us their kindness and services to facilitate some processes of
the planning exercise:
• Dr. Grace Jamon

• Dr. Violeta Bautista
7. Mr. Ian Rosales Casocot of the Department of English and Literature also
did the final editing and formatting of this document.
8. Finally, our Almighty and Wonderful God, who gave us power and
perseverance to complete the planning process. His is the glory.
Ben S. Malayang III

UNIVERSITY PRESIDENT
June 2008

ANNEX I
Organizational Chart of Silliman University, 2008
BOARD OF TRUSTEES
Internal Audit
PRESIDENT
UNIVERSITY RELIGIOUS LIFE COUNCIL University Chaplain
UNIVERSITY LEADERSHIP COUNCIL Alumni Affairs Office
UNIVERSITY LEGAL COUNCIL University Legal Counsel
Office Of Information & Publication
University Planning Office
VICE PRESIDENT VICE PRESIDENT

FOR FINANCE AND ADMINISTRATION FOR ACADEMIC AFFAIRS
Bids ACADEMIC DEANS

AdHoc Study And and COUNCIL CONFERENCE
Working Groups (e.g., Awards
Asset Management, Committee
Marketing, Etc.) Director of Instruction Office of Student
Affairs
Continuing
Fellowship Director of Research
Committee (For University Library
Gifts/Donations) Services
Director of Extension
University Standing Registrar and

Committees (e.g., Admissions
Housing, Finance,
and Others)
Athletics Director
DEANS AND ACADEMIC

UNIT DIRECTORS
MANILA SECURITY BUILDINGS ANCILLARY
LIAISON & SAFETY AND SERVICES
OFFICE GROUNDS
• Bookstore
• Cafeteria
• Farm Operations
DEPARTMENTS CENTERS AND
• Press AND INSTITUTES PROGRAMS
• Dormitories
MGMT HUMAN BUSINESS
INFO RESOURCE &
SYSTEM DEV’T FINANCE
SERVICES OFFICE OFFICE
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX I | PAGE 140

Annex II
The SOUL Program
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX II | PAGE 141

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX II | PAGE 142
Annex III
Schedule of Financial and Capital Requirements,
By Action
TABLE III.1.1 Estimated Costs (in PhP) for Actions on Programs and Offerings, 1st Medium-Term 2008-
2012
ESTIMATED
ACTIONS
COST (PhP)
Degree Courses*
• Revision of some courses
• Addition of courses to existing programs, with new offerings added to existing ones
• Replacement of some offerings
General Education*
• Institutionalize the integration of curricular materials and learning activities across
related courses
• Require more extensive readings in each General Education course, with the readings
selected to expose students to the “classics” in the field
• Add to the number of academic units offering General Education courses to get their
respective faculty to “get back to the basics” and get exposed to the challenges of
teaching younger learners
Basic Education
• Add curricular materials, readings, and self-learning activities mathematics and
science courses in all levels and departments.
• Engage the college faculty to collaborate with the SBE faculty in designing and
conducting courses in mathematics and the sciences.
• Institute and adopt curricular and co-curricular incentives for self-learning and group-
learning initiatives in arts and the humanities.
• Institute a policy of “no child left behind” in all departments (Early Childhood,
Elementary, and High School), and set up enrichment and assisted learning programs
shall be set up.
eLearning
• Set up the Silliman Open University Learning (SOUL) Program, which will be designed
to serve as umbrella program to eLearning and other related on-line services in the
university):
1. Design and develop new on-line systems for delivering some courses and for
acquiring remote teaching resources, and improve the systems.
2. Deliver selected offerings in eLearning mode and format initially for on-campus
students, and then later to off-campus learners; develop the application of the
same eLearning systems for on-line trade of knowledge products; and expand
campus facilities for on-line acquisition of learning resources.
3. Expand users and subscribers, and also the number faculty and staff who can
deliver eLearning and knowledge product outsourcing (KPO) services (on-line
consultancy); and use SOUL to stimulate business incubation and students’
interests on entrepreneurship.
• Undertake market studies to identify Silliman’s local and international niche in
eLearning, KPO services, and business incubation, and develop the strategies and
program packages to acquire a sustainable and long-term market for SOUL.
* PLEASE REFER TO TABLE 4.2 STARTING ON PAGE 80 FOR SPECIFIC ACTIONS ON PROGRAMS AND DEGREES
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 143

TABLE III.1.2 Estimated Costs (in PhP) for Actions on Programs and Offerings, 2nd Medium-Term 2012-
2016
ESTIMATED
ACTIONS
COST (PhP)
Degree Courses*
• Silliman will continue to keep most of its present programs and offerings because they
are anticipated to remain relevant to most Filipinos, but more of them will be delivered
on-line for students both inside and outside the campus.
General Education*
• Widen the number of general education courses to be set for inter-disciplinary
offerings and delivery. Related courses (e.g., natural sciences, social sciences,
humanities, arts, communication, and languages) may be redesigned and, while
maintaining their disciplinal contents, re-packaged into a higher unity of topics (e.g.,
chemistry and biology into ecology). Some courses may be collaboratively delivered
by teaching teams coming from different disciplines.
• Develop an alternative Honors’ Program for students preferring to do individual work
(an open option for all students). Prescribe supervised schedules of topics for the
student’s research, covering the disciplinal contents of more than one course.
• Add reading options to existing General Education courses. Open discussions of
seminal works by students may be made an option for examinations.
• Review the General Education program (College and SBE) to consider measures for
its possible upgrading, re-mixing, or honing of pedagogy.
Basic Education
• Review and take measures to improve the mix and relevance of the curricular
materials, readings and self-learning activities of SBE classes in all levels and
departments. This shall aim to upgrade and improve the value of Silliman’s basic
education curriculum by this time.
• Add higher competency materials and learning activities in mathematics and science
courses in all levels and departments.
• Institute learning competitions (e.g., quizzes and bees) and incentives (e.g., learning
visits to other places or institutions) in all levels and departments. These will cover
mathematics, sciences, arts, and the humanities.
eLearning
• Expand the curricular and program coverage of the SOUL Program and the
university’s eLearning systems and facilities.
• Design more courses for delivery on-line.
• Institute robust monitoring, evaluation and excellence standards on eLearning.
* PLEASE REFER TO TABLE 4.5 STARTING ON PAGE 102 FOR SPECIFIC ACTIONS ON PROGRAMS AND
DEGREES

TABLE III.2.1 Estimated Costs (in PhP) for Actions on Faculty and Staff, 1st Medium-Term 2008-2012
ESTIMATED
ACTIONS
COST (PhP)
Arrange and conduct wider faculty and staff collaborations
• College and SBE faculty in chemistry, biology, physics and math will jointly design the
SBE’s science and mathematics subjects in all levels; and the college faculty will be
assisting and providing support to the SBE faculty.
• The faculty of the School of Medicine, CNAHS, College of Education, College of
Agriculture, College of Law, CBA, CAS, and Divinity School, will conduct collaborative
teaching, research and community service activities in the Marina Clinic. They will do
comprehensive healing programs in medical care, livelihood enterprises, hospice care,
and care for persons in transition.
• The faculty of the College of Agriculture, Institute of Environmental and Marine
Sciences, CAS, CBA, Divinity School, CNAHS, College of Education, and the College
of Engineering and Design will be doing collaborative field learning activities in Ticao.
• Faculty members of at least two schools or colleges will jointly conduct at least one
cultural or art activity every semester.
• The faculty of the Divinity School will assist the faculty of other schools and colleges in
designing and conducting at least one faith strengthening activity in the campus and
surrounding communities every year.
Widen the disciplinal specializations and competencies of the faculty and staff. Faculty
and staff development will be extended to include higher training and additional
competencies in both their core and related disciplines.
• Faculty members in the College of Agriculture to acquire higher academic credentials
and training in agronomy, animal science, agribusiness, sustainable agriculture,
agricultural entrepreneurship, natural resource management, rural development
management, and on the ecology, primary productivity and agricultural systems of
small islands.
• At least 5 faculty members in the Colleges of Arts and Sciences, Business
Administration, and those affiliated with the School of Public Affairs and Governance,
to acquire Ph.D.s in any social science discipline.
• Faculty members of Medical Technology and Physical Therapy to acquire more
technical exposures and training on the latest techniques in their fields.
• At least 20 visiting scholars have been invited to the campus to develop academic and
scholarly collaborations with Silliman faculty, staff, and students.
Expand the competencies of the faculty and staff in on-line education and eLearning
technologies.

TABLE III.2.2 Estimated Costs (in PhP) for Actions on Faculty and Staff, 2nd Medium-Term 2012-2016
ESTIMATED
ACTIONS
COST (PhP)
Introduce new incentives for faculty collaborations in faith strengthening, instruction,
research, and instruction (FIRE), and promote the higher integration and syntheses of
disciplinal offerings into contemporary interdisciplinary topics like poverty and governance;
cultural articulation and conflicts; political geography; small island agriculture and social
systems; and climate change and global systems change.
Send out at least ten (10) faculty and staff for advanced training in on-line learning
systems and pedagogy. The faculty will focus on acquiring higher academic credentials in
cyber-based curricular design and delivery. The staff will focus on developing eLearning
systems and facilities. They will constitute the core pool of faculty and staff for widening
Silliman’s SOUL program capabilities.
Review the state of the university’s pool of faculty and staff. Identify future needs and
competency requirements. Identify successor generation of leaders.

TABLE III.3.1 Estimated costs (in PhP) for Actions on Physical Development, 1st Medium-Term 2008-2012
ESTIMATED
YEAR ENTITY ACTIONS
COST (PhP)
2008- Greenhouse, CA Build one P2-P4 facility for research on sustainable
2009 agriculture and cropping approaches for small islands
Nursing Education Erect 2nd and 3rd buildings; the third will house the
buildings William Barry Thomson Learning Resource Center;
install robotic and informatics lab; their design will
ensure that they are useful to Silliman’s other medical
& health programs as well
Gymnasium Rehabilitate; improve ventilation and seating; expand
inside space by scaling down the stage; improve its
ability to host athletic & large community gatherings;
flooring
Alaska and Roofing; rehabilitation
MONAPIL Courts
Grandstand & Ball • Rehabilitate to more presentable and safer state
Field • Create spaces for ROTC and Athletics Offices;
classrooms
• Make the ball field meet standards
• Improve Archery Range and facilities
Marina Clinic Rehabilitate and equip to become a secondary health
and medical service & learning facility
SU Church Repair roof; improve ventilation, sound and lighting
systems; repaint inside; extend side paneling
Roads and Repaving and rehabilitation; pave road to Kalauman
Drainage
Luce Auditorium • Rehabilitate roof and rooms
• Improve seating and inside conditions including
access for the differently-abled
• Improve stage, lighting and sound systems
Uytengsu Rehabilitation; improvement of rooms and fixtures
Engineering Hall
Campus Landscape Put more greenery; develop parking areas; install
more outdoor study areas; add more color; redesign
fences
Dorms & Silliman Install sprinkler systems
Hall
Divinity School Repair and rehabilitate McKinley, Rodriguez Halls;
Chapel of Evangel
Oriental Hall Rehabilitate to become a Student Center, and to also
house the Central Supply and Souvenir Shop
Hibbard Hall Rehabilitate and design the 2nd Floor into a Gallery of
Gratitude and function rooms
Abbey Jacobs Rehabilitate to create studio units for single
Faculty/Staff
Heritage Builders’ Start first panel, in fence near Silliman Hall
Wall
Salonga Center Build building as adjunct to Villareal Hall
Creative Writing Build complex in the Sibulan property
Center
Kaadlawon Center Build first structure on the site; resolve right-of-way
CONTINUED…

ESTIMATED
YEAR ENTITY ACTIONS
COST (PhP)
F/S Housing Repair and repaint campus units, including End House
Information • Densify towards department and office levels; widen
Technology WI-FI coverage
Facilities • Expand and improve intranet system for handling
sensitive information: grades, accounts
• Install “Knowledge Product Outsourcing” capabilities
• Develop cyber-based lecture and eLearning systems
at the AVT
2009- Staff and Student Rehabilitate existing buildings, chapel; add rooms for
2010 Housing in Ticao student dorms
Dorms and Silliman Repair and repaint
Hall
SU Church Add more public toilet facilities; repaint outside
OSA Move to Oriental Hall
Registrar’s Office Move to 1st Floor Hibbard, after small renovations
COPA Move to two (2) cottages near Luce after renovations
Coop Store Dismantle & rebuild inside the campus
Portal East Build
Buildings & Grounds Rehabilitate to make it less fire-prone; more sanitary
Bldg
SBE Build amphitheater cum auditorium; repair the old
Home Economics building and make it into a
Faculty/Staff lounge, offices, and Cafeteria for High
School and Elementary; repair and repaint Worcester
Hall
Marina Mission Build 10-bed Hospice Care Center
Hospital
Guy Hall Rehabilitate 3rd Floor into transients’ accommodations
Cafeteria Rehabilitate; air-condition
College of Mass Occupy the whole first two (2) floors of Guy Hall,
Communication except the Printing Press area and the Office of the
Internal Audit
Silliman Hall Strengthen; refurbish to become entirely a museum
complex; assembly hall to be limited to small functions
Landscape Expand greenery; add color to structures
Landfill Build own landfill
Water Supply Improve and rehabilitate; improve security against
contamination
High School Swamp Improve drainage; build walkways and study stations
Area
Faculty/Staff Build 20 studio units in the area east of the New Men’s
Housing Dorm; Repair and repaint Divinity faculty housing units
2010- Campus Sanitation Build new 3-chamber septic tanks to serve as common
2011 septic tanks for several buildings
SU Church Landscape the outside grounds; repaint CE bldg
Faculty/Staff Repair and repaint Silliman Village units
Housing
Dormitories General cleaning and repairs, including bathrooms and
electrical fixtures
Medical School Expand building
SBE Build Mini Gym in old Kindergarten area
Power Plant Repair and upgrade; upgrade transmission lines
Divinity Compound Repair students’ housing unit
Roads and drainage Repave all roads; clear all drainage
IT Systems Improve and strengthen capacities for remote services
(i.e., to support more extensive eLearning services
2011- Buildings Repair and repaint
2012 Landscape Expand greenery; further add color to structures
Uytengsu Computer Expand; build annex facility toward the north dorm
Center area
New Women’s Dorm Rehabilitate and enlarge Dahlia Cottage

TABLE III.3.2 Estimated costs (in PhP) for Actions on Physical Development, 2nd Medium-Term 2012-
2016
ESTIMATED
ACTIONS
COST (PhP)
• Undertake a comprehensive review of the state and capabilities of existing facilities, in
relation to a perspective of future needs that might come about by this time
• Develop a schedule of upgrading facilities, and constructing new ones.
• Review existing administrative and support systems and procedures.
• Identify development needs in relation to a view of future developments of the
university.
• Establish a Center for Environmental Journalism and Media Studies in the College of
Mass Communication.

TABLE III.4.1 Estimated costs (in PhP) for Actions on Public Support, 1st Medium-Term 2008-2012
ESTIMATED
YEAR ITEM ACTIONS
COST (PhP)
2008- University Manual Revise and consolidate existing manuals, rules and
2009 regulations, new jurisprudence, and Board actions into
a single draft University Manual. It is to be based on
the first principles on collegiality enunciated and stated
in the Code of Christian Collegiality recently approved
by the Board
Code of Christian Introduce to and discuss with as many of Silliman’s
Collegiality constituencies to increase their familiarity with it:
faculty, staff, students, alumni; adopt measures to
embed the Code in all campus functions and activities
Financial and Generate alternative formats according to how
Accounting accounting reports are to be used: for full accounting
Reporting System and audit as per law, for Board presentations, for
university committees’ work, for SEC, for annual
reports, for other transparency activities; incorporate in
the draft University Manual
Budgeting Do zero-based system; have Board approval; put in
draft University Manual
Community Chest Dedicate a Board-determined percentage of dividend
earnings for a community chest fund
Risk Management Begin compiling a Manual for Risk Management and
Crises Response
FSAS Review; update intra-rank mobility criteria; improve
system integrity
Retirement Fund Open options to Faculty/Staff to voluntarily add to their
Retirement Fund account
Medical and Health Shift to HMO subject to: coverage includes existing;
Benefits coverage includes other hospitals in city and
elsewhere; within current costs of Silliman
Retirees Add medical and health support for retirees
Faculty/Staff Standardize criteria; prioritize single (status) personnel
Housing Privileges
Dormitory Strengthen; institute additional policies and measures
Management to enhance dormitory services for students
Student Activities Consolidate in the University Manual the rules and
regulations governing students in the university;
include consistent policies and procedures for
sustaining discipline
Procedures for • Reports on Receipts shall be widely distributed:
Receiving and Information and Publications, Alumni Office, Weekly
Acknowledging Sillimanian, SAAI, Continuing Fellowship Committee;
Gifts from alumni SUACONA
and friends • Letter acknowledgements by the President within
one (1) week of receipt
• Confer Order of Horace B Silliman to more donors of
gifts over 1M pesos value
• Other donors to be listed in Gallery of Gratitude
• Regularize annual entries to Heritage Builders’ Wall
(SU Faculty/Staff who have served Silliman for at
least 20 years)
• Name more buildings, rooms, facilities and places in
honor of outstanding institutional builders in Silliman
• Name university-funded scholarships and
fellowships in honor of persons and families who
helped build up Silliman as a campus
CONTINUED…

ESTIMATED
YEAR ITEM ACTIONS
COST (PhP)
Financial and Asset • Produce complete inventory of real assets
Management • At least 50% additional titling of land assets
• Draft guidelines for joint ventures over assets; get
Board approval
• Design/develop revenue-generating “Knowledge
Product Outsourcing Services” for LGU, SME, and
off-campus ESL and tutorial students
• Consolidate all monies and accounts held by units
into the university’s community of accounts
• Adopt measures to improve liquidity position
MIS • Simplify report formats on enrolments, faculty loads,
contracts, faculty and staff salaries and benefits;
student profiles
• Design and start the development of an Alumni and
Friends Data Base
• Develop “Knowledge Product Outsourcing” and
eLearning systems
2009- University Manual Submit for Board approval; reproduce for all
2010 Faculty/Staff
Risk Management Complete the Manual for Risk Management and
Crises Response
Financial and Refine further, if needed
Accounting
Reporting Sys
Budgeting Review the procedures for the purpose of ironing out
kinks
Medical and Health Review actual first year costs to Silliman; compare
Benefits with previous
Retirees Develop updated directory
Alumni and Friends Prepare, submit to them a report on the use and
beneficiaries of their gifts
Financial and Asset • At least 50% more titling of land assets
Management • Begin at least one joint venture on a piece of
Silliman’s land
• Start operating revenue-generating “Knowledge
Product Outsourcing” Services for LGU, SME, and
off-campus ESL and tutorial students
• Convert a proportion of foreign exchange into ROP
bonds
MIS • Fully automate enrolment, faculty loading, room
utilization and assignments, grading, and student
records
• Operationalize Alumni and Friends Data Base
• Design, install eLearning and Knowledge Product
Outsourcing systems
2010- Investments Review; adopt an updated strategy
2011 Actuarial Review and conduct a new survey and valuation;
focus on depreciations and risks to properties
Risk Management Adopt reward systems and incentives for F/S involved
in risk identification and crises response
Inventory Conduct comprehensive review and upgrading of lists
of assets; do valuation of existing assets
Student Activities Adopt rewards and incentives for peer-learning and
peer-teaching initiatives
Faculty and Staff Adopt rewards and incentives for high recognition
among peers
CONTINUED…

ESTIMATED
YEAR ITEM ACTIONS
COST (PhP)
2011- Budgeting Review and upgrade procedures; reflect upgrades in
2012 University Manual
Investments Diversify the investment of foreign exchange holdings
Inventory Condemn and de-list unserviceable and unusable
assets; clean up the inventory of all assets; submit to
Board for confirmation
MIS • Expand the systems and facilities for “Knowledge
Product Outsourcing” and eLearning
• Upgrade all systems; review and evaluate the
relevance and appropriateness of existing IT
facilities and systems in the university

TABLE III.4.2 Estimated costs (in PhP) for Actions on Public Support, 2nd Medium-Term 2012-2016
ESTIMATED
ACTIONS
COST (PhP)
• Collaborate with alumni, churches and friends to extend student recruitment activities to
Luzon and the Autonomous Region in Muslim Mindanao, as well as to nearby Asian
countries with low numbers of higher education institutions.
• Further expand the community reach of the university’s cultural and sports and athletics
programs
• Further expand its consortium arrangements with other schools (expanding this to
schools outside Dumaguete)
• Alumni sponsorship of dormitories.
• Elevate the Resource Development Task Force into a Resource Development Office to
professionally engage alumni and friends to develop fund sources.
• Expand SOUL and its program components: eLearning; knowledge product
outsourcing; on-line training and tutorials; and business incubation.
• Deploy SOUL to assist UCCP churches nationwide.

Annex IV
Board of Trustees Qualifications
NAME AMATONG, JUANITA D.

Outstanding Sillimanian Award (Government & Finance, 1987)
TERM EXPIRES 31 May 2011
CONSTITUENCY SUFI
EDUCATIONAL ATTAINMENT BBA, Silliman University, 1955 (cum laude)
MA (Economics), Syracuse University, 1959
POSITION Monetary Board, Central Bank of the Philippines
Secretary, Department of Finance
NAME BALBIDO, RICARDO A.

Outstanding Sillimanian Award (Banking and Finance), 1994
CONSTITUENCY SUFI
EDUCATIONAL ATTAINMENT BBA (Accounting), Silliman University, 1978
Graduate Studies, Ateneo de Manila University, 1978
AIM, 1991
POSITION President, Philippine Veteran’s Bank
NAME BRIONES, LEONOR M.

Outstanding Sillimanian Award (Public Administration), 1982
CONSTITUENCY UCCP
EDUCATIONAL ATTAINMENT BBA (Accounting), Silliman University, 1958
MPA, University of the Philippines, 1967
Post-graduate Studies: Leeds University,1968
Harvard University, 1984
Professor, University of the Philippines
POSITION Presidential Adviser for Social Development, 13 July 2000-
January 2001
Treasurer of the Philippines, August 2000-January 2001
NAME DELLOSO, ROSELYN G.

Outstanding Sillimanian Award (Entrepreneurship), 1998
CONSTITUENCY SUFI
EDUCATIONAL ATTAINMENT BSN, Silliman University, 1962
POSITION President and General Manager, Gridel Trading Inc., 1992
Founder and CEO, Green Thumb Nuts Center,
Nuts to Go Trading, Chichas Enterprises, 2002
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX IV | PAGE 154

NAME FUNDADOR, ROSITA V.
Outstanding Sillimanian Award (Environmental Science), 1992
CONSTITUENCY Alumni
EDUCATIONAL ATTAINMENT BS (General Science), Silliman University, 1963
MAT (General Science), Silliman University, 1975
Ph.D. (Environmental Science), University of the Philippines,
1984
POSITION Director, Philippine Science High School, Mindanao Campus
NAME GONZALEZ, CANDELARIO V.

CONSTITUENCY Alumni
EDUCATIONAL ATTAINMENT BBA, Silliman University, 1974
LlB, Silliman University, 1978
POSITION Executive Judge, RTC, Branch 45, Bais City
Acting Presiding Judge, RTC, Branch 44, Dumaguete City
NAME MARCO, DEBORAH T.

CONSTITUENCY UCCP
EDUCATIONAL ATTAINMENT BSE, Silliman University, 1968 (class honors)
Bachelor of Arts, Samar College, 1974
Bachelor of Laws, Samar College, 1988
MA in Management (Public Management), UP Tacloban, 1983
Ph.D. Educational Management, Samar State University, 1993
POSITION City Secretary, City of Catbalogan
NAME NOLIDO, REINALDO M.

CONSTITUENCY Alumni
EDUCATIONAL ATTAINMENT LlB, Silliman University, 1955 (cum laude)
POSITION Lay Preacher and Sunday School Teacher, Bacolod Evangelical
Church
Retired Provincial Prosecutor, Negros Occidental
NAME ORTEZA, EDNA J.

CONSTITUENCY UCCP
EDUCATIONAL ATTAINMENT AB (English), Silliman University, 1970
Graduate Studies, MA in Education, Agusan Colleges
POSITION Executive Director, CREATE-UCCP
Executive Director, Christian Education Unit,
UCCP Documentor-Writer-Editor-Consultant

NAME SAYSON, FEMA CHRISTINA P.
CONSTITUENCY SUFI
EDUCATIONAL ATTAINMENT HS 1980, Silliman University
BBA (Accounting), Silliman University, 1984 (magna cum laude)
LIB, Ateneo de Manila University, 1989
POSITION Treasurer and VP for Corporate and Legal Affairs,
Citra Metro Manila Tollways Corporation
NAME SY, JULIO SR. O.

Outstanding Sillimanian Award (Business), 1971
CONSTITUENCY SUFI
EDUCATIONAL ATTAINMENT HS, Silliman University, 1950
POSITION President, BUSCO Sugar Milling Co., Inc
HIDECO Sugar Milling Co., Inc.
New Bian Yek Commercial
Chairman/President, Dumaguete City Development Bank
Chairman, Lorenzo Shipping, Metro Manila
NAME TORRES, REBECCA C.

CONSTITUENCY UCCP
EDUCATIONAL ATTAINMENT AB, Silliman University, 1975 (magna cum laude)
MA, Silliman University, 1981
Ph.D. in Social Psychology, Ateneo de Manila University, 1996
POSITION Academic Vice President, Ateneo de Naga University
Formerly Dean, Graduate School and Social Sciences, and
Department Chair, Ateneo de Naga University
NAME VILLAMOR, ANTONIO P.

CONSTITUENCY Alumni
EDUCATIONAL ATTAINMENT Associate in Arts, Silliman University, 1953
LIB, University of the Philippines, 1957
POSITION Philippine Ambassador to the Kingdom of Saudi Arabia
NAME VILLAVITO, MADISON M.

CONSTITUENCY Alumni
EDUCATIONAL ATTAINMENT BBA, Silliman University, 1972
POSITION Businessman
NAME YAP, ROMAN T.

Chairman Emeritus
EDUCATIONAL ATTAINMENT HS, Silliman University, 1948
BS Chemical Engineering, National University, 1951
POSITION President, Central Marketing Corporation
Alaska Trading Co., Inc.
Makati Agro Trading, Inc., Metro Manila

The Silliman Open University Learning Program (SOUL)
This serves as an umbrella program covering 3 on-line activities in Silliman:
1. e-Learning
The delivery of courses and teaching materials (e.g. teaching ESL and conducting tutorials) on-
line and the acquisition of learning resources (e.g. charts, diagrams, lectures) on-line. Three
modules: A, B, C below
A B
Lectures offsite
but on-line
Silliman faculty
on campus and on-line
common screen
Students on individual CRTs

in their own places inside on-campus students
or outside the campus
Teacher is off-campus,
on-line
Students on individual CRTs,

on or off-campus, all on-line
2. Knowledge Product Outsourcing (KPO)
Customers (LGUs, SMEs, NGOs, others) are linked to Silliman faculty, staff or students on-line,
for the latter to give the customers off-site and on-line services (e.g. consultancy advice on legal
matters, bookkeeping, tax advisory, others).
Off-campus clients needing Silliman faculty/staff/students

specific knowledge products on campus and on-line
3. Business or Enterprise Incubation

Silliman hosts and is involved in starting-up new business ideas. Two modules A & B below
shop
Business Person
Silliman faculty/staff/students
helping the shop
Silliman Campus
B Same as KPO

Strategic Plan 2008 2016 PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Strategic Plan 2008 2016 PDF

Uploaded by

Copyright:

Available Formats

THE

Speed is irrelevant if you’re going in the wrong direction.

MEMBERS OF THE BOARD OF TRUSTEES

AMATONG, JUANITA D. SUFI

REMOLLO, FELIPE ANTONIO B. ALUMNI

LEONOR M. BRIONES Chair

SEE ANNEX IV ON PAGE 150 FOR BOT QUALIFICATIONS

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 2

Fiscal and Physical Properties

Human Resource/Organizational Development

Programs and Services

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 3

Chairman Emeritus Roman T. Yap

SUMCFI Representatives Juanita D. Amatong

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 4

POSITION NAME TERM

President Dr. Ben S. Malayang III June 2006–May 2011

DEANS AND DIRECTORS

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF BUSINESS ADMINISTRATION

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 5

COLLEGE OF COMPUTER STUDIES

COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

SCHOOL OF BASIC EDUCATION

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF BUSINESS ADMINISTRATION

COLLEGE OF NURSING & ALLIED HEALTH SCIENCES

SEE ANNEX I ON PAGE 136 FOR THE SU ORGANIZATIONAL CHART

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 6

The Silliman University Board of Trustees ……. 2

The Silliman University Administration …………. 5

Message from BOT Chair

Message from BOT Vice Chair

Message from Outgoing BOT Vice Chair

CHAPTER 1 Framework of the Planning Exercise …………….. 25

CHAPTER 2 Inputs to the Planning Process ………………………… 30

CHAPTER 3 The Planning Process ………….………….………….………. 65

CHAPTER 4 The Plan [Output of the Planning Process] …… 72

CHAPTER 5 Desired Results and Outcomes ………….……………… 115

CHAPTER 6 Metrics ………….………….………….………….………….…………. 123

CHAPTER 7 Acknowledgments ………….………….………….………….….. 134

ANNEX I Organizational Chart of

ANNEX II The SOUL Program ………….………….………….…………. 141

ANNEX III Schedule of Financial and Capital

ANNEX IV BOT Qualifications ………….………….………….…………… 154

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 7

However, even as it develops the “caterer’s approach“ in offering programs in

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 8

The Board of Trustees thanks the Silliman University community—faculty,

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 9

The operationalization of the Mission and Vision of Silliman University is

Silliman University’s Strategic Plan is expected to promote efficiency, allocate

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 10

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 11

This Plan (SSP 8-16) has two parts:

Strategic Objectives of this Plan

“Strengthen and Spread Silliman’s Apostolate of Excellence”

This means two things:

1. Working on its existing strengths to be better on what it is—a campus

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 12

1. By improving the quality of Silliman’s programs and offerings, its faculty

Contents and Outline of the Plan