Upon asset

completion of the degree, I will be returning to the SHEI as a full time permanent faculty in the
College of Arts and Sciences, wherein I will be contributing in the implementation of the
Revised General Education Curriculum particularly the core course: Purposive Communication
or Malayuning Komunikasyon. I will also continue to be a shared faculty in the Mass
Communication Program and the graduate programs: Master in Communication and Master in
Arts in English Language Teaching.

One of the major challenges in the Higher Education is the continuing ASEAN Integration
Education and the K to 12 Program Transition. Instructors and professors in the higher
education are challenged to strengthen Philippine universities by equipping the students with
particular 21st century skills that would fit competition in the world market. Language or
communication skills is a fundamental qualification in the global market, and the enhancement
of the said skills among future graduates is where teachers with a degree in Applied Linguistics
come into play.

New, first time or pilot implementations such as the Revised General Education Curriculum
always have their gaps and thus, the occurrence of opportunities for further development and
more effective executions. The General Education Program will soon see these academic gaps,
and the students in the graduate program particularly in the humanities or the language
discipline will have the opportunity to conduct research to enhance the said program.

Moreover, undertaking further studies equips educators with the latest in the field or discipline.
St. Paul University Manila is dedicated to form competent employees through their in-campus
staff trainings and faculty development program. This current national educational transition
demands trainings, mentoring and coaching, which can be provided by teachers taking further
studies as they are the ones who are more exposed to training and development in the
graduate school and other settings.

Finally, completion of my PhD degree will lessen the gap in one of the university’s strategic
objectives which looks at completion rate of 30% among its full time faculty. At present, this
objective remains unfulfilled with its 20% completion rate. In connection to this, the number of
faculty and PhD degree aligned to the field of specialization is also needed to retain SHEI’s
autonomous and university status.

I intend to accomplish the following:

1. To be an educator who is at par with global standards – I can achieve this not only by putting
a title before my name, but more importantly, my future contribution in the field or chosen
discipline through research and an international publication, which is a requirement in the
doctorate program.

2. To help uplift and strengthen my SHEI by increasing my merit in the faculty ranking – Earning
a doctorate degree is significant in faculty ranking and national accreditations, which also
contribute to the image, linkages, and overall prestige of the HEI, hence result to increase in
enrollment. With the educational transition that is transpiring in the country, many HEIs are
aspiring for an increased enrollment.

3. To be equipped with a deeper understanding of culture and society and developed research
skills, analytical reasoning and thoughtful observation – In connection to objective number one,
the third objective can be achieved through the research and publication that I will be working
on during the course of my further studies.

First, I expect to become a more competent employee of my SHEI by complying with the
required faculty qualification. This will eventually contribute to the institutional accreditation,
increased enrolment, and performance, marketability, and holistic upbringing of our future
graduates.

Also, after the three-year time frame, I will have been able to coach and mentor my colleagues
through my contribution in the in-campus faculty development training.

Lastly, I expect to have contributed in the enhancement of the programs I am involved in

(General Education, Mass Communication and Graduate Programs) and the enhancement of
my own performance evaluation as an educator, mentor and colleague.

In the justification, please describe
your HEI and its strategic direction:
 What is the HEI’s vision, mission
and goals (VMGs)? What is its
mandate?
 age profile, educational attainment)?
 What are its core areas of
strength?
 What are its strategic goals and
directions for the coming years?
Why?
 In which areas does it want to
develop more expertise on?
Why?
 What is its niche
(current/planned) vis-a-vis HEIs in
the region/ province? Why?
 How does it support local
development / contribute to its
community?
Please provide info on your faculty & staff
development plan in the K to 12 Transition:
 How has the HEI invested in faculty development
through the years?
 What is the profile of the HEI’s faculty & staff (ie.
 How has the HEI prepared for the K to 12
Transition?
 How does the nomination of the faculty/staff
support in cushioning the impact of the K to 12
Transition on the HEI?
 What other support is it providing to its faculty
and staff during this period?
 Does the nomination show a balancing in the
development of (1) teaching and non-teaching
personnel, and (2) the HEI’s trifocal role of
instruction, research & extension?
 Does the nomination, as a whole, reflect strategic
planning of teaching and work loading during the
K to 12 Transition Period?
What is the HEI’s vision, mission and goals (VMGs)? What is its mandate?

St. Paul University Manila’s vision is to be a Christ-centered educational institution committed to forming
persons into becoming integrated, competent and compassionate in the service of the church and
society.

The mission of the University is to zealously proclaim Christ as the good news to all through the following
kinds of commitment: a.) consistently provide integral catholic education marked by academic excellence,
research capabilities, and sustainable community development; b.)proactively respond to the challenges,
needs, and demands of a changing educational landscape; c.)resolutely form an authentic community of
disciples who prays, serves and witnesses to the PERSON and MISSION of Christ; and d.) purposively
manage resources in a spirit of Christian stewardship and good governance for viability and sustainability

What are its core areas of strength?

 What are its strategic goals and directions for the coming years? Why?
 In which areas does it want to develop more expertise on? Why?
 What is its niche (current/planned) vis-a-vis HEIs in the region/ province? Why?
How does it support local development / contribute to its community?

How has the HEI invested in faculty development through the years?

The faculty development in St.Paul University Manila has always been anchored to the vision-mission of
the University and the Principles of Paulinian Education. Specifically, it adheres to the specific guideline
of Paulinian Education which states that St.Paul University Manila will always make it a priority to offer
continuing development of administrators, faculty and staff that is geared to develop proper attitudes,
knowledge and skills so that each is able to serve as an effective role model and a compassionate, caring
mentor.

The faculty development program is specifically designed to cover the holistic development of the faculty
members. The six components of the program are the following: spiritual, professional growth, research
capability, community service, socio-cultural and health and wellness development. These components
are all essential to the continual growth of the individual faculty member and contribute to the
development of the school as a learning organization.

The faculty development program is evaluated and reviewed every year and updated every three years. It
is periodically modified to answer the changing developmental and professional needs of the faculty. It
also ensures that it will always be aligned to the strategic directions of the University.

What is the profile of the HEI’s faculty & staff (ie. age profile, educational attainment)?

Presently, the University has thirteen (13) faculty members who have Doctorate Degrees and almost all of
the faculty have Master’s degrees. Faculty members teach in their areas of specializations. Most have
published research papers and have engaged in several research projects.

As to age profile, 19% of the faculty members are 51-60 years old, 48% are 41-50 years old, 31% are 31-
40 years old and 2% are 21-30 years old. The HEI faculty has more female members than male
members.

How has the HEI prepared for the K to 12 Transition?

Preparations in the University for the K to 12 transition started in SY 2011-2012 with a survey on the
willingness of the faculty and staff to teach in Senior High School. Survey results were collated and
analyzed by a committee headed by a College Dean and the previous HR Director. Several meetings and
consultations with the administrators and faculty members were conducted from the program level to
institutional level. The Office of President spearheaded several dialogue sessions called “Kapihan” with
the different units of the University. The main goal of the dialogue sessions was to discuss relevant issues
which included theimpact of K to 12 transition to the University.

In June 2015, retooling sessions were conducted to equip the faculty for Senior High School teaching. In
August 2015, faculty loading was projected for SY 2016-2017 and SY 2017-2018. For purposes of
transparency and to enable the faculty to make informed decisions on their employment options, the
faculty were given the projected loading. Several consultative meetings with lawyers specializing in Labor
Relations and K to 12 impact were also conducted with the faculty and staff. Furthermore, the top
administration of the University also held several consultative meetings with the faculty representatives
and lawyers of the university in drafting a policy guidelines about the implementation of the employment
options during the K to 12 transition period.

Currently, the VP for Academics, College Deans, Program Chairpersons and the HR Manager are
conducting meetings with faculty members who are most affected by K to 12 transition period. Actual
faculty loadings based from the enrollment status of the University were discussed to the faculty
members. Employment and scholarship options were also given to each faculty members.

How does the nomination of the faculty/staff support in cushioning the impact of the K to 12
Transition on the HEI?
Actual teaching loads based on the enrollment status of the University were discussed with faculty
members at least five months before the semester begins. For faculty members whose actual teaching
loads were not enough for 18 units, CHED scholarships and grants and employment options were
offered.

By availing the CHED scholarships and grants, affected faculty members will not suffer from teaching
loads that are less than 18 units. Their teaching loads will be distributed to other faculty members who are
in the same area of specialization and are still in need of teaching loads to complete the 18 units of
teaching.

What other support is it providing to its faculty and staff during this period?

Several employment options were provided to faculty members during the K to 12 transition period. There
is also a relaxation of the requirements and guidelines of the school policies governing these different
employment options. These employment options are but not limited to the following: 1.) leave of absence,
2.)early retirement, 3.) part time status without losing tenure, etc. These employment options collaborate
or adhere to the guidelines of the different CHED scholarships and grants.

Faculty members who have less than 18 units were also offered research assignments and other
administrative responsibilities in the university to compensate for the lacking teaching units.

Lastly, faculty members who were retooled to teach in SHS were given blended teaching loads in the
college programs and SHS.

Does the nomination show a balancing in the development of (1) teaching and non-teaching
personnel, and (2) the HEI’s trifocal role of instruction, research & extension?

St.Paul University Manila is fortunate to be in a situation wherein the non-teaching personnel is not
affected by the K to 12 transition period. The University will always adhere to the staff and development
programs of the teaching and non-teaching personnel. Both programs are being evaluated and modified
every year and the updated every three years.

The University will always strive to develop employees who are equipped to perform the trifocal role of
instruction, research and extension. The goal of the University is always to conduct research projects
which are beneficial to our community and further use the findings of the research projects to improve or
be integrated in the classroom settings. Thus, students will have examples of actual experiences and
current information.

Does the nomination, as a whole, reflect strategic planning of teaching and work loading during
the K to 12 Transition Period?

Faculty members who were nominated during the K to 12 Transition Period are all in the process of
equipping themselves to be qualified to teach in the new curriculum of General Education and/or their
areas of specialization. These faculty members will also be qualified to teach during the ASEAN
integration. Lastly, they will also help to lessen the gap in the University’s strategic objective of to have at
least 30% of its faculty members with Doctorate Degree holders. Currently, there is only 20% of the
members who have a Doctorate Degree. Finally, the nomination of these faculty members will help the
University by having more available teaching loads to faculty members who will stay in the University and
has already equipped themselves professionally.