TABLE OF CONTENTS Core indicator: Relevance of Programs 72

Scoring Guide 78
INSTRUCTIONS TO THE HEI
Self-rating 80
Vision/Mission/Goals/Objectives of FU 1
Governance and Management 2
Management of Resources 81
Outcomes of Effective Governance and Management 3
Core indicator: Governance 4 Outcomes of Effective Management of Resources 82
Scoring Guide 15 Core indicator: Faculty Profile 83
Self-rating 16 Scoring Guide 89
Core Indicator: Management 17 Self-rating 90
Scoring Guide 23 Core Indicator: Use of ICT and Learning Resources 91
Self-rating 24 Scoring Guide 94
Self-rating 95
Quality of Teaching and Research 25
Outcomes of Setting & Achieving Program Standards 26
Core indicator: Setting/Achieving Program Standards 27
Scoring Guide for Criterion 1 43
Self-rating for Criterion 1 44
Scoring Guide for Criterion 2 44
Self-rating for Criterion 2 47
Scoring Guide for Criterion 3 47
Self-rating for Criterion 3 49

Support for Students 50

Outcomes of Having Support for Students 51
Core Indicator: Equity and Access 52
59
Scoring Guide for Criterion 1 60
Self-rating for Criterion 1 61
Scoring Guide for Criterion 2 62
Self-rating for Criterion 2

Core Indicator: Student Services 63

Scoring Guide 67
Self-rating 69

Relations with the Community 70

Outcomes of Having Good Relations with the Community 71

SED Guide: Table of Contents

PART IV - HEI BASIC INFORMATION
Name of the HEI Foundation University

Address 500 Dr. Miciano Road, Dumaguete City, Negros Oriental

Region Region VII

HEI Type ☐ Professional Institution ☐ College  University

(Check all that apply.)
☐ State HEI  Local HEI ☐ Private Sectarian  Private Non-Sectarian
 Private Non-Profit/Non-Stock ☐ Private Profit/Stock

Do you belong to a higher ☐ Yes  No

education system?

If yes:
☐ amalgamated ☐ university system ☐ others ___________________________

Name of Contact Person Faisal M. Alih, MS

Position University Chancellor

E-mail Address faisal.alih@foundationu.com

Tel No. (land line) (035) 422-9167

Mobile No. 09155727773

Date of submission of ISA SED

to the CHED Regional Office

1
Names and Positions of Leader/Chair: Faisal M. Alih, MS
Members of the HEI SED
Members:
Team/Committee
Maria Chona Z. Futalan, Ph.D.
Jonah Mae Apatan
Hannah Abigail M. Gesmundo
Pertha Marie Alvarico
Wilyn Rose Gigante
Kristine Bartonico
Bennis Muriatt Martinez
Marife Cabajon
Andrew Mores
Wilson Cadalso, Jr.
Hope Patron, MBA
Darwiza Comedoy
Shyne Claire B. Rendora, MBA
Ligaya Mae T. Concepcion, DBA
Joni Rodriguez
Brian Boyd Cordevilla
Marlon A. Tanilon, MBA
Antonia Gueyndoline B. Despojo, MA.Ed.
Lucelle E. Saguban, MPA
Lydia Linda Ferolino

2
PART V - HEI PROFILE
Vision, Mission, and Goals (VMG)

VISION: Foundation University envisions itself as a dynamic, progressive environment that cultivates effective learning, generates
creative ideas, responds to societal needs and offers opportunity for all.

MISSION: To enhance and promote a climate of excellence relevant to the challenges of the times, where individuals are committed to
the pursuit of new knowledge and life-long learning in service of society.

GOALS: In its quest for excellence in mind, body and character and to the pursuit of truth and freedom, Foundation University commits
itself:
1. to develop in students sound character and broad culture;
2. to prepare individuals for a definite career;
3. to imbue citizens with the spirit of universal brotherhood; and
4. to advocate truth, promote justice and advance knowledge.

The University subscribes to the general objectives of Philippine Education as embodied in Section 3(2) Article XIV of the
Constitution, to wit:
. . . Inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national
heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge,
and promote vocational efficiency.

The University accepts as a prime duty the responsibility of contributing to the overall national program of development. It
subscribes to the three-fold function of a university namely: instruction, research and extension or direct participation in community
affairs.

An overriding goal of Foundation University is to turn out a new breed of leaders – men and women who can incite others to
positive action by the strength of their character, excellent education, superior training, courage in their conviction and possession of an
unswerving sense of duty to country and fellowmen.

FU Core Values:
 Excellence
 Commitment
 Integrity
 Service

3
Organizational Structure (Provide diagram.)

4
Governance Structure, including committees for specific tasks (e.g. academic council, administrative council,
management committee, etc. These are entities that are not included in the organizational structure, but part of
the decision-making process.)

Academic Council

Administrative Council

University Research Council

University Safety Committee

Research Ethics Committee

Program Monitoring Committee

Syllabus Review Committee

Scholarship Committee

Library Committee

Recruitment Committee

Committee on Decorum

Grievance Committee

5
Program Offerings (Undergraduate and Graduate Programs) and Enrollment Data for the Past 5 Years (1st Term,
Full-Time Students Only)

6
Current Faculty Population by Department (Note: Faculty Roster should be provided at the exhibit room. The
Faculty Roster should include educational qualifications, professional licenses if applicable, and current teaching
load.)

7
PRC Performance for the Past Five Years

8
PART VI - ISA SED
KRA 1: GOVERNANCE AND MANAGEMENT

A. Core Indicator: Governance

Criterion: The institution’s governance arrangements demonstrate probity1/integrity2, strategic vision,

accountability3, awareness and management of risk, and effective monitoring of performance.

This section refers to the systems that reflect the principles guiding the overall use of authority and decision-making of the
institution’s governing body.

Possible outcomes: Alignment of organizational culture with VMG, quality of institutional performance, effective structures

B. Core Indicator: Management

Criterion: The institution’s management of operations, financial control, and quality assurance arrangements
give the HEI the opportunity to respond to development and change.

This section refers to the overall systems and processes of the institution.

Possible outcomes: Support of stakeholders, sustainability of operations, responsive programs and development plans,
continuous quality improvement (CQI) in management

C. Indicator: Enabling Features

Criterion: The institution has enabling features that help improve the operations, quality, and development, such
as 1) the use of Information and Communication Technology (ICT) for more efficient and effective management;
and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.

1
Being upright, honest, decent; having strong moral principles (adapted from Merriam-Webster Dictionary)
2
Being honest and having strong moral principles; being whole, translated into the consistency of action with values (adapted from Merriam-Webster Dictionary)
3
Accountability refers to an institution’s obligation or willingness to account for its actions, accept responsibility for them, and disclose the results (adapted from Merriam-
Webster Dictionary and BusinessDictionary.com)

9
This section refers to particular initiatives of the institution that contribute to efficiency, productivity, and quality of the
community environment.

Possible outcomes: Efficient and effective operations, achievement of responsive development plans

Additional Notes
1. Governing body: Board of Trustees, Board of Regents, Management Board
2. Stakeholders: e.g., Administrators, Faculty, Students, Parents, Alumni, Industry partners, Investors

10
 Core Indicator: GOVERNANCE

Criterion: The institution’s governance arrangements demonstrate probity, strategic vision, accountability,
awareness and management of risk, and effective monitoring of performance.
Remarks Possible Sources of
Evidence
G1a - Probity:
The governing body demonstrates integrity and objectivity in the transaction of its business.

Presence of Systems The governing body demonstrates integrity o Relevant pages in

There is a system to ensure integrity and and objectivity in the transaction of its manuals
objectivity in the transaction of its business. business. Beginning with the selection of o Relevant University
suitable members of the governing policies and
body/management, procedures and guidelines procedures
followed, viz: o Memos/minutes
o Newsletters
 The Third Amended Articles of o Annual Report of
Incorporation of Vicente and Sofia HEI
Sinco Foundation University require o Code of ethics with
that the members of the Board of implementing
Trustees shall come from the members guidelines and
of the Corporation and should have a supportive
“genuine interest in educational, orientation
cultural or scientific development of the programs, when
Filipinos, a high sense of responsibility, available
a record of personal honesty and o Interviews with
integrity, and has contributed to the administrators,
corporation for the support and faculty, staff, and
maintenance of its institution of students
learning…”

 The Third Amended By-Laws provide

that the University President be elected
by the Board of Trustees “for the term
of five (5) years, unless extended for

11

Extent of Implementation
The organization follows institutional processes
with respect to governance because members
of the governing body and management were
selected based on clear guidelines and
procedures.
Administrators clearly articulate, follow, and
implement the guidelines set by the governing
body.
Decisions of the governing body are
disseminated to the HEI community.
Remarks Possible Sources of
Evidence
such additional length of time as the
Board may deem fit or unless sooner
removed for cause,”
 Article 6 of the University Rules and
Regulations provides that “the
University President shall appoint the
members of the faculty and other key
employees of the institution, subject to
the approval of the Board of Trustees.”
All members of the Board of Trustees and
management have been selected based on
guidelines set forth in the Articles of
Incorporation and Administrative Manual of
the university. Members of the organization
respect the hierarchy based on the
organizational structure of the university.
To implement policies set by the Board of
Trustees, either the University President or
the Chairman of the Board updates
administrators during the Administration
Council Meeting. Administrators, in turn,
cascade the same to their respective units.
An orientation program where policies and
guidelines, protocols and other similar
concerns is conducted at the start of every
semester for the information of the new
members of the community. This is the time
where discussions on this matter transpire.
Re-orientation for the old community
members is also done regularly. Various
12

Outcomes
There is culture of transparency and integrity
at all levels of the HEI, shown by the respect
for process, knowledge of guidelines and
protocols, and observance of communication
channels.
Stakeholders are satisfied with the
transparency, integrity, and objectivity of the
governing body in decision-making.
Remarks Possible Sources of
Evidence
manuals that contain this information were
also provided online as well as in hard copy.
Moreover, an Administrative Manual contains
the qualities, duties and responsibilities of
every administrator that have been set and
approved by the Board of Trustees.
The members of the university community are
abreast of the processes, guidelines and
protocols of the university. There is honesty
and open communication among different
units as to its processes and protocols that
makes the transactions more efficient. Every
member of the university community has full
access to the information relevant to his/her
role with the help of the online portals made
available to the members of the university
community. The administration is visible and
upfront in its processes and made sure that
everyone is involved in its implementation
that is facilitated by the Deans of each college
and the Heads of each units of the university.
There are no reluctance in in raising or
disclosing difficult issues since it is made clear
to the members of the FU community that
everyone is given equal opportunity to be
heard where there is no place for bias.
Employees are given the opportunity to make
decisions at their level whenever they
encounter problems upon implementing the
processes of the university. The
administrators can safely admit mistakes and
can openly deal with problems and challenges
13

Effectiveness
There is evidence that the HEI keeps the
highest levels of ethical standards in its
operations.
Other relevant information:
G1b - Strategic Vision:
The strategic plan of the institution, which was approved and supported by governing body, articulates the HEI vision,
strategy, desired outcomes, and key performance indicators.
Remarks Possible Sources of
Evidence
during the regular administration meeting
where issues and concerns in the FU
community is being discussed among
administrators.
It may be that some stakeholders will not be
pleased with certain policies. Nevertheless, it
is the responsibility of every administrator
concerned to call and inform the stakeholders
in his/her department of the policies or
decisions made by the Board and minutes [of
the meeting] should cover the proceedings.
The University treated all of the employees
and clients with the utmost respect and
fairness. The company is known for its high
ethical standards in its operations that include
paying its employees a fair wage, offering
equal opportunities for its members and
giving something back to the society in the
form of extension services and scholarships.
14
 Remarks Possible Sources of
Evidence
Presence of Systems The governing body not only considered and o Strategic Plan
The strategic plan is well documented and approved the strategic plan, but also o Proceedings of
disseminated to the organization. participated in the drafting of the plan. meetings/workshops
o Performance reports
There is a system for monitoring and Every five years, an Institutional Development showing longitudinal
assessing the achievement of goals. Plan (IDP) is prepared through the joint trends in achieving
efforts of administration, faculty, staff, progress towards
The policies (academic, financial, quality alumni, student representatives, some goals and targets,
assurance and resource allocation) of the scholarship benefactors, parent- when available
institution are consistent with the vision, representatives and some friends from the o Interview with top
mission, and goals of the institution. community. management

In the year 2005, it was decided that a 5-Year

Strategic Plan be prepared in lieu of IDP, and
the exercise was begun with a strategic
planning workshop facilitated by a well-known
organizational development expert, Dr. Perla
Rizalina M. Tayko. The Chairman of the
Board of Trustees participated in the Strategic
Planning Workshop and helped to articulate
the life purpose, vision and mission of the
institution as well as in drafting of the
strategic plan.

In crafting the plan, the institutional VGMO is

always used as the basis.

A workshop was conducted and participated

by representatives of the different sectors in
the university including the Alumni. They
were divided into groups and each group
worked on every part of the plan and
presented their group output for critiquing.
With the help of an expert on Strategic

15

Extent of Implementation
There was a process followed in formulating
and approving the plan, which also allowed
the participation of stakeholders.
There is a clear articulation of who are
responsible and accountable for the
implementation of particular parts of the
strategic plan.
Remarks Possible Sources of
Evidence
Visioning Process, the final draft was due for
approval by the Board of Trustees.
The plan contains performance indicators and
key result areas, with human, financial, and
physical resources properly identified. A
budgetary support for the 5-Year Strategic
Plan assures its implementation.
The plan is prepared in matrix form including
the goals and the corresponding activities to
achieve these goals; the human and financial
resources are involved as well as the physical
resources.
More important than the physical growth of
the University is the development of its
human resources. Every year, all employees
are given salary adjustments, even when
there is no increase in fees. Faculty and staff
professional growth and development are
given financial support as can be seen from
the Five-Year Faculty Development Plan.
Student support and services are given equal
importance in the over-all scheme of things
because improvements in physical plant and
facilities and enhancement of the capabilities
of the teaching/support staff are all geared
towards student development.
16

Outcomes
Stakeholders support the strategic plan
because they took part in putting it together.
The organization demonstrates robust
performance according to its goals and desired
outcomes.
Effectiveness
There is evidence that the strategic plan
energizes the HEI in working towards its goals
and targets.
Remarks Possible Sources of
Evidence
Every five years, an Institution Development
Plan (IDP) is prepared through the joint
efforts of administration, faculty, staff,
alumni, student representatives and some
scholarship benefactors, parent
representatives, and some friends from the
community. In the year 2005, it was decided
that a 5-year strategic plan be prepared in
lieu of IDP and the exercise was begun with a
strategic planning workshop facilitated by a
well-known organization expert, Dr. Perla
Rizalina M. Tayko. The Chairman of the Board
of Trustees participated in the strategic
planning workshop and helped to articulate
the life purpose, vision and mission was again
done and the BOT chairman and another
trustee attended this session. The IDP was
later crafted by the representatives of the
different units based on the VMG and needs of
the different stakeholders. In May 8, 2019,
each department presented their 5-year
development plan for the year 2019-2025.
Through the strategic plan, the following
improvements were materialized such as
increase in the salaries and wages, physical
plant were improved, varied student activities
are being supported by the administration,
the university was able to adjust with the
recent changes in the Philippine educational
system evidenced by the public schools use of
the university facilities relative to the Senior
High School program.
17

Other relevant information:
G1c - Accountability:
The HEI demonstrates its culture of quality and accountability through processes for regular internal/external audit (i.e.,
both financial and non-financial aspects) and through quality assurance mechanisms of the institution.
Presence of Systems
There is a system for undertaking regular
internal/external audit of the institution.
There is documentation on the use of funds as
well as a system for disbursement and
reporting.
Remarks Possible Sources of
Evidence
Through strategic vision, one concrete multi-
storey building after another replaced the
thick bamboo groves and heavy growth of
cogon grass on the University’s main campus.
The University also acquired several pieces of
land along an adjoining street to meet the
needs of an expanding student population.
Today, Foundation University boasts of two
park-like campuses in Dumaguete City, both
of which are conducive to study and learning.
If ever there is an increase in student fees,
80% (not just 70% as mandated by law) of
the tuition increment is given as salary
adjustment. This is so because the University
has no stockholders who are supposed to get
10% return on investment.
Procedures and controls are in place to ensure o Relevant pages in
that the results of transaction processing are manuals
reflected accurately, consistently and o Relevant University
completely in the financial records and that policies and
assets are not exposed to unauthorized procedures
access and use. Regular and timely reports o Work and financial
are furnished to the Board of Trustees and to plan
government regulatory bodies. o Financial report
o Audit Report
At the Trustees level, responsibilities have o Organizational chart
been defined to ensure accountability. The showing place of
Board of Trustees elect by majority vote a auditors
18
 Remarks Possible Sources of
Evidence
President, a Vice-President, a Secretary, and o MOAs/agreements
a Treasurer who are also the President, Vice- regarding externally
President, Secretary and Treasurer, sourced funds
respectively, of the Corporation. The o Tuition fee increase
Treasurer is the custodian of funds and implementation
property of the Corporation. record
o Memos
The University Comptroller exercises fiduciary o Management
responsibility for the accounting records of reports to the
the University and has ultimate responsibility governing board on
for the adequacy and effectiveness of the actions taken on
overall system of internal control. An board directives
independent external auditor also reflected in the
examines/audits the records as required. board minutes.
o Interviews with
Internal audit is done once every quarter administrator for
while external audit is done once a year by an finance, fund
independent External Auditor. beneficiaries

The Special Funds Section at the institutions’

Business and Finance Office is responsible for
most aspects relating to the administration of
all trust moneys received by the University.
Separate accounts are designated and can be
withdrawn only for the purpose for which
these funds were opened. As regards
scholarship funds, the purpose is explicitly
stated in the scholarship guidelines or in the
letter of donation.

Guidelines have to be followed before funds

will be released. For example, request for
release of PTCA funds should be supported by
a resolution signed by duly authorized

19

Extent of Implementation
The governing body and the management
ensure the regular implementation and
evaluation of its QA systems.
Appropriate action is done to address concerns
in internal/external audit reports.
The governing body ensures that funds,
especially those externally sourced, are used
for the intended purposes, made available in
accordance with specified terms and
conditions, and monitored regularly.
Outcomes
There is culture of integrity and accountability
at all levels of the HEI, shown by the conduct
and behavior of the members of the school
community.
Stakeholders are satisfied with the
transparency, integrity, and objectivity of the
governing body in decision-making.
Remarks Possible Sources of
Evidence
officers. Funds collected as miscellaneous
fees can be claimed only by the budget units
entitled to do so based on the consolidated
budget.
The University Comptroller exercises fiduciary
responsibility for the accounting records of
the university and has ultimate responsibility
for the adequacy and effectiveness of the
overall system of internal control. An
independent external auditor also
examines/audits the records as required.
These funds at the institutions’ Business &
Finance Office are responsible for most
aspects relating to the administration of all
trust moneys received by the university.
Separate accounts are designated and can be
withdrawn only for the purpose of which these
funds were opened. As regards to scholarship
funds, the purpose is explicitly stated in the
scholarship guidelines or in the letter of
donation.
The members of the community are
committed to the Vision, Mission and Goals of
the University as shown by the efficiency of
services of the university. They understand
and respect the level of authority without
bypassing the channel of information and
university processes. The management
ensures that the conduct and behavior of its
members are monitored through the yearly
performance evaluation, coaching log, and the
20
 Remarks Possible Sources of
Evidence
suggestion box collecting feedback from the
clients.

Considering the patronage of the clients in the

services of the university it is concluded that
the stakeholders are satisfied with the
transparency, integrity, and objectivity of the
governing body in decision-making. The
loyalty of the students is enough evidence to
show that they are satisfied with the services
provided by the university.

There is trust between the administration and

its members through the sense of
empowerment where the employees are
given the chance to decide in their level the
situations that they encounter in their
respective offices that requires immediate
judgement.
Effectiveness
There is evidence of improvement in key
performance indicators, as a result of regular
audits and effective QA systems.

Other relevant information:

G1d - Awareness and Management of Risk:

21
 Remarks Possible Sources of
Evidence
The HEI is solvent, financially stable, and sustainable because of appropriate systems and structures that safeguard its
assets.
Presence of Systems Structures are in place to ensure the o Relevant University
There are systems and structures that solvency, financial stability and sustainability policies and
implement financial strategy, annual operating of the institution and the safeguard of its procedures
plans, and budgets, to safeguard the HEI’s assets. Policies supporting these structures o Organization chart
assets. form part of the Internal Control System. with specific
structure of the
The Vice President for Finance and finance unit
Administration is responsible for overseeing o Annual operating
the sound financial management of the plans
University. o Memos
Extent of Implementation The President is responsible for overseeing o Minutes of meetings
The governing body clearly identifies the sound financial management of the o HEI risk
persons/teams for effective and efficient fiscal university. management
management, including risk management framework,
(e.g., operational, financial, reputational, Before opening a degree program or starting structures and
legal, and regulatory risk, among others). a new project, viability is first determined as policies
to administration and personnel, need and o Interviews with top
A finance team studies, manages, and relevance, resources of the institution, management,
evaluates major financial investments. technical aspect and social desirability stakeholders
through project feasibility study.
Program offerings and institutional projects
are supported by appropriate feasibility Processes that ensure financial strategy,
studies. annual operating plans, and budgets are in
place. Every budget unit prepares at the
close of the year its proposed budget, stating
its income projections and projected
expenditures backed up by an annual
operating plan.
Outcomes
The HEI has safety nets put in place to
manage risks and protect assets.

22

Effectiveness
There is evidence that the HEI is solvent,
financially stable, and sustainable.
Other relevant information:
Remarks Possible Sources of
Evidence
Structures are in place to ensure the
solvency, financial stability and sustainability
of the institution and the safeguard of its
assets. Policies supporting these structures
form part of the Internal Control System.

G1e - Effective Monitoring of Performance:

The HEI is reputable, sustainable, and relevant because of continuous quality improvement resulting from regular
monitoring and assessment of the performance of the HEI against its planned strategies and operational targets.
Presence of Systems The Board of Trustees requires the President o Relevant University
There are systems and structures to monitor to render a report to the Board the members policies and
and assess the performance of the HEI against of the Corporation in the Annual Member’s procedures
its planned strategies and operational targets Meeting. The report presents the o Structure of
and to enable action for continuous quality accomplishments of the institution as against governing body
improvement. its planned and operational strategies. o Performance Audit
Report

23
 Remarks Possible Sources of
Evidence
Extent of Implementation No new program is opened unless supported o Minutes of board
The governing body and the management by a Board Resolution. Consequently, the meetings
ensure the regular monitoring and assessment President renders a report during board o Relevant pages
of the following: meetings on the status and performance of from Manuals/
programs. Handbooks
 HEI performance through internal o Interviews with
processes and external review, including administrators,
academic performance, support services, faculty, staff, and
health and safety, employment policies, students
and relations with external stakeholders,
among others

 The strategic management of the

institution’s land, buildings, facilities, and
other non-academic resources

Outcomes
Stakeholders are satisfied with the quality and No new program is opened unless supported
performance of the HEI. by a Board Resolution. Consequently, the
President renders a report during Board
Programs are kept current and relevant Meetings on the status and performance of
because the governing body is involved in programs.
their approval, performance, and monitoring.
Effectiveness
There is evidence of the improvement of
quality of the HEI, as seen in the improvement
in key performance indicators, e.g.,
accreditation, passing rates in licensure
examinations, and stakeholder satisfaction.

24
 Remarks Possible Sources of
Evidence
Other relevant information:

25
Notes on the Presentation of Evidence

Core Indicator: GOVERNANCE

1. Presence of a comprehensive governance system that is transparent, ethical, objective, and has integrity
2. Extent to which governance system is implemented among all stakeholders
3. Outcomes of governance policies, monitoring systems, institutional sustainability
4. Effectiveness of governance as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have a documented governance system and its implementation, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of governance, and impact on
community/stakeholders.
6. Appropriateness of the mission statement to the context of the HEI (e.g., region, market, resources)

Please summarize the outcomes resulting from effective governance.

26
Scoring Guide

Core Indicator: GOVERNANCE

Criterion: The institution’s governance arrangements demonstrate probity, integrity, strategic vision, accountability,
awareness and management of risk, and effective monitoring of performance.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 Governance arrangements, which demonstrate all characteristics specified in the criterion, are in place.
 They are fully implemented in a manner consistent with the institution’s Vision, Mission, Goals, and Objectives (VMGO).
 They result in excellent outcomes in the areas of policy formulation, decision-making, sustainability of operations,
monitoring, and communication.
 The institution demonstrates good practices in all aspects that make its governance system a model for others.
3 The criterion is met in most respects, at a level that demonstrates good practice.
 Governance arrangements, which demonstrate most characteristics specified in the criterion, are in place.
 They are implemented to a great extent, in a manner consistent with the institution’s VMGO.
 They result in very good outcomes in the areas of policy formulation, decision-making, sustainability of operations,
monitoring, and communication.
 The institution demonstrates good practices in most aspects of its governance system.
2 The criterion is met in many respects, but improvement is needed to overcome weakness in some elements.
 Governance arrangements, which demonstrate many characteristics specified in the criterion, are in place.
 They are implemented to a moderate extent, in a manner consistent with the institution’s VMGO.
 They result in good outcomes in the areas of policy formulation, decision-making, sustainability of operations, monitoring,
and communication.
 The institution demonstrates good practices in many aspects of its governance system.
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Governance arrangements, which demonstrate some characteristics specified in the criterion, are in place.
 They are implemented to a limited extent, in a manner consistent with the institution’s VMGO.
 They result in fair outcomes in the areas of policy formulation, decision-making, sustainability of operations, monitoring, and
communication.
 The institution demonstrates good practices in some aspects of its governance system.
0 The criterion is not met.
 Characteristics of governance arrangements, as specified in the criterion, are not in place.
 Isolated initiatives are implemented.
 The lack of governance arrangements results in poor outcomes in the areas of policy formulation, decision-making,
sustainability of operations, monitoring, and communication.
 The institution lacks good practices in its governance system.

27
Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
Governance System place place place place place
to ensure
▪ Probity
▪ Strategic Vision
▪ Accountability
▪ Awareness &
Management of
Risk
▪ Effective Monitoring
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very good  Good  Fair  Poor
▪ Alignment of
Organizational
Culture with VMG
▪ Quality of
Institutional
Performance
▪ Effective structures
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  Lack of good
Governance that make it a most aspects in many aspects in some aspects practices
▪ Keeping ethical model system
standards
▪ Energizing the HEI
▪ Keeping HEI
sustainable
▪ Pushing quality of
HEI
Rating
(Please encircle.) 4 3 2 1 0

28
 Parameters Numerical Rating Description

Presence of Governance System 3 All characteristics in place

Extent of Implementation 3 Implemented to a great extent
Outcomes: 3 Very good
Policy Formulation Decision Making
Sustainability of Operations Monitoring
Communication Systems
Effectiveness of implementation, based on 3 Good practice in most aspects
outcomes

29
 Core Indicator: MANAGEMENT

Criterion: The institution’s management of operations, financial control, and quality assurance arrangements
give the HEI the opportunity to respond to development and change.
Remarks Possible Sources of
Evidence
M1a - Management of Operations:
Operations are efficient, effective, and responsive to challenges and changes.

Presence of Systems The vision and mission of the university are o Relevant pages in
There are well-documented organizational cascaded from the top management down to the Manuals
structures, systems, and processes that ensure rank and file. Policies are observed. o Relevant University
sound management of operations of the HEI. policies and
Organizational structures and processes
procedures
including personnel job descriptions and
responsibilities are documented and
o Annual Report
communicated at all levels. o Procedures on
Extent of Implementation In the orientation conducted for consultation and
Administrators, in coordination with top administrators, faculty, staff and students, dissemination
management, respond to particular needs in a the VMGO of the institution is always o Minutes and
timely manner, including those related to presented and explained. Proceedings of
national policies and international meetings/workshops
developments in higher education. Budget hearings are conducted before the o Special programs
start of every school year to allow fair and o Interviews with
Resources are allocated to enable the efficient allocation of resources in line with administrators,
accomplishment of the institution’s goals, the university’s goals. Emphasis is given to faculty, staff, and
especially those that pertain to academic the development of faculty and staff students
performance. knowledge and skills as well as exposure
opportunities for both faculty and students.

30
Outcomes
Services are delivered in a timely and efficient
manner.
Stakeholders are satisfied with the delivery of
services and efficient, responsive operations.
The HEI has responsive, innovative programs
that contribute to its development and respond
to national and local needs.
Effectiveness
There is evidence that effective and efficient
operations and responsive programs contribute
to the attainment of the VMG of the HEI.
Other relevant information:
M1b - Financial Control:
The institution responds to new
developments brought about by national
policies and to international developments
such as the need for good English-speaking
graduates. An ESL Program has also been
developed to serve clientele coming from
other Asian countries who are interested to
learn English.
In general, it can be said that stakeholders
understand and support the policies,
systems and procedures of the institution
when they are first made aware of its
rationale and the greater good generates.
31
The HEI is solvent, financially stable, and sustainable because of prudent financial control, according to the systems and
structures approved by the governing body.

Presence of Systems In the orientation conducted for o Relevant pages in

There are well-documented systems and administrators, faculty, staff and students, Manuals
processes that reflect sound management of the VMGO of the institution is always o Relevant University
financial and physical resources. presented and explained. policies and
procedures
Processes, job responsibilities/job o Annual Report
descriptions and procedures are o Proceedings of
documented and communicated to all consultations
persons involved in its implementation. o Curricula
o Program goals and
Extent of Implementation All administrators know and exercise objectives in line
Administrators at all levels are aware of the financial planning and control through the with
systems and processes for financial control, Annual Budget preparation and monitoring. national/international
implement them within their sphere of Expenses are monitored against set budgets developments
influence, and abide by the checks and at the beginning of the year and variances o MOAs, MOUs
regulations. are available for monitoring and as guide in o Development
decision-making. projects
There are adequate checks and balances in the o Minutes of meetings
allocation of resources. Proper authorization and approval in all o Interviews with
levels is practiced. The university ensures administrators,
Administrators with proper expertise oversee that requestors and approvers are not the faculty, staff,
the management of financial resources. same person always to maintain check and students, and
balance. external community
Stakeholders understand and support these
policies, systems, and procedures. Overseeing the financial resources is the
University Comptroller in close coordination
with the President.

Stakeholders such as suppliers and students

know and understand internal financial
procedures and control. They follow the
university policies and in the case of
students, they are given an orientation once

32
a year as a reminder and venue to ask
questions about the existing policies.

Policies, systems and procedures are always

explained not only during orientation
activities but also in meetings.

The governing body/management

implements and follows through what it
commits to stakeholders. When parking
inside campus premises was suggested to
avoid petty thefts on vehicles, the
administration with the support of the Board
of Trustees provided space within the
campus.

The institution responds to new

developments brought about by national
policies (such as IQUAME) and to
international developments such as the need
for good English-speaking graduates for the
call centers. It has entered into an
industrial partnership with TeleTech, a call
center and BPO company. The ESL Program
has also been developed under a Program
Director.

Aside from personal visits, communication

through the print media and the campus
radio enable the institution to reach out to
its various stakeholders.

Informal feedback is given by the Deans and

Principals from faculty during faculty
meetings or from students.

33

Outcomes
The HEI is financially stable and sustainable.
The HEI is able to fund key development plans
that improve the quality of education and
support services at the HEI.
Effectiveness
There is evidence that the HEI meets its targets
because of prudent financial control.
These are considered in the department’s
policy recommendations or are raised in the
Administrators’ meeting.
There is an existing challenge in the
solvency and cash flow due to the delayed
releasing of funds from the Department of
Education (DepEd) on the payment of the
Senior High Voucher but all employees are
able to receive salaries on time, university
and student events are done on time and
with proper funding, equipment necessary
for learning is provided, training for faculty
and staff are provided, student development
programs, community development and
extension, and even expansion of physical
facilities to provide a better learning
environment for the students are done.
Plans for the coming school year are
communicated to the representatives of
students and parents and plans from the
previous year are evaluated against the
current years’ achievements, thus targets
are evaluated at least once a year.
34
Other relevant information: In general, it can be said that stakeholders
understand and support the policies,
systems and procedures of the institution
when they are first made aware of its
rationale and the greater good it generates.
A few complaints may be received as in the
case of the paid comfort lounges. While
students believe it is the school’s obligation
to provide comfort rooms, the school
administration believes it should not just be
any comfort room, but one that ensures
sanitation and hygiene. Thus, comfort
lounges with soap, tissue paper and dryer
were provided, with a working student who
maintains cleanliness. A minimal fee for
comfort room which is clean and sanitary
serves two purposes: it keeps people away
from illnesses and it helps support the
college studies of the working student
assigned in the area.
M1c - Quality Assurance Arrangements:
The HEI is reputable, sustainable, and relevant because of continuous quality improvement resulting from regular
monitoring and assessment of its operations.

Presence of Systems Heads of offices and Deans take turns in o Relevant pages in
There are QA mechanisms in place with presiding over the Administrators’ Meeting. Manuals
systems, structures, and metrics to assess the In these meetings, progress reports on the o Annual Report
operations of the HEI. implementation of policies and the o QA reports
performance of programs are presented and o Accreditation reports
discussed so that administrative action can o Proceedings of
be determined. consultations
Extent of Implementation
The management conducts regular monitoring
and assessment of operations, including o Minutes of meetings
management of the following: human on monitoring

35
 resources, faculty evaluation, learning activities, addressing
resources, support and student services, gaps between
equipment and facilities, etc. targets and
accomplishments
There are regular evaluation and planning o Program recognition/
sessions by units/offices. authorization
o Interviews with
The HEI gets feedback from stakeholders and administrators,
clients that they serve. faculty, staff,
students, and
Outcomes external community
There is continuous quality improvement (CQI)
in the operations and management of the HEI.

Academic and support programs are kept

current and relevant because of the CQI
initiatives.

Effectiveness
There is evidence of continuous improvement
in the operations (e.g. financial and operational
sustainability, effective management of
academic offices) because of the QA
arrangements.

Other relevant information: The President’s Annual Report to the Board

shows the extent of implementation of
policies and the performance of programs.

36
Notes on the Presentation of Evidence

Core Indicator: MANAGEMENT

1. Presence of a comprehensive management system that is efficient, effective, and responsive to challenges and
changes.
2. Extent to which management system is implemented among all stakeholders
3. Outcomes of management of operations, financial control, and quality assurance arrangements
4. Effectiveness of management as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have a documented management system and its implementation, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of operations and development, and impact on
community/stakeholders.
6. Appropriateness of management structures to the mission and context of the HEI

Please summarize the outcomes resulting from effective management.

1. Academic operations run smoothly.

2. Business aspects are sustainable.
3. Stakeholders’ support to business and academic operations are evident.
4. Communication lines between and among stakeholders are open and clear as evidenced by effective feedback mechanism.
5. Involvement of stakeholders including the alumni and industry is felt as these outside community are made to participate in school
activities especially in the review of curricular programs.
6. Student performance continuously improves because of effective supervision, monitoring and guidance.
7. The university is able to effectively respond to external and internal development and changes.

37
Scoring Guide

Core Indicator: MANAGEMENT

Criterion: The institution’s management of operations, financial control, and quality assurance arrangements
give the HEI the opportunity to respond to development and change.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All management, financial control, and quality assurance arrangements are in place.
 These arrangements are fully implemented to achieve the institution’s VMGO.
 They result in excellent outcomes in the areas of operations, stakeholder support, effective communication and
responsiveness.
 The institution demonstrates good practices in all aspects that make its management system a model for others.
3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most management, financial control, and quality assurance arrangements are in place.
 These arrangements are implemented to a great extent to achieve the institution’s VMGO.
 They result in very good outcomes in the areas of operations, stakeholder support, effective communication and
responsiveness.
 The institution demonstrates good practices in most aspects of its management system.
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many management, financial control, and quality assurance arrangements are in place.
 These arrangements are implemented to a moderate extent to achieve the institution’s VMGO.
 They result in good outcomes in the areas of operations, stakeholder support, effective communication and responsiveness.
 The institution demonstrates good practices in many aspects of its management system.
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some management, financial control, and quality assurance arrangements are in place.
 These arrangements are implemented to limited extent to achieve the institution’s VMGO.
 They result in fair outcomes in the areas of operations, stakeholder support, effective communication and responsiveness.
 The institution demonstrates good practice in some aspects of its management system.
0 The criterion is not met.
 Management, financial control, and quality assurance arrangements are not in place.
 Isolated initiatives are implemented.
 This lack of management system results in poor outcomes in the areas of operations, stakeholder support, effective
communication and responsiveness.

38
  The institution lacks good practices in its management system.

Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
Management System place place place place place
to ensure
▪ Efficient Operations
▪ Financial Control
▪ QA Arrangements
▪ Timely Response to
Needs
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very good  Good  Fair  Poor
▪ Support of
Stakeholders
▪ Sustainability of
Operations
▪ Responsive Programs
and Development
Plans
▪ CQI in Management
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  Lack of good
Management that make it a most aspects in many aspects in some aspects practices
▪ Responding to model system
Challenges
▪ Meeting Targets
▪ Improving Quality

Rating 4 3 2 1 0
(Please encircle.)

39
 Self-Rating on Governance and Management

Core Indicator: Management

Parameters Numerical Description

Rating
Presence of Management System 4 All aspects in place
Extent of Implementation 3 Implemented to a great extent
Outcomes: 3 Very good
Operations
Support for Stakeholders
Lines of Communication
Responsiveness

Effectiveness of implementation, based on 3 Good practice in most aspects

outcomes

40
 Indicator: ENABLING FEATURES

Criterion: The institution has enabling features that help improve the operations, quality, and development, such
as 1) the use of Information and Communication Technology (ICT) for more efficient and effective management;
and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.

Remarks Possible Sources of

Evidence
EF1a - Use of Information and Communications Technology in Management:

The institution’s use of ICT to manage its operations and academic affairs contributes to the effectiveness of its operations
and programs. (Separate from ICT for learning).

Presence of Systems Every unit in the university is provided with o Data on distribution
The HEI has ICT system(s) to manage its ICT equipment for easier management of its and utilization of
operations, such as—but not limited to— respective operations. ICT resources
accounting, human resources (HR), and o Operational plan of
student information systems. HEI, incl. budget
(acquisition,
Extent of Implementation The UGHS programs use iPad as a teaching upgrading,
Staff, faculty, and administrators are proficient tool. The two campuses are both wifi maintenance)
in ICT, with the HEI providing training and/or campuses and therefore facilitate the use of o Evidence of how the
support. ICT in the campus. Faculty, students, staff workflow and
and admin are trained to use ICT equipment processes are
There is a responsive link between ICT systems and applications relevant to their needs. improved
of administrative and academic offices to o Evidence of MIS use
ensure optimal communication and use of o Samples of ICT
information. applications for
communication and
Outcomes Management Information System (MIS) management
The HEI’s management information system Department maintain and manages the o Outputs of offices
(MIS) enables more efficient management of information and technology infrastructure of using ICT
student and faculty records, planning for and the university including the various systems o ICT programs for
implementation of academic programs, budget, and data used by the university for daily administrators,
etc. operations. Students and faculty records are faculty and
kept in a secured central storage facility students

41
 Remarks Possible Sources of
Evidence
within the data center and backups are o Interviews with
created every 2, 6 and 12 hours interval. faculty, staff and
Records are accessible only to a few administrators
departments that need it (e.g. Business and
Finance Office and the Office of Admissions
and Records). Human Resource Department
can also access the daily time record of
employee for proper monitoring. Other
departments are also given limited access to
the data if requested.
Effectiveness
There is evidence that use of ICT helps the HEI
meet its targets pertinent to relevant key
performance indicators.

Other relevant information:

EF1b - Resource Generation Strategies:

42
 Remarks Possible Sources of
Evidence
The HEI’s development plans are effective and sustainable because they are supported by viable and appropriate resource
generation strategies.

Presence of Systems Every 5 years, a Strategic (Development) o Annual report of

There are mechanisms for the institution to Plan is crafted and every activity indicated in HEI
actively appraise potential sources of new the plan has a corresponding budget enclose o Financial reports
resources to support its development plans. implementation. o Reports of
completed
Extent of Implementation The university has auxiliary services which resource
The institution generates resources to are generating income aside from tuition. generation projects
supplement its tuition income through o Institutional
sustainable initiatives. The university has linkages with DOST, policies on risk
DSWD, DILG. management
The HEI avails of resources through its links o MOAs, MOUs
with government and non-government o Reports on
agencies in the Philippines and overseas. monitoring and
evaluation of
The monitoring and evaluation of resource projects
generation activities enable the HEI to enhance o Interviews with
further initiatives. top-level
management
Outcomes
The resource generation strategies enable the
HEI to implement development plans that
contribute to the growth of the organization
and the communities it serves.

Funds and other resources derived from

specific projects produce the outcomes
specified by the funder.

Effectiveness A 5-year Institutional Development Plan is

There is evidence that the HEI’s resource prepared regularly to guide management

43
 Remarks Possible Sources of
Evidence
generation initiatives support development with its goals. This plan is supported by a
plans that contribute to the attainment of visible and sustainable resource generation
targets for relevant key performance indicators. strategies.

Other relevant information:

EF1c - Other Enabling Features:

The HEI has other features that enable it to achieve its goals.

Presence of systems o Reports of other

initiatives
o Interview with top
management
Extent of implementation

Outcomes from the implementation of the

enabling feature

Effectiveness of the enabling feature: How does

it help the HEI achieve its goals/targets?

Other relevant information:

44
Notes on the Presentation of Evidence

Indicator: ENABLING FEATURES

1. Presence of enabling features that help improve the operations, quality, and development
2. Extent to which enabling features are implemented
3. Outcomes of operations, quality, and development
4. Effectiveness of enabling features as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented enabling features and their implementation, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of these enabling features, and impact on
community/stakeholders.
6. Impact of the enabling features on the management, planning, development, and other needs of the HEI

Please summarize the outcomes resulting from the enabling features.

45
Scoring Guide

Indicator: ENABLING FEATURES

Criterion: The institution has enabling features that help improve the operations, quality, and development, such
as 1) the use of Information and Communication Technology (ICT) for more efficient and effective management;
and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.
4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 A wide range of enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are fully implemented.
 The system results in excellent outcomes, as shown by 1) very efficient delivery of services, communication among offices
and departments, and very effective planning, monitoring, and assessment due to ICT systems; and 2) very good achievement
of development plans, among others.
 The institution demonstrates good practices that make its enabling features a model for others.
3 The criterion is met in all respects, at a level that demonstrates good practice.
 A good range of enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are implemented to a great extent.
 The system results in very good outcomes, as shown by 1) efficient delivery of services, communication among offices and
departments, and effective planning, monitoring, and assessment due to ICT systems; and 2) good achievement of
development plans, among others.
 The institution demonstrates good practices in most aspects of its enabling features.
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Some enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are implemented to a moderate extent.
 The system results in good outcomes, as shown by 1) fairly efficient delivery of services and communication among offices
and departments; and 2) fair achievement of development plans, among others.
 The institution demonstrates good practices in many aspects of its enabling features.
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Few enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are implemented to a limited extent.
 The system results in fair outcomes, as shown by delivery of services and communication, which need some improvement.
 The institution demonstrates good practices in some aspects of their enabling features.
0 The criterion is not met.
 There is no system for enabling features, such as ICT system and resource generation initiatives.
 Isolated initiatives are implemented.
 The system results in poor outcomes, as shown by poor delivery of services and communication among offices and
departments.
 The institution lacks good practices in its enabling features.

46
 Parameters 4 3 2 1 0
Presence of System  A wide range of  A good range of  Some enabling  Few enabling  No enabling
for: enabling enabling features in features in features in
▪ ICT for features in features in place. place. place.
management, place. place.
resource generation
and/or other
enabling features
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very good  Good  Fair  Poor
▪ Efficient and
effective operations
▪ Achievement of
responsive
development plans
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  Lack of good
Enabling Features: that make it a most aspects in many aspects in some aspects practices
▪ Meeting Targets model system
▪ Improving Quality
▪ Satisfaction of
Stakeholders

Rating 4 3 2 1 0
(Please encircle.)

Self-Rating on Enabling Features

Core Indicator: Enabling Features

47
Parameters Numerical Description
Rating
Presence of Management System All aspects in place
Extent of Implementation Implemented to a great extent
Outcomes: Very good
Operations
Support for Stakeholders
Lines of Communication
Responsiveness

Effectiveness of implementation, based on Good practice in most aspects

outcomes

Summary of Ratings

KRA 1: GOVERNANCE AND MANAGEMENT

Indicators Presence of Extent of Outcomes Effectiveness of Overall

Systems/ Implementation Implementation Ratings
Mechanisms

Core Indicator: Governance

Core Indicator: Management

Indicator: Enabling Features

48
 KRA 2: QUALITY OF TEACHING AND LEARNING

A. Core Indicator: Setting and Achieving Program Standards

Criterion 1: Program Approval and Implementation - The institution’s process for approving and implementing
programs ensure that programs: 1) are aligned to the HEI’s VMG as expressed in the desired competencies for
its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively
implemented to achieve the intended outcomes; and 4) contribute to the development needs of the
region/country.

Possible outcomes: Student and faculty performance toward the desired competencies of graduates, dynamic learning
environment, stakeholder satisfaction, relevant and responsive academic programs

Criterion 2: Program Monitoring and Review - The institution’s effective arrangements for monitoring and
reviewing contribute to the effectiveness of its programs.

Possible outcomes: Programs that are current, relevant, coherent, and sustainable; improved teaching and learning,
improved student performance (e.g., in terms of licensure examinations, passing rate, employment rate, and self-
employment opportunities)

Criterion 3: Action to Strengthen Programs - The institution’s programs are continuously improved through
effective actions that address weakness, build on strengths, and enhance student and faculty performance.

Possible outcomes: ideal student performance towards desired competencies

Professional The programs produce graduates with professional competencies that are relevant and responsive
Institution to the needs of society.
College The programs produce graduates with holistic perspective and broad knowledge of issues.
University The programs produce graduates with specialized competencies and investigative skills.

49
B. Core Indicator: Faculty Profile

Criterion: The institution achieves its quality of teaching and learning due in large part to its faculty roster with
their appropriate expertise and competence.

This section refers to the systems and processes of hiring, retaining, and developing faculty with the appropriate
expertise and competence.

Possible outcomes: Student performance, rate of completion, and faculty performance and retention

C. Core Indicator: Use of ICT and Learning Resources

Criterion: Student learning and performance are enhanced with the effective use of learning resources, such as
library resources, laboratories, and information and communications technology.

This section refers to the structures that allow faculty and students to effectively use the HEI’s learning resources.

Possible outcomes: utilization of ICT and learning resources, efficient and responsive delivery of learning, high satisfaction
of users, and academic performance of students

50
 Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 1: Program Approval and Implementation

The institution’s process for approving and implementing programs ensure that programs 1) are aligned to the
HEI’s VMG as expressed in the desired competencies for its graduates; 2) consider the risks related to needed
resources, potential market, etc.; 3) are effectively implemented to achieve the intended outcomes; and 4)
contribute to the development needs of the region/country.

Remarks Possible Sources of

Evidence
PS1a - Program Approval:

The program approval process ensures that programs are aligned to the HEI’s VMG, is supported by adequate resources,
and responds to needs of its publics.

Presence of Systems
The process of approving academic programs
considers: 1) the HEI’s VMG, 2) its resources,
3) the development needs of the region/
country; and 4) its ability to ensure that
students can achieve the intended outcomes.
The requirements for program approval are
documented.
The institution has a system for o Relevant pages from
approving academic programs. A Dean Manuals
who wants to open a new degree o Relevant University
program must first study the policies and policies and procedures
standards for that program and if o Program proposal/
resources are currently or can be made Feasibility studies
available, a project feasibility study is o Status report of existing
conducted. If the feasibility study shows academic programs
that the project is viable in terms of o Certificate of Program
objectives, curriculum, faculty, library, Compliance (as
laboratories (if necessary), physical applicable to SUCs)
plant, equipment, facilities, student o Interviews with
support services, community demand for administrators, faculty,
the program, and social desirability, then and students
Board of Trustees approval is sought,
followed by processing of application by
the Vice-President for Academic Affairs
with the Commission on Higher Education
Region VII (CHEDRO VII). CHEDRO VII
evaluates the application for new degree

51

Extent of Implementation
The process considers inputs from the faculty,
students, administrators, the governing body,
and external stakeholders, to make the
program relevant.
The process of approval of academic programs
is clear to stakeholders.
Outcomes
Stakeholders are satisfied with the transparent
processes of program approval.
The HEI’s programs are relevant, sustainable
and responsive4 to the needs of the community
it serves.
4 Programs are relevant when they are connected to the needs of the community/society; sustainable when they can be maintained at a certain level;
responsive when they are able to react and act immediately to particular situations.
Remarks Possible Sources of
Evidence
programs and conducts an ocular
inspection before granting permit to
operate. For the BSN program, the
Board of Nursing evaluates the
application and submits its
recommendation to CHED.
The dean who wants to open a new
degree program must first study the
policies and standards for the program,
and should see to it that resources are
made available, then a feasibility study is
conducted. If the result of the feasibility
study shows the project is feasible, in
terms of objectives, curriculum, faculty,
library, laboratories, physical plant,
equipment & facilities, student support
services, community demand for the
program & social desirability, then Board
of Trustees approval is sought, followed
by the processing of application by the
Chancellor with CHEDRO VII.
Prior to an academic program’s approval,
stakeholders have been consulted as to
the program’s relevance to industry need
and its alignment to HEI’s mission,
vision, & goals.
52
 Remarks Possible Sources of
Evidence
Effectiveness
There is evidence that the programs help the
All academic programs have clearly
HEI attain its strategic vision and goals. defined objectives and learning outcomes
as determined in the curriculum mapping
conducted by each department. Said
learning outcomes are considered by
faculty members in the delivery of
instruction so that program outcomes are
manifested by their graduates to each
degree program has been carefully
structured to meet, even exceed,
subject-specific outcomes & standards
stipulated by CHED.
Other relevant information: Review of academic programs is
implemented through curriculum review,
program evaluation, and accreditation.
The institution conducts regular review of
the curriculum based on feedbacks from
students, teachers and industry, or
employers. Accreditation by the
Philippine Accrediting Association of
Schools, Colleges and Universities
(PAASCU) of the Agriculture and
Industrial Engineering Programs and by
the Philippine Association of Colleges and
Universities Commission on Accreditation
(PACUCOA) of the Commerce, Liberal
Arts and Education Programs provides
another form of review.
PS1b - Setting of Objectives and Learning Outcomes:

Academic programs have clearly defined objectives and learning outcomes, which contribute to the attributes and
competencies of the HEI’s ideal graduates.

53
 Remarks Possible Sources of
Evidence
Presence of Systems A document called “Agreement Between o Program proposal with
There is a process for setting the objectives Vision-Mission and Their Implementation” purposes and objectives
and learning outcomes of a program and serves as guide in defining the objectives o Curricula
ensuring that they are aligned with the VMGO, and learning outcomes of degree and o OBE Manual, if available
meet the subject-specific outcomes and other programs. This document o Compliance report of
standards promulgated by CHED, and maintain translates the vision-mission into specific degree programs to
comparability of standards with other providers activities and programs. CHED guidelines
of equivalent level programs. o Acceptance and
In another document called “Agreement recognition of degree
There is a clear articulation of how the program Between Program and Level Objectives programs by other local
develops the attributes/desired competencies and Their Implementation,” the program and foreign institutions
of its ideal graduates. objectives are articulated in line with the o Reports on Curriculum
vision-mission and are further translated Review and Enrichment
into level objectives. This document o Minutes of meetings
translates the program and level o Proceedings of
objectives into specific activities. consultations/
workshops
Extent of Implementation Both documents were formulated with o Examples of OBE-
Objectives and learning outcomes considered the assistance of the faculty, students, aligned syllabi,
inputs from potential employers, faculty alumni, and some members of the curriculum maps
members, students, and other stakeholders, community. o Interviews with
when applicable. administrators, faculty,
Before the school offers a certain degree students, and external
Faculty members translate these objectives and program, it has to secure first the go- community
learning outcomes in their courses. signal from CHED. The curriculum for
whatever program that is offered is
based on the Policies and Standards set
by CHED. Degree programs, therefore,
meet the policies and standards
promulgated by CHED and Technical
Panels. The BSN Program, for instance,
fully complies with CMO No. 30.

54

Outcomes
The program’s clearly defined objectives and
learning outcomes help students find focus in
their professional and personal development.
Remarks Possible Sources of
Evidence
Suggestions & brilliant ideas for the
improvements of the college/department
& its graduates are taken into account
and are incorporated by the faculty
members in crafting objectives in their
respective OBE syllabi.

Effectiveness Based on the narrative reports submitted

There is evidence that the HEI’s programs
contribute to the attributes and competencies
of the HEI’s ideal graduates.
Other relevant information:
by employers, it was found that FU
graduates are creative, critical thinkers &
are technologically inclined because of
their extensive trainings during their
college years at FU.
FU graduates are good leaders and
classroom managers, as reported by
employers.

PS1c - Mechanisms for Effective Delivery of Programs and Academic Support:

The effective delivery of academic and non-academic programs contributes to student performance as well as the
reputation of the HEI.
Presence of Systems Systems are in place to allow periodic o Summary/overview of
There is a system to ensure the effective self-evaluation of individual programs reports such as those
delivery of programs. such as curriculum review, self-survey listed below,
for accreditation, comprehensive highlighting delivery of
This includes academic support to students; examinations, faculty meetings, programs and academic
access to equipment, facilities, and learning evaluation of establishment support

55
 Remarks Possible Sources of
Evidence
resources; oversight of faculty and student ownership/managers as regards  Evaluation reports
performance; among others. practicum, and feedback from employers  Student performance
as regards graduates. reports
 Retention standards
 Academic support
Extent of Implementation To see of goals are met, indicators are programs
Well-trained faculty members facilitate student used such as the policies and standards  PRC report
learning and give regular assessment and for each program, accreditation (Licensure passing
feedback; students, peers, and supervisors instrument, practicum evaluation form, rates of first-time
regularly evaluate faculty performance. faculty evaluation, comprehensive takers)
examination, Strategic Plan and  Documents that show
Students are able to access learning resources, debriefing interview criteria. how performance in
appropriate facilities, and administrative passing rates are
support, all of which contributes to the creation The faculty members give extra time to addressed
of a proper learning environment. students for PUPA (where teachers do  Certification reports,
some feedbacking of students’ when available (e.g.,
Student assessments are valid, reliable, secure performance, do tutorials if needed to IT)
and externally verified; students get regular help students labeled as “At Risk” of o Samples of tests, other
and appropriate feedback. dropping or failing and motivate these assessment tools
students to continue their studies. o Samples of faculty
Clear, measurable indicators are used to see if Feedbacking is also done during PUPA. evaluation
goals are met and to assess and improve the - Academic advising is also done to o List of learning
programs. facilitate students during enrollment. resources
o Tracer studies
Teachers’ performance is also regularly (Employment rate)
Faculty members and program managers monitored using the revised evaluation o Written feedback from
regularly look into the upgrade of equipment, tool crafted by FU administrators. This employers/ industry
facilities, and learning resources, when faculty performance evaluation tool puts o Evidence of use of
possible. premises the feedback by students, peer available equipment,
& supervisor. Faculty members are facilities, and learning
informed of their evaluation performance resources
toward end of each academic year. o Mechanisms for access
of resources
Class visit are also conducted by our o Training programs for

56
 Remarks Possible Sources of
Evidence
dean to regularly assess teachers’ faculty on effective
performance. pedagogy with
attendance and
Multimedia tools are made available to completion reports
teachers to facilitate interactive o Interviews with
classroom discussions, so that administrators,
meaningful learning takes place. department chairs,
faculty, and students
The institution prides itself with state-of-
the-art equipment & facilities which
students have access to. Monitoring of
these equipment, facilities, and other
learning resources is regularly done by
personnel in-charged.

Outcomes
Students develop within their programs due to
a good learning environment where they are
given timely and effective feedback, academic
support; and access to equipment, facilities,
and learning resources.
Graduates of the HEI achieve good licensure
passing rates (when applicable), are easily
employed, and/or have impact on the
communities they serve.
Graduate programs are supported by
relevant research or other advanced
scholarship such as the study conducted
by FU visiting professor Dr. Jeffrey L.
Lennon and studies conducted by college
students.
Employment rates of graduates are
reasonably within the institution’s targets
relative to the national and regional
employment statistics. However,
licensure passing rates in Accountancy,
Elementary Education, Secondary
Education and in the bar examinations
still fluctuate from year to year. The goal
is to exceed the national passing
percentage and maintain a higher
percentage compared to every preceding

57

Effectiveness
There is evidence that the effective delivery of
programs and academic support contributes to
the performance and reputation of the HEI.
Remarks Possible Sources of
Evidence
year.
The faculty members regularly assess
students’ performance and call the
attention of students who are not
performing well and those students who
habitually missed classes for PUPA.
The FU graduates bring them the spirit of
voluntarism & take their responsibilities
with high regard when they are in the
world.
Each academic program employ a variety
of measures for the purpose of enhancing
their curricular offering. Among these are
researches done to assess whether
college/year level objectives are met,
tracer studies with feedback from
employers/industries; tracking of
licensure passing rates against the
national passing percentage and other
similar evaluation procedure to assess
the effectiveness of programs
58
 Remarks Possible Sources of
Evidence
Other relevant information: It is worthwhile to note that in the
nation-wide Evaluation of Graduate
Education, the following graduate
programs received encouraging ratings:
Business Education = Very Good;
Teacher Education = Good; Public
Administration = Good.

Foundation University follows open

admission policy. The guidance office
employed strategies such as advising and
career guidance so that students are able
to carefully assess whether their abilities
and aptitudes meet the demands of the
program that they are pursuing.

Varied mechanisms are employed by

both the institutions and the departments
to help in the students’ holistic
development. These include orientation
programs; guidance and counseling
activities, online evaluation system,
online grade book, OPAC etc. which all
contribute to the students’ development.
PS1d - Matching of Abilities and Aptitudes:

Students perform well because there is a matching of their abilities and aptitudes with the demands of the programs, and
because there are support systems that enhance their performance.
Presence of Systems To ensure that programs remain current o Admission policies
There are policies and processes that ensure and valid in the light of developments in o Program admission
the matching of student abilities and aptitudes the relevant field of study and related requirements/standards
with the demands of the programs. employment, the institution uses faculty o Support services
meetings as clearinghouse for current o Student performance

59

Extent of Implementation
There is an office or a committee responsible
for the implementation of these policies and
processes.
Offices ensure that support services are
accessible and that students avail of the
services to improve their performance.
Outcomes
Students generally perform well and achieve
the intended outcomes of these programs.
Effectiveness
There is evidence that the effective delivery of
programs contributes to the performance and
reputation of the HEI.
Remarks Possible Sources of
Evidence
problems. Assessment of continuing o Written feedback from
effectiveness of instruction is done employers and partners
through parent-teacher conferences, o Interviews
standard-based examinations,
comprehensive examinations for college
juniors and seniors, faculty immersion in
the company environment for some
courses, on-the-job training for students,
and interview with employers.
Graduate programs are supported by
relevant research or other advanced
scholarship such as the study conducted
by FU visiting professor Dr. Jeffrey L.
Lennon and studies conducted by college
students.
The effectiveness of teaching and
learning is monitored in relation to
curriculum content and learning
outcomes of programs in several ways.
First, faculty performance is regularly
evaluated. Second, each faculty is
required to submit test drafts with table
of specifications. Third, course syllabi for
courses taught during the semester are
60
 Remarks Possible Sources of
Evidence
submitted for review. Fourth, the
comprehensive examinations are used as
gauge to determine if the faculty have
been effective. Fifth, regular classroom
visits are conducted by the Dean and/or
the Chancellor. Sixth, programs with
board/bar are monitored. Finally, student
outputs are collected for evaluation.
Other relevant information:

61
Notes on the Presentation of Evidence

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 1: PROGRAM APPROVAL AND IMPLEMENTATION

1. Presence of a program approval and implementation process/mechanism that is transparent, efficient and effective
2. Extent to which program approval and implementation process/mechanism is executed
3. Outcomes of program approval and implementation process/mechanism
4. Effectiveness of program approval and implementation as shown by the quantity and quality of outcomes and
achieving the HEI’s VMG
5. While it is important to have documented program approval and implementation systems and processes, the weight of
the assessment goes to the quantity and quality outcomes, the effectiveness of these systems and processes for
program approval and implementation, and impact on students and the publics influenced by their graduates.
6. Impact of program approval and implementation systems and processes on the quality and reputation of the HEI

Please summarize the outcomes resulting from the clear program approval and implementation systems and
processes.

62
Scoring Guide

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 1: Program Approval and Implementation - The institution’s process for approving and implementing
programs ensure that programs 1) are aligned to the HEI’s VMG as expressed in the desired competencies for
its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively
implemented to achieve the intended outcomes; and 4) contribute to the development needs of the
region/country.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
program objectives and learning outcomes are attained.
 These arrangements are fully implemented in a manner consistent with the institution’s VMGO.
 They result in excellent outcomes in the areas of student and faculty performance, the development of desired graduate
competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs.
 The institution demonstrates good practices in all aspects that make their program approval mechanism a model for
others.

3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
program objectives and learning outcomes are attained.
 These arrangements are implemented to a great extent in a manner consistent with the institution’s VMGO.
 They result in very good outcomes in the areas of student and faculty performance, the development of desired graduate
competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs.
 The institution demonstrates good practices in most aspects of their program approval mechanism.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
program objectives and learning outcomes are attained.
 These arrangements are implemented to a moderate extent in a manner consistent with the institution’s VMGO.
 They result in good outcomes in the areas of student and faculty performance, the development of desired graduate
competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs.
 The institution demonstrates good practices in many aspects of their program approval mechanism.

63
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
program objectives and learning outcomes are attained.
 These arrangements are implemented to a limited extent in a manner consistent with the institution’s VMGO.
 They result in fair outcomes in the student and faculty performance, the development of desired graduate competencies,
dynamic learning environment, stakeholder satisfaction, and responsive programs.
 The institution demonstrates good practices in some aspects of their program approval mechanism.

0 The criterion is not met.

 There are no mechanism for program approval and implementation.
 Isolated initiatives are implemented.
 The lack of mechanism for program approval and implementation results in poor outcomes in the areas of student and faculty
performance, the development of desired graduate competencies, dynamic learning environment, stakeholder satisfaction, and
responsive programs.
 The institution does not demonstrate good practices in its program approval and implementation mechanisms.

64
 Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
Mechanism for place place place place place
Program Approval and
Implementation
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very good  Good  Fair  Poor
▪ Student and faculty
performance
▪ Development of
competencies
▪ Dynamic learning
environment
▪ Stakeholder
satisfaction
▪ Relevant and
responsive academic
programs
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  Lack of good
implementation, that make it a most aspects in many aspects in some aspects practices
based on outcomes model system
▪ Attaining program
goals
▪ Developing graduate’s
competencies

Rating 4 3 2 1 0
(Please encircle.)

65
 Self-Rating on

Setting and Achieving Program Standards (Core Indicator)

Criterion 1: Program Approval and Implementation

Numerical Rating
Description
Parameters
Presence of Mechanisms for Program 4 All aspects in place
Approval
Extent of Implementation 4 Fully implemented
Outcomes: 3 Very good

Collaboration of Sectors/stakeholders in the 3 Very good

approval of program

Relevance and Responsiveness of Programs to 3 Very good

society’s needs

Effectiveness of implementation, based on 3 Good practice in most aspects

outcomes

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 2: Program Monitoring and Review

The institution’s effective arrangements for monitoring and reviewing contribute to the effectiveness of its
programs.

66
 Remarks Possible Sources of
Evidence
PS2 - Monitoring and Review:

Periodic program monitoring and review ensure the effectiveness of its programs, e.g., the programs are relevant,
sustainable, delivered well.

Presence of Systems The effectiveness of teaching and learning o Strategic/operational

There is a system to ensure regular program is monitored in relation to curriculum plan
monitoring and review of programs, which aims content and learning outcomes of programs o Proceedings of
to keep programs current; improve teaching and in several ways. First, faculty performance consultations/
learning; and ensure that programs contribute to is regularly evaluated. Second, each workshops
student performance and achievement of the faculty is required to submit his test drafts o Description of
HEI’s VMG. with the table of specifications. Third, elements/alternative
course syllabi for courses taught during the delivery modes
semester are submitted for review. Fourth, o Minutes of meetings
the comprehensive examinations for third o Summary/overview of
year and fourth year college students are reports such as those
used as gauge to determine if the faculty listed below,
have been effective. Fifth, regular highlighting
classroom visits are conducted by the Dean monitoring and
and/or Department Chair. Sixth, written review:
feedbacks are gathered from cooperators of  Program Evaluation
the practicum program. Seventh, programs Reports
with board/bar examinations are monitored.  PRC report (PRC
Finally, student outputs are collected for report (Licensure
evaluation. passing rates of
first-time takers)
There is a regular review of the strategic  AVERAGE rates over
plan to ensure that the desired outcomes past 5 years = Total
which is based in the VMG of the University number of passers
are achieved, and to determine which of the over 5 years/Total
identified objectives are not materialized number of takers
yet. over 5 years
 Certification reports
The faculty members regularly visit our  Reports on updates

67
 Remarks Possible Sources of
Evidence
curriculum to keep pace with the demands of programs with
of the society at present. dates indicating
when these were
initiated and
approved.
Extent of Implementation Program advisers are responsible for the o Faculty performance
There is/are office(s) or committee(s) regular monitoring and review of curriculum reports
responsible for regular program monitoring and o Average
review. The institution in general strive to licensure/certification
consolidate feedback gathered through self- passing
The results are disseminated to the proper evaluation measures. Feedbacks are o Tracer studies
groups and these are used for improvement evaluated and improvements are ---by the (Employment rate)
and planning. HEI so that it continuously shape it’s ideal o Exit evaluation of
graduates who possess the institutional students
outcomes reflected in the HEI’s VMG. o Written feedback from
employers
o Interviews with
Mechanisms are in place so that the faculty, students, and
institution’s best practices are disseminated external community
within and outside of the institution. These
are captured in University’s campaign
video, website, digital magazines, etc.
These all serve as avenue so that
employees and all stakeholders are made
aware of the institutions’ practices mostly
of emulation.

68

Outcomes
Programs remain current and valid in the light
of developments in the field.
Programs are sustainable because of an
effective link between planning and resource
allocation.
There is evidence of improved teaching and
learning and coherent modes of program
delivery.
Graduates of the HEI are easily employed, set
up businesses, and/or have impact on the
communities they serve.
For programs with licensure/certification
exams, the average passing rate over the past
five years demonstrate the level of student
performance.
Effectiveness
There is evidence that regular monitoring and
review contributes to the impact of the
programs as well as the performance and
reputation of the HEI.
Other relevant information:
Remarks Possible Sources of
Evidence
The institution responds to matters that are
raised through self-evaluation, formal
internal monitoring, or external criticisms –
constructive or otherwise – as these help
shape a developing institution. Among the
steps taken in this regard are: 1)revision
of policies, 2) discussion and collective
action during meetings, 3) conferences with
parents, 4) referrals and consultations with
stakeholders, and 5) administrative action
on accreditor’s recommendations. These
are the reasons why the growth of
Foundation University in the past ten (10)
years has been visible to general public.
Feedback from faculty, students, employers
and other HEIs are evaluated and acted
upon.
Review of academic programs is
implemented through curriculum review,
program evaluation, and accreditation. The
institution conducts regular review of the
curriculum based on feedbacks from
students, teachers and industry, or
employers. Accreditation by the Philippine
Accrediting Association of Schools, Colleges
69
 Remarks Possible Sources of
Evidence
and Universities (PAASCU) of the
Agriculture and Industrial Engineering
Programs and by the Philippine Association
of Colleges and Universities Commission on
Accreditation (PACUCOA) of the Commerce,
Liberal Arts and Education Programs
provides another form of review.

There are mechanisms for disseminating

good practice throughout the institution.
One venue is the Meeting of Deans and
Principals wherein academic problems are
identified and best practices are shared.
For example, when different criteria used in
grading students became an issue, the
meeting called for this purpose generated
ideas and suggestions which resulted in
reasonable and collectively acceptable
criteria to be used by all colleges.

Notes on the Presentation of Evidence

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 2: PROGRAM MONITORING AND REVIEW

1. Presence of an effective program monitoring and review process/mechanism

2. Extent to which program monitoring and review process/mechanism is implemented
3. Outcomes of program monitoring and review process/mechanism
4. Effectiveness of program monitoring and review as shown by the quantity and quality of outcomes and achieving the
HEI’s VMG

70
 5. While it is important to have documented systems for program monitoring and review, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of these systems for program monitoring and review,
and impact on the programs.
6. Impact of systems for program monitoring and review on the quality and reputation of the HEI

Please summarize the outcomes resulting from the regular program monitoring and review.

71
Scoring Guide

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

Criterion 2: Program Monitoring and Review - The institution’ effective arrangements for monitoring and
reviewing contribute to the effectiveness of its programs.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies.
 These arrangements are fully implemented for very highly effective monitoring and review.
 They result in excellent outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved
teaching and learning, and improved students performance, e.g., average licensure/certification5 passing rate in the past 5
years is at least one percentage point above the national passing rate 6, employability/self-employment in the past
5 years is above 85%.
 The institution demonstrates good practices in all aspects that make their program monitoring and review mechanism a
model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies.
 These arrangements are implemented to a great extent, for highly effective monitoring and review.
 They result in very good outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved
teaching and learning, and improved student performance, e.g., average licensure/certification passing rate in the past 5
years is above national passing rate, and employability/self-employment in the past 5 years is above 75%.
 The institution demonstrates good practices in most aspects of their program monitoring and review mechanism.

5 Certification is the equivalent of professional exams for certain fields like IT, Financial Analysis, among others
6 National Passing Rates to be provided by CHED

72
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies.
 These arrangements are implemented to a moderate extent, for effective monitoring and review.
 They result in good outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching
and learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is
at most 0.5 percentage point below national passing rate, employability/self-employment in the past 5 years is
above 65%.
 The institution demonstrates good practices in many aspects of their program monitoring and review mechanism.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies.
 These arrangements are implemented to a limited extent, for monitoring and review.
 They result in fair outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching and
learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is at
most 5 percentage points below national passing rate, employability/self-employment in the past 5 years is
above 50%.
 The institution demonstrates good practices in some aspects of their program monitoring and review mechanism.

0 The criterion is not met.

 There is no mechanism for monitoring and review of curriculum content; learning outcomes; learning resources; student
progress, academic support, and counseling; program delivery; admission policies.
 Isolated initiatives for monitoring and review are implemented.
 They result in poor outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching and
learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is more
than 5 percentage points below national passing rate, employability/self-employment in the past 5 years is below
50%.
 The institution does not demonstrate good practices in its program monitoring and review mechanism.

73
 Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
Mechanisms for place place place place place
Program Monitoring
and Review of
▪ Curriculum content
▪ Learning resources
▪ Student progress
▪ Academic support/
counseling
▪ Program delivery
▪ Admission policies
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very good  Good  Fair  Poor
▪ Programs that are
current, relevant,
coherent, sustainable
▪ Improved teaching
and learning
▪ Improved student
performance (e.g.
licensure examination
passing rate,
employment rate,
and self-employment
opportunities)
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  Lack of good
implementation, that make it a most aspects in many aspects in some aspects practices
based on outcomes model system
▪ Creating program
impact
▪ Attaining program
goals

Rating 4 3 2 1 0
(Please encircle.)

74
 Self-Rating on

Criterion 2: Program Monitoring and Review

Parameters Numerical Rating Description

Presence of Mechanisms for Program

Monitoring 4 All aspects in place; Mechanisms for all
Curriculum Content the areas specified
Learning Outcomes
Admission Policies
Feedback on Student Progress, Academic
Support and Counseling
Learning Resources
Program Delivery

Extent of Implementation 3 Implemented to a great extent

Outcomes: 3 Very good
Teaching and Learning 3 Very good
Students’ Achievements 3 Very good
Program Delivery 3 Very good
Licensure Examinations 1 Fair
Employability 3 Very good
Effectiveness of implementation, based
on outcomes 3 Good practice in most aspects

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

75
Criterion 3: Action to Strengthen Programs
The institution’s programs are continuously improved through effective actions that address weakness, build on
strengths, and enhance student and faculty performance.
Possible Sources of
Remarks
Evidence
PS3 – Action to Strengthen Programs:
The actions to strengthen programs contribute to institutional goals, i.e., formation of the HEI’s ideal graduate and impact
of HEI on society.

Presence of Systems There are mechanisms for disseminating good o Consolidated

There are mechanisms for developing proper practice throughout the institution. One summary report of
action to strengthen programs and venue is the Meeting of Deans and Principals the following:
disseminating good practice throughout the wherein academic problems are identified and  Proceedings of
institution to achieve the goals of the HEI. best practices are shared. For example, when consultations/wo
different criteria used in grading students rkshops
became an issue, the meeting called for this  Evaluation
purpose generated ideas and suggestions reports of
which resulted in reasonable and collectively programs;
acceptable criteria to be used by all colleges. action plans
based on them
The institution responds to matters that are  Special
raised through self-evaluation, formal internal programs to
monitoring, or external criticisms – improve student
constructive or otherwise – as these help performance
shape a developing institution. Among the  Performance
steps taken in this regard are: 1)revision of reports showing
policies, 2) discussion and collective action longitudinal
during meetings, 3) conferences with parents, trends in
4) referrals and consultations with achieving
stakeholders, and 5) administrative action on progress
accreditor’s recommendations. These are the towards goals
reasons why the growth of Foundation and targets,
University in the past ten (10) years has been when available
visible to general public.  Tracking system

76
Extent of Implementation Feedback from faculty, students, employers  Academic
The administration uses the results of self- and other HEIs are evaluated and acted upon. reports
evaluation and program monitoring and review o Memos regarding
to plan and implement actions to strengthen improvements in
the programs. Weakness in student performance are program delivery
identified and acted upon especially o Memos
The feedback from faculty, students, throughout the PUPA. At the classroom level, o Proceedings of
employers, and other stakeholders is evaluated the teacher identifies students who are not workshops
and acted upon. coping and call them for conference during o Minutes of
the consultation time. If needed, the teacher meetings
Weaknesses in student and faculty does not hesitate to give remedial instruction. o Seminars
performance are identified and acted upon. Since PUPA is both for bright and academically o Publications
weak students, even bright students are o Copies of programs
called so that more challenging assignments of activities
can be given. o Interviews with
Outcomes faculty, students,
Programs develop graduates who demonstrate guidance
qualities and competencies that are consistent counselors, and
with the HEI’s ideal graduate. external
community
Programs generate outputs that have impact
on society.

Effectiveness
There is evidence that continuous quality
improvement of programs brings the institution
closer to achieving program goals and targets.

Other relevant information:

Notes on the Presentation of Evidence

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

77
Criterion 3: ACTION TO STRENGTHEN PROGRAMS

1. Presence of effective action mechanisms that address weakness, build on strengths, and enhance student and faculty
performance
2. Extent to which effective action mechanisms are implemented
3. Outcomes of effective action to strengthen programs
4. Effectiveness of effective action mechanisms as shown by the quantity and quality of outcomes and achieving the HEI’s
VMG
5. While it is important to have documented mechanisms for action to strengthen programs, the weight of the
assessment goes to the quantity and quality of outcomes, the effectiveness of these mechanisms, and impact of the
programs on the graduates and on society.
6. Impact of action to strengthen programs on the quality of graduates and other outputs of the program

Please summarize the outcomes resulting from the action to strengthen programs.

Scoring Guide
Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

78
Criterion 3: Action to Strengthen Programs - The institution’s programs are continuously improved through
effective actions that address weakness, build on strengths, and enhance student and faculty performance.

4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others.
 All aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating
good practice are in place.
 These mechanisms are fully implemented.
 They result in excellent programs that develop ideal student competencies and generate outputs that have impact on society.
 The institution demonstrates good practices that make their mechanisms for strengthening programs models for others.

3 The criterion is met, with most elements demonstrating good practice.

 Most aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating
good practice are in place.
 These mechanisms are implemented to a great extent.
 They result in very good programs that develop ideal student competencies and generate outputs that have impact on
society.
 The institution demonstrates good practices in most aspects of their mechanisms for strengthening programs.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and
disseminating good practice are in place.
 These mechanisms are implemented to a moderate extent.
 They result in good programs that develop ideal student competencies and generate outputs that have impact on society.
 The institution demonstrates good practices in many aspects of their mechanisms for strengthening programs.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and
disseminating good practice are in place.

79
  These mechanisms are implemented to a limited extent.
 They result in fair programs that need improvement towards developing ideal student competencies and generating outputs
that have impact on society.
 The institution demonstrates good practices in some of their mechanisms for strengthening programs.

0 The criterion is not met.

 Mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating good practice are
not in place.
 Isolated initiatives to strengthen programs are implemented.
 They result in poor programs that that need much improvement towards developing ideal student competencies and
generating outputs that have impact on society.
 The institution does not demonstrate good practices in many of their mechanisms for strengthening programs.

80
 Parameters 4 3 2 1 0
Presence of Mechanisms  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
for Strengthening place place place place place
Programs
▪ Action to address
weaknesses,
enhance
performance,
disseminate good
practice
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very Good  Good  Fair  Poor
▪ Ideal student
performance and
competencies
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  No good
implementation, that make it a most aspects in many aspects in some aspects practices
based on model system
outcomes
▪ Attaining program
quality

Rating 4 3 2 1 0
(Please encircle.)

81
 Core Indicator: FACULTY PROFILE

Criterion: The institution achieves its quality of teaching and learning due in large part to its faculty roster with
their appropriate expertise and competence.

Possible Sources of
Remarks
Evidence
FP1a – System for Faculty Selection, Retention, Evaluation, and Promotion:
The human resource management system for faculty and the academic promotion system enable the HEI to push its
quality of teaching and learning.

Presence of Systems Teaching Performance is evaluated twice a o Relevant pages from

There are clear procedures for faculty human year. During the first semester a Faculty manual
resource (HR)7 and academic8 processes. formative evaluation is done for the o Relevant University
purpose of guiding and counselling the policies and
faculty in terms of classroom instruction. procedures
This is followed by a summative evaluation o Process for
before the end of the academic year which recruitment,
focuses on teaching performance and selection, hiring,
service. In this year-end evaluation, retention, evaluation,
research, publications and membership in merit/incentives,
professional organizations, among others faculty development,
are covered. Every three years, the and termination
members of the faculty are ranked. o Process for merit and
promotions
The incentives for faculty who undergo o Instrument to
professional development come in different measure learning
forms. For advanced degrees, every year outcomes
a salary adjustment is given to master’s o Academic report –
and doctoral degree holders. In addition, a grade profiles of
performance bonus is given to those who students in various
obtain Very Satisfactory ratings or better classes
in the Evaluation of Teaching Performance o Instruments for

7 Recruitment, selection, hiring, retention, evaluation, merit/incentives, faculty development, and termination
8 Promotion

82
 Possible Sources of
Remarks
Evidence
and Service. faculty evaluation by
peers/chairs/students
o Faculty evaluation by
Extent of Implementation There is a faculty development program peers/chairs/students
There is/are office(s) that takes care of the that provides training in pedagogy, and o Exit interviews of
management systems for faculty. offers formal qualifications in teaching. students on faculty
The program covers scholarship grants for performance
The HR and academic promotion processes for graduate studies, attendance in o Interviews with
faculty are clearly documented and seminars/conferences/trainings, in-service faculty, chairs, and
disseminated. trainings, special lectures by invited administrators
resource persons and special trainings
There are regular feedback mechanisms that especially in ICT.
help faculty improve their performance.
FU has HR personnel who are highly
qualified to take charge of faculty hiring
processes and promotion.

The institution employs a faculty

Outcomes
Faculty members teach subjects related to their
degrees, professional qualifications, or
experience.
Student performance has improved because of
the quality of faculty.
performance evaluation tool that puts
premises on the feedback of students peer,
and supervisor. Faculty members are
informed of their evaluation performance
towards the end of each academic year so
that their strengths and weaknesses.
Teaching Performance is evaluated twice a
year. During the first semester a
formative evaluation is done for the
purpose of guiding and counselling the
faculty in terms of classroom instruction.
This is followed by a summative evaluation
before the end of the academic year which
focuses on teaching performance and
service. In this year-end evaluation,
research, publications and membership in

83

Effectiveness
There is evidence of high quality of teaching
(student/peer evaluation of faculty) and
learning (competency assessment) because of
a strong faculty profile.
Possible Sources of
Remarks
Evidence
professional organizations, among others
are covered. Every three years, the
members of the faculty are ranked.
The institution has an adequate number of
faculty members with the appropriate
expertise and competence to teach the
courses offered by the institution.
The effects of specific activities in the
faculty development program in terms of
quality of teaching are assessed in a
number of ways. For instance, the in-
service training in “Teaching Strategies”
during first semester of AY 2005-06 can be
verified through classroom visits by the
Dean and/or Department Chair. Another
example is the in-service training on
“Table of Specifications and Item Analysis
during the second semester of AY 2005-06
which can by verified during the
submission of test drafts and grades.
These and other similar activities are
suggestive of quality of Teaching.
Faculty members are evaluated by
students’ every semester and students’
remarks are taken into account to assess
teachers’ quality of teaching.
The faculty members are also evaluated by
peers and the dean regularly.
84

Other relevant information:
Possible Sources of
Remarks
Evidence
The incentives for faculty who undergo
professional development come in different
forms. For advanced degrees, every year
a salary adjustment is given to master’s
and doctoral degree holders. In addition, a
performance bonus is given to those who
obtain Very Satisfactory ratings or better
in the Evaluation of Teaching Performance
and Service.

The institution provides funds to teachers

who will attend seminars, workshops and
conferences for professional development,
thus enhancing teachers’ expertise and
competence.

Faculty members are always informed of

opportunities for professional
development. The Chancellor for
Academics and the dean, always
encourage faculty members to join
professional development programs.

FP1b - Teaching Expertise and Competence:

Faculty competence enables students to be mentored to their full potential and produces outputs that create impact in
society.

Presence of Systems There are In-Service Trainings conducted o Faculty development

The HEI has mechanisms/programs for faculty as part of the faculty development programs
development, specifically to enhance teaching programs where we invite speakers or o Faculty roster
expertise and competence. facilitators from other organizations. o Teaching
assignments
More than fifty (50) percent of the faculty o Tests and other

85
 Possible Sources of
Remarks
Evidence
are members of professional organizations assessment tools,
and they attend professional meetings. especially for higher
Some are members of inter-agency order thinking skills
committees. o Faculty activity
reports
Extent of Implementation o Proceedings of
These mechanisms and processes are Regular feed backing and monitoring of conferences
documented and disseminated to the faculty. faculty members’ teaching performance is o Course syllabi
done regularly. o Special programs
There is a person/office in charge of these o Samples of
mechanisms and processes for developing performance
teaching expertise and competence. assessment of
students
There are regular feedback, monitoring and o Faculty evaluation by
review mechanisms to help faculty improve. peers/chairs/students
o Faculty consultation
with students
Outcomes By their signing of the employment o Interviews with
Faculty members demonstrate improved contract, it is reasonable to assume that administrators and
expertise and teaching competencies as a faculty members accept willingly the full faculty
result of these programs or similar range of responsibilities of a higher
mechanisms. education teacher to promote and facilitate
the learning of students. A good number
Other faculty outputs in instructional materials, of faculty members have been in the
research, professional practice, and/or University for more than 25 years and
outreach help the HEI create impact and attain have committed to stay until retirement.
its goals. But while these may be indicators, the true
test continues to be their delivery of the
goods, so to speak. Indeed the best
indicator of effective teaching is the
Most faculty members are up to date with success of the so-called “C” students.
developments in their academic field and
demonstrate mastery of content and methods. Since research is assigned 10 points out of
100 in the faculty evaluation, a good

86

Faculty members employ innovative strategies
to facilitate learning and to ensure that
students’ higher order thinking skills are
developed.
Students demonstrate good performance as a
result of their teaching-learning experience.
Effectiveness
There is evidence that the quality of delivery of
courses brings the institution closer to
developing the desired competencies for its
ideal graduate.
Possible Sources of
Remarks
Evidence
number of faculty members conduct
research or prepare instructional materials.
Some of these researches are published in
the University’s R & D Journal or in the
Graduate School Journal.
An important trademark, which the late
President LG. Sinco left, was the emphasis
on uncompromised personalized attention.
Later, this became the Program of
Uncompromising Personalized Attention, or
significantly enough, the PUPA. Through
this program, students are able to consult
with the faculty as regards their academic
problems. Each faculty keeps a
consultation logbook which shows the
student’s name, subject concerned,
discussion taken and follow-up activity.
An important trademark which the late
President LG. Sinco left was the emphasis
on uncompromised personalized attention.
Later, this became the Program of
Uncompromising Personalized Attention, or
significantly enough, the PUPA. Through
this program, students are able to consult
with the faculty as regards their academic
problems. Each faculty keeps a
consultation logbook which shows the
student’s name, subject concerned,
discussion taken and follow-up activity.
87

Other relevant information:
Notes on the Presentation of Evidence
Possible Sources of
Remarks
Evidence
Since research is assigned 10 points out of
100 in the faculty evaluation, a good
number of faculty members conduct
research or prepare instructional materials.
Some of these researches are published in
the University’s R & D Journal or in the
Graduate School Journal.

Core Indicator: FACULTY PROFILE

1. Presence of a human resource (HR) management system and faculty development that ensures a faculty profile with
appropriate expertise, competence, and qualities
2. Extent to which HR management system of faculty as well as faculty development are implemented
3. Outcomes of HR management system of faculty and of faculty development
4. Effectiveness of HR management system of faculty and of faculty development as shown by the quantity and quality of
outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for human resource management of faculty and for faculty
development, the weight of the assessment goes to the quantity and quality of outcomes, the effectiveness of a quality
faculty roster, and impact on student performance and attainment of institutional goals.
6. Impact of faculty profile on teaching and learning.

Please summarize the outcomes resulting from quality faculty profile.

88
Scoring Guide
Core Indicator: FOR FACULTY PROFILE
Criterion: The institution achieves its quality of teaching and learning due in large part to its faculty roster with
their appropriate expertise and competence.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All aspects of systems for human resource (HR) management of faculty and for faculty development are in place.
 These mechanisms are fully implemented.
 These result in excellent outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution demonstrates good practices that make their systems for HR management of faculty and for faculty
development a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most aspects of systems for human resource management of faculty and for faculty development are in place.
 These mechanisms are implemented to a great extent.
 They result in very good outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution demonstrates good practices in most aspects of their systems for HR management of faculty and for faculty
development.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of systems for human resource management of faculty and for faculty development are in place.
 These mechanisms are implemented to a moderate extent.
 They result in good outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution demonstrates good practices in many aspects of their systems for HR management of faculty and for faculty
development.

89
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of systems for human resource management of faculty and for faculty development are in place.
 These mechanisms are implemented to a limited extent.
 They result in fair outcomes, reflected in faculty performance and retention, and student performance and rate of completion.
 The institution demonstrates good practices in some aspects of their systems for HR management of faculty and for faculty
development.

0 The criterion is not met.

 There is no system for human resource management of faculty and for faculty development.
 Isolated initiatives are implemented.
 This results in poor outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution does not demonstrate good practices in their systems for HR management of faculty and for faculty
development.

90
 Parameters 4 3 2 1 0
Presence of System  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
for place place place place place
▪ Faculty selection,
retention,
evaluation,
promotion,
termination
▪ Faculty Development

Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated

Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very good  Good  Fair  Poor
▪ Student
Performance
▪ Rate of Completion
▪ Faculty Performance
▪ Faculty Retention

Effectiveness of  Good practices  Good practice in  Good practices  Good practices  Lack of good
implementation, that make it a most aspects in many aspects in some aspects practices
based on outcomes model system
▪ Attaining desired
competencies of
ideal graduate

Rating 4 3 2 1 0
(Please encircle.)

Self-Rating on Management of Resources

Core Indicator: Faculty Profile

Parameters Numerical Rating Description

Presence of System for

91
 4 All aspects in place; well-established
Faculty Hiring, Retention and Development
Extent of Implementation 4 Fully implemented
Outcomes: 3 Very good

Student Performance 3 Very good

Rate of Completion 3 Very good
Faculty Competence 3 Very good
Effectiveness of implementation, based 3 Good practice in most aspects
on outcomes

Core Indicator: USE OF ICT AND LEARNING RESOURCES

Criterion: Student learning and performance are enhanced with the effective use of learning resources, such as
library resources, laboratories, and information and communications technology.

Possible Sources of
Remarks
Evidence
LR1a - Use of ICT:
The use of ICT enhances student and faculty learning and performance, and helps the HEI achieve its goals to develop
desired competencies in their graduates.

Presence of Systems Foundation University has an IT lab and o Operational plan of HEI,
The HEI has a system to ensure that ICT wireless internet connection all over the incl. budget
resources are properly allocated, effectively campus which will allow students to (acquisition, upgrading,
used, and regularly monitored and assessed. access information from the internet. maintenance)
o Data on distribution and
Faculty members update each utilization of ICT
instructional materials (ICT resources) resources
every year and is being monitored by the o List of courses using

92

Extent of Implementation
There is an office in charge of the ICT
resources and matters related to their use,
operation and maintenance.
The HEI, through this office, ensures that there
is a reasonable level of service quality to users
(e.g., connectivity, speed).
There is training for faculty, students, and staff
to ensure that the ICT resources for learning
are used properly and effectively.
Possible Sources of
Remarks
Evidence
department head. Faculty ensures that ICT
the instructional materials are aligned to o List of software used by
its specific course. ICT resources are faculty and students,
shared with the students after each and evidence of use
discussions, either in PDF or presentation o User Satisfaction Rating
format. o Outputs of students
Foundation University’s MIS office is in using ICT
charge of ICT matters, including its o Outputs of faculty using
operation and maintenance and insures ICT
good internet connection at all times. o ICT programs for
faculty and students
The Management and Information o Interviews with faculty
System (MIS) department maintains and and students
manages the information and technology
infrastructure of the university including
the various systems used by the
university for its daily operations.
Enough bandwidth is allocated for each
device connected to the network.

For Foundation Preparatory Academy

(FPA), MIS trains the faculty members on
the use of the Learning Management
System (LMS).

Faculty, staff and students joined the ICT

related trainings, seminars and
workshops regularly. Some trainings and
workshops are funded by some
organizations offering the said events.

Several workshops for computer-assisted

learning are conducted throughout the

93

Outcomes
The quality of student and faculty performance
is enhanced through the use of ICT.
Graduates acquire ICT and higher order
thinking competencies, consistent with the HEI
goals.
Possible Sources of
Remarks
Evidence
year.
The students have ICT subjects where
they are exposed to hands on experience
using the technology.
The university has an IT lab. Fully
equipped with computers which students
can use for online research and
preparation of their requirements. A step
by step and/or guided hands-on and
laboratory activities were used by both
faculty and students. The faculty will
demonstrate first on how to perform such
activities. Rubrics are important factor in
rating the students’ performance. This
rubrics are present in all activities and is
carefully explained by the instructors.
Students, faculty, staff, and
administrators manifest proficiency in ICT
as exams and any forms communication
are already done online. This is also in
94
 Possible Sources of
Remarks
Evidence
support to the university’s
environment/advocacy in moving
towards a paperless operation through
ICT.

Graduates are trained to analyze ans find

Effectiveness
There is evidence that the effective use of ICT
brings the institution closer to developing the
desired competencies for its ideal graduate.
solution to a certain problem consistent
with the HEI goals.
All university wide communications are
sent using the official university email
account including the use of facebook
page.

The university has online systems that

are utilized by the students, faculty,
staff, and administrators.

A pre and post survey are conducted to

evaluate students’ performance in a
specific course.
Other relevant information:

LR1b - Library Resources:

The use of updated library resources enhances student and faculty learning and performance, and helps the HEI achieve its
goals to develop desired competencies in their graduates.
Presence of Systems The university library and its librarians o Library guidelines
The HEI has a system to ensure that library procure books annually depending on the o Library holdings,
resources are regularly reviewed and recommendations of the different including books, e-
upgraded, effectively used, and regularly departments. The recommendations are resources, multi-media
monitored and assessed. based on the curriculum needs and o System for acquisitions
strategies that each department o Data on distribution and

95

Extent of Implementation
The library ensures that there is a good ratio of
users to library resources.
There is training for faculty, students, and staff
to ensure that the library resources are used
properly and effectively.
Faculty members are consulted on the upgrade
of book collection and other resources in
connection with their courses.
The library provides a reasonable level of
service quality to users (e.g., volume of books,
library connectivity, responsive and timely
attention to research inquiries).
Possible Sources of
Remarks
Evidence
identifies. utilization of library
resources
Regardless of the type of institution, o Evidence of use of
collection maintenance and weeding are online journals, e.g.,
important components of a library’s course syllabus of
collection management system and are faculty and resulting
often related to the goals and mission of researches
the organization. Regardless of format, o User Satisfaction Rating
an optimal library collection is one that is o Library programs for
reviewed on a consistent basis for faculty and students
accuracy, currency, usage, diversity, and o Interviews with library
subject area gaps. Librarians should keep staff, faculty and
on monitoring the collections to keep students
abreast with the professional subjects in o
the curriculum.
Regardless of the type of institution,
collection maintenance and weeding are
important components of a library’s
collection management system and are
often related to the goals and mission of
the organization. Regardless of format,
an optimal library collection is one that is
reviewed on a consistent basis for
accuracy, currency, usage, diversity, and
subject area gaps. Librarians should keep
on monitoring the collections to keep
abreast with the professional subjects in
the curriculum.
All faculty members, students and even
deans should be informed regarding the
library collections especially the new
96
 Possible Sources of
Remarks
Evidence
acquisitions so that it will be utilized by
the students properly. For faculty
members making their syllabus, they
should check the library collections so
that the students will go to the library
and utilized the books acquired by the
school.

Faculty members should be the one

choosing books for the library by
following the professional subjects in
their curriculum.

Library must provide quality service in

order to retain and increase its
importance for its users and succeed in
enhancing the role of the library in
teaching, learning and research. Quality
services mean those which satisfy users’
expectations and perceptions. Proper
understanding of customers' perceptions
along service quality dimensions is
essential for LIS professionals to
recognize the customer expectations.

There is an annual inventory of its

holdings and the librarian also weed out
outdated books

The librarian disseminates quotations

from the suppliers to the different
department for perusal and teachers can
recommend the books needed in their
subject for purchase.

97
 Possible Sources of
Remarks
Evidence

The university library has computers with

speedy internet connectivity which
facilitates easy access to internet
connection thus students can work and
research smoothly using the net.

The students are well-served and warmly

accommodated by the librarians.

When students feel a sense of belonging

and connectedness by using
the library collections, learning is
enhanced and academic success is
more likely. It would be easier for faculty
members to prepare the
lessons if the resources are available in
the library. Their teachings
would be more effective to the students.

Outcomes The library is the heart of the institution

The quality of student and faculty performance this means you supports
is enhanced through the use of library the entire school system. By this, the
resources. school produce competent
graduates.
Graduates acquire higher order thinking
competencies, consistent with the HEI goals.

Effectiveness The school produced competent

There is evidence that the effective use of graduates by way of acquiring good
library resources brings the institution closer to books, with enough ratio and make good
developing the desired competencies for its activities that would enhance
ideal graduate. the students reading habits.

98
 Possible Sources of
Remarks
Evidence
Other relevant information:

LR1c - Laboratories, Equipment, and Facilities:

Specific skills of students and faculty are enhanced because of their use of laboratories, equipment, and facilities; this helps
the HEI achieve its goals to develop desired competencies in their graduates.

Presence of Systems B&G initiates random inspections and o Guidelines for the use
The HEI has a system to ensure that coordination with the college in charge of of laboratories,
laboratories, equipment, and facilities are the rooms for any sort of request for equipment, and
regularly upgraded, effectively used, and maintenance. After inspections and facilities
regularly monitored and assessed.
coordination, materials will be purchased
o Listing of operational
and then execution of the repair works.
laboratories,
equipment, and
Extent of Implementation For the physical Facility, the department facilities, and overview
There is/are office(s) in charge of laboratories, in charge for repairs and maintenance is of their use, including
equipment, and facilities and matters related to B&G. schedule of calibration
their use, operation and maintenance. and maintenance of
For the laboratories, the assigned college equipment
There is training for faculty, students, and staff Data on utilization of
staff may be the ones doing this. o
to ensure equipment and facilities are used laboratories,
properly and effectively. equipment, and
There are random inspections and
coordination with the college dean on facilities, preferably in
Faculty members are consulted on the matrix form for better
upgrades and improvement of laboratories, their needs for the facility. Also aside
overview
equipment, and facilities in connection with from that, B&G executes the
o Minutes of meetings
their courses. plans/directions given to us coming from
regarding the
our University President. development/upgrading

99

Outcomes
The quality of student and faculty performance
is enhanced through the use of laboratories,
equipment, and facilities.
Graduates specialized competencies, consistent
with the HEI goals.
Effectiveness
There is evidence that the effective use of
laboratories, equipment, and facilities brings
the institution closer to developing the desired
competencies for its ideal graduate.
Possible Sources of
Remarks
Evidence
The FU faculty members employed varied of laboratories,
teaching strategies, and technology to equipment, and
develop students’ critical thinking skills in facilities
order to produce competent graduates. o Student performance in
Facilities have a great impact on laboratory courses
academic performance of students, a o Student performance in
professional teacher no matter how well OJT/research work
trained, would be unable to put ideas into o Interviews with library
practice if institution lacks equipment and staff, faculty and
laboratory facilities since it can help bring students
reality in the classroom.
The institution ensures quality education
thru the availability of necessary
facilities, laboratories, and equipment
that complements with the intended
outcomes per course.
These facilities provide hands-on
training and venue for application of
skills and knowledge in the fulfillment of
expected competencies.
One of the components of effective
education in Foundation University is the
conduct of laboratory activities which
support theories and laws learned inside
the classroom. Teaching science requires
different approach, with the help of
laboratory facilities and equipment,
teachers can provide opportunities to
their students to learn various methods
and processes, develop logical reasoning
and enhance valuable skills. With the
100
 Possible Sources of
Remarks
Evidence
practical classroom experiments,
students’ experience and developing
initiative resourcefulness will be
broaden.

With the presence of Project Incubation

facilities such as "Night Owl Project and
Business Incubation Laboratories" , Food
Development Center which supports the
Product Development of of students and
MSMEs in the province.

Business and FInance Education has

the Bloomberg Laboratory and
Microsoft Facilities as well.

Audio Visual Rooms, computer

laboratories, speech laboratories and
other necessary spaces necessary for
knowledge development are well
maintained and strategically located
around the campus.

Other relevant information:

101
Notes on the Presentation of Evidence

Indicator: USE OF ICT AND LEARNING RESOURCES

1. Presence of effective systems that promote the efficient, effective, and responsive use of ICT and learning resources
2. Extent to systems for the use of ICT and learning resources are implemented
3. Outcomes of systems for the use of ICT and learning resources
4. Effectiveness of systems for the use of ICT and learning resources, as shown by the quantity and quality of outcomes
and achieving the HEI’s VMG
5. While it is important to have documented systems for using ICT and learning resources, the weight of the assessment
goes to the quantity and quality of outcomes, the effective use of these systems, and impact on students and faculty.
6. Impact of the use of ICT and learning resources to student and faculty performance

Please summarize the outcomes resulting from effective use of ICT and learning resources.

102
Scoring Guide

Indicator: USE OF ICT AND LEARNING RESOURCES

Criterion: Student learning and performance are enhanced with the effective use of learning resources, such as
library resources, laboratories, and information and communications technology.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and facilities,
are regularly upgraded, effectively used, and regularly monitored and assessed are in place.
 Systems for the effective use of these learning resources are fully implemented.
 These systems result in excellent outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices that make their use of these learning resources a model for others.
3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and facilities,
are regularly upgraded, effectively used, and regularly monitored and assessed are in place.
 Systems for the effective use of these learning resources are implemented to a great extent.
 These systems result in very good outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices in most aspects of their use of these learning resources.
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and other
facilities, are in place.
 Systems for the effective use of these learning resources are implemented to a moderate extent.
 These systems result in good outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices in many aspects of their use of these learning resources.
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of systems to ensure that learning resources e.g., ICT, library resources, laboratories, equipment, and other
facilities, are in place.
 Systems for the effective use of these learning resources are implemented to a limited extent.
 These systems result in fair outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices in some aspects of their use of these learning resources.
0 The criterion is not met.
 There is no system for the use of ICT and learning resources.
 Isolated initiatives are implemented.
 The system results in poor outcomes in the areas of student and faculty competencies/performance.
 The institution does not demonstrate good practice in their use of these learning resources.

103
 Parameters 4 3 2 1 0
Presence of System  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
for place place place place place
▪ ICT, library
resources, and
other learning
resources
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:
▪ Utilization of ICT  Excellent  Very good  Good  Fair  Poor
and learning
resources
▪ Efficient and
responsive delivery
of learning
▪ High satisfaction of
users
▪ Academic
performance of
students
Effectiveness of  Good practices  Good practice in Good practices  Good practices  No good
implementation, that make it a most aspects in many aspects in some aspects practices
based on outcomes model system
▪ Attaining desired
competencies of
ideal graduate

Rating 4 3 2 1 0
(Please encircle.)

Self-Rating on Use of ICT and Learning Resources

Core Indicator: Faculty Profile

Parameters Numerical Rating Description

104
Presence of System for
4 All aspects in place; well-established
Faculty Hiring, Retention and Development
Extent of Implementation 4 Fully implemented
Outcomes: 3 Very good

Student Performance 3 Very good

Rate of Completion 3 Very good
Faculty Competence 3 Very good
Effectiveness of implementation, based on 3 Good practice in most aspects
outcomes

Summary of Ratings

KRA 2: QUALITY OF TEACHING AND LEARNING

Indicators Presence of Extent of Outcomes Effectiveness of Overall

Systems/ Implementation Implementation Ratings
Mechanisms

Core Indicator: Setting and

Achieving Program Standards
Criterion 1: Program
Approval and
Implementation
Criterion 2: Program
Monitoring and Review
Criterion 3:
Action to Strengthen
Programs
Core Indicator: Faculty
Profile

105
Core Indicator: Use of ICT
and Learning Resources

106
 KRA 3 – QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, AND CREATIVE WORK

A. Indicator: Professional Exposure

Criterion: Students develop relevant competencies through programs that allow students to practice their
learned competencies, such as programs for entrepreneurship, practicum, internship, apprenticeship, and/or
on-the-job training (OJT).
Possible outcomes: Licensure examination rate, employment rate, self-employment – business/consultancy, etc.
B. Indicator: Research Capability

Criterion: The institution’s research community produces relevant research and other advanced scholarly
activity.
Possible outcomes: Highly functional and relevant research programs, research output of faculty members – publications
in refereed journals/ patents/ policy papers
C. Indicator: Creative Work and/or Innovation

Criterion: The institution produces creative work and/or innovation in the arts and humanities, science and
technology, social sciences, and/or management science.
Possible outcomes: Creative work and/or innovation of students, patents and/or awards of faculty and students

107
 Indicator: PROFESSIONAL EXPOSURE

Criterion: Students develop relevant competencies through programs that allow students to practice their
learned competencies, such as programs for entrepreneurship, practicum, internship, apprenticeship, and/or
on-the-job training (OJT).

Possible Sources of
Remarks
Evidence
PE1- Professional Exposure:
Students practice competencies in real settings through the institution’s overall strategy for the professional exposure of its
students.
Presence of Systems o Strategic plan
The institution has mechanisms to ensure that o Consolidated summary
professional exposure programs 1) enable report on the following:
students to gain experience in a workplace; 2)  Description of
have adequate resources; 3) make use of professional exposure
active industry linkages. programs, especially
those with licensure
Extent of Implementation exams
An office/person oversees professional  MOA/MOU with
exposure programs, as described above; companies or
facilitates feedback from partner companies to institutions
students; and takes care of industry linkages.  Employment rates
 Description of OJT
Professional exposure programs are assessed program/ practicum/
to ensure that competencies are relevant to internship
national needs and priorities and global  Passing rate in
competitiveness. licensure/certification
exams
Outcomes o Evidence of
The professional exposure programs give mentoring/consultations
better opportunities for graduates to practice of students with faculty
their profession or be employed in the relevant o Written feedback or
industry or profession. minutes of meetings
with organizations

108
 Possible Sources of
Remarks
Evidence
Effectiveness where the professional
There is evidence that the professional exposure program was
exposure programs develop student held
competencies that bring the HEI closer to o Feedback from alumni
meeting its desired competencies for its ideal on how their
graduates. professional exposure
program helped them
Other relevant information: (may be part of
consolidated alumni
tracer studies)
o Interviews with
employers, alumni,
students, and faculty

109
Notes on the Presentation of Evidence

Indicator: PROFESSIONAL EXPOSURE

1. Presence of a strategy for the professional exposure of students.

2. Extent to which the professional exposure strategy/program is implemented
3. Outcomes of the professional exposure strategy/program
4. Effectiveness of the professional exposure strategy/program as shown by the quantity and quality of outcomes and
achieving the HEI’s VMG
5. While it is important to have documented systems for professional exposure programs, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of professional exposure, and impact on student
competencies and attainment of institutional goals.
6. Impact of professional exposure on professional practice and/or employment of graduates.

Please summarize the outcomes resulting from effective professional exposure.

110
Scoring Guide
Indicator: FOR PROFESSIONAL EXPOSURE
Criterion: Students develop relevant competencies through programs that allow students to practice their
learned competencies, such as programs for entrepreneurship, practicum, internship, and/or on-the-job training
(OJT).
4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others.
 All aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are fully implemented.
 They result in excellent outcomes as shown by the productivity of graduates (at least 85% are employed or self-
employed).
 The institution demonstrates good practices that make their professional exposure programs a model for others.
3 The criterion is met, with most elements demonstrating good practice.
 Most aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are implemented to a great extent.
 They result in very good outcomes as shown by the productivity of graduates (at least 75% are employed or self-
employed).
 The institution demonstrates good practices in most aspects of their professional exposure programs.
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are implemented to a moderate extent.
 They result in good outcomes as shown by the productivity of graduates (at least 65% are employed or self-employed).
 The institution demonstrates good practices in many aspects of their professional exposure programs.
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are implemented to a limited extent.
 They result in fair outcomes that need improvement as shown by the productivity of graduates (at least 50% are
employed or self-employed).
 The institution demonstrates good practices in some aspects of their professional exposure programs.
0 The criterion is not met.
 There is no professional exposure program.
 Isolated initiatives are implemented.
 They result in poor outcomes as shown by the lack of productivity of graduates (below 50% are employed or self-
employed).
 The institution does not demonstrate good practices in its professional exposure programs.

111
 Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
Professional Exposure place place place place place
Programs examples:
▪ OJT/ Practicum/
Internship/
Apprenticeship
▪ Entrepreneurship
(when applicable)
▪ Others
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
▪ Hands-on experience extent
▪ Resources
▪ Active industry
linkages
Outcomes:  Excellent  Very Good  Good  Fair  Poor
▪ Employment rate
▪ Licensure examination
passing rate (when
applicable)
▪ Self-employment –
business/consultancy
/etc. (when applicable)
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  No good
implementation, based that make it a most aspects in many aspects in some aspects practices
on outcomes model system
▪ Attaining desired
competencies of ideal
graduate

Rating 4 3 2 1 0
(Please encircle.)

112
 Self-Rating on Quality of Professional Exposure, Research, and Creative Work
Indicator: Professional Exposure

Parameters Numerical Rating Description

Presence of System for

Extent of Implementation
Outcomes:

Employment Rate
Licensure examination passing rate
Self-employment-business/consultancy/etc.
Effectiveness of implementation, based on
outcomes

Indicator: RESEARCH CAPABILITY

Criterion: The institution’s research community produces relevant research and other advanced scholarly
activity.

RC1- Research Strategy and Capacity:

The institution contributes to the discovery of new knowledge through its overall strategy for managing, developing, and
applying its research.
Presence of Systems The University, through the
The HEI has a strategy and institutionalization of the 2018-2021
corresponding systems to 1) set research Research Agenda in June 2018, has
agenda; 2) manage, develop, apply, and undertaken various activities that put
assess research, and 3) continuously premium to conducting and
improve research capability of faculty promoting research endeavors
and students. among its faculty researchers, down
to the students and even the non-
teaching staff. While still on the early
stages of the plan, the University has
o Strategic Plan of the HEI
o Consolidated summary report on
the following:
 Research policies, structures,
and procedures
 R&D agenda
 Bases of R&D agenda, e.g.,
NEDA MTDP, NHERA
 Publications in refereed journals
 Proceedings of international

113
taken its first steps by transforming
the Office of Research and Extension
Services into three (3) different
offices/units: (1) Center for
Research, Innovation, and
Commercialization (CRIC), (2) Center
for Community Development (CDC),
and (3) Advocacy Center (AC).
Currently, only the first two offices
are existing and with office
coordinators. These key persons are
responsible for coordinating and
managing different research and
community development activities
and in continuously promoting the
culture of research and community
engagements.
In promoting the research culture
and improving the research capability
of faculty and students, the CRIC
conducts research seminars, idea
generation workshops, and involves
selected faculty researchers in
external trainings and seminars such
as those that are conducted by
DOST, CHED, and NAST, including
those organized by other research
institutions.
114
conferences
 Percentage of faculty involved in
research
 Reports on utilization and impact
of research outputs
 MOAs and MOUs with
international and local research
institutions
 Reports of researches conducted
in other institutions
 Special programs for graduate
research
o Terminal reports of researches
o Faculty development reports
o Publications
o Contracts with graduate students
o Interviews with faculty, students,
alumni, and employers
Extent of Implementation The Center for Research, Innovation,
An office/person oversees the research and Commercialization, with Ms.
strategy, systems and programs, as Hannah Abigail M. Gesmundo a
described above; oversees its Center Manager, oversees the
outcomes/publications; helps manage strategy, systems and programs of
resources; and assists in research the University’s research and
linkages. development. In addition, the center
manager also oversees
Information on research program outcomes/publications, helps manage
mechanisms and grants is disseminated resources, and assists in research
regularly to faculty and staff. linkages so that faculty researchers
are provided with funding
An active research community, opportunities to help them pursue
composed of faculty, staff, and students, their research endeavors.
regularly publish and present papers in
conferences. Dissemination of any available
information regarding research
program mechanisms, call for
papers, grants and other funding
opportunities are conducted
regularly, or immediately after
receiving information especially those
external to the University, to the
faculty and staff.

With the new trajectory of the

Outcomes
Faculty members have publications/
patents/ policy papers that contribute to
university especially in terms of
research, faculty researchers are
encouraged every now and then to
conduct research, publish, and
present the results of their research
in conferences and for a for the
public to know.
Currently, only a number of faculty
members have published papers,
both local and international, that

115
 new knowledge in the discipline and/or contribute to new knowledge in their
to national/regional development. respective disciplines for national
development. And through the
Students and faculty have research university’s initiatives in promoting
competencies. quality research, the students as well
as the faculty are given various types
Research exposure gives better of exposure in workshops,
opportunities for graduates to be conferences and the like.
employed in the relevant industry.
Effectiveness There is evidence that shows faculty
There is evidence that faculty and and student research outputs
student research outputs bring the HEI significantly bring Foundation
closer to meeting its institutional goals. University closer to meeting its
institutional goals.

Other relevant information:

116
Notes on the Presentation of Evidence

Indicator: RESEARCH CAPABILITY

1. Presence of a research strategy

2. Extent to which the research strategy/program is implemented
3. Outcomes of the research strategy/program
4. Effectiveness of the research strategy/program as shown by the quantity and quality of outcomes and achieving the
HEI’s VMG
5. While it is important to have documented systems for research, the weight of the assessment goes to the quantity and
quality of outcomes in terms of publications/ patents/ innovations/ ongoing research; the effectiveness of research
programs; impact on student and faculty performance; and attainment of institutional goals.
6. Impact of research capability on teaching and learning and on national/regional development.

Please summarize the outcomes resulting from quality research capability.

117
Scoring Guide

Indicator: FOR RESEARCH CAPABILITY

Criterion: The institution’s research community produces relevant research and other advanced scholarly
activity.

4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others.
 The HEI has all aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and assess
research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are fully implemented. At least
30% of full-time faculty members have been actively and consistently engaged in scholarly work 9 in the last five years.
 They result in excellent outcomes as shown by faculty publications in refereed journals10/ patents/ policy papers: At least
10% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
reputable presses in the last five years.
 The institution demonstrates good practices that make their research strategy and system a model for others.

3 The criterion is met, with most elements demonstrating good practice.

 The HEI has most aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and
assess research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in
research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a great extent.
At least 25% of full-time faculty members have been actively and consistently engaged in scholarly work (research or
creative work) in the last five years.
 They result in very good outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least
7% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
reputable presses in the last five years.
 The institution demonstrates good practices in most aspects of their research programs.

9 Scholarly work refers to research, creative work, case studies, action research or any work subject to scholarly principles, i.e., citation of other
scholarly work, proper referencing of a specialized body of knowledge, work that is presented to experts in the field, work defined by the methodology of
the field. The scholarly group of experts defines what constitutes scholarly work in their field. Thesis advising may be included, depending on the extent
of involvement of the adviser and the discipline.
10 Refereed journals, including those that are CHED accredited, refer to journals that subject individual articles to independent peer review. Conference

presentations are generally not counted as publications unless the papers are published in refereed conference proceedings of the recognized
professional society/organization. Publications in in-house journals, unless these journals are indexed by an external group, will not be counted as
published work of faculty.

118
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 The HEI has many aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and
assess research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in
research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a moderate
extent. At least 20% of full-time faculty members have been actively and consistently engaged in scholarly work
(research or creative work) in the last five years.
 They result in good outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least 5% of
full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
reputable presses in the last five years.
 The institution demonstrates good practices in many aspects of their research programs.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 The HEI has some aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and
assess research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in
research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a limited extent.
At least 10% of full-time faculty members have been actively and consistently engaged in scholarly work (research or
creative work) in the last five years.
 They result in fair outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least 3% of
full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
reputable presses in the last five years.
 The institution demonstrates good practices in some aspects of their research programs.

0 The criterion is not met.

 The HEI has no research strategy and system to 1) set research agenda; 2) manage, develop, apply, and assess research; 3)
continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research.
 Isolated initiatives are implemented. Less than 10% of full-time faculty members have been actively and consistently
engaged in scholarly work (research or creative work) in the last five years.
 They result in poor outcomes as shown by lack of faculty publications in refereed journals/ patents/ policy papers. Less than
3% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
reputable presses in the last five years
 The institution does not demonstrate good practices in its research strategy and systems.

119
 Parameters 4 3 2 1 0
Presence of Research  All aspects in  Most aspects  Many aspects  Some aspects  No aspects in
Strategy and Systems, place in place in place in place place
examples:
▪ Research Agenda
▪ Management of
Research
▪ CQI of Research
Capacity
Extent of  Fully  Implemented  Implemented  Implemented  Isolated
Implementation implemented to a great to a moderate to a limited initiatives
▪ Research systems extent extent extent
▪ Resources
▪ Research community
▪ Research linkages
Outcomes  Excellent  Very Good  Good  Fair  Poor
▪ Highly functional and
relevant research
▪ Research Output of
faculty members –
publications in
refereed
journals/patents/polic
y papers
Effectiveness of  Good  Good practice  Good practices  Good practices  No good
implementation, based practices that in most in many in some practices
on outcomes make it a aspects aspects aspects
▪ Attaining institutional model system
goals

Rating 4 3 2 1 0
(Please encircle.)

120
 Self-Rating on Quality of Professional Exposure, Research, and Creative Work
Indicator: Research Capability

Parameters Numerical Rating Description

Presence of System for

Extent of Implementation
Outcomes:

Effectiveness of implementation, based on

outcomes

Indicator: CREATIVE WORK AND/OR INNOVATION

Criterion: The institution produces creative work and/or innovation in the arts and humanities, science and
technology, social sciences, and/or management science.

Remarks Possible Sources of Evidence

CWI1 - Creative Work and/or Innovation
The institution contributes to national/regional development through its system for managing and developing creative
work11 and/or innovation12.
Presence of Systems
The HEI has a system to 1) manage,
develop, and assess creative work
and/or innovation, and 2) provide an
environment for faculty and students,
which is conducive to creativity and
innovation.
Foundation University, through the o Strategic Plan of the HEI
CRIC and the Night Owl, promote s o Description of the management
creativity and innovation among systems/procedures/structures
faculty and students of the o Consolidated summary report on
university. the following:
 Reports on utilization and impact
An annual event hosted by the of research outputs
College of Arts and Sciences –  Description of programs that
Department of Architecture and Fine promote creative work and/or
Arts is conducted every year at the innovation

11 Creative work includes but is not limited to literature, artwork, music, dance, drama, productions, architecture, and games and apps.
12 Innovation refers to a new method, idea, device, or product, which is replicable and applicable as a solution to a particular need.

121

Extent of Implementation
An office/person oversees the systems
and resources for creative work and/or
innovation.
Administrators, faculty, and students
regularly look for ways to create an
environment for creative work and/or
innovation.
Faculty members have the competencies
to guide students in their creative work
and innovation.
Remarks
Robinson’s Place Dumaguete to
showcase the creative works of
students from the previous semester.
This activity is also seen as an
opportunity for students get public
exposure and gather confidence in
their work.
Currently, there is no existing system
that oversees the systems and
resources for creative work and
innovation. However, there are units
that have their own creative products
and innovation such as the CAS-
DAFA, SIE, and CCS and
consequently, they have their own
activities and programs of marketing
and promotion. It is, however, a goal
to do an inventory of all creative
works across all colleges and
departments in the university under
the oversight of the CRIC.
Possible Sources of Evidence
 Description of how the learning
environment promotes creative
work and/or innovation, e.g.,
writers’ workshops,
faculty/student literary
publications, museum/gallery for
arts/devices/products, exhibits,
performances and productions
 Reports of faculty creative work
and innovation
 Awards and recognitions of
students and faculty
 Documentation of winning
pieces/products
o Recordings, videos, films
o Faculty development reports
o Interview of faculty, students,
alumni, and employers

Aside from the CRIC, the deans of all

academic colleges also have their
own agenda and plans in how to
infuse and promote a creative and
innovative environment for their
students.

In most subjects that involve

technical innovation and creative, the
instructors do have the capacity and
right competencies to guide the
student in their creative works and
innovation.

122

Outcomes
Faculty members and students have
recognitions for their creative work
and/or innovation, which contribute to
socio-cultural awareness and
national/regional development.
The HEI is a venue for discourse of
issues that are highlighted by the
creative work and/or innovation.
Effectiveness
There is evidence that faculty and
student creative work and innovation
bring the HEI closer to meeting its
institutional goals.
Remarks Possible Sources of Evidence
Faculty members and students have
recognitions of their creative work
and/or innovation, which contribute
to socio-cultural awareness and
national/regional development.
Foundation University is one of the
most creative universities in
Dumaguete City. It prides itself of
visual artistry and innovative works.
Every year, the university presents
their students’ creative works as
products of semester-long projects in
various public displays and exhibits,
and film showing.
One of the university’s institutional
goals is to create a lasting impact to
society through creative works and
innovation, and with Foundation’s
curricula and other activities, there is
in fact evidence that these creative
and innovative works contribute to
the achievement of the university’s
123
 Remarks Possible Sources of Evidence
goals.

Other relevant information:

124
Notes on the Presentation of Evidence

Indicator: CREATIVE WORK AND/OR INNOVATION

1. Presence of a system for managing and developing creative work and/or innovation
2. Extent to which this system is implemented
3. Outcomes of a system for managing and developing creative work and/or innovation
4. Effectiveness of a system for managing and developing creative work and/or innovation as shown by the quantity and
quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for creative work and/or innovation, the weight of the assessment
goes to the quantity and quality of outcomes, impact on student performance and attainment of institutional goals.
6. Impact of creative work and/or innovation on teaching and learning and on national/regional development.

Please summarize the outcomes resulting from creative work and/or innovation.

125
Scoring Guide
Indicator: CREATIVE WORK AND/OR INNOVATION
Criterion: The institution produces creative work and/or innovation in the arts and humanities, science and
technology, social sciences, and/or management science.

4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others.
 The HEI has all aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
environment for faculty and students, which is conducive to creativity and innovation.
 This system and its mechanisms, including support for resources and faculty training, are fully implemented.
 They result in excellent outcomes as shown by national/international recognitions for creative work/ innovation of faculty
and students.
 The institution demonstrates good practices that make their system for creative work and/or innovation a model for others.

3 The criterion is met, with most elements demonstrating good practice.

 The HEI has most aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
environment for faculty and students, which is conducive to creativity and innovation.
 This system and its mechanisms, including support for resources and faculty training, are implemented to a great extent.
 They result in very good outcomes as shown by regional/national recognitions for creative work/ innovation of faculty and
students.
 The institution demonstrates good practices in most aspects of their system for creative work and/or innovation.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 The HEI has many aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
environment for faculty and students, which is conducive to creativity and innovation.
 This system and its mechanisms, including support for resources and faculty training, are implemented to a moderate extent.
 They result in good outcomes as shown by local/regional recognitions for creative work/ innovation of faculty and students.
 The institution demonstrates good practices in many aspects of their system for creative work and/or innovation.

126
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 The HEI has some aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
environment for faculty and students, which is conducive to creativity and innovation.
 This system and its mechanisms, including support for resources and faculty training, are implemented to a limited extent.
 They result in fair outcomes as shown by local recognitions for creative work/ innovation of faculty and students.
 The institution demonstrates good practices in some aspects of their system for creative work and/or innovation.

0 The criterion is not met.

 There is no system/program to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
environment for faculty and students, which is conducive to creativity and innovation.
 Isolated initiatives are implemented.
 They result in poor outcomes as shown by lack of creative work and/or innovation from the faculty and students.
 The institution does not demonstrate good practices in its system for creative work and/or innovation.

127
Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects  Some aspects  No aspects in
System for place place in place in place place
Creative Work
and/or Innovation,
examples:
▪ Management of
Resources and
Outputs
▪ Management of
Environment
Extent of  Fully  Implemented  Implemented  Implemented  Isolated
Implementation implemented to a great to a moderate to a limited initiatives
▪ Management extent extent extent
systems
▪ Resources
▪ Management of
Environment
Outcomes  Excellent  Very Good  Good  Fair  Poor
▪ Creative work
and/or innovation
of faculty and
students
▪ Patents and/or
awards of faculty
and students
Effectiveness of  Good practices  Good practice  Good practices  Good practices  No good
implementation, that make it a in most in many in some practices
based on outcomes model system aspects aspects aspects
▪ Attaining
institutional goals

Rating 4 3 2 1 0
(Please encircle.)

128
 Self-Rating on Quality of Professional Exposure, Research, and Creative Work
Indicator: Creative Work and/ or Innovation

Parameters Numerical Rating Description

Presence of System for

Extent of Implementation
Outcomes:

Effectiveness of implementation, based on

outcomes

Summary of Ratings

KRA 3: QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH CAPABILITY, AND CREATIVE WORK

Indicators Presence of Extent of Outcomes Effectiveness Overall

Systems/ Implementation of Implement Ratings
Mechanisms ation

Indicator: Professional
Exposure
Indicator: Research
Capability
Indicator: Creative Work
and/or Innovation

129
 KRA 4 – SUPPORT FOR STUDENTS

A. Core Indicator: Equity and Access

Criterion 1: Recruitment, Admission, and Academic Support - The institution is effective in recruiting, admitting,
supporting, and graduating students, including those from indigenous groups, the handicapped, low-level
income groups, foreign students, and other special groups.

This section refers to the processes for recruitment, admission, and academic support of students, taking into
consideration special groups.
Possible outcomes: Diversity of student population, student quality, rate of retention, rate of completion
Criterion 2: Student Scholarships - The institution provides educational opportunities for the most able and
deserving students with support from student scholarships.
This section refers to the processes for promoting equity and access to tertiary education, by providing scholarships.
Possible outcomes: Scholar’s performance, completion rate, employment rate, self-employment opportunities

B. Core Indicator: Student Services

Criterion: The institution has programs for student services, to support the non-academic needs of the students.
This section refers to the structures and processes for delivering non-academic services for students.
Possible outcome: Performance of students, rate of completion, employment rate of graduates

130
 Core Indicator: EQUITY AND ACCESS

Criterion 1: Recruitment, Admission, and Academic Support

The institution is effective in recruiting, admitting, supporting, and graduating students, including those from
indigenous groups, the handicapped, low-level income groups, foreign students, and other special groups.

Remarks Possible Sources of Evidence

EA1- Recruitment, Admission, and Academic Support
There is a diverse and motivated student population, which includes those from indigenous groups, the handicapped, low-
level income groups, foreign students, and other special groups.
Presence of Systems
The HEI has a clear and transparent
admission and placement system that
matches student capabilities and
aptitudes to their programs.
There is an academic support system
that addresses special learning needs,
adjustment issues, use of learning
resources, etc.
Equity and access was foremost in the o Admission policies, structures,
mind of Dr. Vicente G. Sinco who in and procedures
1949 said that Foundation College shall o Recruitment efforts
“provide education to all men and o Admissions report
women from all conditions of life, whose o Data on student distribution by
only passport is intellectual sector
competence.” o Diagnostic tests for special
learning needs
The institution is reasonably effective in
o Special programs
recruiting, admitting and supporting
o Programs and activities with
graduating students, including those
global and/or multi-cultural
from low level income classes, the
themes
handicapped, indigenous and special
o Report on student performance
groups.
(rates of retention and
The University admission policies clearly completion)
state the operational guidelines on o International linkages/twinning
recruitment and selection of students. arrangements
o Interviews with administrator
The special learning needs of students for admissions and students
are identified in certain ways: o Interview with foreign students,
counseling on emotional, psychological, when applicable
career/vocational or academic aspects;
testing to determine aptitude and
interests; peers counseling by qualified

131

There are clear policies and operational
guidelines on the recruitment of and
support for special student groups
(Please see above).
There are programs that provide foreign
students with effective orientation to
the institution and the country, and
which allow them academic progression
and integration with the community.
Extent of Implementation
There are office(s)/person(s) in charge
of overseeing:
1) admission processes, including the
recruitment and selection of
students based on clear policies and
operational guidelines;
Remarks Possible Sources of Evidence
and trained peer counselors; seminars,
trainings, follow-up services and others.
Counseling and academic support are
available for students who are not yet
ready to cope with the demands of
college work. The Guidance and
Counseling Office has lined up a year-
round program for this purpose.
The open-admission policy of the school
enables it to accept all kinds of students
provided they show potential for college
work. The program of Uncompromising
Personalized Attention (PUPA)
guarantees that fair consideration be
given to all.
The liaison officer for foreign students
take care of orientation programs for the
foreign students including processing of
student records with the Bureau if
Immigration.
The Office of Admissions and Records is
in charge of overseeing the admission
process while the colleges oversee the
recruitment and selection of students
following clear processes and operational
guidelines. Equity and access was
foremost in the mind of Dr. Vicente G.
Sinco who in 1949 said that Foundation
College shall, “provide education to all
men and women from all conditions of
132

2) academic support processes,
including overall performance,
counseling, academic advisement,
faculty consultation, student tracking,
etc.
3) assistance to foreign students.
The institution encourages applications
from special groups (e.g., financially
disadvantaged, tribal groups, physically
challenged) and ensures that they are
given fair consideration.
Remarks Possible Sources of Evidence
life, whose only passport is intellectual
competence. The institution is
reasonably effective in recruiting,
admitting and supporting graduating
students including those from low level
income classes, the handicapped, the
indigenous and the special groups.
Counseling and academic support are
available for students who are not yet
ready to cope with the demands of
college work. The Guidance and
Counseling Office has lined up a year-
round program for this purpose.
Academic advisement, faculty
consultation and student tracking is
taken care of by the respective
departments guided by the Program of
Uncompromising Personalized Attention
(PUPA).
As of the academic year 2018-2019,the
institution has foreign students enrolled
in basic education and tertiary level. It is
expected that more foreign students will
join Foundation University in June 2019
especially in the Basic Education
Program. The Office of Student Life
through its guidance office will handle
the needs and problems of foreign
students. The ESL program and its
officer will take charge in the orientation
of the foreign students, to the
institution, to the institution and to the
133
 Remarks Possible Sources of Evidence
country.

An open-admission policy of the school

enables it to accept all kinds of students
provided they show potential for college
work. The Program for Uncompromising
Personalized Attention (PUPA) generates
that fair consideration be given to all.

Outcomes
Students are generally satisfied with the
diverse learning environment, and
academic support.

Students are able to complete their

programs.

Students gain exposure to diverse

traditions and perspectives.

Effectiveness
There is evidence that there are
opportunities for promoting multi-
cultural interaction and global
perspective, and brings the HEI closer
to achieving its VMG.

Other relevant information:

134
Notes on the Presentation of Evidence

Criterion 1: RECRUITMENT, ADMISSION, AND ACADEMIC SUPPORT

1. Presence of a system for recruitment, admission, and academic support

2. Extent to which the system for recruitment, admission, and academic support is implemented
3. Outcomes of a system for recruitment, admission, and academic support
4. Effectiveness of the system for recruitment, admission, and academic support as shown by the quantity and quality of
outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for recruitment, admission, and academic support, the weight of the
assessment goes to the quantity and quality of outcomes, such as student performance and rate of completion, and
other measures leading to the attainment of institutional goals.
6. Impact of recruitment, admission, and academic support on the quality of students.

Please summarize the outcomes resulting from a clear system for recruitment, admission, and academic
support.

135
Scoring Guide
Core Indicator: EQUITY AND ACCESS
Criterion 1: Recruitment, Admission, and Academic Support - The institution is effective in recruiting, admitting,
supporting, and graduating students, including those from indigenous groups, the handicapped, low-level
income groups, foreign students, and other special groups.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 There are well-defined mechanisms for all aspects of recruitment, admissions, academic support and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are fully implemented.
 They result in excellent outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices, which make their system for recruitment, admissions, and academic support, a
model for others.
3 The criterion is met in all respects, at a level that demonstrates good practice.
 There are mechanisms for most aspects of recruitment, admissions, academic support, and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a great
extent.
 They result in very good outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices in most aspects of their system for recruitment, admissions, and academic
support.
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 There are mechanisms for many aspects of recruitment, admissions, academic support, and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a moderate
extent.
 They result in good outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices in many aspects of their system for recruitment, admissions, and academic
support.

136
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 There are mechanisms for some aspects of recruitment, admissions, academic support, and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a limited
extent.
 They result in fair outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices in some aspects of their system for recruitment, admissions, and academic
support.
0 The criterion is not met.
 There are no mechanisms for recruitment, admissions, academic support, and tracking of students.
 Isolated initiatives are implemented.
 They result in poor outcomes in terms of rates of retention and completion.
 The institution does not demonstrate good practices in recruitment, admissions, and academic support.

137
 Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects  Some aspects  No aspects in
System for place place in place in place place
Recruitment,
Admission,
Academic Support
Extent of  Fully  Implemented  Implemented  Implemented  Isolated
Implementation implemented to a great to a moderate to a limited initiatives
▪ Management extent extent extent
systems
▪ Resources
▪ Quality of
academic support
Outcomes  Excellent  Very Good  Good  Fair  Poor
▪ Diversity of
student
population
▪ Student quality
▪ Rate of retention
▪ Rate of
completion
Effectiveness of  Good practices  Good practice  Good practices  Good practices  No good
implementation, that make it a in most/all in many in some practices
based on outcomes model system aspects aspects aspects
▪ Developing
desired
competencies in
students
▪ Attaining
institutional goals

Rating 4 3 2 1 0
(Please encircle.)

138
 Self-Rating on
Core Indicator: Equity and Access
Criterion 1: Recruitment, Admission, and Academic Support

Parameters Numerical Rating Description

Presence of Mechanisms 3 Existing; all aspects

Recruitment
Admission
Support and tracking
Extent of Implementation 3 Implemented to a great extent

Proper Documentation
Information Dissemination
Outcomes:
Student Quality 3 Very good
Rate of Completion 3 Very good
Effectiveness of implementation, based on
outcomes 3 Good practice in most aspects

Core Indicator: EQUITY AND ACCESS

Criterion 2: Student Scholarships

The institution provides educational opportunities for the most able and deserving students with support from
student scholarships.

Remarks Possible Sources of Evidence

EA2 - Student Scholarships:
Deserving students get an education through the institution’s scholarship program, which include various groups of
beneficiaries, including special groups. This does not include students who receive compensation for services rendered.

139

Presence of Systems
The HEI has clear guidelines and
mechanisms for awarding student
scholarships, including recruitment,
selection, support and tracking of
scholars, fund-raising, and proper
documentation.
Deserving students are selected based
on eligibility criteria and procedures for
the award of scholarships and study
grants.
Scholars gain maximum benefit due to
guidance provided by the institution,
and complete their studies successfully
within the prescribed period.
Remarks Possible Sources of Evidence
For the past five (5) years, various o Scholarship report
forms of scholarships were given to FU o Scholarship guidelines and
students. Beneficiaries include students procedures
who are intellectually able but financially o Master list of scholarship
disadvantaged. Among the beneficiaries beneficiaries and their programs
are those who are willing to work, of study
students with athletic, cultural or writing o Performance of scholars (e.g.,
skills and students who compete for grades, rates of retention and
funded scholarships include the State completion)
Scholarship Program, Study Now Pay o List of scholar graduates and
Later, National Integration Study Grant their current work/positions
Program, PESFA, and Selected Ethnic o Data on progress of
Group Educational Assistance Program beneficiaries
(SEGEAP). o Tracer studies
o Interviews with
Applicants for any of the scholarships
scholars/grantees, coordinator
must meet the eligibility criteria and
for scholarships/grants,
procedures for selection. Different
employers and alumni
scholarships have different criteria, but
scholars/grantees
common to all are the requirements of
good moral character, good grades,
commitment to excel, and willingness to
help others.
Resources are available to support
beneficiaries throughout the duration of
their studies. For University
Scholarships, not less than 5% of the
annual budget is allotted to various
forms of scholarship. For the funded
scholarships, the donors maintain a
deposit to support the scholarship.
Interview and regular follow-up are done
to ensure that the beneficiaries gain
140

Extent of Implementation
There is an office/person in charge of
overseeing scholarships and the
scholars’ performance.
Outcomes
Scholars are employed, achieving the
aims of the scholarship program.
Remarks Possible Sources of Evidence
maximum benefit from the support they
receive. Beneficiaries also submit
progress reports when they apply for
renewal every semester. As to working
students, they must pass the evaluation
in order to be renewed. Most
beneficiaries complete their studies
successfully within the prescribed period.
Although some of them may also lose
their scholarships for failure to maintain
the grades. Annex SA-9 present a
portion of a thesis on the academic
performance throughout college of honor
high school graduates. Annex SA-10
shows a report on the implementation of
government scholarships in Foundation
University while Annex SA-11 shows the
cohort survival rate, including those of
special groups.
The overseeing of various scholarships
including the scholars performance are
distributed to the different offices such
as, the Guidance office is in charge of
SPES and SEEDS scholarships; the Office
of the Chancellor is in charge of the
academic scholarship; the Registrar’s
Office is in charge of the CHED
scholarship; the Office of Student Life is
in charge of the cultural, athletics, and
work scholarships.
Beneficiaries enter employment that is
appropriate to the aims of the
scholarship program. In the case of
141
 Remarks Possible Sources of Evidence
Debra J. Herring Scholarship that was
opened in 1997 primarily to provide
financial assistance to BS Accountancy
students, all recipients are currently
working as accountants (if CPAs) or
bookkeepers with recipients holding
managerial positions. The institution
operates effective arrangements to
direct scholarships and study grants on
merit. These are intended to support the
most able students enrolled in programs
that develop competencies needed to
support the Philippine economy and to
enable the country to compete in global
labor markets. Many of those who were
given academic scholarships are now
high-ranking officers in public and
private organizations.
Effectiveness
There is evidence that scholars increase
the diversity of reach of the HEI, and
bring it closer to meeting its
institutional goals.

Other relevant information: The institution operates effective

arrangements to direct scholarships and
study grants on merit. These are
intended to support the most able
students enrolled in programs that
develop competences needed to support
the Filipino economy and to enable the
country to compete in global labor
markets.
Many of those who were given academic

142
 Remarks Possible Sources of Evidence
scholarships are now high-ranking
officers in public and private
organizations. Just to cite a few
examples: AB graduate Benjamin Leong
served as secretary of Agrarian Reform
under President Cory Aquino; BSC
Major in Accounting graduate, Dr. Carol
Maxino Yorobe (also a CPA) is Assistant
Secretary of the Department of Science
and Technology; High School graduate
Atty. Jose T. Tale is Undersecretary of
the Executive Secretary of President
Gloria Macapagal Arrroyo; A.A. and
Ll.B. graduate Atty. Eleuterio E. Chiu
retired as Executive Judge of Regional
Trial Court of Negros Oriental.
Former working students have also
made their names in their chosen
endeavors. At least four branch
managers of local banks worked their
way through college. It is worthwhile to
that the incumbent Vice-Mayor of
Dumaguete City was a former working
student, and he is proud of being so.

143
144
Notes on the Presentation of Evidence

Criterion 2: STUDENT SCHOLARSHIPS

1. Presence of a scholarship program

2. Extent to which scholarship program is implemented
3. Outcomes of scholarship program
4. Effectiveness of scholarship program as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for student scholarships, the weight of the assessment goes to the
quantity and quality of outcomes, such as impact on quality and diversity of students, and other measures leading to
the attainment of institutional goals.
6. Impact of student scholarships on the quality and diversity of students.

Please summarize the outcomes resulting from mechanisms for student scholarships.

145
Scoring Guide
Core Indicator: EQUITY AND ACCESS
Criterion 2: Student Scholarships - The institution provides educational opportunities for the most able and
deserving students with support from student scholarships.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 There are well-defined mechanisms for all aspects of a scholarship program, including recruitment, selection, support and
tracking of scholars, fund-raising, and proper documentation.
 These mechanisms for student scholarships are fully implemented
 They result in excellent outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices that make their scholarship program a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice.
 There are well-defined mechanisms for most aspects of a scholarship program, including recruitment, selection, support and
tracking of scholars, fund-raising, and proper documentation.
 These mechanisms for student scholarships are implemented to a great extent.
 They result in very good outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices in most aspects of their scholarship program.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 There are well-defined mechanisms for many aspects of a scholarship program, including recruitment, selection, support and
tracking of scholars, fund-raising, and proper documentation.
 These mechanisms for student scholarships are implemented to a moderate extent.
 They result in good outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices in many aspects of their scholarship program.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 There are well-defined mechanisms for some aspects of a scholarship program, including recruitment, selection, support and
tracking of scholars, fund-raising, and proper documentation.
 These mechanisms for student scholarships are implemented to a limited extent.
 They result in fair outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices in some aspects of their scholarship program.
0 The criterion is not met.
 There is no scholarship program in place.
 Isolated initiatives are implemented.
 They result in poor outcomes in terms of performance and employment of scholars.
 The institution does not demonstrate good practices in its scholarship program.

146
 Parameters 4 3 2 1 0
Presence of System for  All aspects in  Most aspects  Many  Some  No aspects
Student Scholarships, place in place aspects in aspects in in place
including: place place
▪ Recruitment and selection
▪ Academic support/ tracking
▪ Fund-raising

Extent of Implementation  Fully  Implemented  Implemented  Implemented  Isolated

▪ Management systems implemented to a great to a to a limited initiatives
▪ Resources extent moderate extent
▪ Quality of academic support extent

Outcomes  Excellent  Very Good  Good  Fair  Poor

▪ Scholars’ performance
▪ Scholar’s completion rate
▪ Scholars’ employment rate
▪ Scholar’s self-employment
opportunities

Effectiveness of  Good  Good practice  Good  Good  No good

implementation, based on practices in most practices in practices in practices
outcomes that make it aspects many some
▪ Developing diversity in a model aspects aspects
student population system
▪ Attaining institutional goals

Rating 4 3 2 1 0
(Please encircle.)

147
 Self-Rating on
Core Indicator: Equity and Access
Criterion 2: Student Scholarships

Parameters Numerical Rating Description

Presence of Mechanism for Scholarship Program 4 Well-defined; all aspects

Recruitment
Selection
Support and tracking
Fund-raising
Proper documentation
Extent of Implementation 4 Fully implemented, all aspects
Outcomes: 3 Very good
Student Quality 3 Very good
Diversity 4 Excellent
Rate of Completion 3 Very good
Employment 3 Very good
Effectiveness of Implementation, based on 3 Good practice in most aspects
outcomes

148

Criterion: The institution has programs for student services, to support the non-academic needs of the students.
SS1-Non-academic Support:
Students improve performance because they have sufficient non-academic support, which help them overcome concerns
that may be affecting their ability to study.
Presence of Systems
The HEI has clear structures for a
range of student services, including
health and wellbeing, guidance and
counseling, management of discipline,
support for student activities, among
others.
Extent of Implementation
There are office(s)/person(s) in charge
of overseeing student services.
Special programs help enhance
student development.
Students participate in assessment of
student services.
Core Indicator: STUDENT SERVICES
Remarks Possible Sources of Evidence
The Office of Student Life strictly o Guidance programs
implements the Annual Physical o Summary of cases from the
Examination for students to maintain a Guidance Office, including
healthy campus for the students and to tracking of students
aide in the promotion of the wellbeing of o Student Handbook
the students. To ensure that there is o Report on student affairs
due process of implementing student o Special programs
discipline, a Discipline Board is created o Report on infirmary structure and
to handle complex issues among use
students. A Wednesday Workshop is put o Interviews with administrators,
into practice to enhance academic guidance counselors, students,
activities through various workshops and faculty
and series of lectures conducted by
resource persons with industry
experience.
The Office of Student Life (OSL) is in-
charge of overseeing all student
services and related programs. The
implementation of the Annual Physical
Examination is done through mobile
laboratories to ensure security and
safety for the students. This is also to
ensure that the university health
services unit receives the laboratory
results immediately.
There was only one case where the
149
 Remarks Possible Sources of Evidence
Discipline Board was called for to
discuss and resolve a major concern.
The rest of the minor issues were
handled directly by OSL.
The Wednesday workshop has
completed a series of workshops on
communication and deportment and a
series of lectures on sex education and
drug awareness.
The workshop on Communication
conducted in the entire month of August
2018 was focused on the effective
communication skills; the power of body
language; dynamics of interpersonal
communication; and public speaking
which were chosen based on the needs
assessment of the students.
The Deportment Workshop conducted in
the entire month of September 2018
was focused on professional branding;
manners and courtesy coaching; and
technology etiquette. Its purpose was to
enhance the students’ deportment skills
and the need to continuously be aware
of proper social behavior, manners and
respect that are critical in today’s
society.
The series of lectures on Sex Education
is in response to the increasing rates of
teenage pregnancy and cases of
sexually transmitted diseases in the
society.
The lecture series on Drug Awareness

150
 Remarks Possible Sources of Evidence
Outcomes
Student performance is enhanced
through non-academic support that
helps students adjust and focus.

Effectiveness
The outcomes on student performance
help the HEI to achieve targets in
desired student competencies.

Other relevant information:

SS1b - Placement Support:

Students are able to plan for their career/future through career orientation and job placement programs.
Presence of Systems The University has various programs o Job Placement programs
The HEI has clear structures for that support students beyond their o Industry linkages
placement services, supported by academic needs. Among these programs o Report on placement
extensive industry linkages. are: Enrich Yourself Program (EYP), job o Special programs
entry skills training; mock interview and o Interviews with employers,
job fair; special recruitment; and career career counselors, students, and
coaching. faculty

Extent of Implementation The Guidance and Counseling offices

There are office(s)/person(s) in charge
of overseeing placement services.
The office/person runs programs that
expose students to a wide range of
options in planning for the future.
facilitates the Enrich Yourself Program
(EYP). EYP is holistic program for
students at all levels that cater to their
developmental needs; year round-
experiential learning aimed at
developing and enriches personality.

151

The office/person maintains links with
employers to facilitate placement
opportunities.
Remarks Possible Sources of Evidence
Further, EYP is conducted in a small
group discussion that meets in a pre-
assigned schedule. Each sessions in
meticulously designed to promote
student interactions and integrative in
nature. It employs various theories of
personalities, group dynamics relating
to various disciplines.
The Job-Entry Skills Training, Mock
Interview and Job Fair for the
graduating students are conducted
every second semester in the month of
January in line with the Career Month
celebration facilitated by the Guidance
and Counseling Office. This is to prepare
students in applying for a job where the
university invites individuals from its
various industry partners as resource
speakers. The graduating students are
grouped by course and assigned to a
series of lectures and workshops that
prepare them to look for a job after
graduation. In a Job Fair, the university
invites its industry partners in a certain
schedule wherein the graduating
students are encouraged to attend and
apply. It is also made sure that invited
companies are suitable for the students’
academic qualifications.
A special Recruitment is being
conducted when a particular industry
partner is in need for applicants to fill a
152

Outcomes
The HEI’s placement support improves
employment rates of graduates.
Effectiveness
There is evidence that improved
employment rates help the HEI to
achieve targets in desired student
competencies.
Remarks Possible Sources of Evidence
vacant position in their organization.
Career Coaching is usually conducted
during the enrollment period that is
scheduled by appointment or walk-in at
the Guidance Office.
Students from EYP discovers ones self,
learning life hacks, understanding their
mental and physical wellness, unlocking
their capabilities to have the right
career choice, unraveling one’s
potentials, and accepting others
individuality and embracing differences.
For career month activities, graduating
students knows the different job
opportunities and careers, and be
equipped with job entry skills.
For career coaching, enlightenment and
more understanding in knowing their
potential and what best suits for them.
Students are motivated to come to the
Guidance office and participate various
university activities.
Graduating students are motivated,
confident on their skills and ready to
face the challenges after graduation as
being young professionals. Students are
empowered to make their own
decisions. Evaluation is being made
every after an activity which showed an
excellent approval from the students.
153
 Remarks Possible Sources of Evidence
Other relevant information:

154
Notes on the Presentation of Evidence

Criterion 2: STUDENT SERVICES

1. Presence of student services that are efficient, effective, and responsive

2. Extent to which student services are implemented
3. Outcomes of student services
4. Effectiveness of student services as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for student services, the weight of the assessment goes to the
quantity and quality of outcomes, such as impact on student performance, and other measures leading to the
attainment of institutional goals.
6. Impact of student services on the performance and development of students.

Please summarize the outcomes resulting from mechanisms for student services.

155
Scoring Guide
Core Indicator: STUDENT SERVICES
Criterion: The institution has programs for student services, to support the non-academic needs of the students.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 The HEI has all aspects of student services, covering areas like health and wellbeing, guidance and counseling, management
of discipline, support for student activities, and placement services.
 The mechanisms for student services are fully implemented.
 They result in excellent outcomes, as seen in student performance and employment.
 The institution demonstrates good practices that make their programs for student services models for others.

3 The criterion is met in all respects, at a level that demonstrates good practice.
 The HEI has most aspects of student services, covering areas like health and wellbeing, guidance and counseling,
management of discipline, support for student activities, and placement services.
 The mechanisms for student services are implemented to a great extent.
 They result in very good outcomes, as seen in student performance and employment.
 The institution demonstrates good practices in most aspects of their programs for student services.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 The HEI has many aspects of student services, covering areas like health and wellbeing, guidance and counseling,
management of discipline, support for student activities, and placement services.
 The mechanisms for student services are implemented to a moderate extent.
 They result in good outcomes, as seen in in student performance and employment.
 The institution demonstrates good practices in many aspects of their programs for student services.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 The HEI has some aspects of student services, covering areas like health and wellbeing, guidance and counseling,
management of discipline, support for student activities, and placement services.
 These mechanisms for student services are implemented to a limited extent.
 They result in fair outcomes, as seen in in student performance and employment.
 The institution demonstrates good practices in some of their programs for student services.

0 The criterion is not met.

 There is no program for student services.
 Isolated initiatives are implemented.
 They result in poor outcomes, as seen in in student performance and employment.
 The institution does not demonstrate good practices in its programs and mechanisms for student services.

156
 Parameters 4 3 2 1 0
Presence of System for Student  All aspects in  Most aspects  Many  Some  No
Services, including: place in place aspects in aspects in aspects in
▪ Health and wellbeing, place place place
▪ Guidance and counseling
▪ Management of discipline
▪ Support for student activities
▪ Placement
▪ Other support services

Extent of Implementation  Fully  Implemented  Implemented  Implemented  Isolated

▪ Programs implemented to a great to a to a limited initiatives
▪ Resources extent moderate extent
▪ Networks extent

Outcomes  Excellent  Very Good  Good  Fair  Poor

▪ Performance of students
▪ Rate of completion
▪ Employment rate of graduates

Effectiveness of  Good  Good  Good  Good  No good

implementation, based on practices practice in practices in practices in practices
outcomes that make it most aspects many some
▪ Developing student a model aspects aspects
competencies in ideal graduate system
▪ Attaining institutional goals

Rating 4 3 2 1 0
(Please encircle.)

157
 Self-Rating on Support for Students
Core Indicator: Student Services

Parameters Numerical Rating Description

Presence of Programs for Student Services 4 Comprehensive; all aspects
Personal Development
Guidance and Counseling
Career Orientation and Job Placement
Other Support Services
Extent of Implementation 4 Fully Implemented; all aspects
Outcomes: Graduates 3 Very good
Level of Competency 3 Very good
Leadership Qualities 3 Very good
Level of Empowerment 3 Very good
Quality of Formation 3 Very good
Effectiveness of Implementation, based on 3 Very good
outcomes

Summary of Ratings

KRA 4: SUPPORT FOR STUDENTS

Indicators Presence of Extent of Outcomes Effectiveness of Overall

Systems/ Implementation Implementation Ratings
Mechanisms

Core Indicator: Equity and

Access

158
 Criterion 1: Recruitment,
Admission, and Academic
Support
Criterion 2: Student
Scholarships
Core Indicator: Student
Services

159
 KRA 5 – RELATIONS WITH THE COMMUNITY

A. Core Indicator: Relevance of Programs

Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or
developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and
in consideration of the country’s need to compete effectively in global markets.
This section refers to the structures and processes that promote local/ regional/ national development and global
competitiveness.
Possible outcomes: Improved employment rates; impact of programs on local, regional, and national development

B. Indicator: Networking and Linkages

Criterion: The institution is valued as a partner by other higher education institutions; professional, government,
and non-government organizations; and industry, within the Philippines and/or internationally.
This section refers to the structures and processes that promote and support partnership with other institutions.
Possible outcomes: Partnerships with other HEIs; professional, government and non-government organizations; and
industry that result in research, training, faculty development, student exchange, program funding

C. Indicator: Extension Programs

Criterion: The institution is valued by its local community as a provider of extension programs that are
responsive to the needs of the community for people empowerment and self-reliance.
This section refers to the structures and processes that promote extension programs, which are relevant to the needs of
the community.
Possible outcomes: Impact of programs on communities as evidenced by any of the following: increased livelihood
programs, increased involvement of community members, and/or development of community leadership; impact of
programs on local, regional, and national development

160
 Core Indicator: RELEVANCE OF PROGRAMS

Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or
developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and
in consideration of the country’s need to compete effectively in global markets.

Remarks Possible Sources of Evidence

RP1- Determining and Promoting Relevance:

The institution contributes to the achievement of local/ regional/ national priorities (e.g., poverty alleviation, environmental
management, health) through academic and extension programs.
Presence of Systems
The HEI has processes to ensure
relevance of its academic and extension
programs, including dialogue with
professional, industry, and other
external groups, e.g., government and
non-government organizations, socio-
civic and religious groups.
These processes are well documented.
Extent of Implementation
Specific offices/persons are responsible
for the implementation of these
processes.
The institution constantly responds to
changing patterns and requirements of
employment as well as to the needs of
the community.
FU communicates regularly with industry
partners, key organizations and
professionals as part of its process in
forging linkages. It recognizes the
importance of constant dialogues with
partners to strategically position itself as
an ideal academic institution to forge
linkages with.
The institutional partnerships manager
handles the acquisition and supervision
of linkages. Different academic and non-
academic units closely work with him to
ensure the success of the different
collaborations.
Foundation University partners with
different institutions to tackle the change
needs of the industries and of course the
community. We value how constant
communication contribute to our ability
to adapt well to changes or innovate to
o Strategic plan of HEI,
especially discussion on the
external environment, impact it
wants to create
o Operational plan of
departments to see if the
Strategic Plan is cascaded to
them
o Progress reports/
accomplishment reports
o Proceedings of consultations/
minutes of the programs,
including feasibility studies and
relevant researches
o Report on student involvement
o Documents on the possible
contribution to society
o Manuals or documents that
specify policies and guidelines
o List of partnerships/consortia
o MOAs, MOUs
o Linkage programs
o Proceedings of consultations/
dialogues

161

Outcomes
The nature of the academic and
extension programs reflect the HEI
type:
Professional Institution – Professional
Competencies
College – Creative Work and/or
Innovation
University – Research
Effectiveness
There is evidence that improved
employment rates and impact on
communities help the HEI to achieve
targets in desired student
competencies.
Other relevant information:
Remarks Possible Sources of Evidence
alter standards. o Minutes of curricular revisions/
updating
o Job Placement programs
o Tracer studies
o Report on placement /
employment
o Interviews with employers,
Professional Institution – Professional faculty, and students
Competencies
College – Creative Work and/or
Innovation
University – Research
Non-profit Organizations - collaborate
with like-minded people and become
part of a network of passionate
individuals and organizations.
This is the view of FU in terms of how
partnerships help the university in
general. Its impact is undeniable in
improving the quality of education that
FU provides. As statistical evidence,
more studies should be conducted to
provide valuable information.
162
163
Notes on the Presentation of Evidence

Core Indicator: RELEVANCE OF PROGRAMS

1. Presence of processes to ensure relevance of its academic and extension programs

2. Extent to which these processes are implemented
3. Outcomes of relevant academic and extension programs
4. Effectiveness of relevant academic and extension programs as shown by the quantity and quality of outcomes and
achieving the HEI’s VMG
5. While it is important to have documented systems for academic and extension programs, the weight of the assessment
goes to the quantity and quality of outcomes, impact on partner communities, and attainment of institutional goals.
6. Impact of academic and extension programs on teaching and learning.

Please summarize the outcomes resulting from relevant academic and extension programs.

164
Scoring Guide
Core Indicator: RELEVANCE OF PROGRAMS
Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or
developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and
in consideration of the country’s need to compete effectively in global markets.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of
society, are in place.
 These mechanisms are fully implemented.
 They result in excellent outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices that make their mechanisms for ensuring program relevance models for others.
3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of
society, are in place.
 These mechanisms are implemented to a great extent.
 They result in very good outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices in most aspects of their mechanisms for ensuring program relevance.
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs
of society, are in place.
 These mechanisms are implemented to a moderate extent.
 They result in good outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices many aspects of their mechanisms for ensuring program relevance.
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs
of society, are in place.
 These mechanisms are implemented to a limited extent.
 They result in fair outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices in some of their mechanisms for ensuring program relevance.
0 The criterion is not met.
 There are no mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of
society.
 Isolated initiatives are implemented.
 They result in poor outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution does not demonstrate good practices in their mechanisms for ensuring program relevance.

165
 Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects  Some aspects  No aspects in
System for place place in place in place place
Ensuring Program
Relevance
Extent of  Fully  Implemented  Implemented  Implemented  Isolated
Implementation implemented to a great to a moderate to a limited initiatives
extent extent extent
Outcomes  Excellent  Very Good  Good  Fair  Poor
▪ Improved
employment rates
▪ Impact of
programs on
local, regional,
and national
development

Effectiveness of  Good practices  Good practice  Good practices  Good practices  No good
implementation, that make it a in most in many in some practices
based on outcomes model system aspects aspects aspects
▪ Attaining
institutional goals

Rating 4 3 2 1 0
(Please encircle.)

166
 Self-Rating on Relations with the Community
Core Indicator: Relevance of Programs

Parameters Numerical Rating Description

Presence of Mechanisms
Social, cultural, economic, developmental reach 3 Highly relevant
Extent of Implementation 3 Implemented to a great extent
Outcomes: 3 Very good
Student Quality 3 Very good
Rate of Completion 3 Very good
Degree of Competitiveness 3 Very good
Effectiveness of Implementation, based on
outcomes 3 Good practice in most aspects

Indicator: NETWORKING AND LINKAGES

Criterion: The institution is valued as a partner by other higher education institutions; professional, government,
and non-government organizations; and industry, within the Philippines and/or internationally.
Remarks Possible Sources of Evidence
NL1- Networking and Linkages:
The institution’s partner institutions and consortium arrangements contribute to the achievement of its mission and the
success of its programs.
Presence of Systems Foundation University assigns the task o Strategic Plan of HEI
The HEI has a strategy and clear of forging and maintaining its linkages o MOAs, MOUs
mechanisms for forging and and partnerships to its Institutional o List of partnerships/ consortium
maintaining linkages and networks that Partnerships Manager. He/she identifies arrangements
promote programs in research/ key strategies and deploys them to o Membership in networks and
training/ exposure/ extension, etc. acquire linkages. He/she ensures that it associations
is in line with the university’s vision and o Report on network development
mission as well as its academic direction. o Report on accomplishments
Extent of Implementation The Institutional Partnerships Manager o Interviews with top-level
There is an office/person in charge of works closely with the academic units to management, representatives
overseeing the mechanisms for identify partnership potentials. He also of partner institutions, faculty,
networks and linkages. ensures that such partnerships prosper and students on network or

167
 Remarks Possible Sources of Evidence
and grow for it to be mutually beneficial linkage coordination
Departments participate actively in the to both parties.
activities with partner institutions.

Outcomes With the active search of viable,

The institution benefits from its beneficial and sustainable partnerships,
partnerships, such as acquisition of the University acquires valuable
expertise and possible funding. knowledge and information. Such
acquisitions augment its student and
In particular, Universities and faculty development and eventually its
Professional Institutions benefit from research capacity.
research, further faculty and student
training, and/or program funding.

Effectiveness The Institutional Partnerships Office sees

There is evidence that networks and the value that linkages bring to the
linkages help the HEI to achieve its table. It provides a huge room for
institutional goals. program development. It exposes
faculty and students to wider
perspectives and learning in general.

Since most linkages are on its early

stages, evidence might not be that
visible. FU looks at partnerships as long-
term commitment. Its contribution to
University growth is never in doubt. The
positive effects will eventually show with
our dedication to forge and maintain
more partnerships.
Other relevant information:

168
Notes on the Presentation of Evidence

Indicator: NETWORKING AND LINKAGES

1. Presence of a strategy and mechanisms for networking and linkages

2. Extent to which the strategy and mechanisms are implemented
3. Outcomes of networking and linkages
4. Effectiveness of networking and linkages as shown by the quantity and quality of outcomes and achieving the HEI’s
VMG

169
 5. While it is important to have documented systems for networks and linkages, the weight of the assessment goes to the
quantity and quality of outcomes, impact on faculty and student competencies, and attainment of institutional goals.
6. Impact of networks and linkages on research and expertise among faculty and students of the HEI.

Please summarize the outcomes resulting from active network and linkages.

170
Scoring Guide
Indicator: NETWORKING AND LINKAGES
Criterion: The institution is valued as a partner by other higher education institutions; professional, government,
and non-government organizations; and industry, within the Philippines and/or internationally.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are fully implemented.
 The networks and linkages result in excellent partnerships with local, national, and international institutions.
 The institution demonstrates good practices that make their networks and linkages a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are implemented to a great extent.
 The networks and linkages result in very good partnerships with local, national, and international institutions.
 The institution demonstrates good practices in most aspects of their networks and linkages.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are implemented to a moderate extent.
 The networks and linkages result in good partnerships with local, national, and international institutions.
 The institution demonstrates good practices in many aspects of their networks and linkages.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are implemented to a limited extent.
 The networks and linkages result in fair partnerships with local, national, and international institutions.
 The institution demonstrates good practices in some aspects of their networks and linkages.

0 The criterion is not met.

 There is no plan/mechanism for networking and linkages.
 Isolated initiatives are implemented.
 The system results in poor partnership even at the local level.
 The institution does not demonstrate good practices in its networking and linkages.

171
 Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects  Some aspects  No aspects in
System for place place in place in place place
Networking and
Linkages including:
▪ Extensiveness
▪ Strength
▪ Sustainability
Extent of  Fully  Implemented  Implemented  Implemented  Isolated
Implementation implemented to a great to a moderate to a limited initiatives
extent extent extent
Outcomes  Excellent  Very Good  Good  Fair  Poor
▪ Partnerships with
other HEIs;
professional,
government and
non-government
organizations;
and industry that
result in research,
training, faculty
development,
student
exchange,
program funding
Effectiveness of  Good practices  Good practice  Good practices  Good practices  No good
implementation, that make it a in most in many in some practices
based on outcomes model system aspects aspects aspects
▪ Attaining
institutional goals

Rating 4 3 2 1 0
(Please encircle.)

172
 Self-Rating on Relations with the Community
Core Indicator: Networking and Linkages

Parameters Numerical Rating Description

Presence of Mechanisms
Social, cultural, economic, developmental reach 3 Highly relevant
Extent of Implementation 3 Implemented to a great extent
Outcomes: 3 Very good
Student Quality 3 Very good
Rate of Completion 3 Very good
Degree of Competitiveness 3 Very good
Effectiveness of Implementation, based on
outcomes 3 Good practice in most aspects

Indicator: EXTENSION PROGRAMS

Criterion: The institution is valued by its local community as a provider of extension programs that are
responsive to the needs of the community for people empowerment and self-reliance.
Remarks Possible Sources of Evidence
EP1-Extension and Outreach:
The institution contributes to local/ regional/ national development through its extension programs.
Presence of Systems Linkage with local, regional & national o Consolidated summary report
The HEI has a comprehensive plan and entities concerning strategies and on the following:
clear mechanisms for its extension extension services based on barangay  Needs assessment reports
programs that promote objectives.  Community Development Plan
local/regional/national development.  Extension/Outreach Program

173

Extent of Implementation
There is an office/person in charge of
overseeing the mechanisms and
support for its extension programs.
Faculty and students participate
actively in the extension activities,
including service-learning courses14.
The HEI aligns its extension program
with its instruction and other academic
activities according to its type:
 Professional Institution - application
of skills and competencies
 College – use of creativity and
innovation
 University – use of research results
14 Service learning is a learning approach that integrates formal instruction with community service through the application of competencies to support
the work of a community, local organizations, or LGUs.
13 Impact refers to the changes in a community/organization/agency that can be attributed to the program.
Remarks Possible Sources of Evidence
There is a person or group of persons to reports (agenda/ programs/
take care of implementing the beneficiaries/ impact/ etc.)
mechanisms based on the field of  Service learning reports,
disciplines, e.g. English tutorial, when applicable
bookkeeping, etc.  Impact13 assessment
 Financial allocation for
Faculty and students of e.g. agriculture extension programs
teach good farming practices and  Inventory of resources
College of Computer Studies computer o Strategic plan
use. o Organizational structure related
to extension programs
The extension program in College of o Activity reports (including
Business Administration field proposes to results of the evaluation)
explain how their bookkeeping skills can o MOA with community and
be utilized in filling out profit and loss external groups that provide
statements. In the field of disaster assistance
prevention, the College of Industrial o Evidence of assistance provided
Engineering and Technology explains in by external groups
hypothetical situations on what are to be o Interviews with extension
done in case of calamities. personnel, beneficiaries,
The community’s creativity in the faculty, and students
preparation of food items like banana
chips was improved by the College of
Hospitality Management. In the end, the
community members were able to
produce a marketable peanut butter
food item.
All proposed researches are still ongoing
at this point in time, so the use of the
results will be deferred by the end of the
174

Outcomes
The institution contributes to
local/regional/national development.
Effectiveness
There is evidence that community
extension programs help the HEI to
achieve its institutional goals.
Other relevant information:
Remarks Possible Sources of Evidence
next school year.
In the field of entrepreneurship like
marketing their food products, can
contribute economically to the local,
regional and national economic
conditions and eventually to their
development.
In the field of tutorials in Elementary
Math, Science and English, pupils were
able to pass the NAT as evidence to the
instruction’s effectiveness. In the field of
entrepreneurship, the parents in the
community were able to provide the
basic needs of their children in school.
Due to the HEI’s extension program in
Hygiene and Sanitation, one Barangay,
e.g. Bong-ao in Valencia can be
observed a 100% ownership of a
household Latrine System e.g.
distribution of Water-Sealed Toilet was
175
 Remarks Possible Sources of Evidence
contingent on the establishment of such
Latrine System (a moderately-sized
wooden building with bored opening on
the ground and nipa roof).

176
Notes on the Presentation of Evidence
Indicator: EXTENSION PROGRAMS
1. Presence of extension program(s) that contribute to local/regional/national development
2. Extent to which the extension program is implemented
3. Outcomes of the extension program(s)
4. Effectiveness of the extension program as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. Impact of extension programs on the local/regional/national development as well as development of faculty and
students of the HEI.
6. While it is important to have documented systems for extension programs, the weight of the assessment goes to the
quantity and quality of outcomes, impact on the local/regional/national development, and attainment of institutional
goals.

Please summarize the outcomes resulting from relevant extension programs.

177
Scoring Guide
Indicator: EXTENSION PROGRAMS
Criterion: The institution is valued by its local community as provider of extension programs that are responsive
to the needs of the community, for people empowerment and self-reliance.

4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 All aspects of extension/outreach programs, which are highly responsive to the needs of the community, are in place.
 Plans and mechanisms of extension programs are fully implemented.
 These extension programs result in excellent outcomes in relation to local, regional, and/or national development.
 The institution demonstrates best practices that make their extension programs models for others.

3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most aspects of extension/outreach programs, which are responsive to the needs of the community, are in place.
 Plans and mechanisms of extension programs are implemented to a great extent.
 These extension programs result in very good outcomes in relation to local, regional, and/or national development.
 The institution demonstrates best practices in many aspects or good practices in most/all aspects of their extension
programs.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many aspects of extension/outreach programs are in place.
 Plans and mechanisms of extension programs are implemented to a moderate extent.
 These extension programs result in good outcomes in relation to local and/or regional development.
 The institution demonstrates best practices in few aspects or good practices in many aspects of their extension
programs.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Some aspects of extension/outreach programs are in place.
 Plans and mechanisms of extension programs are implemented to a limited extent.
 These extension programs result in fair outcomes in relation to local development.
 The institution demonstrates good practices in some aspects of their extension programs.

0 The criterion is not met.

 There are no extension programs in place.
 Isolated initiatives are implemented.
 These extension programs result in poor outcomes even in relation to local development.
 The institution does not demonstrate good practices in its extension/outreach programs.

178
 Parameters 4 3 2 1 0
Presence of System  All aspects in  Most aspects  Many aspects  Some aspects  No aspects in
for Extension place in place in place in place place
Programs
Extent of  Fully  Implemented  Implemented  Implemented  Isolated
Implementation implemented to a great to a moderate to a limited initiatives
extent extent extent
Outcomes:  Excellent  Very Good  Good  Fair  Poor
▪ Impact of programs
on communities as
evidenced by any of
the following:
increased livelihood
programs, increased
involvement of
community members,
and/or development
of community
leadership
▪ Impact on
local/regional/national
development
Effectiveness of  Best practices  Best practices  Best practices  Good practices  No good
implementation, that make it a in many in few aspects in some practices
based on outcomes model system aspects or or aspects
▪ Contribution to Good practice Good practices
society in most/all in many
▪ Attaining institutional aspects aspects
goals

Rating 4 3 2 1 0
(Please encircle.)

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 Self-Rating on Relations with the Community
Core Indicator: Extension Programs

Parameters Numerical Rating Description

Presence of Mechanisms
Social, cultural, economic, developmental reach 3 Highly relevant
Extent of Implementation 3 Implemented to a great extent
Outcomes: 3 Very good
Student Quality 3 Very good
Rate of Completion 3 Very good
Degree of Competitiveness 3 Very good
Effectiveness of Implementation, based on
outcomes 3 Good practice in most aspects

Summary of Ratings

KRA 5: RELATIONS WITH THE COMMUNITY

Indicators Presence of Extent of Outcomes Effectiveness of Overall

Systems/ Implementation Implementation Ratings
Mechanisms

Core Indicator: Relevance of

Programs
Indicator: Networking and
Linkages
Indicator: Extension
Programs

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