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Mora, Hemmady S. |
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A status analysis of the PUP College of Communication researches : |
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towards a proposed framework for College Institutional Research / |
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Hemmady S. Mora. |
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28 cm. |
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ix, 153 pages |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2003.;A thesis presented to the faculty of the Graduate School of Arts, Sciences, and Education in partial fulfillment of the requirements for the degree of Master of Arts in Communications. |
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ABSTRACT: STATEMENT OF THE PROBLEM: The study aims to analyze institution-building researches of the PUP College of Communication and propose a framework for college institutional research. The study answered the following specific problems: (1) What is the profile of the PUP-College of Communication institution-building researches from 1987-2002 in terms of proponent, year research was undertaken, research origin, target areas of AACCUP Accreditation, research design (based method), research approach and medium used for dissemination?; (2) What are the research agenda, thrusts and priorities of the PUP College of Communication?; (3) In what ways are institution-building researches utilized by the College of Communication?; (4) What conditions and situations are faced by the college in the production, dissemination, and utilization of institution-building researches, in terms of strengths and weaknesses for said stages?; (5) What effective framework for college institutional research could be developed to address the problems encountered and to facilitate an improved research agenda? METHODOLOGY Needed data for the study were gathered from research informants in the focus group discussions (FGD) and focus interview (FI). Data were also gathered through a documentary analysis of the institution-building researches done from 1987-2002. The researcher used a descriptive design yielding both qualitative and quantitative data. STATISTICAL TREATMENT: Some of the results were analyzed using descriptive statistics such as frequency distribution. SUMMARY OF FINDINGS: On the first problem, based on the results sorted out from the documentary analysis checklist, the findings were as follows: 1. Profile Categories a. In terms of proponents, majority of those who conducted institution-building researches are students. There was only one faculty research and two team researchers. This shows that research is a problematic area on the part of the faculty, resulting to low research productivity. b. In terms of annual production of researches, quantity produced is highly irregular and inconsistent and this is due to leadership and this is due to leadership transitions, the conversion of the department to a college, accreditation schedules and corresponding behavior of the college which was then a department, towards the production of institution-building researches. c. In terms of research origin by program, there are more institution-building researches produced by proponents coming from the program in Broadcast Communication. An explanation behind this is the fact that since most of the studies are student researches, the student population of those who are enrolled in the broadcast program is bigger than those in the Journalism program. d. In terms of target area of AACCUP Accreditation, since majority of the proponents are students, most of the studies cater to Area IV-Students and secondly to Area III- Curriculum and Instruction. e. In terms of research design used, the most prominent is the descriptive method. Quantity of studies which made use of other design are very few compared to the descriptive design. It just shows that both faculty research advisers and students needed more training in other research methods. f. In terms of research approach, researchers have been using qualitative and quantitative approaches. Only few opted for the triangulation approach which makes use of both since it is a lot more complex and is more exhaustive. g. In terms of medium of dissemination, only student researches are stored in the library while university and team researches are kept in the accreditation center. The print media and the Internet has not been utilized as a medium of researches yet for any institution-building research which makes it more isolated. Only university and team researches are discussed in research colloquium and published in research journals which limits opportunities for student researchers to be recognized. On the second problem, it has been revealed in the qualitative data that there are no existing formal research agenda, thrusts and priorities yet. On the third problem, researches are utilized in three ways. First it is utilized when it is used as basis for policy or decision-making by a university official. Second, it is utilized by adoption, when certain faculty members make use of the research results of institution-building researches stored in the college library for purposes of instruction. Third, research is utilized for action planning when it is used as a basis for programs, projects and other activities. On the fourth problem, strengths and weaknesses were revealed in different stages of research- the production, dissemination, and utilization stages. Aspects in which strengths and weaknesses were seen are: 1) Research Culture, Environment or Climate; 2) Research Strategy; 3) Research Training and Capability; Research Agenda, Thrusts and Priorities; and 4) Organizational Structure. On the fifth problem, a framework for college institutional research was proposed to formalize the process of producing, disseminating and utilizing institution-building researches for the College of Communication. CONCLUSIONS An effective framework for college institutional research could facilitate the development of an improved college research agenda. At present the research area of the College of Communication is weak and there is no system at all. The profile of researches point to the end for evaluation and validation to be recognized by the college. The COC community is not aware of its research agenda, thrusts and priorities. 1) Based on the profile, COC institution-building researches are not in tune to the needs of the college since there is no formal research agenda yet and proponents are not aware of the research thrusts and priorities of the college; 2) Although there are certain research needs, the college does not have a properly formulated research agenda, thrusts and priorities; 3) Process by which institution-building researches are utilized are not clearly defined and articulated; 4) The College of Communication is presently facing problems in the production, dissemination and utilization of insitution0building researches; 5) The proposed framework for college research institutional is expected to facilitate the development of an improved college research agenda. RECOMMENDATIONS: The study recommended among others the conduct of more studies on the extent to which institution-building or institutional researches are utilized to determine the complexity of the process and the different ways in which different researches of different kinds could be used directly and indirectly for the specific purposes by their end-users; conduct of studies about the problem in the production of institution-building researches; framing and articulation of research agenda of the university and the Commission on Higher Education. More government budgetary support for academic institutions especially state universities in order to fulfill its research function; and more strategies explored by the PUP administration to generate funding for research activities for its research units in different colleges. |
| Uniform Resource Identifier |
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| -- |
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| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |