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100			_e _e _aTamayo, Karen B. _d _b4 _u _c0 _q16
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245		0	_a _aA proposed conversion plan for the Perpetual Help College of Laguna to a university status / _d _b _n _cKaren B. Tamayo. _h6 _p
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300			_e _e _c28 cm. _a192 pages _b
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500			_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1997.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56
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520			_b _b _c _aABSTRACT: INTRODUCTION: The Perpetual Help College of Laguna applied for university status in 1985 under the old standards and was evaluated on December 5, 1995 by a team in fourteen (14) under new standards. As a result of the preliminary inspection and the availability of a new evaluation instrument, the management of the college underwent a situational analysis in the various areas in preparation for an organizational shift. This was done to meet the requirements for a university based on the new standards, and to propose a conversion plan for the college to a university status. STATEMENT OF THE PROBLEM: Using the Perpetual Help College Laguna and Perpetual Help Foundation and Health Science, Inc. as the setting, the answer to the following questions were determined: MAJOR PROBLEM: To propose a conversion plan for the Colleges to a University status SPECIFIC PROBLEMS: How may the present status of the colleges be described in terms of the following aspects: 1.1. Quantitative Aspects 1.1.1 Enrollment by course for the past five (5) years and projected enrollment for the next five (5) years 1.1.2 Graduates by course for the past (5) and probable number of graduates within the next five (5) years 1.1.3 Faculty profile 1.1.4 Teacher to student ratio and classroom to student ratio 1.1.5 Number of classroom, buildings, facilities and equipment 1.1.6 Status of school site area and ownership 1.2 Qualitative Aspects 1.2.1 Percentage passing in licensure examinations 1.2.2 Programs/ courses with permits, recognition, accreditation 1.2.3 Staff development program 1.2.3.1 In-house scholarships, short term training courses 1.2.3.2 External programs 1.2.4 Administrative and supervisory programs 1.2.5 Selection and admission policies 1.2.6 Students scholarship program 1.2.7 Linkages 1.2.7.1 Local 1.2.7.2 International 1.2.8 Curricular and co-curricular enrichment activities 1.2.9 Provision of extension services 1.2.10 Students services (job placement, guidance center, medical and dental services, campus ministry) 1.2.11 Policies, rules and regulations 2. How do the Colleges comply with the prescribed university status standards in terms of: 2.1 Philosophy/ mission/ vision 2.2 Administration 2.3 Faculty 2.4 Library 2.5 Laboratory facilities/ equipment 2.6 Instructional standards 2.7 Accreditation status 2.8 Research and development and 2.9 Extension services 3.1 How do respondents from the different sectors describe the Colleges in terms of: 3.1.1 Purpose and objectives 3.1.2 Academic programs 3.1.3 Assessment of faculty 3.1.4 Quality in education 3.1.5 Student services 3.1.6 Social orientation and community development 3.1.7 Benefits of faculty 3.1.8 Perceptions of alumni 3.2 To what extent are the assessments of the different sectors in the above areas of concern significantly different? 4. What appropriate package of action should be designed to meet the requirements of university status, particularly in the areas of: 4.1 Students Development 4.2 Curriculum and Instruction 4.3 Human Resource Development 4.4 Physical Plant and Infrastructure Expansion 4.5 Facilities and Equipment Development 4.6 Research and Development 4.7 Extension Services and 4.8 Productivity of Graduates 5. How should the proposed conversion plan be implemented in terms of: 5.1 Financial Requirements (sourcing and allocation) 5.2 Implementing Schedule 5.3 Strategies / Tactical Plan 5.4 Manpower Requirements 5.5 Monitoring and Evaluation 5.6 Plan Revision and Updating The researcher utilized the descriptive method of research, but with emphasis on documentary data. Empirical data were however, generated through the use of six (6) sets of questionnaires. The study utilized six (6) population frames or a total of purposive samples of 758 respondents for the study. SUMMARY OF FINDINGS: Based on the problems posited for the study, the following findings were noted: STATUS OF THE COLLEGES. The status of the colleges was in terms of their quantitative and qualitative aspects. Quantitative Aspects Except for a few courses, there were more increases of enrollment in the health-allied courses, especially in the Colleges of Medicine, Physical Therapy, Occupational Therapy and Respiratory Therapy during the last five years. Decreases were noted especially in the College of Nursing of Medical Technology. Enrollment in the health allied courses as well as in the College of Medicine was projected to increase within the next five years. For the Perpetual Help College of Laguna, the increase within the five-year enrollment period was visible in BSSE, Computer, Commerce and Engineering courses. A shift of students was noted from the BA to BS in Psychology. Enrollment in the college was projected to increase within the next five years for BSSE, Computer Science, Accounting, Engineering and BS HRM courses. Increases however will be small for the above mentioned courses. Except for the College of Medicine, there have been decreases in number of graduates in virtually all courses in the health allied, between twenty (20) and forty (40) percent in the past five years. The same trend is noted of the courses in the Perpetual Help College in Laguna, except for a few courses like Marine Engineering. Large increases in the number of graduates were noted for the short-term courses, including Nursing Assistant, Pharmacy Assistant, and the Marine Transportation and Engineering courses. It is projected that within the next five years, the college will experience only slight increases in enrollment. Few projections for the number of graduates within the next five years could be made due to insufficiency of data. The profile of the faculty showed that a large percentage for educational requirements for university status had been met. 1.2 Qualitative Aspects In terms of performance of graduates in licensure examination, the results have not been satisfactory except for Midwifery. A total of fifty one (51) curricular activities programs are offered by the college in the graduate and the baccalaureate level. The college also has secondary and elementary programs. Both colleges have been diligent in their pursuit for accreditation of the various courses and three colleges have Level II status namely, the College of Arts and Sciences, Commerce, and Education, while the Colleges of Engineering, Criminology, and Doctor of Education have permits to operate for the first time. The Colleges have an aggressive faculty development program and offer scholarships, sabbatical leaves and free tuition fees in the graduates level. Faculty attend seminars and conferences funded by the school and have in-house scholarships, short term training programs, as well as external programs for professional growth. Selection and admission for faculty is based on the policies, rules and regulations of the school, and are summarized in the manual of operations. Because of their strong extension and research program sustained by funds from the colleges, they also have linkages with both local and foreign associations. The Perpetual Help College is one of the few schools in the Southern Tagalog region which emphasizes research even among the undergraduates, who are required to produce and defend a paper before graduation. One of the strong features of the Colleges are their outreach and extension programs, participated in by various health allied departments, and undertake medical missions in to the rural places. How the Colleges comply with university standards. The college, in preparation for the University status evaluation visit from the Commissioners of Higher Education, has prepared to meet the requirements in the fourteen (14) areas of the criterion measures. Consequently, the Vision-Mission of the school was made clear and was disseminated in various and visible places of the college. The academic programs were diligently gone over for deficiencies and remedied or corrected. The faculty has were encouraged to finish their graduate degrees with assistance from the colleges in various forms and, a more explicit gesture was the warning that they should finish their corresponding degrees with a period of three years. Library facilities were checks and improved through the use of Internet and CD-ROM. Likewise, the laboratory facilities and equipment were upgraded to meet the standards for university.
520			_a 3.1 Impression of Respondents about the Colleges The impression of six (6) groups of respondents namely, management, faculty, students, parents, and alumni in eight (8) areas of concern for university status such as 1) purposes/objectives of the colleges. 2) academic programs, 3) assessment of instruction, 4) quality of education, 5) student services, 6) social orientation, 7) community development and 8) faculty benefits were determined. 3.1.1 Purposes / Objectives of the College Respondents except the alumni group homogeneously described purposes/objectives as clearly stated, well-disseminated and distributed harmony, and in with the educational needs of the students. 3.1.2 Academic Programs The same trend of responses was noted for academic programs, this time with alumni participating. Except in a few items on the academic groups, they strongly agree(d) with the following;. The goals and objectives of the school, how the needs of the students and the community are met, the consistency of the goals with that of Philippines 2000 in quality of excellence of course offerings, the relevance and responsiveness to changes of environment, access and equity to deserving students; efficiency and effectiveness of social, institutional and individual benefits from the higher educational resources. However when viewed from averages of the weighted means, the lowest ratings were found among the parent (4.37-A) followed by the students (4.46-A). 3.1.3 Assessment of Instructions Only m _u
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