1-Working File Vigan Documentation PHILHECS

Philippine Higher Education
Career System
Presidential Leadership
Program
Course Five: Thinking Strategically and Creatively
Table of
Contents
I. The Phil-HECS Presidential Leadership Program
Design
Ph i l -HECS Pre sid ential Le adership Program Cou rse 1

Documentation Rep ort
The Philippine Higher Education Career System

3
The Presidential Leadership Program
4
II. Course Overview
7
Objectives
7
Profile of Participants
7
Course Outline
8
Course Outputs
8
Methodology
8
Indicative Flow of Activities
9
Actual Flow of Activities
10
Profile of Resource Persons
12
III. Assessment of Learning
15
*
**
15
17
IV. Evaluation
19
Course Evaluation
19
Resource Person Evaluation
19

V. Course Proceedings
20
Day 1
20
Day 2
31
Day 3
37
VI. Course Assessment
39
The Phil-HECS Presidential Leadership

Program Design
I.
The Philippine Higher Education Career System (Phil-HECS)1 is the

professional advancement and career management system for senior
executives
in state universities
and colleges (SUCs). It recruits
qualified individuals from both the public and private sector, develops
them into highly competent higher education executives (HEEs), and
facilitates and tracks the progress of their careers towards appointment
to leadership positions in SUCs.
Phil-HECS promotes
and facilitates
the recruitment, selection,
professional advancement, and career management of
qualified
individuals for deployment in SUCs. The goal of the system is
to
improve the quality of governance in Philippine higher education
by strengthening the competencies of SUC leaders and promoting
individual accountability. T o achieve this, the system pursues the
following objectives:
1.
Facilitate
the
recruitment, selection, professional
advancement,
and career management of the best
leaders in public higher education;
2. Establish and maintain a Roster of Eligible Executives

from which appointments to the position of SUC
president are drawn, through the implementation of an
eligibility process and the provision of continuing
education;
3.
Introduce transformational leadership that steers

Philippine SUCs towards recognition by the various local
and international quality assurance institutions.
Framework
of
Career System
the
The career system has two tracks: an Executive Development (ED) track
for aspiring HEEs, and a Presidential Leadership (PL) track for incumbent
SUC presidents. The components of these tracks administer specific
activities that are designed to address both the development
needs and career progress of aspiring HEEs and the continuing
education needs and career upkeep of incumbent SUC presidents.
These components are subject to monitoring and evaluation measures
that would ensure the long -term sustainability and
viability of the reforms introduced through

the system.
1A
Sp e cial Ord er was issued i n November 2014 (CHED SO No. 96 of 2014) cre a ti ng a Te
chnical Working Group (TWG) tasked wi th i nstitutionalizin g Ph il-HECS. Following this, the
Commission En Banc a d o p t e d R e sol u t i on N o . 7 1 4 - 2 0 1 4 d a t e d 3
De ce mber 2014, e n gagin g the s ervices of the Development Aca demy of the Ph ilip pines (DAP),
i n c o or d i n a ti o n w i t h t h e
CHED Ofi ce of Institutional Qu ality Assu rance an d Governan ce (CHED-OIQAG).
The components of the career system are

as follows :
1.
Recruitment and Selection, which sources new talent

into the public higher education sector and screens
applications for entry into the system;
2.
The Professional Advancement Program (PAP), which

enhances and updates the competencies of both aspiring
HEEs and incumbent SUC leaders;
3. Career Management, which grants eligibility, tracks

individual performance, and identifies
placement
opportunities f or those included in the system.
THE
PRESIDENTIAL
LEADERSHIP PROGRAM
The Presidential Leadership Program is a continuing education program
for incumbent SUC presidents, enabling them to be effective leaders of
their institutions. It seeks to ensure that the competencies of SUC
presidents are updated and remain relevant in the continually shifting
context of higher education.
The Program is designed as a series of courses for practicing SUC
leaders, ensuring that the y are updated on present trends, new
government policies, and the best practices in higher education
management.
This
way,
new
presidents
receive
guidance
through their adjustment period, while those with more experience are
able to maintain relevance and currency in their field. By bringing
together SUC presidents and connecting them w ith key resource
individuals, the Presidential Leadership Program provides a venue for
these leaders from diverse backgrounds to meet and share their ideas,
experiences, and insights with their peers as a community of practice.
Objecti
ves
The Program aims to renew the core competencies of incumbent
SUC presidents . To support this, the following specific objectives have
been identified:
1.
Impart strategies and techniques that address challenges

and concerns in education management;
2. Update incumbent presidents on the latest higher

education management trends, policies, and innovations;
3.
Provide a venue for the demonstration of the

application of such strategies, policies, and innovations;
4.
Course
Design
Foster a community of practice among leaders in

Philippine higher education.
This Program Design consists of six shuttle Courses for facilitators and
resource persons of PHIL-HECS PLP. Contents of the Courses aim to
develop competencies of incumbent SUC presidents according to the
Phil-HECS Competency Framework for HEEs (Figure 1).
Figure 1. Phil-HECS Competency Framework for
HEEs
Course Delivery Duration

The Course will be delivered within a period of 3 days or 24 learning
hours.
Presidential Leadership Courses
The six Courses under the Presidential Leadership Program are as follows:
1. Leading a Globally Competitive Higher Education Institution
2. Building Collaborative and Inclusive Working Relationships
3. Generating and Managing Financial and other Resources
4. Nurturing a High Performing Learning Institution
5. Thinking Strategically and Creatively
6. Managing Self and Working towards Ones Full Potential
This report provides the documentation of the conduct of the fifth
Presidential Leadership
Course, Thinking Strategically and Creatively.
II.
Course 1 Overview:
Competitive Higher Education
Institution
Leading
Globally
The course provides an avenue for State University and College (SUC)
Presidents to examine the establishment of partnerships that are designed
to respond to the needs of Higher Educational Institutions (HEIs) in the
Philippines. This will explore situational analysis within HEIs that result in the
initiation of strategic partnerships with national government agencies
(NGAs), civil society organizations (CSOs) and business corporations. The
course will enable SUC Presidents to learn from the experiences of
Substance Experts on the identification of risks and benefits, and the
optimization of opportunities in building partnerships: and consequently
integrating these into the design of their institutional plans.
Objecti
ves
The Course aims to enable its
participants to:
1. Demonstrate understanding of the elements and skills of strategic
and creative
thinking and how it can be applied in the context of SUCs;
2. Explain the value of strategic SUC partnerships with NGAs, CSOs,
and industry;
3. Identify the critical factors and good practices in establishing
partnerships which meet
the needs of SUCs; and
4. Set targets for institutional improvement based on the systems an
approaches learned
on strategic partnership building;
5. Propose institutional policies which will strengthen and sustain
external partnership of
HEIs, particularly SUCs.
Profile
Participants
of
The Course was participated in by twenty-six (26) participants,

composed of twenty (20) men, and six (6) women. H a l f o f t h e
p a r t i c i p a n t s c a m e f r o m L u z o n ; four participants came from the
Visayas; and nine (9) from Mindanao.
Majority of the Participants had doctorate degrees in Education. More

than half had exposure to Leadership trainings in the past three (3)
years. In terms of the level of experience, Fourteen (14) participants
served as SUC President for more than three (3) years while the rest
were newly-appointed ones or those with less than three years of
experience. Annex 1 (Course Participants) provides the details of the
participants of the Course.
Content Outline
The course was designed with the following sessions:
Session 1:
Strategic and Creative Thinking: Seeing thru Self and
the Possibilities to
Transform SUCs
Session 2:
Thinking Strategically and Creatively: A SUCs Quest for
Excellence
Session 3:
Re-framing SUC Engagement: Making the Case for
Strategic Community-HEI
Partnerships
Session 4:
Opportunities for SUCs and National Government
Agencies Partnerships
Session 5:
Opportunities
for
HEI
-CSO
Industry-NGA
Partnerships
Session 6:
Academe-Industry Partnerships: Seeing thru the Lens
of Corporate Social
Responsibility and Creating Shared Value
Session 7:
Case Study Analysis and Presentations
Session 8:
Developing an SUC Partnership Framework
Course Outputs
The course was envisioned to produce two sets of outputs: a group and an
individual report:
A.
Group Reporting:
B.
Documentation of Learning Team Reflections

Case Study Analysis
Individual Output:
Re-entry Plan/ Development of a Strategic Partnership Plan
Methodology
A.
Lecture-Discussion
B.
HEl Visits - Case Study Visits on the University of Northern
Philippines
C.
Workshop and Presentations
D. Re-Entry Plan
Indicative Flow of Activities
The course flow was planned this way:

TIME
7:45
Day 0,
Tuesday
Day 1,
Wednesday
Assembly and
attendance
Day 2, Thursday
Assembly and
attendance

Day 3, Friday
Assembly and
attendance
12
8:00-9:00
9:0010:00
Session 1:
Strategic and
Creative Thinking:
Seeing thru Self
and the
Possibilities to
Transform SUCs
Session 2:
Thinking
Strategically and
Creatively: A SUCs
Quest for
Excellence
10:0011:00
11:0012:00
Session 4:
Opportunities for
SUCs and National
Government
Agencies
Partnerships
Briefing on the
Case Study/HEI
Visit
LUNCH
12:001:00
1:00-2:00
LUNCH
Session 3:
Re-framing SUC
Engagement:
Making the Case
for Strategic
Community-HEI
Partnerships
2:00-3:00
3:00-4:00
4:00-5:00
Presentation of
Workshop Learning
Team Outputs
5:00-6:00
6:00
Opening
Program and
Welcome
Dinner
Registratio
n
Opening
Ceremonie
s
Expectatio
n Check
Course
Overview
WELCOME
DINNER
Day 1 Synthesis
Case Facts
Gathering/HEI
Visit: Sharing of
experience and
tour around
University of
Northern
Philippines, Vigan
City
Workshop 1:
Case Analysis of
University of
Northern
Philippines
Day 2 Synthesis
Session 5:
Opportunities for
HEI-CSO-IndustryNGA Partnership
Framework
Session 6:
Academe-Industry
Partnerships:
Seeing thru the
Lens of Corporate
Social
Responsibility and
Creating Shared
Value
Workshop 2:
Triple V
LUNCH
Session 7:
Case Study
Analysis and
Presentations
Session 8:
Re-Entry Plan:
Developing an
SUC Partnership
Framework
Course
Synthesis
Closing Program
DINNER
Actual Flow of Activities

The course was implemented in the following manner:
13
DAY 0: November 08 2016

TIME
6:00 PM
ACTIVITY
Welcome Dinner
OPENING/WELCOME PROGRAM
Expectations Check & Course Overview
Facilitator/Focal Person
14

Time
Activity
Brea kfa s t
Regi s tra ti on a nd Di s tri buti on of Ki
ts
Na ti ona l Anthem
Ecumeni ca l Pra yer
Opening Session:
Thinking Strategically and
Creatively: Seeing Thru the Self and
the Possibilities
to Transform
the
Session
2: Experience
and Practices
Thinking Strategically and
Creatively: A SUCs Quest for
Excellence
Lunch
Resource Person: Dr.

Milagros A. Rimando,
Regional Director, NEDACAR
Resource Person: Dr. Serafin L.
Ngohayon, President, Ifugao
State University
Session 3
Resource Person: Dr. Grace
Re-framing SC Engagement: Making H. Aguiling-Dalisay, Dean,
CSSP-UP Diliman
the Case for Community-HEI
Partnerships
Day 1 Synthesis
Dinner
Time
Activity
Brea kfa s t
As s embl y
Sha ri ng of Refl ecti ons from the Pa rti
ci pa nts
Reca
p of3Da y 1
Session
Opportunities for SUCs and National
Government Agencies Partnerships
Briefing on the Case Study/HEI Visit
Resource Person: Dr.

Urdujah A. Tejada,
President, Cagayan State
University
Lunch
Case Facts Gathering/HEI Visit:
Sharing of experience and tour
around University of Northern
Philippines,
Workshop
1:Vigan City
Case Analysis of University of
Northern
Philippines
Day
2 Synthesis
Facilitator: Dr. Grace H.

Aguiling-Dalisay, Dean,
CSSP-UP Diliman
End of Day 2
Time
Activity
Brea kfa s t
As s embl y
Session 4: Opportunities for HEI-CSOIndustry-NGA Partnership Framework
Session 5: Academe-Industry
Partnerships: Seeing thru the Lens of
Corporate Social Responsibility and
Creating Shared Value
Facilitator: Dr. Grace H.

Aguiling-Dalisay, Dean, CSSPUP Diliman
Resource Persons:
Dr. Jose R. Medina,
Volunteer Dean, La
Consolacion CollegeBais
Dr. Person:
WilliamDr.
D. Maximillan
Dar,
Resource
G. Ventura, President & CEO,
Philam Foundation, Inc
15
Workshop 2: Triple V
Resource Person: Dr. Maximillan

G. Ventura, President & CEO,
Philam Foundation, Inc
Lunch
Session 6:
Case Study Analysis and Presentations
Session 7
Developing an SUC Partnership
Framework
Session
8: Re-Entry Plan: Developing
Resource Person: Dr. Grace

H. Aguiling-Dalisay, Dean,
CSSP-UP Diliman
Resource
Person: Dr. Grace
H. Aguiling-Dalisay, Dean,
CSSP-UP
an SUC Partnership Framework

Course Synthesis
Closing Program
Profile of Resource
Persons
Brief background of the resource persons of the PHILHECS Course 5
Sessions are as follows:
Dr. Milagros A. Rimando
Dr Milagros A. Rimando is the current Regional Director of the National
Economic Development Authority (NEDA) Regional Office in the Cordillera
Autonomous Region (CAR). Previously, she was the Regional Director of
NEDA Regional Office II. One of her notable achievements is steering
NEDA Region II to be the Most Outstanding Regional Office for three
consecutive years from 2004 to 2006. She was also adjudged as the
Most Outstanding Regional Director for the years 2004 and 2006. In 2007,
she was named as one of the Outstanding Career Executive Officers by
the Career Executive Service Board (CESB) for her innovative
contributions that institutionalized regional development planning as the
springboard for environmentally-sustainable and economically-dynamic
regional development.
Rimando envisions Region II as an economic and development giant,
respectful of nature and the environment. She is credited for drawing up
the Cagayan Valley Flood Mitigation Master Plan to alleviate the damage
caused by floods in Region II which reached 4.57 billion pesos from 2004
to 2006. She likewise crafted the Cagayan Riverine Zone Development
Plan to address the perennial problem of limited water in the region
during the dry seasons and to protect and conserve the rivers fishery
and aquatic resources as well as its biodiversity.
Director Rimando is truly a woman ahead of her time, having the knack
for identifying problems and drawing plans to solve them. Her ability to
harness human and technical resources and draw the support and
collaboration not only of her partner agencies but of the community as
16
well is further proof that CESOs can be efective change agents with the
right mix of competence, vision and commitment.1
Dr. Serafin l. Ngohayon
Dr. Ngoyahon is currently leading the Ifugao State University in its vision of
becoming an Academic Centers of Excellence towards being a Level IV SUC Internationally Recognized University.
He facilitated the crafting of the 8-Year Development Plan of ISCAF (2003-2011),
setting a new but clear vision, mission, goals and objectives of the University.
He next initiated a search process of qualified people to be designated in
diferent positions after laying the criteria for selection.
He set a clearer and fairer hiring and promotion system that would ensure that
those to be hired and promoted are indeed the best and the brightest. A
dynamic reward system was put in place in all areas of the College while a welloiled grievance machinery was instituted to look into employees abuses and
violations.
Feedback mechanisms were instituted to continuously gather
feedbacks from all stakeholders for consideration. Plans and programs were
conscientiously implemented and monitored vis-vis clear measures of Success
or failures.
The College moved towards greater heights capped by a significant
improvement in the Level of ISCAF from being a SUC Level I to SUC Level IIIA.
with less than seven years working on the 8-Year Development Plan (20032011), Dr.Serafin L. Ngohayon once again proved his mettle as an
administrator, a leader, and a public servant by propelling ISCAF to the next
level of academic achievement with the transformation of ISCAF to Ifugao State
University (IFSU). Through his undaunted leadership and sheer determination,
coupled with the concerted efort and support of the faculty, staf, and
stakeholders, ISCAF was converted into now the IFSU by virtue of RA 9720,
which was signed into law on October 14, 2009.
Dr. Grace H. AguilingDalisay
Dr. Grace Aguiling-Dalisay is the current Dean of the College of Social Sciences
and Philosopy (CSSP ) at the University of the Philippines, Diliman and Chair of
the Asian Center and College of Arts and Letters. Earlier on in 2013-2014, she
also served as Chair of the Department of Psychology, UP Diliman.
Dr. Dalisays other educational leadership include being the College President at
the Republican College, Quezon City from 2008-2010 and Vice-President for the
Academic Afairs, Miriam College for three years (2005-2008). She was also a
former Director and at the same time a System Director for The Ugnayan ng
Pahinungod (Volunteer) Program.
She co-authored an article with Lydia Sarmiento-Enrile entitled Searching for
the Roots of Corporate Social Responsibility in Filipino Values. Corporate Social
1 http://www.cesboard.gov.ph/cesbweb%20(old)/taas_noo_8.html
17
Responsibility: From Corporation to Transformation. Makati: League of Corporate

Foundations , 2011.
Among her professional involvement in the national and international scene
include invitations as speaker, resource person and facilitator. To name a few,
she was involved in the following:
Keynote speaker to the Community-Higher Education Engagement:
Ethical Responsibility and Ethical Practice, 6 th International Conference
on the Sciences and Social Sciences 2016: Mutual Community
Engagement toward Global Understanding and Sustainable Well-being,
22-23 Sept.2016. Thailand
Panel speaker to the Leading Societal Change: A Core Mission for

Universities, Going Global 2015 Conference. British Council. 01-02
June 2015.London, UK
Facilitator to the ASEAN Economic Community: What Now for Tertiary
Education. 01-02June 2015, London, UK
Seminar Speaker to the Education for Sustainable Development. 14 th
Grace Christian Educators Leadership Conference Grace Village,
Quezon City . 15-17 November 2011
Dr. William Dar
Dr William D Dar is President of the Inanglupa Movement Inc., a social
movement working for a science-based, climate-smart and competitive
Philippine agriculture. Dar is also the Strategic Adviser for Global Expansion of
Prasad Seeds Private Limited. In his current capacity, Dar champions and
advocates the modernization and industrialization of the Philippine agriculture
sector, guided by an innovation and market-oriented development (IMOD)
strategy. During his stint as DA secretary in 1998-1999, agriculture climbed at
a historic growth rate of 9.6%.
Dar is also a nationally- and internationally-known administrator inagriculture
and rural development. He served as Director-General ofthe International Crops
Research Institute for the Semi-Arid Tropics (ICRISAT) in India from 1999 to
2014. While at ICRISAT, Dar served with distinction as the transformational and
servant leader for 15 years, championing the cause of small farmers in the
developing countries of Asia and Africa. His extensive research and
professional experience has focused on crop management, farming systems
development and technology sharing and upscaling.
Prior to joining ICRISAT, Dar held various executive positions in the Philippines,
including Presidential Advisor on Food Security, Office of the President (1999);
Secretary, Department of Agriculture (1998-1999) and Executive Director,
National Agricultural and Fishery Council (1998). Throughout his career in
agriculture since 1973, he has served on various international boards,
committees and special assignments. Dar completed a BS in Agricultural
Education and MS in Agronomy from Mountain State Agricultural College (now
Benguet State University), La Trinidad, Benguet and a PhD in Horticulture from
the University of the Philippines Los Baos. For his outstanding achievements
and accomplishments, Dar has been awarded eight Doctorate degrees (Honoris
Causa) in various fields by well-known universities throughout the Philippines.
Dar received numerous awards. To mention a few, in 1988 he was awarded the
Ten Outstanding Young Men of the Philippines and the Outstanding
Administrator Award given by the Department of Science and Technology. In
18
2014, he received the Outstanding MS Swaminathan Leadership Award by

India. Last December 5, 2014, the Office of the President awarded Dr. Dar the
Pamana ng Pilipino Award 2014 Presidential Awards for Filipino Individuals
and Organizations Overseas, Commission on Filipinos Overseas. Likewise, he
was also honored by the House of the Representatives of the Philippines for his
excellent and transformational leadership in ICRISAT, and in the Philippines.
Dr. Urduja Tejada
Dr. Urduja Jaye Alvarado Tejada is the current President of Cagayan State
University (CSU) Andrews Caritan Campus in Tuguegarao City. With
outstanding performance and great track record in government service, she is
dubbed as Public Service Personified.2
President Urduja was a former Assistant Secretary (ASEC) and Program
Manager for Countryside Development and Overseer for 16 Regional Offices of
the Department of Science and Technology (DOST) from July 2015- October
2016.
Prior to becoming ASEC of DOST, she was the Regional Director (RD) of DOST
Regional Office II from November 2006 to July 2015. She was also a member of
the DOST National Executive Committee from 2010- 2013. Concurrent to her
term as RD, she was member of the Board of Regents (BOR) of the following
SUCs in 2006 (until 2015): CSU, Isabela State University, Quirino State
University, Batanes State College and Nueva Vizcaya State University. Also,
she chaired the Cagayan Valley Health Research and Development Consortium
(CVHRDC), Cagayan Valley Industry and Energy Research And Development
Consortium (CVIERDC) and Regional Research Development Committee of
RDC Regional 2.
Maximillian Ventura
He is the current President and CEO of Philam Foundation. He leads the
Corporate Foundation of the Philam Group of Companies (PGC) that
spearheads the corporate social responsibility practices of the PGC. Philamlife,
the mother company, is the leading life insurance company in the Philippines
and is part of the AIA Group of Companies. (The largest, independent listed
pan-Asian life insurance group in the world)
He was the deputy director and later became the Executive Director/ COO of
the Philam Foundation from July 2000 to November 2014; He took charge with
the crafting and implementing Philams New Corporate Social Responsibility
strategy with focus on Education.
Concurrently, he is an active faculty member De La Salle University
College of St.Benilde He teaches Corporate Social Responsibility,
Governance and Business Ethics to undergraduate business program.
Gilbert Riberal Arce
President Arce is one of University of Northern Philippines PRIDE and homegrown leaders.
He earned his bachelors degree in business administration majoring in
accounting from the University of Northern Philippines (UNP) in 1990. A year
later, he completed his Bachelor of Arts majoring in English. He pursued
graduate studies the following years and earned his Masters degree in
2 http://region2.dost.gov.ph/index.php/73-dr-urdujah-a-tejada-public-service-personified
19
Teaching English in 1997. He completed his PhD in Education in the same

university, focusing on Educational management in 2007.
He took up various administrative posts prior to becoming President of UNP.
He was adviser of various student organizations and soon became Dean of the
Office of Student Afairs. He also became the Director of the Institute of Fine
Arts and co-chaired the Bids and Awards Committee (BAC) of the university.
He also served as UNPs Coordinator for the Expanded Tertiary Education
Equivalency and Accreditation Program (ETEEAP).
Through his eforts, UNP was awarded as the countrys BEST IN STUDENT
DEVELOPMENT PROGRAM in 2008. One of his significant contribution was
introducing BACHELOR OF SCIENCE IN INTERIOR DESIGN and PAINTING as a
major in BACHELOR OF FINE ARTS to UNPs course oferings.
Dr. Jose Medina
III. Assessment of
Learning
A. Strategic and Creative Thinking: Seeing thru Self and the Possibilities
to Transform SUCs
B. Thinking Strategically and Creatively: A SUCs Quest for Excellence
C. Re-framing SUC Engagement: Making the Case for Strategic
Community-HEI Partnerships
D. Opportunities for SUCs and National Government Agencies
Partnerships
E. Opportunities for HEI -CSO Industry-NGA Partnerships
F. Academe-Industry Partnerships: Seeing thru the Lens of Corporate
Social Responsibility and Creating Shared Value
G. Case Study Analysis and Presentations
H. Developing an SUC Partnership Framework
A. Transforming Higher Education through ICT

This section provides the assessment by the Resource Person, Dr.
Emmanuel C. Lallana, of the learner-participants for his session on
Transforming Higher Education through ICT.
The initial section, items 1 to 3, provides the initial observations by the
Resource Person on the
Course
administration, including
the
management of the Course. Items 4 and 5 are about the evaluation of
the outputs submitted by the participants, and the a ssessment of the
Resource Person on the quality of the outputs. The last item (no.
6) provides the recommendations for considerations by the Commission
on Higher Education.
The session on How ICT is Transforming Higher Education was
conducted as scheduled on 28-29 July at Cagayan de Oro City. However,
20
the start of the session was delayed due to late start and longer than
anticipated Opening Session.
1.
The session was comprised of two lectures (How ICT is
Transforming Higher Education
and Implementing the eSUC Vision) and two exercises. The first
was group exercise was on Envisioning an eSUC. The second was
an individual exercise on ICT Vision for your SUC.
2. The presentations of the output of the group exercise went better
than expected. All the groups gave good reports. A key take away is
that most SUCs are using ICT for management/administration and less
so for learning and knowledge creation/ innovation. The groups
composed of new/younger SUC President gave more aggressive
targets/goals for ICT use in SUCs in 10 years.
3. The group presentation ended earlier than planned due to disciplined
(i.e., to the point)
presentations.
4.
Participants were asked to submit the output of the individual
exercise before the noon
break of Day 2. However, not all were able to do so. By my count,
only 22 were able to submit on time. After follow ups by DAP, the
number reached 28. One even submitted after the final deadline of
12 August 2016. One did not submit at all.
5. The individual outputs were rated
as follows:
Good Did not simply follow instructions but provided realistic
vision;
Adequate Followed instructions; and
Inadequate Did not follow instructions.
Of the individual outputs ,
5 are Good Presidents of:

1. Aurora State College of Technology,
2. Catanduanes State University,
3. Central Mindanao University,
4. Nueva Ecija University of Science and Technology, and
5. Quirino State University
21
6.
21 are Adequate Presidents of:

1. Bataan Peninsula State University,
2. Batanes State College,
3. Batangas State University,
4. Benguet State University,
5. Bicol State College of Applied Sciences and Technology,
6. Camarines Sur Polytechnic College,
7. Cebu Technological University,
8. Central Bicol State University of Agriculture,
9. Cotabato Foundation College of Science and Technology,
10. Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture
and Technology,
11. Misamis Oriental State College of Agriculture and Technology,
12. Mt Province State Polytechnic College,
13. Negros Oriental State University,
14. Nueva Viscaya State University,
15. Pangasinan State University,
16. Polytechnic University of the Philippines,
17. Southern Luzon State University,
18. Surigao del Sur State University,
19. Surigao State College of Technology,
20. Ramon Magsaysay Technological University, and
21. Sulu State College
3 are
1.
2.
3.
Inadequate - Presidents of
Davao del Norte State College,
MSU- General Santos, and
Naval State University
Recommendations
CHED should consider reviewing some of its guidelines in view of the
increasing uptake
of ICT by SUCs/HEIs. In particular, CHED should review its
requirements for libraries and book collections.
There is need for more training on ICT in HEIs. This session merely
provided an overview of the main issues. Ideally, there should
be a serie s on ICT infrastructure and applications and how to
use/deploy these to enhance quality education and to transform
SUCs/HEIs. This ICT for HEI series need not be part of the Presidential
Leadership Course, but should be ofered to all SUC/HEI Presidents.
The participants expressed the need for an ICT Roadmap for
SUCs/HEIs. They need some
guidance and/or models to help them ICT-enable/transform their
SUCs. Together with the training series on ICT, this could help
prevent a vendor-driven ICT procurement and deployment in
SUCs/HEIs.
CHED should track/measure the uptake of ICT by SUCs/HEIs. This
could take the form of
a regular (e.g., bi-annual) survey on State of ICT use in SUCs/HEIs.
B. Comprehensive Internationalization
This section provides the assessment by the Resource Person, Dr. Luis
Ma. R. Calingo, of the learner-participants for his session on
Comprehensive Internationalization.
The initial section, items 1 and 2, provides the initial observations by
the Resource Person on the overall administration of the Course, as well
as the reasons for the slight changes in the schedule. Items 3 provided
a discussion on the administration of the Session, while items 4 to 7
provides feedback on the participants outputs. Item 8 summarizes the
recommendations of the Resource Person.
The session on Comprehensive Internationalization was conducted as
scheduled on July 29 30, 2016, in Cagayan de
Oro City.
1.
The session consisted of

a
lecture on Comprehensive
Internationalization (CIZN), benchmarking site visits to two SUCs
and post-site-visit debriefs, and an integrative lecture-discussion on
lessons learned. The two SUCs visited were the Mindanao University
of Science and Technology (MUST, July 29) and the Mindanao State
UniversityIligan Institute of Technology (MSU-IIT, July 30).
2.
The session, as implemented, did not include a planned discussion

on Portland State University, a case study on successful SUC
internationalization in the USA, and a workshop on re-entry
planning.
These two segments were originally scheduled for the
afternoon of the third day. By the time the participants arrived from
Iligan City for the MSI-IIT visit during the morning of the third day,
there was hardly suficient time and participant energy left to have
cognitive activities in the afternoon. In their place, the Resource
Person did an integrative lecture-discussion linking the CIZN
concepts presented and the lessons learned from the readings and
the two benchmarking site visits.
3.
The participants were asked to prepare three CIZN survey forms,

each one assessing the level of comprehensive internationalization by
a higher education institution (HEI). The first survey form, which was
required for submiss ion on the first day (July 28), was about each
participants own SUC.
The second survey form was about MUST,
while the third was about MSU-IIT. The participants were not required
to submit the second and third survey forms, although some did,
as they were meant to enable them to actively participate in the
post-site-visit debriefs.
4.
The participants were also asked to prepare, as their final session

deliverable, a one - page document proposing the Objective and Key
Results
(OKRs)
of
their
respective
SUCs
comprehensive
internationalization.
The
Resource
Person documented
the
specifications, including submission deadlines, for this requirement
in a Memorandum to Participants circulated during the afternoon of
the third day (July 30). The submission deadline was August 1, 2016.
5.
Full compliance (100% submission by the deadline) was not

achieved for the two requirements.
a.
By August 12, 26 of the 30 participants submitted their

completed CIZN survey forms.
No completed CIZN survey
forms had been received from Batanes State College, Negros
Oriental State University, Polytechnic University of the Philippines,
and Ramon Magsaysay Technological University.
b. By August 19, 26 of the 30 participants submitted their completed

CIZN OKRs. No completed responses had been received from
Cotabato Foundation College of Science and Technology,
Mindanao State UniversityTawi-Tawi, Negros Oriental State
University, and Polytechnic University of the Philippines.
6.
The CIZN OKRs were evaluated using the following criteria:

Exceeded Expectations
Met Expectations fulfilled specifications documented in the
Memorandum to
Participants
c. Did Not Meet Expectations
a.
b.
7.
The following is the evaluation of the CIZN Objectives and Key Results
submitted by 2 5 participants:
Exceeded
Expectations
ASCO
T
CBSU
A
Met Expectations
Ba tSU
BISCA
ST
BPSU
BSU
CMU
CSPC
CSU
CTU
DEBESMSC
AT DNSC
MOSCAT
MPSPC
MSUGenSa n
NEUST
NVSU
PSU
RMTU
SDSS
U
SLSU
SSC
Did Not Meet

Expectations
BSC
NS
U
8.
Recommendations
a. The future administration of the session should include only one
benchmarking site visit to a higher education institution in a more
advanced stage of comprehensive internationalization. This
would enable full implementation of the planned curriculum and
pedagogy of the course.
b.
There should be a national baseline survey of comprehensive

internationalization in all Philippine higher education institutions,
both public and private. This will enable CHED and other
organizations concerned to identify internationalization
interventions that are appropriate to the level of the HEIs
internationalization.
The participants progress in implementing CIZN should be tracked

on an annual
basis or some other appropriate frequency.
c.
IV.
Evaluation
A.
Course
Evaluation
At the end of course, an evaluation was given out to the participants to
determine the level of accomplishment of each indicator under the
areas for evaluation. The result of the assessment was [close to]
excellent, yielding an overall rating of 4.693
The areas that were measured were the following: Attainment of
Course Objectives (4.75); Course Expectations (4.65); Training
Materials/Handouts (4.75); Selection, Sequencing, Organization &
Scheduling (4.71); Methodology (4.72); Course Logistics (4.65);
Learning of Participants (4.67). A summary of the Course evaluation is
presented
on Ann ex 2 (Course Evalu at ion )
of this report.
B.
Resource Person
Evaluation
An evaluation was also administered at the end of each Resource
Persons session. For the Session on Re-framing SUC Engagement:
Making the Case for Strategic Community HEI Partnerships, Dr. Grace
Aguiling-Dalisay, obtained an overall rating of 4.64, while Dr. Urduja
Tejada received 4.44. Under the same session, Dr. William Dar garnered
a rating of 4.86. while Dr. Max Ventura got 4.46.
Dr. Milagros Rimando and Dr. Serafin Ngoyahon Resource
Speakers for the session, Seeing Thru the Self and the Possibilities
to Transform the SUCs, received an overall rating of 4.69 and 4.67
respectively.
Under the session, Reinventing Agricultural Education through an
Innovative
Agribusiness
Program, Dr. Jose Medina got an average rating of 4.67.
3 on a scale of 1.0 to 5.0, where 1.0 is the lowest and 5.0 is the highest.
A summary of the Resource Persons evaluation is presented on

Annex 3 (Resource
P erson Evalu at ion ) of
this report.
V.
Proceedings
Course
Day 0 November 8, 2016 (Tuesday)
Preliminaries
The program started at 6:10 p.m. of Day 0 with preliminaries and welcome
dinner for the participants. Right after dinner, Mayor Juan Carlo Medina of
Vigan City welcomed everyone to Vigan City and expressed his gratitude for
choosing Vigan as host City for the Course. In his welcome message, he
stressed the importance and the value of education and its role in partnershipbuilding. He also mentioned some of his administrations programs in
partnership with communities and various organizations for livelihood projects,
including TESDA for appropriate accreditation and intervention in curriculum
development. Admittedly, there is still so much to do for Vigan to improve the
living condition of the people and preserve its historic landscape and rich
cultural heritage. He went on further that it is the dream of the City
Government to eliminate poverty in the city. To do this, he reiterated the
importance of partnership building and mentioned the important role of the
academe in providing the necessary expertise, knowledge and technical skills
in making Vigan a better place to live in.
To level of expectations for the activity, the program proceeded to the
Expectation Check facilitated by the Project Manager, Ms. Ivy Amor of the
Project Team.
The plenary was requested to provide their expectations on their
selves, their coparticipants, the Course content, the Resource
Persons, and the Project Team for the duration of the Course.
The expectations expressed by the participants for the Course are on the
following page.
Self
Participati
ve
Change
the way I
think
Recipient
of new
workable
ideas
from
strategic
president
thinkers
Become
better
leader
and
change
agent
Responsiv
e
Actively
cooperate
do
assigned
task
Learn,
relearn,
and
unlearn
Learn
more
strategic
thinking
Willing to
learn and
enhance
knowledg
e
CoParticipants
Respect
the way
others
think
Their own
unique
experience
Cooperativ
e and
participate
actively
Sharing of
Experience
s
Cool, no
grandstand
ing please
Good team
players
Supportive
Can
connect
Content
Helpful,
relevant to
my SUCs
needs
Present
the
various
ways and
methods
of thinking
productive
ly
Current
and
emerging
needs of
SUCs
Lateral
thinking
strategies
Real
success
stories on
creating
opportuniti
es and
sustaining
it
Very
useful and
importanc
e,
Help me to
transform
the value
of my
people
The
course
content
should
answer
any
creative
gap
enriching
and
relevant to
the needs
of the
participant
s,
In-Depth
novel
Very
useful and
important
Updated,
newer
paradigms
Resource Person
Facilitative, lively
and dynamic
Practical
examples
Best mind
Share
experiences and
give insights
Make themselves
available for
question/consulta
tion even after
the training;
willingly interact
with us in
addressing the
session
goals/objectives
Provide us with
the necessary
handouts
instructional
materials ahead
of time not after
the session
Share with us
some theoretical
perspectives on
the topics that we
will address and
share their best
practices
Articulate
Speakers with
track records
Provide technical
support and
motivate us to
think creatively
and logically
Learn, relearn,
and ulearn
Project Team
Facilitative
and smiling
Holistic
Dont expect
too much,
presidents
want to
enjoy Vigan
Accommodat
ing
Facilitate the
needs and
concerns of
the
participants
Guide us to
further
explore
mental
potentials
Approachabl
e
Amiable
Project Team
The Project Manager proceeded with the introduction of Dr. Grace AguilingDalisay as Faculty In-Charge of PHILHECS-PLP Course 5, who in turn presented
the Course Overview and its objectives.
Course Overview
The course provides an avenue for State University and College (SUC)
Presidents to examine the establishment of partnerships that are designed to
respond to the needs of Higher Educational Institutions (HEIs) in the
Philippines. This will explore situational analysis within HEIs that result in the
initiation of strategic partnerships with national government agencies (NGAs),
civil society organizations (CSOs) and business corporations. The course will
enable SUC Presidents to learn from the experiences of Substance Experts on
the identification of risks and benefits, and the optimization of opportunities in
building partnerships: and consequently integrating these into the design of
their institutional plans.
Objectives
1. Demonstrate understanding of the elements and skills of strategic and
creative thinking and how it can be applied in the context of SUCs;
2. Explain the value of strategic SUC partnerships with NGAs, CSOs, and
industry;
3. Identify the critical factors and good practices in establishing partnerships
which meet the needs of SUCs;
4. Set targets for institutional improvement based on the systems an
approaches learned on strategic partnership building;
5. Propose institutional policies which will strengthen and sustain external
partnership of HEIs, particularly SUCs.
Day 1 November 9, 2016 (Wednesday)

At 8:15 a.m., Dr. Milagrosa A. Rimando presented the first session on
Strategic and Creative Thinking: Seeking Thru Self and the Possibilities to
Transform SUCs. Annex _____
Session 1: Strategic and Creative Thinking: Seeking Thru Self and the
Possibilities To Transform SUCs
Dr. Rimandos presentation focused on two parts. The first part discussed the
concepts associated on strategic thinking based on [the] literature and the
second part focused on the requirements associated with strategic thinking as
a core competency for CESOs.
To start the session, Dr. Rimando asked the participants of the names they
considered as strategic thinkers. The participants answered to the question
was used to establish that strategic thinkers are visionaries and consider longterm plans. Using this premise, Dr. Rimando proceeded to mention as a sort of
review that Think Strategically and Creatively is one of the six competencies
that needs to develop by incumbent SUC presidents according to the Phil-HECS
Competency Framework for HEEs.
Moreover, she emphasized the importance of developing strategic thinking in
achieving the SUCs vision and goals by looking at the issues and the
possibilities to transform the SUCs into its desired state as globally competitive
HEIs. Seeing thru the Self and the Possibilities thru Strategic and Creative
Thinking will also contribute to the over-all attainment of one core competency
- Manages self and works towards ones full potential The paths to transform
SUCs may not easy to achieve but theres an optimum path that may be
selected thru strategic and creative thinking.
To illustrate Strategic Thinking as high order thinking, the resource person
compared strategic thinking with tactical thinking. While strategic thinking
allows a thinker to look at the big picture and raised questions like what and
why, tactical thinking focuses on the question how. The first two questions
look at the macro issues at the same time a number of possibilities from which
it can transform itself thru its competitive advantage, with respect to the set of
values the university upholds. On the other hand, the question how supports
tactical thinking which look at the sequential view and does not look at the
complexities of the situation because it only presents the realities at hand

( what is happening?).
However, the discussion between strategic and tactical thinking triggered
several questions from the participants. As a matter of agreement, everyone
recognized the importance of both. Doracie B. Zoleta-Nantes argued that it is
important to remove the dichotomization between the two in order to see both
the small and big picture. The resource person agreed on this and said that
there is a continuum relationship between the two concepts. She also added
that an efective leader would think both in terms of strategic thinking and do
some tactical planning and operational management.
While strategic thinking and tactical thinking generated long discussions

among the participants, the comparison made for another two concepts of
Creative Thinking and Critical Thinking was well taken.
As a short break activity, Dr. Rimando asked the participants to selfadminister a Strategic Thinking Self-Assessment test comprised of 25
statements. After which, a checklist of areas to be enhanced in terms of
developing strategic thinking skills was presented for consideration.
To deepen the discussion of strategic thinking, Dr. Rimando discussed the
five elements of strategic and its corresponding examples (1) Systems
Perspective (2) Intent Focus (3) Intelligent Opportunism (4) Thinking in Time
(5) Hypothesis Driven.
Context Thinking
Developing Strategic Thinking as earlier asserted must be in proper context
vis its strategic environment. This is the essence of the discussion on
Context Thinking as another type of thinking that enables the thinker to
look the big picture holistically in order to develop awareness of the
requirements, capabilities, standards, among others to arrive at a better
decision.
In the case of setting SUCs strategic direction (SUC Strategy), context should
be in consideration of the strategic goals from diferent levels of governance
and commitments (International, National, Regional, Provincial, Municipal
Plans), in consistent with the priority sectoral plans, and SUCs needs and
priorities; harmonized with the education sectors strategic direction set
under the Philippine roadmap of Public Higher Education Reform (HERA). In
doing so, SUCs should align its strategic goals with the regional development
vision and goals in the region, its regional spatial strategy as well as the
provincial and municipal priorities. The session ended with a challenge
posed by the resource person to develop their unique competitive
advantage to ( liken to a blue ocean)that is par with the challenges of a
world that is rapidly changing. Again, the want to develop opportunities and
possibilities to transform SUCs towards its vision and goals vis its set of
values (self) is to develop its strategic and creative thinking, critical thinking,
and context thinking skills.
Session 2: Thinking Strategically and Creatively: An
SUCs Quest for Excellence
As sample case story of a model SUC to adopt Strategic and Creative

Thinking in its quest for excellence, the floor was given to Dr. Serafin L.
Ngohayon to present the case of Ifugao State University, which started from
its humble beginnings as a Farm School in 1920 into a State University in
1986. Dr. Ngohayon shared how IFSU within the span of 12 years from
2003-2015 achieved its SUC level from Level 1 into Level 4 and how
strategic thinking and creative thinking becomes an imperative leadership
skills in implementing Organizational Development (OD) and its six (6)
processes.
The six (6) processes of OD starts from recognizing the need for change,
establishing relations/rapport, diagnosing the organization, intervention
planning, implement/manage intervention, and evaluate intervention.
Following each process requires careful assessment of the situation.
As part of Dr. Ngohayon sharing, the following were the highlights of IFSU
experience in achieving its strategic goals and directions :
The challenge to unite people who were functionalize[d] during the

selection process of becoming a President.
Install systems and policies with serious implementation rules.
In dealing with illegal settlers, Dr. Nyohayon emphasized the
participation and cooperation of important[/critical] stakeholders like
the support of their District legislator (Congressman), community
leaders, police, and even the army. However, [conducting]
negotiation[s] must also be observed especially for those that are
already present/land occupants prior to the State University
[establishment].
He also added that the support of the board and other partner
institutions including the support government fund are all important in
introducing and instituting changes in the university.
In summary, IFSU areas of improvement within the 12 years of

implementing OD include improvements in terms of increase in
enrolment, graduates, programs accredited, faculty with doctorate,
licensure examination (LE) at par with the National Passing Rate (NPR),
number of research published, clients served in the extension program,
budget from the National Government. All these contributed to the SUC
level of IFSU from Level 1 in 2003 to Level 4 in 2015.
Table __ . Sample Areas of Improvement
Session 3: Re-framing SUC Engagement : Making the Case for

Strategic Community- HEI Partnerships
Dr. Dalisay [explained] the importance of context from which any
organization would define its engagement or partnerships in HEIs with other
stakeholders/organizations both public and private sectors. In the case of the
SUCs, it is important to rethink what role do SUC Presidents take in realizing
this end.
Defining Partnerships between communities and HEIs as a strategy for social
change The challenge at hand is how to prepare individuals and
communities to take on the challenge of transforming communities and what
level of engagement the universities can contribute in the light of social
change.
One important highlight of exchanging views among the
participants was an active discussion on citizenship building. Everybody
recognized the important role of education in addressing the poverty issue,
however there is need to rethink in terms of direction/path where the role of
the family can be stressed and where HEIs role can deepen the
understanding and internalization of the word within and outside classroom
discussions.
Dr. Dalisay presented various forms of community engagement; which can

be in the form of an extension and outreach program, volunteerism with
partner Corporates/Industries, Civil Service Organizations (CSOs) and Local
Government Agencies (LGAs), and class-based program or degree
requirements as part of HEIs mandate of supporting the education sector. Dr
Dalisay cited a few examples of community engagement. Among them are
the National Service Training Program (NSTP) and the UP Volunteer Program.
She added that the NSTP is mandated by law to be implemented by all SUCs
(RA 9163National Service Training Program Act of 2001); and the UP
Volunteer Program is basically done for the common good.
The discussion ended with an audio visual presentation featuring what a
21st century learners should be like by developing a sort of 21st century
skills ( collaborative and team work, creativity and imagination, critical
thinking problem solving, good social and interpersonal skills among others).
As SUC Presidents, looking at the big picture of what the HEI role in the 21st
century in terms of cultural, political, economic, and technological context
would define how much more we can engage as SUCs despite current
situation and an ever evolving demands of an increasing complex world.
Day 1 ended at 5:05 in the afternoon followed by the distribution of the
program evaluation.
Day 2. November 10, 2016 (Thursday)

Day 2 starts at 8:19 in the morning with Commissioner Alex Brillantes as
speaker to a special session titled Transforming HEIs as Catalysts for
Sustainable Local Development and Stronger Local Democracies.
Specifically, the Commissioner would like the SUCs Presidents and
Chancellor to take a serious consideration and be disturbed to take the
necessary advances and actions by thinking strategically and banking on the
partnerships as highlighted in the course between and among stakeholders
such SUCs and NGAs, DA- HEIs -LGUs Partnership as well as opportunities for
academe industry partnership. Specifically, the following are the challenges
posed by Commissioner Brillantes.
Promotion and development of quality researches to compete with

neighboring ASEAN countries and achieve the status of world class
SUCs should look at the global perspective by thinking strategically

and globally. Thinking strategically necessitates development of
Governance HUBS (G-HUBS) within the context of HEIs. G-HUBS banks
on partnership building with local governments and local communities
and citizens groups (CSOs) toward development of a Regional
Research & Policy Advocacy agenda.
How can be the HEIs strategically position itself and be relevant to its
town,
province
and
in
the
region
by
developing
its
competitive/comparative advantage in the areas of research, human
development, and other products and services envisioned for SUCs as
source of knowledge and technical skills
While we think global, we also have to be relevant to our local
industries through academe industry linkage. We should look at our
planning skills and develop models appropriate to the real world.
Application for new tools and approaches that would ensure
marketability is where academe industry linkage would be best
explored and contribute to curriculum development.
Finally, forging of strategic partnerships should reach out to the level
of communities and therefore should reflect on how do SUCs respond
to address poverty alleviation.
Session 4 : Opportunities for SUCs and National Government Agencies

Partnerships
In support of the previous sessions on understanding key elements and skills
of strategic and creative thinking, the next session of Dr. Tejada presented
the general overview of how the course competency framework can become
the innovation that promotes Capacity Building, Engagement and
Partnership, Research and Development, Policy Environment, and Support
System. Moreover, she stressed that the course competency framework
shall become the context [framework] to her proposed framework for
innovation that promotes the key areas mentioned. Using the two
frameworks, she endorsed future actions for SUCs strategic direction that
incorporates persistent and emerging problems like: Disaster Risk Reduction
and Climate Change Adaptation, MSME Industry Competitiveness,
Government Services, and Agriculture. Said priority areas should look into
development of programs, know-how for transfer of knowledge and skills
and facilities improvement and development.
Specifically, strategic partnership between SUCs and the national
government agencies may look into opportunities that capitalizes on its
strengths, priority programs on Research and Development, Extension
Activities, CSR activities and On-the-Job Training for industry partner, and the
like.
To give emphasis, Dr. Tejada reiterated the importance of observing proper

caution or levelling of with prospective partners by studying assumptions
and risks involved in entering into partnership. She also added that
partnership[s] should be beneficial to both and to all partners which will
consider group knowledge (Knowledge Management), common interest,
willingness to invest, and readiness to accept and implement results of
partnerships. In terms of managing common risks involved in partnership[s],
assumptions as to the expected outputs/deliverables and services from the
program/project should be properly considered and spelled out in the written
partnership agreement ( i.e., MOU,MOU, or TORs). This is to avoid wrong
assumption[s] during the formation of the partnership and make sure that
operational activities are all supported with budgetary considerations to
ensure implementation. Assumptions involving risks should also include
provision for changes which may result from natural disasters and
reorganizations as well as changes due to election-related results like
ensuring that the project will continue until it is completed/finished. This was
agreed by most of the participants, however some also agreed that a
renewal of partnership may also be done in order to ensure continuity of
projects (long term, pursuing sustainability). Also, defining the nature of
partnership whether it is grant or from other partner institutions in the
government like DOST will help SUCs explore ways and means to promote
programs, particularly in Research and Development that would be
ultimately beneficial to the SUC and the Community.
Field Visit : UNP
The study visit to University of Northern Philippines was set at 1 2 : 2 0 in
the afternoon at the hotel lobby but the group left at 12:35 upon arrival
the rented coaster for the activity.
To ensure smooth conduct of the program, the participants agreed to
observe certain rules that they set among themselves which will guide
them during the open forum after the presentation of UNP President, Dr.
Arce. This include the following:
Do not make a direct comparison with the host university to avoid
unintended incriminatory comments/remarks
Ask brief and concise questions and avoid giving recommendations
Other questions not covered by the guide questions for the activity
can only be asked after all intended questions are answered.
Observe proper decorum; avoid using words that may be ofending
to the host university. Examples of these words are the words that
are fondly used by the participants in representing their learning
teams.
The group arrived at the UNP Administrative Building at 12:50 pm and

ushered into the conference hall. The group was welcomed by UNP
President Gilbert R. Arce and his Vice Presidents along with several
administrative officers. After due acknowledgement and introduction
protocols, President Arce proceeded with his presentation which
highlighted the important role of UNP in preserving Vigans historical and
cultural landscape of Northern Luzon. The UNP role as a State University
also banks on the strong strategic partnership with the Local Government
of Vigan City, particularly in the cultural heritage conservation
preservation and management of Vigan; dubbed as one of the New Seven
Wonder-Cities of the World on December 8, 2014.
The presentation and the open-forum that followed lasted for 3.5 hour. In
the open-forum, participants asked questions based on the guide
topics/questions prepared for the visit. Some of the participants with
particular interest also raised their questions. The forum ended with a
message of gratitude from the SUC representatives of three island clusters
of Luzon, Visayas, and Mindanao. This was followed by Awarding of
Certificate to Dr. Gilbert R. Arce.
Following the formal interaction was a campus tour. The first site visited
was the Ceramics Research Training and Development Center followed by
Vigan Conservation Complex. The visit to the Conservation Complex was
led by a tourist guide narrating significant stories behind the museums
tangible heritage items along with other religious products showcasing
Vigans cultural heritage.
The group arrived at L u n a H o t e l at 5 :30 in the afternoon. The
resource person noted that the participants were tired from the travel and
decided to proceed with the processing of the groups reflections of the
teams case analysis the following day ( Day 3) instead of the original plan
to have each leaning team present their reflections as a group right after
the visit.
Day 3. July 30, 2016

(Saturday)
The day started with the usual preliminary activities and proceeded to the
learning teams case study output presentation. It was noted that on the
spot documentation in the powerpoint was done in support of the resource
persons processing and consolidating of all the learning teams case study
output presentation.
In summary, the following were the reflections of the learning teams of the
field visit to UNP:
UNP Strengths and Areas of
Growth
General State of Partnership

at UNP
Factors which facilitated the

success of UNP partnership
Challenges that hindered
the goals of UNP partnership
Recommendations
Participatory governance
Framework for sustainable governance.
Mechanism for resource allocation to
enhance tourism asset
Academe
led
partnership
The
challenge is its sustainability; thus the
need to establish framework for
sustainable governance, mechanism for
rehabilitation
of
resources/tourism
asset, and structure for participatory
governance in terms on how to promote
tourism
The success is attributed to the shared
commitment and mutual respect.
Full
Commitment
of
the
LGUs
particularly
on
financial
support.
However, some participants believe that
the City is giving its best to support the
UNP and judging their partnership would
not be fair for the City and for the UNP.
This was well taken and supported by
the resource person.
Nurture the existing partnership for
sustainability in terms of ensuring that
there will be regular interaction between
the university officials
and the city
officials.
Developing
institutional
partnership
framework not just for heritage studies
but also on other programs since the
UNP is a comprehensive university as
emphasized during the visit.
UNP should also explore partnership
with other European experience in
preserving cultural heritage
The City Government should increase
the budget allocation for UNP in order to
strengthen
the
strong
relationship/commitment
of
both
parties.
Sustainability
Plan
(including
environmental concerns)
The activity was concluded with a reminder from the resource person
that the sharing of reflections of the group should be treated with
proper understanding that while the presentation of the UNP was very
impressive, there are things that the group still need to know to
determine the nature and assessment of the partnership that binds the
UNP and the Local Government of the City of Vigan.
Session 5a : Reinventing Agricultural Education Through An
Innovative Agribusiness Program
Dr. Medina presented the case of Bais, Negros Oriental
eforts to reinvent agricultural education through
innovative agribusiness programs. Briefly, he started
economic profile of the community that belongs to the
society and underprivileged poor farmers.
as an example of his
the introduction of
with a simple sociopoorest sector in the
As part of the general framework for Reinventing Agricultural Education

through an Innovative Agribusiness Program, Dr. Medina pointed that there
are five criteria supporting the framework. First is the core partners, referring
to CHED and La Consolacion College (LCC)Bais [as the heart and soul of the
program].
Second is the need to establish Institutional Convergence
Partnership with LGU, NGAs, Academes, NGOs, and Private Organizations.
Third is the development of Project Components that focus on: (a) education
- scholarship program, development of sustainable Agriculture Curriculum,
innovative
teaching
methodology,
Mobile
Bio-Physical
Computer
Laboratory), (b) establishment of Family-Centered Learning Farm for
Alternative Enterprises, (c) family enterprise activities. To do this, its
implementing strategy which is the fourth criteria is the introduction of
Agribusiness activities vis Sustainable Agriculture Farming System.
Ultimately, the fifth criteria is the frameworks Outcomes - Reduced poverty,
Healthy Family, Profitable Faring Enterprise, Improved Family Values, and
Food Security.
To give more emphasis to the Scholarship Program, Dr. Medina discussed the
set of requirements for the program which prioritizes those coming from the
upland hilly land and Indigenous communities, land/farm requirement of at
least half hectare or more, willingness to counterpart fifty percent (50%) of
the tuition fee (50:50), and to develop a joint Sustainable Agriculture (SA)
farming enterprise as a family-ventured activity before the student
graduates.
Session 5b : Opportunities for HEI-CSO-Industry-NGA Partnership

Framework
As prelude to the discussion, Dr. Dar briefly discussed the basic principles of
Strategic Thinking from which strategic partnership should be built upon as
something that is mutually shared between and among the stakeholders in
terms of passion, vision, values, goals and resources. This was articulated in
Article 17 of World Declaration on Higher Education for the 21st Century on
Partnership and Alliances building .
Some ideas where partnership can be pursued
Dr. Dar cited the DA-LGUs-HEIs Partnership through the establishment of
National Agriculture and Fisheries Education System (NAFES) by virtue of RA
8435, Section 66 otherwise known as Agriculture and Fisheries
Modernization Act of 1997. This was followed by a number of personal
experience shared by the resource person.
Referring to the results of a certain research study, the countrys agriculture
growth/development in the last 28 years had a dismal performance because
it does not contribute significantly to the growth and development of
agriculture and rural communities (with an average of 2.5% growth
annually). It was under the Estrada Administration where he was the
Secretary of Agriculture followed by Angara in the 2nd year that the growth
annually pegged at 6.5 %. The success of this period can be attributed to
the Strategic Partnership with the LGU and SUCs in Agriculture. With his
precedence, it can be said that HEIs role in bringing these partners together
is important because while HEIs can ofer resources in terms of human
capital, partner institutions can also counterpart financial resources.
However, the Challenge lies not only to productivity but also to contribute to
poverty alleviation. This is done by looking at every opportunity to impact
poverty significantly [through various anti-poverty initiatives] in their
respective provinces.
Strategic Partnership pursued at the SUCs level through SUCs-DA Partnership
that aims to produce young agripreneurs - This is another Strategic
Partnership that encompasses the issue of aging farming and fisher folk
population and the reducing enrolment in HE in Agriculture courses. If the
situation continues, the important question that this partnership addresses is
who will produce and feed the 150 million Filipinos today and in the coming
years.
What can be done?
Dr. Dar proposes the need to re-design the curriculum with the paradigm of
[agriculture] entrepreneurship and along the way, build [up] capacity,
knowledge and skills on entrepreneurship. This also supports the case of
Bais, Negros Oriental with the intention to produce graduates that will create
enterprises so that rural development can progress. The challenge lies on
how to encourage students who are also young farmers of today to become
young entrepreneurs and to go back to agriculture. This can be viewed as
opportunities and challenges for the HEIs on how to make agriculture
profitable (ex. Promote high value agriculture [crops]). Eforts towards this
convergence between and among institutions involving HEIs and even the
private sector are now working hand in hand using agribusiness as a way
forward in developing young farmers to become young entrepreneurs.
R&D Institutions-DA-HEIs Agri-Mechanization Partnership where SUCs can
partner with institutions with original equipment manufacturers (OEM) - the
best way forward for the country to develop itself in Agriculture is through
mechanization of farming to enhance its mass production and to be at par
with other Asean countries. SUCs contribution on the other hand would be
on research and human capital.
Multi-Agency Partnership Dr. Dar features Yamang Lupa Program which
aims to improve rural livelihood by increasing crop productivity of selected
crops in the pilot provinces of Quezon, Samar, and Zamboanga Sibugay
through sustainable intensification and market-led diversification of systems
resulting to an increase in farmers income by 20%. Impressively, actual
accomplishment reported pegged at 60-200% .
Technology Business Incubation An Innovation Program that is
recommended for the HEIs to systematically unfold and nurture agribusiness
people/agripreneurs as a way of bringing forward the agriculture sector as
very important sector in the economy.
During the open forum , the following questions were raised by
the participants:
What is your opinion in bringing agriculture program as part of techvoc program
under K-12: What about the agriprenuers? Would it be better?
Dr. Medina: This (referring to agripreneurs modelling) supports my
objective to
present it to a lot of people. It is also important to make your own
model.
Dr. Dar: I have always believe that a 2 Tract System must be present.
One is for those
who can graduate K-12 and go to University and continue to build
upon entrepreneur.
On
the resent public hearing

Apprenticeship was included
about
SPD
Courses,
Industry
as part of the course requirement, like in BS in Agriculture. During

the apprenticeship,
students will prepare a Feasibility Study which will be implemented if
the students
have not landed on a job after graduation.
The other tract is for those who cannot pursue beyond K-12, then
there should be
Opportunity to go into business/enterprise. Then the next level of
nurturing would be
The Technology Business Incubation until such time when he/she can
make it on
his/her own.
Also, Dr. Dar expressed his optimism that TESDA ( being 3rd in the
hierarchy in education sector) would increase its engagement in
terms of skills development in agriculture, food production, food
processing, and agribusiness.
Dr. Detera:
What can you say about SUCs with Agricultural Courses that are not
being recognized
by CHED even these courses have long been offered by the
universities? This is also the reason why we have low enrolment. The
Regional Offices even threaten not to give Certificate of Compliance
to these courses.
Dr. Dar: During the public hearing a week ago, there is some degree
of flexibility for every SUC to bring in these types courses along with
SPD. You should take this as an opportunity to bring in these courses
to highlight your focus . This is also an opportunity for us reinvent/bring back what has been good practices and experiences
before to become part of curriculum development, like the FFP and
FHSP, which are good training grounds for future partners.
Dr. Doracie B. Zoleta-Nantes on Dr. Medina :
On your willingness to go from one university to another to share

the curricular program you are developing, would you be willing to
write a proposal for CHED for possible funding on things that you
are teaching your students in LCC? the experiences ...steps by
steps procedures on how you do things you are sharing here. If you
want we could co-write with you
Can you allow some of our students and faculty to come and see
you how you are doing things in LCC wherein we can come up with
strategic partnership to develop modules that will not be only
useful in Negros but in other provinces. This will also address
particularities of agriculture in various provinces.
On Dr. DAR and Dr. Medina: Can we have an audience with TESDA
to come up with certification (NCs) and how it can also be used for
accreditation that will allow us to make agriculture courses more
suitable for an increase technology support to make these courses
appealing to young people.
Dr. Medina response to Dr. Nantes: Dr. Medina mentioned the
possibility of going from one university to another to popularize the
model they are doing in the LCC. He shared that he already agreed to
be invited in one private university in Bohol to share how agribusiness
program can be introduced in the Ste University. Also, he mentioned
that CHED approved his proposal and in fact he was give a deadline to
submit its final version.
For further announcement, the Project Manager reminded the
participants of their last two outputs for the Course which referred to
the Re-Entry Plan as their individual output and their reflections for
Day 2 session and for the field visit. To clarify, Ms. Ivy announced that
instead of having a workshop on the Re-Entry Planning, their
individual Re-Entry Plan should be submitted to the Resource
Person and to the project team thru email not later than November
_____, 2016. Annex 8 (Re-Ent ry Plan s).
Session 6 : Academe Industry Partnerships: Seeing thru the lens of
Corporate Social Responsibility (CSR) and Creating Shared Value
This session looked into the strategic partnership opportunities that can be
forged with the industrys Corporate Social Responsibility (CSR) by reflecting
deeper on the shared value which could help define the areas for
collaboration and partnerships between academe and industries . From the
CSRs viewpoint, theres a twin logic that guided CSR as emphasized by Dr.
Ventura Doing Good that is aligned with the business, Doing Well that is
aligned with Society.
The succeeding discussions dealt mostly of sample stories of academe
industry collaboration where CSR Program are founded out of shared
common value that geared toward creating a responsive and strategic CSR.
Some cited common forms of academe industry collaboration based on
shared stories include internships, OJT, Grants, etc. Curriculum development,
R&D, among others. However, what can be explored further would be to
look on how academe and the industry integrate or align their business in
context of the education agenda and vice versa (best positon for the SUC to
align itself for a responsive CSR program). To illustrate this, Dr. Ventura
presented various projects that support academe industry partnerships that
are beneficial to both parties because it is borne out of shared values, vision,
and value preposition ( areas for collaboration).
Few questions were raised and answered by the resource person to give light
on the nature of academe industry partnership.
Dr. Ventura clarified that the program can be used for analyzing socioeconomic data in response to the question whether data analytics as a
program can be used in analyzing social problems in a macro level, like
poverty .
Most of samples presented were CSR projects with private universities.
Dr. Ventura mentioned other on partnership with State University such UP
working with SAS.
Dr. Ventura explained the importance of binging the partnership into a
higher value partnership that would best serve the interest of both
parties. He added that this kind of partnership that are beneficial to both
is easier to sustain because it banks on the core competency of the
institution/university. Also, this will enable the university to leverage with
the industry or beyond industries or among universities like a consortium
with value proposition that will result of a product or services that are
beneficial to both.
Again, Dr. Ventura reiterated the importance of reflecting on the shared
value, vision, and value proposition over prospective partners especially
on dealing with prospective partners whose products and services may
have social or environmental concerns or may be linked to an issue of
utilization of public funds. Again, these may all be part of the risks in
partnership thats why tract record and employing Triple V as a tool can
be used to aid in decision making.
Following the presentation, the resource person asked the participants to do

an exercise called The Triple V , to reflect on their academic institutions to
explore possible partnership that the university can engage with the
business group/industry in consideration of their perceived shared value and
vision and value preposition.
Course Synthesis :
Dr. Dalisay as the faculty in charge presented a comprehensive synthesis of
the 3-day course which started from defining what is Strategic Thinking and
how it can ofer opportunities and possibilities to transform SUCs by looking
at the big picture of what is the role of HEIs in the 21 st century and the so
called 21st century skills that are all part of the competency required to
develop Strategic Thinking. Finally, as a way of moving forward that ensures
quality partnerships for the benefits of HEI, the prospective partner and
ultimately to the community and society, Strategic Partnership in its various
forms can be explored with proper caution on assumptions and common
risks it may pose. As a reminder, Dr. Dalisay last slide of Closing Synthesis
presented this:
The Course Synthesis ended at 4:30 in the afternoon followed by an

evaluation and closing remarks from three representatives from the three
island-clusters of Luzon, Visayas, and Mindanao.
VI.
Course
Assessment
A total of 26 SUC presidents attended the course. Half of the participants
came from Luzon and the other half came from Visayas and Mindanao. More
than half (54%) of the participants have been serving as President of their
respective SUC[s] for more than three years. All participants actively
participated in the discussions and the workshops, although the level of
engagement varied across t h e participants. Most of the discussion was
stimulated by the sharing of experiences and best practices.
Generally, the participants find the course very useful. A few of the insights
and learnings imparted by the speakers dealt with reminiscing past
education/learning experiences that were essential in values formation.
One notable example is the cropping exercise wherein agriculture students
engage in rice farming. The practicum is not only an avenue of learning but
also an opportunity for values [re]formationchanging their perspective on
land and farming.
The participants rated 4.75 in achieving the course objectives, all of the
course objectives were met. Expectations for the course were also met,
with a rating of 4.65. The participants find the Training materials and
handouts as very useful and were rated (4.75). In terms of the selection,
sequencing, organization and scheduling, the participants rated the
selection of topic as very relevant (4.68) and they find it very useful. They
also appreciate the sequencing of topics where majority find the course
topics to be organized (with a rating of 4.64). The course activities were
rated organized (4.73) and the scheduling of activities were very wellspaced(4.68). Also, The participants find the length of the course to be
very adequate (4.77).
Methods employed in the course include: Lecture/Discussion, Presentation,
exercises and small group discussions. The participants find the program
methodology efective. The lecture /discussions were rated 4.64 and
majority of the participants find it very efective. Presentation and
Exercises were rated 4.77 and small group discussions, 4.73. The
Instruction materials were rated very appropriate, bearing a rating of
4.67.
Majority
of the participants appreciate the Course Logistics to be
satisfactory. The training site/venue was rated very conducive (4.76).
Training facilities and equipment used for the conduct of the activity
received mixed ratings, A few rated satisfactory, while the majority find
it excellent, receiving a rating of 4.52. The accommodation was rated
4.86 where most of the participants appreciate the accommodation and
rated it excellent. The food served to the participants also received a
mixed rating. One participant rated the food poor while the rest find the
food to be above satisfactory (4.48). In terms of Pre-training
arrangements/coordination done by the secretariat, the participants rated
it to be above satisfactory (4.67).
The Degree of learning acquired by the participants were rated Much to
Very Much (4.62). In terms of the [adequately] meeting the expectations,
the participants rated Much to Very Much bearing a rating of 4.62. They
also appreciate to be actively involved in the learning process (4.76).
The participants were asked to provide feedback about what they find
particularly rewarding about the course. In general, they find the course
very useful and an avenue for forming partnerships. Moreover, the topics
are very relevant and useful. In their respective feedback, the participants
appreciate the course because it tackles the subject of Linkaging and
Extension which is the usually neglected function of an SUC. One of the
notable experience they had is the Knowledge-sharing where they learned
a lot from the best practices. Sharing of Experiences by the HEI Presidents
and chancellors stimulated discussions that yield valuable insights. The
participants also enjoyed the site visit to UNP. They find the course as a
mode of relaxation. They appreciate the support and preparation
undertaken by the Training secretariat.
The participants also feedback on how the delivery of the course can be
enhanced. More coursework/activity is encouraged with less lecture.
Training materials should be sent in advance. there are still room for
improving the course/training materials. Better [functioning] audio/sound
systems especially microphones must be provided in order not to disrupt
the momentum of the discussion.

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Philippine Higher Education

Ph i l -HECS Pre sid ential Le adership Program Cou rse 1

The Philippine Higher Education Career System

Ph i l -HECS Pre sid ential Le adership Program Cou rse 1

The Phil-HECS Presidential Leadership

The Philippine Higher Education Career System (Phil-HECS)1 is the

2. Establish and maintain a Roster of Eligible Executives

Introduce transformational leadership that steers

viability of the reforms introduced through

The components of the career system are

Recruitment and Selection, which sources new talent

The Professional Advancement Program (PAP), which

3. Career Management, which grants eligibility, tracks

Impart strategies and techniques that address challenges

2. Update incumbent presidents on the latest higher

Provide a venue for the demonstration of the

Foster a community of practice among leaders in

Course Delivery Duration

The Course was participated in by twenty-six (26) participants,

Majority of the Participants had doctorate degrees in Education. More

Documentation of Learning Team Reflections

Workshop and Presentations

Indicative Flow of Activities

The course flow was planned this way:

Ph i l -HECS Pre sid ential Le adership Program Cou rse 5

Actual Flow of Activities

DAY 0: November 08 2016

DAY 1: November 09 2016

Resource Person: Dr.

DAY 2: November 10 2016

Resource Person: Dr.

Facilitator: Dr. Grace H.

DAY 3: November 11 2016

Facilitator: Dr. Grace H.

Resource Person: Dr. Maximillan

Resource Person: Dr. Grace

an SUC Partnership Framework

Responsibility: From Corporation to Transformation. Makati: League of Corporate

Panel speaker to the Leading Societal Change: A Core Mission for

2014, he received the Outstanding MS Swaminathan Leadership Award by

Teaching English in 1997. He completed his PhD in Education in the same

A. Transforming Higher Education through ICT

5 are Good Presidents of:

21 are Adequate Presidents of:

a regular (e.g., bi-annual) survey on State of ICT use in SUCs/HEIs.

The session consisted of

The session, as implemented, did not include a planned discussion

The participants were asked to prepare three CIZN survey forms,

The participants were also asked to prepare, as their final session

Full compliance (100% submission by the deadline) was not

By August 12, 26 of the 30 participants submitted their

b. By August 19, 26 of the 30 participants submitted their completed

The CIZN OKRs were evaluated using the following criteria:

Did Not Meet

There should be a national baseline survey of comprehensive

The participants progress in implementing CIZN should be tracked

A summary of the Resource Persons evaluation is presented on

Day 0 November 8, 2016 (Tuesday)

Day 1 November 9, 2016 (Wednesday)

complexities of the situation because it only presents the realities at hand

While strategic thinking and tactical thinking generated long discussions

As sample case story of a model SUC to adopt Strategic and Creative

The challenge to unite people who were functionalize[d] during the

In summary, IFSU areas of improvement within the 12 years of