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THE SILLIMAN STRATEGIC PLAN 20082008-2016

Speed is irrelevant if youre going in the wrong direction.


MAHATMA GANDHI

SILLIMAN UNIVERSITY
DUMAGUETE CITY PHILIPPINES JUNE 2008

SILLIMAN UNIVERSITY BOARD OF TRUSTEES


MEMBERS OF THE BOARD OF TRUSTEES
School Year 2008-2009

AMATONG, JUANITA D. BALBIDO, RICARDO A., JR. BRIONES, LEONOR M., DELLOSO, ROSELYN G. FUNDADOR, ROSITA V. MARCO, DEBORAH T. GONZALEZ, CANDELARIO V. NOLIDO, REINALDO M. SAYSON, FEMA CHRISTINA P. SY, JULIO O. SR. TORRES, REBECCA C. VILLAMOR, ANTONIO P. VILLAVITO, MADISON M. OUTGOING REMOLLO, FELIPE ANTONIO B. TAN, NOEL R. VILLALBA, NOEL C. OFFICERS LEONOR M. BRIONES JUANITA D. AMATONG FEMA CHRISTINA P. SAYSON

SUFI SUFI UCCP SUFI ALUMNI UCCP ALUMNI ALUMNI SUFI SUFI UCCP ALUMNI ALUMNI

ALUMNI UCCP UCCP

Chair Vice Chair Secretary

SEE ANNEX IV ON PAGE 150 FOR BOT QUALIFICATIONS

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LIST OF SU BOARD OF TRUSTEES COMMITTEES


School Year 2008-2009

Executive/Membership CHAIR VICE CHAIR SECRETARY MEMBERS

Leonor M. Briones, UCCP Juanita D. Amatong, SUFI Fema Christina P. Sayson, SUFI Ricardo A. Balbido Jr., SUFI Reinaldo M. Nolido, Alumni

Fiscal and Physical Properties CHAIR Juanita D. Amatong MEMBERS Ricardo A. Balbido Jr. Fema Christina P. Sayson Julio O. Sy Sr. Madison M. Villavito Scholarship CHAIR MEMBERS

Edna J. Orteza Roselyn G. Delloso Antonio P. Villamor

Human Resource/Organizational Development CHAIR Rosita V. Fundador MEMBERS Rebecca C. Torres Candelario V. Gonzalez Edna J. Orteza Legal CHAIR MEMBERS

Candelario V. Gonzalez Reinaldo M. Nolido Fema Christina P. Sayson

Programs and Services CHAIR MEMBERS

Rebecca C. Torres Rosita V. Fundador Deborah T. Marco Edna J. Orteza Mrs. Roselyn G. Delloso

Investment CHAIR MEMBERS

Ricardo A. Balbido Jr. Juanita D. Amatong Madison M. Villavito Julio O. Sy Sr.

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Alumni Affairs CHAIR MEMBERS

Reinaldo M. Nolido Roselyn G. Delloso Antonio P. Villamor Rosita V. Fundador Madison M. Villavito

Audit CHAIR MEMBERS

Fema Christina P. Sayson Ricardo A. Balbido Jr. Juanita D. Amatong Roman T. Yap Dr. Ben S. Malayang III, President

Chairman Emeritus Ex-officio

SUMCFI Representatives Juanita D. Amatong Madison M. Villavito Reinaldo M. Nolido

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SILLIMAN UNIVERSITY ADMINISTRATION


POSITION
President Vice President for Academic Affairs Vice President for Finance and Administration Internal Auditor Officer In-Charge, Human Resource Development Office Registrar and Admissions Officer Treasurer

NAME
Dr. Ben S. Malayang III Dr. Betsy Joy B. Tan Prof. Cleonico Y. Fontelo Mr. Jenny L. Chiu Atty. Fe Marie D. Tagle Ms. Annabelle E. Pa-a Mrs. Norma D. Labrador

TERM
June 2006May 2011 June 2008May 2011 June 2008May 2011 June 2008May 2011 May 2008May 2011 June 2007May 2010 June 2008May 2011

DEANS AND DIRECTORS


Director for Instruction Director for Extension Director for Research and Development Dean, College of Agriculture Dean, College of Arts and Sciences Dean, College of Business Administration Dean, College of Mass Communication Dean, Divinity School Dean, College of Education Dean, College of Engineering and Design Dean, College of Law Director, Medical School Dean, College of Nursing and Allied Health Sciences Dean, College of Performing Arts Director, School of Basic Education Dean, College of Computer Studies Dean, Student Affairs Director, School of Public Affairs and Governance Dr. Earl Jude L. Cleope Dr. Nichol R. Elman Dr. Enrique G. Oracion Prof. Santiago B. Utzurrum Jr. Prof. Carlos M. Magtolis Jr. Atty. Tabitha E. Tinagan Dr. Rosario M. Baseleres Dr. Muriel O. Montenegro Dr. Pablito A. dela Rama Engr. Tessie A. Cabije Atty. Myles Nicholas G. Bejar Dr. Jonathan C. Amante Dr. Ma. Teresita S. Sinda Prof. Joseph B. Basa Prof. Francisco E. Ablong Jr. Prof. Dave E. Marcial Dr. Edna Gladys T. Calingacion Dr. Reynaldo Y. Rivera June 2008May 2011 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010 June 2007May 2010

ASSOCIATE DEANS
College of Arts and Sciences College of Nursing and Allied Health Sciences Dr. Margaret Helen U. Alvarez Dr. Lynn L. Olegario June 2007May 2010 June 2007May 2010

DEPARTMENT CHAIRPERSONS
COLLEGE OF ARTS AND SCIENCES Anthropology/Sociology Biology Chemistry English and Literature Filipino and Foreign Languages History and Political Science Mathematics Physics Psychology Speech and Theatre Arts Social Work COLLEGE OF BUSINESS ADMINISTRATION Accountancy Entrepreneur/General Business Management Economics COLLEGE OF EDUCATION Home Economics/Nutrition and Dietetics Physical Education Teacher Education Prof. Fred V. Cadelia Prof. Mirasol N. Magbanua Prof. Flordeliza G. Sillero Prof. Andrea G. Soluta Prof. Rosalia M. Lopez Prof. Rosalind B. Ablir Prof. Alice A. Mamhot Prof. John Carl P. Villanueva Prof. Rogen Ferdinand E. Alcantara Prof. Nora R. Ravello Prof. Emervencia L. Ligutom June 2007May 2009 June 2007May 2009 June 2008May 2009 June 2007May 2009 June 2008May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009

Ms. Loren Ann C. Lachica Prof. Josefina S. Alcano Prof. Ryan C. Montenegro Prof. Wilma M. Tejero

June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2008May 2009

Prof. Irma Mae V. Ridad Prof. Darnalita S. Cordova Dr. Rudy B. Lopez

June 2007May 2009 June 2008May 2009 June 2007May 2009

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COLLEGE OF ENGINEERING Civil Engineering Electrical & Computer Engineering Foundation Engineering Mechanical Engineering COLLEGE OF COMPUTER STUDIES Information Technology Computer Science Information Systems COLLEGE OF NURSING & ALLIED HEALTH SCIENCES Medical Technology SCHOOL OF BASIC EDUCATION Associate Director, Administration Associate Director, Instruction-Research-Extension Chair, Early Childhood School

Engr. Connie F. Inquig Engr. Ma. Lorena L. Tuballa Engr. Ruilo O. Ignacio Engr. Jaychris Georgette Y. Onia

June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009

Engr. Ed O. Omictin III Engr. Chuchi S. Montenegro Prof. Melody Angelique C. Rivera

June 2007May 2009 June 2007May 2009 June 2007May 2009

Prof. Teodora A. Cubelo

June 2007May 2009

Prof. Thelma M. Apla-on Prof. Luz R. Erum Mrs. Rosevilla B. Larena

June 2007May 2009 June 2007May 2009 June 2007May 2009

COORDINATORS
COLLEGE OF ARTS AND SCIENCES Center for Women's Studies Program Philosophy Program, OIC Religious Studies Program Southeast Asian Studies Program Basic Language Program Center for Tropical Conservation Studies COLLEGE OF BUSINESS ADMINISTRATION MBA Program ACS Extension COLLEGE OF NURSING & ALLIED HEALTH SCIENCES Level I Coordinator Level II Coordinator Level III Coordinator Level IV Coordinator Prof. Phoebe A. Tan Dr. Reynaldo Y. Rivera Prof. Lemuel P. Montenegro Prof. Jesa S. Selibio Dr. Evelyn F. Mascuana Prof. Renee B. Paalan June 2007May 2009 June 2008Oct 2008 June 2007May 2009 June 2007May 2009 June 2008May 2009 June 2007May 2009

Prof. Gloria G. Futalan Mrs. Concesa B. Roleda Dr. Mirabelle J. Engcoy

June 2007May 2009 June 2007May 2009 June 2007May 2009

Prof. Evalyn E. Abalos Prof. Rowena M. Turtal Prof. Barbara Lyn A. Galvez Prof. Theresa A. Guino-o

June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009

UNIT HEADS
University Pastor and Chaplain University Legal Counsel Consultant, Manila Office Director, External & Alumni Affairs University Librarian Director, Institute of Environmental and Marine Sciences Director, University Athletics Superintendent, Buildings and Grounds Director, Office of Information and Publications Director, Dr. Jovito R. Salonga Center for Law and Development Director, Management Information Systems Manager, Food Services Department Manager, University Press Manager, Bookstore/Central Supply & Procurement Office Manager, Claire Isabel McGill Luce Auditorium Officer In-charge, Security Office Coordinator, National Service Training Program Director, Multimedia Center Coordinator, Corporate Planning Cultural Affairs Officer Career and Placement Officer Liaison Officer, United Board Rev. Noel C. Villalba Atty. Jose Riodil D. Montebon Ms. Dolores B. Felicitas Prof. Jocelyn S. dela Cruz Mrs. Lorna T. Yso Dr. Hilconida P. Calumpong Prof. Meriam M. Ramacho Engr. Edgar S. Ygnalaga Jr. Mr. Mark Raygan E. Garcia Atty. Mikhail Lee L. Maxino Engr. Albert Geroncio Y. Rivera Mrs. Jean G. Espino Mr. Burtlan I. Partosa Mr. Frederick D. Lim Prof. Diomar C. Abrio Dr. Nichol R. Elman Dr. Pablito A. dela Rama Dr. Ma. Cecilia M. Genove Prof. Josefina Alcano Dr. Elizabeth Susan V. Suarez Dr. Evangeline P. Aguilan Dr. Christopher A. Ablan June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007 June 2008May 2010 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2009 June 2007May 2010 June 2007May 2009 June 2007May 2008

SEE ANNEX I ON PAGE 136 FOR THE SU ORGANIZATIONAL CHART

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TABLE OF CONTENTS

The Silliman University Board of Trustees . 2 The Silliman University Administration . 5 Message from BOT Chair Leonor M. Briones ..... 8 Message from BOT Vice Chair Juanita D. Amatong ..... 10 Message from Outgoing BOT Vice Chair Noel R. Tan ........ 11 Overview ...... 12 CHAPTER 1 CHAPTER 2 CHAPTER 3 CHAPTER 4 CHAPTER 5 CHAPTER 6 CHAPTER 7 ANNEX I Framework of the Planning Exercise .. 25 Inputs to the Planning Process 30 The Planning Process .... 65 The Plan [Output of the Planning Process] 72 Desired Results and Outcomes . 115 Metrics ...... 123 Acknowledgments ...... 134 Organizational Chart of Silliman University, 2008 ... 140 The SOUL Program
....

ANNEX II ANNEX III

141

Schedule of Financial and Capital Requirements by Action ... 143 BOT Qualifications
... 154

ANNEX IV

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MESSAGE

he Board of Trustees of Silliman University is pleased to endorse the Strategic Plan of the University for the period 2008-2016. The Plan is the result of a two-year process which was participatory, inclusive, open, and democratic It involved five exhaustive, and if I may say so, exhausting but immensely rewarding, steps. The first step was the formulation of the mission, vision, and the strategic thrusts of the University. This was accomplished by the Board of Trustees after much reflection, debate, and, yes, prayer. The second step involved translation of the BOTs strategic framework into specific programs by the different units of the university. This time, the lengthy process was shepherded by the University President. An important feature was the consultation with the other stakeholders in the University. The third step involved the presentation of these detailed programs to the Board of Trustees during a workshop facilitated by external experts. The Board gave comments and advice which were duly incorporated into the plan. The fourth important step was the integration of the different programs into a comprehensive whole. This was accomplished by no less than the President himself who wrote the final version of the plan. The last and final step was the presentation of the completed document to the Board of Trustees for its approval.

The entire process was daunting, to say the least. It was a challenging task to balance the need for the University to respond to increased requirements of the knowledge economy, with the duty to remain faithful to its original mission. The University realizes the importance of maintaining its stature as one of the leading institutions of learning in the country. Thus, it must be relevant to increasing demands for the use of technology in transmitting knowledge and skills. However, even as it develops the caterers approach in offering programs in certain fields, it will not neglect on-campus, face-to-face programs, which
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enhance and develop Christian values among our students. We will continue to cherish and encourage interactions between and among faculty, students and the university community in an atmosphere of academic freedom and Christian fellowship in our campus. The Board of Trustees thanks the Silliman University communityfaculty, administration, staff, and studentsfor the inputs they contributed to this endeavor. This is our plan. Let us implement it together.

Leonor M. Briones
CHAIRPERSON Silliman University Board of Trustees

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MESSAGE

illiman University like any other organization is an institution imbued with a mission. But, unlike other organizations, Silliman University is an institution which is uniquely situated and mandated not only to provide education and facilities, but has the mission to provide quality Christian education with the end view of developing men and women in a holistic manner. From this mission, Silliman University crafted its vision. The operationalization of the Mission and Vision of Silliman University is embodied in its Strategic Development Plan. The University has embarked an eight-year strategic plan for the years 2008-2016 with the first 4 (four) years (2008-2012) being presented as a first medium-term plan. The First Medium Term Plan is the roadmap showing where, what, and how the University is going to be steered in the next four years. The plan consolidates the projects and activities of the different units in the University towards a synergistic, coherent and financially viable program with specified timelines. Silliman Universitys Strategic Plan is expected to promote efficiency, allocate resources effectively, enhance transparency, and identify accountabilities. The Silliman University 2008-2012 Medium Term Plan, as in the entire 20082016 Strategic Plan is a program developed and participated in by the faculty and staff, the management team, and other stakeholders of the University and with the final approval of the Board of Trustees.

Juanita D. Amatong
VICE CHAIRPERSON Silliman University Board of Trustees

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MESSAGE

or the last several years as Vice Chairman of the Board of trustees, I have seen the process of how this Strategic Plan had come aboutfrom the time of Dr. Agustin Pulido, to the present administration of Dr. Ben Malayang III. With the leadership of the Board of Trustees, the stewardship of time of Dr. Ben Malayang III, and the contribution of content and participation by the faculty, staff, and alumni, I am glad to see the final process of this plan getting into place. This is just the beginning of a very exciting journey for Silliman University. Even as I end my term in the Board, I am confident that our beloved Alma Mater continue on its march toward Quality Christian Education in living the Via, Veritas, Vita.

Noel R. Tan
OUTGOING VICE CHAIRPERSON Silliman University Board of Trustees

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OVERVIEW

This Plan (SSP 8-16) has two parts:

1. The Plan for the 1st Medium Term, 2008-2012 (MTP 8-12) 2. The Plan for the 2nd Medium Term, 2012-2016 (MTP 12-16)

This Plan and its parts are coordinated to set Silliman Universitys progress in the next eight (8) years. It aims to focus the development of the university along a pathway that will lead eventually towards achieving its Vision, Mission, and Goals (VMGs). These VMGs have earlier been reviewed and reformulated by the Board of Trustees in June 2006 and adopted as fundamental policies of the University.

Strategic Objectives of this Plan Strengthen and Spread Sillimans Apostolate of Excellence

This means two things:

1.

Working on its existing strengths to be better on what it isa campus offering excellent programs, where students learn and acquire competence, character, and faith;

2.

Adding to its existing capabilities also the capacity to deliver and acquire knowledge and knowledge products using modern instruction techniques, to be able to reach out to knowledge users and consumers beyond its classrooms.

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General Objectives. The Plan aims to strengthen and spread Sillimans apostolate of excellence of its academic and institutional life in eight (8) years, from 2008 to 2016. In doing so, it will make Silliman more able than now to (1) be a leading institution of learning that can (2) bring about total human development for the well-being of society and the environment (which are the core propositions of its Vision).

General Strategy. The Plan seeks to achieve its objectives in two (2) ways:

1. By improving the quality of Sillimans programs and offerings, its faculty and staff, its assets and organization, and its degree of public value and support; and 2. By adding to the universitys onsite systems of delivering and acquiring learning and knowledge in new modalities of on-line techniques in cyberspace.

Contents and Outline of the Plan


This Plan describes the strategic thrusts of the university across a long-term period of eight (8) years (from 2008 to 2016). The thrusts focus on strengthening Sillimans academic and institutional capabilities. It describes the strategic actions to be done in the same period to pursue the thrusts. The actions focus on four (4) areas of Silliman operations that were earlier identified in the course of the planning process to be central to the universitys ability to achieve its Vision, Mission, and Goals:

1. Programs and Offerings 2. Faculty and Staff 3. Facilities and Organizational Support Systems 4. Public Support (including support from students, alumni, and friends).

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MTP 8-12 describes the thrusts in the 1st 4-year Medium-Term from 20082012, which relate to strategic thrusts. It enumerates the actions that are to be done during this period to pursue the medium-term thrusts and carry out the strategic actions. It shows an estimate of the financial and capital requirements of the actions.

MTP 12-16 describes the thrusts, actions, and financial and capital requirements in the 2nd 4-year Medium-Term from 2012-2016.

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1. Framework
The planning exercise to produce this Plan was based on a model of institutional strategic initiatives proposed by Michael E. Porter (1980). This is discussed in Chapter One (Framework of the Planning Exercise). The framework is applied to Silliman as (1) a multi-tiered organization (Figure 1), which (2) produces a portfolio of mixed academic and non-academic products:

Degree and non-degree offerings Administrative and auxiliary programs and services Values and virtues (anchored on the evangelical traditions of Christianity).

BOARD OF TRUSTEES
Highest policy-making body representing three constituencies: United Church of Christ (UCCP), Silliman University Foundation, Inc. (SUFI), and Silliman Alumni represented by the Silliman Alumni Association, Inc. (SAAI)

PRESIDENT

2 Divisions

Finance & Administration (Vice President)

Academic Affairs (Vice President)

Many Units

Administrative & Auxiliary (Directors/Unit Heads)

Colleges and Schools (Deans/Directors)

Departments, Institutes, and Centers (Chairs/Directors)

FIGURE 1. Framework structure of Silliman University as an organization, 20081


1

See Annex I (Organizational Chart of Silliman University, 2008) for a fuller description of the Silliman organization.

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2. Inputs

This Plan is based on three (3) explicit considerations:

1. The Vision, Mission, and Goals (VMG) of Silliman as fundamental policies of the university. These are derived from previous similar statements found in the universitys SUMMA (Silliman University Mobilizing for Mission and Action, which is Sillimans vision of itself in the long-term), but which the Board restated in June 2006 to provide a sharper focus of the universitys commitments and directions in the next 2-3 decades.

2. The disciplinal, institutional, and environmental trends that the faculty and staff had identified as being relevant to their existing and future programs, offerings, and needs. These are considered by way of an analysis of Sillimans strengths, weaknesses, opportunities and threats (SWOT), which were done in earlier unit- and divisional-level planning preceding their consolidation into this Plan.

3. A series of reflections offered to the Board and to the different levels of leadership in the university on certain fundamental issues relating to the present milieu of Sillimans programs, offerings, operations, and institutional thrusts.

The three inputs are discussed in Chapter Two (Inputs to the Planning Process).

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3. Process
This Plan was produced following a two-year planning process that began in June 2006. The process started and ended with the Board of Trustees. But it was the university community that provided the nuts and bolts and the contents of the Plan. It was a combination of both top-down and bottom-up approaches to planning. The process both had multi-level and multi-sector participation.

1. Multi-level. The process involved different tiers of the Silliman organization:

1.1

Units (colleges, departments, institutes, centers, directorates, services; auxiliary and administrative offices and services);

1.2

Divisions (mainly two, the Academic division and the Finance and Administration division);

1.3

University (through the University Leadership Council and the offices of the Vice President for Academic Affairs, Vice President for Finance and Administration, University Chaplain, and President)

2. Multi-sector. constituencies:

It

involved

persons

representing

different

Silliman

2.1 2.2 2.3 2.4 2.5

Academic Administrative Student Government Faculty and Staff Associations Selected representatives of the Alumni community and the General Public

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Figure 2 summarizes this 2-year process. It is discussed in more detail in Chapter Three (The 2-Year Planning Process).

STARTS WITH THE BOARD BOT restates the Vision, Mission, & Goals (VMG) of Silliman to serve as the basic policy prescriptions for the long-term (10 years), within and beyond the term of the new President (June 2006)

Approved the Silliman 4-Point Strategic Plan 2008-2016, disaggregated into SSP 8-16, MTP 8-12, and MTP 12-16

ENDS WITH THE BOARD BOT reviews the universitys Strategic Proposal for consistency with its prescribed VMG; prescribes refinements; decides to approve or defer action (April 19-20, 2008)

Staff work to develop a planning framework and process (July 2006 to December 2007); BOT approves the two on December 2007

Divisions and units develop their 4Point Strategic Proposals, based on VMGs, disciplinal and social scans, and SWOT: 1. Offerings & Programs, 2006-2016 2. Investments on Faculty and Staff Development 3. Investments on Facilities & Systems 4. Recruitment & Market Development (January to Aprril 2008)

The University Leadership Council consolidates division and unit proposals into a 4-Point Unified University Strategic Proposal (April 16, 2008)

Public consultation on Proposed Offerings and Programs (April 15, 2008).

FIGURE 2. Sillimans 2-year strategic planning process, 2006-2008

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4. Outputs
This Plan is the principal output of the mentioned planning exercise. It is presented in Chapter Four (The Plan [Output of the Planning Process]). Other outputs include the materials of units and divisions that went into this Plan. There is also a summary of the comments made by selected representatives of the alumni and the general public (in Dumaguete City) on the programs and offerings shown in this Plan. These other outputs have been consolidated in this Plan.

5. Desired Results and Outcomes


Results are consequences of the actions under this Plan relating to changes in the universitys operations. They are intended to achieve certain outcomes, which are events that, together, will move the university farther forward in achieving its Vision, Mission and Goals. These are shown and discussed in Chapter Five (Desired Results and Outcomes).

6. Metrics
These refer to the set of measures that will be used in this Plan to monitor and evaluate how the actions included in the Plan are achieving the desired results and outcomes. These are shown and discussed in Chapter Six (Metrics of Performance).

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7. Logical Structure and Sequence of the Plan


In brief, the Silliman Strategic Plan presents:

1. The thrusts to be pursued in 2008-2016 to move the university toward achieving its Vision, Mission and Goals, which embody the universitys appreciation of

its strengths, weaknesses, opportunities, and threats as an educational institution operating within a larger social, historical, political, and economic milieu; and

its options as a Christian institution of learning;

2. The actions that the university will carry out in 2008-2016 (and in the two medium-terms in 2008-2012 and in 2012-2016), to pursue the thrusts;

3. The desired results and outcomes following the execution of the actions; and

4. The measures (metrics) to be used to monitor and assess the degree to which the Plan is achieving the desired results and outcomes.

Figure 3 summarizes how these follow from each other.

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ELEMENTS OF THE PLAN Framework

CONTENTS

Michael Porters Competitive Strategy: Techniques for Analyzing Industries and Competitors

Inputs

Sillimans Board-approved Vision, Mission, and Goals Analyses of Sillimans institutional Strengths, Weaknesses, Opportunities and Threats Reflections on Sillimans Strategic Options A 2-Year Planning Process Started with the Board specifying the universitys Vision, Mission and Goals; directed that strategic planning be conducted [June 2006] Staff work on framework identification and strategic planning at the unit-level [July 2006-March 2008] Validation among a group of community representatives, and within the university (through the University Leadership Council) [April 15-17, 2008] Validation of unit plans with the Board [April 19-20, 2008] Consolidation [April 21-June 15, 2008] Final approval by the Board [July 2008] Silliman Strategic Plan 2008-2016 a. Strategic and Medium-Term Thrusts, 2008-2016 b. Strategic and Medium-Term Actions c. Financial and Capital Requirements Other Outputs: Unit Plans (kept in units and consolidated in the Silliman Strategic Plan)

Process

Outputs

Desired Results and Outcomes

On Sillimans operations On Sillimans Vision, Mission and Goals Measuring strategic progress in 2008-2012 Measuring strategic progress in 2012-2016 Measuring strategic progress from 2008-2016

Metrics

FIGURE 3. Schematic structure of Sillimans Strategic Plan, 2008-2016

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Logical Sequence.

1. The logic of the Plan begins with the framework. It provides the conceptual and empirical boundaries for looking at Silliman as an institution that operates within a larger and wider context.

2. The inputs are the givens of the Plan. They are the set of policy and analytic imperatives to be taken into accountusing the frameworkin determining the general directions and contents of the Plan.

3. The process defines how the inputs are to be considered in order to produce the contents of the Plan.

4. The outputs are the thrusts and actions to be pursued under the Plan. The thrusts are based on the inputs. They are derived mainly from the policy directives that are embodied in the universitys Vision, Mission and Goals. The actions are likewise based on the inputs, but this time on how the universitys perceived strengths and opportunities occasion its ability to pursue its thrusts in the face of its weaknesses, threats and options.

5. The results are events that are desired to follow from the actions. They are desired to occur in order for the actions to translate into outcomes, which would be the extent that the thrusts are realized.

6. The realization of the thrusts is assumed to be tantamount to the university moving toward achieving its Vision, Mission and Goals.

7. The metrics are the set of measures relevant to monitoring and evaluating how much the actions are translating into desired results and outcomes.

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8. Linkages and Continuity with Other Silliman Plans


This Plan represents yet another moment in a continuing effort in Silliman to keep recharting its course as it sails through a wide ocean of changing possibilities and opportunities. Once again, as it had done many times in its 107 years of existence, Silliman University takes stock and takes a fresh look at its progress and directions.

This Plan follows from earlier versions of the SUMMA. In June 2006, when the process to produce this Plan was begun, a new President had just been installed. He had presented to the Board a 5-Year Plan of Action, 2006-2011 (5YP) that describes the thrusts and priorities of the universitys operations under his term.

The Board approved the Presidents plan, but then desired to adopt a longerterm view of the universitys directions within and beyond the term of the new President.

This view was to be based on a fresh restatement of the universitys Vision, Mission and Goals, which serve as the Boards fundamental policy prescriptions for Silliman.

The 5YP continues to guide the present operations of the university. However, upon its adoption, this Plan will prevail over the 5YP as the primary basis for determining priority actions in the university, except where the 5YP is found relevant to the execution of this Plan.

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9. Acknowledgments
The Silliman University Board of Trustees initiated this Plan. Its guidance and leadership in the planning process was most valuable in putting together the essential elements of this Plan.

But the university community was also involved in producing the Plan. So were many others among Sillimans friends, public, and alumni.

Chapter Seven (Acknowledgments) lists the many persons and entities that made this Plan possible.

Silliman University is most grateful.

BEN S. MALAYANG III


UNIVERSITY PRESIDENT 2008

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CHAPTER ONE
Framework of the Planning Exercise

The planning exercise was based on a model of institutional strategic initiatives proposed by Michael E. Porter (Competitive Strategy: Techniques for Analyzing Industries and Competitors, New York: The Free Press, 1980).

The model assumes that

1. any organization is set against a large macro-environment composed of its social, economic, technological, and political-legal milieus; the

organization is not always in a position to substantially direct events in these milieus, but it needs to ensure that it is able to adapt to them in order to best function and pursue its goals;

2. there are both external and internal environments for any institution; their functional interplay determines the degree to which the organization is able to best function within its large macro-environment;

3. there are five (5) general forces that shape the external (or task) environment of an organization: customer (subscriber to the organizations products), competition (other producers of the organizations products), entrants (new producers of the same products of the organization), substitutes (other products that the customer may procure instead of the organizations products, to equally satisfy his/her needs), and supplier (the producers of products needed by the organization to produce its own products); and

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4. there are likewise five (5) general forces that shape the internal environment of an organization: its policies, processes, financial management system, organizational structure, and the organizations culture.

The framework proposes that an organizations strategic future is anchored on its ability to offer a portfolio of products that, in light of its internal environment, it can best produce (or would have the ability to invest on), and in light of its external environment, can attract the most customersboth of these within the long-term unfolding of its macro-environment.

It is thus criticalfrom the perspective of this frameworkthat the organizations portfolio of products is properly selected, mixed, delivered, and supported, so that, as an institution, it is keenly attuned to a correct anticipation of changes in its macro and external environments.

1. Macro-Environment
In the view of this framework, Sillimans macro-environment includes the array of social, economic, technological, and political-legal conditions that, while hardly within the universitys ability to influence and control, have tremendous influence and control of its operations.

The social conditions that bear significantly on the university include demographics (population size, age structure, geographic distribution, religious and ethnic mix, and consumption patterns), household and lifestyle patterns (sizes and types of social groupings and households, occupations, educational levels, leisure activities, income trends, fashions and fads), and values (political, social attitudes and habits, and cultural traditions and biases). Most particularly, the university (especially given the fact that it is a Christian university) is anticipated to be most affected by changing patterns of

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Philippine population growth in the medium- to long-term, religious and ethnic mixing, occupational preferences across society, educational

aspirations of households, income trends, fashions and fads, political values, social attitudes and habits, and cultural traditions and biases. These drive demand for certain professional competencies.

Economic conditions include income levels and rates of savings and investments among households and firms, which influence the proclivity and capacity of households to acquiring formal education. Silliman would be particularly sensitive to cyclical and structural changes of the Philippine economy, including changes in interest rates, inflation or prices, GDP, employment levels, food and energy availability and costs, foreign investments, and balance of trade.

2. External Environment
The external environment refers to the body of institutions and entities whose behavior, while responding to the same macro-environment they share with the organization, would impinge on how the organization is able to function and pursue its intentions. In the case of educational institutions like Silliman University, these would include the entire population of consumers of educational services; the students, communities, and households that are likely to consider sending their children to Silliman; other institutions that proffer educational services similar to those offered by Silliman, and which students might consider to patronize instead of Sillimans; other skill-forming services that education-seekers might consider other than those offered by universities like Silliman; and the institutions and entities that supply Sillimans needs to maintain its services and operations.

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Their behavior could affect and influence Sillimans operations. They could either boost or erode the universitys ability to maintain its services.

3. Internal Environment
This refers to how an organization is geared to function. In the case of Silliman, it encompasses its policies, processes, organizational set-up and culture as an organization.

Policies are the universe of rules and regulations governing the behavior of all persons in the university, including faculty, staff, students, and suppliers. It also refers to the particular portfolio of programs and offerings that the university has opted to maintain at any given time.

Processes include the systems and procedures for making things happen in the university, in ways observant of and consistent with policies.

Organizational set-up refers to both the formal and informal arrangements in the university on accountability relationships and on command-and-control hierarchies, and to how individuals, entities, and offices normally relate to each other to achieve the goals of the university.

Organizational culture embodies the accumulation of experiences and traditions in Silliman that have been of value to its past and present constituencies. This is recognized as bearing a strong influence on the options that the university will likely prefer when acting on its challenges and opportunities.

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These internal features of the university are anticipated to determine the limits and compass of Sillimans ability to respond to changes in its macroenvironment and to the variable conditions of its external environment.

Mainly, these features determine the competitiveness of the universitys programs and offerings across the changing landscapes of its macro and external environments.

4. Implications to Sillimans Strategic Options

The framework suggests that for Silliman University to advance its Vision, Mission, and Goals as a Christian institution of learning, it shall need to have an appropriate mix of certain features about its products, its capabilities to deliver its products, and its support systems. It suggests that four (4) features will be crucial:

its mix of programs and offerings; its mix of faculty and staff; its mix of facilities and control systems; and its mix of support sources (such as from alumni, friends, and the general public).

All foursays this frameworkwould be critical so that Silliman could command patronage and achieve an attractive edge over other similar institutions across its continuously unfoldingand changingmacro and external

environments. In short, says this framework, these shall need to be the focus of Sillimans Strategic Plan.

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CHAPTER TWO
Inputs to the Planning Process

1. The Vision, Mission, and Goals of Silliman University


Like all other modern institutions, Silliman University is guided by a set of fundamental statements about itself. These are its Vision, Mission and Goals (VMGs). They state how the university seeks to eventually be, as an agency in society; what it aims to achieve, as an institution of learning; and how it seeks to measure its success. These are the basic policy statements of the university, in that (1) they define what the university intends to be, and (2) they state the fundamental principles on which the University stands on and from which it derives its raison detre and purpose. Thus, they are the givens insofar as how Silliman shall seek to do things.

VISION Silliman is a leading Christian educational institution committed to total human development for the wellbeing of society and of the environment. MISSION Silliman shall infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ; provide an environment where Christian fellowship and relationship can be nurtured and promoted; provide opportunities for growth and excellence in every dimension of University life in order to strengthen competence, character and faith; instill in all members of the University community an enlightened social consciousness and a deep sense of justice and compassion; and promote unity among peoples and contribute to national development. GOALS Silliman aims to have a quality and diverse body of students; a holistic and responsive educational program with a Christian orientation; a quality faculty comparable to Asian standards; a quality support staff; adequate facilities and administrative systems; a supportive and involved alumni; and a long-term financial viability.

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Sillimans VMGs describe an institution that, in order to be what it intends to be, shall need to be:

1. Christian in its faith foundation; 2. excellent in the quality of its learning services; and 3. fully committed to improving human conditions and the quality of society and the environment.

Sillimans VMGs describe an institution that is committed to a learning ministry (to an academic and scholarly apostolate), with a determined purpose to changing humanity, society, and the created worldfor the better.

Silliman is to be a learning facility and a community of humane and caring scholars, who are driven by the Gospel of Christ to empower persons and communities so that they may better articulate and pursue their aspirations, in a world of environmental justice and integrity. It is to be among the best learning institutions in the country and in Asia; is Christian in faith claims and yet hospitable to all pursuers of learning from different faiths; and finally, is uncompromising in academic dignity and secular scholarly pursuits and yet able to readily recognize the reality and supremacy of the Divine.

Silliman shall aim to become all these as it moves toward its immediate future, from 2008 to 2016.

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2. A Consideration of Silliman Universitys Strengths, Weaknesses, Opportunities, and Threats


The university community considered perceptions of Sillimans strengths, weaknesses, opportunities and threats (SWOT) within its existing and unfolding macro, external, and internal environments. These are seen as pertinent to its Vision, Mission, and Goals. Each operating college, school, and unit undertook the exercise. Below is a consolidation of what were identified at these operating levels, and summarized for the whole university as an institution.

2.1 Perceived STRENGTHS

These are the patterns and trends in Sillimans external and internal environments that, in the view of the university community, could boost the universitys ability to operate and achieve its Vision, Mission, and Goals.

2.1.1

There is a continuing high value being placed by most Filipino households on education. Education is still generally deemed as an important element of prestige and social performance among most Filipino households. This could translate to a continuing demand for quality education such as what is purveyed in Silliman.

2.1.2

Silliman has had a long history and institutional presence in the Philippines. It has prestige and identity in the country. This translates to a higher ability to weather stresses and crises (including wars and Martial Law), and keep its operations going.

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2.1.3

It has an active (and working) Board of Trustees. Silliman has a Board that is made up entirely of alumni. While they represent different constituencies, they share a common tendency: a deep commitment to what Silliman stands for and to the traditions of the university. The Board is made up of a good mix of esteemed professionals in education, fiscal policy and finance, business and investments, legal, evangelical ministry, and environment.

2.1.4

It has a large portfolio of degree and non-degree programs and offerings:

thirty-one (31) Undergraduate degrees twenty-three (23) Graduate degrees various diploma and certificate programs in basic and tertiary education

various short-term training and summer institutes athletics and Sports cultural research extension co-curricular programs to affirm the virtues of persons and Creation

co-curricular programs to promote the value of life and fellowship with all persons and created beings

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2.1.5

It has a wide range of supportive constituencies and linkages within and outside the country (Figure 2.1).

FIGURE 2.1. Endowment funds in Silliman, SY 2001-2002 to SY 2006-2007

2.1.6

It has a recently rising enrolment indicating increasing public confidence onand access toits programs and offerings (Figure 2.2)

8,000 7,800 7,600 7,400 7,200 7,000 6,800 6,600 6,400 6,200 6,000 5,800

7,871 7,522 7,379 7,005 6,613

SY 03-04

SY 04-05

SY 05-06

SY 06-07

SY 07-08

FIGURE 2.2. Comparative enrolment in Silliman, SY 2003-2004 to SY 2007-2008

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2.1.7

Its academic programs and offerings have high levels of recognition and wide reputations of excellence (Table 2.1). It has among the most number of Level III (highest) accredited programs among private schools in the country.
TABLE 2.1. Distinctions of Silliman University, 2008

DESIGNATED BY CHED AS Center of Excellence in Education Nursing Center of Development in Biology Business Management Education IT Education Marine Sciences Mechanical Engineering Physics

Center of Training Institute for Department of Education Certificate and In-Service Training Programs Recognized as the institution with the mostnumber of Level III accredited graduate programs USAID Center of Excellence in Coastal Resource Management Haribon Foundation Academic Center of Excellence in Biodiversity Preservation

2.1.8

It has wide latitudes and spaces for integrating faith appreciation in all its programs and offerings. Faith appreciation is a ubiquitous element in the universitys curricular and extra-curricular programs. Worship is a regular activity across the university. This infuses spiritual strength that attracts students and supporters to Silliman.

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2.1.9

It has a good complement of committed faculty and staff (Table 2.2).


TABLE 2.2. Faculty and staff profile of Silliman University, SY2007-2008

PRESENT PERSONNEL COMPLEMENT Faculty Regular 333 Probationary 154 Staff Regular Probationary Total Part time Faculty Adjunct Faculty Visiting Prof./lectures Total

286 6 779 49 28 5 82

PROJECT PERSONNEL Career and Placement Office OIP EDP IEMS Extension Program Justice and Peace Center BBC (Svc Contractor) Century security service Relievers Total

1 1 1 5 9 6 205 67 10 305

2.1.10 It has a good academic leadership. Many of Sillimans academic deans, directors, and department chairs have been long associated with Silliman and are among the leaders in their disciplines and are widely recognized inside and outside of Silliman.

2.1.11 It has a spacious residential campus with good complements and variety of multi-functional facilities. It has facilities for instruction, research, and extension; for worship; for sports and athletics; for cultural programs; for student and staff housing; for health and other community services; and for general administration. The Silliman University Library is among the largest outside of Metro Manila. Its Luce Auditorium is the best theater in the country outside of Manila. Its allied institution, the Silliman University Medical Center Foundation, Inc., is among the best hospitals in the Central Visayas. It has a functioning educational farm and an internationally recognized marine and coastal research facility.

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2.1.12 Its financial state is improving. Operating revenues are beginning to exceed expenses (Figure 2.3); its accumulated deficit is declining (Figure 2.4).

450,000,000.00 400,000,000.00 350,000,000.00 300,000,000.00 250,000,000.00 200,000,000.00 150,000,000.00 100,000,000.00 50,000,000.00 SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07

TOTAL REVENUES AND DONATIONS

TOTAL EXPENSES

FIGURE 2.3. Sillimans revenues and expenses, 2001-2007

Excess (Deficiency) of Revenues over Expenses after Tax


20,000,000 10,000,000 0
SY 2000-01 SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07

(10,000,000) (20,000,000) (30,000,000) (40,000,000)

FIGURE 2.4. Sillimans declining accumulated operational deficits, 2000-2007

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2.2 Perceived WEAKNESSES

These are the patterns and trends in Sillimans external and internal environments that, in the view of the university community, are diminishing the universitys ability to operate and achieve its Vision, Mission and Goals.

2.2.1

Sillimans programs and offerings may be too wide and varied. This translates to a weakness in the face of the trend where students and households are focusing their demand for higher education on only a few courses. These are courses that command immediate employment and high incomes abroad like nursing, engineering and information technology. Sillimans traditional strength in general and liberal education is being challenged and constrained by the shrinking of students preferences and options of courses.

2.2.2

The Board of Trustees is comprised entirely of alumni of the university. While earlier identified as a strength, this is also perceived as a weakness in that being all alumni, the Board has no third eye from an unconnected viewer of the universitys operations and progress, who may give it alternative views on the universitys policy requirements, options, and directions.

2.2.3

Most support for the university is driven by donors perceptions and preferences on how to help Silliman, not always by what Silliman may more urgently need. This is true except in three cases when donors allow the university to prioritize the use of their gifts:

The annual donation of the Silliman University Foundation, Inc. (SUFI), which goes toward supporting general scholarships and faculty and staff development;

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The donations of the Silliman University Alumni Council of North America (SUACONA) for the Portal West commercial building, which is intended to generate incomes to support the operations of the university;

The direct institutional grants by the United Board for Christian Higher Education in Asia (UBCHEA), which goes toward supporting the institutional development of the university.

In most other cases, the donors specify how their gifts are to be used.

2.2.4

Its offerings are very unevenly subscribed (Figure 2.5). This makes investments on programs and offerings more difficult; those with lower subscriptions are less able to mobilize resources for their development, which could otherwise subsequently improve their attractiveness to students.

FIGURE 2.5. Comparative enrolment in Silliman, SYs 2006-2007 (dark) & 2007-2008 (light)

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2.2.5

Sillimans tuition is higher than those in many nearby schools. Tuition-wise, Silliman is more expensive than many nearby schools. These include schools that are often deemed as alternatives to Silliman (Table 2.3). Ceteres paribus, comparative expensiveness weakens Sillimans competitiveness.

TABLE 2.3. Comparative tuition fees, 2005-2006 (differences in %)


COURSES General Education, Agriculture Arts and Sciences, Music Business Mass Communica tion LEVEL I SU 708.75 USC 472 diff 50 USJR 441 diff 61 HNU 374.85 diff 89 CIT 342.23 diff 107

II III IV

647.85 618.45 570.15

459 459 459

41 35 24

441 441 434.8

47 40 31

340.77 322.52 304.93

90 92 87

342.23 332.41 332.41

89 85 72

SOURCE: J.L. Chiu. Marketing Silliman University, 2006

2.2.6

Silliman has less course offerings than other schools (Table 2.4_). Students have limited options on alternative courses to take in Silliman as compared to many other schools elsewhere.

TABLE 2.4. Number of competitor courses not offered by Silliman


SCHOOLS Ateneo de Davao Central Philippine University Holy Name University Notre Dame of Marbel University University of St. La Salle University of San Carlos USJR Xavier University BACHELORS 15 26 18 36 9 24 20 20 MASTERS 18 7 2 5 7 15 8 10 DOCTORATE 4 3 1 1 1 3 4 2

SOURCE: J. L. Chiu, 2006

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2.2.7

Sillimans current share of students from nearby areas is small (Table 2.5). Its ability to get its own students to recruit other students is limited.
TABLE 2.5. Projected share of students in all levels (Elementary to College) by Region, as % of national population: 85,261,000 (2005)

REGION

% OF NATL POPN (2000) 8.12 7.46 4.72 4.04 3.59 6.78 3.39

BASIC ED SHARE ELEM. H.S. 12.67% 11.70%

COLLEGE SHARE 10.47%

W Visayas C Visayas E Visayas W Mindanao N Mindanao S Mindanao C Mindanao

877,169 805,872 509,881 436,424 387,812 732,414 366,207

810,014 744,175 470,845 403,012 358,122 676,341 338,171

724,858 665,941 421,346 360,644 320,473 605,239 302,619

S.U. ENROLMENT BY REGIONAL SOURCE 68 1,200 33 154 170 23 25

ACTUAL SU SHARE (%) .0093 .1801 .008 .0427 .0530 .0038 .0083

Calculated from the NSO Data set of 2005 Census

2.2.8

Its student population is overwhelmingly local. Most Silliman students come from nearby cities, towns, and provinces, and from immediate regions in the Visayas and Mindanao (Table 2.6).
TABLE 2.6. Top 5 regions of origin of students in Silliman (excluding foreign), SY 2007-2008

REGIONAL ORIGINS Region 7 (Central Visayas) Region 6 (Western Visayas) Region 9 (Western Mindanao) Region 10 (Northern Mindanao) Region 12 & ARMM (Central Mindanao)

N 559 159 439 199 136

2.2.9

Faith integration, which is to be among the hallmarks of Silliman education, can be expensive. The integration of faith appreciation and faith strengthening in the universitys mainstream programs in instruction, research, and instruction (which are integral to the universitys Vision, Mission and Goals) requires high investments of time, of developing appropriate methods, and training. Yet, these are necessary in order for the university to achieve faculty re-tooling and pedagogical readjustments. The universitys present capabilities to

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undertake these investments are limited mainly because of tight budget constraints (please refer to Figure 2.3).

2.2.10 The ability of the university to meet the current demand for student support and scholarships is substantial, but not up to par with the extent of the need. Sillimans scholarship portfolio is substantial (about 10% of annual operating budget), but most grants are partial (Table 2.7). This weakens the universitys student-drawing power.

TABLE 2.7. Student scholarships and aids

SY 2003-2004 Full School Fees Scholarship A. Corporate 18 scholarship B. UBCHEA and Other Substantial 37 Scholarship TOTAL 55 Partial Scholarship and Aid A. University 170 Scholarship B. Endowment and 267 Aid Total 437 GRAND TOTAL 492

SY SY SY 2004-2005 2005-2006 2006-2007 (NUMBER OF RECIPIENTS) 20 28 48 176 176 352 400 26 17 43 183 149 332 375 26 24 50 181 119 300 350

SY 2007-2008

21 38 59 157 38 195 254

2.2.11 Faculty and staff development in Silliman is modest. Only a few (less than 30%) of the faculty and staff are enjoying grants for professional development (Table 2.8). Among those who do, most are partial. The resources for faculty and staff development in the university are limited and almost all sourced from designated gifts and donations (please refer to Figure 2.1). This limits the ability of the university to drive its own faculty and staff development program toward priorities consistent with its institutional goals.

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TABLE 2.8. Number of faculty and staff enjoying grants for professional growth

PERSONNEL CATEGORY Faculty Staff

SY 2005-2006 135 11

SY 2006-2007 91 5

SY 2007-2008 93 3

2.2.12 Sillimans bench of potential successor academic leaders is shallow. The bulk of the faculty is in the lower academic ranks (Table 2.9). This weakens the universitys ability to sustain higher leadership rotations in its academic units. Regular rotations could be crucial to ensuring a continuing recharge of scholastic and intellectual energy in the units.

Table 2.9. Summary of faculty by degrees and ranks

FACULTY PROFILE SUMMARY TEACHING


DEGREE SCHOOL YEAR TOTAL Baccalaureate Masters DoctoraL Instructor Assistant Professor RANK Associate Professor Professor STATUS Regular Temporary

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

383 394 394 405 394

224 239 228 233 223

136 135 140 144 150

23 20 26 28 21

228 244 252 258 236

122 122 118 125 133

24 19 16 12 15

9 9 8 10 10

316 302 293 301 289

67 92 101 104 105

NON-TEACHING (LIBRARIANS AND GUIDANCE COUNSELORS)


DEGREE SCHOOL YEAR TOTAL Baccalaureate Masters DoctoraL Instructor Assistant Professor RANK Associate Professor Professor STATUS Regular Temporary

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

26 27 33 33 31

21 21 24 20 18

5 5 8 10 10

0 1 1 3 3

21 21 24 21 18

5 5 9 7 8

0 0 0 5 5

0 0 0 0 0

24 24 29 28 29

2 3 4 5 2

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2.2.13 The productivity levels of different academic units are highly uneven. The ratios of total expenses (to serve their offerings) against total revenues (less faculty and staff entitlements) are mostly negative, with only a few units compensating for these (Figure 2.6). Uneven revenue burdens may take a heavy institutional toll on the compensating units, which could weaken them.

FIGURE 2.6. Sillimans tuition and fee revenues against total expenses by units, 2007-2008

2.2.14 There is very low involvement of the faculty and staff in research and extension. This could weaken the universitys ability to offer tested and new knowledge, which could translate to eroding its reputation and the quality of its programs and offerings.

2.2.15 Many of the universitys physical facilities and assets are old and are highly depreciated (Table 2.10). This takes a substantial bite from the universitys maintenance and overhead budgets, which could otherwise be directed toward supporting the delivery of academic programs and offerings.

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TABLE 2.10. Number of buildings and their ages

AGE OF BUILDING Less than one-year 1-5 years 6-10 years 11-20 years 21-40 years 41-60 years 61-80 years 81-100 years Over 100 years

NUMBER OF BUILDINGS 5 7 5 5 47 48 13 7 2

NOTE: There are 31 buildings without record on file as to the year being built.

2.2.16 Sillimans operating financial base is still weak. This is true in the sense that its recurring net personnel costs (excluding project staff) are still higher than net tuition revenues (total tuition revenues less entitlements to dependents; see Figure 2.7). Although improving, this is a weakness because tuition is the universitys principal source for salaries and benefits.

FIGURE 2.7. Sillimans net tuition fees and net salaries and benefits, in pesos, 2000-2007

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2.3 Perceived OPPORTUNITIES

These are the patterns and trends in Sillimans external and internal environments that, in the view of the university community, have created distinctive windows for the university to expand and improve its operations and achieve its Vision, Mission, and Goals.

2.3.1

There is a continuing rise in the countrys population, which could translate to a continuing demand for education (Table 2.11). This offers an opportunity for Silliman to continue investing on the quality of its programs and offerings. This will allow it to capture an even larger part of an anticipated rising number of students in the country.

TABLE 2.11. Population of the Philippines by sex by 5-year intervals, 2000-2040


YEAR 2000 2005 2010 2015 2020 2025 2030 2035 2040 BOTH SEXES 76,946,500 85,261,000 94,013,200 102,965,300 111,784,600 120,224,500 128,110,000 135,301,100 141,669,900 MALE 38,748,500 42,887,300 47,263,600 51,733,400 56,123,600 60,311,700 64,203,600 67,741,300 70,871,100 % OF TOTAL 50.35 50.30 50.27 50.24 50.21 50.16 50.12 50.06 50.02 FEMALE 38,198,000 42,373,700 46,749,600 51,231,900 55,661,000 59,912,800 63,906,400 67,559,800 70,798,800 % OF TOTAL 49.65 49.70 49.73 49.76 49.79 49.84 49.88 49.94 49.98

SOURCE: NSO, with percent computed by the SU Researcher

2.3.2

The percentage share of total population in the country of the regions that comprise Sillimans frequent sources of students has been high (Table 2.12). If it remains so, the demand for education in these regions will continue to be high. This offers Silliman an opportunity to sustain its student population and subscription rates.

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Table 2.12. Percent share of national population, by regions, 2000

AREA Philippines NCR Cordillera Administrative Region Ilocos Region Cagayan Valley Central Luzon Southern Tagalog Bicol Region Western Visayas Central Visayas Eastern Visayas Western Mindanao Northern Mindanao Southern Mindanao Central Mindanao ARMM 1 Caraga
1

% OF TOTAL POPULATION, 2000 100 12.98 1.78 5.49 3.68 10.49 15.42 6.13 8.12 7.46 4.72 4.04 3.59 6.78 3.39 3.15 2.74

2000 (MAY 1) 76,504,077 9,932,560 1,365,412 4,200,478 2,813,159 8,030,945 11,793,655 4,686,669 6,211,038 5,706,953 3,610,355 3,091,208 2,747,585 5,189,335 2,598,210 2,412,159 2,095,367

1995 (SEPT.1) 68,616,536 9,454,040 1,254,838 3,803,890 2,536,035 6,932,570 9,943,096 4,325,307 5,776,938 5,014,588 3,366,917 2,794,659 2,483,272 4,604,158 2,359,808 2,020,903 1,942,687

1990 (MAY 1) 60,703,206 7,948,392 1,146,191 3,550,642 2,340,545 6,199,017 8,263,099 3,910,001 5,393,333 4,594,124 3,054,490 2,459,690 2,197,554 4,006,731 2,032,958 1,836,930 1,764,297

Created into a region under R.A. No. 7901 dated 23 February 1995, taken from Region 10 and Region 11 / SOURCE: National Statistics Office

2.3.3

The Board of Trustees is committed to moving the university forward in terms of relevance to national development. This is evident in its restatement of the universitys Vision, Mission, and Goals. It is also evident in its insistence that the university continues to re-examine its strategic plans, to better respond to changing conditions and priorities of the Filipino people. This offers a unique opportunity for the university to sharpen its relevance and reach in Philippine society.

2.3.4

Alumni and public support for Silliman is continuing and remains robust (please refer to Figure 2.1); and there remain deep commitments for Silliman by many individuals and friends of the university. These include national businesses and agencies and international institutions. Among those that have been recently active in their support for new scholarships and academic programs and facilities in the university include:

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AgriNurture, Inc. (ANI) USAID-EcoGov II World Bank The Uytengsu Foundation, Inc. The Philippine Council for Agriculture, Forestry and Natural Resources Research (PCARRD)

The Silliman Alumni Association, Inc. The Silliman University Alumni Council of North America

2.3.5

Recent national attention on food security and on the quality of public administration in the Philippines has translated into renewed interests on agriculture and on promotingearlier on at the baccalaureate levelthe culture of good governance. This has led to opening new opportunities for Sillimans agriculture and environment programs and for its public administration and related offerings. Student subscriptions to these programs are likely to go up, and public and donors support for them could increase.

2.3.6

Silliman is well placed in the Visayan archipelago to lead in innovations and R&D on small-island production and governance. The Visayas comprises the largest collection of small islands in the country. Silliman, being in Central Visayas, is proximate to areas offering diverse conditions of small islands. These offer opportunities for Silliman, which has programs and offerings in agriculture, agribusiness, economics, entrepreneurship, coastal and marine

sciences, and public administration, to explore how the productivity and governance of these highly environmentally-constrained and unique ecosystems may be best improved and sustained.

2.3.7

The leadership community in the university is working together. Deans, directors, and chairs of different units, and the leadership of the

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faculty and staff associations and the student government are committed to pushing the universitys relevance and reach to its internal and external publics, and also in integrating faith formation in the universitys instruction, research, and extension programs. This opens an opportunity for undertaking collective innovations in the university.

2.3.8

There is a general willingness in the university to try out new things. There are, among the faculty and staff, good academic and program innovators who are able to think through the universitys options on both learning contents and delivery methods. Service learning is a distinct innovation in Silliman being recognized in academic circles in the Asian region. Certificate courses are being designed and offered to complement and add related competencies to mainstream courses. Experiential learning in agriculture is giving it a distinctive pedagogical line. Innovations offer opportunities for sustaining Sillimans leading edge over other schools.

2.3.9

There is interest by multilateral funding agencies to support the development of innovations in learning content and delivery in Silliman. The World Bank has indicated interest to support Silliman to become a knowledge process outsourcing institution for local governments, small and medium enterprises, and other learners who are otherwise unable to come to the university. This involves introducing new methods and technologies to do on-line catering of knowledge. The USAID EcoGov II has also indicated interest to support Silliman become an off-site technical support provider for coastal communities and local governments.

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2.3.10 Previous investments on facilities for many of the universitys programs and offerings have been high. These are now paying back by way of allowing the university to more readily absorb expansions and higher enrolments in its less-subscribed programs and offerings. One instance is Agriculture, and previous investments on an operating farm. Another is on Information Technology and on IT infrastructure in the university currently worth over 50M pesos. Other instances include previous investments on science education, laboratories, the library, the Luce Auditorium, the Medical Center, and on dormitories.

2.3.11 There has been a declining trend on the extent and intensity of legal and political challenges to Sillimans holdings. Except for two brief instances (which lasted from one to two weeks) when attempts were made to fence off contested areas by claimants, no new related legal actions have been actually filed against the university in the past two years. This offers an opportunity for Silliman to focus on developing its holdings, and to improve their ability to support community and academic life in the university.

2.4 Perceived THREATS

These are the patterns and trends in Sillimans external and internal environments that, in the view of the university community, could pose risks to the universitys operations and endanger its ability to achieve its Vision, Mission, and Goals.

2.4.1

Almost 2/3 of the present members of the Board of Trustees are ending their terms within the next 3-4 years. This could prove to be a case of too many, too fast (Table 2.13). It could pose the possibility of many new members holding different strategic views of the university

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that, while such infusion of new views has value, could disrupt the continuity of this Plan.

TABLE 2.13. Members of the Silliman Board and their terms, 2008

TRUSTEES Amatong, Juanita D. Balbido, Ricardo, Jr. A. Briones, Leonor M. Delloso, Roselyn G. Fundador, Rosita V. Nolido, Reinaldo M. Orteza, Edna J. Remollo, Felipe Antonio B. Sayson, Fema Christina P. Sy, Julio, Sr. O. Tan, Noel R. Torres, Rebecca C. Villalba, Noel C. Villamor, Antonio P. Villavito, Madison M. Yap, Roman T.

TERM ENDS May 31, 2011 May 31, 2009 May 31, 2009 May 31, 2008 May 31, 2012 May 31, 2009 May 31, 2010 May 31, 2008 May 31, 2012 May 31, 2010 May 31, 2008 May 31, 2011 May 31, 2007 May 31, 2011 May 31, 2010 Emeritus

CONTINUITY Maybe immediately extended for another term Reelectable after at least a 1-year interregnum Reelectable after at least a 1-year interregnum Maybe immediately extended for another term Maybe immediately extended for another term Reelectable after at least a 1-year interregnum Maybe immediately extended for another term Reelectable after at least a 1-year interregnum Maybe immediately extended for another term Reelectable after at least a 1-year interregnum Reelectable after at least a 1-year interregnum Maybe immediately extended for another term Already replaced by Dr. Deborrah Marco Reelectable after at least a 1-year interregnum Reelectable after at least a 1-year interregnum Lifetime honorific

2.4.2

Donors lose interest on Silliman. The university is too highly dependent on gifts and donations (and on donors goodwill, see Figures 2.1 and 2.3) to be able to execute its programs. This sense of goodwill can be withdrawn at any time for a number of reasons, from economic to political, with the university hardly able to do anything about it.

2.4.3

Public confidence on Sillimans programs and offerings suddenly drops. For example, if the initial board performance of Sillimans new Medical School is dismal; or if the board passing rates in traditionally

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strong and productive programs like nursing, education, and accountancy decline; or if the universitys General Education curriculum (mostly offered by the College of Arts and Sciences, and which has the highest productivity level in the university; see Figure 2.6) gets perceived to offer no clear advantage to graduates; or if Sillimans programs and offerings are perceived to be irrelevant and disjointed against emerging social and cultural trends and preferences in the country. Any of these could upset public confidence on Silliman as an educational institution and could translate to precipitous drops in enrolment.

2.4.4

The faculty and staff are unable to respond to rising levels of knowledge integration being demanded in the world of work. This is a situation in which, organizationally, the university is unable to raise the level of disciplinal collaboration across its programs and offerings. It could lose relevance and competitiveness among students seeking to better fit with the new workplaces and entrepreneurial opportunities that demand high levels of disciplinal integration (e.g., managing enterprises in highly technologically globalized environments; bioengineering; ecology and environmental management and policy; package engineering and design; theology and the comparative study of modern politico-religious movements).

2.4.5

New regulations may require new facilities and teaching standards (like faculty-student ratios), which the university would be unable to afford. This could plunge Sillimans academic competitiveness and erode its reputation for academic excellence.

2.4.6

Recession and general economic downturns (including soaring inflation) could affect students ability to come to Silliman.

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The Philippine economy continues to be plagued by low performances in production and trade (Table 2.14). The areas from where most Silliman students come from are facing difficult economic circumstances (Table 2.15).

These could affect students ability to afford coming to Silliman. Enrolment could drop, and because salaries and benefits in the university are mainly supported from tuition, this could affect the universitys ability to sustain its corps of faculty and staff and the quality of its services.

TABLE 2.14 Philippine Economic Performance Indicators, (2004-2007)


YEAR ECONOMIC INDICATORS GNP Growth Rate (%) GDP Growth Rate (%) Services Growth Rate (%) Industry Growth Rate Unemployment Rate (Phil. Def) Export (US $) Growth Rate (%) Imports (US$) Growth Rate (%) BOT (US$) (+/-) 2004 6.7 6.2 7.6 4.7 11.8 39.7 9.5 44 8.8 -4.3 2005 5.6 5.0 6.4 4.9 11.3 41.3 4.0 47.4 7.7 -6.2 2006 6.2 5.4 6.3 4.8 11.0 47 14 47.4 9.6 (4.1) 2007 Forecast Govt MBC Forecast Forecast 6.2-7.1 6.1-6.7 5.3-5.4 6.6 5-8 11.1 51.8 11 60.3 12 -8.5 6.4 4-9 10.7 52 9.5 55.3 7.1 -3.3

SOURCE: Philippine Business Magazine, vol 3, Nov. 10, 2006; Forecast consolidated from NSCB-NSO, NEDA and MBC

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TABLE 2.15. Consumer Price Index (CPI), Inflation Rate (IR) and Purchasing Power of the Peso (PPP)1 (1994=100)

AREA Philippines2 Region VII Bohol Cebu Negros Oriental Siquijor Cebu City Average 2006 130.7 140.7 145.4 139.9 142.7 140.2 138.0 373.0

CPI
3

2005 129.8 134.6 136.3 134.6 133.9 131.0 134.1 373.4

1994 BASE YEAR 100 100 100 100 100 100 100 100

INFLATION RATE 20063 2005 9.5 7.6 6.9 6.5 11.3 9.0 6.0 6.3 9.8 7.1 9.7 7.6 3.7 4.7 257.9 256.7

PPP 20063 0.76 0.71 0.69 0.71 0.70 0.71 0.72 287.2 2005 0.77 0.74 0.73 0.74 0.75 0.76 0.75 287.1 1994 100 100 100 100 100 100 100 336.8

SOURCE: Susan V. Suarez, Unpublished Doctoral Dissertation (2007) Consolidation by this researcher using the NSO data for Region VII date revised April 24, 2006 2 NSCB RD10, NSO, revised April 1, 2006 3 Computed by the researcher using NSO Monthly Fact Sheet for RDVII dated April 24, 2006. This is computed from the first four months of the year.
1

2.4.7

Serious social and political breakdowns occur in the country. Situations like in 1972 (when Martial Law was declared) could recur and university operations are disrupted or halted for a time. When this happens, at this time when the universitys surplus accumulations are still low, Silliman would be unable to weather through the period of crisis.

2.5 Analysis of Sillimans SWOT

Table 2.16 below summarizes the consolidated (university-level) strengths, weaknesses, opportunities, and threats in Silliman, which, together (as viewed by the general university community) comprise the set of major constraints on Sillimans ability to operate and pursue its Vision, Mission, and Goals. To reiterate, these are the conditions in the current and foreseeable futures of the universitys macro, external, and internal environments that would either promote or inhibit Sillimans development.

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Table 2.16. Summary of Sillimans strengths, weaknesses, opportunities and threats, as viewed by the universitys constituency in 2008
STRENGTHS High social value of education Long presence in the Philippines Active and working Board Large portfolio of programs/offerings Wide alumni and public support Rising enrolment Wide recognition and good reputation Wide space for integrating faith in the curriculum Good complement of faculty and staff Good academic leadership Spacious campus; many facilities Improving financial state WEAKNESSES Offerings may be too wide and varied Board is entirely alumni Donors support driven by donors view of needs Uneven subscription to offerings Has higher tuition than many nearby schools Has limited array of alternative courses Small share of students from nearby areas Students are mostly local Integration of faith can be operationally expensive Scholarships still low than demand Faculty and staff development is low Academic leadership successor bench is shallow Uneven productivity of units Low faculty and staff involvement in research and extension Most facilities are old Financial base is still weak and limited OPPORTUNITIES Continuing rise in population Demand for education in catchments is high Board committed to moving Sillimans relevance Alumni and public support is continuing and remains robust Recent public concerns on food & governance is drawing public interests on Sillimans agriculture and public ad programs Well-placed to lead in Small Island R&D Leadership is working together General willingness to innovate Recent interests by multilateral agencies on Sillimans alternative learning content and delivery Previous investments in facilities and programs are better positioning the university for new thrusts Declining challenges to the universitys land claims and holdings THREATS The rapid rate of Board succession in the next 3-5 years could disrupt strategic continuity Donors lose interests on Silliman Public confidence on Sillimans programs and offerings drop The faculty and staff is unable to undertake disciplinal integration as rapidly as might be demanded by students and the new and emerging workplaces New regulations & standards are imposed, which Silliman is unable to afford Recession and general economic downturns could affect enrolment Serious social and political breakdowns occur and affect the continuity of Sillimans operations

The SWOT indications suggest that:

1. Sillimans strengths are mainly on

the quality and diversity of its academic programs and offerings; the stability and robustness of its systems, procedures and governance; and

the level of support it is enjoying from its public.

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The conscious and prominent stress on faith strengthening and evangelical faith formation as component goals of Sillimans academic life are especially unique features of the universitys programs and offerings. Having an active and working Board, good academic leadership, and a decent financial state, stand out as among the strengths of its systems, procedures and governance. The increasing level of its alumni support, support from friends, and its public prominence in the Philippines, give it unique strengths in terms of public support.

2. Sillimans weaknesses are mainly in the same areas of its strength, depending on how certain conditions of its macro, external, and internal environments develop. These conditions include:

how students course preferences will tend to either narrow toward only certain degrees and courses, or widen toward the courses offered in Silliman;

the degree to which disciplinal integration dominates the requirements of emerging new enterprises and employment opportunities;

how the trustees and donors appreciate the universitys needs, priorities, and opportunities;

how the university is able to sustain its faculty and staff development and the development of its facilities, to meet new regulatory demands; and

how the economy performs and affects (a) students ability to come to Silliman, and (b) Sillimans ability to sustain its financial base.

Students course preferences will affect the degree to which Sillimans offerings may prove to be too wide and varied (or restricted) and the extent to which subscriptions to them turn out to be more properly distributed. It will also subsequently affect the comparative productivity of colleges and units.

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Successes and failures on disciplinal integration would likely affect public interests on the universitys portfolio of courses and offerings.

Trustees and donors appreciation of the universitys needs and priorities would influence how Sillimans competitiveness will compare against those of other nearby schools. It will affect the degree to which the university is able to address its aging physical plant and facilities.

The universitys ability to sustain its faculty and staff development and the development of its facilities in the face of new and emerging regulations and standards, could translate to either weakening or boosting its competitiveness and its edge over other schools.

The performance of the economy will determine the extent that Sillimans tuition structure will remain competitive, and the extent that potential students can afford to come to Silliman.

3. Sillimans opportunities may be particularly wide in the areas of agriculture, education, public administration, business and accountancy, medicine, nursing and allied health sciences, information technology, and in general education. These seem so in light of the emerging crisis on food security and on governance, and the rising public interest on health professions and on integrated learning and new methods of learning delivery. It remains robust in engineering, social sciences, humanities and the arts, communication, basic education, and in science and mathematics, as indicated by the continuing high demand for education nationwide (and more particularly in the regions being served by Silliman); the Boards commitment to advancing Sillimans holistic liberal education; and continuing alumni and public support for Silliman and its programs.

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4. The threats to Silliman cluster around mostly external conditions that could affect students preferences and ability to come to the university. These could include donors interests on Silliman and on its students and how economic, social and political perturbations (to the extent that they occur) could upset Sillimans ability to respond to new regulations and investment requirements, and even to sustain its operations. Some threats from Sillimans internal systems remain centered around its ability to keep its present directions and the ability of the faculty and staff to hone offerings against current demands for integration and innovations in industry and society. The SWOT suggests that, over-all, Sillimans key areas of strategic actions or the aspects of its operations that could be refined in the long-term in order for it to better achieve its Vision, Mission, and Goals under emerging conditions in its macro, external and internal environmentswould be its

Programs and Offerings (and how its portfolio of these could command public value);

Faculty and Staff (and how they are able to adapt to new and emerging trends on disciplinal configurations of competencies in the workplace, in industry and in society);

Facilities and Support Systems (and how these sharpen the universitys ability to be effective and efficient in its delivery of learning and competencies); and

Supportive Publics (particularly in how it is able to draw students, obtain funding and other support from alumni and friends, and command value as a learning institution in Philippine society).

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3. Reflections on Sillimans Strategic Options

A number of issues confront Silliman on how it might position itself as an educational institution.

First, it is recognized that given its many programs and offerings, Silliman is a multi-product enterprise. It offers its customers (its students) a number of products to choose from.

Second, it is recognized that Sillimans customers are not always the same as its clientele. Its students (and their parents and sending entities) are its customers. But its public may encompass its wide community of alumni, friends, the communities it serves in its extension and research programs, and the agencies and institutions with which it maintains linkages. Its range of customers is almost all local, but its range of clients is global. Third, it is appreciated that, over-all, Silliman is blessed with a robust institutional health. This is in terms of the strength of its faculty and staff and of its reputation, recognition, affiliations, and alumni and public support.

But Sillimans resources and funding base is still heavily constrained. It has yet to build up a sufficient level of endowments and trusts to allow it wider and deeper financial anchors in the event of medium- to long-term economic, social and political disruptions that could affect its operations. Its ability to maintain salaries and wages and make these respond to ever-changing economic and social conditions is mainly based on its tuition revenues, which is a tightly government-regulated component of its operations.

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Given these, Silliman need to confront at least four (4) issues thatgiven unfolding conditions in the Philippines and in the worldit shall need to face eventually, and to reflect on now:

1. The sufficiency of its portfolio of programs and offerings. Tertiary education in the Philippines is mandated by law to produce three types of human resources for national development: (a) skilled industrial service providers (e.g., machinists and technicians), (b) skilled professional service providers (e.g., practicing nurses, lawyers, doctors, engineers, managers, accountants), and (c) leaders of professions, of academic and scholarly pursuits, of communities, and of society

Points for Reflection

Silliman has basically positioned itself to focus on (b) and (c). A key effort to this end has been to maintain a strong basic and general education curriculum designed to make its graduates turn out to be leaders. It had evolved a portfolio of offerings that leave the development of skilled industrial workers to vocational schoolsas is indeed contemplated by law in which such training is placed under the aegis of the Technical Skills Development Authority (TESDA), and universities and colleges which are under the ambit of the Commission on Higher Education (CHED) being tasked to produce professionals and academic degree holders. Presently, Silliman has no degree or certificate offerings on producing machinists, refrigeration technicians, and other skilled industrial workers. But the option to offer them remains open as it could always establish facilities to be regulated by TESDA. It has always the choice to encompass these types of formal training in its portfolio of offerings. But must it? Or, should it rather not continue keeping its focus on current offerings on (b) and (c) and strengthening its ability to produce leaders with competence, character and faith.

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What might Silliman do?

2. The soundness and relevance of its educational principles. As a private Christian learning institution, Silliman must clearly articulate how it sees itself as an education enterprise.

Points for Reflection

Is Silliman education a business (on education) or a ministry (in education)? If it is to be more of one or the other, how shall it ensure the integrity of its complex intentions (in which the pursuit of one properly gives space for the other)? If it is to be both, how might it strike and demonstrate a balance of the two designs?

As one propounding excellent scholarship on one hand and Christianity-inspired education on the other, to what extent might it anchor its learning contents on secular truth claims, as against Biblical principles and doctrines?

As one propounding excellent learning, what must be its principal metric of learning: the ability to answer questions, or to shape and ask questions?

If it is to aim to build competence, character and faith, on which must it focus its efforts: the person or society? What is the object of its learning delivery: individuals or communities?

How much of which ones should it seek to have or to do?

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3. The appropriateness and effectiveness of its learning delivery methods. As an institution of higher learning, Silliman is customarily expected to do three basic functions: instruction (to convey knowledge), research (to create knowledge), and extension (to calibrate knowledge by actual application).

It is to package relevant learning contents (from its functions of research and extension), and then deliver these to students (through its function of instruction).

But as do most other higher education institutions (HEIs), Silliman traditionally deliver learning contents in its own place and time. It is akin to a cafeteria located in a place and opening its doors at some specific times. Customers come to where it is, at the times it had chosen to be open, and pick out preferred foods from its specific array of offerings.

Points of Reflection

To what extent might Silliman add to its functionand eventually becomea caterer of knowledge, in which it is able to proffer knowledge (and competencies) to learners in different places where the they are, at their own time they are prepared to learn?

Is cyber-learning a good and viable possibility for Silliman so that it can transition itself from being a campus by the sea to being a virtual campus across the seas?

How much of which one can Silliman become?

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4. The persona and personality that the world can expect of its graduates. The Silliman diploma is the universitys public attestation of the persona and personality of its graduates. It is a public statement of what the graduate is as a person of learning, and what society can expect of him/her as one who possess a Silliman education.

Points of Reflection

What does Silliman intend to say in its diploma?

Is it simply that the one who has it had completed a degree course in Silliman, and that henceforth, he/she is qualified to practice a particular profession?

Or that it says that the one having it is a person with proven commitment to competence and will continue striving to have it; has character, knows the value of it, and will keep striving to always have it; and has faith, knows the value of keeping it, and will always strive to strengthen it?

What might society eventually expect of persons possessing a Silliman diploma? It is suspectedand here it is assumedthat different persons and personalities in different stations in Silliman, with different persuasions and experiences in the university, would have different views and positions on these points of reflection.

So be it. That is expected of any university worth its claim of being a workshop of ideas and an arena of creative conflicts among ideas.

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But the university community must struggle to articulate its many views in order for it to forge a common position on them (albeit only for now). This would be necessaryand crucialso that it might shape a collective sense of purpose and move the university forward toward its Vision, Mission, and Goals.

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CHAPTER THREE
The Planning Process

The process refers to how (a) the Vision, Mission, and Goals, (b) the analyses of strengths, weaknesses, opportunities, and threats and (c) the reflections on Sillimans strategic options (as described in Chapter Two) were put together for the purpose of generating this Plan. It encompasses the whole range of Board and university activities to generate this Plan.

The process started and ended with the Board of Trustees. It combines both topdown and bottom-up approaches to planning. It features both multi-level and multi-sector participation.

Top-Down Process. The Board directed it. It set the guidelines and parameters of the process. It holds and reserves the final authority to review, finalize, and adopt the Plan.

Bottom-up Process. The university community undertook the process. It produced the contents of the Plan, which the Board can consider.

Multi-level Process. Different tiers of the Silliman leadership and organization were involved in the process. They included:

1. The Board of Trustees as the highest policy making body in the university; 2. The Office of the President; 3. The two divisions of Academic Affairs and of Finance and Administration, headed by their respective Vice Presidents;

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4. Colleges, Schools and Auxiliary Units and Services headed by their respective Deans, Directors and Unit Heads; and 5. Departments, Institutes, Centers and Programs headed by their respective Chairs and Institute or Center Directors.

Multi-sector Participation. Different entities in the Silliman community were involved in the process. They included:

1. The Board of Trustees; 2. The President; 3. The two Vice Presidents (for Academic Affairs and for Finance and Administration); 4. The Deans, Directors and Unit Heads; 5. Department Chairs and Institute and Center Directors; 6. Other officers of the University (Admission & Registrar, Legal, Alumni & External Affairs, Internal Audit, Treasurer, Chief Accountant, Buildings & Grounds Superintendent, Information & Publications, Central Supply, Press); 7. Representatives of the Silliman University Faculty Association; 8. Representatives of the Silliman University Staff Association; 9. Representatives of the Student Government; 10. Representatives of the Silliman Alumni community; and 11. Representatives of the General Public.

The process began in June 2006. This was when the Board of Trustees decided to revisit the universitys Vision, Mission, and Goals. A new President had just been installed and had presented the Board with a 5-Year Plan of Action that describes the thrusts and priorities of the universitys operations under his term.

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The Board approved the Presidents plan but desired to adopt a longer-term view of the universitys directions within and beyond the term of the present President.

This view was to be anchored on a fresh restatement of the universitys Vision, Mission, and Goals, which is to serve as the Boards fundamental policy prescriptions for Silliman.

The Board adopted the Vision, Mission, and Goals shown in Chapter Two.

Subsequently, the process shifted to the university. A high-level technical staff was organized under the Office of the Vice President for Academic Affairs, composed of both academic and non-academic heads of office, which developed a framework to be used to guide and set the parameters of the planning process. It adopted Porters framework for analyzing firms and their competitors within a set of macro, external, and internal environments. After presentation of the framework to the Board and its approval of the same (later in 2006), the university undertook a review of its current offerings and operations at division and unit levels, with the objective of identifying what shall be their priority thrusts and portfolio of offerings and investments in the next eight (8) years from 2008 (presently) to 2016.

Thus, while still executing its approved operational 5-Year Plan for 2006-2011, the university has been also putting together a longer-term (8-year) plan to pursue the new Vision, Mission and Goals set by the Board, beyond the term of the present President.

A Two-Year Process

The formulation of the framework and planning process was done immediately after the Boards adoption of the new Vision, Mission, and Goals

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in June 2006. An initial review of the universitys macro, external, and internal environments was also done to test the validity of the Porter framework and to benchmark the anticipated analyses of Sillimans strengths, weaknesses, opportunities, and threats to be eventually done at unit, division, and university levels. This process took the remainder of 2006.

Following the Boards concurrence with the universitys proposed planning framework and process, the divisions of Academic Affairs and of Finance and Administration initiated division- and unit-level exercises to

1. analyze their macro, external, and internal environments for what would be their strengths, weaknesses, opportunities and threats;

2. inventory whatin light of their perceived strengths, weaknesses, opportunities, and threatsshould be their best options with regard to course offerings, faculty and staff development, investments on facilities, development of organizational systems and procedures, and to how to reach out to appropriate constituencies (to recruit students and generate alumni and public support); and

3. prioritize their options on offerings, investments, and development for the periods 2008-2012 and 2012-2016.

These were done for the most part of 2007. They culminated in December 2007 when the Board was briefed of their progress, commented on the outputs at that time, and scheduled a Board planning process on April 2008.

Again by divisions and units, the university undertook further refinements of the outputs as were shown to the Board in December 2007. This time, the process focused on identifying strategic thrusts, programs, and offerings,

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investments on faculty and staff development and facilities, and recruitment strategies.

The refined division and unit plans included

1. inventories of proposed course offerings and operational programs (which ones to keep, which ones to modify, which ones to do away with, which new ones to institute). These included for both academic units and auxiliary service units;

2. listings of investment priorities to develop the faculty and staff (to achieve a better fit with the proposed new lineup of offerings and programs);

3. listings of investment priorities to develop physical facilities and operational systems (to improve their ability to support the proposed new lineup of offerings and programs); and

4. a description of what will be done to improve recruitment (to keep and develop traditional and new markets and public support for the universitys offerings and programs).

These were done from January to mid-April 2008.

The division thrusts and unit plans were presented for comments and review to a group of alumni and friends (in Dumaguete City) in 15 April 2008. The group looked at the relevance and appropriateness of the proposed offerings of the academic units for 2008-2016. The process was repeated on 17 April 2008, this time by the University Leadership Council, with two invited nonSilliman academic colleagues who facilitated the review.

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After further refinements, the division thrusts and unit plans were again presented to the Board en banc on 19 April 2008. This time, the Board focused its discussions on the academic components of the unit plans and reviewed only the divisional thrusts of the division of finance and administration.

After stressing the need to link the academic thrusts and plans to the financial and investment requirements to execute them, the Board directed the Office of the President to consolidate all division and unit thrusts and plans into a single and integrated Silliman Strategic Plan 2008-2016.

The Planas instructed by the Boardwas to include

1. an inventory of Programs and Offerings for two medium terms (2008-2012 and 2012-2016); 2. a Financial and Investment Plan for each period; 3. an inventory of desired Outcomes and Results; and 4. the metrics to monitor and evaluate the progress of the Plans execution.

The first draft of the Plan was subsequently scheduled for presentation to the Board on mid-June 2008, in time for the start of the ensuing school year (SY 2008-2009), which is the first school year covered by the Plan.

Figure 3.1 summarizes the process to produce this Plan.

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STARTS WITH THE BOARD BOT restates the Vision, Mission, & Goals (VMG) of Silliman to serve as the basic policy prescriptions for the long-term (10 years), within and beyond the term of the new President (June 2006)

Approved the Silliman 4-Point Strategic Plan 2008-2016, disaggregated into SSP 8-16, MTP 8-12, and MTP 12-16

ENDS WITH THE BOARD BOT reviews the universitys Strategic Proposal for consistency with its prescribed VMG; prescribes refinements; decides to approve or defer action (April 19-20, 2008)

Staff work to develop a planning framework and process (July 2006 to December 2007); BOT approves the two on December 2007

Divisions and units develop their 4Point Strategic Proposals, based on VMGs, disciplinal and social scans, and SWOT: 1. Offerings & Programs, 2006-2016 2. Investments on Faculty and Staff Development 3. Investments on Facilities & Systems 4. Recruitment & Market Development (January to Aprril 2008)

The University Leadership Council consolidates division and unit proposals into a 4-Point Unified University Strategic Proposal (April 16, 2008)

Public consultation on Proposed Offerings and Programs (April 15, 2008).

FIGURE 3.1. Sillimans 2-year strategic planning process, 2006-2008

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CHAPTER FOUR
The Plan [Output of the Planning Process]

This Plan (SSP 8-16) has two parts: (1) the Plan in the 1st Medium-Term 20082012 (MTP 8-12), and (2) the Plan in the 2nd Medium-Term 2012-2016 (MTP 12-16).

Each medium-term plan has also two parts: (1) the thrusts for the term (which are the conditions that Silliman seeks to bring about in this period), and (2) the actions within the term (which are what the university intends to do in this period to substantiate and achieve its thrusts).

The thrusts for each medium-term follow from two (2) strategic thrusts (which are the thrusts to be pursued from 2008 to 2016). The actions for each medium-term follow from two (2) strategic actions corresponding the two strategic thrusts.

Chapter Outline
Section A presents the strategic thrusts in the long-term (2008-2016). Section A.1 lists the thrusts in the 1st Medium-Term and Section A.2 in the 2nd Medium-Term.

Section B describes the strategic actions in the long-term (2008-2016). These are to be carried out by way of actions in the two medium-terms. Section B.1 enumerates the actions in the 1st Medium-Term and Section B.2 in the 2nd Medium-Term. The actions focus on four (4) areas of Sillimans operations:

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1. Programs and Offerings 2. Faculty and Staff 3. Facilities and Organizational Support Systems 4. Public Support (including student patronage and support from alumni and friends).

Section C shows the estimated financial and capital requirements to undertake the actions in each of the two medium-terms: Section C.1 in the 1st Medium-Term, and Section C.2 in the 2nd Medium-Term. Possible funding sources are also identified.

A. Strategic Thrusts in the Long-Term, 2008-2016


This Plan has two strategic thrusts in the long term (from 2008 to 2016):

1. To mobilize the universitys traditional and emerging strengths (such as in liberal education, basic education, sciences, health services, information technology, and active Christian community life) and opportunities (such as being a center of excellence in a number of fields), to expand its institutional capacities and value in building persons of competence, character and faith.

2. To add to the universitys capabilities of being an institution of learning in a place and time, the capacity to cater quality learning across places and times.

These thrusts will be pursued by way of the four (4) key dimensions of Sillimans life: Christian witness, academic excellence, quality of governance, and
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its relevance and reach in contemporary society. These are hallmarks of its identity and traditions.

Christian witness is a core element of Sillimans vision. The university is to be a Christian institution that is committed to an active purpose (or witness): to promote total human development for the wellbeing of society and the environment. Its first Mission statementto infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ; [and] provide an environment where Christian fellowship and relationships can be nurtured and promotedproclaims Christian witness as among the core dimensions of its being.

Academic excellence is a defining feature of Silliman. Its vision includes its being a leading educational institution. Its second Mission statement imposes on it the purpose of providing opportunities for growth and excellence in every dimension of University life in order to strengthen competence, character and faith. It has imposed on itself as having a leading edge on its contents and delivery of knowledge.

Quality of governance is embedded in Sillimans view of how it is to be perceived as a leading educational institution. It is to be an institution that does things right, and does the right things. It conducts its business and tasks in a manner that is dignified, just, responsible, and exemplary in integrity. Its third Mission statement suggests as muchto instill in all members of the University community an enlightened social consciousness and a deep sense of justice and compassion.

Relevance and reach are necessary impositions on the Silliman life. Its vision includes being committed to the wellbeing of society and the environment. It is to reach out beyond its campus by the sea. Its fourth Mission statement,

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which is to promote unity among peoples and contribute to national development, requires that it gain value as an institution to others beyond itself.

A.1 Thrusts in the 1st Medium-Term, 2008-2012

The Plan has 16 thrusts in the 1st Medium-Term. These are grouped according to the four (4) dimensions of Sillimans life that circumscribe its two strategic thrusts:

1. 1st Medium-Term Thrusts on Christian Witness

1.1 Heighten the involvement of academic units in campus activities that celebrate the Christian faith and traditions of Silliman, or which promote understanding and fellowship among its students, faculty, and staff who are adhering to different faiths;

1.2 Create and expand the opportunities for worship in auxiliary and support units of the university;

1.3 Widen collaborations with the local United Church of Christ in the Philippines (UCCP) and other churches.

2. 1st Medium-Term Thrusts on Academic Excellence

2.1

Integrate faith strengthening in the instruction, research, and extension functions of the university (Silliman on FIRE!) and make this a distinctive mark of Silliman education and scholarship;

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2.2

Integrate volunteerism in related and service learning and promote entrepreneurship among students;

2.3

Intensify learning integration across General Education courses; and improve content quality, especially to be included in the School of Basic Education (SBE);

2.4

Expand capabilities for on-line delivery and acquisition of learning and for exchanging knowledge products; and widen the scope of faculty and staff development to encompass competence in on-line learning deliveries and acquisition, and on knowledge outsourcing services.

3. 1st Medium-Term Thrusts on Governance

3.1

Widen the collective leadership circles in all levels of organization and promote accountability taking among all constituencies;

3.2

Adopt more responsive and relevant rules, procedures, and incentive systems;

3.3

Improve asset and risk management systems and procedures;

3.4

Widen the use of modern information technology to improve the accuracy, timeliness, and effectiveness of decision-making.

4. 1st Medium-Term Thrusts on Relevance and Reach

1.1

Widen the universitys academic and scholarly linkages;

1.2

Widen the circle of active communications with alumni and friends;

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1.3

Improve gifts management and response systems;

1.4

Strengthen local church relations (to the UCCP and other churches); and

1.5

Expand collaborative undertakings with externally funded entities.

A.2 Thrusts in the 2nd Medium-Term, 2012-2016

The Plan has 16 thrusts in the 2nd Medium-Term.

1. 2nd Medium-Term Thrusts on Christian Witness

1.1

Get more academic and auxiliary units involved in off-campus community activities that celebrate the evangelical Christian faith, and to promote better understanding among people of different faiths;

1.2

Widen the space for spiritual growth in the university; and

1.3

Widen involvements with national UCCP and other churches.

2. 2nd Medium-Term Thrusts on Academic Excellence

2.1

Intensify the integration of volunteerism with related and service learning, and the promotion of entrepreneurship among students;

2.2

Widen the role of General Education in degree programs, including in the SBE;

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2.3

Expand on-line academic services and e-Learning programs; and

2.4

Expand the number of faculty and staff who are able to design and deliver eLearning and knowledge outsourcing services.

3. 2nd Medium-Term Thrusts on Governance

3.1

Devolve more accountability to lower units of organization;

3.2

Update rules, procedures, and incentive systems relevant to delivering eLearning and knowledge outsourcing services;

3.3

Institutionalize asset and risk management systems and procedures; and

3.4

Expand information technology support for operations.

4. 2nd Medium-Term Thrusts on Relevance and Reach

4.1

Expand the on-campus presence of nationally- and internationallyrecognized scholarly organizations;

4.2

Collaborate with alumni entities, and organize and reactivate more alumni chapters within and outside the Philippines;

4.3

Institutionalize standard procedures on gifts management and responses;

4.4

Strengthen wider church relations (both national and international); and

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4.5

Intensify collaborative undertakings with externally funded entities.

Table 4.1 summarizes the thrusts by periods.


TABLE 4.1 Summary of Sillimans strategic thrusts (2008-2016), by medium-term periods
STRATEGIC THRUSTS 2008-2016 1. Mobilize Sillimans strengths and opportunities to further advance its institutional capacities & value in building persons of competence, character and faith. 2. Transition Silliman from a school in a place and time, to being a caterer of learning across places and times. AREAS OF THRUSTS IN THE THRUSTS IN THE FOCUS 1st MEDIUM-TERM 2008-2012 2nd MEDIUM-TERM 2012-2016 Promoting and Get academic units involved in campus Raise involvement in community faith institutionalizing ministries life Christian Ensure space for worship in auxiliary and Strengthen spiritual life; expand space Witness support units for spiritual growth Widen collaborations with local UCCP, Widen collaborations with national others UCCP, others Raising Integrate faith, instruction, research and Widen integration of volunteerism, Academic extension (FIRE) related and service learning, and Excellence entrepreneurship Integrate volunteerism with related and Widen GE role in programs and in SBE service learning; promote entrepreneurship Widen integration GE (including in the Expand on-line academic services and SBE) eLearning programs; Expand on-line delivery and acquisition Increase the number of faculty/staff of learning, and knowledge exchange; doing eLearning and related services widen scope of faculty/staff development to include on-line learning & knowledge trade Raising the Widen leadership; promote accountability Devolve accountability quality of Adopt responsive, relevant rules, Update rules, procedures and incentive Governance procedures and incentives systems for relevance to eLearning and related services Improve asset and risk mgmt systems Institutionalize asset and risk management systems Widen the use of information technology Expand IT support systems Expanding Widen academic and scholarly linkages Expand on-campus presence of Relevance & scholarly organizations Reach Widen communications with alumni and Organize and reactivate more alumni friends chapters Improve gift management and response Institutionalize gifts management and response Strengthen local church relations Strengthen wider church relations Expand collaborations with government Intensify collaborations with and non-government organizations government and non-government organizations

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B. Strategic Actions in the Long-Term, 2008-2016


Sillimans strengths and opportunities identified in Chapter Two offer doorways for strategic action that can push and substantiate the universitys thrusts. They occasion the measures that the university may take in order for it to move toward achieving its Vision, Mission, and Goals.

There are four (4) aspects of Sillimans operations that form the core of its strengths and opportunities. They present areas for focusing actions on in order to best attain the universitys thrusts. They are its:

Programs and offerings (what the university has as its principal products) Faculty and staff (and their quality and sufficiency) Facilities and organizational support systems (how it supports its programs) Public support (how much its programs enjoy students patronage, support from alumni and friends, and are of value to the general public).

Programs and offerings are Sillimans basic purpose for being. And so, they are the principal channels through which the university may pursue its thrusts. Their quality implicates substance (and witness) to a commitment to academic excellence, as a ministry. They create the space for innovations in learning methods and delivery, and provide the direction of faculty and staff development. Their ability to convey good learning puts value to students costs and so demonstrates quality of governance in the university. Their value to others determines Sillimans relevance to the nation.

Faculty and Staff are the defining resource of the university. They make or unmake Silliman as a learning institution. Their ability to adapt to changing trends in their disciplines and competencies determines how Silliman is able

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to prepare its students for the changing world of work and enterprise, and for leadership in society. They constitute the principal personalities who decide on how to pursue the universitys thrusts. They determine how faith is demonstrated in scholarship. Their creativity substantiates excellence. Their professionalism influences how students achieve their learning goals and objectives, in the most humane and affirming way. Their academic reputation determines Sillimans value to a wider public.

Facilities and Organizational Systems provide the physical and institutional settings for learning. They are the principal mechanisms with which the university is able to properly put together its human, physical and financial resources, to deliver its programs and offerings. They provide the appropriate settings for faith activities to occur alongside good scholarship. They set the basis for collective and participatory decision-making and the timely responses to issues. Good facilities and systems help achieve a reputation for institutional excellence, which could translate to a wider reach and relevance of the university.

Public Support is crucial to Silliman, and to any institution of learning. Its ability to draw students and to command public value determines the robustness of its resource base with which to pursue its thrusts. This is particularly crucial to a non-profit and not-for-profit institution like Silliman whose revenue base is mainly tuition. Tuition is tightly regulated and is highly swayed by political considerations in government. Silliman will need to rely heavily on student patronage, on gifts and donations, and on its reputation (to draw external funds), for it to be able to pursue its purposes.

Actions in the above four (4) areas are expected to deliver crosscutting results and outcomes that are anticipated to enhance Sillimans ability to achieve its thrusts. Two strategic actions (to be pursued in the long-term, from 2008-2016) would be crucial:

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Strategic Action 1: Elevate the level of integration of Sillimans academic and institutional capacities on its core commitments: Christian witness, academic excellence, excellence in governance, and widening its relevance and reach.

Strategic Action 2: Strengthen Sillimans programs and offerings and add to its capabilities the ability to deliver them and other knowledge products to more students and knowledge users in more places within and outside its campus.

B.1 Actions in the 1st Medium-Term, 2008-2012

The actions in the 1st Medium-Term encompass measures designed to

strengthen and diversify Programs and Offerings and make them more relevant to contemporary academic and career objectives of Filipinos;

enhance the capabilities of the Faculty and Staff to innovate, create, and integrate new modalities of delivering programs and offerings, and on making these reflective of the universitys values and goals;

refine and hone Facilities and Support Systems to better stimulate faculty and staff creativity and quality in the delivery and integration of programs and offerings; and

widen Students, Alumni, Church, and Public Support for the programs and offerings.

The actions focus on (1) elevating the quality and level of integration of Sillimans academic and institutional programs; and (2) starting new capabilities to deliver and acquire learning and trade knowledge products online.

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B.1.1 Actions on Programs and Offerings

These cover actions on four (4) areas of programs and offerings:

1. Degree courses 2. General Education 3. Basic Education 4. eLearning.

Actions on Degree Courses

Silliman will keep most of its present portfolio of degree programs and offerings for three reasons: (1) they are still relevant to current goals of most students; (2) they are within the competency of the university to offer; and (3) its mix is presently among the strongest features of Silliman.

However, following the thrusts in this Medium-Term, some courses will be revised, some are added to existing programs, new offerings are added to existing ones, and some offerings are replaced.

Table 4.2 lists the actions on programs and offerings in the 1st Medium-Term.

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TABLE 4.2. Actions on degree programs and offerings, 1st Medium-Term 2008-2012
ACTIONS IN THE 1st MEDIUM-TERM (MTP 8-12) EXISTING COLLEGE OF AGRICULTURE (CA) BS in Agricultural Business BS in Agriculture (majors in Agronomy and Animal Science) Master of Applied Science in Agricultural Systems COLLEGE OF ARTS & SCIENCES (CAS) BA majors in Anthropology, Creative Writing, English, Languages, Filipino, Literature, History, Philosophy, Political Science, Sociology, Speech & Theater BS in Biology BS in Chemistry BS in Mathematics BS in Physics [Computer Applications] BS in Psychology BS in Social Work BS in Public Administration (with SPAG and CBA) MA majors in Asian Literature, Creative Writing, English and American Literature, Teaching English as a Second Language, Anthropology, History, Sociology, Extension Administration, Filipino and English Language MA in Anthropology [non-thesis] MA in English majors in English Language Studies, Literary Studies, Creative Writing, Teaching English to Speakers of Other Language MA in English [non-thesis] MA in History [non-thesis] Master of Public Health MA Psychology majors in Social and Community Psychology, Counseling Psychology, and Industrial/Organizational Psychology MA in Psychology [non-thesis] MA in Science Teaching Physics MA in Sociology [non-thesis] MA in Teaching majors in Chemistry, General Science and Mathematics [College, High School, Elementary] Master in Biology [non-thesis] Master of Science in Biology, Marine Biology, Coastal Resource Management, Environmental Science, Environmental Policy, Social Work, Mathematics, and Physics Master in Physics [non-thesis] Ph.D. in English and Literature Ph.D. in Marine Biology Ph.D. in Social Science (with SPAG and CBA) FOR REVISION? (YES/NO) FOR ADDITION

BS in Agricultural Entrepreneurship MS in Sustainable Agriculture Certificate in Sustainable Agriculture Certificate in Agricultural Entrepreneurship BS Pre-Med Master in Physics [thesis] MAST Physics MS Physics MAT Chemistry MS Chemistry MA Philosophy Master of Bioethics MA in Political Science Doctor in Psychology

CONTINUED

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COLLEGE OF BUSINESS ADMINISTRATION (CBA) BBA Majors in General Business, Management and in Economics BS in Accountancy BS in Entrepreneurship BS in Public Administration (with SPAG and CAS) BS in Business Computer Applications Associate in Commercial Science Master in Business Administration (MBA) Ph.D. in Social Science (with SPAG and CAS) COLLEGE OF EDUCATION (COE) BSED major in Technology and Livelihood Education Bachelor of Information and Library Science Bachelor of Elementary Education Majors in General Education, Special Education, and Pre-School Education Bachelor of Secondary Education Majors in Chemistry, English, Filipino, Library Science, Biological Science, Mathematics, Physical Science, Music, Arts, Physical Education & Health [MAPEH], Social Studies, and TLE BS in Nutrition and Dietetics MA Education majors in Education Management, English Teaching in Elementary and High School, Guidance and Counseling Doctor of Education Ph.D. in Education COLLEGE OF COMPUTER STUDIES (CCS) BS in Information Technology BS in Computer Science BS in Information Systems COLLEGE OF ENGINEERING & DESIGN (CED) BS in Civil Engineering BS in Computer Engineering BS in Electrical Engineering BS in Mechanical Engineering COLLEGE OF LAW (COL) [Y] Bachelor of Law (with specializations in Change to JD Cyber Law or in Legal Argumentation and Debate)

BS Economics BS in Office Administration (ladderized) BS Tourism major in Hotel and Restaurant Management Master in Business Administration Major in Microfinance and Entrepreneurship

Master of Education major in Special Education, Teaching English in Elementary and High School, Teaching Math in Elementary and High School, Teaching Science in Elementary and High School MA Education major in Library and Information Science

Master in Information System

BS Architecture BS Geodetic Engineering BS Electronics and Communications Engineering Course on Law, Science and Technology Forensics Law
CONTINUED

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COLLEGE OF NURSING & ALLIED HEALTH SCIENCES (CNAHS) Medical Technology [Y] BS in Medical Technology (BSMT) BSMT to BS in BS in Clinical Laboratory Services BS in Nursing (BSN) Clinical Lab (BSCLS) in lieu of BSMT; BSMT is BS in Physical Therapy (BSPT) Services dissolved) Master in Nursing [non-thesis] majors in MS in Microbiology Family Nursing Practice, Administration, MS in Parasitology Public Health Nursing, Adult Health and Nursing Psychiatric-Mental Health Nursing Certificate in Advanced Nursing Master of Science in Nursing Majors in Practitioner Parent-Child Nursing, Nursing School Administration, Nursing Service MS courses in Advanced Nursing Administration, Public Health Nursing, Practitioner Program and in Nursing Medical Surgical Nursing, PsychiatricInformatics Physical Therapy Mental Health Nursing, Family Nursing Practice, Community Health Nursing, BS Occupational Therapy Adult Health Nursing BS Speech Therapy Ph.D. in Nursing BS Speech Language Pathology BS Respiratory Therapy COLLEGE OF PERFORMING ARTS (COPA) [Y] Bachelor of Music (BM) with majors in Bachelor of Performing Arts (BPA) (in BM to BPA Choral Conducting, Composition, Music lieu of BM; same majors as BM; BM is Education, Piano and Other dissolved) Instruments, and Voice BPA in Speech & Theater Master of Music (MM) with Majors in BPA major in Dance Choral Conducting, Composition, Music Bachelor of Fine Arts Ed, Instrument Conducting, Voice, and Ethnomusicology DIVINITY SCHOOL (DS) Bachelor of Theology (B.Th.) with Certificate programs for major areas majors in Pastoral Ministry and in covered in the proposed Master in Liturgy and Music) Divinity Bachelor of Ministry [Off-campus] Master in Mission Studies (with the United Evangelical Mission in Master of Divinity Germany and the UCCP) Master of Ministry [Off-campus] Master of Theology Doctor of Theology (D.Th.), (with SEAGST) COLLEGE OF MASS COMMUNICATION (CMC) [Y] Bachelor of Mass Communication Reactivate religious journalism, Expand majors religious broadcasting, church-public Certificate in Environmental Journalism in journalism, relations leading to a Certificate in (ladderized) public Christian Communication relations, Certificate in Journalism broadcasting, Certificate in Broadcasting advertising, film production SCHOOL OF PUBLIC AFFAIRS & GOVERNANCE (SPAG) BS Public Administration (with CAS and Master in Environmental Governance CBA) (with CAS, CA, College of Law, CBA, and CMC) Master in Public Administration (MPA) with specialization in Fiscal Administration MPA specializing in Local Governance Ph.D. in Social Science (with CAS and CBA) SCHOOL OF BASIC EDUCATION (SBE) [Y] Certificate in Secondary (High School) Certificate in Summer Enrichment Some courses Education Program for Elementary to be Certificate in Elementary Education Certificate in Summer Enrichment redesigned Program for High School Certificate in Early Childhood
CONTINUED

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COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME) Medical School Institute of Clinical Laboratory Services BS Preparatory Medicine (2 years effective 2008-2009) MS Clinical Laboratory Science MD-MPH (Doctor of Medicine Master MS Public Health (with CAS) in Public Health) Institute of Rehabilitative Therapies Doctor of Medicine Institute of Clinical Laboratory Services Masters in Physical Therapy BS in Clinical Laboratory Services Doctor in Physical Therapy (BSCLS) MS in Microbiology MS in Parasitology Institute of Rehabilitative Therapies BS in Physical Therapy (BSPT) BS Occupational Therapy

Actions on the General Education Curriculum

General Education will be beefed up. (General Education refers to the mix of basic competency courses offered mainly by the College of Arts and Sciences [and some by other colleges], which all college students are required to take. They are intended to ensure that students acquire a sufficient breadth of liberal education while pursuing specialized degree courses.) Three (3) actions will be done:

1. Institutionalize the integration of curricular materials and learning activities across related courses (e.g., natural sciences, social sciences, arts & humanities).

Common topics cutting across the disciplinal contents of the courses will be introduced in each course (e.g., through common workshops and readings and other collaborative learning activities, or through integrative lectures to be presented to classes with shared issues [like globalization as a topic for an integrative lecture for classes in History, Political Science, Religion, Economics, Sociology and Public Administration]). (This requires more extensive faculty collaboration across disciplines so that actions on faculty and staff in this term shall also address this; [see Actions on Faculty and Staff below].)

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2. Require more extensive readings in each General Education course. The readings shall be selected to expose students to the classics in the field (the basic and contemporary writings that most influenced the contents of the discipline);1

3. Add to the number of academic units offering General Education courses. This is to get their respective faculty to get back to the basics and get exposed to the challenges of teaching younger learners.

For consideration:

Move the Religion Program to Divinity School Assign CBAs IT familiarity courses to the College of Computer Studies Move Speech and Theater to COPA

Actions on the Curriculum of the School of Basic Education

SBE is a large feeder school for college courses in Silliman. Accordingly, its graduates play a key role in being a critical core of learners steeped with Sillimans traditions of academic excellence. They could model for and inspire other students who did not graduate from Sillimans SBE. The actions below are intended to better prepare them for this role.

1. Add

curricular

materials,

readings,

and

self-learning

activities

mathematics and science courses in all levels and departments. In the case of High School, this is to raise the competency levels of its graduates to those equivalent to at least 2nd level college students in the university.

For example, Smith, Marx, Mill, and Keynes in economics; Plato, Aristotle, Descartes, Locke, and Russell in Philosophy; Shakespeare, Keats, Joaquin, and the Tiempos in Literature; and Malthus, Linneaus, Darwin, and Alcala in Biology)
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2. Engage the college faculty to collaborate with the SBE faculty in designing and conducting courses in mathematics and the sciences. This is to ensure a higher interface between SBE and college courses, so that SBE graduates need not take 1st and 2nd level General Education mathematics and science course when they enter college in Silliman. (They could instead do higher courses in these.)

3. Institute and adopt curricular and co-curricular incentives for self-learning and group-learning initiatives in arts and the humanities (music, literature). Choral and other music groups shall be organized, and also groups on poetry and creative writing, on oratory and debate, and on speech and theater.

4. A policy of no child left behind shall be instituted in all departments (Early Childhood, Elementary, and High School). Enrichment and assisted learning programs shall be set up. (See Actions on SBEs Programs and Offerings in Table 4.2).

Actions on eLearning

The concept of eLearning refers to the use of modern information technology to acquire and deliver learning and trade knowledge products remotely, mainly through cyberspace. Many teaching institutions now use eLearning as a way of expanding educational reach and clientele.

Silliman has the capability to embark on it as a major stride toward becoming a leading edge academic institution. In fact, it has to do it. Otherwise, it becomes obsolete.

Two (2) actions are intended to build up eLearning and associated capabilities in Silliman:

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1. Set up SOUL (or a Silliman Open University Learning) Program. It will be designed to serve as umbrella program to eLearning and other related online services in the university)2. This involves undertaking a series of measures in three (3) phases:

Phase 1:

Design and develop new on-line systems for delivering some courses and for acquiring remote teaching resources (e.g., through on-line lectures and on-line library access); and improve the systems.

Phase II:

Deliver selected offerings in eLearning mode and format initially for on-campus students, and then later to off-campus learners; develop the application of the same eLearning systems for online trade of knowledge products (e.g., technical advice for incubating businesses, research outsourcing, training, tutorial services); and expand campus facilities for on-line acquisition of learning resources (lectures, library materials).

Phase III:

Expand users and subscribers, and also the number faculty and staff who can deliver eLearning and knowledge product outsourcing (KPO) services (on-line consultancy); and use SOUL to stimulate business incubation and students interests on entrepreneurship.

2. Undertake market studies to identify Sillimans local and international niche in eLearning, KPO services, and business incubation. Develop the strategies and program packages to acquire a sustainable and long-term market for SOUL.

See Annex II (The SOUL Program) for a fuller description of this program and its components.
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B.1.2 Actions on Faculty and Staff

1. Arrange and conduct wider faculty and staff collaborations. All faculty and staff will be encouraged to recognize their common institutional statusas faculty and staff of Silliman University. Measures will be undertaken to promote the idea that their unit affiliations are to be deemed only employment stations, but their engagements (depending on their credentials and academic preparations) may range to outside their units. This is to give the faculty and staff a wider option on engagements while, in turn, giving the university a wider space for a more efficient deployment of its faculty and staff.3 This arrangement will be done to facilitate inter-faculty collaboration on faith strengthening, instruction, research and extension (FIRE), and to promote inter-disciplinary teaching of General Education courses. Five (5) specific actions will be done:

1.1 College and SBE faculty in chemistry, biology, physics and math will jointly design the SBEs science and mathematics subjects in all levels; and the college faculty will be assisting and providing support to the SBE faculty.

1.2 The faculty of the School of Medicine, CNAHS, College of Education, College of Agriculture, College of Law, CBA, CAS, and Divinity School, will conduct collaborative teaching, research and community service activities in the Marina Clinic. They will do comprehensive healing programs in medical care, livelihood enterprises, hospice care, and care for persons in transition.

A mathematics faculty in the College of Arts and Sciences, for instance, if properly credentialed and able, may also teach higher Engineering Science mathematics in the College of Engineering and Design. Or a botany researcher in the Department of Biology may also work with a crop researcher in the College of Agriculture.
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1.3 The faculty of the College of Agriculture, Institute of Environmental and Marine Sciences, CAS, CBA, Divinity School, CNAHS, College of Education, and the College of Engineering and Design will be doing collaborative field learning activities in Ticao.

1.4 Faculty members of at least two schools or colleges will jointly conduct at least one cultural or art activity every semester.

1.5 The faculty of the Divinity School will assist the faculty of other schools and colleges in designing and conducting at least one faith strengthening activity in the campus and surrounding communities every year.

2. Widen the disciplinal specializations and competencies of the faculty and staff. Faculty and staff development will be extended to include higher training and additional competencies in both their core and related disciplines. A priority this Medium-Term (because they relate directly to the curricular development plans of the schools and colleges shown in Table 4.2) will be:

2.1 Faculty members in the College of Agriculture to acquire higher academic credentials and training in agronomy, animal science, agribusiness, sustainable agriculture, agricultural entrepreneurship, natural resource management, rural development management, and on the ecology, primary productivity and agricultural systems of small islands.

2.2 At least five (5) faculty members in the Colleges of Arts and Sciences, Business Administration, and those affiliated with the School of Public Affairs and Governance, to acquire Ph.D.s in any social science

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discipline (to ensure ample faculty support for the PhD in Social Science).

2.3 Faculty members of Medical Technology and Physical Therapy to acquire more technical exposures and training on the latest techniques in their fields.

2.4 At least 20 visiting scholars have been invited to the campus to develop academic and scholarly collaborations with Silliman faculty, staff, and students.

3. Expand the competencies of the faculty and staff in on-line education and eLearning technologies. All faculty and staff will be given in-house training on eLearning technologies, including preparing learning materials for cyber-delivery.

B.1.3 Actions on Facilities and Organizational Systems

These focus on: facilities and grounds; organizational development; and systems and procedures.

1. Facilities and Grounds. (See Table 4.3)

2. Organizational Development.

2.1 Expand the academic scope of the College of Agriculture. Consider it for renaming (e.g., College of Agricultural Resource Systems or College of Sustainable Agriculture and Resource Systems) to reflect its intended expansions into sustainable agriculture and natural resource systems.

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2.2 Consolidate the management and operations of properties outside Dumaguete (in Ticao, Pamplona, Siaton, Bayawan, and Mabinay). Two options will be considered: (1) a subsidiary corporation to run them as agro-industrial enterprises, but dedicated to host and support academic and community services, or (2) set up A Field Learning and Service Office under the VPAA with authority to engage investors on making the properties productive and a mandate to support academic and community services in the sites.

2.3 Restore the College of Nursing and Allied Health Sciences (CNAHS) to its original focus on nursing education (SUCN). It is, by far, already a large college (and anticipated to be so in the next 5-10 years) with its multiple nursing education programs (BSN to PhD). It presently services two other units (Medical Technology and Physical Therapy) which may be joined with the School of Medicine, which they already share a common building with. CNAHS will be restored to its original identity, College of Nursing, and the threeSchool of Medicine, Medical Technology (to be elevated into an Institute of Clinical Laboratory Services), and Physical Therapy (to be elevated into an Institute of Rehabilitative Therapies)will be placed under one umbrella, a College of Medical Sciences (or, alternatively, a Program on Medical Education).

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TABLE 4.3. Physical development actions, 1st Medium-Term 2008-2012


YEAR 2008-2009 ENTITY Greenhouse and other Agricultural building and Farm Structures, CA Nursing Education buildings ACTIONS Build one P2-P4 facility for research on sustainable agriculture and cropping approaches for small islands Erect 2nd and 3rd buildings; the third will house the William Barry Thomson Learning Resource Center; install robotic and informatics lab; their design will ensure that they are useful to Sillimans other medical and health programs as well Rehabilitate; improve ventilation and seating; expand inside space by scaling down the stage; improve its ability to host athletic and large community gatherings; flooring Roofing; rehabilitation Rehabilitate to more presentable and safer state; create spaces for ROTC and Athletics Offices, and classrooms; make the ball field meet standards; improve Archery Range and facilities Rehabilitate and equip to become a secondary health and medical service and learning facility Repair roof; improve ventilation, sound & lighting systems; repaint inside; extend side paneling Repaving and rehabilitation; pave road to Kalauman then out Hibbard Rehabilitate roof and rooms; improve seating and inside conditions including access for the differently-abled; improve stage, lighting, and sound systems Rehabilitation; improvement of rooms and fixtures Put more greenery; develop parking areas; install more outdoor study areas; add more color; redesign fences Install sprinkler systems Repair and rehabilitate McKinley, Rodriguez Halls; Chapel of Evangel Rehabilitate to become a Student Center, and to also house the Central Supply and Souvenir Shop Rehabilitate and design the 2nd Floor into a Gallery of Gratitude and function rooms Rehabilitate to create studio units for single faculty and staff Start first panel, in fence near Silliman Hall Build building as adjunct to Villareal Hall Build complex in the Sibulan property Build first structure on the site; resolve right-of-way Repair and repaint campus units, including End House Densify towards department and office levels; widen WI-FI coverage; expand and improve intranet system for handling sensitive information: grades, accounts; install Knowledge Product Outsourcing capabilities; develop cyber-based lecture and eLearning systems at the AVT Rehabilitate existing buildings, chapel; add rooms for student dorms Repair and repaint Add more public toilet facilities; repaint outside Move to Oriental Hall Move to 1st Floor Hibbard, after small renovations Move to two cottages near Luce after renovations Dismantle and rebuild inside the campus Build Rehabilitate to make it less fire-prone; more sanitary

Gymnasium

Alaska and MONAPIL Courts Grandstand and Ball Field

Marina Clinic SU Church Roads and Drainage Luce Auditorium

Uytengsu Engineering Hall Campus Landscape Dorms and Silliman Hall Divinity School Oriental Hall Hibbard Hall Abbey Jacobs Heritage Builders Wall Salonga Center Creative Writing Center Kaadlawon Center Faculty/Staff Housing Information Technology Facilities

2009-2010

Staff and Student Housing in Ticao Dorms and Silliman Hall SU Church OSA Registrars Office COPA Cooperative Store Portal East Buildings and Grounds Building

CONTINUED

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SBE

Marina Mission Hospital SU Medical School

Guy Hall Cafeteria College of Mass Communication Silliman Hall Landscape Landfill Water Supply High School Swamp Area Faculty/Staff Housing 2010-2011 Campus Sanitation SU Church Faculty/Staff Housing Dormitories Medical School SBE Power Plant Divinity Compound Roads and drainage IT Systems 2011-2012 Buildings Landscape Uytengsu Computer Center New Womens Dorm

Build amphitheater cum auditorium; repair the old Home Economics building and make it into a Faculty/Staff lounge, offices, and Cafeteria for High School and Elementary; repair and repaint Worcester Hall Build 10-bed Hospice Care Center Additional four (4) 50-student classrooms to accommodate the BS Preparatory Medicine program each with LCD Projectors; additional two (2) laboratory to service the BS Premed as well as expanding enrollees in medical education; availability of ten (10) modules as the venue of the more focused discussions; auditorium with the capacity of approximately 200 students to serve both the MD and BS Premed students Rehabilitate 3rd Floor into transients accommodations Rehabilitate; air-condition Occupy the whole first two floors of Guy Hall, except the Printing Press area and the office of the Internal Audit Strengthen; refurbish to become entirely a museum complex; Assembly Hall to be limited to small functions Expand greenery; add color to structures Build own landfill Improve and rehabilitate; improve security against contamination Improve drainage; build walkways and study stations Build 20 studio units in the area east of the New Mens Dorm; repair and repaint Divinity faculty housing units Build new 3-chamber septic tanks to serve as common septic tanks for several buildings Landscape the outside grounds; repaint CE bldg Repair and repaint Silliman Village units General cleaning and repairs, including bathrooms and electrical fixtures Expand building Build mini-gym in old Kindergarten area Repair and upgrade; upgrade transmission lines Repair students housing unit Repave all roads; clear all drainage Improve and strengthen capacities for remote services (i.e., to support more extensive eLearning services Repair and repaint Expand greenery; further add color to structures Expand; build annex facility in the north dorm area Rehabilitate and enlarge Dahlia Cottage

2.4 Elevate the status and scope of the Marina Clinic into a Secondary Health Care teaching and educational facility. Its facilities and services will be expanded and improved. It may be renamed as The Silliman University Marina Mission Hospital, but will be managed mainly as an academic institution. Its activities will model the integration of FIRE: faith strengthening, instruction, research, and extension. It will cater exclusively to indigent patients, and to the related and service learning needs of relevant Silliman students. It will be a complex for

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outpatient care, hospital care, hospice care, spiritual care, and a care for patients livelihood needs. It shall involve families in the care of patients, local governments to support patients needs, and community groups to mobilize local social capital to support and sustain the facility.

2.5 Create an Institute of Economic Research and Development. This will be in the College of Business Administration. It will upgrade the strength and the academic and research coverage of the College.

2.6 Strengthen collective bodies to widen participatory and collective decision making in the university. The three University Councils will be given clearer scopes of jurisdiction over overlapping university concerns: the University Religious Life Council (over the universitys faith life and activities); the University Legal Council (over legal matters attended to by the university); and the University Leadership Council (over general issues on the universitys life and vetting decision making among units and offices).

2.7 Strengthen Institutes, Centers, and Programs. These are specialized units of the university intended to host varying intensities and expanses of disciplinal and cross-disciplinal undertakings. Institutes are usually expected to engage in intensive and highly discipline-focused research in about the same proportion as its engagements in instruction. Centers are usually expected to gather together different disciplinal expertise across the university, to engage in

interdisciplinary research and extension. They are usually not expected to offer courses. Programs are specialized undertakings around highly related disciplines to pursue a particular mix of instruction, research and extension. The university will do three (3) actions on these:

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1. Increase the annual budgets of existing ones by at least 100% of present; 2. Increase their external funding by at least 300% of present; 3. Establish new ones linked to the actions on programs and offerings (Sec. B.1.1); and others related to Sillimans strengths & opportunities:

3.1 3.2 3.3 3.4 3.5 3.6 3.7

Institute of Clinical Laboratory Services Institute of Rehabilitative Therapies Institute of Mission Studies Research Center on Small Island Systems Center on Archipelagic Oceanography Creative Writing Center Center for the Promotion of Filipino Arts and Cultures

3. Development of Systems and Procedures. (See Table 4.4) B.1.4 Actions on Public Support

1. Widen the network of regular contacts and communications with alumni and friends. Five (5) specific actions will be done:

1.1 Set up an Alumni, Church, and Friends Link, which would be a webbased interactive communication and information system between the university and its individual alumni, alumni groups, UCCP churches, and donors. The system will include a Data Base on alumni, churches and donors. It will deliver news update from the university to them.

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TABLE 4.4. Actions on systems and procedures, 1st Medium-Term 2008-2012


YEAR 2008-2009 ITEM University Manual ACTIONS Revise and consolidate existing manuals, rules and regulations, new jurisprudence, and Board actions into a single draft University Manual. It is to be based on the first principles on collegiality enunciated and stated in the Code of Christian Collegiality recently approved by the Board Introduce to and discuss with as many of Sillimans constituencies to increase their familiarity with it: faculty, staff, students, alumni; adopt measures to embed the Code in all campus functions & activities Generate alternative formats according to how accounting reports are to be used: for full accounting and audit as per law, for Board presentations, for university committees work, for SEC, for annual reports, for other transparency activities; incorporate in the draft University Manual Do zero-based system; obtain Board approval; put in draft University Manual Dedicate a Board-determined percentage of dividend earnings for a community chest fund Begin compiling a Manual for Risk Management and Crises Response Review; update intra-rank mobility criteria; improve system integrity Open options to Faculty/Staff to voluntarily add to their Retirement Fund account Shift to HMO subject to: coverage includes existing; coverage includes other hospitals in city and elsewhere; within current costs of Silliman Add medical and health support for retirees Standardize criteria; prioritize single (status) personnel Strengthen; institute additional policies and measures to enhance dormitory services for students Consolidate in the University Manual the rules and regulations governing students in the university; include consistent policies and procedures for sustaining discipline Reports on Receipts shall be widely distributed: Information and Publications, Alumni Office, Weekly Sillimanian, SAAI, Continuing Fellowship Committee; SUACONA Letter acknowledgements by the President within one (1) week of receipt Confer Order of Horace B Silliman to more donors of gifts over 1M pesos value Other donors to be listed in Gallery of Gratitude Regularize annual entries to Heritage Builders Wall (SU Faculty/Staff who have served Silliman for at least 20 years) Name more buildings, rooms, facilities and places in honor of outstanding institutional builders in Silliman Name university-funded scholarships and fellowships in honor of persons and families who helped build up Silliman as a campus
CONTINUED

Code of Christian Collegiality

Financial and Accounting Reporting System

Budgeting Community Chest Risk Management FSAS Retirement Fund Medical and Health Benefits Retirees Faculty/Staff Housing Privileges Dormitory Management Student Activities

Procedures for Receiving and Acknowledging Gifts from alumni and friends

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Financial and Asset Management

MIS

2009-2010

University Manual Risk Management Financial and Accounting Reporting System Budgeting Medical & Health Benefits Retirees Alumni and Friends Financial and Asset Management

Produce complete inventory of real assets At least 50% additional titling of land assets Draft guidelines for joint ventures over assets; get Board approval Design/develop revenue-generating Knowledge Product Outsourcing Services for LGU, SME, and offcampus ESL and tutorial students Consolidate all monies and accounts held by units into the universitys community of accounts Adopt measures to improve liquidity position Simplify report formats on enrolments, faculty loads, contracts, faculty and staff salaries and benefits; student profiles Design and start the development of an Alumni and Friends Data Base Develop Knowledge Product Outsourcing and eLearning systems Submit for Board approval; reproduce for all Faculty/Staff Complete the Manual for Risk Management and Crises Response Refine further, if needed Review the procedures for the purpose of ironing out kinks Review actual first year costs to Silliman; compare with previous Develop updated directory Prepare, submit to them a report on the use and beneficiaries of their gifts At least 50% more titling of land assets Begin at least one joint venture on a piece of Sillimans land Start operating revenue-generating Knowledge Product Outsourcing Services for LGU, SME, and off-campus ESL and tutorial students Convert a proportion of foreign exchange into ROP bonds Fully automate enrolment, faculty loading, room utilization and assignments, grading, and student records Operationalize Alumni and Friends Data Base Design, install eLearning and Knowledge Product Outsourcing systems Review; adopt an updated strategy Review and conduct a new survey and valuation; focus on depreciations and risks to properties Adopt reward systems and incentives for Faculty/Staff involved in risk identification and crises response Conduct comprehensive review and upgrading of lists of assets; do valuation of existing assets Adopt rewards and incentives for peer-learning and peerteaching initiatives Adopt rewards and incentives for high recognition among peers Review and upgrade procedures; reflect upgrades in University Manual Diversify the investment of foreign exchange holdings Condemn and de-list unserviceable and unusable assets; clean up the inventory of all assets; submit to Board for confirmation Expand the systems and facilities for Knowledge Product Outsourcing and eLearning; upgrade all systems; review and evaluate the relevance & appropriateness of existing IT facilities and systems in the university

MIS

2010-2011

Investments Actuarial Risk Management Inventory Student Activities Faculty and Staff

2011-2012

Budgeting Investments Inventory

MIS

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1.2 Organize (or reactivate) at least 5 new alumni chapters each year for the next four years. (This will be done together with the Silliman Alumni Association, Inc. and the Silliman University Alumni Council of North America.)

1.3 Develop and execute arrangements with willing alumni, alumni chapters and local UCCP churches (including pastors and church workers in Negros) with getting them actively involved in the universitys student recruitment activities, especially for honor students.

1.4 Institute a regular Alumni Continuing Education program every Founders Day. (Starting this year, the university will hold an Annual Founders Day Eminent Persons Lecture Series for alumni and friends.)

1.5 Organize Boards of Visitors among alumni and friends who visit the campus each Founders Day. These shall function as formal but ad hoc panels to receive a briefing from the university, ask questions, comment on issues, and discuss the universitys state and conditions. It may recommend measures, for formal transmittal to the Board of Trustees, on improving Silliman, and make it a continuously relevant institution of learning in present-day society.

1.6 Design and promote packaged alumni and local church tours and visits to the campus, with guests being given a chance to experience Silliman life, or (in the case of alumni) to redo some of their old campus experiences (like staying in dorms, attending concerts and dances, and going to the Silliman Church).

1.7 Expand alumni support for dormitory programs; and solicit alumni interest to sponsor the upkeep and maintenance of co-curricular and faith strengthening programs of specific dormitories.
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1.8 Expand the scope of the universitys cultural affairs program by (a) involving more friends and members of the Dumaguete and Negros Oriental community in its circle of participants and supporters, and (b) doing regular culture and arts extension activities by faculty, staff, and students.

1.9 Expand the scope of the universitys sports and athletics programs by (a) involving more friends and members of the Dumaguete and Negros Oriental community in its circles of participants and supporters, and (b) doing regular sports and athletics activities in communities outside the campus.

2. Expand consortium arrangements with local schools, when appropriate. The following will be considered:

2.1 Faculty and staff sharing and exchange among selected programs (e.g., law, education, sciences, languages, guidance and counseling, faith strengthening, sports and athletics, cultural programs);

2.2 Library extension services;

2.3 Sharing of field and laboratory facilities.

3. Expand the universitys linkages with funding agencies and explore new sources of external funding. Four (4) actions will be done:

3.1 A multi-sector working group will be organized into a Resource Development Program Task Force under the Office of the President. It will be tasked to develop strategies and to recommend measures for the university to avail of more external funding from donors, to

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encourage more alumni giving, and to develop incentives for other ways of soliciting donors interests on the university (e.g., incentives for estate bequests to Silliman).

3.2 Set up and operate under the SOUL Program a revenue-generating Knowledge Product Outsourcing Service and associated facilities; develop on-line consultancy markets of local governments (LGU) and small-medium enterprises (SME).

3.3 Set up under the SOUL Program systems and facilities for eLearning for off-campus English as a Second Language (ESL) students and children of off-campus alumni seeking tutorial assistance.

3.4 Set up and organize under the SOUL Program a Business Incubation Initiative to host new entrepreneurial endeavors and provide them with on-line or on-site technical assistance and complementation by Sillimans faculty and staff.

4. Organize student recruitment teams and deploy them to different sites in nearby regions, and to some others which do not traditionally send students to Silliman. These would be 2-3 person teams of faculty, staff, and students, and Silliman will send at least 10 teams per year.

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B.2 Actions in the 2nd Medium-Term, 2012-2016

The actions in the 2nd Medium-Term encompass measures that are intended to

follow through and consolidate the academic and institutional gains made in the 1st Medium-Term; and

expand to full-scale level Sillimans capability to do on-line and off-site delivery and acquisition of learning, and to trade knowledge products.4

B.2.1 Actions on Programs and Offerings

Actions on Degree Courses

Silliman will become a significant caterer of knowledge. It will expand its eLearning capabilities so that, more than now (when it is essentially a learning facility in a place and time, and students come to it on its own schedule), it will begin delivering learning and knowledge to where students are, in packages they can handle, and in real time that they need it.

Silliman will continue to keep most of its present programs and offerings because they are anticipated to remain relevant to most Filipinos. But more of them will be delivered on-line for students both inside and outside the campus.

In brief, Silliman will begin re-conceiving itself from being a campus beside the sea to a campus beyond the seaa virtual Silliman (vSilliman).

Owing to their comparable remoteness in time and to a reasonable assumption that the university may seek to review them by then, the actions listed below are not as detailed as those listed earlier for the 1st Medium-Term.)
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Table 4.5 lists the actions on programs and offerings in the 2nd Medium-Term. New ones will continue to be considered at this time.

Actions on the General Education Curriculum

1. Widen the number of general education courses to be set for interdisciplinary offerings and delivery. Related courses (e.g., natural sciences, social sciences, humanities, arts, communication, and languages) may be redesigned and, while maintaining their disciplinal contents, re-packaged into a higher unity of topics (e.g., chemistry and biology into ecology). Some courses may be collaboratively delivered by teaching teams coming from different disciplines.

2. Develop an alternative Honors Program for students preferring to do individual work (an open option for all students). Prescribe supervised schedules of topics for the students research, covering the disciplinal contents of more than one course.

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TABLE 4.5. Sillimans portfolio of degree programs and offerings, 2nd Medium-Term 2012-2016
EXISTING NB: Entries in italics were additions in MTP 8-12; are assumed to have been successfully instituted at that time & so now included as existing offerings. COLLEGE OF AGRICULTURE (CA) Certificate in Sustainable Agriculture Certificate in Agricultural Entrepreneurship BS in Agricultural Business BS in Agriculture (majors in Agronomy and Animal Science) BS in Agricultural Entrepreneurship Master of Applied Science in Agricultural Systems MS in Sustainable Agriculture Master Environmental Governance (with SPAG, CAS, COL, CBA, and CMC) COLLEGE OF ARTS & SCIENCES (CAS) BA with majors in Anthropology, Creative Writing, English, Languages, Filipino, Literature, History, Philosophy, Political Science, and Sociology BS Preparatory-Medicine BS in Biology BS in Chemistry BS in Mathematics BS in Physics [Computer Applications] BS in Psychology BS in Social Work BS in Public Administration (with SPAG and CBA) MA majors in Asian Literature, Creative Writing, English and American Literature, TESL, Anthropology, History, Sociology, Extension Administration, Filipino and English Language MA in Anthropology [non-thesis] MA in English majors in English Language Studies, Literary Studies, Creative Writing, Teaching English to Speakers of Other Language MA in English [non-thesis] MA in History [non-thesis] Master of Public Health MA in Psychology Majors in Industrial/Organizational Psychology, Social and Community Psychology, and Counseling Psychology MA in Psychology [non-thesis] MA in Science Teaching Physics MA in Sociology [non-thesis] MA in Teaching Majors in Chemistry, General Science and Mathematics [College, High School, Elementary] Master in Biology [non-thesis] Master of Science in Biology, Marine Biology, Coastal Resource Management, Environmental Science, Environmental Policy, Social Work, Mathematics and Physics Master Environmental Governance (with SPAG, CA, COL, CBA, and CMC) ACTIONS IN THE 2nd MEDIUM-TERM (MTP 12-16) FOR REVISION? (YES/NO) FOR ADDITION

BS in Agriculture and Natural Resource Management MS in Natural Resource Management Master in Rural Development Management (eLearning version) Certificate in Sustainable Agriculture (eLearning version) Certificate in Agricultural Entrepreneurship (eLearning version)

Master in Social Work (eLearning version) Master in Social Science (eLearning version) Ph.D. in Biology Ph.D. in Mathematics Ph.D. in Sociology and Anthropology Ph.D. in History Ph.D. in Clinical Psychology Ph.D. in Psychology

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Master in Physics [non-thesis] Master in Physics [thesis] MAST Physics MS Physics MAT Chemistry MS Chemistry MA Philosophy Master of Bioethics MA in Political Science Ph.D. in English and Literature Ph.D. in Marine Biology Ph.D. in Social Science (with SPAG and CBA) COLLEGE OF BUSINESS ADMINISTRATION (CBA) BBA Majors in General Business, Management and in Economics BS in Accountancy BS in Entrepreneurship BS in Public Administration (with SPAG and CAS) BS Economics BS in Business Computer Applications BS in Office Administration (ladderized) BS Tourism major in Hotel and Restaurant Management Associate in Commercial Science Master in Business Administration (MBA) Master in Business Administration Major in Microfinance and Entrepreneurship Master Environmental Governance (with SPAG, CAS, COL, CA, and CMC) Ph.D. in Social Science (with SPAG and CAS) COLLEGE OF EDUCATION (COE) [Y] BSED major in TLE (Add Courses) Bachelor of Information and Library Science Bachelor of Elementary Education majors in General Education, Special Education, and Pre-School Education Bachelor of Secondary Education majors in Chemistry, English, Filipino, Library Science, Biological Science, Mathematics, Physical Science, Music, Arts, PE & Health, Social Studies and TLE BS in Nutrition and Dietetics MA in Education majors in Education Management, English Teaching in Elementary and High School, Guidance & Counseling Master of Education majors in Special Education, Teaching English in the Elementary and High School, Teaching Mathematics in the Elementary and High School, Teaching Science in Elementary and High School MA Education major in Library and Information Science Ph.D. in Education Doctor of Education

BS Entrepreneurship (eLearning version) BS in Office Administration (eLearning version) Master in Business Administration (eLearning version) Master in Microfinance and Entrepreneurship (eLearning version)

Master in Technology and Livelihood Education (eLearning version) Master in Nutrition and Dietetics (eLearning version) Courses on Research and Evaluation, and on Curriculum and Instruction, to be added to the Ph.D. in Education Program

CONTINUED

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COLLEGE OF COMPUTER STUDIES (CCS) BS in Information Technology MS in Computer Science BS in Computer Science Master in Information System (eLearning version) BS in Information Systems Master in Information System COLLEGE OF ENGINEERING & DESIGN (CED) BS in Civil Engineering BS Material Engineering BS in Computer Engineering BS Mechatronics BS in Electrical Engineering BS Industrial Engineering BS in Mechanical Engineering Master in Engineering (in CE, EE, and ME) BS Architecture BS Geodetic Engineering BS Electronics and Communications Engineering COLLEGE OF LAW (COL) Doctor of Jurisprudence (specializations Certificate Courses in Law, Science in Cyber Law or Legal Argumentation and Technology; Cyber Law; and Law and Debate) and Development (in eLearning version) Course on Law, Science and Technology Forensics Law Master Environmental Governance (with SPAG, CAS, CA, CMC, and CBA) COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME) Medical School Institute of Clinical Laboratory Services BS Preparatory Medicine MS Clinical Laboratory Science MD-MPH (Doctor of Medicine Master in Public Health) MS Public Health (with CAS) Institute of Rehabilitative Therapies Doctor of Medicine Institute of Clinical Laboratory Services Masters in Physical Therapy BS in Clinical Laboratory Services Doctor in Physical Therapy (BSCLS) MS in Microbiology MS in Parasitology Institute of Rehabilitative Therapies BS in Physical Therapy (BSPT) BS Occupational Therapy BS Speech Therapy BS Speech Language Pathology BS Respiratory Therapy COLLEGE OF NURSING (CN) BS in Nursing (BSN) Seminar courses in eLearning Mode Certificate in Advanced Nursing Practitioner MS courses in Advanced Nursing Practitioner Program; Nursing Informatics Master in Nursing [non-thesis] Majors in Family Nursing Practice, Administration, Public Health Nursing, Adult Health and Psychiatric-Mental Health Nursing Master of Science in Nursing majors in Parent-Child Nursing, Nursing School Administration, Nursing Service Administration, Public Health Nursing, Medical-Surgical Nursing, PsychiatricMental Health Nursing, Family Nursing Practice, Community Health Nursing, and Adult Health Nursing Ph.D. in Nursing
CONTINUED

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COLLEE OF PERFORMING ARTS (COPA) [Y] Bachelor of Performing Arts (BPA) (with Add a Major same majors as previous BM) BPA in Speech & Theater BPA major in Dance Bachelor of Fine Arts [Y] Master of Music (MM) with majors in MM to MOPA Choral Conducting, Composition, Music Education, Instrument Conducting, Voice, and Ethnomusicology DIVINITY SCHOOL (DS) Certificate programs for major areas covered in the Master in Divinity Bachelor of Theology (B.Th.) with majors in Pastoral Ministry and in Liturgy and Music) Bachelor of Ministry [Off-campus] Master of Divinity Master of Ministry [Off-campus] Master of Theology Master in Mission Studies Doctor of Theology (D.Th.), (with the SEAGST) COLLEGE OF MASS COMMUNICATION (CMC Bachelor of Mass Communication Certificate in Christian Communication Certificate in Journalism Cert in Environmental Journalism (ladderized) Master Environmental Governance (with SPAG, CA, CAS, COL, and CBA) SCHOOL OF PUBLIC AFFAIRS & GOVERNANCE (SPAG) BS Public Administration (with CAS and CBA) Master in Public Administration (MPA) with specialization in Fiscal Administration MPA specializing in Local Governance Master Environmental Governance (with CA, CAS, COL, CMC, and CBA) Ph.D. in Social Science (with CAS and CBA) SCHOOL OF BASIC EDUCATION (SBE) [Y] Diploma in Secondary Education Some courses Diploma in Elementary Education to be Certificate in Early Childhood redesigned Certificate in Summer Enrichment for Elementary Certificate in Summer Enrichment for High School

Major in Music Technology in the BPA curriculum Ladderized certificate programs for all BPA courses (to lead to a BPA degree) Master of Performing Arts (MOPA) (in lieu of MM; same majors as MM; MM is dissolved)

Master of Divinity (Thesis; majors in biblical studies, pastoral ministry, spiritual care/clinical pastoral education, theology, or Christian education)

Master in Environmental Journalism / Environmental Communication

Ph.D. in Public Administration

3. Add reading options to existing General Education courses. Open discussions of seminal works by students may be made an option for examinations.

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4. Review the General Education program (College and SBE) to consider measures for its possible upgrading, re-mixing, or honing of pedagogy.

Actions on the SBE Curriculum

1. Review and take measures to improve the mix and relevance of the curricular materials, readings and self-learning activities of SBE classes in all levels and departments. This shall aim to upgrade and improve the value of Sillimans basic education curriculum by this time.

2. Add higher competency materials and learning activities in mathematics and science courses in all levels and departments.

3. Institute learning competitions (e.g., quizzes and bees) and incentives (e.g., learning visits to other places or institutions) in all levels and departments. These will cover mathematics, sciences, arts, and the humanities.

Actions on eLearning

1. Expand the curricular and program coverage of the SOUL Program and the universitys eLearning systems and facilities.

2. Design more courses for delivery on-line.

3. Institute robust monitoring, evaluation and excellence standards on eLearning.

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B.2.2 Actions on Faculty and Staff

1. Introduce new incentives for faculty collaborations in faith strengthening, instruction, research, and instruction (FIRE), and promote the higher integration and syntheses of disciplinal offerings into contemporary interdisciplinary topics like poverty and governance; cultural articulation and conflicts; political geography; small island agriculture and social systems; and climate change and global systems change.

2. Send out at least ten (10) faculty and staff for advanced training in on-line learning systems and pedagogy.

The faculty will focus on acquiring higher academic credentials in cyberbased curricular design and delivery.

The staff will focus on developing eLearning systems and facilities. They will constitute the core pool of faculty and staff for widening Sillimans SOUL program capabilities.

3. Review the state of the universitys pool of faculty and staff. Identify future needs and competency requirements. Identify successor generation of leaders.

B.2.3 Actions on Facilities and Organizational Systems

1. Undertake a comprehensive review of the state and capabilities of existing facilities, in relation to a perspective of future needs that might come about by this time. Develop a schedule of upgrading facilities, and constructing new ones.

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2. Review existing administrative and support systems and procedures. Identify development needs in relation to a view of future developments of the university.

3. Establish a Center for Environmental Journalism and Media Studies in the College of Mass Communication.

B.2.4 Actions on Public Support

1. Collaborate with alumni, churches and friends to extend student recruitment activities to Luzon and the Autonomous Region in Muslim Mindanao; also to nearby Asian countries with low numbers of higher education institutions, e.g., Timor Leste, Myanmar, Tibet, Bhutan, Nepal, Bangladesh, Cambodia, or Laos.

2. Further expand the community reach of the universitys cultural and sports and athletics programs, its consortium arrangements with other schools (expanding this to schools outside Dumaguete), and alumni sponsorship of dormitories.

3. Elevate the Resource Development Task Force into a Resource Development Office to professionally engage alumni and friends to develop fund sources.

4. Expand SOUL and its program components: eLearning; knowledge product outsourcing; on-line training and tutorials; and business incubation. Deploy SOUL to assist UCCP churches nationwide.

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C. Financial and Capital Requirements, 2008-2016


This Plan is estimated to require PHP 240 million (in present prices) spread across the first four of eight (8) years, from 2008-2012. (The full figure, to account for 2008-2016, has yet to be determined.) 5

Below are estimates by areas of action (programs and offerings, faculty and staff, facilities and organizational systems, and public support). These are based on current prices and estimates made by the Office of the Vice President for Finance and Administration.

C.1 Financial and Capital Requirements in the 1st Medium-Term, 2008-2012

Table 4.6 shows the estimates in the 1st Medium-Term, by areas of action. The costs are assigned into four (4) possible sources of funding:

Annual Operating Budget Academic Development Fund (ADF) Depreciation Sinking Fund (DSF) Gifts and Donations

ADF and DSF are sources for fund sources for capital expenditures (CAPEX).

The estimates have not gone through detailed analyses at per item level, as would be done when the actions are finally to be executed. They are rough figures meant to be only indicative.
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TABLE 4.6. Financial and capital requirements in the 1st medium-term, 2008-2012

ACTIONS Programs and Offerings Faculty and Staff Development Facilities and Organizational Support Systems Public Support TOTAL

ESTIMATED COST (PESOS) 10.00 20.00 202.00 8.00 240.00

POSSIBLE SOURCES OF FUNDING ANNUAL GIFTS AND ADF DSF BUDGET DONATIONS 6.00 2.00 2.00 2.00 18.00 2.00 80.00 80.00 40.00 4.00 14.00 4.00 64.00

82.00

80.00

C.2 Financial and Capital Requirements in the 2nd Medium-Term, 2012-2016 (MTP 8-12)

Table 4.7 shows the estimates in the 2nd Medium-Term, by areas of action. The costs are likewise assigned into four (4) possible sources of funding: annual budget, ADF, DSF, and gifts and donations.

TABLE 4.7. Financial and capital requirements in the 2nd medium-term, 2012-2016*

ACTIONS

ESTIMATED COST (PESOS)

POSSIBLE SOURCES OF FUNDING ANNUAL GIFTS AND ADF DSF BUDGET DONATIONS

* TO BE PREPARED LATER

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CHAPTER FIVE
Desired Results and Outcomes

The execution of the thrusts and actions described in Chapter Four is desired to bring about certain results relating to the universitys operations. These are the changes that the university seeks to happen on what it is doing now (and on how it is doing them), following the actions. The results are desired to bring about certain outcomes. These would be on how the university moves closer toward achieving its Vision, Mission, and Goals, by way of gains made on its thrusts.

A. Desired Strategic Results, 2008-2016


Two (2) long-term results are desired in this Plan:

1. Sillimans academic programs and offerings, its corps of faculty and staff, its facilities and administrative support systems, and its level of public support, allow it (more than now) to achieve a higher level of integration of its academic and institutional capabilities for Christian witness, academic excellence, excellent governance, and on widening its relevance and reach. (This is anticipated to follow from the successful execution of the first strategic action in this Plan.)

2. Silliman is more able (than now) to offer learning programs and knowledge services in virtual (or on-line) format, and remotely across places inside and outside its campus, in real and scheduled time. It has expanded its capabilities to deliver learning and knowledge products to a wider community of learners and

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knowledge users within and beyond its campus. (This is anticipated to occur following the successful execution of the second strategic action in this Plan.)

The two strategic results are consolidations of the desired results of mediumterm actions in 2008-2012 and in 2012-2016. Their successful generation determines the degree to which the two strategic results can be obtained. They need to occur so that the two strategic results could occur.

A.1 Desired Results of 1st Medium-Term Actions

Table 5.1 lists the desired results of 1st Medium-Term actions, by areas of action.

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TABLE 5.1 Desired results of 1st medium-term actions, 2008-2012


AREAS OF ACTION Programs and Offerings DESIRED RESULTS New offerings have been added; some modified; Sillimans portfolio of programs and offerings has expanded to now include new disciplinal areas and levels of competency. The General Education curriculum is stronger in that it covers topics and materials cutting across disciplines; faculty teams propounding diverse views and coming from different disciplines are teaming up across courses; students are reading more seminal literature and are imbibing a wider array of basic competencies that could strengthen the foundations of their specializations. The SBE curriculum has been enriched with higher-level materials and active inputs from college faculty colleagues. SOUL is operational: a number of courses are conducted on-line, for oncampus students; some are being offered on-line to off-campus students; new program opportunities on knowledge outsourcing, business incubation and entrepreneurship by faculty, staff and students are opening up under the SOUL program. More of the faculty and staff are collaborating with each other within and across their disciplines and areas of specialization; the faculty on teaching, the staff on delivering support services; both on promoting faith & doing research and extension. More of the faculty and staff have widened their areas of competencies; specializations are complemented by competencies in nearly related fields. More of the faculty and staff are using the latest information technologies to enhance their teaching, research & extension functions; some are able to offer eLearning and KPO services under SOUL. A University Manual has been adopted Facilities and other capital assets are more efficiently used for faith strengthening, teaching, research, and extension; more than now, they have more users, more often. Existing conditions of facilities combined with new rules, regulations and rewards, are inciting wider creativity and scholarly involvements of the faculty, staff and students; they are encouraging more faculty and staff to do activities that combine faith, instruction, research and extension (FIRE) functions of the university. Investments on medical education are more consolidated than now; financings for additional facilities & other capital expenditures are benefiting many more students, units and disciplines The circles of leadership have widened (than now) and have gone deeper to lower levels of organization; the leadership bench is deeper (than now); successor generations of leaders are more readily available (than now); more of the younger faculty and staff are ready to take on leadership functions in all levels of operations. The university is involved in community cultural, sports, and other affairs, and in educational consortia Enrolment is stable at higher yearly levels than now. More alumni, donors & affiliated churches and institutions (than now) are in ready communication access by the university; they are in a database that has their correct contact data (directly or through chapters). More alumni, chapters are giving financial assistance to dormitories More alumni, chapters and churches are recruiting quality students. More alumni, donors and church and agency guests are visiting the campus. A Board of Visitors is regularly organized for alumni every Founders Day; Silliman support for local UCCP churches is institutionalized. More units and personnel (than now) are engaged in externally funded research, extension or development projects; concomitant to this, the university is receiving and managing more funds from externally funded undertakings of faculty and staff. The university is getting revenues from the SOUL program; it is gaining incomes from eLearning (courses, ESL, tutorials), knowledge product outsourcing, and business incubation. More student recruitment teams (than now) are deployed each year.

Faculty and Staff

Facilities and Administrative Support Systems

Public Support

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A.2 Desired Results of 2nd Medium-Term Actions

Table 5.2 lists the desired results of 2nd Medium-Term actions, by areas of action.
Table 5.2 Desired results of 2nd medium-term actions, 2012-2016
AREAS OF ACTION Programs and Offerings DESIRED RESULTS More degree programs and offerings are being added, modified or otherwise redesigned for on-line delivery; more are being delivered on-line under SOUL; More higher degree programs are being offered; General education is integrated into higher levels of content consolidation; they are delivered interdisciplinarily by collaborating faculty teams; new strategies have been identified, after its review; The basic education curriculum is upgraded into higher competencies. SOUL is expanded and is promoting new learning activities on-line & offcampus; opportunities for on-line on-campus knowledge entrepreneurship among faculty, staff and students are expanded More faculty and staff have higher degrees More faculty and staff are collaborating on FIRE-integrated activities; More faculty and staff are collaborating to do SOUL-related activities; A pool of successor generations of faculty and staff leaders is identified. The university has a schedule of developing new facilities; The university has a list of new administrative systems to be developed; A Center for Environmental Journalism and Media Studies has been set up. Alumni entities are involved in student recruitment; student recruitment has expanded into farther areas from Dumaguete; Silliman is an active participant of national UCCP affairs Silliman is widely involved in local community activities and affairs A Resource Development Office is functional.

Faculty and Staff

Facilities and Administrative Support Systems Public Support

It is anticipated that these results embody, among others, clear progress on the seven (7) goals of Silliman, i.e., that they involve, as among their manifestations, the following conditions occurring in the university:

1. a higher quality and diversity of students; 2. a more holistic and more responsive and relevant educational program with clearer Christian orientation; 3. a faculty comparable to many in the country and in Asia; 4. a support staff whose competence and reliability are among the best in the nation;

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5. facilities and administrative systems and procedures that are more adequate and responsive than now; 6. a more supportive and involved community of alumni, churches and friends; and 7. a highly robust and adequate financial base and public support system. These provide the bedrock for sustaining the outcomes desired in this Plan.

B. Desired Strategic Outcomes, 2008-2016


It is desired in this Plan that the two strategic results will bring about two (2) corresponding strategic outcomes:

1. Silliman has effectively fused its Christian witness, academic excellence, excellence in governance, and its relevance and reach, into its programs and institutional life; and it is more able than ever to freely affirm and proclaim its faith traditions while also pushing for and practicing the highest standards of academic work and scholarship. Being so, it has expanded its capacity and value as an educational institution that instills and installs among its students and constituencies the organic unity of competence, character and faith.

2. Silliman has added to its institutional capabilities and stature of its being an exemplary caterer of excellent learning and knowledge within and beyond its campus. It has gained the added distinction of being a learning institution that has leading edge programs on on-site and off-site delivery of quality knowledge and scholarship.

The two strategic outcomes are concomitant long-term buildups of mediumterm outcomes in 2008-2012 and 2012-2016. Achieving the two strategic

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outcomes is largely linked to the successful realization of the desired outcomes in the two medium-terms, which are as follows:

B.1 Desired Outcomes in the 1st Medium-Term, 2008-2016

1. Silliman has made some gains in integrating its commitment on faith strengthening in its traditional tri-functions of instruction, research and instruction; and it has some human resources and pertinent institutional infrastructure to promote Christian witness alongside its push for higher levels of academic excellence, excellent governance, and wider public support for its undertakings.

2. Silliman has programs and offerings that are more diverse than now, and which have higher quality and relevance; and it has achieved some integration of their contents and delivery; and

3. Silliman has limited capabilities for on-line delivery and acquisition of learning, and for trading knowledge products on-line to users and communities within and outside its campus;

B.2 Desired Outcomes in the 2nd Medium-Term, 2012-2016

1. Silliman has made extensive gains in integrating its commitment on faith strengthening in its traditional tri-functions of instruction, research and instruction; it has extensive human resources and pertinent institutional infrastructure to promote Christian witness alongside its continuing push for higher levels of academic excellence, excellent governance, and wider public support for its undertakings.

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2. Silliman has expanded the breadth and diversity of its programs and offerings toward higher levels of competency, has improved their quality and relevance, and has achieved wider and deeper integration of their contents and delivery;

3. Silliman has extensive capabilities (comparable to many other top universities in the Philippines) for on-line delivery and acquisition of learning, and for trading knowledge products on-line to users and communities within and outside its campus;

The six (6) medium-term outcomes progress toward creating the two strategic outcomes. When realized, the strategic outcomes correspondingly translate to making Silliman a leading Christian institution of learning, in three (3) ways that are related to the universitys Mission:

1. It is able more than now to infuse into the academic learning the Christian faith anchored on the gospel of Jesus Christ; [and] provide an environment where Christian fellowship and relationships can be nurtured and promoted. As such, it models the integral unity of faith and excellent scholarship; it acquires higher capacities to build among its students and constituencies an organic integration of professional and entrepreneurial competence, an appreciation and striving for character, and a deeper living of faith.

2. It has a leading edge in both the breadth and relevance of its academic programs and offerings and on its ability to proffer knowledge and learning to more people in wider communities within and outside its campus; consequently, it has widened its ability to offer opportunities for growth and excellence in every dimension of [its] life in order to strengthen competence, character and faith of persons and communities beyond its confines.

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3. Wider integration and collaboration across disciplines and among its faculty and staff has elevated the level of academic, social, political and related discourse in the university. More than now, it is able to instill in all members of the University community an enlightened social consciousness and a deep sense of justice and compassion.

When realized, the strategic outcomes further translate to Silliman being more able than now to widely mobilize its academic and institutional capabilities toward helping achieve total human development for the wellbeing of society and the environment.

Consequentlyin briefachieving the six medium-term outcomes and the two strategic outcomes is tantamount to Silliman moving farther forward toward realizing its Vision, Mission, and Goals.

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CHAPTER SIX
Metrics

These refer to the set of indicator measures to be used to monitor and evaluate Sillimans progress under this Plan. It looks at the degree to which the desired results and outcomes under this Plan have been achieved.

The indicators are grouped into Key Result Areas (KRA). Each KRA corresponds to one of the four (4) main focus of this Plan:

1. Programs and offerings 2. Financial investments on faculty and staff development and on facilities 3. Administrative systems and procedures 4. Student recruitment and alumni and public support

Four (4) core questions are to be addressed in monitoring and evaluating Sillimans progress under this Plan:

Core Questions for Monitoring and Evaluating the Plan

1. How much of the results were satisfactorily gained following the execution of the actions included in this Plan? 2. How much of the outcomes were satisfactorily realized from the results? 3. To what extent did the outcomes translate to achieving the universitys Vision, Mission, and Goals? 4. At what gains and costs to Silliman was this Plan successfully carried out?

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The four (4) questions will be addressed using monitoring and evaluation (M&E) findings on each core question, in the long-term (2008-2016). Table 6.1 lists the metrics for findings, by core question.

TABLE 6.1 Metrics for M&E findings in the long-term, by core question
FINDINGS, BY CORE QUESTION (CQ) Findings on CQ1 Findings on CQ2 Findings on CQ3 Findings on CQ4

METRICS Results satisfactorily gained following the actions. Outcomes satisfactorily gained following the results. Outcomes translating into achieving Sillimans Vision, Mission & Goals. Gains and costs to Silliman following the satisfactory execution of the Plan.

Each metric is the statistical mean of medium-term findings. (Table 6.2)


TABLE 6.2 Mean of medium-term M&E findings, by core question
1st MEDIUMTERM FINDINGS [3] 2nd MEDIUMTERM FINDINGS [4]

CORE QUESTIONS [1] CQ1 CQ2 CQ3 CQ4

METRICS [2] Results satisfactorily gained following the actions. Outcomes satisfactorily gained following the results. Outcomes translating into achieving Sillimans Vision, Mission & Goals. Gains and costs to Silliman following the satisfactory execution of the Plan.

MEAN OF [3] & [4]

Medium-term findings are obtained using indicator measures by KRA. (Table 6.3)

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TABLE 6.3 Metrics of Plan performance in the 1st & 2nd medium-terms, by KRA
METRICS, BY CORE QUESTIONS CQ1 Actions on PO with statistically significant results [1] Actions on PO with perceived acceptable results [2] Actions on FS with statistically significant results [1] Actions on FS with perceived acceptable results [2] Actions on FOSS with statistically significant results [1] Actions on FOSS with perceived acceptable results [2] Actions on PS with statistically significant results [1] Actions on PS with perceived acceptable results [2] Mean of means [20] CQ2 Results of actions on PO with statistically significant outcomes [3] Results of actions on PO with perceived acceptable outcomes [4] Results of actions on FS with statistically significant outcomes [3] Results of actions on FS with perceived acceptable outcomes [4] Results of actions on FOSS with statistically significant outcomes [3] Results of actions on FOSS with perceived acceptable outcomes [4] Results of actions on PS with statistically significant outcomes [3] Results of actions on PS with perceived acceptable outcomes [4] Mean of means [20] CQ3 PO outcomes with statistically significant VMG achievements [5] PO outcomes with perceived acceptable VMG achievements [6] FS outcomes with statistically significant VMG achievements [5] FS outcomes with perceived VMG achievements [6] FOSS outcomes with statistically significant VMG achievements [5] FOSS outcomes with perceived VMG achievements [6] PS outcomes with statistically significant VMG achievements [5] PS outcomes with perceived VMG achievements [6] Mean of means [20] CQ4 Increase in total enrolment [7] PO w more students [8] PO w less students [19] Financial [10]

KRA

Programs and Offerings [PO]

Faculty and Staff [FS]

FS with higher competencies [11] FS with wider competencies [12] FS w no change in competencies [13] Financial [10]

Facilities and Organizational Systems [FOSS]

Depreciation value of buildings [14] Adverse findings of audits [15] Financial [10]

Public Support [PS]

Student origins [16] Gifts [17] Gift giving [18] Activities w external entities [19] Financial [10] Ratio of Gain vs. Cost, by KRA [21]

Medium-Term Findings / CQ

[1] Set the 2008 quantitative baseline of each action, by KRA; quantitatively compare after each year, for yearly monitoring; compare against baseline after the end of the medium-term; compute for statistical significance from baseline; take the ratio of the actions with statistically significant changes from baseline, against those that do not have, by KRA; enter the ratio as the indicated findings for that KRA in the medium-term.

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[2] Delphi review of the actions; form a panel; get the panel to agree on a baseline (2008) measure of the events of interest of each action, by KRA; do so against a 5-level Likert scale; repeat the procedure every year for monitoring changes; do the same after end of the medium-term and compare against baseline; panel to agree if the medium-term change is considerably significant; take the ratio of the actions with perceived changes from baseline deemed significant by the panel, against those that do not have, by KRA; enter the ratio as the indicated findings for that KRA in the medium-term.

[3] Set the 2008 quantitative baseline of each desired medium-term result (using the Metrics of Results [Table 6.5] for each appropriate medium-term), by related KRA; quantitatively compare after each year, for yearly monitoring; compare against baseline after the end of the medium-term; compute for statistical significance from baseline; take the ratio of the results with statistically significant changes from baseline, against those that do not have, by KRA; enter the ratio as the indicated findings for that KRA in the medium-term.

[4] Delphi review of each desired medium-term result; form a panel; get the panel to agree on a baseline (2008) measure of the events of interest of each result (using the Metrics of Results [Table 6.4] for each appropriate medium-term), by related KRA; do so against a 5-level Likert scale; repeat the procedure every year for monitoring changes; do the same after end of the medium-term and compare against baseline; panel to agree if the medium-term change is considerably significant; take the ratio of the results with perceived changes from baseline deemed significant by the panel, against those that do not have, by KRA; enter the ratio as the indicated findings for that KRA in the medium-term.

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[5] Set the 2008 quantitative baseline of each desired medium-term outcome (using the Metrics of Outcomes [Table 6.5] for each appropriate mediumterm), by related KRA; quantitatively compare after each year, for yearly monitoring; compare against baseline after the end of the medium-term; compute for statistical significance from baseline; take the ratio of the outcomes with statistically significant changes from baseline, against those that do not have, by related KRA; enter the ratio as the indicated findings for that KRA in the medium-term.

[6] Delphi review of each desired medium-term outcome; form a panel; get the panel to agree on a baseline (2008) measure of the events of interest of each outcome (using the Metrics of Outcomes [Table 6.5] for each appropriate medium-term), by related KRA; do so against a 5-level Likert scale; repeat the procedure every year for monitoring changes; do the same after end of the medium-term and compare against baseline; panel to agree if the medium-term change is considerably significant; take the ratio of the results with perceived changes from baseline deemed significant by the panel, against those that do not have, by KRA; enter the ratio as the indicated findings for that KRA in the medium-term.

[7] Compare total enrolment each year beginning year 2 of the medium-term against the total enrolment in year 1 for yearly monitoring; compute for statistical significance the difference of the total enrolment in the last year of the medium-term against the enrolment in the first year of the same medium-term; consider as gain if end year enrolment is significantly higher than in the initial year; consider as cost if otherwise.

[8] Same as procedure [7], but do by degree offering; consider as gain if the number of offerings with significantly higher total enrolment by end of the medium-term is more than those without significant enrolment change; as cost if otherwise.

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[9] Same as procedure [8], but consider as gain if the number of offerings with significantly lower total enrolment by end of the medium-term is less than those without significant enrolment change; as cost if otherwise.

[10] Compare the total peso cost of the actions summed by KRA, against the indicated budget in this Plan; consider as gain if equal or less than planned; as cost if more than planned.

[11] Compare the number of faculty and staff who had earned higher degrees by the end of each year for monitoring against total at the beginning of the medium-term; compare the total at the end of the medium-term against the total at the beginning of the term; consider as gain if total is higher; cost if not.

[12] Compare the number of faculty and staff who had earned higher degrees by the end of each year for monitoring against total at the beginning of the medium-term; compare the total at the end of the medium-term against the total at the beginning of the term; consider as gain if total is higher; cost if not.

[13] Compare the number of faculty and staff who had earned additional similar degrees as presently held by the person (e.g., persons with MA earning another MA or MS in a related field) by the end of each year for monitoring against the total at the beginning of the medium-term; compare the total at the end of the medium-term against the total at the beginning of the term; consider as gain if total is higher; cost if not.

[14] Determine how total depreciation of buildings and other physical assets compare each year against the beginning of the medium-term for yearly monitoring; compare the total at the end of the medium-term against the

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total at the beginning; consider as gain if the amount is not significantly higher (or even lower) at the end of the medium-term; cost if otherwise.

[15] Compare the number of adverse external audit findings each year against the end of the first year of the medium-term for yearly monitoring against the number at the start of the medium-term; compare the percentage rise of the number of adverse findings by the end of the medium-term; consider as gain if the percentage rise is statistically negligible or if reduced; cost if otherwise.

[16] Take the ratio of students coming from places outside Dumaguete against students coming from Dumaguete; compare changes each year for monitoring against the ratio at the beginning of the medium-term; consider as gain if the ratio had increased at the end of the term against at the beginning; cost if otherwise.

[17] Compare the total peso value of gifts and donations to the university each year for monitoring against the total at the beginning of the medium-term; compare the total at the end of the medium-term against at the beginning; consider as gain if significantly higher; cost if not.

[18] Compare the number of donors donations to the university each year for monitoring against the total at the beginning of the medium-term; compare the total at the end of the medium-term against at the beginning; consider as gain if significantly higher; cost if not.

[19] Compare the number of government, non-government, church or funding agencies having externally-funded project with entities in the university, each year for monitoring against the total at the beginning of the medium-term; compare the total at the end of the medium-term against at the beginning; consider as gain if significantly higher; cost if not.

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[20] Take the mean of the two ratios for each KRA in the column; enter the mean ratio of the four (4) KRA ratios, by column.

[21] Take the ratio of the total number of indicated gains against the total indicated costs for each KRA in the column; enter the mean ratio the four (4) KRA ratios in the column.

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TABLE 6.4. Metrics of Results


DESIRED RESULTS Strategic Higher integration of academic & institutional capabilities More capabilities for on-line learning

METRICS, BY KRA (Based on the List of Desired Results in Table 5.4)

Programs and Offerings

Faculty and Staff

1st Medium-Term

Facilities and Systems

Public Support

Programs and Offerings

2nd Medium-Term

Faculty and Staff

Facilities and Systems

Public Support

Number of new degree offerings Number of offerings modified Number of required readings in GE courses Number of GE course taught interdisciplinarily 1st-2nd level college materials in SBE course Number of courses offered on-line Number of F/S collaborating to do their functions Number of F/S with additional competencies Number of F/S using latest IT on their work (including offering eLearning) Adoption of a University Manual Buildings used for multiple functions and groups Number of scholarly and creative products from SU Sharing of facilities and equipment by medical science-related degree programs Leadership positions assigned to younger personnel Enrolment at all levels Size of data base on alumni, donors, and affiliated churches and other institutions Number of alumni and churches recruiting students Number of group visitors in campus by affiliation Activities with local UCCP and other churches Number and diversity of cultural, sports and consortia activities with local and nearby communities Number of externally funded projects Income from SOUL-related activities F/S and students involved in student recruitment Number of new degree offerings Number of offerings modified Number of higher degree programs Integration of GE courses Level of upgrade of SBE curriculum, all levels Breadth of the SOUL program Number of F/S with higher degrees Number of F/S collaborating on FIRE-integration Number of F/S collaborating on SOUL-related programs and activities Number of younger F/S holding heading offices Schedule of constructing new facilities Schedule of developing/upgrading organizational systems Operational level of a Center for Environmental Journalism & Media Studies in CMC Areas covered by student recruitment Silliman involvement in national UCCP affairs Operational level of Resource Development Office Extent of alumni, donors, churches & students support for SU Degree of expansion of SOUL

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TABLE 6.5. Metrics of Outcomes


DESIRED OUTCOMES Strategic Fused Christian witness, academic excellence, excellece in governance, & relevance & reach Added stature of caterer of excellent learning & knowledge

METRICS, BY KRA (Based on the List of Desired Outcomes in Sections B.1 & B.2 in Chapter Fve)

Programs and Offerings

Faculty and Staff

1st Medium-Term

Facilities and Systems

Public Support

Programs and Offerings

Faculty and Staff 2nd Medium-Term

Facilities and Systems Public Support

Gains in integrating faith in instruction, research and extension Diversity of offerings Relevance of offerings Integration of contents Integration of delivery Number of offerings delivered on-line Number of F/S collaborating on FIRE-based functions Number of F/S doing on-line delivery of learning and knowledge products under the SOUL program Supportiveness of facilities for integrating and diversifying academic programs and functions, & their delivery Supportiveness of organizational systems and procedures for integrating and diversifying academic programs and functions, and their delivery Supportiveness of organizational structures for integrating and diversifying academic programs and functions, and their delivery Enrolment at all levels Extent and intensity of collaboration with alumni and friends, local churches, and nearby communities Extent and intensity of support from alumni and friends, local churches, and nearby communities Revenues from SOUL-related activities Extent of mainstreaming of FIRE in curricula Diversity of offerings Relevance of offerings Integration of the contents and delivery of offerings Diversity of learning delivery systems Number of F/S collaborating on FIRE-integration Number of F/S integrating Christian witness and SUs academic excellence, excellence in governance, and relevance and reach Number of F/S designing and doing SOUL-related activities Number of F/S collaborating on SOUL-related activities Institutional support for the integration of FIRE Sufficiency of facilities and organizational systems supporting FIRE and SOUL Enrolment levels across offerings Quality of students Diversity of student origins Intensity and breadth of relations with alumni and friends, churches, government and non-government entities, other academic entities Silliman involvement in local and national affairs Level of gift-giving to Silliman Incomes from SOUL-related activities

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M&E Procedures

1. Track the annual progress in the metrics, using Table 6.3. 2. Determine medium-term findings using the operational procedures described in Table 6.3 and the metrics listed in Tables 6.4 and 6.5. 3. Accomplish Table 6.2 and apply a 5-level Likert scale of performance. 4. Determine long-term findings, by core question, using acceptable performance.

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CHAPTER SEVEN
Acknowledgments

This Strategic Plan is a collective product of many:

1. The Silliman Board of Trustees for its inspiration, leadership and directions:

Prof. Leonor M.Briones, Chair (who provided the over-all leadership in the Board as it set the directions of the planning process); Atty. Noel R. Tan, Vice Chair; Atty. Fema Christina P. Sayson; Board Secretary and Committee Chair, Audit Committee; Hon. Juanita D. Amatong, Committee Chair, Fiscal and Property Committee, who provided technical directions on the planning process; Mr. Ricardo A. Balbido, Jr., Committee Chair, Investment Committee; Dr. Rosita V. Fundador; Committee Chair, Committee on Scholarships; Atty. Reinaldo M. Nolido; Committee Chair, Alumni Affairs Committee; Atty. Felipe Antonio B. Remollo; Committee Chair, Legal Committee; Dr. Rebecca C. Torres, Committee Chair, Programs Committee; Ms. Roselyn G. Delloso; Ms. Edna J. Orteza; Mr. Julio O. Sy, Sr; Rev. Noel C. Villalba, whose term ended on May 31, 2007 while the planning process was going on; Ambassador Antonio P. Villamor; Mr. Madison M. Villavito; Mr. Roman T. Yap, Chair Emeritus; Judge Candelario V. Gonzales, an incoming Trustee (vice Atty. Remollo), also joined the Board as guest in the more recent stages of the planning process before he assumed his seat on 1 June 2008; he joined the Board in approving the Plan on 5 July 2008.

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Dr. Deborah T. Marco, a new Trustee beginning 1 June 2008, who joined the Board in approving this Plan on 5 July 2008.

2. The members of the University Leadership Council representing the community of leaders in the Silliman campus, who mobilized and mustered the internal resources, talents and commitments of the faculty and staff in their different spheres of responsibility, who worked on producing the contents of the Plan:

Dr. Betsy Joy B. Tan, Vice President for Academic Affairs; Prof. Cleonico Y. Fontelo, Vice President for Finance and Administration; Rev. Noel C. Villalba, Silliman University Church Pastor and University Chaplain; Atty. Jose Riodil D. Montebon, University Legal Counsel; Atty. Fe Marie D. Tagle, Human Resource Development Officer-inCharge; Ms. Annabel E. Paa, University Registrar and Admissions Officer; Ms. Norma D. Labrador, University Treasurer; Dr. Earl Jude L. Cleope, Director of Instruction; Dr. Nichol R. Elman, Director of Extension; Dr. Enrique G. Oracion, Director of Research and Development; Prof. Santiago B. Utzurrum, Jr., Dean, College of Agriculture; Prof. Carlos M. Magtolis, Jr., Dean, College of Arts and Sciences; Atty. Tabitha E. Tinagan, Dean, College of Business Administration; Prof. Dave E. Marcial, Dean, College of Computer Studies; Dr. Maria Teresita S. Sinda, Dean, College of Nursing and Allied Health Sciences Dr. Rosario M. Baseleres, Dean, College of Mass Communications; Dr. Muriel O. Montenegro, Dean, Divinity School; Dr. Pablito A. de la Rama, Dean, College of Education; Engr. Teresita A. Cabije, Dean, College of Engineering and Design; Atty. Myles Nicholas G. Bejar, Dean, College of Law; Dr. Reynaldo Y. Rivera, Director, School of Public Affairs and Governance; Prof. Joseph B. Basa, Dean, College of Performing Arts; Dr. Jonathan C. Amante, Director, School of Medicine; Prof. Francisco E. Ablong, Jr., Director, School of Basic Education; Dr. Edna Gladys T. Calingacion, Dean, Student Affairs; Atty. Mikhail Lee M. Maxino, Director, Dr. Jovito R. Salonga Center for Law and Development;

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Dr. Hilconida P. Calumpong, Director, Institute of Environmental and Marine Sciences; Prof. Phoebe A. Tan, Director, Gender Studies Center; Dr. Lynn L. Olegario, Associate Dean, College of Nursing and Allied Health Sciences; Dr. Margaret Helen U. Alvarez, Associate Dean, College of Arts and Sciences; Prof. Jocelyn S. de la Cruz, Director, Alumni and External Affairs; Engr. Edgar S. Ygnalaga, Jr., Superintendent, Buildings and Grounds; Mrs. Jean G. Espino, Manager, University Food Services; Mr. Fred D. Lim, Manager, Central Supply Services; Mr. Burtlan I. Partosa, Manager, Printing Press Prof. Diomar C. Abrio, Manager, Claire Isabel Luce Auditorium; Dr. Elizabeth Susan V. Suarez, Cultural Affairs Officer; Mr. Albert Geroncio Y. Rivera, Head, Management Information System Dr. Evangeline P. Aguilan, Head, Career and Placement Services; Dr. Christopher A. Ablan, Consultant on United Board Matters; Dr. Ma. Cecilia M. Genove, Director, Multimedia Center; Prof. Lorna T. Yso, University Librarian; Ms. Araceli C. Tan, President, Silliman University Staff Association; Prof. Victor R. Aguilan, President, Silliman University Faculty Association (presently on voluntary break from membership in the Council); Ms. Stacy Danika S. Alcantara, President, Student Government; Mr. Mark Raygan E. Garcia, Director, Office of Information and Publications; Prof. Meriam M. Ramacho, Director, University Athletics Program; Ms. Dolores B. Felicitas, Consultant, Manila Office; Ms. Carol R. Bartolata, University Accountant; Mr. Jenny L. Chiu, Internal Auditor.

3. The Chairs of academic departments and of other offices of the university:

Prof. Fred V. Cadelia, Anthropology and Sociology; Prof. Mirasol N. Magbanua, Biology; Prof. Jean Theresa O. Go, Chemistry; Prof. Andrea G. Soluta, English and Literature; Prof. Danilo R. Mira, Filipino and Foreign Languages; Prof. Rosalind B. Ablir, Histroy and Political Science; Prof. Alice A. Mamhot, Mathematics; Prof. John Carl P. Villanueva, Physics; Prof. Rogen Ferdinand E. Alcantara, Psychology;
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Prof. Nora R. Ravello, Speech and Theater Arts; Prof. Emervencia L. Ligutom, Social Work; Prof. Jeffry V. Ocay, Philosophy Program; Prof. Lemuel P. Montenegro, Religious Studies Program; Prof. Jesa S. Selibio, Southeast Asian Studies Program; Prof. Juliet V. Padernal, Basic Language Program; Prof. Renee B. Paalan, Center for Tropical Conservation Studies; Prof. Lorna Ann C. Lachica, Accountancy; Prof. Josefina S. Alcano, Entrepreneurship and General Business; Prof. Ryan C. Montenegro, Management; Prof. Gloria G. Futalan, MBA Program; Mrs. Concesa B. Roleda, ACS; Dr. Mirabelle J. Engcoy, CBA Extension Program; Dr. Wilma M. Tejero, Economics; Prof. Irma Mae V. Ridad, Nutrition and Dietetics; Prof. Audrey Claire C. Tuballa, Physical Education; Dr. Rudy B. Lopez, Teacher Education; Engr. Connie F. Inquig, Civil Engineering; Engr. Ma. Lorena L. Tuballa, Electrical and Computer Engineering; Engr. Ruilo O. Ignacio, Foundation Engineering; Engr. Jaychris Georgette Y. Onia, Mechanical Engineering; Engr. Ed O. Omictin III, Information Technology; Prof. Melody Angelique C. Rivera, Computer Science; Engr. Albert Geroncio Y. Rivera, Information Management; Prof. Luz R. Erum, High School; Prof. Thelma M. Aplaon, Elementary School; Prof. Rosevilla B. Larena, Early Childhood School; Prof. Teodora Cubelo, Medical Technology; Dr. Lynn L. Olegario, Physical Therapy; Prof. Evalyn E. Abalos, Level I Coordinator, CNAHS; Prof. Rowena M. Turtal, Level II Coordinator, CNAHS; Prof. Barbara Lyn A. Galvez, Level III Coordinator, CNAHS; Prof. Theresa A. Guino-o, Level IV Coordinator, CNAHS; Maj. Cresencio C. Tan (Res), Assistant Commandant, ROTC-NSTP; Col. Andres O. Legaspi, (Ret), Senior Tactical Officer, ROTC-NSTP

4. The alumni and members of the Dumaguete community, who kindly reviewed and remarked on Sillimans academic programs and offerings:

Ms. Lorna Pea Reyes-Makil Ms. Myrna Pea Reyes-Sweet Dr. Juanito C. Magbanua Atty. Gilbert Arbon

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Mr. Don R. Uypitching Dr. Everett L. Mendoza Mr. Jack Washington Mr. Madison M. Villavito Bishop Erme Camba Judge Candelario V. Gonzales Mr. Dindo Generoso Mr. Florante Vicua Engr. Dominador Dumalag, Jr. Mr. Ben Bokingo Mr. Ruben Bokingo

5. The staff of the Offices of the President, Vice President for Academic Affairs, and Vice President for Finance and Administration, who provided the key support services in this planning exercise:

Prof. Josefina S. Alcano, Planning Assistant to the Office of the President, who ensured that the processes were well done; Prof. Gloria P. Basa, Assistant to the President; Ms. Jocelyn V. Salatandre, Secretary, Office of the President; Ms. Semper Lumine E. Gaturian, Assistant to the Vice President for Academic Affairs; Ms. Lorna T. Denoy, Secretary, Office of the Vice President for Academic Affairs; Teresa I. Barnig, Secretary, Office of the Vice President for Finance and Administration; Mr. Ian Rosales Casocot, Faculty, Department of English and Literature; Mr. Rigel C. Suarez, Technical Staff, Office of Information and Publications; Mr. Arsenio F. Inoferio, Staff Driver; Mr. Pablo B. Condicion, Staff Driver; Mr. Wilfredo T. Amor, Staff Driver; Mr. Alfredo N. Abesa, Staff Driver; Mr. Roland L. Dicen, Student Assistant; Ms. Jane A. Manaquil, Student Assistant; Ms. Chunche G. Tan, Student Assistant; Ms. Richie G. Vallespin, Student Assistant;

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6. Two colleagues from the University of the Philippines, who kindly extended to us their kindness and services to facilitate some processes of the planning exercise:

Dr. Grace Jamon Dr. Violeta Bautista

7. Mr. Ian Rosales Casocot of the Department of English and Literature also did the final editing and formatting of this document.

8. Finally, our Almighty and Wonderful God, who gave us power and perseverance to complete the planning process. His is the glory.

Ben S. Malayang III


UNIVERSITY PRESIDENT June 2008

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ANNEX I
Organizational Chart of Silliman University, 2008
BOARD OF TRUSTEES
Internal Audit

PRESIDENT
UNIVERSITY RELIGIOUS LIFE COUNCIL University Chaplain

UNIVERSITY LEADERSHIP COUNCIL

Alumni Affairs Office

UNIVERSITY LEGAL COUNCIL

University Legal Counsel

Office Of Information & Publication

University Planning Office

VICE PRESIDENT FOR FINANCE AND ADMINISTRATION


Bids and Awards Committee

VICE PRESIDENT FOR ACADEMIC AFFAIRS


ACADEMIC COUNCIL DEANS CONFERENCE

AdHoc Study And Working Groups (e.g., Asset Management, Marketing, Etc.)

Director of Instruction Continuing Fellowship Committee (For Gifts/Donations)

Office of Student Affairs

Director of Research University Library Services Director of Extension

University Standing Committees (e.g., Housing, Finance, and Others)

Registrar and Admissions

Athletics Director

DEANS AND ACADEMIC UNIT DIRECTORS


MANILA LIAISON OFFICE SECURITY & SAFETY BUILDINGS AND GROUNDS ANCILLARY SERVICES Bookstore Cafeteria Farm Operations Press Dormitories

DEPARTMENTS AND INSTITUTES

CENTERS AND PROGRAMS

MGMT INFO SYSTEM SERVICES

HUMAN RESOURCE DEVT OFFICE

BUSINESS & FINANCE OFFICE

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Annex II
The SOUL Program

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Annex III
Schedule of Financial and Capital Requirements, By Action
TABLE III.1.1 Estimated Costs (in PhP) for Actions on Programs and Offerings, 1st Medium-Term 20082012
ACTIONS Degree Courses* Revision of some courses Addition of courses to existing programs, with new offerings added to existing ones Replacement of some offerings General Education* Institutionalize the integration of curricular materials and learning activities across related courses Require more extensive readings in each General Education course, with the readings selected to expose students to the classics in the field Add to the number of academic units offering General Education courses to get their respective faculty to get back to the basics and get exposed to the challenges of teaching younger learners Basic Education Add curricular materials, readings, and self-learning activities mathematics and science courses in all levels and departments. Engage the college faculty to collaborate with the SBE faculty in designing and conducting courses in mathematics and the sciences. Institute and adopt curricular and co-curricular incentives for self-learning and grouplearning initiatives in arts and the humanities. Institute a policy of no child left behind in all departments (Early Childhood, Elementary, and High School), and set up enrichment and assisted learning programs shall be set up. eLearning Set up the Silliman Open University Learning (SOUL) Program, which will be designed to serve as umbrella program to eLearning and other related on-line services in the university): 1. Design and develop new on-line systems for delivering some courses and for acquiring remote teaching resources, and improve the systems. 2. Deliver selected offerings in eLearning mode and format initially for on-campus students, and then later to off-campus learners; develop the application of the same eLearning systems for on-line trade of knowledge products; and expand campus facilities for on-line acquisition of learning resources. 3. Expand users and subscribers, and also the number faculty and staff who can deliver eLearning and knowledge product outsourcing (KPO) services (on-line consultancy); and use SOUL to stimulate business incubation and students interests on entrepreneurship. Undertake market studies to identify Sillimans local and international niche in eLearning, KPO services, and business incubation, and develop the strategies and program packages to acquire a sustainable and long-term market for SOUL.
* PLEASE REFER TO TABLE 4.2 STARTING ON PAGE 80 FOR SPECIFIC ACTIONS ON PROGRAMS AND DEGREES

ESTIMATED COST (PhP)

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 143

TABLE III.1.2 Estimated Costs (in PhP) for Actions on Programs and Offerings, 2nd Medium-Term 20122016
ACTIONS Degree Courses* Silliman will continue to keep most of its present programs and offerings because they are anticipated to remain relevant to most Filipinos, but more of them will be delivered on-line for students both inside and outside the campus. General Education* Widen the number of general education courses to be set for inter-disciplinary offerings and delivery. Related courses (e.g., natural sciences, social sciences, humanities, arts, communication, and languages) may be redesigned and, while maintaining their disciplinal contents, re-packaged into a higher unity of topics (e.g., chemistry and biology into ecology). Some courses may be collaboratively delivered by teaching teams coming from different disciplines. Develop an alternative Honors Program for students preferring to do individual work (an open option for all students). Prescribe supervised schedules of topics for the students research, covering the disciplinal contents of more than one course. Add reading options to existing General Education courses. Open discussions of seminal works by students may be made an option for examinations. Review the General Education program (College and SBE) to consider measures for its possible upgrading, re-mixing, or honing of pedagogy. Basic Education Review and take measures to improve the mix and relevance of the curricular materials, readings and self-learning activities of SBE classes in all levels and departments. This shall aim to upgrade and improve the value of Sillimans basic education curriculum by this time. Add higher competency materials and learning activities in mathematics and science courses in all levels and departments. Institute learning competitions (e.g., quizzes and bees) and incentives (e.g., learning visits to other places or institutions) in all levels and departments. These will cover mathematics, sciences, arts, and the humanities. eLearning Expand the curricular and program coverage of the SOUL Program and the universitys eLearning systems and facilities. Design more courses for delivery on-line. Institute robust monitoring, evaluation and excellence standards on eLearning.
* PLEASE REFER TO TABLE 4.5 STARTING ON PAGE 102 FOR SPECIFIC ACTIONS ON PROGRAMS AND DEGREES

ESTIMATED COST (PhP)

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 144

TABLE III.2.1 Estimated Costs (in PhP) for Actions on Faculty and Staff, 1st Medium-Term 2008-2012
ACTIONS Arrange and conduct wider faculty and staff collaborations College and SBE faculty in chemistry, biology, physics and math will jointly design the SBEs science and mathematics subjects in all levels; and the college faculty will be assisting and providing support to the SBE faculty. The faculty of the School of Medicine, CNAHS, College of Education, College of Agriculture, College of Law, CBA, CAS, and Divinity School, will conduct collaborative teaching, research and community service activities in the Marina Clinic. They will do comprehensive healing programs in medical care, livelihood enterprises, hospice care, and care for persons in transition. The faculty of the College of Agriculture, Institute of Environmental and Marine Sciences, CAS, CBA, Divinity School, CNAHS, College of Education, and the College of Engineering and Design will be doing collaborative field learning activities in Ticao. Faculty members of at least two schools or colleges will jointly conduct at least one cultural or art activity every semester. The faculty of the Divinity School will assist the faculty of other schools and colleges in designing and conducting at least one faith strengthening activity in the campus and surrounding communities every year. Widen the disciplinal specializations and competencies of the faculty and staff. Faculty and staff development will be extended to include higher training and additional competencies in both their core and related disciplines. Faculty members in the College of Agriculture to acquire higher academic credentials and training in agronomy, animal science, agribusiness, sustainable agriculture, agricultural entrepreneurship, natural resource management, rural development management, and on the ecology, primary productivity and agricultural systems of small islands. At least 5 faculty members in the Colleges of Arts and Sciences, Business Administration, and those affiliated with the School of Public Affairs and Governance, to acquire Ph.D.s in any social science discipline. Faculty members of Medical Technology and Physical Therapy to acquire more technical exposures and training on the latest techniques in their fields. At least 20 visiting scholars have been invited to the campus to develop academic and scholarly collaborations with Silliman faculty, staff, and students. Expand the competencies of the faculty and staff in on-line education and eLearning technologies. ESTIMATED COST (PhP)

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TABLE III.2.2 Estimated Costs (in PhP) for Actions on Faculty and Staff, 2nd Medium-Term 2012-2016
ACTIONS Introduce new incentives for faculty collaborations in faith strengthening, instruction, research, and instruction (FIRE), and promote the higher integration and syntheses of disciplinal offerings into contemporary interdisciplinary topics like poverty and governance; cultural articulation and conflicts; political geography; small island agriculture and social systems; and climate change and global systems change. Send out at least ten (10) faculty and staff for advanced training in on-line learning systems and pedagogy. The faculty will focus on acquiring higher academic credentials in cyber-based curricular design and delivery. The staff will focus on developing eLearning systems and facilities. They will constitute the core pool of faculty and staff for widening Sillimans SOUL program capabilities. Review the state of the universitys pool of faculty and staff. Identify future needs and competency requirements. Identify successor generation of leaders. ESTIMATED COST (PhP)

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TABLE III.3.1 Estimated costs (in PhP) for Actions on Physical Development, 1st Medium-Term 2008-2012
YEAR 20082009 ENTITY Greenhouse, CA Nursing Education buildings ACTIONS Build one P2-P4 facility for research on sustainable agriculture and cropping approaches for small islands Erect 2nd and 3rd buildings; the third will house the William Barry Thomson Learning Resource Center; install robotic and informatics lab; their design will ensure that they are useful to Sillimans other medical & health programs as well Rehabilitate; improve ventilation and seating; expand inside space by scaling down the stage; improve its ability to host athletic & large community gatherings; flooring Roofing; rehabilitation Rehabilitate to more presentable and safer state Create spaces for ROTC and Athletics Offices; classrooms Make the ball field meet standards Improve Archery Range and facilities Rehabilitate and equip to become a secondary health and medical service & learning facility Repair roof; improve ventilation, sound and lighting systems; repaint inside; extend side paneling Repaving and rehabilitation; pave road to Kalauman Rehabilitate roof and rooms Improve seating and inside conditions including access for the differently-abled Improve stage, lighting and sound systems Rehabilitation; improvement of rooms and fixtures Put more greenery; develop parking areas; install more outdoor study areas; add more color; redesign fences Install sprinkler systems Repair and rehabilitate McKinley, Rodriguez Halls; Chapel of Evangel Rehabilitate to become a Student Center, and to also house the Central Supply and Souvenir Shop Rehabilitate and design the 2nd Floor into a Gallery of Gratitude and function rooms Rehabilitate to create studio units for single Faculty/Staff Start first panel, in fence near Silliman Hall Build building as adjunct to Villareal Hall Build complex in the Sibulan property Build first structure on the site; resolve right-of-way
CONTINUED

ESTIMATED COST (PhP)

Gymnasium

Alaska and MONAPIL Courts Grandstand & Ball Field

Marina Clinic SU Church Roads and Drainage Luce Auditorium

Uytengsu Engineering Hall Campus Landscape

Dorms & Silliman Hall Divinity School Oriental Hall Hibbard Hall Abbey Jacobs Heritage Builders Wall Salonga Center Creative Writing Center Kaadlawon Center

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YEAR

ENTITY F/S Housing Information Technology Facilities

ACTIONS Repair and repaint campus units, including End House Densify towards department and office levels; widen WI-FI coverage Expand and improve intranet system for handling sensitive information: grades, accounts Install Knowledge Product Outsourcing capabilities Develop cyber-based lecture and eLearning systems at the AVT Rehabilitate existing buildings, chapel; add rooms for student dorms Repair and repaint Add more public toilet facilities; repaint outside Move to Oriental Hall Move to 1st Floor Hibbard, after small renovations Move to two (2) cottages near Luce after renovations Dismantle & rebuild inside the campus Build Rehabilitate to make it less fire-prone; more sanitary Build amphitheater cum auditorium; repair the old Home Economics building and make it into a Faculty/Staff lounge, offices, and Cafeteria for High School and Elementary; repair and repaint Worcester Hall Build 10-bed Hospice Care Center Rehabilitate 3rd Floor into transients accommodations Rehabilitate; air-condition Occupy the whole first two (2) floors of Guy Hall, except the Printing Press area and the Office of the Internal Audit Strengthen; refurbish to become entirely a museum complex; assembly hall to be limited to small functions Expand greenery; add color to structures Build own landfill Improve and rehabilitate; improve security against contamination Improve drainage; build walkways and study stations Build 20 studio units in the area east of the New Mens Dorm; Repair and repaint Divinity faculty housing units Build new 3-chamber septic tanks to serve as common septic tanks for several buildings Landscape the outside grounds; repaint CE bldg Repair and repaint Silliman Village units General cleaning and repairs, including bathrooms and electrical fixtures Expand building Build Mini Gym in old Kindergarten area Repair and upgrade; upgrade transmission lines Repair students housing unit Repave all roads; clear all drainage Improve and strengthen capacities for remote services (i.e., to support more extensive eLearning services Repair and repaint Expand greenery; further add color to structures Expand; build annex facility toward the north dorm area Rehabilitate and enlarge Dahlia Cottage

ESTIMATED COST (PhP)

20092010

Staff and Student Housing in Ticao Dorms and Silliman Hall SU Church OSA Registrars Office COPA Coop Store Portal East Buildings & Grounds Bldg SBE

Marina Mission Hospital Guy Hall Cafeteria College of Mass Communication Silliman Hall Landscape Landfill Water Supply High School Swamp Area Faculty/Staff Housing Campus Sanitation SU Church Faculty/Staff Housing Dormitories Medical School SBE Power Plant Divinity Compound Roads and drainage IT Systems 20112012 Buildings Landscape Uytengsu Computer Center New Womens Dorm

20102011

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TABLE III.3.2 Estimated costs (in PhP) for Actions on Physical Development, 2nd Medium-Term 20122016
ACTIONS Undertake a comprehensive review of the state and capabilities of existing facilities, in relation to a perspective of future needs that might come about by this time Develop a schedule of upgrading facilities, and constructing new ones. Review existing administrative and support systems and procedures. Identify development needs in relation to a view of future developments of the university. Establish a Center for Environmental Journalism and Media Studies in the College of Mass Communication. ESTIMATED COST (PhP)

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TABLE III.4.1 Estimated costs (in PhP) for Actions on Public Support, 1st Medium-Term 2008-2012
YEAR 20082009 ITEM University Manual ACTIONS Revise and consolidate existing manuals, rules and regulations, new jurisprudence, and Board actions into a single draft University Manual. It is to be based on the first principles on collegiality enunciated and stated in the Code of Christian Collegiality recently approved by the Board Introduce to and discuss with as many of Sillimans constituencies to increase their familiarity with it: faculty, staff, students, alumni; adopt measures to embed the Code in all campus functions and activities Generate alternative formats according to how accounting reports are to be used: for full accounting and audit as per law, for Board presentations, for university committees work, for SEC, for annual reports, for other transparency activities; incorporate in the draft University Manual Do zero-based system; have Board approval; put in draft University Manual Dedicate a Board-determined percentage of dividend earnings for a community chest fund Begin compiling a Manual for Risk Management and Crises Response Review; update intra-rank mobility criteria; improve system integrity Open options to Faculty/Staff to voluntarily add to their Retirement Fund account Shift to HMO subject to: coverage includes existing; coverage includes other hospitals in city and elsewhere; within current costs of Silliman Add medical and health support for retirees Standardize criteria; prioritize single (status) personnel Strengthen; institute additional policies and measures to enhance dormitory services for students Consolidate in the University Manual the rules and regulations governing students in the university; include consistent policies and procedures for sustaining discipline Reports on Receipts shall be widely distributed: Information and Publications, Alumni Office, Weekly Sillimanian, SAAI, Continuing Fellowship Committee; SUACONA Letter acknowledgements by the President within one (1) week of receipt Confer Order of Horace B Silliman to more donors of gifts over 1M pesos value Other donors to be listed in Gallery of Gratitude Regularize annual entries to Heritage Builders Wall (SU Faculty/Staff who have served Silliman for at least 20 years) Name more buildings, rooms, facilities and places in honor of outstanding institutional builders in Silliman Name university-funded scholarships and fellowships in honor of persons and families who helped build up Silliman as a campus
CONTINUED

ESTIMATED COST (PhP)

Code of Christian Collegiality

Financial and Accounting Reporting System

Budgeting Community Chest Risk Management FSAS Retirement Fund Medical and Health Benefits Retirees Faculty/Staff Housing Privileges Dormitory Management Student Activities

Procedures for Receiving and Acknowledging Gifts from alumni and friends

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 150

YEAR

ITEM Financial and Asset Management

ACTIONS Produce complete inventory of real assets At least 50% additional titling of land assets Draft guidelines for joint ventures over assets; get Board approval Design/develop revenue-generating Knowledge Product Outsourcing Services for LGU, SME, and off-campus ESL and tutorial students Consolidate all monies and accounts held by units into the universitys community of accounts Adopt measures to improve liquidity position Simplify report formats on enrolments, faculty loads, contracts, faculty and staff salaries and benefits; student profiles Design and start the development of an Alumni and Friends Data Base Develop Knowledge Product Outsourcing and eLearning systems Submit for Board approval; reproduce for all Faculty/Staff Complete the Manual for Risk Management and Crises Response Refine further, if needed

ESTIMATED COST (PhP)

MIS

20092010

University Manual Risk Management Financial and Accounting Reporting Sys Budgeting Medical and Health Benefits Retirees Alumni and Friends Financial and Asset Management

MIS

20102011

Investments Actuarial Risk Management Inventory Student Activities Faculty and Staff

Review the procedures for the purpose of ironing out kinks Review actual first year costs to Silliman; compare with previous Develop updated directory Prepare, submit to them a report on the use and beneficiaries of their gifts At least 50% more titling of land assets Begin at least one joint venture on a piece of Sillimans land Start operating revenue-generating Knowledge Product Outsourcing Services for LGU, SME, and off-campus ESL and tutorial students Convert a proportion of foreign exchange into ROP bonds Fully automate enrolment, faculty loading, room utilization and assignments, grading, and student records Operationalize Alumni and Friends Data Base Design, install eLearning and Knowledge Product Outsourcing systems Review; adopt an updated strategy Review and conduct a new survey and valuation; focus on depreciations and risks to properties Adopt reward systems and incentives for F/S involved in risk identification and crises response Conduct comprehensive review and upgrading of lists of assets; do valuation of existing assets Adopt rewards and incentives for peer-learning and peer-teaching initiatives Adopt rewards and incentives for high recognition among peers
CONTINUED

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 151

YEAR 20112012

ITEM Budgeting Investments Inventory

ACTIONS Review and upgrade procedures; reflect upgrades in University Manual Diversify the investment of foreign exchange holdings Condemn and de-list unserviceable and unusable assets; clean up the inventory of all assets; submit to Board for confirmation Expand the systems and facilities for Knowledge Product Outsourcing and eLearning Upgrade all systems; review and evaluate the relevance and appropriateness of existing IT facilities and systems in the university

ESTIMATED COST (PhP)

MIS

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 152

TABLE III.4.2 Estimated costs (in PhP) for Actions on Public Support, 2nd Medium-Term 2012-2016
ACTIONS Collaborate with alumni, churches and friends to extend student recruitment activities to Luzon and the Autonomous Region in Muslim Mindanao, as well as to nearby Asian countries with low numbers of higher education institutions. Further expand the community reach of the universitys cultural and sports and athletics programs Further expand its consortium arrangements with other schools (expanding this to schools outside Dumaguete) Alumni sponsorship of dormitories. Elevate the Resource Development Task Force into a Resource Development Office to professionally engage alumni and friends to develop fund sources. Expand SOUL and its program components: eLearning; knowledge product outsourcing; on-line training and tutorials; and business incubation. Deploy SOUL to assist UCCP churches nationwide. ESTIMATED COST (PhP)

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 153

Annex IV
Board of Trustees Qualifications
School Year 2008-2009

NAME

AMATONG, JUANITA D. Outstanding Sillimanian Award (Government & Finance, 1987) TERM EXPIRES 31 May 2011 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT BBA, Silliman University, 1955 (cum laude) MA (Economics), Syracuse University, 1959 POSITION Monetary Board, Central Bank of the Philippines Secretary, Department of Finance

NAME

BALBIDO, RICARDO A. Outstanding Sillimanian Award (Banking and Finance), 1994 TERM EXPIRES 31 May 2009 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT BBA (Accounting), Silliman University, 1978 Graduate Studies, Ateneo de Manila University, 1978 AIM, 1991 POSITION President, Philippine Veterans Bank

NAME

BRIONES, LEONOR M. Outstanding Sillimanian Award (Public Administration), 1982 TERM EXPIRES 31 May 2009 CONSTITUENCY UCCP EDUCATIONAL ATTAINMENT BBA (Accounting), Silliman University, 1958 MPA, University of the Philippines, 1967 Post-graduate Studies: Leeds University,1968 Harvard University, 1984 Professor, University of the Philippines POSITION Presidential Adviser for Social Development, 13 July 2000January 2001 Treasurer of the Philippines, August 2000-January 2001

NAME

DELLOSO, ROSELYN G. Outstanding Sillimanian Award (Entrepreneurship), 1998 TERM EXPIRES 31 May 2013 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT BSN, Silliman University, 1962 POSITION President and General Manager, Gridel Trading Inc., 1992 Founder and CEO, Green Thumb Nuts Center, Nuts to Go Trading, Chichas Enterprises, 2002

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX IV | PAGE 154

FUNDADOR, ROSITA V. Outstanding Sillimanian Award (Environmental Science), 1992 TERM EXPIRES 31 May 2012 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT BS (General Science), Silliman University, 1963 MAT (General Science), Silliman University, 1975 Ph.D. (Environmental Science), University of the Philippines, 1984 POSITION Director, Philippine Science High School, Mindanao Campus

NAME

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT POSITION

GONZALEZ, CANDELARIO V. 31 May 2013 Alumni BBA, Silliman University, 1974 LlB, Silliman University, 1978 Executive Judge, RTC, Branch 45, Bais City Acting Presiding Judge, RTC, Branch 44, Dumaguete City

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT

POSITION

MARCO, DEBORAH T. 31 May 2012 UCCP BSE, Silliman University, 1968 (class honors) Bachelor of Arts, Samar College, 1974 Bachelor of Laws, Samar College, 1988 MA in Management (Public Management), UP Tacloban, 1983 Ph.D. Educational Management, Samar State University, 1993 City Secretary, City of Catbalogan

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT POSITION

NOLIDO, REINALDO M. 31 May 2010 Alumni LlB, Silliman University, 1955 (cum laude) Lay Preacher and Sunday School Teacher, Bacolod Evangelical Church Retired Provincial Prosecutor, Negros Occidental

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT POSITION

ORTEZA, EDNA J. 31 May 2010 UCCP AB (English), Silliman University, 1970 Graduate Studies, MA in Education, Agusan Colleges Executive Director, CREATE-UCCP Executive Director, Christian Education Unit, UCCP Documentor-Writer-Editor-Consultant

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX IV | PAGE 155

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT

POSITION

SAYSON, FEMA CHRISTINA P. 31 May 2012 SUFI HS 1980, Silliman University BBA (Accounting), Silliman University, 1984 (magna cum laude) LIB, Ateneo de Manila University, 1989 Treasurer and VP for Corporate and Legal Affairs, Citra Metro Manila Tollways Corporation

NAME

SY, JULIO SR. O. Outstanding Sillimanian Award (Business), 1971 TERM EXPIRES 31 May 2010 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT HS, Silliman University, 1950 POSITION President, BUSCO Sugar Milling Co., Inc HIDECO Sugar Milling Co., Inc. New Bian Yek Commercial Chairman/President, Dumaguete City Development Bank Chairman, Lorenzo Shipping, Metro Manila

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT

POSITION

TORRES, REBECCA C. 31 May 2012 UCCP AB, Silliman University, 1975 (magna cum laude) MA, Silliman University, 1981 Ph.D. in Social Psychology, Ateneo de Manila University, 1996 Academic Vice President, Ateneo de Naga University Formerly Dean, Graduate School and Social Sciences, and Department Chair, Ateneo de Naga University

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT POSITION

VILLAMOR, ANTONIO P. 31 May 2011 Alumni Associate in Arts, Silliman University, 1953 LIB, University of the Philippines, 1957 Philippine Ambassador to the Kingdom of Saudi Arabia

NAME TERM EXPIRES CONSTITUENCY EDUCATIONAL ATTAINMENT POSITION

VILLAVITO, MADISON M. 31 May 2010 Alumni BBA, Silliman University, 1972 Businessman

YAP, ROMAN T. Chairman Emeritus EDUCATIONAL ATTAINMENT HS, Silliman University, 1948 BS Chemical Engineering, National University, 1951 POSITION President, Central Marketing Corporation Alaska Trading Co., Inc. Makati Agro Trading, Inc., Metro Manila

NAME

SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX IV | PAGE 156

The Silliman Open University Learning Program (SOUL)


This serves as an umbrella program covering 3 on-line activities in Silliman:

1. e-Learning
The delivery of courses and teaching materials (e.g. teaching ESL and conducting tutorials) online and the acquisition of learning resources (e.g. charts, diagrams, lectures) on-line. Three modules: A, B, C below

Lectures offsite but on-line Silliman faculty on campus and on-line common screen

Students on individual CRTs in their own places inside or outside the campus

on-campus students

Teacher is off-campus, on-line

Students on individual CRTs, on or off-campus, all on-line

2. Knowledge Product Outsourcing (KPO)


Customers (LGUs, SMEs, NGOs, others) are linked to Silliman faculty, staff or students on-line, for the latter to give the customers off-site and on-line services (e.g. consultancy advice on legal matters, bookkeeping, tax advisory, others).

Off-campus clients needing specific knowledge products

Silliman faculty/staff/students on campus and on-line

3. Business or Enterprise Incubation


Silliman hosts and is involved in starting-up new business ideas. Two modules A & B below

shop

Business Person Silliman faculty/staff/students helping the shop Silliman Campus

Same as KPO