THETHE SILLIMAN SILLIMAN STRATEGIC PLANSTRATEGIC … · Psychology Prof. Rogen Ferdinand E....
Transcript of THETHE SILLIMAN SILLIMAN STRATEGIC PLANSTRATEGIC … · Psychology Prof. Rogen Ferdinand E....
THETHETHETHE
SILLIMANSILLIMANSILLIMANSILLIMAN
STRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLANSTRATEGIC PLAN
2008200820082008----2016201620162016
Speed is irrelevant if you’re going in the wrong direction. MAHATMA GANDHI
SILLIMAN UNIVERSITY DUMAGUETE CITY
PHILIPPINES
JUNE 2008
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SILLIMAN UNIVERSITY
BOARD OF TRUSTEES
MEMBERS OF THE BOARD OF TRUSTEES School Year 2008-2009
AMATONG, JUANITA D. SUFI BALBIDO, RICARDO A., JR. SUFI BRIONES, LEONOR M., UCCP DELLOSO, ROSELYN G. SUFI FUNDADOR, ROSITA V. ALUMNI MARCO, DEBORAH T. UCCP GONZALEZ, CANDELARIO V. ALUMNI NOLIDO, REINALDO M. ALUMNI SAYSON, FEMA CHRISTINA P. SUFI SY, JULIO O. SR. SUFI TORRES, REBECCA C. UCCP VILLAMOR, ANTONIO P. ALUMNI VILLAVITO, MADISON M. ALUMNI
OUTGOING
REMOLLO, FELIPE ANTONIO B. ALUMNI TAN, NOEL R. UCCP VILLALBA, NOEL C. UCCP
OFFICERS LEONOR M. BRIONES Chair JUANITA D. AMATONG Vice Chair FEMA CHRISTINA P. SAYSON 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 Leonor M. Briones, UCCP VICE CHAIR Juanita D. Amatong, SUFI SECRETARY Fema Christina P. Sayson, SUFI MEMBERS 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 Edna J. Orteza MEMBERS 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 Candelario V. Gonzalez MEMBERS Reinaldo M. Nolido Fema Christina P. Sayson Programs and Services
CHAIR Rebecca C. Torres MEMBERS Rosita V. Fundador Deborah T. Marco Edna J. Orteza Mrs. Roselyn G. Delloso Investment
CHAIR Ricardo A. Balbido Jr. MEMBERS Juanita D. Amatong
Madison M. Villavito Julio O. Sy Sr.
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Alumni Affairs
CHAIR Reinaldo M. Nolido MEMBERS Roselyn G. Delloso
Antonio P. Villamor Rosita V. Fundador Madison M. Villavito
Audit
CHAIR Fema Christina P. Sayson MEMBERS Ricardo A. Balbido Jr.
Juanita D. Amatong Chairman Emeritus Roman T. Yap Ex-officio Dr. Ben S. Malayang III, President SUMCFI Representatives Juanita D. Amatong
Madison M. Villavito Reinaldo M. Nolido
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SILLIMAN UNIVERSITY
ADMINISTRATION
POSITION NAME TERM President Dr. Ben S. Malayang III June 2006–May 2011
Vice President for Academic Affairs Dr. Betsy Joy B. Tan June 2008–May 2011
Vice President for Finance and Administration Prof. Cleonico Y. Fontelo June 2008–May 2011
Internal Auditor Mr. Jenny L. Chiu June 2008–May 2011
Officer In-Charge, Human Resource Development Office Atty. Fe Marie D. Tagle May 2008–May 2011
Registrar and Admissions Officer Ms. Annabelle E. Pa-a June 2007–May 2010
Treasurer Mrs. Norma D. Labrador June 2008–May 2011
DEANS AND DIRECTORS Director for Instruction Dr. Earl Jude L. Cleope June 2008–May 2011
Director for Extension Dr. Nichol R. Elman June 2007–May 2010
Director for Research and Development Dr. Enrique G. Oracion June 2007–May 2010
Dean, College of Agriculture Prof. Santiago B. Utzurrum Jr. June 2007–May 2010
Dean, College of Arts and Sciences Prof. Carlos M. Magtolis Jr. June 2007–May 2010
Dean, College of Business Administration Atty. Tabitha E. Tinagan June 2007–May 2010
Dean, College of Mass Communication Dr. Rosario M. Baseleres June 2007–May 2010
Dean, Divinity School Dr. Muriel O. Montenegro June 2007–May 2010
Dean, College of Education Dr. Pablito A. dela Rama June 2007–May 2010
Dean, College of Engineering and Design Engr. Tessie A. Cabije June 2007–May 2010
Dean, College of Law Atty. Myles Nicholas G. Bejar June 2007–May 2010
Director, Medical School Dr. Jonathan C. Amante June 2007–May 2010
Dean, College of Nursing and Allied Health Sciences Dr. Ma. Teresita S. Sinda June 2007–May 2010
Dean, College of Performing Arts Prof. Joseph B. Basa June 2007–May 2010
Director, School of Basic Education Prof. Francisco E. Ablong Jr. June 2007–May 2010
Dean, College of Computer Studies Prof. Dave E. Marcial June 2007–May 2010
Dean, Student Affairs Dr. Edna Gladys T. Calingacion June 2007–May 2010
Director, School of Public Affairs and Governance Dr. Reynaldo Y. Rivera June 2007–May 2010
ASSOCIATE DEANS College of Arts and Sciences Dr. Margaret Helen U. Alvarez June 2007–May 2010
College of Nursing and Allied Health Sciences Dr. Lynn L. Olegario June 2007–May 2010
DEPARTMENT CHAIRPERSONS COLLEGE OF ARTS AND SCIENCES
Anthropology/Sociology Prof. Fred V. Cadeliña June 2007–May 2009
Biology Prof. Mirasol N. Magbanua June 2007–May 2009
Chemistry Prof. Flordeliza G. Sillero June 2008–May 2009
English and Literature Prof. Andrea G. Soluta June 2007–May 2009
Filipino and Foreign Languages Prof. Rosalia M. Lopez June 2008–May 2009
History and Political Science Prof. Rosalind B. Ablir June 2007–May 2009
Mathematics Prof. Alice A. Mamhot June 2007–May 2009
Physics Prof. John Carl P. Villanueva June 2007–May 2009
Psychology Prof. Rogen Ferdinand E. Alcantara June 2007–May 2009 Speech and Theatre Arts Prof. Nora R. Ravello June 2007–May 2009
Social Work Prof. Emervencia L. Ligutom June 2007–May 2009
COLLEGE OF BUSINESS ADMINISTRATION
Accountancy Ms. Loren Ann C. Lachica June 2007–May 2009
Entrepreneur/General Business Prof. Josefina S. Alcano June 2007–May 2009
Management Prof. Ryan C. Montenegro June 2007–May 2009
Economics Prof. Wilma M. Tejero June 2008–May 2009
COLLEGE OF EDUCATION
Home Economics/Nutrition and Dietetics Prof. Irma Mae V. Ridad June 2007–May 2009
Physical Education Prof. Darnalita S. Cordova June 2008–May 2009
Teacher Education Dr. Rudy B. Lopez June 2007–May 2009
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COLLEGE OF ENGINEERING
Civil Engineering Engr. Connie F. Inquig June 2007–May 2009
Electrical & Computer Engineering Engr. Ma. Lorena L. Tuballa June 2007–May 2009
Foundation Engineering Engr. Ruilo O. Ignacio June 2007–May 2009
Mechanical Engineering Engr. Jaychris Georgette Y. Onia June 2007–May 2009
COLLEGE OF COMPUTER STUDIES
Information Technology Engr. Ed O. Omictin III June 2007–May 2009
Computer Science Engr. Chuchi S. Montenegro June 2007–May 2009
Information Systems Prof. Melody Angelique C. Rivera June 2007–May 2009
COLLEGE OF NURSING & ALLIED HEALTH SCIENCES
Medical Technology Prof. Teodora A. Cubelo June 2007–May 2009
SCHOOL OF BASIC EDUCATION
Associate Director, Administration Prof. Thelma M. Apla-on June 2007–May 2009
Associate Director, Instruction-Research-Extension Prof. Luz R. Erum June 2007–May 2009
Chair, Early Childhood School Mrs. Rosevilla B. Larena June 2007–May 2009
COORDINATORS COLLEGE OF ARTS AND SCIENCES
Center for Women's Studies Program Prof. Phoebe A. Tan June 2007–May 2009
Philosophy Program, OIC Dr. Reynaldo Y. Rivera June 2008–Oct 2008
Religious Studies Program Prof. Lemuel P. Montenegro June 2007–May 2009
Southeast Asian Studies Program Prof. Jesa S. Selibio June 2007–May 2009
Basic Language Program Dr. Evelyn F. Mascuñana June 2008–May 2009
Center for Tropical Conservation Studies Prof. Renee B. Paalan June 2007–May 2009
COLLEGE OF BUSINESS ADMINISTRATION
MBA Program Prof. Gloria G. Futalan June 2007–May 2009
ACS Mrs. Concesa B. Roleda June 2007–May 2009
Extension Dr. Mirabelle J. Engcoy June 2007–May 2009
COLLEGE OF NURSING & ALLIED HEALTH SCIENCES
Level I Coordinator Prof. Evalyn E. Abalos June 2007–May 2009
Level II Coordinator Prof. Rowena M. Turtal June 2007–May 2009
Level III Coordinator Prof. Barbara Lyn A. Galvez June 2007–May 2009
Level IV Coordinator Prof. Theresa A. Guino-o June 2007–May 2009
UNIT HEADS University Pastor and Chaplain Rev. Noel C. Villalba June 2007–May 2009
University Legal Counsel Atty. Jose Riodil D. Montebon June 2007–May 2009
Consultant, Manila Office Ms. Dolores B. Felicitas June 2007–May 2009
Director, External & Alumni Affairs Prof. Jocelyn S. dela Cruz June 2007–May 2009
University Librarian Mrs. Lorna T. Yso June 2007–May 2009
Director, Institute of Environmental and Marine Sciences Dr. Hilconida P. Calumpong June 2007–May 2009
Director, University Athletics Prof. Meriam M. Ramacho June 2007–May 2009
Superintendent, Buildings and Grounds Engr. Edgar S. Ygnalaga Jr. June 2007–May 2009
Director, Office of Information and Publications Mr. Mark Raygan E. Garcia June 2007–May 2009
Director, Dr. Jovito R. Salonga Center for Law and Development Atty. Mikhail Lee L. Maxino June 2007–
Director, Management Information Systems Engr. Albert Geroncio Y. Rivera June 2008–May 2010
Manager, Food Services Department Mrs. Jean G. Espino June 2007–May 2009
Manager, University Press Mr. Burtlan I. Partosa June 2007–May 2009
Manager, Bookstore/Central Supply & Procurement Office Mr. Frederick D. Lim June 2007–May 2009
Manager, Claire Isabel McGill Luce Auditorium Prof. Diomar C. Abrio June 2007–May 2009
Officer In-charge, Security Office Dr. Nichol R. Elman June 2007–May 2009
Coordinator, National Service Training Program Dr. Pablito A. dela Rama June 2007–May 2009
Director, Multimedia Center Dr. Ma. Cecilia M. Genove June 2007–May 2010
Coordinator, Corporate Planning Prof. Josefina Alcano Cultural Affairs Officer Dr. Elizabeth Susan V. Suarez June 2007–May 2009
Career and Placement Officer Dr. Evangeline P. Aguilan June 2007–May 2008
Liaison Officer, United Board Dr. Christopher A. Ablan
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 Framework of the Planning Exercise …………….. 25 CHAPTER 2 Inputs to the Planning Process ………………………… 30 CHAPTER 3 The Planning Process ………….………….………….………. 65 CHAPTER 4 The Plan [Output of the Planning Process] …… 72 CHAPTER 5 Desired Results and Outcomes ………….……………… 115 CHAPTER 6 Metrics ………….………….………….………….………….…………. 123 CHAPTER 7 Acknowledgments ………….………….………….………….….. 134 ANNEX I Organizational Chart of
Silliman University, 2008 ………….………….……………. 140 ANNEX II The SOUL Program ………….………….………….…………. 141 ANNEX III Schedule of Financial and Capital
Requirements by Action ………….………….………….…… 143 ANNEX IV BOT Qualifications ………….………….………….…………… 154
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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 BOT’s 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 “caterer’s approach“ in offering programs in
certain fields, it will not neglect on-campus, face-to-face programs, which
T
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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 community—faculty,
administration, staff, and students—for 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 University’s 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 2008-2016 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
S
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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 about—from
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
F
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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 University’s 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 Silliman’s Apostolate of Excellence”
This means two things:
1. Working on its existing strengths to be better on what it is—a 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 Silliman’s
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 Silliman’s 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 university’s 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 Silliman’s 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
university’s 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 2008-
2012, 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 Academic Affairs (Vice President) (Vice President) Many Units Administrative & Auxiliary Colleges and Schools (Directors/Unit Heads) (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 university’s SUMMA (“Silliman University Mobilizing for Mission
and Action,” which is Silliman’s vision of itself in the long-term), but which the
Board restated in June 2006 to provide a sharper focus of the university’s
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 Silliman’s 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 Silliman’s 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. It involved persons representing different Silliman
constituencies:
2.1 Academic
2.2 Administrative
2.3 Student Government
2.4 Faculty and Staff Associations
2.5 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”).
FIGURE 2. Silliman’s 2-year strategic planning process, 2006-2008
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)
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 4-Point 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)
Public consultation on Proposed Offerings and Programs (April 15, 2008).
The University Leadership Council consolidates division and unit proposals into a 4-Point Unified University Strategic Proposal (April 16, 2008)
ENDS WITH THE BOARD
BOT reviews the university’s Strategic Proposal for consistency with its prescribed VMG; prescribes refinements; decides to approve or defer action (April 19-20, 2008)
Approved the Silliman 4-Point Strategic Plan 2008-2016, disaggregated into SSP 8-16, MTP 8-12, and MTP 12-16
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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
university’s 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 university’s
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
CONTENTS
Framework
Michael Porter’s Competitive Strategy: Techniques for Analyzing Industries and Competitors
Inputs
• Silliman’s Board-approved Vision, Mission, and Goals
• Analyses of Silliman’s institutional Strengths, Weaknesses, Opportunities and Threats
• Reflections on Silliman’s Strategic Options
Process
• A 2-Year Planning Process
• Started with the Board specifying the university’s 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]
Outputs
• 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)
Desired Results and Outcomes
• On Silliman’s operations
• On Silliman’s Vision, Mission and Goals
Metrics
• Measuring strategic progress in 2008-2012
• Measuring strategic progress in 2012-2016
• Measuring strategic progress from 2008-2016
FIGURE 3. Schematic structure of Silliman’s Strategic Plan, 2008-2016
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 22
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 account—using the framework—in
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 university’s Vision, Mission and Goals.
The actions are likewise based on the inputs, but this time on how the
university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 23
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 university’s operations
under his term.
The Board approved the President’s plan, but then desired to adopt a longer-
term view of the university’s directions within and beyond the term of the new
President.
This view was to be based on a fresh restatement of the university’s Vision,
Mission and Goals, which serve as the Board’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | OVERVIEW | PAGE 24
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 Silliman’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 1 | PAGE 22
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 organization’s
products), competition (other producers of the organization’s products),
entrants (new producers of the same products of the organization),
substitutes (other products that the customer may procure instead of the
organization’s products, to equally satisfy his/her needs), and supplier (the
producers of products needed by the organization to produce its own
products); and
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 1 | PAGE 23
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 organization’s culture.
The framework proposes that an organization’s 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 customers—both of
these within the long-term unfolding of its macro-environment.
It is thus critical—from the perspective of this framework—that the
organization’s 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, Silliman’s macro-environment includes the
array of social, economic, technological, and political-legal conditions that,
while hardly within the university’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 1 | PAGE 24
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 Silliman’s; other skill-forming
services that education-seekers might consider other than those offered by
universities like Silliman; and the institutions and entities that supply
Silliman’s needs to maintain its services and operations.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 1 | PAGE 25
Their behavior could affect and influence Silliman’s operations. They could
either boost or erode the university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 1 | PAGE 26
These internal features of the university are anticipated to determine the
limits and compass of Silliman’s ability to respond to changes in its macro-
environment and to the variable conditions of its external environment.
Mainly, these features determine the competitiveness of the university’s
programs and offerings across the changing landscapes of its macro and
external environments.
4. Implications to Silliman’s 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 four—says this framework—would be critical so that Silliman could
command patronage and achieve an attractive edge over other similar institutions
across its continuously unfolding—and changing—macro and external
environments. In short, says this framework, these shall need to be the focus of
Silliman’s Strategic Plan.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 30
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 d’etre 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 31
Silliman’s 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.
Silliman’s 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 world—for 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 32
2.
A Consideration of Silliman University’s Strengths, Weaknesses,
Opportunities, and Threats
The university community considered perceptions of Silliman’s 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 Silliman’s external and internal environments
that, in the view of the university community, could boost the university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 33
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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 34
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 on—and access to—its programs and offerings (Figure
2.2)
5,800
6,000
6,2006,400
6,600
6,800
7,000
7,2007,400
7,600
7,800
8,000
SY 03-04 SY 04-05 SY 05-06 SY 06-07 SY 07-08
6,6137,005
7,3797,522
7,871
FIGURE 2.2. Comparative enrolment in Silliman, SY 2003-2004 to SY 2007-2008
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 35
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 most-number 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 university’s curricular and extra-curricular programs.
Worship is a regular activity across the university. This infuses
spiritual strength that attracts students and supporters to Silliman.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 36
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 PROJECT PERSONNEL
Faculty Career and Placement Office 1 Regular 333 OIP 1 Probationary 154 EDP 1 IEMS 5 Staff Extension Program 9 Regular 286 Justice and Peace Center 6 Probationary 6 BBC (Svc Contractor) 205 Total 779 Century security service 67 Relievers 10 Part time Faculty 49 Total 305
Adjunct Faculty 28 Visiting Prof./lectures 5 Total 82
2.1.10 It has a good academic leadership. Many of Silliman’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 37
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).
FIGURE 2.3. Silliman’s revenues and expenses, 2001-2007
FIGURE 2.4. Silliman’s declining accumulated operational deficits, 2000-2007
Excess (Deficiency) of Revenues over Expenses after Tax
(40,000,000)
(30,000,000)
(20,000,000)
(10,000,000)
0
10,000,000
20,000,000
SY 2000-01 SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07
-
50,000,000.00
100,000,000.00
150,000,000.00
200,000,000.00
250,000,000.00
300,000,000.00
350,000,000.00
400,000,000.00
450,000,000.00
SY 2001-02 SY 2002-03 SY 2003-04 SY 2004-05 SY 2005-06 SY 2006-07
TOTAL REVENUES AND DONATIONS TOTAL EXPENSES
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 38
2.2 Perceived WEAKNESSES
These are the patterns and trends in Silliman’s external and internal environments
that, in the view of the university community, are diminishing the university’s
ability to operate and achieve its Vision, Mission and Goals.
2.2.1 Silliman’s 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. Silliman’s 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 university’s operations and
progress, who may give it alternative views on the university’s 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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 39
• 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)
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 40
2.2.5 Silliman’s 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
Silliman’s competitiveness.
TABLE 2.3. Comparative tuition fees, 2005-2006 (differences in %)
COURSES LEVEL SU USC diff USJR diff HNU diff CIT diff
General Education, Agriculture
I 708.75 472 50 441 61 374.85 89 342.23 107
Arts and Sciences, Music
II 647.85 459 41 441 47 340.77 90 342.23 89
Business III 618.45 459 35 441 40 322.52 92 332.41 85 Mass Communication
IV 570.15 459 24 434.8 31 304.93 87 332.41 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 BACHELORS MASTERS DOCTORATE
Ateneo de Davao 15 18 4 Central Philippine University 26 7 3 Holy Name University 18 2 1 Notre Dame of Marbel University 36 5 1 University of St. La Salle 9 7 1 University of San Carlos 24 15 3 USJR 20 8 4 Xavier University 20 10 2
SOURCE: J. L. Chiu, 2006
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 41
2.2.7 Silliman’s 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)
BASIC ED SHARE REGION % OF
NAT’L POP’N (2000)
ELEM. 12.67%
H.S. 11.70%
COLLEGE SHARE 10.47%
S.U. ENROLMENT
BY REGIONAL SOURCE
ACTUAL SU
SHARE (%)
W Visayas 8.12 877,169 810,014 724,858 68 .0093
C Visayas 7.46 805,872 744,175 665,941 1,200 .1801
E Visayas 4.72 509,881 470,845 421,346 33 .008
W Mindanao 4.04 436,424 403,012 360,644 154 .0427
N Mindanao 3.59 387,812 358,122 320,473 170 .0530
S Mindanao 6.78 732,414 676,341 605,239 23 .0038
C Mindanao 3.39 366,207 338,171 302,619 25 .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 N
Region 7 (Central Visayas) 559 Region 6 (Western Visayas) 159 Region 9 (Western Mindanao) 439 Region 10 (Northern Mindanao) 199 Region 12 & ARMM (Central Mindanao) 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 university’s mainstream programs in
instruction, research, and instruction (which are integral to the
university’s 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 university’s present capabilities to
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 42
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. Silliman’s scholarship portfolio is substantial
(about 10% of annual operating budget), but most grants are partial
(Table 2.7). This weakens the university’s student-drawing power.
TABLE 2.7. Student scholarships and aids
SY 2003-2004
SY 2004-2005
SY 2005-2006
SY 2006-2007
SY 2007-2008
(NUMBER OF RECIPIENTS) Full School Fees Scholarship
A. Corporate scholarship
18 20 26 26 21
B. UBCHEA and Other Substantial Scholarship
37 28 17 24 38
TOTAL 55 48 43 50 59 Partial Scholarship and Aid
A. University Scholarship
170 176 183 181 157
B. Endowment and Aid
267 176 149 119 38
Total 437 352 332 300 195 GRAND TOTAL 492 400 375 350 254
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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 43
TABLE 2.8. Number of faculty and staff enjoying grants for professional growth
PERSONNEL CATEGORY
SY 2005-2006 SY 2006-2007 SY 2007-2008
Faculty 135 91 93 Staff 11 5 3
2.2.12 Silliman’s 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 university’s 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 RANK STATUS SCHOOL
YEAR
TOTAL B
accala
ure
ate
Maste
rs
Do
cto
raL
Instru
cto
r
Assis
tan
t P
rofe
sso
r
Asso
cia
te
Pro
fesso
r
Pro
fesso
r
Reg
ula
r
Tem
po
rary
2003-2004 383 224 136 23 228 122 24 9 316 67 2004-2005 394 239 135 20 244 122 19 9 302 92 2005-2006 394 228 140 26 252 118 16 8 293 101 2006-2007 405 233 144 28 258 125 12 10 301 104 2007-2008 394 223 150 21 236 133 15 10 289 105
NON-TEACHING (LIBRARIANS AND GUIDANCE COUNSELORS)
DEGREE RANK STATUS SCHOOL
YEAR
TOTAL B
accala
ure
ate
Maste
rs
Do
cto
raL
Instru
cto
r
Assis
tan
t P
rofe
sso
r
Asso
cia
te
Pro
fesso
r
Pro
fesso
r
Reg
ula
r
Tem
po
rary
2003-2004 26 21 5 0 21 5 0 0 24 2 2004-2005 27 21 5 1 21 5 0 0 24 3 2005-2006 33 24 8 1 24 9 0 0 29 4 2006-2007 33 20 10 3 21 7 5 0 28 5 2007-2008 31 18 10 3 18 8 5 0 29 2
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 44
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. Silliman’s 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 university’s 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 university’s physical facilities and assets are old and are
highly depreciated (Table 2.10). This takes a substantial bite from the
university’s maintenance and overhead budgets, which could
otherwise be directed toward supporting the delivery of academic
programs and offerings.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 45
TABLE 2.10. Number of buildings and their ages
AGE OF BUILDING NUMBER OF BUILDINGS
Less than one-year 5
1-5 years 7
6-10 years 5
11-20 years 5
21-40 years 47
41-60 years 48
61-80 years 13
81-100 years 7
Over 100 years 2
NOTE: There are 31 buildings without record on file as to the year being built.
2.2.16 Silliman’s 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 university’s principal source for
salaries and benefits.
FIGURE 2.7. Silliman’s net tuition fees and net salaries and benefits, in pesos, 2000-2007
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 46
2.3 Perceived OPPORTUNITIES
These are the patterns and trends in Silliman’s 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 country’s 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 BOTH SEXES MALE % OF TOTAL FEMALE % OF TOTAL
2000 76,946,500 38,748,500 50.35 38,198,000 49.65 2005 85,261,000 42,887,300 50.30 42,373,700 49.70 2010 94,013,200 47,263,600 50.27 46,749,600 49.73 2015 102,965,300 51,733,400 50.24 51,231,900 49.76 2020 111,784,600 56,123,600 50.21 55,661,000 49.79 2025 120,224,500 60,311,700 50.16 59,912,800 49.84 2030 128,110,000 64,203,600 50.12 63,906,400 49.88 2035 135,301,100 67,741,300 50.06 67,559,800 49.94 2040 141,669,900 70,871,100 50.02 70,798,800 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 Silliman’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 47
Table 2.12. Percent share of national population, by regions, 2000
AREA % OF TOTAL
POPULATION, 2000
2000 (MAY 1)
1995 (SEPT.1)
1990 (MAY 1)
Philippines 100 76,504,077 68,616,536 60,703,206 NCR 12.98 9,932,560 9,454,040 7,948,392 Cordillera Administrative Region
1.78 1,365,412 1,254,838 1,146,191
Ilocos Region 5.49 4,200,478 3,803,890 3,550,642 Cagayan Valley 3.68 2,813,159 2,536,035 2,340,545 Central Luzon 10.49 8,030,945 6,932,570 6,199,017 Southern Tagalog 15.42 11,793,655 9,943,096 8,263,099 Bicol Region 6.13 4,686,669 4,325,307 3,910,001 Western Visayas 8.12 6,211,038 5,776,938 5,393,333 Central Visayas 7.46 5,706,953 5,014,588 4,594,124 Eastern Visayas 4.72 3,610,355 3,366,917 3,054,490 Western Mindanao 4.04 3,091,208 2,794,659 2,459,690 Northern Mindanao 3.59 2,747,585 2,483,272 2,197,554 Southern Mindanao 6.78 5,189,335 4,604,158 4,006,731 Central Mindanao 3.39 2,598,210 2,359,808 2,032,958 ARMM 3.15 2,412,159 2,020,903 1,836,930 Caraga
1 2.74 2,095,367 1,942,687 1,764,297
1 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 university’s 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:
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 48
• 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 promoting—earlier on at the
baccalaureate level—the culture of good governance. This has led to
opening new opportunities for Silliman’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 49
faculty and staff associations and the student government are
committed to pushing the university’s relevance and reach to its internal
and external publics, and also in integrating faith formation in the
university’s 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 university’s 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 Silliman’s
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 university’s
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 Silliman’s 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 Silliman’s external and internal environments
that, in the view of the university community, could pose risks to the university’s
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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 51
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 TERM ENDS CONTINUITY
Amatong, Juanita D. May 31, 2011 Maybe immediately extended for another term
Balbido, Ricardo, Jr. A. May 31, 2009 Reelectable after at least a 1-year interregnum
Briones, Leonor M. May 31, 2009 Reelectable after at least a 1-year interregnum
Delloso, Roselyn G. May 31, 2008 Maybe immediately extended for another term
Fundador, Rosita V. May 31, 2012 Maybe immediately extended for another term
Nolido, Reinaldo M. May 31, 2009 Reelectable after at least a 1-year interregnum
Orteza, Edna J. May 31, 2010 Maybe immediately extended for another term
Remollo, Felipe Antonio B. May 31, 2008 Reelectable after at least a 1-year interregnum
Sayson, Fema Christina P. May 31, 2012 Maybe immediately extended for another term
Sy, Julio, Sr. O. May 31, 2010 Reelectable after at least a 1-year interregnum
Tan, Noel R. May 31, 2008 Reelectable after at least a 1-year interregnum
Torres, Rebecca C. May 31, 2011 Maybe immediately extended for another term
Villalba, Noel C. May 31, 2007 Already replaced by Dr. Deborrah Marco
Villamor, Antonio P. May 31, 2011 Reelectable after at least a 1-year interregnum
Villavito, Madison M. May 31, 2010 Reelectable after at least a 1-year interregnum
Yap, Roman T. Emeritus 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 Silliman’s programs and offerings suddenly
drops. For example, if the initial board performance of Silliman’s 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 university’s 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
Silliman’s 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; bio-
engineering; 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 Silliman’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 53
� 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
university’s 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
2007 Forecast ECONOMIC
INDICATORS 2004 2005 2006 Gov’t
Forecast MBC
Forecast
GNP Growth Rate (%) 6.7 5.6 6.2 6.2-7.1 GDP Growth Rate (%) 6.2 5.0 5.4 6.1-6.7 5.3-5.4 Services Growth Rate (%)
7.6 6.4 6.3 6.6 6.4
Industry Growth Rate 4.7 4.9 4.8 5-8 4-9 Unemployment Rate (Phil. Def)
11.8 11.3 11.0 11.1 10.7
Export (US $) 39.7 41.3 47 51.8 52 Growth Rate (%) 9.5 4.0 14 11 9.5 Imports (US$) 44 47.4 47.4 60.3 55.3 Growth Rate (%) 8.8 7.7 9.6 12 7.1 BOT (US$) (+/-)
-4.3 -6.2 (4.1) -8.5 -3.3
SOURCE: Philippine Business Magazine, vol 3, Nov. 10, 2006; Forecast consolidated from NSCB-NSO, NEDA and MBC
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 54
TABLE 2.15. Consumer Price Index (CPI), Inflation Rate (IR) and Purchasing Power of the Peso (PPP)1 (1994=100)
CPI INFLATION
RATE PPP
AREA
20063 2005
1994 BASE YEAR 2006
3 2005 2006
3 2005 1994
Philippines2 130.7 129.8 100 9.5 7.6 0.76 0.77 100
Region VII 140.7 134.6 100 6.9 6.5 0.71 0.74 100 Bohol 145.4 136.3 100 11.3 9.0 0.69 0.73 100 Cebu 139.9 134.6 100 6.0 6.3 0.71 0.74 100 Negros Oriental 142.7 133.9 100 9.8 7.1 0.70 0.75 100 Siquijor 140.2 131.0 100 9.7 7.6 0.71 0.76 100 Cebu City 138.0 134.1 100 3.7 4.7 0.72 0.75 100 Average 373.0 373.4 100 257.9 256.7 287.2 287.1 336.8
SOURCE: Susan V. Suarez, Unpublished Doctoral Dissertation (2007) 1 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.
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 university’s surplus accumulations are
still low, Silliman would be unable to weather through the period of
crisis.
2.5 Analysis of Silliman’s 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 Silliman’s ability to operate and pursue its Vision, Mission,
and Goals. To reiterate, these are the conditions in the current and foreseeable
futures of the university’s macro, external, and internal environments that
would either promote or inhibit Silliman’s development.
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Table 2.16. Summary of Silliman’s strengths, weaknesses, opportunities and threats, as viewed by the university’s constituency in 2008 STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
• 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
• 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
• Continuing rise in population
• Demand for education in catchments is high
• Board committed to moving Silliman’s relevance
• Alumni and public support is continuing and remains robust
• Recent public concerns on food & governance is drawing public interests on Silliman’s 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 Silliman’s alternative learning content and delivery
• Previous investments in facilities and programs are better positioning the university for new thrusts
• Declining challenges to the university’s land claims and holdings
• The rapid rate of Board succession in the next 3-5 years could disrupt strategic continuity
• Donors lose interests on Silliman
• Public confidence on Silliman’s 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 Silliman’s operations
The SWOT indications suggest that:
1. Silliman’s 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 Silliman’s academic life are especially unique
features of the university’s 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. Silliman’s 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 university’s 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) Silliman’s ability to sustain its financial base.
Students’ course preferences will affect the degree to which Silliman’s
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 university’s portfolio of courses and offerings.
Trustees’ and donors’ appreciation of the university’s needs and priorities
would influence how Silliman’s 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 university’s 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 Silliman’s
tuition structure will remain competitive, and the extent that potential students
can afford to come to Silliman.
3. Silliman’s 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 Board’s
commitment to advancing Silliman’s 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 Silliman’s ability to respond to new regulations and
investment requirements, and even to sustain its operations. Some threats
from Silliman’s 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, Silliman’s 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 environments—would 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 university’s
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 Silliman’s 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 Silliman’s “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 Silliman’s 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 that—given
unfolding conditions in the Philippines and in the world—it 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 schools—as 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 61
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?
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 62
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 function—and eventually
become—a 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 university’s 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 suspected—and here it is assumed—that 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 2 | PAGE 64
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 necessary—and crucial—so that it might shape a collective sense of
purpose and move the university forward toward its Vision, Mission, and
Goals.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 3 | PAGE 65
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
Silliman’s 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 “top-
down” 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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 3 | PAGE 66
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 university’s 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 university’s operations under
his term.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 3 | PAGE 67
The Board approved the President’s plan but desired to adopt a longer-term
view of the university’s directions within and beyond the term of the present
President.
This view was to be anchored on a fresh restatement of the university’s
Vision, Mission, and Goals, which is to serve as the Board’s 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 Porter’s 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 Board’s adoption of the new Vision, Mission, and Goals
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 3 | PAGE 68
in June 2006. An initial review of the university’s macro, external, and internal
environments was also done to test the validity of the Porter framework and
to benchmark the anticipated analyses of Silliman’s strengths, weaknesses,
opportunities, and threats to be eventually done at unit, division, and
university levels. This process took the remainder of 2006.
Following the Board’s concurrence with the university’s 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 what—in light of their perceived strengths, weaknesses,
opportunities, and threats—should 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,
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 3 | PAGE 69
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 university’s
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 non-
Silliman academic colleagues who facilitated the review.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 3 | PAGE 70
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 Plan—as instructed by the Board—was 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 Plan’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 3 | PAGE 71
FIGURE 3.1. Silliman’s 2-year strategic planning process, 2006-2008
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)
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 4-Point 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)
Public consultation on Proposed Offerings and Programs (April 15, 2008).
The University Leadership Council consolidates division and unit proposals into a 4-Point Unified University Strategic Proposal (April 16, 2008)
ENDS WITH THE BOARD
BOT reviews the university’s Strategic Proposal for consistency with its prescribed VMG; prescribes refinements; decides to approve or defer action (April 19-20, 2008)
Approved the Silliman 4-Point Strategic Plan 2008-2016, disaggregated into SSP 8-16, MTP 8-12, and MTP 12-16
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 72
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 2008-
2012 (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 Silliman’s operations:
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 73
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 university’s 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 university’s 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
Silliman’s life: Christian witness, academic excellence, quality of governance, and
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 74
its relevance and reach in contemporary society. These are hallmarks of its identity
and traditions.
Christian witness is a core element of Silliman’s 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 statement—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”—proclaims 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 Silliman’s 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 much—to “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,
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 75
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 Silliman’s 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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 76
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 university’s academic and scholarly linkages;
1.2 Widen the circle of active communications with alumni and friends;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 77
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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 78
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 internationally-
recognized 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 79
4.5 Intensify collaborative undertakings with externally funded entities.
Table 4.1 summarizes the thrusts by periods.
TABLE 4.1 Summary of Silliman’s strategic thrusts (2008-2016), by medium-term periods
STRATEGIC THRUSTS 2008-2016
1. Mobilize Silliman’s 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
FOCUS THRUSTS IN THE
1st MEDIUM-TERM 2008-2012 THRUSTS IN THE
2nd MEDIUM-TERM 2012-2016
Get academic units involved in campus ministries
Raise involvement in community faith life
Ensure space for worship in auxiliary and support units
Strengthen spiritual life; expand space for spiritual growth
Promoting and institutionalizing Christian
Witness
Widen collaborations with local UCCP, others
Widen collaborations with national UCCP, others
Integrate faith, instruction, research and extension (FIRE)
Widen integration of volunteerism, related and service learning, and entrepreneurship
Integrate volunteerism with related and service learning; promote entrepreneurship
Widen GE role in programs and in SBE
Widen integration GE (including in the SBE)
Expand on-line academic services and eLearning programs;
Raising Academic
Excellence
Expand on-line delivery and acquisition of learning, and knowledge exchange; widen scope of faculty/staff development to include on-line learning & knowledge trade
Increase the number of faculty/staff doing eLearning and related services
Widen leadership; promote accountability Devolve accountability
Adopt responsive, relevant rules, procedures and incentives
Update rules, procedures and incentive systems for relevance to eLearning and related services
Improve asset and risk mgmt systems Institutionalize asset and risk management systems
Raising the quality of Governance
Widen the use of information technology Expand IT support systems
Widen academic and scholarly linkages Expand on-campus presence of scholarly organizations
Widen communications with alumni and friends
Organize and reactivate more alumni chapters
Improve gift management and response Institutionalize gifts management and response
Strengthen local church relations Strengthen wider church relations
Expanding Relevance &
Reach
Expand collaborations with government and non-government organizations
Intensify collaborations with government and non-government organizations
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 80
B.
Strategic Actions in the Long-Term, 2008-2016
Silliman’s strengths and opportunities identified in Chapter Two offer
doorways for strategic action that can push and substantiate the university’s
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 Silliman’s operations that form the core of its
strengths and opportunities. They present areas for focusing actions on in order
to best attain the university’s 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 Silliman’s 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 Silliman’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 81
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 university’s 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 Silliman’s 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 Silliman’s ability to achieve its
thrusts. Two strategic actions (to be pursued in the long-term, from 2008-2016)
would be crucial:
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 82
Strategic Action 1: Elevate the level of integration of Silliman’s 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 Silliman’s 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 university’s 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
Silliman’s academic and institutional programs; and (2) starting new
capabilities to deliver and acquire learning and trade knowledge products on-
line.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 83
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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 84
TABLE 4.2. Actions on degree programs and offerings, 1st Medium-Term 2008-2012
ACTIONS IN THE 1st MEDIUM-TERM (MTP 8-12)
EXISTING FOR REVISION? (YES/NO)
FOR ADDITION
COLLEGE OF AGRICULTURE (CA)
• BS in Agricultural Business
• BS in Agriculture (majors in Agronomy and Animal Science)
• Master of Applied Science in Agricultural Systems
• BS in Agricultural Entrepreneurship
• MS in Sustainable Agriculture
• Certificate in Sustainable Agriculture
• Certificate in Agricultural Entrepreneurship
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)
• 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…
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 85
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)
• BS Economics
• BS in Office Administration (ladderized)
• BS Tourism major in Hotel and Restaurant Management
• Master in Business Administration Major in Microfinance and Entrepreneurship
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
• 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
COLLEGE OF COMPUTER STUDIES (CCS)
• BS in Information Technology
• BS in Computer Science
• BS in Information Systems
• Master in Information System
COLLEGE OF ENGINEERING & DESIGN (CED)
• BS in Civil Engineering
• BS in Computer Engineering
• BS in Electrical Engineering
• BS in Mechanical Engineering
• BS Architecture
• BS Geodetic Engineering
• BS Electronics and Communications Engineering
COLLEGE OF LAW (COL)
• Bachelor of Law (with specializations in Cyber Law or in Legal Argumentation and Debate)
[Y] Change to JD
• Course on Law, Science and Technology
• Forensics Law
CONTINUED…
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COLLEGE OF NURSING & ALLIED HEALTH SCIENCES (CNAHS)
• BS in Medical Technology (BSMT)
• BS in Nursing (BSN)
• BS in Physical Therapy (BSPT)
• 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, Psychiatric-Mental Health Nursing, Family Nursing Practice, Community Health Nursing, Adult Health Nursing
• Ph.D. in Nursing
[Y] BSMT to BS in
Clinical Lab Services
Medical Technology
• BS in Clinical Laboratory Services (BSCLS) in lieu of BSMT; BSMT is dissolved)
• MS in Microbiology
• MS in Parasitology Nursing
• Certificate in Advanced Nursing Practitioner
• MS courses in Advanced Nursing Practitioner Program and in Nursing Informatics
Physical Therapy
• BS Occupational Therapy
• BS Speech Therapy
• BS Speech Language Pathology
• BS Respiratory Therapy COLLEGE OF PERFORMING ARTS (COPA)
• Bachelor of Music (BM) with majors in Choral Conducting, Composition, Music Education, Piano and Other Instruments, and Voice
• Master of Music (MM) with Majors in Choral Conducting, Composition, Music Ed, Instrument Conducting, Voice, and Ethnomusicology
[Y] BM to BPA
• Bachelor of Performing Arts (BPA) (in lieu of BM; same majors as BM; BM is dissolved)
• BPA in Speech & Theater
• BPA major in Dance
• Bachelor of Fine Arts
DIVINITY SCHOOL (DS)
• 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
• Doctor of Theology (D.Th.), (with SEAGST)
• Certificate programs for major areas covered in the proposed Master in Divinity
• Master in Mission Studies (with the United Evangelical Mission in Germany and the UCCP)
COLLEGE OF MASS COMMUNICATION (CMC)
• Bachelor of Mass Communication
• Certificate in Environmental Journalism (ladderized)
[Y] Expand majors in journalism,
public relations,
broadcasting, advertising,
film production
• Reactivate religious journalism, religious broadcasting, church-public relations – leading to a Certificate in Christian Communication
• Certificate in Journalism
• Certificate in Broadcasting
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
• Ph.D. in Social Science (with CAS and CBA)
• Master in Environmental Governance (with CAS, CA, College of Law, CBA, and CMC)
SCHOOL OF BASIC EDUCATION (SBE)
• Certificate in Secondary (High School) Education
• Certificate in Elementary Education
• Certificate in Early Childhood
[Y] Some courses
to be redesigned
• Certificate in Summer Enrichment Program for Elementary
• Certificate in Summer Enrichment Program for High School
CONTINUED…
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COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME) Medical School
• BS Preparatory Medicine (2 years effective 2008-2009)
• MD-MPH (Doctor of Medicine – Master in Public Health)
• Doctor of Medicine Institute of Clinical Laboratory Services
•••• BS in Clinical Laboratory Services (BSCLS)
•••• MS in Microbiology
•••• MS in Parasitology Institute of Rehabilitative Therapies
• BS in Physical Therapy (BSPT)
• BS Occupational Therapy
Institute of Clinical Laboratory Services
• MS Clinical Laboratory Science
• MS Public Health (with CAS) Institute of Rehabilitative Therapies
• Masters in Physical Therapy
• Doctor in Physical 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 CBA’s 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
Silliman’s traditions of academic excellence. They could model for and inspire
other students who did not graduate from Silliman’s 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.
1 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)
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 89
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 SBE’s 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:
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 90
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 on-
line 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 on-
line 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 Silliman’s 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.
2 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
status—as 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 SBE’s 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.
3 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 93
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 three—School 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).
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 95
TABLE 4.3. Physical development actions, 1st Medium-Term 2008-2012
YEAR ENTITY ACTIONS
Greenhouse and other Agricultural building and Farm Structures, CA
Build one P2-P4 facility for research on sustainable agriculture and cropping approaches for small islands
Nursing Education buildings
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 Silliman’s other medical and health programs as well
Gymnasium Rehabilitate; improve ventilation and seating; expand inside space by scaling down the stage; improve its ability to host athletic and large community gatherings; flooring
Alaska and MONAPIL Courts
Roofing; rehabilitation
Grandstand and Ball Field 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
Marina Clinic Rehabilitate and equip to become a secondary health and medical service and learning facility
SU Church Repair roof; improve ventilation, sound & lighting systems; repaint inside; extend side paneling
Roads and Drainage Repaving and rehabilitation; pave road to Kalauman then out Hibbard
Luce Auditorium Rehabilitate roof and rooms; improve seating and inside conditions including access for the differently-abled; improve stage, lighting, and sound systems
Uytengsu Engineering Hall Rehabilitation; improvement of rooms and fixtures
Campus Landscape Put more greenery; develop parking areas; install more outdoor study areas; add more color; redesign fences
Dorms and Silliman Hall Install sprinkler systems
Divinity School Repair and rehabilitate McKinley, Rodriguez Halls; Chapel of Evangel
Oriental Hall Rehabilitate to become a Student Center, and to also house the Central Supply and Souvenir Shop
Hibbard Hall Rehabilitate and design the 2nd Floor into a Gallery of Gratitude and function rooms
Abbey Jacobs Rehabilitate to create studio units for single faculty and staff
Heritage Builders’ Wall Start first panel, in fence near Silliman Hall
Salonga Center Build building as adjunct to Villareal Hall
Creative Writing Center Build complex in the Sibulan property
Kaadlawon Center Build first structure on the site; resolve right-of-way
Faculty/Staff Housing Repair and repaint campus units, including End House
2008-2009
Information Technology Facilities
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
Staff and Student Housing in Ticao
Rehabilitate existing buildings, chapel; add rooms for student dorms
Dorms and Silliman Hall Repair and repaint
SU Church Add more public toilet facilities; repaint outside
OSA Move to Oriental Hall
Registrar’s Office Move to 1st Floor Hibbard, after small renovations
COPA Move to two cottages near Luce after renovations
Cooperative Store Dismantle and rebuild inside the campus
Portal East Build
2009-2010
Buildings and Grounds Building
Rehabilitate to make it less fire-prone; more sanitary
CONTINUED…
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SBE 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
Marina Mission Hospital Build 10-bed Hospice Care Center
SU Medical School 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
Guy Hall Rehabilitate 3rd Floor into transients’ accommodations
Cafeteria Rehabilitate; air-condition
College of Mass Communication
Occupy the whole first two floors of Guy Hall, except the Printing Press area and the office of the Internal Audit
Silliman Hall Strengthen; refurbish to become entirely a museum complex; Assembly Hall to be limited to small functions
Landscape Expand greenery; add color to structures
Landfill Build own landfill
Water Supply Improve and rehabilitate; improve security against contamination
High School Swamp Area Improve drainage; build walkways and study stations
Faculty/Staff Housing Build 20 studio units in the area east of the New Men’s Dorm; repair and repaint Divinity faculty housing units
Campus Sanitation Build new 3-chamber septic tanks to serve as common septic tanks for several buildings
SU Church Landscape the outside grounds; repaint CE bldg
Faculty/Staff Housing Repair and repaint Silliman Village units
Dormitories General cleaning and repairs, including bathrooms and electrical fixtures
Medical School Expand building
SBE Build mini-gym in old Kindergarten area
Power Plant Repair and upgrade; upgrade transmission lines
Divinity Compound Repair students’ housing unit
Roads and drainage Repave all roads; clear all drainage
2010-2011
IT Systems Improve and strengthen capacities for remote services (i.e., to support more extensive eLearning services
2011-2012 Buildings Repair and repaint
Landscape Expand greenery; further add color to structures
Uytengsu Computer Center Expand; build annex facility in the north dorm area
New Women’s Dorm 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 university’s
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 university’s 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:
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 98
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 Silliman’s strengths & opportunities:
3.1 Institute of Clinical Laboratory Services 3.2 Institute of Rehabilitative Therapies 3.3 Institute of Mission Studies 3.4 Research Center on Small Island Systems 3.5 Center on Archipelagic Oceanography 3.6 Creative Writing Center 3.7 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 web-
based 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 99
TABLE 4.4. Actions on systems and procedures, 1st Medium-Term 2008-2012
YEAR ITEM ACTIONS
University Manual 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
Code of Christian Collegiality
Introduce to and discuss with as many of Silliman’s constituencies to increase their familiarity with it: faculty, staff, students, alumni; adopt measures to embed the Code in all campus functions & activities
Financial and Accounting Reporting System
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
Budgeting Do zero-based system; obtain Board approval; put in draft University Manual
Community Chest Dedicate a Board-determined percentage of dividend earnings for a community chest fund
Risk Management Begin compiling a Manual for Risk Management and Crises Response
FSAS Review; update intra-rank mobility criteria; improve system integrity
Retirement Fund Open options to Faculty/Staff to voluntarily add to their Retirement Fund account
Medical and Health Benefits
Shift to HMO subject to: coverage includes existing; coverage includes other hospitals in city and elsewhere; within current costs of Silliman
Retirees Add medical and health support for retirees
Faculty/Staff Housing Privileges
Standardize criteria; prioritize single (status) personnel
Dormitory Management Strengthen; institute additional policies and measures to enhance dormitory services for students
Student Activities Consolidate in the University Manual the rules and regulations governing students in the university; include consistent policies and procedures for sustaining discipline
2008-2009
Procedures for Receiving and Acknowledging Gifts from alumni and friends
• 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…
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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 off-campus ESL and tutorial students
• Consolidate all monies and accounts held by units into the university’s community of accounts
• Adopt measures to improve liquidity position
MIS • 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
University Manual Submit for Board approval; reproduce for all Faculty/Staff
Risk Management Complete the Manual for Risk Management and Crises Response
Financial and Accounting Reporting System
Refine further, if needed
Budgeting Review the procedures for the purpose of ironing out kinks
Medical & Health Benefits Review actual first year costs to Silliman; compare with previous
Retirees Develop updated directory
Alumni and Friends Prepare, submit to them a report on the use and beneficiaries of their gifts
Financial and Asset Management
• At least 50% more titling of land assets
• Begin at least one joint venture on a piece of Silliman’s 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
2009-2010
MIS • 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
Investments Review; adopt an updated strategy
Actuarial Review and conduct a new survey and valuation; focus on depreciations and risks to properties
Risk Management Adopt reward systems and incentives for Faculty/Staff involved in risk identification and crises response
Inventory Conduct comprehensive review and upgrading of lists of assets; do valuation of existing assets
Student Activities Adopt rewards and incentives for peer-learning and peer-teaching initiatives
2010-2011
Faculty and Staff Adopt rewards and incentives for high recognition among peers
Budgeting Review and upgrade procedures; reflect upgrades in University Manual
Investments Diversify the investment of foreign exchange holdings
Inventory Condemn and de-list unserviceable and unusable assets; clean up the inventory of all assets; submit to Board for confirmation
2011-2012
MIS 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 101
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
university’s 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 university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 102
1.8 Expand the scope of the university’s 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 university’s 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 university’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 103
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
Silliman’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 104
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 Silliman’s 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 sea”—a virtual Silliman (vSilliman).
4 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.)
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 105
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 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.
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 student’s research, covering the disciplinal
contents of more than one course.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 106
TABLE 4.5. Silliman’s portfolio of degree programs and offerings, 2nd Medium-Term 2012-2016
ACTIONS IN THE 2nd MEDIUM-TERM (MTP 12-16) 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.
FOR REVISION? (YES/NO)
FOR ADDITION
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)
• 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)
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)
• 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 107
• 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)
• BS Entrepreneurship (eLearning version)
• BS in Office Administration (eLearning version)
• Master in Business Administration (eLearning version)
• Master in Microfinance and Entrepreneurship (eLearning version)
COLLEGE OF EDUCATION (COE)
• BSED major in TLE
• 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
[Y] (Add Courses)
• 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…
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 108
COLLEGE OF COMPUTER STUDIES (CCS)
• BS in Information Technology
• BS in Computer Science
• BS in Information Systems
• Master in Information System
• MS in Computer Science
• Master in Information System (eLearning version)
COLLEGE OF ENGINEERING & DESIGN (CED)
• BS in Civil Engineering
• BS in Computer Engineering
• BS in Electrical Engineering
• BS in Mechanical Engineering
• BS Architecture
• BS Geodetic Engineering
• BS Electronics and Communications Engineering
• BS Material Engineering
• BS Mechatronics
• BS Industrial Engineering
• Master in Engineering (in CE, EE, and ME)
COLLEGE OF LAW (COL)
• Doctor of Jurisprudence (specializations in Cyber Law or Legal Argumentation and Debate)
• Course on Law, Science and Technology
• Forensics Law
• Master Environmental Governance (with SPAG, CAS, CA, CMC, and CBA)
• Certificate Courses in Law, Science and Technology; Cyber Law; and Law and Development (in eLearning version)
COLLEGE OF MEDICAL SCIENCES (CMS) or PROGRAM ON MEDICAL EDUCATION (PME)
Medical School
• BS Preparatory Medicine
• MD-MPH (Doctor of Medicine – Master in Public Health)
• Doctor of Medicine Institute of Clinical Laboratory Services
• BS in Clinical Laboratory Services (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
Institute of Clinical Laboratory Services
• MS Clinical Laboratory Science
• MS Public Health (with CAS) Institute of Rehabilitative Therapies
• Masters in Physical Therapy
• Doctor in Physical Therapy
COLLEGE OF NURSING (CN)
• BS in Nursing (BSN)
• 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, Psychiatric-Mental Health Nursing, Family Nursing Practice, Community Health Nursing, and Adult Health Nursing
• Ph.D. in Nursing
• Seminar courses in eLearning Mode
CONTINUED…
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 109
COLLEE OF PERFORMING ARTS (COPA)
• Bachelor of Performing Arts (BPA) (with same majors as previous BM)
• BPA in Speech & Theater
• BPA major in Dance
• Bachelor of Fine Arts
• Master of Music (MM) with majors in Choral Conducting, Composition, Music Education, Instrument Conducting, Voice, and Ethnomusicology
[Y] Add a Major
[Y]
MM to MOPA
• 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)
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)
• Master of Divinity (Thesis; majors in biblical studies, pastoral ministry, spiritual care/clinical pastoral education, theology, or Christian education)
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)
• Master in Environmental Journalism / Environmental Communication
• 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)
• Ph.D. in Public Administration
• SCHOOL OF BASIC EDUCATION (SBE)
• Diploma in Secondary Education
• Diploma in Elementary Education
• Certificate in Early Childhood
• Certificate in Summer Enrichment for Elementary
• Certificate in Summer Enrichment for High School
[Y] Some courses
to be redesigned
3. Add reading options to existing General Education courses. Open
discussions of seminal works by students may be made an option for
examinations.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 110
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 Silliman’s 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 university’s 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 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 Silliman’s
SOUL program capabilities.
3. Review the state of the university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 112
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 university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 113
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).
5 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 4 | PAGE 114
TABLE 4.6. Financial and capital requirements in the 1st medium-term, 2008-2012
POSSIBLE SOURCES OF FUNDING ACTIONS
ESTIMATED COST
(PESOS) ANNUAL BUDGET
ADF DSF GIFTS AND
DONATIONS
Programs and Offerings 10.00 6.00 2.00 2.00
Faculty and Staff Development 20.00 2.00 18.00
Facilities and Organizational Support Systems
202.00 2.00 80.00 80.00 40.00
Public Support 8.00 4.00 4.00 TOTAL 240.00 14.00 82.00 80.00 64.00
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*
POSSIBLE SOURCES OF FUNDING ACTIONS
ESTIMATED COST
(PESOS) ANNUAL BUDGET
ADF DSF GIFTS AND
DONATIONS
* TO BE PREPARED LATER
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 5 | PAGE 115
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 university’s 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. Silliman’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 5 | PAGE 116
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 medium-
term 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 DESIRED RESULTS
Programs and Offerings
• New offerings have been added; some modified; Silliman’s 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 on-campus 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.
Faculty and Staff • 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.
Facilities and Administrative Support Systems
• 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.
Public Support • 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 5 | PAGE 118
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 DESIRED RESULTS
Programs and Offerings
• 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 & off-campus; opportunities for on-line on-campus knowledge entrepreneurship among faculty, staff and students are expanded
Faculty and Staff • 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. Facilities and Administrative Support Systems
• 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.
Public Support • 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.
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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 5 | PAGE 119
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 medium-
term outcomes in 2008-2012 and 2012-2016. Achieving the two strategic
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 5 | PAGE 120
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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 5 | PAGE 121
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 university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 5 | PAGE 122
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.”
Consequently—in brief—achieving the six medium-term outcomes and the two
strategic outcomes is tantamount to Silliman moving farther forward toward
realizing its Vision, Mission, and Goals.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 123
CHAPTER SIX
Metrics
These refer to the set of indicator measures to be used to monitor and
evaluate Silliman’s 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
Silliman’s 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
university’s Vision, Mission, and Goals?
4. At what gains and costs to Silliman was this Plan successfully
carried out?
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 124
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)
METRICS
Findings on CQ1 Results satisfactorily gained following the actions. Findings on CQ2 Outcomes satisfactorily gained following the results. Findings on CQ3 Outcomes translating into achieving Silliman’s Vision, Mission & Goals.
Findings on CQ4 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
CORE QUESTIONS
[1]
METRICS [2]
1st MEDIUM-TERM
FINDINGS [3]
2nd MEDIUM-TERM
FINDINGS [4]
MEAN OF
[3] & [4]
CQ1 Results satisfactorily gained following the actions.
CQ2 Outcomes satisfactorily gained following the results.
CQ3 Outcomes translating into achieving Silliman’s Vision, Mission & Goals.
CQ4 Gains and costs to Silliman following the satisfactory execution of the Plan.
Medium-term findings are obtained using indicator measures by KRA. (Table
6.3)
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 125
TABLE 6.3 Metrics of Plan performance in the 1st & 2nd medium-terms, by KRA
METRICS, BY CORE QUESTIONS KRA
CQ1 CQ2 CQ3 CQ4
Actions on PO with statistically significant results [1]
Results of actions on PO with statistically significant outcomes [3]
PO outcomes with statistically significant VMG achievements [5]
Programs and Offerings [PO]
Actions on PO with perceived acceptable results [2]
Results of actions on PO with perceived acceptable outcomes [4]
PO outcomes with perceived acceptable VMG achievements [6]
• Increase in total enrolment [7]
• PO w more students [8]
• PO w less students [19]
• Financial [10]
Actions on FS with statistically significant results [1]
Results of actions on FS with statistically significant outcomes [3]
FS outcomes with statistically significant VMG achievements [5]
Faculty and Staff [FS]
Actions on FS with perceived acceptable results [2]
Results of actions on FS with perceived acceptable outcomes [4]
FS outcomes with perceived VMG achievements [6]
• FS with higher competencies [11]
• FS with wider competencies [12]
• FS w no change in competencies [13]
• Financial [10]
Actions on FOSS with statistically significant results [1]
Results of actions on FOSS with statistically significant outcomes [3]
FOSS outcomes with statistically significant VMG achievements [5]
Facilities and Organizational Systems [FOSS]
Actions on FOSS with perceived acceptable results [2]
Results of actions on FOSS with perceived acceptable outcomes [4]
FOSS outcomes with perceived VMG achievements [6]
• Depreciation value of buildings [14]
• Adverse findings of audits [15]
• Financial [10]
Actions on PS with statistically significant results [1]
Results of actions on PS with statistically significant outcomes [3]
PS outcomes with statistically significant VMG achievements [5]
Public Support [PS]
Actions on PS with perceived acceptable results [2]
Results of actions on PS with perceived acceptable outcomes [4]
PS outcomes with perceived VMG achievements [6]
• Student origins [16]
• Gifts [17]
• Gift giving [18]
• Activities w external entities [19]
• Financial [10]
Medium-Term Findings / CQ
Mean of means [20]
Mean of means [20]
Mean of means [20]
Ratio of Gain vs. Cost, by KRA [21]
[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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 126
[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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 127
[5] Set the 2008 quantitative baseline of each desired medium-term outcome
(using the Metrics of Outcomes [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
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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 128
[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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 129
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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 130
[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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 131
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
• 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 Faculty and Staff
• 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)
Facilities and Systems
• 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
1st Medium-Term
Public Support
• 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 Programs and Offerings
• 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 Faculty and Staff
• 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
Facilities and Systems
• Schedule of constructing new facilities
• Schedule of developing/upgrading organizational systems
• Operational level of a Center for Environmental Journalism & Media Studies in CMC
2nd Medium-Term
Public Support
• 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 132
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
• 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 Faculty and Staff
• 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
Facilities and Systems
• 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
1st Medium-Term
Public Support
• 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
Programs and Offerings
• 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 Faculty and Staff
• Number of F/S collaborating on FIRE-integration
• Number of F/S integrating Christian witness and SU’s 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
Facilities and Systems
• Institutional support for the integration of FIRE
• Sufficiency of facilities and organizational systems supporting FIRE and SOUL
2nd Medium-Term
Public Support
• 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 6 | PAGE 133
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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 7 | PAGE 134
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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 7 | PAGE 135
• 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-in-Charge;
• 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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 7 | PAGE 136
• 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. Cadeliña, 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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 7 | PAGE 137
• 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 Silliman’s academic programs and offerings:
• Ms. Lorna Peña Reyes-Makil
• Ms. Myrna Peña Reyes-Sweet
• Dr. Juanito C. Magbanua
• Atty. Gilbert Arbon
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 7 | PAGE 138
• 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 Vicuña
• 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;
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | CHAPTER 7 | PAGE 139
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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX I | PAGE 140
ANNEX I
Organizational Chart of Silliman University, 2008
BOARD OF TRUSTEES
PRESIDENT
VICE PRESIDENT FOR FINANCE AND ADMINISTRATION
VICE PRESIDENT FOR ACADEMIC AFFAIRS
University Chaplain
Alumni Affairs Office
University Legal Counsel
Office Of Information & Publication
University Planning Office
UNIVERSITY RELIGIOUS LIFE COUNCIL
UNIVERSITY LEADERSHIP COUNCIL
UNIVERSITY LEGAL COUNCIL
Internal Audit
Bids and
Awards Committee
Continuing Fellowship
Committee (For Gifts/Donations)
University Standing Committees (e.g., Housing, Finance,
and Others)
AdHoc Study And Working Groups (e.g., Asset Management,
Marketing, Etc.)
MANILA LIAISON OFFICE
ANCILLARY SERVICES
• Bookstore
• Cafeteria
• Farm Operations
• Press
• Dormitories MGMT INFO
SYSTEM SERVICES
SECURITY & SAFETY
HUMAN RESOURCE
DEV’T OFFICE
BUILDINGS AND
GROUNDS
BUSINESS &
FINANCE OFFICE
ACADEMIC COUNCIL
DEANS CONFERENCE
Office of Student Affairs
University Library Services
Registrar and Admissions
Athletics Director
Director of Instruction
Director of Research
Director of Extension
DEANS AND ACADEMIC UNIT DIRECTORS
DEPARTMENTS AND INSTITUTES
CENTERS AND PROGRAMS
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX II | PAGE 141
Annex II
The SOUL Program
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX II | PAGE 142
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 143
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 2008-2012
ACTIONS ESTIMATED COST (PhP)
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 group-learning 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 Silliman’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 144
TABLE III.1.2 Estimated Costs (in PhP) for Actions on Programs and Offerings, 2nd Medium-Term 2012-2016
ACTIONS ESTIMATED COST (PhP)
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 student’s 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 Silliman’s 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 university’s 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 145
TABLE III.2.1 Estimated Costs (in PhP) for Actions on Faculty and Staff, 1st Medium-Term 2008-2012
ACTIONS ESTIMATED COST (PhP)
Arrange and conduct wider faculty and staff collaborations
• College and SBE faculty in chemistry, biology, physics and math will jointly design the SBE’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 146
TABLE III.2.2 Estimated Costs (in PhP) for Actions on Faculty and Staff, 2nd Medium-Term 2012-2016
ACTIONS ESTIMATED COST (PhP)
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 Silliman’s SOUL program capabilities.
Review the state of the university’s pool of faculty and staff. Identify future needs and competency requirements. Identify successor generation of leaders.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 147
TABLE III.3.1 Estimated costs (in PhP) for Actions on Physical Development, 1st Medium-Term 2008-2012
YEAR ENTITY ACTIONS ESTIMATED COST (PhP)
Greenhouse, CA Build one P2-P4 facility for research on sustainable agriculture and cropping approaches for small islands
Nursing Education buildings
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 Silliman’s other medical & health programs as well
Gymnasium Rehabilitate; improve ventilation and seating; expand inside space by scaling down the stage; improve its ability to host athletic & large community gatherings; flooring
Alaska and MONAPIL Courts
Roofing; rehabilitation
Grandstand & Ball Field
• 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
Marina Clinic Rehabilitate and equip to become a secondary health and medical service & learning facility
SU Church Repair roof; improve ventilation, sound and lighting systems; repaint inside; extend side paneling
Roads and Drainage
Repaving and rehabilitation; pave road to Kalauman
Luce Auditorium • Rehabilitate roof and rooms
• Improve seating and inside conditions including access for the differently-abled
• Improve stage, lighting and sound systems
Uytengsu Engineering Hall
Rehabilitation; improvement of rooms and fixtures
Campus Landscape Put more greenery; develop parking areas; install more outdoor study areas; add more color; redesign fences
Dorms & Silliman Hall
Install sprinkler systems
Divinity School Repair and rehabilitate McKinley, Rodriguez Halls; Chapel of Evangel
Oriental Hall Rehabilitate to become a Student Center, and to also house the Central Supply and Souvenir Shop
Hibbard Hall Rehabilitate and design the 2nd Floor into a Gallery of Gratitude and function rooms
Abbey Jacobs Rehabilitate to create studio units for single Faculty/Staff
Heritage Builders’ Wall
Start first panel, in fence near Silliman Hall
Salonga Center Build building as adjunct to Villareal Hall
Creative Writing Center
Build complex in the Sibulan property
2008-2009
Kaadlawon Center Build first structure on the site; resolve right-of-way
CONTINUED…
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 148
YEAR ENTITY ACTIONS ESTIMATED COST (PhP)
F/S Housing Repair and repaint campus units, including End House
Information Technology Facilities
• 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
Staff and Student Housing in Ticao
Rehabilitate existing buildings, chapel; add rooms for student dorms
Dorms and Silliman Hall
Repair and repaint
SU Church Add more public toilet facilities; repaint outside
OSA Move to Oriental Hall
Registrar’s Office Move to 1st Floor Hibbard, after small renovations
COPA Move to two (2) cottages near Luce after renovations
Coop Store Dismantle & rebuild inside the campus
Portal East Build
Buildings & Grounds Bldg
Rehabilitate to make it less fire-prone; more sanitary
SBE 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
Marina Mission Hospital
Build 10-bed Hospice Care Center
Guy Hall Rehabilitate 3rd Floor into transients’ accommodations
Cafeteria Rehabilitate; air-condition
College of Mass Communication
Occupy the whole first two (2) floors of Guy Hall, except the Printing Press area and the Office of the Internal Audit
Silliman Hall Strengthen; refurbish to become entirely a museum complex; assembly hall to be limited to small functions
Landscape Expand greenery; add color to structures
Landfill Build own landfill
Water Supply Improve and rehabilitate; improve security against contamination
High School Swamp Area
Improve drainage; build walkways and study stations
2009-2010
Faculty/Staff Housing
Build 20 studio units in the area east of the New Men’s Dorm; Repair and repaint Divinity faculty housing units
Campus Sanitation Build new 3-chamber septic tanks to serve as common septic tanks for several buildings
SU Church Landscape the outside grounds; repaint CE bldg
Faculty/Staff Housing
Repair and repaint Silliman Village units
Dormitories General cleaning and repairs, including bathrooms and electrical fixtures
Medical School Expand building
SBE Build Mini Gym in old Kindergarten area
Power Plant Repair and upgrade; upgrade transmission lines
Divinity Compound Repair students’ housing unit
Roads and drainage Repave all roads; clear all drainage
2010-2011
IT Systems Improve and strengthen capacities for remote services (i.e., to support more extensive eLearning services
Buildings Repair and repaint
Landscape Expand greenery; further add color to structures
Uytengsu Computer Center
Expand; build annex facility toward the north dorm area
2011-2012
New Women’s Dorm Rehabilitate and enlarge Dahlia Cottage
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 149
TABLE III.3.2 Estimated costs (in PhP) for Actions on Physical Development, 2nd Medium-Term 2012-2016
ACTIONS ESTIMATED COST (PhP)
• 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 150
TABLE III.4.1 Estimated costs (in PhP) for Actions on Public Support, 1st Medium-Term 2008-2012
YEAR ITEM ACTIONS ESTIMATED COST (PhP)
University Manual 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
Code of Christian Collegiality
Introduce to and discuss with as many of Silliman’s constituencies to increase their familiarity with it: faculty, staff, students, alumni; adopt measures to embed the Code in all campus functions and activities
Financial and Accounting Reporting System
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
Budgeting Do zero-based system; have Board approval; put in draft University Manual
Community Chest Dedicate a Board-determined percentage of dividend earnings for a community chest fund
Risk Management Begin compiling a Manual for Risk Management and Crises Response
FSAS Review; update intra-rank mobility criteria; improve system integrity
Retirement Fund Open options to Faculty/Staff to voluntarily add to their Retirement Fund account
Medical and Health Benefits
Shift to HMO subject to: coverage includes existing; coverage includes other hospitals in city and elsewhere; within current costs of Silliman
Retirees Add medical and health support for retirees
Faculty/Staff Housing Privileges
Standardize criteria; prioritize single (status) personnel
Dormitory Management
Strengthen; institute additional policies and measures to enhance dormitory services for students
Student Activities Consolidate in the University Manual the rules and regulations governing students in the university; include consistent policies and procedures for sustaining discipline
2008-2009
Procedures for Receiving and Acknowledging Gifts from alumni and friends
• 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…
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 151
YEAR ITEM ACTIONS ESTIMATED COST (PhP)
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 off-campus ESL and tutorial students
• Consolidate all monies and accounts held by units into the university’s community of accounts
• Adopt measures to improve liquidity position
MIS • 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
University Manual Submit for Board approval; reproduce for all Faculty/Staff
Risk Management Complete the Manual for Risk Management and Crises Response
Financial and Accounting Reporting Sys
Refine further, if needed
Budgeting Review the procedures for the purpose of ironing out kinks
Medical and Health Benefits
Review actual first year costs to Silliman; compare with previous
Retirees Develop updated directory
Alumni and Friends Prepare, submit to them a report on the use and beneficiaries of their gifts
Financial and Asset Management
• At least 50% more titling of land assets
• Begin at least one joint venture on a piece of Silliman’s 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
2009-2010
MIS • 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
Investments Review; adopt an updated strategy
Actuarial Review and conduct a new survey and valuation; focus on depreciations and risks to properties
Risk Management Adopt reward systems and incentives for F/S involved in risk identification and crises response
Inventory Conduct comprehensive review and upgrading of lists of assets; do valuation of existing assets
Student Activities Adopt rewards and incentives for peer-learning and peer-teaching initiatives
2010-2011
Faculty and Staff Adopt rewards and incentives for high recognition among peers
CONTINUED…
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 152
YEAR ITEM ACTIONS ESTIMATED COST (PhP)
Budgeting Review and upgrade procedures; reflect upgrades in University Manual
Investments Diversify the investment of foreign exchange holdings
Inventory Condemn and de-list unserviceable and unusable assets; clean up the inventory of all assets; submit to Board for confirmation
2011-2012
MIS • 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
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX III | PAGE 153
TABLE III.4.2 Estimated costs (in PhP) for Actions on Public Support, 2nd Medium-Term 2012-2016
ACTIONS ESTIMATED COST (PhP)
• 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 university’s 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.
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX IV | PAGE 154
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 Veteran’s 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 2000- January 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 155
NAME 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 GONZALEZ, CANDELARIO V. TERM EXPIRES 31 May 2013 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT BBA, Silliman University, 1974 LlB, Silliman University, 1978 POSITION Executive Judge, RTC, Branch 45, Bais City
Acting Presiding Judge, RTC, Branch 44, Dumaguete City
NAME MARCO, DEBORAH T. TERM EXPIRES 31 May 2012 CONSTITUENCY UCCP
EDUCATIONAL ATTAINMENT 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
POSITION City Secretary, City of Catbalogan
NAME NOLIDO, REINALDO M. TERM EXPIRES 31 May 2010 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT LlB, Silliman University, 1955 (cum laude) POSITION Lay Preacher and Sunday School Teacher, Bacolod Evangelical
Church Retired Provincial Prosecutor, Negros Occidental
NAME ORTEZA, EDNA J. TERM EXPIRES 31 May 2010 CONSTITUENCY UCCP
EDUCATIONAL ATTAINMENT AB (English), Silliman University, 1970 Graduate Studies, MA in Education, Agusan Colleges
POSITION Executive Director, CREATE-UCCP Executive Director, Christian Education Unit, UCCP Documentor-Writer-Editor-Consultant
SILLIMAN UNIVERSITY STRATEGIC PLAN 2008-2016 | ANNEX IV | PAGE 156
NAME SAYSON, FEMA CHRISTINA P. TERM EXPIRES 31 May 2012 CONSTITUENCY SUFI EDUCATIONAL ATTAINMENT HS 1980, Silliman University
BBA (Accounting), Silliman University, 1984 (magna cum laude) LIB, Ateneo de Manila University, 1989
POSITION 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 TORRES, REBECCA C. TERM EXPIRES 31 May 2012 CONSTITUENCY UCCP
EDUCATIONAL ATTAINMENT AB, Silliman University, 1975 (magna cum laude) MA, Silliman University, 1981 Ph.D. in Social Psychology, Ateneo de Manila University, 1996
POSITION Academic Vice President, Ateneo de Naga University Formerly Dean, Graduate School and Social Sciences, and Department Chair, Ateneo de Naga University
NAME VILLAMOR, ANTONIO P. TERM EXPIRES 31 May 2011 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT Associate in Arts, Silliman University, 1953
LIB, University of the Philippines, 1957 POSITION Philippine Ambassador to the Kingdom of Saudi Arabia
NAME VILLAVITO, MADISON M.
TERM EXPIRES 31 May 2010 CONSTITUENCY Alumni EDUCATIONAL ATTAINMENT BBA, Silliman University, 1972 POSITION Businessman
NAME 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
The Silliman Open University Learning Program (SOUL)
This serves as an umbrella program covering 3 on-line activities in Silliman:
The delivery of courses and teaching materials (e.g. teaching ESL and conducting tutorials) on-line and the acquisition of learning resources (e.g. charts, diagrams, lectures) on-line. Three modules: A, B, C below
1. e-Learning
A
Students on individual CRTsin their own places insideor outside the campus
Silliman facultyon campus and on-line
C
Students on individual CRTs,on or off-campus, all on-line
Teacher is off-campus,on-line
B
on-campus students
common screen
Lectures offsite but on-line
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).
2. Knowledge Product Outsourcing (KPO)
Off-campus clients needing specific knowledge products
Silliman faculty/staff/studentson campus and on-line
Silliman hosts and is involved in starting-up new business ideas. Two modules A & B below3. Business or Enterprise Incubation
Business Person
Silliman Campus
Silliman faculty/staff/studentshelping the shop
shop
A
B Same as KPO